Persuasive Communication / Edition 1

by Kristie Sigler

Overview

Providing an opportunity for students to both learn and apply course concepts in a single semester is challenging but necessary. Persuasive Communication is a unique compilation with a three-part focus: persuasion, writing, and speaking. Professors can adapt the order of chapters to meet the needs of their course structure. Students can study current theory and research in persuasion while sharpening their research, writing, and speaking skills.

Part I: Persuasion Theory and Research

Featuring chapters by Frymier & Nadler, and Korcok & Thorson-Hevle

Part 2: Persuasive Writing

Featuring chapters by Drown & Sole

Part 3: Persuasive Presentations

Featuring chapters by Mason, Butland, & Makay, and Weintraub

To become more effective persuaders as well as critical consumers of persuasion, students need to apply what they learn. Persuasive Communication is an essential text for developing strong persuasive communicators.

Product Details

ISBN-13:	9781524949693
Publisher:	Kendall/Hunt Publishing Company
Publication date:	11/15/2017
Edition description:	New Edition
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

Table of Contents

SECTION 1: PERSUASION THEORY AND RESEARCH

CHAPTER 1: THE CONCEPT OF PERSUASION

Learning Objectives

Defining Characteristics of Persuasion

Why Study Persuasion?

Where and When Do We Persuade?

Persuasion as One of Multiple Forms of Influence

The Role of Ethics in Persuasion

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 2: ATTITUDES: DEFINITION, FORMATION, AND MEASUREMENT

Learning Objectives

Characteristics of Attitudes

Attitude Defined

Theories of Attitude Belief Formation

Classical Conditioning

Operant Conditioning

Modeling

The Functions of Attitudes

Attitude and Related Concepts

How Do We Measure Attitudes?

Thurstone Scales

Likert Scales

Semantic Differential Scales

Implicit Measures

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 3: CLASSICAL RHETORIC

Learning Objectives

The Beginning: Corax and Sophists

Plato

Aristotle

Proofs: Ethos, Pathos, and Logos

Ethos

Pathos

Logos

Aristotle’s Five Canons of Rhetoric

Invention

Arrangement

Style

Memory

Delivery

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 4: SOURCE FACTORS

Learning Objectives

Credibility

Aristotle’s Approach

Dimensions of Credibility

Credibility and Persuasion

Persistence of Source Credibility Effects Over Time

Introductions and Credibility

Message Variables

Channel Factors

Other Source Factors

Power

Authority and Obedience

Normative Influence and Similarity

Physical Attractiveness

Likeability

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 5: MESSAGE FACTORS

Learning Objectives

What I Say: Message Content

Logical versus Emotional Appeals

Humor

Guilt

Fear

Extended Parallel Process Model

Using the Extended Parallel Process Model

Use of Evidence

One-Sided versus Two-Sided Messages

How I Say It: Language Style

Powerful versus Powerless Speech

Intense Language

Resistance to Persuasion

Inoculation Theory

Forewarning

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 6: SOCIAL JUDGMENT THEORY

Learning Objectives

Latitudes of Acceptance and Rejection

Judgments and Attitude Change

Ego-Involvement

Changing Attitudes with Social Judgment Theory

Applying Social Judgment Theory

Strength and Limitations

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 7: CONSISTENCY AND COGNITIVE DISSONANCE THEORY

Marj and Larry’s Apple Aventure

Learning Objectives

Consistency

Cognitive Dissonance Theory

Magnitude of Dissonance 145

Dissonance Reduction 146

Cognitive Dissonance

Induced Compliance

Hypocrisy

Decision Making

Effort Justification

Necessary Conditions for Cognitive Dissonance

Applying Cognitive Dissonance Theory

An Alternate Explanation

Self-Perception Theory

Self-Perception Theory Postulates

Supporting Research

Strengths and Limitations

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 8: A REASONED ACTION APPROACH

Learning Objectives

The Role of Intentions

Subjective Norm

Perceived Behavioral Control

The Model

Measuring and Predicting Attitude toward Behavior

Measuring and Predicting Subjective Norms

Measuring Perceived Behavioral Control

So Now What Do You Do with it?

Using TRA to Change Attitudes

Using TRA to Change Subjective Norm

Using TRA to Change Perceived Behavioral Control

Using TRA to Change Behavior

Strengths and Limitations

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 9: ELABORATION LIKELIHOOD MODEL

Learning Objectives

Elaboration

Two Routes to Attitude Change

Which Route to Use?

