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382495: Writing for Marketing and Advertising
MGMT-X 461A

  • Fall 2021
  • Section 1
  • 2 Credits
  • 09/20/2021 to 10/24/2021
  • Modified 09/17/2021

Meeting Times

This course is fully asynchronous online section and has no weekly live meetings. 

COURSE DATES: September 20 - October 24, 2021.

HOW ONLINE CLASS WORKS

Log into Canvas, our online learning management system. Review the course syllabus, connect with the instructor and classmates in the discussion portal.

  • Retrieve course materials, which may include discussion boards, readings and videos, webinars, and other activities.
  • Connect with your instructor with questions about your assignments, your progress, or to gain deeper insights on various topics.
  • Submit your coursework via Canvas for feedback and evaluation.

Description

Writing for marketing and advertising is all about crafting a message. This course aims to build the essential skills to write clear, concise, and compelling messages for all media. You study and practice writing proposals, direct mail pieces, brochure copy, sales letters, business plans, and create materials for digital delivery via the web.

Objectives

The objective for this course is to orient learners to the conventions and best practices of writing for advertising and marketing, and to provide a foundation for effective contemporary communications (such as in the context of social media, websites, and other marketing venues). 

By the end of this course, students should have improved their knowledge and abilities to:

  • Write professional content for a variety of media;
  • Be creative and strategic in terms of shaping, positioning, and enhancing brands;
  • Develop effective public relations campaigns for media placements;
  • Fulfill marketing-communications objectives for clients, supervisors, and other key stakeholders.

Outcomes

By the end of this course, students should have improved their knowledge and abilities to:

  • Write professional content for a variety of media;
  • Be creative and strategic in terms of shaping, positioning, and enhancing brands;
  • Develop effective public relations campaigns for media placements;
  • Fulfill marketing-communications objectives for clients, supervisors, and other key stakeholders.

Materials

Required Text

Bly, R.W. (2006). The Copywriter’s Handbook, 3rd Edition. New York: Owl Books, Henry Holt.
ISBN-10: 0805078045

Suggested Texts

  • Bivins, T. (2011). Public relations writing: The essentials of style and format (7th ed.). New York: McGraw-Hill.
  • Christian, D., Jacobsen, S., & Minthorn, D. (Eds.). (2011). Associated press (AP) stylebook and briefing on media law. New York: Basic Books.
  • Houghton, P., & Houghton, T. (2009). APA: The easy way! (2nd ed.). Flint, MI: Baker College Bookstore

Online Resources

Evaluation

Course Grading and Assessment Policies

Course grades will be based on participation and completion of assignments as follows: 


Assignment

Points

Participate in weekly discussions

 25

Short writing tasks

 30

Longer writing tasks and projects

 45

Total

100

*This course uses a 100 point scale. Points are equal to percentages (i.e. 91 points = 91%).


Written Assignments (75%):

You will complete six short and longer writing assignments, each worth 10 or 15 points respectively, or 75 points (75%) of your total 100-point course grade. Please note that it is mandatory to review the grading-rubric table that specifies the criteria for both discussion board and the written assignments.  Here are some general guidelines: clarity and composition (how well they are written), originality, detailed examples, creativity, integration of strategy and frameworks, and other relevant criteria pertinent to the assignment as discussed in lectures, online, and elsewhere.


Discussion Board Writing (25%):

Your online Discussion Board writing demonstrates whether you’re “getting it” and provides a safe opportunity to learn from one another’s detailed constructive feedback and questions.  It is useful to review the grading-rubric table that specifies the criteria for both the discussion board and the marketing documents.  Here are some general helpful guidelines: how often do you participate?  Is your discussion post detailed, constructive and respectful?  Does it integrate frameworks and strategies from the lectures, multimedia, and readings?  Is there an example(s)?  Is the post substantial and thoughtful?


Grade Points/Percentage Scale:

A+

100%

to 97%

A

< 97%

to 94%

A-

< 94%

to 90%

B+

< 90%

to 87%

B

< 87%

to 84%

B-

< 84%

to 80%

C+

< 80%

to 77%

C

< 77%

to 70%

F

< 70%

 

 

Criteria

Discussion Rubric
This rubric will be used to assess the quality of your posts and interaction in the online discussion boards as well as in the written marketing documents. Please use this grading-rubric as a guide when writing both your discussion posts and respective documents. Please also see the other detailed grading-criteria in this syllabus.

