NYU Stern School of Business

Undergraduate College


Fall 2012

Instructor Details

Jeffrey Green


M, W 9:30-11:00 and by Appt., which is prefer

Tisch 803


Course Meetings

MW, 11:00am to 12:15pm

Tisch T-LC21






Assignment/Due Dat



Why are we advertising?

APP – Chapters 1, 2 (skim) and 4

TLA – Chapter 1





Who are we advertising to?



Case Discussion

APP – Chapters 5 and 6

TLA – Chapters 3 and 4


Project – Brand/Group Due



Case TBD Write-up Due





What do we say to them?



Strategy Deconstruction

Assignment Discussion

APP – Chapters 7 and 8 (p. 224-243)

TLA – Chapter 5




Strategy Deconstruction Assignment Due





No Class


Where and when should we reach them?



APP – Chapters 11-17




Target Audience Description and Competitive Assessment Due




How do we know it worked?



Case Discussion

APP – Chapter 19

TLA – Chapter 7





Case TBD Write-up due





How do we say it?


APP – Chapters 8 (p. 244-255), 9 and 10

TLA – Chapter 6









Creative Team Briefings

Brief due



How do we say it? – cont’d




Discuss Case

Read Case TBD



12/3, 12/5,



Presentations of Briefs and Ad-Like Objects


Final project “presentation” and ad-like object due on 12/3

* Note:  Schedule may change.


Course Description and Learning Goals

Course Overview and Objectives

We will explore together the planning, development and implementation of marketing communications programs – with a particular focus on advertising campaigns and executions.  The emphasis will be more on exploring “why and when” advertising works than on the specifics of “how” advertising is done.  While the majority of the content will be focused on advertising, we will also address some other elements of integrated marketing communications strategies such as direct marketing, interactive marketing and non-traditional media.

This course is designed for students who seek careers in which you will make marketing communication decisions. It is also appropriate for students who just desire an understanding of how communication strategies work.

The more specific objectives of this course are:

§  To increase your understanding of the marketing communication process

§  To increase your understanding of the important issues in planning and evaluating marketing communications

§  Help you to apply the appropriate theories and tools to plan and evaluate marketing communications

§  To apply your knowledge to construct an advertising campaign


Course Outline

Course Organization

The course is constructed around the advertising/communication development process and the elements of marketing communications. We will focus on learning how to answer six key questions that advertisers and their agency partners must address in order to develop effective marketing communications; namely, marketing communications with which people will want to engage.

We’ll discuss advertising/communication (business) goals, target market definition, media strategies, message strategies (including knowledge about persuasion in general) and evaluation methods/tools.

We’ll learn the concepts through lectures/discussions, case discussions and written synopses, one class exercise, a semester-long group project and guest speakers (depending on availability).

Class Participation:

There will be plenty of time for you to contribute to class discussions. You’ll be graded based on your attendance and the quality of your contribution, not the amount of time you demand in the discussion.  This means coming to class thoroughly familiar with the assigned reading and, therefore, prepared to raise questions, to open discussion, to identify topics of interest in the reading, and actively engage other students in the discussion.

Case Write-ups:

There will be two case write-ups.  They must be typed, double spaced, using a reasonable font and be two pages long at most.  You will receive specific questions to answer for each case two weeks before it will be discussed in class and your write-up is due.

Strategy Assignment

The goal of this assignment (two pages) is to infer the key components of the creative strategy from an advertisement or an advertising campaign.  This will a) strengthen your skill at evaluating advertising and b) provide practical guidance for the development of your creative briefs this semester.  You will be answering five questions about one (your choice) of four campaigns that will be posted on Blackboard.

Advertising Project:

For this semester-long project, working with three or four other classmates, you will develop a detailed advertising brief for a product/brand that you select.  The brief can be for a product/brand that has not advertised before or a product/brand for which you think their current advertising can be improved or should be addressing a different target audience.

The brief will include the following components:

In addition, you will create at least one “ad-like object” based on a creative strategy developed by a different team.

You will present your advertising “ad-like object” during the last class session(s).  You will be handing in your brief document and “ad-like object” for grading during the first session of presentations.


Required Course Materials

Textbook:  Advertising Principles and Practice, Ninth Edition (2012), by Wells, Moriarty, Mitchell (Prentice Hall)

Companion Text:  Truth, Lies and Advertising: The Art of Account Planning, Jon Steel, John Wiley & Sons

Case Packet: Cases will be available as a packet of readings.

Handouts:I will occasionally hand out articles from various trade magazines.  I strongly suggest that you read either AdvertisingAge or ADWEEK this semester. Both of these weekly publications are excellent sources of information about advertising and marketing.  Also, both The Wall Street Journal and The New York Times have daily advertising columns.


Assessment Components



% of Grade

Class Participation


Two Case Write-ups


Strategy Assignment


Advertising Project




Group Projects

Guidelines for Group Projects

Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part.

It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.

You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) in the middle of the semester and at the conclusion of the project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.






                                    A, A-               Approximately 25% to 30% of students

                                    B+, B, B-         Approximately 60% to 65% of students

                                    C+ and lower   Approximately 10% to 15% of students


Professional Responsibilities For This Course



Classroom Norms


Stern Policies

General Behavior
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior.  Students who fail to do so may be asked to leave the classroom. 


Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission. 


Course Evaluations
Course evaluations are important to us and to students who come after you.  Please complete them thoughtfully.


Academic Integrity

Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:

The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:

Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505

To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin.  Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications.  Additionally, your document will become part of the Turnitin database.


Recording of Classes

Your class may be recorded for educational purposes


Students with Disabilities

If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend.  If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.


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