Business 9, Lesson 110 – Which of These Advertisements Conform to Joyner’s Standards of an Irresistible Offer?

For the past week I have been reading The Irresistible Offer by Mark Joyner.  In the book he talks about how to create an Irresistible Offer and how to sell it.  To create this special offer, the advertisement needs to answer four questions. What are you trying to sell me?  What will it cost me?  What’s in it for me?  Why should I trust you?  In this essay, I am going to be evaluating advertisements, given to me by Dr. North, and determine if they fit Joyner’s standards for an “Irresistible Offer.”

M&M Advertisement

The link:

The M&M advertisement only answered two of the four questions Joyner requires for is Irresistible Offer.  What are you trying to sell me and what’s in it for me?  They are trying to sell you chocolate candy that supposedly does not melt in your hand when you hold it.  The catch phrase was nice and the animation was obviously placed there to appeal to young children, but as a customer of M&M for over 10 years, I can tell you that these chocolates do melt in your hand and gets all over your white clothing (I am speaking from experience).

Radio Shack TRS-80 Computer

The link:

The Radio Shack advertisement answered all four questions asked, and in my opinion, meets Joyner’s standards for an Irresistible Offer.  The advertisement showed what they were selling and showed the price of the computer twice.  It listed all of the benefits and at the end mentioned that they were one of the biggest names for computers, implying that they are trustworthy since no company can become big if their products are shoddy.


The link:

The Commodore advertisement answered three out of four questions, which I think is pretty good.  They showed what they were trying to sell and listed the price.  They also mentioned how the Commodore is convenient and can do the same thing as the office computer.

American Express

The link:

The American Express advertisement only answered one question, which is the “what are you trying to sell to me?”  The video was entertaining, and it caught my attention, making it possible for me to stay to the very end where they mention what they are selling.  But the advertisement does not mention how to get the item and does not list or show any proof of benefits.


Only two of these advertisements met Joyner’s standards.  I will say, the advertisements were fun and entertaining to watch, but only one gave buyers a sense of trust.  For me, when I see advertisements on TV or on YouTube, I always want to find some sort of reassurance that this product is worth my money.  If I saw these advertisements on the TV, I would only be tempted to buy the computer and M&Ms (but only because it is chocolate, not because of the advertisement).

English 9, Lesson 110 – John Thompson’s Theory of the Relationship Between Sanctions and Slavery

For the past week I have been reading John Thompson’s autobiography.  Thompson was an escaped slave and his book is set in the pre-Civil War era.  In his book he describes his masters and how life was like for slaves.  While reading the book I noticed that he had a very interesting theory concerning the relationship between sanctions and slavery.  In this essay, I am going to talk about this theory and my opinion of it.

Thompson’s theory was that when a master gives a harsh punishment it does not make the slave ‘behave’, but instead makes the slave resist even more.  But when a master gives a slave light or no negative sanctions, the slave is cooperative and puts in 110% when working.

I think that everyone reading this can agree that this theory is true.  When I think about the theory it reminds me of raising children.

For example, when a child (or teenager) misbehaves and a parent punishes them harshly, they usually do not comply that easily.  In most cases, the child does the same thing again or something even worse in an act of rebellion. 

When you look at slavery, I think this is the same case.  According to Thompson’s book, a lot of slaves were whipped for no reason other than to entertain their masters.  This bred resentment and resistance in the slaves and they would not work as hard.  But masters that were kind to their slaves and treated them as actual humans and not objects to be used, had happier and hardworking slaves who actually loved and cared for their masters.

Thompson made it very clear that he hated slavery because he thought that the system was giving white people (specifically white men) too much power, creating tyrants and sadists.  Thompson did not exactly say this, but I got the impression that he would not mind being a slave if he was treated with kindness from his masters.  I think it is safe to say a lot of other slaves had the same feelings.

As you can see, Thompson had a very logical theory about how sanctions and slavery worked.  I think that his theory is completely true.  Like Jessica said in her essay “it’s a two-way street.”[i]  If slaves were treated well, they would treat their masters well.  But if slaves were treated poorly, they would treat their masters poorly.

[i] “Sanctions and Slavery – English”. Farm Kid’s Blog. 16 February 2018. Web. 27 September 2021.

History 7 – The Islamic Story of Moses (Musa in Arabic)

The Islamic story of Moses states that he was born around in 1393 BCE in Egypt during a time when the Israelites were slaves of the Pharaoh (the Coptic culture is derived from Pharonic times). The Pharaoh didn’t let the Israelites worship God. They made the Israelites worship idols like them.