 

  Unsatisfactory: F Basic: C Proficient: B Distinguished: A
Mechanics of the Posting/ Writing Uses incomplete sentences, is unstructured in its organization, and includes frequent or consistent errors in mechanics (grammar, spelling, usage) in each paragraph. The posting is unreadable and there is a distinct lack of tone. Uses complete sentences and the posting is comprehensible. The organization could be improved to present a more coherent argument, statement, or question. Includes 2-3 mechanical errors grammar, spelling, usage) per paragraph. The tone is respectful. Uses complete sentences, organization is evident, and the posting includes no more than one mechanical error (grammar, spelling, usage) per paragraph. The tone is clear and respectful Uses complete sentences, organization is clear and thoughtful, the posting is grammatically correct, and free of spelling errors. The tone is clear and respectful.
Participation in the Discussion Provides minimal comments and information to other participants in the forum. Provides comments, and some new information on a sporadic basis. Interacts with only 2 participants in the forum. Provides comments, discussion, questions, and new information on a fairly regular basis. Interacts with three or more participants in the forum. Provides comments, discussion, questions, and new information on a regular, active, and weekly basis. Shows a high degree of interaction with five or more participants in the forum
Content of Posting/ Writing Writes a general or superficial posting that is unrelated to the discussion at hand and/or posts no comments. Demonstrates a restricted understanding of the concepts, topics, and ideas as evidenced by posting information that could be derived from prior posts/work and/or including highly general comments. Demonstrates an adequate understanding of the concepts, topics, and ideas as evidenced by posting superficial, or general statements in the forum (or paper). Includes a few details. Demonstrates a solid understanding of the concepts, topics, and ideas as evidenced by thoughtful responses and questions that show a clear connection (are integrated) with the course material at hand. The posting/writing shows depth, and includes many supporting details.
Critical Thinking Evidenced by Posting/ Writing Provides no evidence of agreement or disagreement with an existing discussion. Indicates agreement or disagreement with an existing discussion but provides no justification or explanation for comments. Indicates agreement or disagreement with an existing discussion including a limited explanation or justification. Similarly superficial writing in document. Provides comments, discussion, and questions without a clear connection to the course material at hand. Demonstrates a critical analysis of an existing idea or introduces a different interpretation to an existing concept or idea. Includes thought, comments, discussion, and/or questions that have a clear connection (are integrated) with the course material at hand.

 

Institutional Policies

Student Conduct

Students are subject to disciplinary action for several types of misconduct or attempted misconduct, including but not limited to academic dishonesty, such as cheating, multiple submission, plagiarism, or knowingly furnishing false information to the University; or behavioral misconduct, such as theft or misuse of the intellectual property of others, harassment, or disruption of the learning environment. Students are encouraged to familiarize themselves with the Student Rights & Responsibilities Policy and to report concerns regarding at: https://www.uclaextension.edu/pages/str/studentConduct.jsp.

Services for Students with Disabilities

In accordance with the Americans with Disabilities Act of 1990, UCLA Extension provides appropriate accommodations and support services to qualified applicants and students with disabilities. These include, but are not limited to, auxiliary aids/services such as sign language interpreters, assistive listening devices for hearing-impaired individuals, extended time for and proctoring of exams, and registration assistance. Accommodations and types of support services vary and are specifically designed to meet the disability-related needs of each student based on current, verifiable medical documentation. Arrangements for auxiliary aids/services are available only through UCLA Extension’s Service for Students with Disabilities Office at (310) 825-7851 or by email at [email protected]. For complete information see: https://www.uclaextension.edu/pages/str/studentswithDisabilities.jsp

Incompletes

Your instructor may post the interim grade Incomplete/I if at the end of the class your overall work is of passing quality but a portion could not be submitted for understandable reasons (e.g. illness). It is your responsibility to petition your instructor for permission to submit work late and to provide an explanation, and it is his or her sole decision whether to accept the explanation. If permitted, the Incomplete/I grade will be posted and a time frame defined for you to submit the missing work, ranging from one to twelve weeks. Incomplete/I grades that remain unchanged after twelve weeks will lapse to F, NP or U. Receiving an I grade entitles you to submit only the missing work your instructor has agreed to accept late, and does not allow other work to be retaken or oblige UCLA Extension to provide continuing access to course materials via Canvas. The Incomplete/I grade is not an option for courses that do not bear credit, such as 700, 800, or 900-level courses. For complete information, see: https://www.uclaextension.edu/pages/str/grading.jsp

All Grades are Final

No change of grade may be made by anyone other than the instructor, and then, only to correct clerical errors. No term grade except Incomplete may be revised by re-examination. The correction of a clerical error may be authorized only by the instructor of record communicating directly with personnel of Student and Alumni Services.

Sexual Harassment

The University of California is committed to creating and maintaining a community where all individuals who participate in University programs and activities can work and learn together in an atmosphere free of harassment, exploitation, or intimidation. Every member of the community should be aware that the University prohibits sexual harassment and sexual violence, and that such behavior violates both law and University policy. The University will respond promptly and effectively to reports of sexual harassment and sexual violence, and will take appropriate action to prevent, to correct, and when necessary, to discipline behavior that violates our policy.

