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Hello. I was hoping that you would be able to assist me with this weeks assignment. I have attached the assignment and requirements, chapters, Blackboard’s Supported File Types and the Week 3 Memo. Thank you
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BSCOM/480: Applied Communication Capstone
Week 4 – Apply: Sample Messages
Homework Content
The Long Lake Community Center board reviewed your memo and agreed with your
direction to improve the Job Placement Services Center. Next, the board wants to
see messaging that will appeal to the priority audience segments, align to the
goal and objectives, and carry out the identified strategies and tactics. Your assignment
this week will support your final strategic communication plan due in Week 5. Make
adjustments, as needed, based upon instructor feedback.
Create 2 sample messages or advertisements that are adapted for 2 different media
channels. Use the program of your choice, such as Microsoft PowerPoint or Sway, to
create your messaging. You may also use other software to create your sample messages
or advertisements, but if you do, remember the file submitted must be in a format
compatible with Blackboard. Review Blackboard’s Supported File Types, if needed.
Create a 6-to 8-slide presentation, and complete the following:
o
o
Summarize the key points and overall messaging for the communication.
Present the 2 messages or advertisements you created. For each message or
advertisement, explain the following:
o
o
o
o
Designated media channels
Rationale for the decisions
How the channels align to the message
How the channels target the priority audience segments
Format citations and references according to APA guidelines.
1
MEMO
TO: The Long Lake Community Center Board
SUBJECT: Communication Strategy Briefing Memo
I am delighted to introduce our correspondence technique plan, which frames our way to deal
with accomplishing explicit objectives through designated interchanges. We want to build the
commitment and fulfillment of our need crowd fragment, which comprises youthful experts
looking for work, with a particular spotlight on expanding brand mindfulness, client
commitment, and bulletin supporters. This methodology lines up with our main goal to
enable people in their vocation processes, and our tight objective is to increment client
commitment and fulfillment by 75% by October 2024.
To accomplish this objective, we will utilize the Social Cognitive Hypothesis as the central
system for our Social Correspondence Plan. SCT underscores the job of social learning and
self-adequacy in conducting change. We trust that this hypothesis adjusts well to our
objective assertion since it will assist us with rousing our crowd to trust in their capacity to
track down business and make positive moves toward their vocation objectives.
Worldwide Objective 1: To expand the confidence of our need crowd section about the
chance of tracking down work by 75% by October 2024
Strategy: Begin an influential mission on how going to the studio will show work looking
for abilities.
To reinforce this goal, we will carry out a convincing online entertainment crusade and
connect with online courses to show fundamental occupations looking for abilities and
building up a positive mentality. These techniques intend to help the self-viability of our
crowd and increment their hopefulness about tracking down work. We will quantify our
prosperity through commitment measurements, studio participation, and criticism reviews.
2
Worldwide Objective 2: To increment brand mindfulness among our interest group by 40%
in the following year
Technique 2: Make and distribute week-by-week blog entries on significant themes
To raise brand mindfulness, we will carry out a drawing in satisfied advertising plan, sharing
infographics and blog entries routinely across different online entertainment stages. This
approach will assist with situating us as a significant asset inside our specialty. We will keep
tabs on our development through virtual entertainment reach, offers, and site traffic.
Overall Objective 3: To augment client responsibility on our electronic business stage by
25% in the accompanying a half year
Strategy: Ship off a client resolve program to support responsibility
We will familiarize a client steadfastness program with help responsibility, remunerating
clients for their correspondences and purchases. This approach lines up with SCT by
developing the meaning of responsibility and self-feasibility in achieving needed results. Our
thriving will be assessed through extended responsibility estimations and client analysis.
Overall Objective 4: To turn the amount of month-to-month announcement endorsers by 30%
within the next year
Strategy: Further develop our email publicizing and try to attract and hold allies.
We will redesign our email to attract and hold endorsers. By offering significant resources
and interfacing with announcement content, we intend to grow our ally base. This approach
will be taken a look at through endorser improvement and responsibility with our notices.
All things considered, our correspondence framework plan is based on a flimsy goal of
growing client responsibility and satisfaction by 75% by October 2024, expressly zeroing in
on energetic specialists searching for work. We will use the Social Cognitive Hypothesis as
our theoretical framework to coordinate our correspondence attempts. Our objectives,
procedures, and systems are in line with our objective declaration and will be immovably
3
checked to measure our progress and roll out indispensable improvements. We are centered
around connecting with our group and achieving these objectives through feasible
correspondence.
Sincerely,
4
References
Shires, J. (2021). Applied communication capstone. MyEducator.
