Unit 3

By the end of this unit, you should be able to:

- describe and analyze a visual
- use appropriate structure, grammar and vocabulary when describing it
- use appropriate structure, grammar and vocabulary when explaining cause and effects

Why is this unit useful?

For the writing and speaking assessments in this course, the input from this unit will help you
decide on how to use appropriate structure and language to describe a visual and justify your ideas,
and prepare Writing Coursework I, which can also be applied to other areas of your studies at the
university and IELTS.

Writing Coursework (I) Details

Visual Analysis (20%) This is an individual in-class writing assignment. The analysis
consists of two main parts: rhetorical context and design of the
visual.

Pre-unit task (Homework): Your teacher will ask you to complete this task outside
of class before the start of the unit.

Complete Task 2 on Moodle to get an idea of some basic design concepts that will help
you do the tasks in the unit in preparation for Writing Coursework (I).

3.1 Visual Analysis

Task 1:
Based on what you have learned from Unit 1, complete the following with a classmate:

1. Analyze the rhetorical context of the visual:

Genre:

Purpose:

Target audience:

Media/channel of communication:

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(Source: https://olay.co.uk/)

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2. Look at the images and words in the visual

Images Words
Who/What is in the visual? Objects? Does the visual contain any words? What
People? What are they doing? do they say? Any slogans? How do the
words relate to the images?

3. In groups, share your views on the following:

a. What does the writer want the audience to do, think and feel?

b. What elements in the text help achieve this (e.g. word/colour choice, amount of
information, use of visuals)?

Task 2: Moodle quiz

The following article “Analyzing Design Choices” is an extract adapted from “Writer/Designer:
A Guide to Making Multimodal Projects”. Fill in the blanks with the words given below.

far away stand out importance cool line up

last difference two first right
correctly justified close arranged centred
effect three warm elements relationships

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Analyzing Design Choices

One of the ways we can better understand how writers or designers communicate meaning through
multimodal texts is by examining its design elements. Let’s take a closer look at six key design concepts:
emphasis, contrast, color, organization, alignment, and proximity.

1. Emphasis
In visual texts, emphasis gives certain (1) elements such as an image or words greater (2) importance
than other elements, which can guide your reading of the text as a whole.

When analyzing an image for emphasis, we pay attention to what we notice (3) first and then ask
ourselves why. Look at the Think Indian advertisement below (Figure A). Where is your attention visually
drawn? What strategies does the designer use to emphasize this element? Then notice what happens in
Figure B: when the advertisement is changed to black and white, the words THINK INDIAN are no longer
emphasized. Instead, the focus shifts to the white text at the top left, emphasized because of its contrast
against the gray background. Given the endless possibilities, why do you think this text’s designer chose to
make THINK INDIAN a large, red, all-caps typeface?

Figure A “THINK INDIAN” is emphasized Figure B The text on the top left is emphasized

(Source: the American Indian College Fund)

Changing the color, size, and shape of the typeface and images impacts how we perceive which elements
are emphasized in the whole text.

2. Contrast
Contrast is the (4) difference between elements, where the combination of those elements makes one
element (5) stand out from another. Contrast can be determined by comparing elements in a text. Color,
size, placement, shape, and content can all be used to create contrast in a text. Contrast plays a large role in
emphasis, in that the most contrasted element often appears to be the most emphasized. Figure C
contrasts the size of two elements and our attention is naturally given to the largest one that takes up the

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most space.

Figure C Contrast in Size

3. Color
Color can be extremely helpful when determining emphasis in a visual text. Visual emphasis can be
accorded to, for example, how much black compared to the white or gray background is used. Although
color theory indicates that different cultures interpret colors differently around the world, (6) warm
colors such as reds and oranges are usually read as more emotionally intense and are used to elicit
emotional reactions in audiences. (7) cool colors like blues and greens are usually read as calming and are
used to create less emphasis than warm colors in a visual composition.

