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Daniel Chornet, Ph.D. Department of Communication

Saint Louis University - Madrid Campus

Spring 2020

COURSE DESCRIPTION Why do you need to study persuasion? Researchers state that a person receives between 300

and 3000 persuasive messages on a daily basis through different media (advertising, film, art, politics, interpersonal communication, bumper stickers, and panhandling among others) (Gass & Seiter, 2014). We are creators and receivers of persuasive messages, and as such we must know what persuasion is, what it entails, how to use it, and how to analyze it. We will also discern the differences among some of the most widely used concepts in the field: persuasion, social influence, compliance gaining, and propaganda. In this course, we will study different theories and frameworks of persuasion through the lens of four major approaches.

We will start with the Rhetorical Approach, where we will delve into the work of some of the classical and modern rhetoricians. The main emphasis will be on traditional rhetoric, invitational rhetoric, the narrative paradigm. Our second stop is the Psychological Approach where we will navigate the concepts of attitudes, behaviors, and emotions and their interrelationships. We will examine several psychological theories (e.g. Social Judgement Theory and Cognitive Dissonance Theory among others) in face-to-face selling contexts, in marketing, and in advertising. Thirdly, we will study some scholarship based upon the Social Approach. We start with the premise that social life is a performance and that we are strategic about our performances in order to influence others. With this in mind we will read about Goffman’s identity management theory and facework, the cultural use of directives, effective advice giving, and interactional compliance gaining. The Cultural Approach makes up the remainder of this course, and it includes the Model of Cultural Persuadables that expounds on the force of cultural premises to influence communicative conduct.

Email: daniel.chornet@slu.edu Class meets: T & Th from 11 to 12:15 p.m. in PRH 13Office: San Ignacio Hall (SIH), 3rd floor, Office 319. C/ de las Amapolas 3.

Office hours: T & Th from 12:15 to 2:15 p.m. & W from 1:50 to 3:50 p.m. or by appointment.

Telephone: 915545858 ext. 209 Course credits: 3.0 hours.Pre-requisites: CMM 1000 & CMM 2000

CMM 4050 Theories of Persuasion

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COURSE GOALS Persuasion is everywhere, and it is difficult to escape being exposed to it. This course will:

• Help you understand the different ways in which persuasion works. • Help you understand persuasion theories and concepts as tools for everyday use. • Develop your analytic skills in everyday persuasive situations. • Develop ethical persuasive skills.

COURSE DYNAMICS Overall, the structure of the course will include, lecturing, discussions, and activities. How the class unfolds, your enjoyment, and learning, highly depends on your attitude, work and, discipline. I expect that you have a positive attitude in class; I expect that you regularly read the assigned articles and book chapters before coming to class; and I expect that you always come to class ready to think, discuss, apply, exemplify, theorize, critique, and evaluate the materials you have read. This course requires that you are an active learner inside and outside the class. In the end, being active in class will result in achieving the skills outlined above and in an enjoyable experience. Let me know how I can help you meet these requirements in order to learn succeed in CMM 4050.

STUDENT LEARNING OUTCOMES At the end of the semester, the student should be able to:

⁍ Analyze and illustrate persuasion theories and their core components.⁍ Evaluate persuasion theories critically along a series of criteria.⁍ Compare and contrast persuasion theories.⁍ Apply persuasion theories to their everyday lives.⁍ Use persuasion theories to talk about and act upon practical problems in a productive way.⁍ Identify appropriate mediated persuasive messages for analysis.⁍ Collect appropriate interactive data for analysis.⁍ Analyze communication texts through the lens of different persuasion theories and frameworks.⁍ Use and apply persuasion theories ethically to everyday life.⁍ Use the different vocabulary used in each theory.⁍ Understand the similarities, differences, and the value of each of the approaches to persuasion.⁍ Create effective persuasive messages.⁍ Combine theoretical approaches into a cogent model.⁍ To design a high-impact PowerPoint presentation.⁍ To present and argue ideas clearly and effectively.