Tuck, B. (2021). Economic Contribution of the Long Lake Conservation Center.
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Chapter 9: Developing Messages
Introduction
Topic 9 Introduction Transcript
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LEARNING OBJECTIVES
1. Differentiate between informative, persuasive, and dialogic campaigns.
2. Identify different types of rational propositions.
3. Identify different types of emotional content.
4. Create key message points.
5. Describe ways to increase the likelihood of audience reception of the message.
6. Create three messages based upon the message points and the strategies and tactics.
As we begin to create our messages, we need to identify three message types: informational, persuasive,
and dialogic (also known as conversational or interactive) messages.
•
Informational: Informational messages can take the form of awareness or instructional messages. The goal of
awareness messages is to call a brand or cause to your attention. The instructional message attempts to show
you how to do something, such as register to vote or find information about a medication.
•
Persuasive: The goal of persuasive messages is to get individuals to undertake a preferred action or avoid an
unpreferred action. Persuasive messages may attempt to convince you to get a mammogram, buy a product,
or give up smoking.
•
Dialogic: Dialogic messages, also called conversational messages or interactive messages, attempt to create
a relationship between an organization, a brand, or a charity and the consumer.
Every campaign will contain a mixture of these message types. As we work through the process of developing
messaging and messages, we will discuss each of these in greater depth.
9.1Developing Themes from the Goal and Objectives Recap
Let’s remind ourselves of our goals, objectives, and strategies:
Goal Statement: To increase by 25% in one year the visits to physicians for preventative care in Barrytown for children
under 10 years old made by parents who are over 30 years old, have four or more children, and are uninsured.
Global Objective 1: To provide information concerning state and federal insurance programs for low-income households to
75% of our priority audience segment within two months of completing intermediate objective 1A.
Strategy: Develop informational material about the different state and federal insurance programs, eligibility requirements,
and instructions on how to sign up for the programs. The material will be distributed two months after the implementation
of the vaccination program and at the same time as the preventative care program.
Intermediate Objective 1A: To reach 75% of our priority audience segment with correct, understandable information on
vaccines in two months.
Strategy: Create an information campaign targeted at our priority audience segment creating stories around vaccinations.
The stories will talk about the different types of vaccinations (Hepatitis-B, DTaP, MMR, and others) with both cautionary
tales of children not receiving vaccinations and positive stories of children receiving vaccinations.
Intermediate Objective 1B: To implement an educational program within one month of completing intermediate objective
1A aimed at convincing members of our priority audience segment of the value of preventative care programs for children
under 10 years old.
Strategy: Develop or adapt a multilevel educational program aimed at kindergarten through fifth grade and an educational
program aimed at adults in our priority audience segment to educate the groups on the importance and value of
preventative care for children under 10.
Global Objective 2: To implement a program to promote family and clinical doctors to members of the priority audience
segment within two months of the start of the strategic communication plan.
Strategy: Develop an informational campaign about family and clinical doctors in the same geographic area as our priority
audience segment. Tell the doctors’ stories to help the priority audience segment see the doctors as individuals from
diverse backgrounds who care deeply about their patients. Focus on primary care physicians and pediatricians because
these are the physicians that will be treating the priority audience segment’s children.
Developing Themes
We want to come up with one simple message that we can center the rest of our messages around. There are some
criteria to developing a good theme:
1. It should be based upon your goal statement: Since the goal statement is what we wish to accomplish, any
theme that we develop should reflect the intent of the goal statement.
2. It should be brief: The theme should be fewer than fifteen words.
3. It should be memorable: The theme should be something that can be recalled easily.
4. It should appeal to your priority audience or priority audience segment: The theme should resonate with
individuals within the audience.
The theme is the key that needs to be in every message you create. Using the above criteria, let’s develop our theme for
the Barrytown strategic communication plan.
Parents, only you can keep your kids safe with preventative care.
This theme directly reflects the goal statement. It is also under fifteen words. It is memorable in that it echoes other safety
advice (e.g., “Kids, only you can prevent forest fires.”). However, the fit to our priority audience segment is not very good.
The parents, as we have remarked several times, do not trust vaccines or physicians. Targeting them in this way may
cause a backlash and make the priority audience segment reject our message.
Friends and family, together, protecting our children from disease.
The theme is connected to the goal statement by one word—protect. This theme includes the term “disease” but does not
mention preventable disease. It is under fifteen words. It is written using short phrases to make it more memorable. The
connection to the priority audience segment is better in this version of the theme. Since our priority audience segment is
more likely to get advice from friends and family, not health professionals, appealing to friends and family is a good
strategy.
One family, united, in ensuring our children’s health.