Analyzing a text for color means noticing not only what colors are being used, but to what (8) effect. Do
the colors create a certain mood or feeling? Do they work to emphasize a particular element? Or do they
work to highlight certain elements on the page in relation to each other?

4. Organization
Organization is the way in which elements are (9) arranged to form a coherent unit. For example, the
arrangement of elements on a homepage can orient your gestural navigation to find the information you
want. Figure F below is the WSU home page. It is organized into (10) two rows of information. The first
row is a white bar that contains the WSU logo, a menu, and a search function. The second row includes a
photo, a link to a news item that explains the photo, and a menu of recent news items by date. This
organization can enhance usability of the homepage by minimizing the number of elements that appear on
a starting screen and providing users with a clearly marked organizational structure.

Figure F Organization in a university homepage

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5. Alignment
Alignment literally means how things (11) line up. A composition that uses alignment to best effect
controls how our eyes move across a text. A (12) centered alignment (Figure G) causes our eyes to move
around the space with less determination, as we move from the end of one line and search for the
beginning of the next one. A (13) justified alignment stretches the content so that it is evenly distributed
across a row; thus the left and right margins remain consistent. It can make the text appear neat and
orderly. A strong left alignment gives us something to follow visually. A strong (14) right alignment
(Figure G) creates a hard edge that connects disparate elements.

Figure G Differences in Alignment

6. Proximity
In a visual text, proximity refers to how (15) close elements or groupings of elements are placed in
proximity to each other and what (16) relationships are built as a result of that spacing. The relationships
created by the spacing between elements help readers understand the text.

Figure H shows a book cover. The title and editors’ names, which is the most important information, are
grouped by physical proximity at the top of the cover. The publisher “Utah State University Press”, table of
contents (TOC) and the editors’ names are grouped by proximity of color as the same colour scheme is
used.

Figure H The Cover of an interactive e-Book

(Courtesy of Ryan Trauman)

(Adapted from: Writer/Designer: A Guide to Making Multimodal Projects, L. A. Kristin, 2006, Bedford, pp 44-50)

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 Task 3:
To recap what you have learned from the article “Analyzing Design Choices”, complete the
following by matching the items on the right (a – e) with the concepts on the left.

1. Organisation ( d ) a) How certain elements are highlighted to

make them different from the rest

2. Colour ( c ) b) How certain elements are given greater

importance

3. Proximity ( f ) c) How different colours are used for

different effects
is about
4. Contrast ( a ) d) How elements are arranged in a
particular way

5. Emphasis ( b ) e) How elements are aligned: center, left,

right, justified

6. Alignment ( e ) f) How elements are placed close to each

other

Task 4:
Based on the six design concepts you have learned from the article above, discuss the following
questions in groups.

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(1) What elements in the Olay advertisement are emphasized? The logo? The picture? The slogan?
What strategies are used to emphasize each of these elements? How do they help communicate the
purpose to the audience?

(2) What is used to create contrast in the advertisement? Does the use of contrast help to emphasize
certain elements?

- There is a color contrast and size contract, that makes the important elements stand out from the
rest of the image

(3) What colours are used in the advertisement? What effects do they have on the audience and help
communicate the purpose?

- Color is used to emphasize and drag the audience’s attention to key elements of the image. Also, the
colors used are white, brow and gold, which may be associated with purity and wealth. These colors
create an effect on the that the product advertised is for wealthy people an those who have it will
have pure skin.

(4) How are the elements of the advertisement arranged?

In what ways does it help the audience to read the visual and communicate the purpose? What
comes first? What comes last?
- They are arranged in the way that first two elements the audience may look at are the woman and
the slogan. These two elements will determine what impression the audience has and communicates
the main idea and purpose of this media. Therefore if the audience’s attention is caught by these
elements, they will want to study other elements that contain more details about the product.

(5) How are the elements (slogan, testimony, common problems related to ageing skin) on the visual
aligned? In what ways does it help the audience to read the visual?

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(6) What elements are placed closely to each other? What relationship between these elements is built
as a result? How does the spacing communicate the purpose?

