A local council is deciding whether to fund a new youth study space at the community library. Two different digital posters are being shared on social media about the same proposal.
Poster A is titled “QUIET STUDY HUB” in large bold uppercase text at the top. The background is mostly white with lots of blank space. A single photo shows a tidy desk with a notebook and pen. Under the title are three dot points in black text: “Free Wi-Fi”, “After-school opening”, “Group tables”. The call-to-action at the bottom reads “Have your say” with a small QR code in the bottom-right corner. The council logo appears small in the bottom-left.
Poster B is titled “STOP THIS WASTE!” in very large uppercase text across the top. The background is dark with a large, cropped photo of a messy room and a tipped-over chair. A red stamp-like shape (visual graphic) sits diagonally across the image with the words “RATE HIKES” inside it. The body text is short and centred: “They want to spend money on teens” followed by “Comment NOW” in a large button-shaped rectangle. The council logo is not shown.
Apply your understanding of visual cues to propose two specific changes to Poster A that would make it more persuasive to 15 to 18-year-olds while keeping the message accurate and respectful. For each change, explain why it would likely be effective for that audience.
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Create Free Account Log inThis is a free VCE Units 3 & 4 VM Literacy practice question worth 6 marks, testing your understanding of Visual cues influencing audience. It falls under Understanding and engaging with literacy for advocacy in Unit 4: VM Literacy Unit 4. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In Unit 4 of VM Literacy students work through the areas of study 'Understanding and engaging with literacy for advocacy' and 'Speaking to advise or to advocate'.
In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student's choice, in a vocational or recreational setting. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure. Students will consider which elements are important for creating a ‘brand' (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience. Students will compare and contrast the ways in which same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.
the impact of visual cues and presentation in influencing an audience
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