The Pharaoh at the time was told that a prophet would be born from the Israelites and that this prophet would be his downfall. Not wanting that to happen, the Pharaoh made a rule that every other year, all newborn Israelite boys would be killed.

Moses was born in a year where newborn Israelite boys were killed so his mother put him in a basket, and sent him down a river, praying that God would protect him. Ofcourse, Moses would always be protected by God, and was guided to the Egyptian queen who was bathing in the river. She picked up Moses and convinced the Pharaoh to let her raise Moses as her own.

Moses’s mother was in despair that she had lost her son but God would not let her stay in that state for long.  God made sure that Moses would not suckle on any other woman’s breast making the queen look for someone who could breastfeed him.  When Moses’s sister, Miriam, heard that her brother was safe and needed a wet nurse, she suggested a woman to the queen who happened to be her mother.   Baby Moses knew that this was his mother, and latched on.  The queen saw that Moses liked this “strange woman”, and made her his nanny.

Moses grew up in the palace with his mother as his caretaker. He learned  to read and write, everything a prince would need to know. By the time he was a young man, he was exceptionally strong and educated but he had a stutter which made him very self-conscious.

When Moses became a young man, he saw an Israelite in a fight with an Egyptian. The Israelite called on Moses for help. Moses went over and punched the Egyptian, killing him.  Moses was scared for his life, and fled Egypt.

Moses had no idea where he was going. He just ran away from Egypt.  His aimless escape led him to Madyan (or Midian in English). It is supposed to be located on the east shore of the Gulf of Aqaba on the Red Sea.  When he reached Madyan, he saw two women trying to lift a boulder that was blocking a well.  When Moses saw that, he offered to help lift the boulder and get water for them. The women expressed their gratitude to Moses, and then hurried home to tell their elderly father about him.  Their father told them to go find Moses and invite him to dinner.  Moses, who was tired and hungry, accepted the invitation and joined the women and their father for dinner.

At dinner, the women’s father told Moses that he planned to wed his daughters soon, and that if Moses worked for him for 8 years, he could marry one of his daughters. If he worked for 10 years, Moses could choose which daughter he wanted to marry. Moses, who wasn’t planning to go back to Egypt anytime soon, chose 10 years of work, and claimed one of the daughters, Zipporah, as his wife.

Moses started to miss his family, and since nothing stopped him from going to Egypt, he left with Zipporah.  On the way, they got lost in the middle of the night and saw a fire in the distance. Thinking that there would be people there to help them, they rode in the direction of the fire. The fire turned out to be God calling out to Moses. God told Moses to throw down his staff, and when Moses did, God turned the staff into a giant snake to prove that He was God.  Moses got scared and started to run away from the snake but God told him to come back, and not to be afraid of the snake.  Another miracle that God showed Moses to convince him that He was God was to turn his hand into a shining bright light when he touched his heart inside his shirt. God then told Moses to go talk to the Pharaoh, and convince him to free the Israelites, and remind him of the Sovereignty of God. Moses thought that this would never work because he had a stutter but God reassured him and said that he could ask his brother Aaron to help him.

When Moses arrived in Egypt, he called on Aaron to help him convince the Pharaoh to free the Israelites. Aaron agreed and headed to the palace with Moses.  Aaron told the Pharaoh to free the Israelites, and if he didn’t, he would be disobeying a command of God.  The Pharaoh was greatly angered with Moses.  The Pharaoh declared that he was god, and that he would never free the Israelites. To prove that God was more powerful than the Pharaoh, Moses challenged the Pharaoh and his court.  The Pharaoh declared that there would be a public duel between his magicians and Moses.

The Pharaoh’s magicians went first, casting down their staffs and ropes, and making it look like they were moving like snakes. When it was Moses’s turn, he threw down his staff which turned  into a snake larger than before and ate the magicians’ snakes on the items on the ground. The magicians, as well as all the onlookers, saw that God’s power was far superior. The magicians accepted Moses’s God as the One True God. The magicians repented, and God, being All Forgiving, forgave them.   The Pharaoh was infuriated that his magicians had been defeated in the duel in front of the public.

Moses and Aaron realized that the Pharaoh wasn’t going to free the Israelites anytime soon. So, they devised a plan to sneak the Israelites out of Egypt. In the dark of night, Aaron and Moses collected the Israelites and snuck out.

The next morning the guards discovered that the Israelites were gone and informed the Pharaoh. He was furious that Moses and Aaron had taken the Israelites. The Pharaoh created a search team, including himself, and set off in the direction the people went.