You have just seen an example where the six concepts introduced in the article are used in a
visual (an advertisement).

(optional) Task 5: Moodle Quiz

You are going to watch a video introducing some basic design principles.

Watch the first half of the video (about 4 minutes) and fill in the blanks below.
(1) Emphasis enables certain elements on a visual to (2) stand out. It can be achieved by making these
elements (3) bigger, bolder and (4) brighter so that the audience can notice these elements (5) first.
(6) Contrast, white space and (7) movement can create emphasis.
Contrast is (8) difference and it makes designs more interesting. It can be achieved by the use of color,
(9) text and (10) line.
(11) white space refers to the space not taken up by any elements such as text, photos or illustrations to
create emphasis. The effective use of white space helps create (12) grouping and improve legibility. It is
often used as the (13) background. It makes our design easier to look at and enables information to be
delivered more quickly.
(14) Movement is the way how viewers scan the visual. Lines and color direct viewers towards certain
elements in a certain (15) order.

Watch the second half of the video (about 4 minutes) and fill in the blanks below.

Repetition makes the design (1) consistent and builds a (2) pattern. Repeating text can emphasize the
(3) message and keep the design (4) minimal. Repetition gives our design a sense of rhythm, and a clean
and well-structured look.

Proportion has to do with the (5) size and (6) quantity of elements and how they (7) relate to each other.
No matter how many elements are used, they should be proportionate.

Balance is how elements are (8) positioned. It can also include the amount of white space compared to
other elements. There are symmetrical balance and asymmetrical balance. The former gives viewers a
(9) well structure but it can be a bit boring. The latter makes the design more dynamic and (10)
interesting.

Alignment focuses on (11) relationship between elements, giving structure and order to designs. It can
be edge or center alignment. (12) Edge alignment is about positioning the elements to the left, right, top
and bottom. (13) Center alignment is sticking the elements to the middle either horizontally or vertically.

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3. 2 Language of Description and Justification
Description is an important skill, and many types of writing require some descriptions. For
example, when you do a visual analysis, you have to describe the visual before you can analyze
it.
Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes,
and/or sounds. A good description is a word picture; the reader can imagine the object, place, or
person in his or her mind. A description usually involves the use of adjectives, noun phrases,
verb tenses and passive voice; it also follows a pattern of organization called spatial order.
Spatial order is the arrangement of things in space.

Task 6:
Read the article below regarding Washington State University (WSU) webpage analysis.
Identify examples of the language of description used.

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 The WSU home page is organized into two rows of information. The first row is a white bar on
top of the page that contains the WSU logo, a menu, and a search function. The second row
includes a photo, a link to a news item that explains the photo, and a menu of recent news items
by date. This simple organization is known as flat design because it minimizes the number of
elements that appear on a starting screen. In this particular design, the elements are grouped in
close proximity to indicate the different sub-purposes each grouping has, and to make it seem
like there are fewer blocks of information to choose from. Flat design can prevent audiences
from feeling confused or overwhelmed, but organizationally, it can make finding information
difficult. The photo portrays two women working in a bright lab setting and is given primary
visual emphasis, or simply put it takes over the entire screen. By emphasizing something bright,
colorful and positive, the webpage conveys a feeling of a productive research environment
relevant to a research-oriented university. The primary linguistic element - the words ‘Taking a
shot at preventable deaths’ -- is aligned center on the screen, drawing attention to the
importance of these words. The webpage is mainly crimson in color which makes cultural
references to the university’s official colors and is associated with grabbing attention.

(Adapted from: Writer/Designer: A Guide to Making Multimodal Projects, L. A. Kristin, 2006, Bedford)

1. Use of Flat, fewer, confused, overwhelmed, bright, colorful, positive, primary,

adjectives importance
2. Use of noun
phrases
3. Use of present Portrays, working, emphasizing, aligned, drawing, is
tense
4. Use of passive
voice
5. Use of spatial
order signals

A. Use of adjectives

Task 7:
Read the following extract and answer the questions that follow with a classmate:

Ethics and Advertising

by W. M. O’Barr

The world of advertising has its own set of stories about the good and the bad, truth and dishonesty.
Just as in the world at large, there are not only clear instances of good and bad behaviors but also (i) a
vast, undefined, grey area that lies between these extremes — an area where ethical decisions must

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 be made on a daily basis.

