Wednesday, February 19, 2020

Two sides on branding Essay Example | Topics and Well Written Essays - 1000 words

Two sides on branding - Essay Example Naomi Klein's book,as it title implies is a criticism to the proliferation of branding strategies launched by business organisations in order to capture customers.The selection lifted from her book outlined the evolution of branding-from its earliest beginning, downfall, recovery, and recent expansion.The concept of branding, according to Klein, began with the company's recognition that production is not the main core of their operations but marketing. The earliest proponents of marketing like Nike and Microsoft stated that manufacturing is only an "incidental" part of their operations and that they are not selling "products" but "images of their brands." This early beginnings started a new age of branding previously homogenous, mass-produced commodities replacing the old shopkeeper who traditionally scoops out generic products like sugar, flour, and cereal in barrels. The popularity of Dr. Brown, Aunt Jemima, Uncle Ben, and Old Grand Dad became synonymous with the ascent of branded generic commodities.However, the death of branding came one Marlboro Friday as Phillip Morris is threatened by the intense competition from lower priced unbranded competitors. With this happening, a dramatic shift in customers' buying behavior was illustrated-from prestige to price consciousness.The article concluded with the "rebirth" and expansion of branding. This phenomenon was lead by established companies like Body Shop and Starbucks which were able to safeguard and even expand their market share by investing in their brand images. These, together with other successful companies like Nike, began the more rapid proliferation of branded products which does not only market the attributes of the product by created a "concept" to establish an "emotional connection" with its clients. Naomi Klein concluded that with this age of branding, customers are easily manipulated by branding tactics as marketers can establish a good brand even with the lowliest products. She argued that instead of focusing on production and improving products, companies are embarking and spending time, effort, and money in creating a good brand for which they ask customers for a premium. The Economist-Who's Wearing the Trousers The article lifted from the Economist, hold an antagonistic position on Naomi Klein's book. Though it also recognizes the good arguments raced by Klein, the Economist offer a very different view on what the first author referred to as "brand bullies." Basically, the article presented in the Economist can be summed up into two points-the first one being the exaggeration of Naomi Klein's argument on the power of brands, and the second one on the manipulation of the customers by the branding strategies of the large corporations. The Economist recognizes the importance of brands in selling a company's products. However, it claims that Klien's article exaggerated the role of branding in the strategies of the large business organizations. The article proved this by citing the case of the companies who spent bulk of financial resources in creating a good brand only to fail. As the company treats a "brand" as one of its primary assets, a brand can also be regarded as liability as it makes a company highly responsible in the damages which it can give to customers. Customer loyalty is not only rooted on their perception on brand. This is evidenced by the recent research which shows that customers of all ages shift from brand to brand. This also strengthens the claim of the Economist claim that customers are not highly manipulated by company's branding tactics. It is also irrefutable that companies' are spending a lot of money to retain their customers and develop their products to safeguard their brand. Between the Two Articles Naomi Klein and the Economist hold two seemingly different arguments about branding, company's performance, and customers. The two articles summarized above show some same

Tuesday, February 4, 2020

A COMPARISON OF AN AUTHENTIC TEXT WITH A PEDAGOGIC TEXT Essay

A COMPARISON OF AN AUTHENTIC TEXT WITH A PEDAGOGIC TEXT - Essay Example Authentic texts are defined as a text made to realize a social function within the language community. Pedagogic texts such as text dialogues like those found in English as a Foreign Language teaching materials differ largely from authentic texts across a variety of discourse features (Stubbs 2009) and (Widdowson 2008). These features include turn-taking and length patterns, the number of repetitions and false starts, lexical density, pausing, terminal latching or overlap frequency as well as usage of back-channelling and hesitation devices. This paper will compare and contrast an actual dialogue with a text book dialogue using a hotel booking telephone dialogue as an illustration. Conversations’ length Generally, an authentic telephone conversation on hotel booking would be longer than a telephone dialogue in a textbook (See Appedix 1 and 2). This can be explained by the fact that the turns taken by the information givers are virtually twice lengthy as those undertaken by the information receivers (Carter 2008) and (Sacks, Schegloff & Jefferson 2010). Authentic telephone dialogues would have a more intricate arrangement, with the straightforward question-answer pattern interrupted by several factors (McCarthy & Carter 2004). For example, problems arise in ‘Booking a hotel by phone’, there are unavailable rooms on ground floor, plus on top of that a discussion concerning elevators as well as standard rooms versus executive rooms may arise (Cunningham & Moore 2005). Further information is regularly entreated by the giver of information. For instance, in a conversation ‘concerning hotel booking’, the assistant may enquire whether the client would prefer a room with twin beds or single beds. Answers to queries are longer within authentic texts, where the information giver offers more than one option (Stubbs 2009) (Widdowson 2008). For instance, in ‘hotel booking’ the receptionist may suggest a room with an ocean view. Clearly, real-life is not as straightforward and simple as compared to dialogues found in text books. Text book dialogues are precise since they cannot capture a real-life scenario and perhaps because the text books writers’ tend to present them that way (Carter & McCarthy 2007) and (Myers-Scotton & Bernstein 2008). Unlike in real dialogues, the language of text book dialogues represents a ‘can do’ community where interaction is generally problem-free and smooth (See appendix 2). The speakers collaborate with one another courteously; the dialogue is neat, predictable and tidy. The queries and responses sequenced somewhat in the style of a court-room interrogation or quiz show (Cunningham & Moore 2005). This is, certainly, intentional and is executed for several reasons. Principally, if the core objective of text book dialogue is to exhibit novel functional and structural language through text simplification, this enables learners to focus upon target language exh ibited, to spot it, as well as hopefully obtain the structures rapidly accordingly (Carter 2008). Another reason for text simplification is to render comprehension tasks simpler. If a dialogue runs along expected lines, in which the author expect the learner to be aware of what may be uttered next as well as utilize top-down procedure to decrypt the message (Carter & McCarthy 2007), (Stubbs 2009) and (Widdowson 2008). The more random a dialogue is, the more acquirers have to depend upon ‘bottom up’ processing, for instance, taking note of individual words as well as developing them up to reach at the implication (Sacks, Schegloff & Jefferson 2010). Nevertheless, if the dialogues are only made predictable, learners may be denied the chance to build up their ‘