The theme directly reflects the goal statement through “ensuring our children’s health,” which relates to preventative care.
It is eight words, well under the limit of fifteen words. It, too, is written in short phrases to make the statement more
memorable. It connects to the priority audience segment by focusing on family, and thereby extended family. “Our family”
allows us to include neighbors, teachers, and hopefully—by the end of the strategic communication plan—physicians.
This is the theme that we will use to guide our messaging.
9.2How Messages Work
Now that we have our theme, we are ready to start developing messages. Before we start, let’s attempt to understand
how people might interpret messages. There are several theories on message production and reception. Some theories
see a direct cause and effect, while other theories have a much more complex relationship between the message and the
receiver. The theories below examine how individuals interpret media messages.
Theories on Message Reception
Early Theories
Magic Bullet
One of the earliest theories of message reception is the Magic Bullet, or hypodermic needle. The Magic Bullet
Theory states that there is a direct effect between the message sent and how the receiver acts on the message—
behavioral or attitude change is instant. If the message states that the receiver should buy Coca-Cola, the next time the
receiver is in the store and needs to buy soda, the receiver will buy Coca-Cola. The Magic Bullet Theory comes from
propaganda research during the early days of radio. Shortwave radio was used to spread pro-German and pro-England
messages in the United States, which was officially neutral. The United States government feared that listeners would be
swayed by these messages and start to advocate for entry into the war. states that there is a direct effect between the
message sent and how the receiver acts on the message—behavioral or attitude change is instant. If the message states
that the receiver should buy Coca-Cola, the next time the receiver is in the store and needs to buy soda, the receiver will
buy Coca-Cola. The Magic Bullet Theory comes from propaganda research during the early days of radio. Shortwave
radio was used to spread pro-German and pro-England messages in the United States, which was officially neutral. The
United States government feared that listeners would be swayed by these messages and start to advocate for entry into
the war.
Two-Step Flow/Opinion Leaders
Belief in the Magic Bullet Theory began to fade when studies did not show a one-to-one relationship between the
message and the behavior. Radio advertising was thought to be a very powerful force, but studies of elections did not
show a direct cause and effect relationship in terms of how people voted. Paul Lazarsfeld, Bernard Berelson, and Hazel
Gaudet, among others, studied voting patterns in Erie County, Ohio, to see the effect that advertising had on opinion
formation about presidential candidates. What they noticed was not so much a direct media effect as an indirect mediated
effect. There was a step between the media and the individual voter, someone who gathered information from the media
about the candidates and passed it along to friends, family, and acquaintances. The direct effect of the magic bullet was
replaced by the Two-step Flow Theory of communication. Work by Lazarsfeld, Berelson, Gaudet, Gladys and Kurt Lang,
Robert Merton, and Elihu Katz further developed the theory, calling the intermediaries opinion leaders. Opinion
leaders were individuals who were seen as experts by community members on topics such as politics or fashion. Opinion
leaders come from every level of society and every profession. Katz studied doctors as opinion leaders in prescribing new
medications among a group of doctors, and Merton looked at fashion opinion leaders. The two-step flow and opinion
leaders inserted an interpersonal relationship between the media and the individual. The media’s influence was mediated
by another human being who gathered information and distributed it, putting to rest any idea of a direct effect.
Later Theories
Social Learning Theory
There was still concern over the media and its direct influence in the 1950s and 1960s, especially the imitation of
television and film violence. Albert Bandura set up several experiments to test if the Aristotelian idea of catharsis still held
true. Aristotle’s view was that watching violence on the stage had a cathartic effect of relieving individuals of violent urges.
Bandura had his assistants model violent behavior in front of children, both in person and through a television screen, to
see if children would recreate these behaviors when frustrated. Instead of being relieved of violent urges they felt when
frustrated, the children mimicked the violent behavior of the models and invented new violent behaviors. Children tended
to mimic the behaviors more often when they were modeled through the television screen rather than when they were
modeled in person. Bandura concluded from his studies that television had a social learning effect, which became a large
part of the Social Learning Theory. Just as children learn what appropriate behavior is by watching their parents, they
learn that violence is an appropriate reaction to problems by watching television. Individuals may not mimic the violence
immediately, but through repetition of the message that violence solves problems, they will exhibit the behavior later in
life. The media, then, had a strong effect on an individual’s attitude or behaviors.
