1. Verderber, Verderber, Sellnow © 2011 Cengage Learning COMM 2011 Chapter 16 Persuasive Speaking

2. © 2011 Cengage Learning Learning Outcomes LO1 Examine the Elaboration Likelihood Model LO2 Consider writing persuasive speech goals as propositions LO3 Identify how to develop arguments to support a proposition

3. © 2011 Cengage Learning Learning Outcomes Lo4 Discuss how to increase audience involvement LO5 Examine how to cue your audience through credibility LO6 Discuss how to use incentives to motivate your audience LO7 Identify organizational patterns for persuasive speeches

4. © 2011 Cengage Learning Persuasive Speech A speech the goal of which is to influence the attitudes, values, beliefs, or behavior of the audience.

5. © 2011 Cengage Learning LO1 Examine the Elaboration Likelihood Model

6. © 2011 Cengage Learning The Elaboration Likelihood Model LO 1

7. © 2011 Cengage Learning Which Route? The choice of the central or peripheral route depends on how important we perceive the issue to be. LO 1

8. © 2011 Cengage Learning ELM and Attitudes Central processing tends to create attitudes that are less likely to change. Peripheral processing creates attitudes that are more likley to change. LO 1

9. © 2011 Cengage Learning LO2 Consider writing persuasive speech goals as propositions

10. © 2011 Cengage Learning Proposition A declarative sentence that clearly indicates the speaker’s position on the topic LO 2

11. © 2011 Cengage Learning Types of Persuasive Goals Proposition of fact – statement that something did or did not occur, or is or is not true. Proposition of value – statement that something is good or bad. Proposition of policy - statement that audience should take a certain course of action. LO 2

12. © 2011 Cengage Learning Examples of Persuasive Goals LO 2

13. © 2011 Cengage Learning Tailoring Propositions Opposed audience – seek incremental change. Neutral audience – Uninformed – provide basic arguments – Impartial – provide more elaborate arguments. – Apathetic – find ways to personalize the topic LO 2

14. © 2011 Cengage Learning Tailoring Propositions In favor – reinforce and strengthen beliefs. LO 2

15. © 2011 Cengage Learning LO3 Identify how to develop arguments to support a proposition

16. © 2011 Cengage Learning Arguments and Logos Argument – the collective reasons and evidence used to support the proposition. Logos – the logical reasoning used to develop and argument. LO 3

17. © 2011 Cengage Learning Finding Reasons Reasons – main point statements that summarize several related piece of evidence and show why the listener should believe something. LO 3

18. © 2011 Cengage Learning The Quality of Reasons 1.Is the reason directly related to proving the proposition? 2.Do I have strong evidence to support a reason? 3.Will this reason be persuasive for this audience? LO 3

19. © 2011 Cengage Learning Selecting Evidence Does the evidence comes from a well-respected source? Is the evidence recent and if not, is it sill valid? Does the evidence really support the reason? Will this evidence be persuasive for this audience? LO 3

20. © 2011 Cengage Learning Types of Arguments Arguing from example: “Tom studies and got an A.” Were enough instances cited so that listeners understand that they are not isolated or handpicked examples? Were the instances typical and representative? Are the negative instances really atypical? LO 3

21. © 2011 Cengage Learning Types of Arguments Arguing from analogy: “Kids who watch violent programs on TV are more aggressive than kids who don’t.” Are the subjects really comparable Are any of the ways that the subjects are dissimilar important to the conclusion? LO 3

22. © 2011 Cengage Learning Types of Arguments Arguing from causation “Fewer Americans are buying homes this year because of high unemployment.” Are the events alone enough to cause the stated effect? Do other events accompanying the events cited actually cause the effect? Is the relationship between causal events and effect consistent? If the answer to one of these questions is “No,” the reasoning is not sound. LO 3

23. © 2011 Cengage Learning Fallacies to Avoid Hasty generalization False cause Ad hominem Either-or Straw person LO 3

24. © 2011 Cengage Learning LO4 Discuss how to cue your audience through credibility

25. © 2011 Cengage Learning Negative Emotions Negative emotions are disquieting and force the audience to look for ways to eliminate the discomfort. One out of every three Americans age 18 and older has high blood pressure. Look at the person on your right; look at the person on your left. If they don’t get it, chances are you will. LO 4

26. © 2011 Cengage Learning Positive Emotions Negative emotions will lead audience to look for ways to sustain that feeling. Imagine you are an Olympian who has won your event and now stands on the podium with a medal around your neck as they play your national anthem. LO 4

27. © 2011 Cengage Learning LO5 Examine how to cue your audience through credibility

28. © 2011 Cengage Learning Credibility The most important cue for people who choose the peripheral processing route is the credibility of the speaker. LO 5

29. © 2011 Cengage Learning Increasing Credibility LO 5

30. © 2011 Cengage Learning LO6 Discuss how to use incentives to motivate your audience

31. © 2011 Cengage Learning Motivating the Audience Motivation – forces acting on or within an organism to initiate and direct behavior. Incentives – a reward promised if a particular action is taken or goal is reached. LO 6

32. © 2011 Cengage Learning Meeting Needs When you can tie the incentives that accompany your proposal with unmet audience needs, you increase the likelihood that the audience will take the action you are proposing. LO 6

33. © 2011 Cengage Learning Maslow’s Hierarchy LO 6

34. © 2011 Cengage Learning LO7 Identify organizational patterns for persuasive speeches

35. © 2011 Cengage Learning Patterns for Persuasive Speeches LO 7

36. © 2011 Cengage Learning Organizing Patterns Statement of reasons – attempts to prove propositions of facts by presenting the best supported reasons in a meaningful order. Comparative advantage – attempts to prove that something has more value than something else. LO 7

37. © 2011 Cengage Learning Organizing Patterns Criteria satisfaction – seeks audience agreement on criteria that should be considered when evaluating a particular idea, and shows how the proposition satisfies the criteria. Refutation – persuade by challenging opposing arguments and bolstering your own. LO 7

38. © 2011 Cengage Learning Organizing Patterns Problem-solution – attempts to argue that a particular problem can be solved by implementing the recommended solution. Problem-cause-solution – similar to problem-solution pattern, but has a main point about the causes of the problem. Motivated sequence – combines pattern- solution pattern with explicit appeals designed to motivate the audience to act. LO 7

39. © 2011 Cengage Learning Persuasive Speech Evaluation Checklist LO 7

40. © 2011 Cengage Learning Persuasive Speech Evaluation Checklist LO 7

41. © 2011 Cengage Learning Persuasive Speech Evaluation Checklist LO 7

42. © 2011 Cengage Learning Persuasive Speech Evaluation Checklist LO 7