Aida Model Essay Example for Free

Aida Model Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Haven't found the essay you want? Get your custom sample essay for only $13.90/page ? Every day we’re bombarded with headlines like these that are designed to grab our attention. In a world full of advertising and information – delivered in all sorts of media from print to websites, billboards to radio, and TV to text messages – every message has to work extremely hard to get noticed. And it’s not just advertising messages that have to work hard; every report you write, presentation you deliver, or email you send is competing for your audience’s attention. As the world of advertising becomes more and more competitive, advertising becomes more and more sophisticated. Yet the basic principles behind advertising copy remain – that it must attract attention and persuade someone to take action. And this idea remains true simply because human nature doesn’t really change. Sure, we become increasingly discerning, but to persuade people to do something, you still need to grab their attention, interest them in how your product or service can help them, and then persuade them to take the action you want them to take, such as buying your product or visiting your website. The acronym AIDA is a handy tool for ensuring that your copy, or other writing, grabs attention. The acronym stands for: Attention (or Attract) Interest Desire Action. These are the four steps you need to take your audience through if you want them to buy your product or visit your website, or indeed to take on board the messages in your report. A slightly more sophisticated version of this is AIDCA/AIDEA, which includes an additional step of Conviction/Evidence between Desire and Action. People are so cynical about advertising messages that coherent evidence may be needed if anyone is going to act! How to Use the Tool: Use the AIDA approach when you write a piece of text that has the ultimate objective of getting others to take action. The elements of the acronym are as follows: 1. Attention/Attract In our media-filled world, you need to be quick and direct to grab people’s attention. Use powerful words, or a picture that will catch the reader’s eye and make them stop and read what you have to say next. With most office workers suffering from e-mail overload, action-seeking e-mails need subject lines that will encourage recipients to open them and read the contents. For example, to encourage people to attend a company training session on giving feedback, the email headline, â€Å"How effective is YOUR feedback?† is more likely to grab attention than the purely factual one of, â€Å"This week’s seminar on feedback†. 2. Interest This is one of the most challenging stages: You’ve got the attention of a chunk of your target audience, but can you engage with them enough so that they’ll want to spend their precious time understanding your message in more detail? Gaining the reader’s interest is a deeper process than grabbing their attention. They will give you a little more time to do it, but you must stay focused on their needs. This means helping them to pick out the messages that are relevant to them quickly. So use bullets and subheadings, and break up the text to make your points stand out. For more information on understanding your target audience’s interests and expectations, and the context of your message, read our article on the Rhetorical Triangle. 3. Desire The Interest and Desire parts of AIDA go hand-in-hand: As you’re building the reader’s interest, you also need to help them understand how what you’re offering can help them in a real way. The main way of doing this is by appealing to their personal needs and wants. So, rather than simply saying â€Å"Our lunchtime seminar will teach you feedback skills†, explain to the audience what’s in it for them: â€Å"Get what you need from other people, and save time and frustration, by learning how to give them good feedback.† Feature and Benefits (FAB) A good way of building the reader’s desire for your offering is to link features and benefits. Hopefully, the significant features of your offering have been designed to give a specific benefit to members of your target market. When it comes to the marketing copy, it’s important that you don’t forget those benefits at this stage. When you describe your offering, don’t just give the facts and features, and expect the audience to work out the benefits for themselves: Tell them the benefits clearly to create that interest and desire. Example: â€Å"This laptop case is made of aluminum,† describes a feature, and leaves the audience thinking â€Å"So what?† Persuade the audience by adding the benefits†.giving a stylish look, that’s kinder to your back and shoulders†. You may want to take this further by appealing to people’s deeper drives†Ã¢â‚¬ ¦ giving effortless portability and a sleek appearance and that will be the envy of your friends and co-workers.† 4. Conviction As hardened consumers, we tend to be skeptical about marketing claims. It’s no longer enough simply to say that a book is a bestseller, for example, but readers will take notice if you state (accurately, of course!), that the book has been in the New York Times Bestseller List for 10 weeks, for example. So try to use hard data where it’s available. When you haven’t got the hard data, yet the product offering is sufficiently important, consider generating some data, for example, by commissioning a survey. 5. Action Finally, be very clear about what action you want your readers to take; for example, â€Å"Visit www.mindtools.com now for more information† rather than just leaving people to work out what to do for themselves. – See more at: file:///C:/Users/GOPAL%20RATHORE/Downloads/AIDA%20%20Attention-Interest-Desire-Action%20-%20Communication%20Skills%20Training%20From%20MindTools.com.htm#sthash.nCxC0EZx.dpuf Aida Model. (2016, Apr 07).

