Exercise 447 1. Write an advertisement for a debate that is to be held at your school. Imagine that the advertisement is to appear school paper. Let it be more than a mere announce in your ment. 2. In the same way advertise a football, baseball, or basketball game, or an inter-class contest. Appeal to human interest. Exercise 448 You have permission to secure advertisements to be printed in the program of the entertainment spoken of above. Suppose that you are to write the copy for the different advertisements. Use one-eighth, one-quarter, one-half, or one page, as you wish. 1. Advertise a grocery. 4. A candy store. 6. A bank. 7. A tailor's shop. 8. A photographer's studio. 9. A barber shop. 10. A drug store. Exercise 449 Imagine that you are connected with the advertising department of your school paper and that a dealer to whom you have sold space wishes you to write the copy. Use the same article that you chose for Exercise 399, draw a rectangle to represent the space to be filled, and write the copy. Exercise 450 Write a circular to advertise the same article that you chose for Exercise 399 (4). The circular is designed to be wrapped with purchases. Exercise 451 Prepare a poster that is to announce the next issue of your school paper. Let it be a display rather than a publicity advertisement. Make an appeal to strong human motives. Exercise 452 For distribution to the several eighth-grade classes in your district prepare a booklet of four or five hundred words on "After Grammar School What?" in which you show why it is better for a pupil to go to high school than to go directly to work. That is, your aim is to persuade pupils to come to high school. Before you can persuade, you must convince; before you can convince, you must inform; and unless you awaken interest, you cannot expect to attain any other aim. Remember that a general statement, such as "Every one ought to go to high school" carries no conviction. Such a statement, however, may be developed (see Chapter XIII) by the use of I. Iteration. 2. Particularizing details. 4. Quotation from authority. Don't forget that eighth-grade children are human and will respond to strong action-compelling motives. Play up those that you think will make the most direct appeal. Remember also that every one enjoys a story and, if possible, work one in by way of illustration but be careful to observe the warning that Phillips Brooks gives (see the beginning of Chapter XIII). INDEX Numbers Refer to Pages A, pronunciation of, 7. Accent, 16. Accept, except, III. Account, letters for opening an, Action, secured through appeals to feeling, 249 ff., 451. Accuracy, project to secure, 369 ff. Adverbs, misplaced, 85, 332; and prepositions, 57. Advertisements, aims of discourse found in, 447; showing full sales 457; appeals to imagination in, 170, Advertising, imagination in, 170, 458; topics for talks on, 225; books on, Aims of discourse, 139; to interest, Answering complaints, letters to be Antecedent, uncertain, 326. speaking, 164-167, 249-254; to nat- Application, for work, 254; for a Appositive, punctuation of, 288. As and than, 131. Authority, quoting from, in argument, Baby blunder, 50. Balance, principle of, in advertising, Bibliography, on industry and inven- Book reviews, 233, 410. Books that suggest topics for talks, C and g, pronunciation of, 24. Careless mistakes, 107. Case, nominative, 70; objective, 72; Catch phrases, in advertising, 452. Character, emphasized in stories, 175. Clearness, secured through repetition, 221-225, 230-232, 235-240. Collective nouns, number of, 96. Combination of short sentences, for clearness, 321. Comma, in series, 276 ff.; in com- |