The Israelites were trapped at the edge of the Red Sea with the Pharaoh closing in behind them. God told Moses to hit his staff on the ground. When the staff hit the ground, the Red Sea parted in two, and Moses and the Israelites  were able to pass through.  The Pharaoh and his men also tried to pass through but the water closed on the Pharaoh and his men, drowning them.  It is said that the Pharaoh accepted Moses’s God before drowning.

After crossing the Red Sea, the Israelites continued on to their Promised Land with Moses and Aaron.  They hadn’t brought much food when they escaped so God made sure that every morning when they woke up, there would be food on the ground for them. God also provided fresh springs of water for them to drinks.

But the Israelites were not grateful. Aaron and Moses kept trying to remind the people how much God had given them but were unsuccessful.  When the time came to take their Promised Land from the disbelievers, they refused.  The Israelites insisted that it was impossible. They claimed they wouldn’t succeed  because the disbelievers had a larger army.   Moses and Aaron reminded them that they would be protected by God like always. But they still refused.

As punishment for not obeying Him, God “cursed” the Israelites to wander the desert for forty years without a determined home.

While travelling across the desert, Moses saw a burning bush at the top of a hill called Mount Toor (now known as Mount Sinai). Moses recognized it as God wanting to talk to him, and left the Israelites with Aaron.  When Moses got to the top of the hill, God told him to write down what He dictated, which was the Torah (i.e. The Law). Moses finished inscribing the Torah on tablets after forty days and nights.

Moses was very happy that he had the Torah for the people. When he reached the bottom of the hill, he saw what the people were doing while he was away.  They had melted gold and constructed a golden calf to worship.  Moses was greatly angered that the people had slipped back into idol worship, and that Aaron had let them do this.  Aaron claimed that the people threatened him if he didn’t let them make the calf.

After wandering across the Sinai desert (in the Sinai Peninsula)for forty years with the Israelites, Moses finally died at the age of 120 years-old.  Before his death, he asked God if he could live for a little longer to lead the Israelites but God said no, and that it was his time.  Who can argue with God?

As you can see, Moses spent almost all of his life leading and helping the Israelites. In my opinion his biggest achievement in life was delivering the Torah, or the Law, to the Israelites. The fact that Moses asked God for more years to live to lead the Israelites just shows how dedicated he was to them.

English 9, Lesson 105 – How My Autobiography Will Be Different From Darwin’s

This week I finished Charles Darwin’s autobiography.  His autobiography was rather short (only eight chapters), making it possible for me to finish it in four days.  In this essay, I am going to talk about the things I would do in my autobiography that are different from Darwin’s.

The first thing I would change is the length of the book.  As I mentioned in the last paragraph, Darwin’s autobiography was only eight chapters long.  When I write my autobiography, I plan to make it a lot longer than eight chapters.  But I wonder if the original autobiography was longer than the one I read.  In the first few pages of the book Darwin’s son, Francis, informed the readers that the autobiography was originally written for his children and some parts of the book were removed for privacy purposes.  I am not sure how many private things Darwin may have added to the book, but it could contribute to why the book was so short.

Another thing Darwin did, that was slightly frustrating, was that he did not describe many important things that happened to him.  For example, his time in the Galapagos.  He did not take the time to write about or describe his experience there, but he did include the fact that he went there.  This left the reader wondering about what happened during this time.  Darwin also did not mention what caused him to suddenly become an atheist, though I can understand why he did not write about this topic.  It is a sensitive subject for some and he may not have wanted to share his opinion with others.  When I write my autobiography, I will be sure not to leave out too many details. 

Towards the end of the book, Darwin started to exclude the time periods of certain events making it hard for readers to understand what time period we were reading about.  In the first part of the book it was very easy to understand what year or decade we were in, but it started to become less clear towards the end.  That happened to be around the time Darwin started talking about his mysterious illness.  I am not sure if this was intentional or not, but it was certainly confusing for me to read.  For my autobiography, I will be sure to remember to include the dates of events I mention to avoid confusing my readers.

As you can see, I have learnt a lot from Darwin’s autobiography.  I think leaving out time periods is a very valuable lesson for me as I know I sometimes forget to specify when certain things happen. You can always learn from other people’s mistakes, and I have definitely learned from Darwin’s. 

Business 9, Lesson 105 – My Ad

This week in Business, I have been learning about the different parts of ads and how to write them.  In this essay, I am going to write a pretend ad for two novels I plan on selling, and explain my logic for it.