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REQUIRED MATERIALS TEXTBOOK: Perloff, R. M. (2017). The dynamics of persuasion: Communication and attitudes in the 21st century (6th ed.). New York, NY: Routledge READING PACKET: Available in BlackBoard Learn.

COURSE ASSIGNMENTS Please keep track of your scores as you receive them from me.

DESCRIPTION OF ASSIGNMENTS The deadlines for all assignments are already assigned in the schedule at the end of the syllabus.

I will provide further instructions for most of these assignments in class. Format for the Midterm and Final Exams, and Quizzes: Their focus will be to assess that you understand concepts and theories, that you are able to establish connections among them, that you are able to integrate and evaluate knowledge; and that you are able to provide and analyze real-life situations that illustrate different concepts and theories. Midterm and Final exams will require that you answer short-answer questions. Papers: Instructions for the papers will be provided in class (See Assignments Table to see the main purpose of each paper). In-class Participation: Participation entails critical thinking, critical listening, and sharing your thoughts and opinions with your classmates. You should come to class prepared and willing to discuss the readings or ideas for each day. Active and useful participation requires effort from your part. I expect that your contributions to the discussion be grounded in the assigned readings. Avoid going off on tangents. Only coming to class does not count as participation. I will keep track of your participation during discussions and in-class activities. In order to get credit for your presence in the classroom, you need to “participate” as described here. (See Student Learning Outcomes table above to see specific skills that I will assess in this assignment). In-class Participation Assessment: How will you earn your in-class participation grade? - An “A” in participation means that you almost always participate in class (as described above). - A “B” in participation means that you regularly participate in class (as described above). - A “C” in participation means that you sometimes participate in class (as described above). - A “D” in participation means that you seldom participation in class (as described above) and/or

that you disrespect your peers.

ASSIGNMENT POINTS VALUE MY SCOREMidterm Exam 100 20,8 %

Final Exam 100 20,8 %

Quiz 1 25 5,2 %

Quiz 2 25 5,2 %

Short Paper 1: Rhetorical Approach 60 12,5 %

Short Paper 2: Psychological Approach 60 12,5 %

Short Paper 3: Social & Cultural Approach 60 12,5 %

Group Participation & Attendance 50 10,4 %

Total 480 100 %

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- An “F” in participation means that you rarely or never participate in class (as described above) and/or that you disrespect your peers.

In-class Participation Ground rules: This classroom will be a safe place for expressing your opinions and discussing them in a reasonable fashion with your classmates. You are free to speak your mind in class. As such, you may hear opinions and viewpoints that are contrary to yours and since you are all adults, I will expect you to be respectful when we are engaged in class discussion. Nonetheless, if you feel uncomfortable because of a class discussion, you may speak with me at any time.

CAVEAT: Missing classes and lateness will lower your participation grade.

ELECTRONIC SUBMISSION OF ASSIGNMENTS I will email you a “FILE REQUEST” from Dropbox that you’ll be able to use throughout the semester to submit all your written assignments. When you are ready to upload an assignment, follow the instructions through the link. You don’t need to open a Dropbox account.

Requirements for electronic submissions: 1. You need to upload BOTH a WORD version and a PDF version of your assignment. 2. FILE NAME FORMAT: Label your file following this template:

• TEMPLATE: Course # - first name initial + last name - assignment name. • SAMPLE FILE NAME: CMM4050-jdoe-AP#1.docx

3. If your file name is not properly identified, I will not open it. 4. Assignments are due by midnight of the day assigned, but they can be submitted

earlier as well. Note: You’re fully responsible for uploading a word document that opens correctly. It is unlikely, but files can get corrupted in the process of sending and receiving. Uploading the word document along with a copy of it in pdf format will maximize your chances of me being able to open your assignment.

