978-1337116848 Chapter 8 Lecture Notes

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8 Delivering Persuasive Messages

IN THIS CHAPTER YOU WILL FIND:

LEARNING OBJECTIVES

KEY CONCEPTS

KEY TERMS

CHAPTER OUTLINE

TEACHING SUGGESTIONS

CLASSROOM ACTIVITIES

REVIEW QUESTIONS & SUGGESTED ANSWERS

FEATURED ASSIGNMENTS

ADDITIONAL ASSIGNMENTS

CASE ASSIGNMENT

LEARNING OBJECTIVES

1Develop effective outlines and appeals for messages that persuade.

2Write effective sales messages.

3Write effective persuasive requests (making a claim or asking for a favor or information) and

persuasion within an organization.

KEY CONCEPTS

The persuasive principles presented in Chapter 8 have application in face-to-face business

relationships as well as in written activities. The ability to persuade is useful to a variety of life

circumstances in which students will need to motivate action, such as selling a product, a service,

or their own abilities; gaining acceptance of an idea; or collecting money. Various types of

persuasive writing situations are covered.

publicly accessible website, in whole or in part.

KEY TERMS

TERM PAGE

AIDA 132

Central selling point 132

Persuasion 131

CHAPTER OUTLINE

8-1 Persuasion Strategies 131

8-1a Plan Before You Write 131

8-1b Use the Inductive Approach 132

8-1c Apply Sound Writing Principles 132

8-2 Sales Messages 133

8-2a Gain Attention 134

8-2b Focus on a Central Selling Feature 134

8-2c Use an Original Approach 135

8-2d Generate Interest by Introducing the Product, Service, or Idea 135

8-2e Create Desire by Providing Convincing Evidence 136

8-2f Motivate Action 139

8-3 Persuasive Requests 140

8-3a Making a Claim 140

8-3b Asking a Favor 143

8-3c Requesting Information 143

8-3d Persuading Within an Organization 144

TEACHING SUGGESTIONS

LEARNING OBJECTIVE 1

Develop effective outlines and appeals for messages that persuade.

Persuasion Strategies

Begin the chapter discussion by pointing out evidence of selling ideas in society.

Discuss how environmentalists “sold” their ideas to manufacturers, who passed along

those ideas to the consumers by labeling their products “biodegradable” or

“recyclable.”

Initiate a discussion about other persuasive campaigns that have resulted in pervasive

changes; e.g., health consciousness (fitness, low-fat, high–fiber diets, drug and

alcohol abuse, violence, adult literacy, conservation, and political and advertising

messages).

Discuss persuasion examples from real companies.

Encourage students to share examples based on their own experience

publicly accessible website, in whole or in part.

Plan Before You Write

Discuss the steps in planning a persuasive message.

Lead a discussion of the importance of understanding the product/service/idea and the

customer/client. Remind students that knowing about their audience is still important, maybe

even more important in persuasive messages than in other types of messages.

To illustrate the idea of knowing the audience, show clips from the movie What Women

Want, starring Mel Gibson and Helen Hunt. Gibson plays an advertising executive challenged

with getting to know products in the female market because of a new account the firm is

pursuing. The segments showing Gibson going to great lengths to try these products and “get

inside the female mind” are particularly relevant. And he does get inside the female mind

when he shocks himself and can then hear every woman’s innermost thoughts.

Apply Sound Writing Principles

Review elements of sound writing. Impress students with the balance that must be achieved

between including sufficient detail and keeping the interest of the receiver.

Keep a file of persuasive letters of differing lengths. Make copies of them or pass them

around for students to see. In addition to writing complete letters, students gain from extra

practice on certain critical parts. For several problems, have students write attention-getters

only, price-stating paragraphs only, or action endings only.

LEARNING OBJECTIVE 2

Write effective sales messages.

Use the Inductive Approach

Remind students about the format of the inductive organizational pattern. Ask: “Why should

we use the inductive approach with persuasive messages?”

Discuss the specific inductive pattern for persuasive messages—the AIDA format. Remind

students to include all four parts and also discuss how the length of each step can differ.

Gain Attention

Discuss the differences between unsolicited sales messages and solicited sales messages.

Remind students that when someone requests information about a product or service, the

message should contain more information than a message that was not requested.

Ask students to think about the problems and solutions that sales messages can address in

terms of immediately gaining the interest of the receiver. An effective introduction is

cohesive; action centered, and stresses the central selling point.

Ask students to share example of good and poor examples of documents in small groups and

discuss what differentiates the well-written documents from the poorly written ones.

publicly accessible website, in whole or in part.

Gain Interest by Introducing the Product, Service, or Idea

Discuss the four major sections of a sales letter: gaining attention; introducing the product,

service, or idea; providing convincing evidence; and motivating action.

Discuss the need to include a central selling point to unify the message. Remind students that

all the other parts of the message—the attention-getter, the factual evidence, and the call for

action—should relate to the central selling point.

