Critical Reading in Everyday Life

Courtesy of http://www.advertolog.com/paedia/prints/2009/02/18/284562/show/

In breaking the code of this print advertisement, we see that this is a print anti-smoking advertisement from Romania. It is apparent because of the written text we see at the bottom right-hand corner of the print ad – “Give up smoking” – together with the “double-A” logo that bears the word “Romania”. Besides the written text, we also see a man with a lighted cigarette in the middle of the print ad. From this, we see the interplay between the written text and the image, as they compliment/support one another in conveying a notion.

To decipher the meaning this print ad is trying to convey to its readers, we see that the print ad further reinforces its stance/message against smoking by having a written text on the bottom left-hand corner that states, “It’s called suicide because it’s your choice”. As this written text is found in this print ad, it is obvious that this written text is in relation to smoking. Thus, readers will get the idea that “choosing to smoke is suicidal”.

Note also the font style of the written texts – its typography – it is very straight and can be considered as very “standard”. This may be a way to connote the seriousness of the message this ad is trying to convey – “it is of no joke/laughing matter”.

In this case, there are 2 kinds of readers the print ad is targeting – existing smokers, and non-smokers who are considering to pick up smoking. This is interpreted based on “It’s called suicide because it’s your choice”, which can be read in two ways. One way is that the sentence is meant for existing smokers who made the choice to continue to smoke; while the sentence can also be seen as a warning to non-smokers who are thinking of smoking that they are actually making a choice to die if they choose to pick up smoking.

The suicidal notion is further enhanced by the man at the centre of the print ad, which is the most salient figure in the ad, as we see him with a lighted cigarette, and he is at a position in which it seems he is actually being hung by the cigarette. The limpness of his body also creates the impression that he is already dead. Hence, here again, we see how the image and the written text enhance each other to generate more impact in conveying an idea to the readers.

In addition, the gloomy surrounding of the print ad creates a foreboding atmosphere, thus, making the act or the idea of smoking as something which is of a serious threat to anyone who picks up smoking.

Looking at the aforementioned so far, we can safely conclude that the print ad is trying to get its readers to do something after seeing this ad – to stave off smoking.

Taking up the role as a text analyst, we see that the target readers are firstly subjected to a subordinate position, as we see the written texts on both bottom corners are generally in declaratives. The idea of declarative sentences, in this case, means that the advertiser has more knowledge over the readers as the print ad is providing knowledge/information to the readers (which the readers presumably have no idea of) – through stating that smoking is suicidal and that there is a service helpline for readers to dial should they want to quit smoking or know more about giving up smoking.

The ad also interestingly tries to place the readers as someone who is witnessing the man being hung by smoking as the position/angle of the ad creates the impression that the reader is in the room, standing right in front of this man in the ad. This, in a way, produces more impact for the readers as a sense of solidarity is established in this sense. As solidarity is established, it is deemed that the readers will be more likely to heed whatever advice the ad is giving.

It is interesting to note how only a man is placed in the picture, which brings to the thought of whether this ad is only targeting at male smokers. Or is there a sense of sexism at play here with the exclusion of a female smoker? Is a man representative of both male and female smokers? This is something that is worth a thought.


In teaching a local class of Secondary 2 students, I would form the students into mini-groups of about 4 people per group. The print ad will be provided to them and some questions would be posed to them for discussion:

1. What is this print ad about? How do you know?
2. What kind of mood does the ad convey to you? Why do you get that kind of mood?
3. How does the man at the centre of the print ad help convey the message the print ad is trying to convey? Is it effective?
4. Do you think we would know what the print ad is trying to convey if there are no words in it? Why/Why not?
5. What kind of function do the words have in this ad?
6. Will there be a change of impact the ad gives if there is no image, with only the written texts? Why/Why not?
7. What kind of functions does the image have in this ad?
8. How does lighting/colour function in this ad?
9. Why is the smoker in the ad a guy?

These questions will be addressed as a class when the students are done discussing amongst themselves.

To address Question 4 & 5, students would be given another piece of the same print ad, without the written texts. This will allow the students to see how the print ad “changes” without any written text.

To address Question 6 & 7, students will be asked to write down the texts on a blank piece of A-4 size sheet, and think about whether the impact of the ad has changed, without any image on it.
In fact, for every question posed to the students, the teacher can actually them to execute it by doodling on blank sheets, so that they can see for themselves how each element in the print ad helps to enhance in the conveyance of the message intended by the ad. The teacher could also pose a question like, what difference would it make if the room in this ad is well lit & neat? Would it make a difference? Why/Why not? This is to get students to think about the reasons behind everything they see in the print ad.