All Extension students and instructors who believe they have been sexually harassed are encouraged to contact the Department of Student and Alumni Services for complaint resolution: UCLA Extension, 1145 Gayley Ave., Los Angeles, CA 90024; Voice/TTY: (310) 825-7031. View the University’s full Policy on Sexual Harassment and Sexual Violence at http://policy.ucop.edu/doc/4000385/SHSV.

Additional Items

Protecting Privacy and Data During Live Instruction

Live meeting sessions for this class, when applicable, are being conducted over Zoom. As the host, the instructor may be recording live sessions. Only the host has the ability to record meetings, no recording by other means is permitted. Recorded sessions will be posted in the Videos area of this class unless otherwise notified. Due to privacy, recordings are not available for download and are only accessible via Canvas for the duration of the class. If you have privacy concerns and do not wish to appear in the recording, do not turn on your video and/or audio. If you also prefer to use a pseudonym instead of your name, please let the instructor know what name you will be using so that the instructor knows who you are during the session. To rename yourself during a Zoom meeting, click on Participants, click on your name, click on More, click on Rename. If you would like to ask a question, you may do so privately through the Zoom chat by addressing your chat question to the instructor only (and not to ""everyone""). Additionally, chat may be used and moderated for live questions, and saving of chats is enabled. If you have questions or concerns about this, please contact the instructor via Canvas Inbox.

Pursuant to the terms of the agreement between Zoom and UCLA Extension, the data is used solely for this purpose and Zoom is prohibited from re-disclosing this information. UCLA Extension also does not use the data for any other purpose. Recordings will be deleted when no longer necessary. However, recordings may become part of an administrative disciplinary record if misconduct occurs during a video conference.

Course and Instructor Evaluation

UCLA Extension values your feedback on course and instructor evaluations. We ask all students to take a few minutes to complete an end-of-course evaluation survey. Updates to the course and instruction are influenced by your feedback. Understanding your student experience is essential to ensure continuing excellence in the online classroom and is appreciated by your instructor and the UCLA Extension academic leadership.

Your participation in a survey is voluntary, and your responses are confidential. After instructors submit grades, they will be given an evaluation report, but this report will not contain your name.

About Your Online Course Materials

Please note the following about online course components at UCLA Extension:

  • Students must have basic computer skills, including the use of word processing software, email, and the ability to use internet browsers, such as Safari, Firefox, or Chrome.
  • Students are responsible for meeting the technical requirements of Canvas and familiarizing themselves with the Canvas Learning Management System.
  • Students are responsible for keeping a copy of all assignments and work submitted, and to be aware of all assignments, due dates, and course guidelines.
  • Students are encouraged to keep and/or download a local copy of their assignment files, as access to the online environment of a specific course is limited to 30 days after the final course date, as listed in the course catalog.

    If you need assistance downloading student materials from your course, please contact Canvas Support or the Office of Instructional Enhancement.

UCLA Extension Canvas and Learning Support

For immediate 24/7 Canvas technical support, including holidays, click on Help (located on the menu to the left) where you can call or chat live with a Canvas Support representative.

UCLA Extension Instructional Design and Learning Support
The UCLA Extension Learning Support staff assists both students and instructors with Canvas-related technical support, as well as general and administrative questions.

Learning Support staff is available Monday through Friday, from 8 AM to 5 PM (Pacific Time), except holidays:

Schedule

Course calendar and related activities
When Module Title Notes
Week 1
 

Day 1: Textbook Chapter 1; Begin unit readings.

Day 2: Post introduction, participate in Week 1 discussions (5 points)

Day 6: Complete Assignment 1 task on Brand Review (10 points)

Day 7: Preview upcoming unit

Week 2
 

Day 1: Textbook Chapters 2 & 3; Begin unit readings

Day 2: Participate in Week 2 discussions (4 points)

Day 6: Complete Assignment 2 task on Writing Revision (10 points)

Day 7: Preview upcoming unit

Week 3
 

Day 1: Textbook Chapters 4, 5, 6; Begin unit readings

Day 2: Participate in Week 3 discussions (4 points)

Day 6: Complete Assignment 3 task on Ad Creation (15 points)

Day 7: Preview upcoming unit

Week 4
 

Day 1: Textbook Chapters 7 & 8; Begin unit readings 

Day 2: Participate in Week 4 discussions (4 points)

Day 6: Complete Assignment 4 task on Elevator Speech (10 points)

Day 7: Preview upcoming unit

Week 5
 

Day 1: Textbook Chapters 9, 10, 11; Begin unit readings

Day 2: Participate in Week 5 discussions (4 points)

Day 6: Complete Assignment 5 task on Media Release (15 points)

Day 7: Preview upcoming unit

Week 6
 

Day 1: Textbook Chapter 12, 13, 14, 15 Begin unit readings

Day 2: Participate in Week 6 discussions (4 points)

Day 6: Complete Assignment 6 task on Website Analysis (15 points)

Day 7: Review course materials