978-1457663536 Chapter 24 Part 2

subject Type Homework Help
subject Pages 9
subject Words 2816
subject Authors Dan O'Hair, Hannah Rubenstein, Rob Stewart

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Which do you think is most important to achieving persuasive outcomes in a speech: logos,
pathos, or ethos? Why?
This question itself requires students to be persuasive, in that they must argue convincingly for
the superiority of one of the forms of proof over the others. In doing so, students should be aware
Name someone you consider to be a credible speaker. How much does the person’s
credibility depend on
his or her
message as compared to who he or she is (e.g., character
and trustworthiness, similarity to you, attractiveness)?
This question is another exercise in persuasion because students must not only be
convincing in
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List some needs that are common and relevant to people of your own age. Where do these
needs fall among the categories on Maslow’s hierarchy?
Assign this question as a
short report that requires students (1) to do a serious inventory of their
Describe a behavior common to your peers that could be the focus of change based on the
expectancy-outcome values model of persuasion. How can you apply the
model to the
behavior?
This exercise can serve
as an individual or
as a
group writing assignment. Have students
brainstorm current issues that pertain to them, and randomly
assign one issue to each group.
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Using the elaboration likelihood model (ELM) as a framework, what suggestions can you
give your instructor that would
help him or her enhance the class’s understanding of
persuasive speaking?
This is a creative
way to solicit informal feedback from students regarding
the course or the
instruction; that is, if students can be trusted to provide positive and constructive comments. In
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The following questions may help you illustrate important points in the chapter and facilitate
students’ learning of this material. These questions can be used as:
III. ADDITIONAL QUESTIONS AND ACTIVITIES
QUESTIONS
homework questions
quizzes
in-class work (individually or in groups)
topics to generate discussion
question-and-answer sessions between instructor and students
What is persuasion, and what is persuasive speaking? Give an everyday example of
persuasion.
Persuasion
is a deliberate process of influence, of convincing others to share
your beliefs
How are persuasive and informative speeches different, and how are they similar?
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How can you determine whether your topic and goals are persuasive?
When you seek to influence attitudes
The textbook identifies five factors that increase the odds that your efforts at persuasion
will succeed. List as many of them as you can.
Speakers should set modest goals, because one who seeks only minor changes is more
successful than the persuader who seeks major changes.
What is rhetorical proof?
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Rhetorical proof:
The speaker’s use of three modes of persuasion (the nature of the message, the
audience’s feelings, and the personality of the speaker)
What are Aristotle’s three
modes of persuasion called? Give an everyday
example of each
one.
Logos:
Refers to persuasive appeals directed at the audience’s reasoning on a topic
Choose a topic for a persuasive speech, and apply Maslow’s hierarchy of needs.
Physiological needs
Define expectancy-outcome values theory, and in your own words explain each of the three
components.
Expectancy-outcome values theory:
A theory of persuasion; the theory maintains that people
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Using television commercials, explain the elaboration likelihood model (ELM) and give one
example of an advertisement that taps into listeners’ central processing and one example
that taps into their peripheral processing.
What are the three
components that
make up speaker credibility?
ACTIVITIES
Maslow’s Hierarchy of Needs
Purpose: To allow students to become familiar with and understand Maslow’s hierarchy of
needs.
Instructions: Based on a list of possible persuasive speech topics, apply Maslow’s hierarchy of
needs to as many topics as time allows. This can be done individually, in small groups, as a class,
or as homework.
Additional instructions: Have students individually identify as many of their own needs as they
can. As a
class, students should discuss these needs and identify speech topics that would address
some of these needs.
Discussion: Students can report and discuss their evaluation as a group.
Pathos!
Purpose: To help students learn to evaluate pathos in public speeches.
Instructions: Inform students that they are to locate a persuasive speech on the Internet or
television. Political speeches are often the most effective for this assignment. Once students have
located a speech, ask them to write a one- to two-page paper analyzing and evaluating the
speaker’s emotional appeals (pathos). Students should consider whether the speaker was
effective, purposeful, in alignment with the speech goal, and ethical in his or her use of pathos.
Persuasion in Political Campaign Speeches (also for online courses)
Purpose: To reiterate chapter content on different persuasive appeals; to encourage students to
become involved in the public conversation about important issues.
Instructions: Inform students that they are to attend a political campaign speech of some type.
This could include a mayoral candidate, a school board candidate, or a student body president
candidate. It is best to assign this activity at the beginning of the semester to allow students the
time necessary to schedule; as the instructor, you may need to help students locate appropriate
opportunities throughout the semester.
Students are to write a paper identifying the persuasive appeals the speaker uses and
evaluating the effectiveness of these appeals. Encourage students to focus on the speaker’s use of
logos, pathos, and ethos. You may want to require that the paper include a personal response to
the arguments as well, as this will oblige students to utilize persuasive strategies themselves and
encourage them to voice
their opinions about important issues.
Elaboration Likelihood
Model in Advertisements
Purpose: To learn the
elaboration likelihood model (ELM) and to identify
and analyze
advertisements based on its premises.