False advertising
As recently as the early 1900s, advertising was still largely unregulated, and sellers were pretty much
free to make whatever claims they could get away with. Patent medicines were among the worst
offenders. The claims in such ads were not only outrageous but frequently completely false. For
example, the claims of (ii) the moldy, old, newspaper ad about electric belts shown below have no
basis in fact. Rather, they represent (iii) the boastful, unproven proclamations of the seller. These ads
are not unique in the same period, featuring (iv) numerous, huge, far-fetched effects. Luckily, such
patently false claims are highly unlikely in national advertising today because of both governmental
and industry-based regulations as well as negative publicity from inevitable repercussions.

Figure 3.7. Pulvermacher’s Electric Belts

Slogan: Self-applicable for the cure of nervous and chronic diseases without medicine
(Source: https://collections.awsprod.nlm.nih.gov/)

This is just one of the many instances of how advertisers can use misleading information to sell their
products. Readers ought to be aware of false and deceptive advertising in order not to fall into these
shenanigans.

(Adapted from: Cambridge Academic English: An integrated skill course for EAP. Advanced. Hewings, M., & Thaine, C. 2012.
Cambridge University Press.)

When you use more than one adjective in a noun group, the usual order of the adjectives is
number, opinion, size, condition, age, shape, colour, origin, material, purpose.

(Source: https://www.woodwardenglish.com/lesson/adjectives-word-order/)

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 1. Do these examples from the passage follow the usual order of adjectives?
(i) A vast, undefined, grey area ( Yes/No ) yes, size, condition color
(ii) The moldy, old, newspaper ad ( Yes/No )yes, condition, age, purpose
(iii) The boastful, unproven proclamations ( Yes/No ) yes, opinion, condition
(iv) Numerous, huge, far-fetched effects ( Yes/No )no, number, size, opinion

2. How useful is the rule? What are other principles that dictate the order of adjectives?

3. How would you interpret the following two sentences?

- This is an unproven proclamation.
- This claim is not supported by evidence
- This is a boastful proclamation.
- The claim is spoken and
Words with similar meanings are known as synonyms. We may say they have similar
denotations but words with similar meanings may have different connotations, that is
different associated or underlying meanings. The most common connotations are positive
versus negative.

4. For each of the following words, think of a synonym that has a more negative connotation:
- child …(offspring) juvenile
- persistent …(never ending) relentless
- scholarly …( bookish)
- underachiever …( loser)

5. For each of the following words, think of a synonym that has a more positive connotation:
- notorious …( prominent)
- fat …( stout)
- old (people) …(experienced, mature)
- reckless …( carefree)
- cheap …( inexpensive )
- fanatic …( visionary)

B. Spatial order signals

Just as there are words and phrases to show time order, there are words and phrases to show
spatial organization. They are often prepositional phrases of location or position. The following
are some examples. Can you think of more?
at the top of next to Inside across
in the center between in the foreground in the background

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 on the left behind in back of in the back of
in front of in the front of

Language of justification: Cause-Effect Vocabulary and Sentence Structures

The cause-effect relationship can be expressed using a variety of vocabulary and grammar
structures. You are probably well-used to using simple ways such as co-ordinating conjunctions
like because / since / if or linking words such as Hence / Therefore / Thus. However, for effective
formal academic writing and speaking, you need to extend your range and variety of structures
and vocabulary used. See examples in the tables below.

Note that X = Cause, Y = Effect:

Use of Verb Examples

X … cause / influence / enable … Y (noun The glowing skin of the model causes an
phrase) association of youth with the product.
Use of Phrasal Verb Examples
X … result in / lead to / contribute to / The glowing skin of the model results in the
account for … Y (noun phrase) association of youth with the product.

