BUS 508 Promotional and Advertising Strategies
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
BUS 508 Promotional and Advertising Strategies
Due: 31 May 2014 APA Formant using Times New Roman font (size 12)
Select one (1) of the following categories of products to research: sports apparel, automobiles, home furnishings, or televisions. Use the Internet to research at least two (2) companies within the selected product category. Take note of the leading companies in the product group, as well as the types of marketing, pricing and consumer-oriented promotional strategies that these leading companies within the product group use.
Write a 6 to 8 pages paper in which you:
- Compare and contrast the promotional strategies used by two (2) different companies for similar product within the category that you selected.
- Recommend two (2) ways in which a company within the selected product group could use marketing information to differentiate itself in the marketplace to gain an advantage over its competitors. Provide a rationale to support your recommendations.
- Propose two (2) uses for consumer-oriented promotions that could assist a company in both the short and long term for the product group that you selected. Provide a rationale for your response.
- Analyze the strategic manner in which the leading company in this product group has made its pricing decisions by using one or more of the four (4) pricing objectives. Suggest two (2) actions that other companies within the same product group may take in order to differentiate themselves and gain a competitive advantage. Provide a rationale for your response.
- Determine the most effective advertising medium for a company in the selected product category. Support your response with two (2) examples of the effectiveness of the chosen medium.
- Use at least five (5) quality academic resources in the assignment.
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COMM 310 Mid-Term Assignment
1) Open a blank word-processing file.
2) Save it, using the following file name schema: Surname Initial Midterm, allowing your software to provide the file name extension, e.g., doc or docx. (In case you were unfamiliar with the term your surname is your last or family name.) Thus, if I were creating such a file in Microsoft Word, my file name would be Ingre D Midterm.docx.
3) Do not make any changes to the file you are now reading. (My original will in any case remain unchanged on the Moodle site.) you do not need to return this file to me.
4) Once you have completed the assignment, submit your file as an attachment to an email sent as usual through the UCW DropBox. I hope to return it to you, with a Midterm Marking Sheet, by May 27.
For Part I
1) Copy and paste all of Part I of this assignment (the file you are reading) into your just saved file. Thus, in Microsoft Word, for example:
- a) Click just to the left of the words Part I (30 points)
- b) Scroll down and, holding down the Shiftkey, click to the right of the words End of Part I on page 4. This should select all of Part I, including the table.
- c) Press CTRL+C(or click on Copy).
- d) Go to your new file, click at the top of the first page, and press CTRL+V(or click on Paste).
- e) If offered the choice, choose Merge Formatting.
2) Follow the instructions for completing Part I.
3) When you have finished inserting your answers, insert a hard page break to move to a new page.
- a) In Microsoft Word, click at the point you want to insert the page break.
- b) Press CTRL+Enterto insert the hard page break.
For Part II
1) Read through Part II carefully
2) Begin your response to Part II after the hard page break.
3) You need not copy and paste my scenario into your file.
4) After you have finished, insert another hard page break so that Part III will start on a new page.
For Part III
1) Begin Part III on the new page of your file.
2) Read through Part III carefully.
3) Remember that I must be able to easily identify which response is the answer to which question within the memo you submit to me as Part III.
Part I (30 points)
Indicate whether you think the statements in the left-hand column are true or false, by typing a T (for True) or F (for False) in the right-hand column of the respective row. (One point each)
1. Authors of technical documents should not generally expect their audiences to devote their full attention to the communication. 2. With regard to transactional models, external interference refers exclusively to interruptions outside the building in which an oral presentation is taking place. 3. Proposals that are submitted without a request are called solicited. 4. Information and connotation are, in fact, the same thing. 5. No information should ever be repeated in a technical document. 6. For all technical writing, a paragraph should be 8–15 lines in length. 7. A short report is always written for readers within the writer’s organization. 8. The main goal of an informative report is to provide analysis and justification sufficient to convince your audience to accept your recommendation(s). 9. Conducting a CMAPP analysis is useful only in the creation of long, formal documents. 10. The information in analytical reports need not be presented in the same order in which the writer gathered the information. 11. Good technical communication requires the extensive use of jargon. 12. Formality of language is not the principal distinction between formal and informal reports. 13. The CMAPP model is a linear process. 14. As part of a formal, multi-level outline, the following sequence violates the principle of parallelism.
II. Agricultural Implements
15. You should be concerned about cultural referents even when dealing with a homogenous audience that is fluent in the same language you use. 16. Evaluative summaries always assess the calibre of the logic of the original document. 17. Your textbook’s definition of “correct” language specifies “what every native speaker always says”. 18. Instructions—and, therefore, user guides—must make abundant use of graphics, tables, and highlighting. 19. A report’s level of technicality is determined exclusively by whether the report is lateral or vertical. 20. Unless a copyright restriction has been indicated, something available on the Web should be considered to be in the public domain. 21. It is always easier to write an effective and successful internal solicited proposal than an internal unsolicited one. 22. With regard to formal, multi-level outlines, the principle of division could be considered an exercise in arithmetic.
For each question in the left-hand column, indicate which of the choices you consider the best, by writing its letter on the respective row in the right-hand column. (One point each)
23. Technical writers should generally avoid using
b) the active voice
c) comparisons and contrasts
24. The deductive strategy would typically be more effective to persuade an audience that
a) already understands the overall issue.
b) you have never met.
c) is emotionally involved in the issue.
d) has a reputation for reacting negatively to others’ arguments.
25. For a vertical analytical report whose primary audience is technical and whose secondary audience is lay, would you typically
a) construct two reports—one for the primary audience and one for the secondary?
b) write only at the higher level of technicality required by your primary audience?
c) write only at the lower level of technicality required by your secondary audience?
d) write the report at the higher level of technicality, but include a “supplement” of some kind (e.g., an executive summary) at a lower level of technicality?