The romaticicm in Framkistein Essay Example | Topics and Well Written Essays - 1000 words

The romaticicm in Framkistein - Essay Example Significantly, a profound exploration of the overriding themes, the plot, the characters, etc of Frankenstein: The Modern Prometheus confirms that many of the main ideas behind the literary movement of Romanticism can be seen in the novel. Thus, the themes such as the significance of nature, childhood, beautiful vs. sublime, revolt, etc reveal the basic Romantic ideals of the period. As Anneli Elsa?er purports, â€Å"In Frankenstein Mary Shelley contrasts beauty and serenity of nature to the destroying powers that can be released when meddling with scientific progress. Her themes fit well into the ideas of the Romantic poets; she understands the state of childhood and also focuses on nature as counterpart to the progress and destruction of Industrialism and progress.† (Elsa?er, 2) Although the dark motifs of Frankenstein may not seem to conform to the brighter tones and subjects of the poems of the romantic poets such as Percy Bysshe Shelley, William Wordsworth, and Samuel Tay lor Coleridge, Mary Shelley was deeply influenced by the romantics. Therefore, this paper makes a comprehensive analysis of Shelley’s Frankenstein, novel by highlighting the Romantic elements in the work, in order to establish that this novel is a prime example of a Romantic novel. In a comprehensive appraisal of the major themes of Shelley’s Frankenstein, it becomes evident that the focal point of the novel is nature, which is a favorite theme of every Romantic poet. Whereas nature offers comfort and assistance to characters such as Walton and Victor in the novel, the theme of nature is closely connected to the underlying message of the novel: one should not attempt to conquer nature, but should try to embrace and harmonize with it. In fact, the novelist presents nature as a source of solace to almost all the characters in the novel, most markedly to Victor and his monster. Thus, the novelist presents the monster as a lover of nature, and he has various connections to Romanticism. However, the monster is mocked by the nature when he is transformed into an anti-romantic, and it is evident from this character’s own words: â€Å"Nature decayed around me, and the sun became heatless; rain and snow poured around me; mighty rivers were frozen; the surface of the earth was hard and chill and bare, and I found no shelter. Oh, earth! how often did I imprecate currents on the cause of my being! The mildness of my nature had fled, and all within me turned to gall and bitterness.† (Shelley, 110) Significantly, every Romantic poet focused on the soothing spirit of nature in their poems and Shelley’s Frankenstein reveals the soothing spirit of the nature through the characters such as Walton, Victor and his monster. Victor Franklin is a character who has experienced the soothing influence of the natural beauty tremendously in the novel, and it is evident that nature has shown the power to lift his spits again, whenever he feels the dark m ood within himself. â€Å"When happy, inanimate nature had the power of bestowing on me the most delightful sensations. A serene sky and verdant fields filled me with ecstasy.† (Shelley, 55) It is important to recognize that Mary Shelley frequently uses images of nature all

Anxiety And Negative Emotions In Second Language Acquisition Essay

Anxiety And Negative Emotions In Second Language Acquisition - Essay Example This essay declares that language anxiety is an essential cognitive and affective component that influences almost all the academic and performance areas of foreign language learners inclusive of several skills in writing, reading and speaking as well. As there is strong correlation among perceived language anxiety and performance so it can be justified to acknowledge the relevance of conducting the study incorporating the analysis of anxiety during the second language acquisition especially for ESL students and employed are the methodologies facilitate in minimizing the anxiety and negative emotions. However, the anxiety influences abilities; however the study does not focus on the basic abilities pertaining to the mother tongue especially in the phonological, syntactic and the semantic regimes. This paper makes a conclusion that the considerations of the range of psychological variables either facilitating or inhibiting the efforts made by new learners of English, we should not fail to notice the issue of power. This stems out a cognitive-affective bias perceived by the international learner as the language comprising of a rich and powerful post-industrial society, in contrast, the native language may be perceived as less impressive and less respected. This perceived difference incorporating power and respect for native language in comparison with English language could be expected to worsen the psychological difficulties interfering with language anxiety encapsulating anxiety, low self-esteem, motivation, identity conflict, language shock and cultural shock, which the current research is not taking into consideration.