Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
13.1 Students are to select a topic suitable for a persuasive presentation. The topics
13.2 Ask each student to prepare a 5- to 7-minute persuasive presentation designed to
sell something to the class. They may use either the basic sales method or the
13.3 Assign students to read (outside of class) a persuasive speech. Divide the class
into six groups. Assign each group to analyze the speaker’s use of one of the
following persuasive factors (assign two groups to each factor) and report their
findings to the class:
13.4 Allow interested students to present team presentations in place of a regular
presentation.
13.5 Use as both out-of-class and in-class assignment.
Have teams find two public service announcements (PSA) for one organization. For
ex
. Watch the two videos and complete the assignment:
Develop a team presentation which addresses the following: Which video (of the two
you found for one organization) is more persuasive? Provide 3 claims as to why you
believe the video you selected is more persuasive and support each claim with supporting
material (discussed in Chapter 12). (You may give them a class workday to develop this
presentation, and the remaining work must be done outside of class; 2 weeks may be
needed to produce this assignment.)
MindTap support materials for Chapter 13 include the following:
Warm-up question activity that introduces chapter topics and concepts
Notetaking capability that enables students to read the chapter, highlight text, and take
notes online
Chapter 13 text, including the Awareness Check Questionnaires
Video udents can watch to observe a
Case study 4 of a real-life situation and associated questions for Chapter 13 (captured in
Outline Builder, which enables students to construct outlines for speeches, a particularly
relevant tool for this chapter
YouSeeU, which enables recording and submission of speeches, review of rubrics, and
participation in peer reviews, offering a particularly relevant tool for this chapter
Other General MindTap resources cited at the beginning of Part III.
A number of useful webpages can be employed in conjunction with Chapter 13:
Activities 13.1 and 13.2 are both appropriate for an Internet class. Some instructors
require students to come on campus for the persuasive speech. An alternative is to have
the students select an audience of their choice and video the speech. Be sure to give
guidelines for minimum number of audience members, video format, and the like.
Instruct students to access Interactive Video Activities in MindTap and view a sample
student persuasive speech. Students can then either complete the 5 item subjective
analysis and email you their textbox answers or complete the objective evaluation and
The Interactive Video Activities in MindTap include several videos pertinent to the
persuasive speaking assignment.
Collateral websites also offer supplemental support for Chapter 13 topics:
This is a website with transcripts and videos of famous speeches.
http://www.americanrhetoric.com/
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
1. Presenting both sides of an argument serves to inoculate the listeners against opposing
arguments given later by other speakers or the media.
2. Speakers who lie or twist evidence or use extreme emotional or fear-threat appeals are
unethical regardless of the rightness of wrongness of their purpose.
3. The comparative advantages organizational pattern, not the criteria satisfaction pattern,
should be used when the audience agrees there is a problem but does not agree on the
solution.
4. Having an abundance of dynamism is better than moderate dynamism.
5. A buzz group consists of a small group of experts who give a formal, 5– to 10-minute
presentation on an aspect of the problem relating to the member’s expertise.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
1.
a. A sense of belonging and
companionship
c. Pride, recognition from others, and
status
b. A sense of security and freedom from
fear
d. Becoming the best person one can be
2. The following is true of the relationship between audiences and evidence:
a. It is not evidence unless the audience
thinks it is evidence.
c. An audience is only impressed with
evidence if you are a high-credibility
speaker.
b.
If the audience relates more personally
to evidence, they are less likely to see
the evidence as credible.
d. You do not need evidence if you are a
high-credibility speaker.
3. All of the following are examples of presentations to actuate except:
a.
c. the bus; do no
b. d.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
1. What are the five basic elements of speaker credibility and what can a speaker do to build
these elements into their speaking?
ANS:
observe and average
together. First, trustworthiness (honesty, fairness, integrity) is the most important element. If a
speaker is untrustworthy, credibility is questioned regardless of the other four factors. Several