Discuss where the central selling point should be located; reminding students that it will be

spelled out specifically at least once with references throughout the message.

Create Desire by Providing Convincing Evidence

Discuss the importance of satisfying the receiver’s needs and presenting factual and ethical

information. Ask students, “What are some ways you can substantiate the claims you make in

your message”?

Discuss techniques to subordinate price and motivating action.

Define a persuasive problem or a product that is to be sold. Allow students a few minutes in

which to write the worst message they can write. Although it may seem counterintuitive to do

something the wrong way, the exercise is fun and identifying ineffective practices can help to

intensify mastery of good practices.

LEARNING OBJECTIVE 3

Write effective persuasive requests (making a claim or asking for a favor or information) and

persuasion within an organization.

Persuasive Requests

Introduce this section with current examples of the necessity for persuasion (inductive

approach) to achieve a specific goal.

For example, political candidates use persuasive communication to convince voters

of their qualifications. To promote a specific action on election day, discuss with

student’s a current election appropriate for your area or focus on a current or past

national election. Consider asking students to watch a commercial for a political

candidate or a news interview. Analyze the speaking style used, based on the idea of

presenting evidence before asking for action.

Ask students to provide other current examples of the need for persuasion (e.g.,

political or legislative situations, controversial CEOs, and the ideas discussed in the

chapter opener).

Discuss common types of persuasive messages and that they must create the desire to take

action and overcome anticipated resistance.

Discuss with students the different types of persuasive messages. Remind them that the

principles of inductive approach apply to all types of persuasive messages.

publicly accessible website, in whole or in part.

Making a Claim

Differentiate between a routine request and a claim for which persuasion is necessary.

Ask students why a company should welcome claims.

Discuss elements of successful persuasive claims.

Asking a Favor

Discuss elements of successful persuasive requests for a favor.

Provide students with a sample favor letter. Allow students to critique the letter in small

groups and report to the class their evaluation.

Requesting Information

Discuss elements of successful persuasive requests for information.

Persuading Within an Organization

Lead the class in a discussion of other examples of persuasion needed within specific

organizations. Give an example of an internal proposal at your college or university.

Sales Messages

Show students a product or present an idea and ask them to write a sales message in class.

This exercise is especially valuable because students have no printed words before them (as

they do when completing assignments that are defined in writing).

Provide examples of sales letters to students. Ask students to tell you what works and what

does not work in each message and see how their ideas match the analysis.

Discuss situations students have faced in receiving SPAM, unsolicited email sales messages.

What kind of products do they usually sell? How do students think the companies’ obtained

their email addresses? Have they ever received continuing messages from a company they

have done business with once? What do the messages offer as ways to unsubscribe?

CLASSROOM ACTIVITIES

1Critique of Sales Letters and Persuasive Requests Produced by Real Companies: Select an

unsolicited sales message you (or a friend) have received. List (a) the principles it applies

and (b) the principles it violates. Rewrite the message retaining its strengths and correcting

its weaknesses.

Divide the class into groups of four or five to discuss their documents and to develop a checklist

for effective persuasive writing. Initiate a class discussion, calling on each group (or a

spokesperson) to share its analysis and document with the class.

1. Effective Opening Paragraphs: Analyze the effectiveness of each sentence as the opening for

a persuasive message.

publicly accessible website, in whole or in part.

a. Instead of worrying about the starving in Africa, donate to the United Way and help the

needy in your own neighborhood.

This is more of a negative approach. Perhaps suggest, “In addition to helping the starving in

Africa, donate to the United Way to help the needy in your own neighborhood.”

b. John F. Kennedy said, “Ask not what your country can do for you; ask what you can do

for your country.” Support American capitalism by hiring Ivey Consultants to make your

business better.

The opening is engaging with a familiar question/quote. But quote doesn’t match request or

persuasive statement.

c. You haven’t lived until you’ve owned an iPod Hi-Fi compact sound system!

This is an overgeneralization. What specific do they mean by “lived”?

d. For an investment of $550, you can own the best high-pressure washer on the market

from Sims, Inc.

It’s not about having the best washer on the market. What are the benefits to the user?

e. I am requesting a promotion to regional sales manager because I have a proven track

record of turning around sales revenues within two months. (request)

Start with the track record, with quantifiable statistics of increased sales revenue.

2. Convincing Evidence: Analyze the effectiveness of the convincing evidence included in the

following sentences in a persuasive request.

a. Southside Recycling has four regional offices in each county in Texas, with headquarters

in Dallas. Our professional staff consists of 15 members at each location.

Work to highlight the value of the different locations and the numbers of employees, such as

convenience to your location or adequate staff to handle issues.

b. You wonder if you can get quality education at our school and still save money. Dollar

for dollar, tuition and fees at Carlton State give you the best education value for your

money.