ATTENDANCE, PARTICIPATION & DISCUSSION POLICIES ATTENDANCE: Attendance is mandatory for this course to run properly. I will expect your physical and mental presence for each class period. I expect you to pay attention to class materials.

• Late arrivals are highly discouraged since they are disruptive for the class. • Arriving late to class on a regular basis is a serious lack of respect towards me and your peers

and will negatively affect your participating score. • This is a 75-minute class. Arriving 30 minutes late or later will count as an absence.

ABSENCES & PENALTIES: • You are allowed only 2 unexcused absences. • More than 2 unexcused absences will lower your grade (minus 5 points per unexcused

absence after the third). • Missing 6 or more classes will be grounds to earn a failing grade.

In case of an absence, the schedule below contains a description of what will happen each day. Ask me and/or your classmates to make sure you do not miss anything that is not assigned on the schedule.

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WHAT IS AN EXCUSED ABSENCE? Only university events and trips will be officially excused. However, it is your responsibility to make sure such events or trips do not interfere negatively with your performance in your classes. Doctor’s notes are not official excuses, I will use my discretion to excuse these and other unofficial situations. Please talk to me about this when it applies to you. ABSENCES & ASSIGNMENT SUBMISSIONS: If you’re sick and can’t come to class the day an assignment is due, you are more credible if you send me the assignment due, even if it is unfinished, than if you don’t send the assignment. You have all the dates for assignments scheduled in the syllabus. Plan your work ahead of time and be organized. Talk to me if you anticipate a problem/conflict with assigned deadlines for your work.

LATE WORK: You will lose 5% of your score—per day—in any graded assignment submitted late. Remember that school trips, events, and other official situations that you sign up for do not excuse you from submitting your work on time. If you know that you are not going to turn in an assignment on time, let me know before it is due, in order to work out a solution.

MISCELLANEOUS POLICIES CLASSROOM BEHAVIOR: Any behaviors that disrupt the flow of class in any way will not be tolerated. You are allowed to use laptops, tablets, and cellphones as long as you’re not being disruptive with them. If you are disruptive, you will be invited to leave the classroom and your absence will count as unexcused. Use your time in the classroom wisely.

POLICY ON STUDENT - INSTRUCTOR COMMUNICATION: If you need to contact me outside the classroom, use the email address listed in this syllabus. Since some parts of the semester are busier than others, in some situations I will be able to respond to your emails fairly quickly. However, during busier times you will have to allow 24 to 48 hours for my response. Please visit my office during office hours when you need to discuss something with me; get feedback on work that you’re doing; or anything that requires us talking back and forth. Face-to-face interactions are more effective and efficient. Use email to relay simple messages or any information that does not require lots of back-and-forth interactions.

VIRTUAL OFFICE HOURS: I will be available via Zoom during office hours or by appointment. You can download the Zoom for Meetings App on your phones or on your computers. You do not need to create an account. It works as easy as making a phone call, but instead of dialing a phone number, you just touch the “join meeting” button, accept all requests from the app, and then enter my personal meeting ID: 4805217652.

COLLECTION OF ASSIGNMENTS FOR ASSESSMENT PURPOSES In order to maintain quality academic offerings and to conform to accreditation requirements, SLU-Madrid regularly assesses its teaching, services and programs for evidence of student learning. For this purpose, SLU-Madrid keeps representative examples of student work from all courses and programs on file, including assignments, papers, exams, portfolios and results from student surveys, focus groups and reflective exercises. Thus, copies of your work for this course, including exams, quizzes, application papers, class discussions (video taped), oral presentations

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(video taped), final projects may be kept on file for institutional research, assessment and accreditation purposes. If you prefer SLU-Madrid not to retain your work for this purpose, you must communicate this decision in writing to your professor.

GRADE DESCRIPTION ⁍ A—An “A” performance is a superior performance. To earn an “A” on an assignment, you

must extend increased effort to seeing and thinking beyond the surface level of the assignment as well as show particular skill in composing your work. To earn an “A” in the course, you must excel consistently throughout the semester. This means producing polished, well-crafted work that shows extreme effort, using the revision process to shape your message for a particular audience, taking an active leadership role in class, being organized, ambitious and articulate.

