Magazine Advertisement
Title - Sunshine Cove Maroochydore
Author - Sunshine Cover.com.au
Publisher - My Property Preview, 20 May 2011
Author - Sunshine Cover.com.au
Publisher - My Property Preview, 20 May 2011
Overview of the Text
This text is a magazine advertisement selling waterfront land in Maroochydore. The text consists of several headings in different sized fonts, a selection of images showing the waterfront sites and some properties that have already been built, some written text that uses persuasive language (adjectives/noun describers) e.g. picturesque lakes and magnificent beaches. The images and text work to complement each other and persuade the reader.
Language Features
This text contains a large number of opinion adjectives to influence (e.g. spectacular lakeside boardwalks and vistas) and factual adjectives,(e.g. impressive timber boardwalks, jetties, bikeways and pathways). These words can be referred to as describers or noun describers depending on the age of the students (Derewianka, 2010)
There are also a lot of synonymns - e.g. magnificent, fabulous and superb.
The text uses conjunctions to link the ideas from the opening paragraph all the way through, e.g. with, featuring, however, plus, and includes a mix of facts, (e.g. 25 hectares), and opinion (of picturesque lakes).
Specialised language relating to real estate development has also been incorporated, e.g. masterplanned community, covenant protected planning, allotments, amenities and enclaves.
Other Textual Features (Format and illustrations)
The text contains advertising symbols, phone numbers and numerical information (Priced from ...) that is also used to persuade the reader to take action.
Audience
This advertisement is aimed at adults who are looking to purchase property or people who are interested in the property market in this area. It may also attract younger family members with the words 'Woo Hoo!' included below the main image. This may be designed to persuade younger family members point out the ad to their parents.
Suitable for Year 4 - Year 7 students.
Genre
Advertisement - persuasive text
Text from the advertisement
With many new homes nearing completion along the streetscapes of our Moreton Precinct... We can't wait to see
the waterfront homes of Sarina Precinct begin to emerge.
With it's integrated parklands, spectacular lakeside board-
walks and vistas, and tree lined conservation areas, it will become one of the most truely beautiful enclaves within our community.
Featuring 50 home sites, 22 parkfront and a mere 28 lakeside allotments. Sarina offers a truly waterfront living option right in the hear of Maroochydore.
However with waterfront land starting at just $248 000.00 it's
not just for the wealthy few. It's an exciting and affordable
family waterfront lifestyle opportunity too.
Sunshine Cove is a completely masterplanned community
where you and your family will enjoy all the benefits of Maroochydore and it's existing amenities.
the waterfront homes of Sarina Precinct begin to emerge.
With it's integrated parklands, spectacular lakeside board-
walks and vistas, and tree lined conservation areas, it will become one of the most truely beautiful enclaves within our community.
Featuring 50 home sites, 22 parkfront and a mere 28 lakeside allotments. Sarina offers a truly waterfront living option right in the hear of Maroochydore.
However with waterfront land starting at just $248 000.00 it's
not just for the wealthy few. It's an exciting and affordable
family waterfront lifestyle opportunity too.
Sunshine Cove is a completely masterplanned community
where you and your family will enjoy all the benefits of Maroochydore and it's existing amenities.
Plus as you'll discover, you will have many more facilities right on your doorstep.
- 25 hectares of picturesque lakes and landscaped parklands
- Close to magnificent beaches, fabulous schools and superb shopping
- Impressive timber boardwalks, jetties, bikeways and pathways
- An array of community faciklities including the soon to be completed adventure
playground and BBQ's
- Covenant protected planning to enhance your lifestyle.
Discover all that is Sunshine Cove today and what an exciting community it is destined to become.
SALES OFFICE NOW OPEN DAILY
Just off Maroocyy Boulevard oppostie Garry Crick Mercedes. FreeCall 1800 619 194 or visit sunshinecove.com.au
Before Reading
Note: These activities make up an entire unit of work.
Activity 1 - Small group brainstorm
Identify the features of your communities e.g. parks, houses, shops, pathways,
cycle ways, skateparks, pools etc.
Activity 2 - Whole class sharing
Compile a list of the features that we have in our communities.
Identify different types of communities and classify features based on these -
discuss. For example:
Rural: farming land, open spaces, larger home sites, less shopping facilities
and other facilities
Beach/coastal - beaches, playgrounds, walkways, shopping and coffee shops, high rise apartments, e.g. Mooloolaba Esplanade riverside, inner-city/high rise.
Suburban - skateparks, playgrounds, walkways, small and large shopping
centres, schools, universities, pools and facilities like libraries.
City - High rise apartments, office buildings, large shopping areas, hotels etc.
Discuss the importance of different features and why some people may not like some parts of their community. e.g. Many older people don't like skateparks because they perceive them to be dangerous.
Talk about different opinions and different sides to every argument.
Activity 3 - Model the structure of an argument for the students
beginning with a thesis, followed by three arguments and a concluding
statement.