The evidence is unclear as to how value is given. Discuss placement rates and salaries of

graduates. Compare specific cost to other schools.

c. The infrared transfer available on your handheld personal assistant is a must-have in

today’s information explosion. Just beam it up and you’re on your way.

Provide detail to what the transfer does. Use current terms—“scanning” instead of infrared.

Specifically mention things such as QR codes.

d. Reorganizing the loan department will help us serve our clients better and cut costs.

(What specific advantages to clients and cost savings?)

publicly accessible website, in whole or in part.

3. Document for Analysis: Sales Message: Analyze the following letter promoting services of a

senior day services. Pinpoint its strengths and weaknesses, and then revise the message if

directed by your instructor.

The Senior Day Services Program at Forest View Hospital provides a safe place to leave

elderly members of your family when you can’t be home with them or just want to lead a

normal life. Enclosed you will find a brochure that gives you more information.

Call us at 662-555-2345 to make an appointment to visit our facility. Our counselors

will tell you about the different activities they plan each month. We also offer counseling,

physical therapy, and many other typical services. Just tell us what you think your family

member will need, and we’ll tell you what our policies are.

We are located in the medical district of Harrisburg. Our hours are from 7 a.m. to 6

p.m., Monday through Friday. Other days and times are available by appointment for an

additional fee. More information is posted at our website at

http://seniorday.forestviewhospital.com.

The following summarizes organizational, stylistic and content characteristics.

Organization

Uses inductive approach appropriately.

Places the action statement in the middle of the message instead of near the end.

Ends with information statements rather than statements promoting action.

Content

Includes weak attention-getter— states the obvious.

Is not developed around a central selling point; presents numerous features of the program,

but does not describe the satisfaction receiver will gain from having a loved one participate in

the program.

Style

Changes from first- to second-person and overuses “we” throughout the message.

4. Document for Analysis: Persuasive Claim: Analyze the following email persuading a sports

agent to reimburse a hospital for an acceptable substitute speaker. Pinpoint its strengths and

weaknesses, and the organizational strategy for an effective message.

Please send a refund of $3,000, one half of the speaker’s fee, for the unacceptable substitute

you provided for the grand opening of the Brookridge Healthplex.

We thought you clearly understood that John Dampier was our choice for the keynote

speaker for this long-awaited grand opening. Not only is John an Olympic gold medalist and

respected spokesperson for physical fitness, he is a native of nearby Kosciosko. Your

substitute speaker, Sharron Mabry, saved us from total embarrassment, but she failed to meet

the criteria we had established for this speaker. As you know, she is neither an Olympian nor

a native of our state. In fact, very few people at the event had a clue who she was. Many

voiced complaints that John Dampier was not present as we had promoted.

Considering the months of hard work we devoted to planning this event, we are sure

you can understand our extreme disappointment with the community’s response to this

substitute speaker and will willingly agree to reimburse us one half the speaker’s fee. Please

call me at your convenience to discuss this issue further.

publicly accessible website, in whole or in part.

The following summarizes organizational, stylistic and content characteristics.

Organization

Uses deductive approach when the request for reimbursement should be near the end of the

message.

Content

Begins with a writer-oriented attention-getter that provides no incentive to continue reading.

Changes from first- to second-person and overuses “we” throughout the message.

Expresses certainty when cannot be certain.

Style

Uses cliché (“have a clue who she was”).

Tone is confrontational and hostile.

Uses cliché (“Please call me at your convenience”).

5. Document for Analysis: Persuasive Request: Analyze the following memo written to

encourage employees to attend a meeting to gain additional information about financial

planning. The company hopes to increase enrollment of employees in its 403(b) plan that

allows them to invest 15 percent of their gross wages in tax-deferred annuities. Presently only

22 percent of the company’s employees have taken advantage of this plan. Pinpoint the

strengths and weaknesses of the human resource director’s memo, and then revise it if

directed by your instructor.

Despite our efforts, very few of you have taken advantage of the tax benefits afforded by

the 403(b) plan. Contributing to a tax-deferred annuity enables you to shelter a portion of

your income from current income taxes. The earnings in your annuity also grow tax free and

you don’t pay income taxes on these funds until you withdraw them at retirement.

Contributing to a 403(b) plan is easy. Because the funds can be deducted automatically

from your checking account, anyone can afford it.

You’ve got one more chance to learn about this plan. An information session will be held

next Wednesday in the conference room beginning at 1 p.m. All your questions will be

answered by a representative of our human resources division. See you there.

A summary of errors follows:

Organization

Uses inductive approach appropriately.

Content

Does not begin with an attention-getter but states a fact in accusing manner.

Is not developed around a central selling point; presents facts about various investments, but

does not convince the reluctant investor to attend the meeting to learn more, the purpose of

the memo.

Includes weak action ending that demands the reader to attend the meeting but provides no

incentive for doing so.

Style

Has a condescending tone (“despite our efforts”) and is writer-centered.

publicly accessible website, in whole or in part.