Y result from / (can be) attribute(d) to X The association of youth with the product is
(noun phrase) attributed to the glowing skin of the model.

Use of Noun Examples

A consequence / a result / an effect of X is An effect of the glowing skin of the model is
… Y (noun phrase) OR is that Y (clause) the association of youth with the product.
Y is a consequence / a result of / an effect The association of youth with the product is a
of X (noun phrase) result of the glowing skin of the model.
One reason of / for Y is X (noun phrase) One reason for the association of youth with
the product is the glowing skin of the model.
The reason of / for Y is that X (clause) The reason of the association of youth with
the product is that the skin of the model is
glowing.
The reason Y (clause) is that ... X (clause) The reason youth is associated with the
product is that the skin of the model is
glowing.

Use of Connectives Examples

Owing to / Because of / Due to / Given / As Given the glowing skin of the model, youth is
a result of … X, Y (clause) associated with the product.
Y (clause) owing to /on account of / Youth is associated with the product because
because of / due to + the fact that X of the fact that the skin of the model is

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 (clause) glowing.
X (clause). As a result / As a consequence, … The skin of the model is glowing. As a result,
Y (clause) youth is associated with the product.
You may change the emphasis of the sentence by changing the order of the subject and object in
the sentence with passive voice using one of the causative verbs above. For instance:

X causes Y → Y is caused by X

To demonstrate the ability to use connectives flexibly, some connectives can be placed in a later
position in a sentence. These connectives are usually followed by a comma in their normal
sentence position. For example:

X (clause). As a result / As a consequence, Y (clause) → X (clause), Y (clause), as a

result / as a consequence.

Task 8: Describing the Causes and Effects of Design Elements

Based on the visual below, describe the cause and effect of some of the design elements using
the vocabulary and structures shown to you above. An example is given to you.

(Source: https://news.kraftheinzcompany.com/)

Example:

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Because of the green oven glove holding the ketchup, which contrasts with the red background,
the audience’s attention is drawn to the extra hot “Fiery Chilli” feature.
1. Usually oven gloves are used to grab hot items, this causes an association with the ketchup
bottle being extremely hot.
__________________________________________________________________________________________________
______________________________________________________________________________________________________
2. ____________________________________________________________________________________________________
______________________________________________________________________________________________________
3. ____________________________________________________________________________________________________
_______________________________________________________________________________________________________

(optional)Task 9:
Work in pairs. Discuss your views on the following topics:
1. The causes of depression among teenagers.
2. The effects of the Internet.

Try to use the vocabulary and structures suggested above. Jot down some notes in the space
below before discussing with your partner:

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 Task 10:
Referring to the marking criteria of Writing Coursework I, put down your comments on the
following two scripts.

Script ONE

(Source: https://history.hku.hk/)
Rhetorical context:

This visual is a poster which found on the website of the department of history of the University of
Hong Kong. The purpose of the visual is to tell a story (story about what???) and promote the
department. The main audience of the visual is the people who are interested in this department and
the people who want to study in the History of the University of Hong Kong. (66 words)

Visual Design (How effective is the design in communicating the purpose to the target
audience?):
This visual is a combine of a real history picture and a modern picture. The visual is about the
different the old life of Hong Kong and now. The visual contain few words which are ‘This is
history’ and ‘check out our new website!’ These words can directly show that is about history and
tell people they have a new website. It is supposed that relavance is used in the visual because of
the history picture and the words are telling the audience that is about the history. The word of the
visual are left-aligned. This help group things in a clear and interesting way can be useful such as
the visual can clearly show the purpose is promote the department of history and their new website.
The history picture and the modern picture are used as contrast. The history picture are the
background of the visual but the modern picture only own a small area of the visual. Then, this also
can see that the history picture are emphasized because it is the mainly part of the visual.
(179 words words excluding the words copied from the visual))

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 Criteria Your comments
Context: It’s not very clear, not detailed at all, but comprehensive.
Is the analysis of the rhetorical
context comprehensive,
detailed and clear?
Description: Is the description The description is clear and accurate, but not the most detaile.
of the visual specific, accurate It’s relevant to the actual image.
and relevant to the analysis?

