Magazine Advertisement based on Age and Gender Roles?

Learning Goal: I’m working on a psychology writing question and need an explanation and answer to help me learn.

Paper Assignment Guidelines

The goal of the four paper assignments you will write this semester is to strengthen your library skills, critical thinking and analytical skills, and knowledge of the key issues within the developmental psychology literature. Responses to each paper assignment should not be based on your opinion but based on the information in your textbook and peer-reviewed research. Each paper assignment should be 4 pages long, double-spaced, 12-point Times New Roman Font and in APA Format (abstract is not necessary). Up to 10 additional points will be deducted from papers that are not in APA formatting and/or have grammatical errors that affect readability. In addition to any sources that are provided within the paper assignment, for each assignment you will be responsible for finding three additional peer-reviewed sources to help you develop and support your response. When writing your paper assignments, please remember that your point of view should be informed and supported by peer-reviewed research. To receive credit for your work please provide a reference page in APA format for all the sources you used in your paper assignment. The reference page does not count toward the page requirement for paper assignments. To assist you in writing your paper assignments, please review the ‘Paper Assignment Help’ pdf file on Canvas and the grading rubric that is posted on Canvas and found at the end of the instructions for each paper assignment (the rubric is the same for all paper assignments)

Paper Assignment

Gender and Age Roles in Magazine Advertisements

In this project, you will investigate gender and age stereotypes in magazines. Look at two widely circulated magazines and evaluate how ads depict males and females of various ages (adolescence, early, middle, and late adulthood). You should evaluate physical appearance, personality, and behaviors as they are depicted in the magazine ads. You can use the attached data sheet to help organize your impressions. After completing the data collection, write a brief report that answers the following questions. Make sure to include a literature review concerning the importance of media influencing gender stereotypes.

• Are all age groups represented in advertisements?

• Who is underrepresented and overrepresented? Why do you think that is so?

• Compare the various groups in terms of the characteristics you observed portrayed for each in the advertisements. What generalizations about age and gender do these portrayals convey?

• Compare your findings between the different magazines. Are your findings similar or different?

• What do you conclude if they are similar? Different?

• If they are different, do the differences sensibly relate to differences in the apparent purpose or style of the magazines?

Data Sheet for Gender and Age Roles in Magazine Advertisements

Magazine Title _________________ Issue date ________ Number of Ads _____

ADOLESCENTSBOYS GIRLS

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

YOUNG ADULTSMEN WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

MIDDLE ADULTSMEN WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

ELDERLY ADULTSMEN WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

Paper Assignment Rubric

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Excellent Good Okay Needs Improvement
Explanation of issues

(5 pts)

Issue/problem to beconsidered critically isstated clearly anddescribedcomprehensively, delivering all relevantinformation necessary forfull understanding. (5 pts) Issue/problem to beconsidered critically isstated, described, andclarified so thatunderstanding is notseriously impeded byomissions. (4 pts) Issue/problem to beconsidered critically isstated but descriptionleaves some termsundefined, ambiguitiesunexplored, boundariesundetermined, and/orbackgrounds unknown. (3 pts) Issue/problem to beconsidered critically isstated withoutclarification ordescription. (2 pts)
Evidence

(10 pts)

Selecting and usinginformation toinvestigate a point ofview or conclusion

Demonstrates skillful useof high-quality, peer-reviewed, relevant sourcesto develop ideas withenoughinterpretation/evaluation todevelop a comprehensiveanalysis of the issue. Viewpoints of experts arequestioned thoroughly. (10 pts) Demonstrates consistentuse of peer-reviewed, relevant sources tosupport ideas with enoughinterpretation/evaluationto develop a coherentanalysis. Viewpoints ofexperts are subject toquestioning. (8 pts) Demonstrates an attemptto use credible and/orrelevant sources tosupport ideas with someinterpretation/evaluation, but not enough to developa coherent analysis.Viewpoints of experts aretaken as mostly fact, withlittle questioning. (6 pts) Demonstrates an attemptto use sources to supportideas in the writing.Information is taken fromsource(s) without anyinterpretation/evaluation.

Viewpoints of experts aretaken as fact, withoutquestion. (4 pts)

Sources

(5 pts)

Number of required peer-reviewed sources is met (5 pts) Missing one required peer-reviewed source. (4 pts) Missing two required peer-reviewed sources. (3 pts) Missing more than three peer-reviewed sources. (2 pts)
Influence of contextand assumptions

(10 pts)

Thoroughly(systematically andmethodically) analyzesown and others’ assumptions and carefullyevaluates the relevance ofcontexts when presenting a position. (10 pts) Identifies own and others‘ assumptions and severalrelevant contexts whenpresenting a position. (8 pts) Questions someassumptions. Identifiesseveral relevant contextswhen presenting a position. May be moreaware of others’ assumptions than one’sown (or vice versa). (6 pts) Shows an emergingawareness of presentassumptions (sometimeslabels assertions asassumptions). Begins toidentify some contextswhen presenting a position. (4 pts)
Student’s positionperspectivethesis/hypothesis

(10 pts)

Specific position(perspective, thesis/hypothesis) isimaginative, taking intoaccount the complexitiesof an issue.

Limits of position(perspective, thesis/hypothesis) areacknowledged.

Others‘ points of view aresynthesized withinposition (perspective, thesis/hypothesis). (10 pts)

Specific position(perspective, thesis/hypothesis) takesinto account thecomplexities of an issue.Others’ points of view areacknowledged withinposition (perspective, thesis/hypothesis). (8 pts) Specific position(perspective, thesis/hypothesis) acknowledges differentsides of an issue. (6 pts) Specific position(perspective, thesis/hypothesis) isstated, but is simplisticand obvious. (4 pts)
Conclusions andrelated outcomesimplications andconsequences

(10 pts)

Conclusions and relatedoutcomes (consequencesand implications) arelogical and reflectstudent’s informedevaluation and ability toplace evidence andperspectives discussed inpriority order. (10 pts) Conclusion is logicallytied to a range ofinformation, includingopposing viewpoints; related outcomes(consequences andimplications) areidentified clearly. (8 pts) Conclusion is logicallytied to information(because information ischosen to fit the desiredconclusion); some relatedoutcomes (consequencesand implications) areidentified clearly. (6 pts) Conclusion isinconsistently tied tosome of the informationdiscussed; relatedoutcomes (consequencesand implications) areove
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