Agenda-Setting Theory
Other research echoed this strong effect of the media. Maxwell McCombs and Donald Shaw studied a presidential
election in Chapel Hill, NC. They examined local newspapers, local television news, national newspapers (e.g., the New
York Times), national news magazines (e.g., Time), and national television networks to determine what issues the media
presented as the most important in the presidential race. Each media outlet chose these issues independently, based on
the outlet’s editorial processes and decisions. This was referred to as the media’s “agenda” and became part of
the Agenda-Setting Theory. McCombs and Shaw polled a group of Chapel Hill residents every week to see what issues
they believed were the most important in the presidential race; this was the public’s agenda. They then compared the two
datasets and found that the media’s agenda was reflected in the public’s agenda two weeks after the media set their
agenda. Thus the media were instrumental in helping the audience create an agenda. It is important to note that the
audience did not repeat the media’s views on the issues but reflected the issues the media felt were important; the media
can tell people what to think about but not how to feel about it.
Cultivation Theory
Some saw the media as having an effect, but it was not as strong nor as direct. George Gerbner also set about studying
violence on television. Gerbner and his assistants would watch one week of television each season and code all of the
violent acts they saw. The Violence Indexes cataloged which characters did what to whom and what were the
consequences of their actions. Violence done by the “good guys” was never punished, whereas violent acts committed by
the “bad guys” were met with equal or greater violence. The amount of violence was out of proportion with the actual
amount of violence in society. Every year the amount of violence on television grows. In heavy viewers of television, this
exaggerated proportion creates an irrational fear of being a victim of violence. Gerbner called this fear the mean world
syndrome since heavy viewers thought the world was a mean and scary place. Television cultivated this fear in the
individual, causing Gerbner to name the overall theory Cultivation Theory. The effects of Cultivation Theory take years to
develop. Unlike Bandura’s instant mimicking of violence, it takes many years of heavy viewing before mean world
syndrome fully develops. According to the Cultivation Theory, television and the media change audience members’
attitudes and behaviors, but these changes take time and do not occur instantly.
Articulation Theory
The last theory we will discuss is Stuart Hall’s Articulation Theory. This theory puts forth that messages are encoded
(written and produced) with a dominant or preferred reading intended. The message is supposed to be decoded by the
audience to receive the preferred meaning. However, this is not always the case. One group of viewers, the dominant, will
decode the message and agree with the preferred meaning. Another group, the oppositional, will decode the message
and reject the preferred meaning. A third group, the negotiated or articulated, will decode the message and agree with
part of the preferred meaning while rejecting other parts. Reading and decoding the message is relative to an individual’s
experiences, beliefs, values, and community (Hall argued that the readings were based only on social class, but this was
disproven). The meaning of the message is always open to interpretation, so any hope of a one-to-one correlation
between the producer’s intended meaning and the individual’s decoded meaning will be limited to those readers who take
a dominant reading. The media has a hit-and-miss relationship in attitude and behavioral change unless the message is
narrowly targeted and encoded.
Table 4.1
Theory Review
Theory
Effect
Overview
Magic Bullet
Direct, Immediate
Message leads to a direct response
Two-step Flow
Indirect
Message interpreted by an intermediary and distributed to community members
Social Learning
Direct, Immediate
Message teaches people how to act in society
Agenda Setting Direct, Delayed
The media sets the agenda of important issues in society and the audience reflects that agenda
Cultivation
Indirect, Cumulative
Attitude and behavioral changes take time and repetition
Articulation
Indirect, Cumulative
Interpretation of media messages is based on several factors (e.g., community and group norms)
All of these theories, except for the Magic Bullet, are still held in some form. The Magic Bullet has been discredited for its
almost miraculous proposition that people will react positively to the message. Two of the theories, Two-step Flow and
Social Learning, involve interpersonal elements as well as media messages. The Two-step Flow has an opinion leader
who gathers and disseminates information to friends, family, and community members. Social Learning Theory states that
individuals in society model appropriate and inappropriate behaviors that other people learn from. Agenda Setting,
Cultivation, and Articulation theories all have a strong role for the producers of messages. Agenda-setting has editors,
reporters, and others create a list of important stories that need to be considered. The public then adopts this list through
interaction with the media. Cultivation Theory states that people are led, or cultivated, to accept items such as violent acts
as natural and to come to believe that what they see accurately represents the real world. Articulation Theory has the
strongest role for media producers, having them code in, through the script and production elements, a preferred
message that the audience is supposed to decode.
How active do you believe the priority audience segment members are in interpreting our messages? The theory that we
have chosen, the Narrative Paradigm, says that the audience will judge the stories we tell (messages) based on narrative
coherence and fidelity. This would indicate that the audience is somewhat active in processing the message. Within the
reception theories, the approach closest to the Narrative Paradigm is the Articulation Theory. As message producers, we
need to be conscious of how the audience might decode our messages. Again, we have to return to the situational and
audience analyses to understand what ideas, individuals, and symbols the priority audience segment will respond to.