The logic for my ad is quite simple.  Besides listing the price, I also showed a picture of the product to show customers that the books are in good condition.  I also included the books’ descriptions, the author, how many books I am selling, their conditions, the genre and appropriate age group, and their original prices.  I thought that if people knew the original prices, they would know that I am offering them a good deal.  For my ad, I was following the format of book ads I have seen on different online shopping platforms like Shopee and Lazada (primarily Asian platforms).

As you can see, I added all of the necessary details to the ad.  I have never written an ad before, and I am not sure if this will sell well, but I think I did a good job of attempting to write one.

My Ad:

Selling Keeper of The Lost Cities books #8 and #8.5.  Book #8 is hard back.  Book #8.5 is paperback.

Description of Book #8 (from  ‘Illusions shatter—and Sophie and her friends face impossible choices—in this astonishing eighth book in the New York Times and the USA TODAY bestselling Keeper of the Lost Cities series. Sophie Foster wants answers. But after a lifetime of lies, sometimes the truth is the most dangerous discovery.

Description of Book #8.5: A guide to the world of elves with recipes of the famous desserts as well as information about Firefox, the Council members, and Black Swan and Neverseen members.  A short novella that takes place after book #8 is at the end.  

Author: Shannon Messenger

Books: 2

Condition: lightly used

My Selling Price: $10 per book

Original price: $20 for each book

Type of Book: Young Adult fiction. Suitable for ages 10+

Business 9, Lesson 100 – Redistribution of Income

This week in my 9th Grade Business course I have been learning about the redistribution of income and the ‘morals of economics.’  After going through all the lessons, I will say that my view on redistribution of income has changed.  In this essay, I am going to explain why my opinion changed using the example of grading.

Before this week I did not see anything wrong with redistributing someone’s income.  In my mind, I saw it as the people of a country or state helping those that are less fortunate.  But after this week’s lessons I now see that redistribution of income is not the best solution to help those in poverty.  The example that made me realize this is the grading system.

Imagine, you are in school with others around you.  A test is coming up and you start to study.  Your friend, Mark, does not want to study but wants a good grade.  You advise him to stop being lazy and to start studying, but he does not listen to you.  Mark goes up to your professor and asks for a new grading system.  Your professor tells Mark that he will think about it and dismisses Mark.  On the day of the exam your professor announces that those who get a higher grade will have to give 25% of their grade to those who got lower grades.

This example is exactly like the redistribution of income system.  Those that are poorer (have lower grades) are given things that they did not work for by those who worked hard to earn money (or grades).

If this grading system was used in schools this would discourage students from studying for two reasons.  One, if the student did not study they would still get a decent grade from others without having to do anything.  Two, those that do study do not get to keep all the benefits they should earn.  Those that studied would also feel cheated and most likely stop trying to earn good grades when they know they will not be able to keep them.

I am not saying that I am against helping those in poverty.  But I feel that I should be able to do it of my own free-will instead of being told to do it by the government.

English 9, Lesson 100 – Should I Include Reconstructed Speeches in My Autobiography?

This year in 9th Grade English, I have read seven autobiographies, with many more to come.  Almost all of them included reconstructed speeches the person either gave or heard.  From the other autobiographies I have read outside of this class, reconstructed speeches seem to be a common thing to add to an autobiography.  Does this mean I should add one in my autobiography as well?

If I write my autobiography now, as a 13 year old, I would not add reconstructed speeches into my autobiography for two reasons.  Reason one:  I have never had much patience to listen to speeches.  Only speeches with topics that really interest me would keep my attention.  As I have not come across (or searched for) speeches with interesting topics I would not have any speeches to include in my autobiography.   Reason two, when I come across the reconstructed speeches included in other people’s autobiographies I tend to get bored and skip through it, or only skim through the text.  In a past essay, I stated that I wanted my target audience to be teenagers my age, which leads me to assume that most children are like me and would not be too interested in reading a reconstructed speech.

However, if I wrote my autobiography as an adult, or even as a 20 year old, I would consider adding reconstructed speeches into my autobiography.  By the time I am 20 years old, I would assume that I have found and attended speeches that piqued my interest (most likely while in college) that would leave an impression in my mind.  If this is the case, it would be very easy and enjoyable for me to write about the speech while keeping the points accurate.

As you can see, speeches are not something that I would consider adding to my autobiography now.  But, if I start writing my autobiography as an adult, I will obviously not have to same mentality (and patience) as I have right now at the age of 13.