26. Which of the following best defines “process description”?
a) It focuses on delineating the physical characteristics of its subject.
b) It allows an audience to learn how to do something new.
c) It explains how things work or are done or made.
d) It seeks to identify each step in a complex procedure.
27. Which of the following should be used to create specific instructions in a user guide?
a) the active voice
b) the passive voice
c) the imperative mood
d) the introductory epithet
28. Which of the following headings within a formal, multi-level outline would contravene the principle of parallelism?
b) Scope of Service
c) Establish Costs
29. Which of the following is not one of the three principles to be applied as the final stage in the construction of a formal, multi-level outline:
30. Clients expect that technical reports will always be:
a) a minimum of five pages long.
b) illustrated with several compelling visuals.
c) written in highly technical language.
d) none of the above.
End of Part I
Part II begins on the following page.
Part II (50 points)
Examine the following scenario (which does contain fictitious data), and then follow the instructions at the end of this section.
Headquartered in Ottawa, and with locations in Halifax, Moncton, Montreal, Winnipeg, Regina, and Vancouver, Dupont Automobiles Inc. (DAI) is a highly successful automobile dealership chain. In the early 1970s, Maurice Dupont, an energetic, successful entrepreneur who had become alarmed by the Quebecois nationalism represented by the Front de libération du Québec, relocated his auto sales business from Québec City to Ottawa. Over the years, DAI prospered, and in 1995, Maurice engineered that the reins of the business go to his eldest son, Gilles, a holder of an automotive mechanics diploma from Park Technical Institute (PTI) in Surrey, BC, and an MBA from Waterstone University in Coquitlam, BC. Though a President and Chief Executive Officer known to manage with a some-times heavy hand, Gilles was highly capable, and built his father’s Ottawa dealership into a wealthy and respected cross-country network.
DAI twice participated in PTI’s Internship Program. During the September–December 2008 semester, five PTI Automotive students worked at DAI—four on the Repair Shop floor and one in the Parts Department. Immediately after their internship period, two of the former were later hired by DAI as apprentice mechanics. Further, three PTI Electronics program students spent that Internship semester with DAI, one as a data entry clerk in the Administration Department, one on the Repair Shop floor and one in the Parts Department; the last was hired into that department approximately one month after completion of the internship period.
Two years later, DAI decided once again to participate. Thus, from September through December 2010, it provided internship positions for two PTI Automotive Mechanics students and one Electronics student in the Service Department, another Electronics student in the Parts Department, and one Plumbing & Welding student in the Facilities Department. DAI later hired one of the Automotive Mechanics students as an apprentice mechanic; it also gave a regular Junior Technologist position to the Electronics student who had worked in the Parts Department, and hired the Plumbing & Welding student as a Junior Facilities Generalist.
In general, regular Apprentice Mechanics cost DAI about $35,000 per year, including salary and benefits; Parts Department employees cost the company some $37,000 per year, and both Data Entry Clerks and Facilities Generalists about $30,000. Over an internship period, an intern costs the company 75% of what it would have paid a regular employee.
You are S. Chung, Dupont Vancouver’s General Manager. It is now February 1, 2011. Your boss, H. Bartok, DAI’s Vancouver V-P, wants to respond to a recently received letter from L. Mahari, PTI’s Internship Program Co-ordinator, asking DAI to participate in the Fall (September–December) 2011 Program. To assist in the preparation of that response, Bartok has asked you for a report that details what happened in the past, and that provides your recommendations for DAI’s response to PTI. After consulting with two colleagues—L. Borowski, the Service Manager, and E. Martínez, the Personnel Manager—you have determined that, despite the still lingering impact of the last recession that continues to restrain some spending, DAI would be well able to offer four Internship positions: two Mechanic’s Assistants in the Service Department, a Junior Data Entry Clerk in Administration, and an Assistant Facilities Generalist. You have also learned that by January, 2012, it is likely that the Vancouver office will need to replace retiring employees in those three areas.
Write the short evaluative report to Bartok. Adhere to standard memo conventions. (This means you should single-space your text, and not adhere to APA style.) Include any visuals you think necessary. (If necessary, you may want to take a quick look at Chapter 6 of your textbook, even though you have not yet been responsible for its contents.) Pay close attention to CMAPP complementary attributes such as 5WH, ABC, CAP, and KISS, to appropriate level of discourse, and to grammar and punctuation. Although you need not submit one, I strongly suggest you start by conducting your own brief CMAPP analysis.
End of Part II
Part III begins on the following page.
Part III (30 points)
In a standard memo of no more than two pages, from you as student in this course to me as its instructor, briefly answer the six questions below, regarding the short report you created in Part II. Make sure your answers are all complete sentences.
- The CMAPP model identifies four types of primary purpose. Which of the four was yours in your report to Bartok?
- What is your rationale for claiming that “purpose”?
- Who was your report’s primary audience and what justifies your response?
- Who would any secondary audience(s) be and what is your rationale for your answer?
- What was your rationale for any visuals you chose to include in your report? (Claiming simply that you did not include a visual because you did not think it would have been useful, for example, would not be a convincing rationale.)
- What, if any, information presented in the scenario did you exclude, and why? (Claiming simply that you “included only what was necessary and/or excluded what was not” would not be a convincing rationale.)
In constructing your memo, remember in particular the CMAPP Complementary Attributes of Accessibility, Brevity, Concision, and Precision, as well as the KISS principle.
End of Part III
COMM 310 Midterm Assignment Page 2 of 6 ©DIWIS 2014
BUS 508 Promotional and Advertising Strategies
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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