Famst 70 Ucsb Commodity Fetishism Advertisement Analysis
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Famst 70 Ucsb Commodity Fetishism Advertisement Analysis
Please write a response in multi-paragraph form (400-500 words total) to the following prompt, making sure to elaborate on the arguments from the readings in your own words (lengthy quotes do not count toward the word count – instead, use your own words). Make sure to answer all the parts of the prompt fully, and to proofread your work before submitting it.
- In Advertising as Religion, Sut Jhally argues that historically, advertisements emerged from modern consumerist culture and echoed Karl Marx’s notion of commodity fetishism. What is commodity fetishism and how does it relate to advertisement cultures?
- In “Rhetoric of the Image,” Roland Barthes analyses the Panzani advertisement in his semiotic approach and concludes that in the ad “the literal image is denoted, and the symbolic image is connoted” (37). What is denotation and connotation according to Barthes, and more importantly, how is Barthes’ approach to analysis advertisement differ from Jhally’s.
- Referring to screenings from this week, give an example that substantiate Jhally’s comparisons between advertisement industries to organized religion.
for the book Mythologies by Barthes, just read pages 58–61 and 107–115 of this book.
Reply to :
In Advertising as Religion, Sut Jhally discusses commodity fetishism, which is an emergent property of advertisements in a capitalistic society. Commodity fetishism is the removal of the information about who made the product or how they made the product and replacing it with a magical story of how the product will bring you social happiness. Thus, commodity fetishism removes the true social relations that a product carries and replaces it with an imaginary social relation that is designed to convince the consumer to purchase the product. These imaginary social relations often are fantastic and magical and therefore have a stronger allure than the real interactions, convincing more people to purchase the product. Additionally, because the social relation was not real, once the product has been purchased people are not satisfied. This leaves them hungry and ready to purchase more products that promise them happiness. Therefore, this system an effective way to keep a
Denotation is the information that is explicitly displayed, be it image or text. Connotation is the information that we receive from the denoted information, that is a result of some other effectively ubiquitous knowledge that people possess. In the Panzani advertisement, as Barthes claims at the end of the article, the literal image is the denoted information. However, the information that Panzani represents fresh Italian food, is a result of our knowledge that the name “Panzani” is Italian and that being in a bag with other fresh food means it is also fresh. Barthes’ approach to analysis seems to presuppose that we already have the additional information to reach the conclusions of the advertisements are targeting. In contrast, Jhally’s approach believes that advertisements are training our ways of thinking, and defining our knowledge of social interactions.
In the screening, Advertising at the Edge of Apocalypse, Jhally demonstrates how the current form of advertisement is similar to organized religion. In modern advertisements, there is a magical story as to how performing some action, such as buying a product, will result in social happiness. This is effectively the same as what religion promises, except it lacks the central morals that religion attempts to impose. For example, in the Bicardi commercial, it shows you that if you by Bicardi, you will immediately be having the best party of your life. This is similar to being told by religions that is you act morally, you will be sent to heaven.
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POOR / UNSATISFACTORY |
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Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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