Utilise a graphic organiser for this activity as follows:
- Thesis statement/Introduction
- Argument 1
- Argument 2
- Argument 3
- Concluding statement
For example:
(Thesis)
I think it is important to have a skate-park in our community because it provides
fun and entertainment for local youth, it is a great social meeting place and it
helps to keep kids off the streets.
(Argument 1)
Firstly, skate-parks are popular and fun for a lot of different children, ageing from
5 through to 20, as you can see when you visit over the weekends - when they
are especially busy.
(Argument 2)
Secondly, skate-parks are a great place to meet your friends over the weekend
or after school, where you can enjoy each others company, have fun and get
some exercise together, and
(Argument 3)
Finally, having a Skatepark in your community provides a safe place for kids to practise their skateboarding skills and keeps them off the streets where they
may get into trouble for skating in areas where they are prohibited or get up to mischief because they are bored.
(Concluding Statement)
As you can see, it is very important to have a skatepark in your community to provide a safe, fun and entertaining meeting place for local youth.
Activity 1 - Small group brainstorm
Identify the features of your communities e.g. parks, houses, shops, pathways,
cycle ways, skateparks, pools etc.
Activity 2 - Whole class sharing
Compile a list of the features that we have in our communities.
Identify different types of communities and classify features based on these -
discuss. For example:
Rural: farming land, open spaces, larger home sites, less shopping facilities
and other facilities
Beach/coastal - beaches, playgrounds, walkways, shopping and coffee shops, high rise apartments, e.g. Mooloolaba Esplanade riverside, inner-city/high rise.
Suburban - skateparks, playgrounds, walkways, small and large shopping
centres, schools, universities, pools and facilities like libraries.
City - High rise apartments, office buildings, large shopping areas, hotels etc.
Discuss the importance of different features and why some people may not like some parts of their community. e.g. Many older people don't like skateparks because they perceive them to be dangerous.
Talk about different opinions and different sides to every argument.
Activity 3 - Model the structure of an argument for the students
beginning with a thesis, followed by three arguments and a concluding
statement.
Utilise a graphic organiser for this activity as follows:
- Thesis statement/Introduction
- Argument 1
- Argument 2
- Argument 3
- Concluding statement
For example:
(Thesis)
I think it is important to have a skate-park in our community because it provides
fun and entertainment for local youth, it is a great social meeting place and it
helps to keep kids off the streets.
(Argument 1)
Firstly, skate-parks are popular and fun for a lot of different children, ageing from
5 through to 20, as you can see when you visit over the weekends - when they
are especially busy.
(Argument 2)
Secondly, skate-parks are a great place to meet your friends over the weekend
or after school, where you can enjoy each others company, have fun and get
some exercise together, and
(Argument 3)
Finally, having a Skatepark in your community provides a safe place for kids to practise their skateboarding skills and keeps them off the streets where they
may get into trouble for skating in areas where they are prohibited or get up to mischief because they are bored.
(Concluding Statement)
As you can see, it is very important to have a skatepark in your community to provide a safe, fun and entertaining meeting place for local youth.
Justification
Students as text-participants
Text-users: compiling a list
Text-participants
During Reading
Activity 4 - Reading Advertisement - persuasive text
1. Read aloud the whole advertisement - with copies provided to each student to
follow along with.
2. Ask students to discuss and identify the adjectives and other noun describers
that have been used to persuade the audience.
3. Write a list of these words with the class.
4. Stop to explain or clarify the meaning of any words or phrases, for example -
vistas, covenant protected planning, facilities.
5. Ask students to help explain and identify the use of similies - e.g. magnificent,
supurb, fantastic.
1. Read aloud the whole advertisement - with copies provided to each student to
follow along with.
2. Ask students to discuss and identify the adjectives and other noun describers
that have been used to persuade the audience.
3. Write a list of these words with the class.
4. Stop to explain or clarify the meaning of any words or phrases, for example -
vistas, covenant protected planning, facilities.
5. Ask students to help explain and identify the use of similies - e.g. magnificent,
supurb, fantastic.
Justification
Text-participants and code-breakers
After the reading
Activity 5 - Joint construction of a persuasive argument to help sell this community, with a focus on the text contained in the advertisement (above) and using the graphic organiser from previous lesson.
For example:
(Thesis)
I think you should buy a piece of waterfront land at Sunshine Cove because it is centrally located, has fantastic facilities and is going to be a lovely community to
live in.
(Argument 1)
Firstly, Sunshine Cove is located right in the heart of Maroochydore.
(Argument 2)
Secondly it offers a waterfront lifestyle with fantastic facilities like picturesque
lakes, landscaped parklands, magnificent beaches, fabulous shopping and
schools, impressive timber walkways, pathways, and jetties and,
(Argument 3)
Finally it will be a lovely, community to live in as there are more community
features being built like an adventure playground and BBQ's.
(Concluding statement)
As you can see, Sunshine Cove will be an exciting community to live in so you should purchase your piece of land now.
Activity 6 - Class debates about features of our community
Group students into debating teams (3-4) and distribute topics.
