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Chapter 15: Persuasive Presentations
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter, students should be able to meet the
following objectives.
Objectives
1. Describe a persuasive presentation.
Key terms: coercion, manipulation, persuasive presentation
2. Identify your immediate purpose and long-range goal.
Key terms: immediate purpose, long-range goal
3. Introduce your persuasive presentation.
Key terms: boomerang effect, adoption, discontinuance, captive audience,
voluntary audience
4. Use arguments effectively.
Key terms: argument, proposition of fact, proposition of policy, proposition of value,
micro-persuading, proof, test of evidence
5. Identify three forms of proof.
Key terms: ethos, pathos, logos, inductive argument, deductive argument, syllogism,
rebuttal, fear appeal, persuasive imagery
6. Organize your persuasive message using the Monroe Motivated Sequence.
Key term: Monroe Motivated Sequence
7. Apply ethical considerations to your presentation.
8. Prepare a detailed outline of a persuasive presentation.
9. Resist persuasive efforts by others.
Activities
Activity 15.1 Mass Appeal
Objective
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Procedure
Divide the class into groups of five students. Provide students with the following list of ten
opinion statements below. As a group, have them provide a logical, motivational, and
emotional persuasive appeal that addresses one of the ten statements. These appeals may be
used in the introduction, body, or conclusion of a speech. In addition, no specific length of
appeal should be required. Students should be encouraged to be as descriptive as possible,
keeping in mind the process of persuasion.
Class Discussion
At first glance, this activity appears simplistic. However, due to the need to engage in group
creativity, this can be a challenging undertaking for students. It is likely that not all of the
groups will finish the task, yet class discussion should distinguish among the three types of
appeals and how each group developed their appeals. Further, the students should address the
importance of these appeals in persuasive speaking.
Applications
The utility of this activity is apparent. Students will begin to recognize that persuasion
1. A national drinking age in the United States should be abolished.
2. There should be mandatory drug testing for all governmental employees.
3. There should be governmental censorship placed on “unacceptable music lyrics.”
4. College seniors should be exempt from final exams.
5. Marijuana should be legalized.
6. Anyone over the age of sixteen should be able to own a handgun.
7. Women should not be exempt from any military combat.
8. High schools should enforce uniform dress codes.
9. Employers should give mandatory HIV tests to all prospective employees.
10. Equal rights should be afforded in the workplace for all legally married partners.
Activity 15.2 Think Twice
Objectives
Students should be able to elaborate on at least two arguments that are applicable to a hostile
audience and that illustrate an objective mind. This elaboration should be done for each of
the ten opinion statements listed in activity 15.1.
Procedure
Divide the class into small groups of five to seven students. Each group should construct
at least two arguments for each opinion statement that are relevant to a hostile audience.
A variation of this activity includes students generating their own opinion statements, which
reflects interpersonal dynamics of that particular class. Opinion statements should be
exchanged for analysis.
Class Discussion
The students should be reminded that counterarguments are necessary in effective persuasive
speaking. Class interaction should center on this notion and address instances in which a
refutation of counterarguments is appropriate. Groups should address how hostile audiences
may require a speaker to acknowledge multiple sides of an issue.
Applications
This activity helps the students recognize the importance of adapting arguments to the type of
audience present. Further, the activity serves as an appropriate follow-up to material
presented on organization.
Activity 15.3 A List of Inquiries
Objective
Students should be able to assess their persuasive speech and evaluate the persuasive
speeches of others.
Procedure
Distribute a copy of the eighteen questions that follow to each student. Ask the students to
answer the questions to ensure that they have considered many of the possibilities while
composing their persuasive speeches. Tell them that these questions can also be used to
critically evaluate the persuasive speeches of others.
Source or Speaker
1. Did the speaker indicate a basis for authority (personal commitment of involvement,
research, major interest)?
2. Did the speaker buttress that authority with opinions, studies, surveys, and the
authority of other experts?
3. Did the speaker appear to be knowledgeable about the issue or topic by providing
4. Were the personal experiences presented typical, generalizable, realistic, and
relevant?
5. Were the studies and surveys authoritative, valid, reliable, objective, and
generalizable?
6. Was the opinion from outside sources from credible, objective experts in their area of
expertise; from professional studies and research?
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7. Were the statistics from a reliable source, comparable with other known information,
current, applicable, and interpreted so that listeners could understand them?
8. Were the speaker’s inferences appropriate to the data presented? Were other
inferences from the data equally sound?
Organization
9. Did the speaker take the audience’s attitudes and beliefs into account by building
10. Did the speaker repeat the persuasive proposition often enough so that the audience
could not miss the purpose of the speech?
11. Did the speaker refute opposing arguments or ignore them? Which would have been
more appropriate in this speech?
12. Did the audience understand the problem clearly before the speaker began discussing
the solutions?
Other Factors
13. Did the speaker encourage active involvement of the audience?
14. Did the speaker present any new or novel arguments or approaches?
15. Did the speaker point out similarities between himself or herself and the audience?
16. Did the speaker explicitly state or strongly imply the attitude, belief, or behavior that
was desired?
17. Did the speaker employ strategies of reason, refutation, or emotion that were
appropriate to the speaker, the audience, the topic, and the situation?
18. Could the audience clearly determine the speaker’s ultimate behavior goal (adoption,
discontinuance, deterrence, or continuance)?
Activity 15.4 Hidden Persuasion
Objective
Students should be able to identify how subliminal persuasion pervades in advertising.
Procedure
Prior to the class meeting, instruct the students to read portions of Subliminal Seduction:
Advertising Media’s Manipulation of a Not So Innocent America, by Wilson Brian Key.
The subliminal information can serve as an appropriate base by which to view selected
advertisements that students have previously brought to class. In addition to advertisements
from newspapers and magazines, the instructor might provide clips of television commercials
that also contain subliminal messages.
Class Discussion
As a class, critically evaluate the messages that are presented in print, on video, or on the
Web. What is the primary intent of subliminal advertising? What types of commercials are
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best suited for subliminal advertising? Give students a realistic appraisal of the
persuasiveness of subliminal persuasion and why advertisers rely on this approach.
Applications
This activity provides students with an awareness of what might have been unconscious
previously. Recognition of the different subliminal approaches will result in students
critically viewing advertising. Ultimately, students will be better able to analyze their own
views on persuasive campaigns.