Theories on Message Production
We talked above about the three types of messages—informative, persuasive, and dialogic. Now let’s talk about how to
create the messages. To a degree, all messages are persuasive. We are trying to convince someone to believe
something or behave in a particular manner. We always need to focus on our priority audience or priority audience
segment while we are constructing messages. No matter how creative, funny, poignant, clever, or dramatic the message
is, if it does not appeal to the priority audience or priority audience segment, it will not succeed. Reference your situational
and audience analyses as you write messages to help you target the priority audience or priority audience segment.
Informative Messages
Informative messages in themselves are persuasive. Messages that aim at awareness need to convince the audience
members that they need to remember the cause or the brand. Messages that aim at instruction need to convince the
audience members that they need to complete the process. For example, a public service announcement from the 1970s
reminded legal aliens to go to their nearest Post Office to register their address. While this was an instructional message,
it added a persuasive twist by stating, “It’s the law.”
Technique
Informative messages can use many persuasive techniques:
•
Competence: The person giving the information is someone recognized by the audience as an authority on the
topic. For example, the Surgeon General discussing how to brush your teeth.
•
Charisma: The person giving the information is well liked by the audience. For example, a celebrity telling you
how to register to vote.
•
Similarity: The person giving the information resembles the priority audience segment. For example, a person
who could have been picked from the priority audience segment explaining how to e-file your taxes.
•
Credibility: The person giving the information is someone who has power by position or title. For example, the
President telling 18-year-old males how to register for the draft.
•
Consequence: There will be repercussions if you fail to pay attention to the message or complete the action. For
example, the police commissioner telling people not to drink and drive.
•
Reward: You will receive something in exchange for your cooperation. For example, if you fill out a survey, you
can get a $2.00 e-gift card.
Support
You can also support your points to help convince your audience to remember the cause or to perform an action. These
supporting points need to be consistent with your situational and audience analyses. Your data will help you choose the
type of support that will be most effective in convincing your priority audience or priority audience segment.
•
Statistics: Statistics can help to convey the size of the issue. Use statistics sparingly, though, so your priority
audience or priority audience segment does not become overwhelmed by numbers.
•
Stories: Stories help to bring a personal touch to your issue. They can reinforce statistics by providing a specific
case to a general trend.
•
Examples: Examples are another way of providing a specific case. Like stories, examples can add to the power
of statistics. Unlike stories, examples are usually shorter. Several examples can be used in quick succession to
strengthen the effect.
•
Testimony: A testimony given by someone who has competence, charisma, similarity, or credibility can help to
sway the audience on your issue. Make sure the testimony is correct and that you have quoted it correctly or you
may lose credibility and be in violation of the law.
•
Quotes: Quotes are different than testimony in that a quote is generally only one or two lines and the author of
the quote is not as visible. Testimony tends to be much longer. Ensure that the quote is correct, or you may lose
credibility.
Persuasive Messages
In persuasive messages, the persuasion is much more overt. The intent of the messages is to change an attitude or
behavior. The approach that you take, the message you structure, the support you offer, and the appeals you make are all
important aspects of persuading the priority audience and priority audience segments.
Approach
There are three general approaches you can take to persuade the audience. Aristotle referred to these as the three
artistic proofs: λογός (logos/logical), παθός (pathos/emotional), and εθός (ethos/credibility).
Logical Appeals/Rational Propositions
Logical appeals are rational in that they are directed at the mind to invoke active thought. A rational proposition is an
attempt to convince through a well-reasoned and supported argument. Generally, there are three types of propositions
you can argue:
•
Proposition of fact: You present a set of facts and argue that those facts are the correct ones to consider.
•
Proposition of value: You present a value as the highest value and argue why others should accept that value.
•
Proposition of policy: You present a policy and show why that policy should be adopted.
There are several ways of structuring propositions. Which one you choose is determined by the priority audience or
priority audience segment, the type of proposition you argue from, and the objectives and strategies in your plan.
•
Specific case to general conclusion: Introduce a number of specific instances and draw a conclusion from
those instances. For example, you may list a number of locations of a grocery store chain that try to sell rotten
fruit and then claim that the chain has a policy of stocking overripe or rotten fruit. This is known as inductive
reasoning and is best used when the priority audience or priority audience segment agrees with your position.
•
Premise to specific conclusion: Begin with a general premise (e.g., “all men are mortal”) and then apply other
premises (e.g., “Socrates is a man”). From those two premises, you can form a conclusion (e.g., “Soc