Debates will be about the importance of different facilities in our communities.
Each team will debate either for or against a particular community feature, using information that each student in the team already knows or has experience of. (Schema)
For example:
- why we should/ should not have a swimming pool in our community
- Why we should/should not have a skate park in our community
- Why we should/should not have a large shopping mall in our community
Other topics - parkland, wildlife reserves, camping grounds, high rise apartments, libraries.
Students are allocated time to think about and discuss the importance of different features and to look at each argument from their side/point of view.
Students can then work in cooperative learning groups to structure their argument using the graphic organiser from previous lesson.
Activity 7 - students view a video presentation of a debate
Discuss the positioning of students during a debate, how they sit at the front of the class and the order of speakers.
Class discussion to clarify any concerns.
Students then practise their arguments/debates in their teams in readiness for the actual debate.
Activity 8 - Students present their arguments in front of the class
Teams debate their topics in the format they have been learning about.
Students take turns being debaters and members of the audience.
A secret ballott can be used to deoral language skills.
Activity 9 - Planning your own community
Students remain in their debating teams and work together to plan their ideal community. They need to include the features we have been talking about, discussing and debating.
Activity 10 - read and view a variety of brochures.
Students can compare and contrast the brochures to identify what the brochures have in common, different and what makes them effective
Activity 11 - Writing a brochure to sell your community to other people.
Students can work in teams and create their brochure using ICT's.
The brochure can incorporate the noun describers and persuasive language we have been learning about. Provide guidelines for brochure preparation:
- name of your community
- attractive images
- description of the community
- description of the features and facilities
- summary which persuades the reader to come and visit the community
Activity 12
Using their plan from Activity 9, students design and create a community using a diorama, a model or using ICT's like Google SketchUp.
Activity 13
Student teams present their community and brochure to the class and parents - in an oral and visual presentation
Incorporate a parent secret ballot on the the best designed community.
For example:
(Thesis)
I think you should buy a piece of waterfront land at Sunshine Cove because it is centrally located, has fantastic facilities and is going to be a lovely community to
live in.
(Argument 1)
Firstly, Sunshine Cove is located right in the heart of Maroochydore.
(Argument 2)
Secondly it offers a waterfront lifestyle with fantastic facilities like picturesque
lakes, landscaped parklands, magnificent beaches, fabulous shopping and
schools, impressive timber walkways, pathways, and jetties and,
(Argument 3)
Finally it will be a lovely, community to live in as there are more community
features being built like an adventure playground and BBQ's.
(Concluding statement)
As you can see, Sunshine Cove will be an exciting community to live in so you should purchase your piece of land now.
Activity 6 - Class debates about features of our community
Group students into debating teams (3-4) and distribute topics.
Debates will be about the importance of different facilities in our communities.
Each team will debate either for or against a particular community feature, using information that each student in the team already knows or has experience of. (Schema)
For example:
- why we should/ should not have a swimming pool in our community
- Why we should/should not have a skate park in our community
- Why we should/should not have a large shopping mall in our community
Other topics - parkland, wildlife reserves, camping grounds, high rise apartments, libraries.
Students are allocated time to think about and discuss the importance of different features and to look at each argument from their side/point of view.
Students can then work in cooperative learning groups to structure their argument using the graphic organiser from previous lesson.
Activity 7 - students view a video presentation of a debate
Discuss the positioning of students during a debate, how they sit at the front of the class and the order of speakers.
Class discussion to clarify any concerns.
Students then practise their arguments/debates in their teams in readiness for the actual debate.
Activity 8 - Students present their arguments in front of the class
Teams debate their topics in the format they have been learning about.
Students take turns being debaters and members of the audience.
A secret ballott can be used to deoral language skills.
Activity 9 - Planning your own community
Students remain in their debating teams and work together to plan their ideal community. They need to include the features we have been talking about, discussing and debating.
Activity 10 - read and view a variety of brochures.
Students can compare and contrast the brochures to identify what the brochures have in common, different and what makes them effective
Activity 11 - Writing a brochure to sell your community to other people.
Students can work in teams and create their brochure using ICT's.
The brochure can incorporate the noun describers and persuasive language we have been learning about. Provide guidelines for brochure preparation:
- name of your community
- attractive images
- description of the community
- description of the features and facilities
- summary which persuades the reader to come and visit the community
Activity 12
Using their plan from Activity 9, students design and create a community using a diorama, a model or using ICT's like Google SketchUp.
Activity 13
Student teams present their community and brochure to the class and parents - in an oral and visual presentation
Incorporate a parent secret ballot on the the best designed community.
Justification
Text-users: joint construction of a persuasive argument
Text-users
Text-participants
Text-users: students participate in a debate
Text-particpants and code-breakers
Text-users: create a brochure
Text-users: design and construct/create a community
Text-users
Text-participants
Text-users: students participate in a debate
Text-particpants and code-breakers
Text-users: create a brochure
Text-users: design and construct/create a community