Central versus Peripheral Routes

Attitude Change in Central and Peripheral Routes

Measurement of Elaboration

Testing ELM

Using ELM to Influence Attitudes

Strengths and Limitations

Summary

Key Terms

Questions for Review

Questions for Discussion

References

SECTION 2: PERSUASIVE WRITING

CHAPTER 10: ACADEMIC WRITING: MYTHS AND EXPECTATIONS

Learning Objectives

Common Myths About Writing

Myth 1: Writing is a talent that people are born with, and I do not have it

Myth 2: I have to know everything I want to say before I can start writing

Myth 3: My first draft should be as good as it can be,

so I will only have to “clean it up” in revision.

Myth 4: I have one more source to read before I can start writing

Myth 5: If I could just find the perfect source, I would understand

exactly what I want to say about my topic

Myth 6: There is nothing that can be done about “writer’s block.“

Myth 7: I cannot figure out my introduction, so I cannot write the paper

Questions for Review

Web Sites for Further Reference

CHAPTER 11: FINDING GOOD SOURCES

Learning Objectives

Distinguishing Between Scholarly, News, Trade, and Popular Sources

Scholarly Sources

News, Trade, and Popular Sources

Using Scholarly and Popular Sources

BEAM: A Common Sense Way of Thinking About Sources

The “B” in BEAM: Background Sources

The “E” in BEAM: Exhibits

The “A” in BEAM: Argument Sources

The “M” in BEAM: Method Sources

Finding Sources

Starting Research in a New Field

Assessing your Research Needs

Choosing Databases

Searching Databases

Summary

Key Terms

Questions for Review

Web Sites for Further Reference

CHAPTER 12: EVALUATING AND WORKING WITH SOURCES

Learning Objectives

Evaluating and Choosing Sources

Evaluating Sources According to Basic Criteria

Choosing Sources That Meet Your Research Needs

Working with Sources—How to Review the Literature

Critical Reading and Note-Taking Strategies

Analyzing and Interpreting

Synthesizing

Plagiarism and Responsible Use of Sources

Best Note-Taking Practices to Avoid Plagiarism

Ways to Signal When You Are Borrowing Words and Ideas

Summary

Key Terms

Questions for Review

Web Sites for Further Reference

SECTION 3: PERSUASIVE PRESENTATIONS

CHAPTER 13: PERSUASIVE SPEAKING

Learning Objectives

The Audience in Persuasive Speaking

Maslow’s Hierarchy of Needs

Elements of Persuasion

Ethos and the Power of the Speaker’s Credibility

Pathos and the Power of Emotion

Logos and the Power of Logical Appeals and Arguments

Mythos and the Power of Narratives

Argument Fallacies

Focusing Persuasive Messages: Goals, Aims, and Claims

Goals of Persuasion

Persuasive Aims

Types of Persuasive Claims

Organizing Persuasive Speeches

Comparative Advantages

Criteria-Satisfaction

Monroe’s Motivated Sequence

Ethics and Persuasive Speaking

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 14: PRACTICING AND DELIVERING PUBLIC SPEECHES: GOING PUBLIC

Learning Objectives

Chapter Overview

Methods of Speech Delivery

Speaking from a Manuscript

Speaking from Memory

Impromptu Delivery

Extemporaneous Delivery

Effective Vocal and Nonverbal Delivery

Vocal Elements of Delivery

Nonverbal Elements of Delivery

Practicing Your Speech Delivery

Practice Your Speech Out Loud

Practice in Front of Others

Time Your Speech Each Time You Practice

Give Extra Attention to Your Introduction and Conclusion

Edit Your Speech if Needed ?

Practice To Increase Confidence

The Question-and-Answer Period

The Importance of Reflection

Summary

Key Terms

Questions for Review

Questions for Discussion

References

CHAPTER 15: LISTENING AND CRITIQUING SPEECHES

Listening and PublIc Speaking

Learning Objectives

Listening and Other Communication Activities

The Importance of Good Listening Skills

Reflect on How You Listen

Reasons Audiences Stop Listening

The Four Stages of Listening

Sensing

Interpreting

Evaluating

Reacting/Responding

Eight Steps for Fine-Tuning Your Listening Skills

Get Ready to Listen

Minimize Personal Barriers to Listening

Leave Distractions Behind

Do Not Rush to Judgement

Listen First for Content, Second for Delivery

Become an Effective Note Taker

Be an Active Listener

Provide Feedback

Critiquing Speeches

Five Key Criteria for Evaluating Speeches

Using Technology to Provide Feedback

A Final Note About Self-Evaluation

Summary

Key Terms

Discussion for Review

Questions for Discussion

References