Analysis:
Is the analysis well supported I think it is supported well, however only to a certain extent.
by the use of context and Because the description don’t go deeply into all of the details.
description?

Organization
& Coherence:
Is the paragraph well organized
(topic sentence, supporting
sentences, concluding
sentence)?
Are different cause-effect
patterns used correctly?

Use of lexis:
Is descriptive language
(present tense, adjectives,
spatial order signals, passive
voice) used correctly and
effectively?
Use of grammar: There are some
Are errors frequent and
serious?
Are complex sentences used
correctly?
Penalties:

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Script TWO –

(Source: Lifestyle Magazine)

Rhetorical Context:

The visual is an advertisement for Nike running shoes. It targets people who like running or even Nike
fans. It aims to promote the shoes and persuade the reader to buy the product. For the medium type, it is
a print advertisement because its source is a print magazine. Both verbal and non-verbal elements are
used as we can see slogan ‘Get Faster By Getting Stronger” and the image of a woman in the
advertisement.
(70 words excluding the words copied from the visual)

Visual Design (How effective is the design in communicating the purpose to the target audience?):

The design of the visual is effective because of good use of emphasis, contrast and proximity. The woman
who seems to be a professional athlete is emphasized as her image occupies almost half of the visual and
is placed in the centre. This emphasized image shows that the visual is about running and thus may
attract those who like running to read further. Besides, good colour contrast is used. The black Nike
logo on top of the visual is contrasted on the yellow background. Thus, the Nike logo stands out and
could capture the attention of Nike fans. The words “Running Shoes” on the top are also contrasted with
the help of colour because of the use of yellow and white against the dark blue background. This clearly
shows that the shoes are made for running and would definitely grab the attention of those who like
running. In addition, the close-up of the running shoe on the bottom right is placed right next to the
slogan ‘Get faster by getting stronger’. Such proximity implies how the shoes will improve the
performance of runners. To conclude, the advertisement can effectively promote the running shoes to
people who like running.

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 (191 words excluding the words copied from the visual)
Criteria Your comments
Context:
Is the analysis of the
rhetorical context
comprehensive,
detailed and clear?
Description: Is the
description of the visual
specific, accurate and
relevant to the analysis?
Analysis:
Is the analysis well
supported by the use of
context and
description?
Organization
& Coherence:
Is the paragraph well
organized (topic
sentence, supporting
sentences, concluding
sentence)?
Are different cause-
effect patterns used
correctly?
Use of lexis:
Is descriptive language
(present tense,
adjectives, spatial order
signals, passive voice)
used correctly and
effectively?
Use of grammar:
Are errors frequent and
serious?
Are complex sentences
used correctly?
Penalties:

IMPORTANT REMINDER: Do NOT plagiarize. As shown in Writing Coursework I marking scheme, 5%

will be deducted from the total possible mark (100%) for each instance of copying of more than 5
words consecutively (without acknowledging the source), excluding formulaic expressions, proper
names and technical terms. For serious plagiarism, 0 marks will be awarded for the assessment.

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 Task 11: Writing Practice on Padlet / OneDrive (Homework – It will contribute to your
Attendance & Participation mark.)

Refer to the visual on the following page.

Step 1 - Write:
a. an analysis of the rhetorical context (60-80 words)

Use the following questions to help you write this part of the task:
1. What is the purpose of this visual (e.g. to persuade, to entertain, to tell a story, etc.)?
2. Who is the audience (friends, potential customers, etc.)?
3. In what genre is the visual found (advertisement, Facebook, textbook, etc.)?
4. What verbal and non-verbal elements are used? What is the channel of communication (print,
online, etc.)?

b. an analysis of the design of the visual (180-200 words)

Consider how effective the design elements of the visual are in communicating the purpose to the
target audience. You may think about the following design elements (refer to Unit 3):
1. Who/What is portrayed in the visual? Objects? People? What are they doing?
2. Does the visual contain any words? What do they say? How do the words relate to the images?
3. How are the elements organized? What elements are emphasized? What elements are used as
a contrast? How are the contents aligned? How are the different elements grouped together?
How are the colours used?