Instructions: Students should divide into groups of five to seven. Each group should bring to
class a videotaped television advertisement or a print ad that persuasively attempts to sell a
product. Each group of students will
identify which route—peripheral or central—the
advertisement is using
and why they believe this. Students in each group will then present their
advertisement and evaluation to the class. Classmates should discuss each evaluation, stating
whether they
agree with the group and whether the advertisement is effective or not. Also, the
class can give other suggestions on how the advertisement might persuade the audience—
both
centrally and peripherally.
Additional instructions: Groups can also come up with their own advertisements or ways of
persuading an audience to buy a product. Groups can either make up a product or use one
from
another advertisement. Follow the same format as above to conduct this exercise.
“You Should . . . ” Speeches
Purpose: To give students the opportunity to practice persuasive theory in a lighthearted
manner.
Instructions: Ask students to prepare
and deliver a brief, one- to two-minute speech finishing
the statement, “You should____.” Students can choose simple and quirky topics, or
serious
topics. Ask students to use theory from Aristotle’s rhetorical proofs as they
prepare to address
their peers. After each brief speech, ask the class to comment on the speaker’s use of rhetorical
appeals.
Analyze Logos, Pathos, and Ethos
Purpose:
To teach students to watch for the logos, pathos, and ethos in a written speech.
Instructions:
Select one of the sample speeches in the back of the textbook. Analyze the speech
for its use of logos, pathos, and ethos. Identify examples in which the speech
makes appeals to
audience needs and attitudes, and state what behavior or set of actions (if any) the speaker wants
the audience to engage in. Estimate the extent to which you could attend fully to this speech
without being distracted by the characteristics or qualities of the speaker. Note anything the
speaker says that works to enhance the speaker-audience relationship, and state whether it
promotes perceptions of the speaker’s expertise, trustworthiness, similarity, or attractiveness.
This activity can
serve as a group assignment or as a long-term individual assignment.
Speeches can be
assigned or left to the students’ choice. Suggest that students define logos,
pathos, and ethos, as well as identify
examples of each form of proof. Also suggest that students
apply Maslow’s hierarchy
of needs when identifying examples of appeals to various needs.
Finally, students should identify
evidence of credibility that is inherent in the speech, as well as
those credibility
elements that lie outside the content of the speech (e.g., physical attractiveness,
credentials of the speaker that aren’t mentioned in the speech). This activity also works well for
online courses.
Finding Each Level of
Maslow’s Hierarchy in Advertisements
Purpose: To teach students to watch for
advertising that relates to each of the five levels in
Maslow’s Hierarchy of Needs.
Instructions:
Locate a media example of each level of need as defined by
Maslow. As you
watch commercials, read magazine advertisements, or surf the
Internet, pay
attention to the needs
that each advertisement appeals to, and then write
a short report identifying
and explaining the
five examples you found.
This activity is helpful for students who have
a hard time applying course content to their
everyday lives. It may be
helpful to give them examples to get them started. For example, a
commercial for a home security system appeals to our safety needs. Once students have
completed their short reports, you might consider asking them to discuss their findings with a
partner or presenting their papers to the class. You might also consider having students bring at
least one example to show in class.
IV. GROUP ACTIVITIES
Which Type of Appeal Persuades You?
Purpose: To encourage students to consider the types of persuasive appeals they
are
exposed to;
to help students determine which persuasive appeals affect them most.
Instructions:
In a
group of four or five classmates, take turns stating the needs each of you have
that are especially sensitive to persuasive appeals. Consider
television commercials or a
recent
election campaign as possible sources of persuasive appeals that have affected you.
This activity is effective if students view some examples of commercials or public
service
announcements (PSAs) in class. This will
allow them to see needs expressed by their
fellow students that are similar to or different from their own. Make sure students consider all
five levels of needs, as well as how many of these
levels each commercial or PSA incorporates.
Finding Examples of Propaganda
Purpose: To help students identify examples of propaganda on the Internet.
Instructions:
Your textbook discusses how some
speakers use emotions unethically. In groups
of three or four, locate an example of propaganda
and come to class prepared to discuss the
example.
Have students locate examples of propaganda on the Internet. Groups can print out
material to bring to class or they
can show videos to the class. Either way, ask them to be
specific in their critique of these persuasive appeals. Additionally, you might consider having
groups try
and recreate the appeal, without the use of propaganda.
Avoiding Peripheral Processing
Purpose: To have students identify aspects of persuasive messages that encourage peripheral
process; to help students identify strategies for maintaining central process in audience members.
Instructions: Discuss with classmates the aspects of persuasive messages that draw your
attention away from the message itself, leading you to peripheral processing. On the basis of this
discussion, choose some strategies that you could use to maintain your classmates’ central
processing of a persuasive message.
This activity may be extremely helpful, because research suggests that central processing
of messages will lead to better recall of the message in the future. Recall that central processing
requires a persuasive appeal to focus on the content of the message itself. This involves
presenting such things as sound arguments and valid forms of support. Therefore, a message that
is intended to be processed through the central route must downplay such non-content aspects as
speaker credibility, physical appearance, and emotional appeals.

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