Step 2. Save your work and use SCRIBO to check the language use of your work. Revise it based on
feedback given.

Step 3. Copy and paste the revised paragraph to the Padlet page/ OneDrive file created by your
teacher. Remember to put down your English name clearly above your writing.

Step 4: Post comments on your partner’s writing based on the questions below:

1. Is the analysis of the rhetorical context comprehensive, detailed and clear?

2. Is the description of the visual specific, accurate and relevant to the analysis?
3. Is the analysis well supported by the use of context and description?
4. Is the paragraph well organized (topic sentence, supporting sentences, concluding sentence)?
5. Are different cause-effect patterns used correctly?
6. Is descriptive language (present tense, adjectives, spatial order signals, passive voice) used
correctly and effectively

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 (Source: https://www.haagen-dazs.co.uk/)

Part A:
The purpose of this Häagen-Dazs advertisement is to persuade potential customers to purchase their
strawberry ice cream by emphasizing the refreshing taste and the use of real fruit. The target audience
likely consists of ice cream lovers or health-conscious consumers seeking indulgence with natural
ingredients. This visual is part of a promotional genre, typically found in print or online ads. The image
uses both verbal (text like “Don’t Hold Back” and “Real Fruit”) and non-verbal elements (ice cream and
strawberries) to communicate its message.
Part B:
The design of this Häagen-Dazs advertisement is visually striking and effective in communicating its
message. The central focus is the strawberry ice cream tub, which is surrounded by vibrant, fresh
strawberries and splashes of red juice, suggesting the explosion of flavor. The imagery is dynamic, with
splatters of cream and strawberries emphasizing the indulgent and refreshing nature of the product. The
text “Don’t Hold Back” at the top, in bold, commands attention, aligning with the visual theme of bold,
bursting refreshment. The tagline "BURSTING WITH REFRESHMENT" supports the visual representation
of the product as a treat filled with natural, invigorating flavors.

LUE1001 University English I (2024- 2025) Page 23

The colors are used strategically, with bright reds and whites contrasting against the soft pink
background, which creates a sense of freshness and excitement. The use of "Real Fruit" as a verbal
element further appeals to the audience’s desire for authenticity and natural ingredients, reinforcing the
idea of quality. The organization of elements, with the product at the center and splashes radiating
outward, draws the viewer's eye directly to the ice cream tub, making it the focal point of the ad. Overall,
the design effectively combines visual and textual elements to create a persuasive and appealing
message.

Pay attention to the following:

 language conventions in academic contexts (refer to Unit 1)
• logical arrangement of ideas and effective paragraphing (refer to Unit 2)
• characteristics of written language (refer to Unit 2)
• language of description and justification (refer to Unit 3)
• correct use of grammar and vocabulary

LUE1001 University English I (2024- 2025) Page 24

Additional Self-study Materials
Understanding adjectives
https://elss.ln.edu.hk/icosa/sites/default/files/exercise/cate/vocabulary/Understanding
%20Adjectives/index.htm

Adjective order
https://elss.ln.edu.hk/icosa/sites/default/files/exercise/cate/grammar/Adjective%20Order/index.htm

Adjectives – Word order

https://www.woodwardenglish.com/lesson/adjectives-word-order/

Testing your understanding of adjectives

https://elss.ln.edu.hk/icosa/sites/default/files/exercise/cate/vocabulary/TESTING%20YOUR
%20UNDERSTANDING%20OF%20ADJECTIVES/index.htm

Grammar for academic purposes – connotations

https://elss.ln.edu.hk/icosa/sites/default/files/exercise/cate/reading/Connotation/Connotation/
index.htm

All websites were last accessed on 31 May 2024.

LUE1001 University English I (2024- 2025) Page 25