⁍ B—A grade “B” shows that you have done a little more than what is required for the assignment. For example, it may mean that you have done some extra research or an effective analysis on an assignment, or that you have produced a piece of discourse that is somewhat innovative and interesting. To earn a “B” in the course, you must exceed the minimum requirements of producing solid work as well as show evidence of revision, be an active participant in the classroom, complete all activities carefully, and show preparation, improvement, and effort in every area.

⁍ C—A grade of “C” is an average grade. A “C” indicates that you have met the minimum requirements of the assignment. A “C” indicates that you need to improve and that there is potential in your work. To earn a “C” in this course means that you have made a minimum effort in your assignments and in class participation.

⁍ D—A grade of “D” means that your assignment has significant problems. For example, not completing part of an assignment or the assignment was not done on time. Also, a “D” will be given if you do not show sufficient effort, time, or concern for any particular assignment. Earning a grade of D or lower in this course means that you have not shown consistent effort toward improvement and have not met the minimum standards for the course.

⁍ F—A grade of “F” will be given in a case where your work is seriously lacking. Getting an “F” is an indicator that shows lack of interest and effort. Intentional plagiarism will undoubtedly lead to a grade of F (actually a 0) and may also result in more serious consequences such as failing the course.

ACADEMIC INTEGRITY GUIDELINES Students are required to abide by the Academic Integrity guidelines summarized below. Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of humanity." Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care and community service via which SLU embodies its

LETTER GRADES & PERCENTAGES100-94%

A93-90%

A-89-87%

B+86-84%

B83-80%

B-79-77%

C+76-74%

C73-70%

C-69-60%

D59%>

F

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mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern. The governing University-level Academic Integrity Policy can be accessed on the Provost's Office website here. Additionally, SLU-Madrid has posted its academic integrity policy online. As a member of the University community, you are expected to know and abide by these policies, which detail definitions of violations, processes for reporting violations, sanctions and appeals.

TITLE IX STATEMENT Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident of misconduct, that faculty member must notify SLU's Title IX deputy coordinator, Patrice Burns, whose office is located on the third floor of San Ignacio Hall, Calle Amapolas, 3 (patrice.burns@slu.edu; 915-54-5858, ext. 241) and share the basic fact of your experience with her. The Title IX deputy coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. If you wish to speak with a confidential source, you may contact the counselors at the SLU-Madrid's Counseling Services on the third floor of San Ignacio Hall (counselingcenter-madrid@slu.edu; 915-54-5858, ext. 230) or Sinews Multipletherapy Institute, the off-campus provider of counseling services for SLU-Madrid (www.sinews.es; 917-00-1979). To view SLU-Madrid's sexual misconduct policy and for resources, please our policy posted online. Additional information is available at the University’s website “SLU is here for you.”  

STUDENT ACCOMMODATION STATEMENT In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. Students who think they might benefit from these resources can find out more about:

• Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor.

• University-level support (e.g., tutoring/writing services, Disability Services) by visiting the Academic Dean's Office (San Ignacio Hall) or by reviewing the Academic Resources website online. 

Students with a documented disability who wish to request academic accommodations must contact Disability Services to discuss accommodation requests and eligibility requirements. Once successfully registered, the student also must notify the course instructor that they wish to access accommodations in the course. Please contact Disability Services at disabilityservices-madrid@slu.edu or +915 54 58 58, ext. 230 for an appointment. Confidentiality will be observed in all inquiries. Once approved, information about the student's eligibility for academic accommodations will be shared with course instructors via email from Disability Services. For more information about academic accommodations, Disability Services webpage. Note: Students who do not have a documented disability but who think they may have one are encouraged to contact Disability Services.

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TENTATIVE SCHEDULE DOP: The Dynamics of Persuasion

BB: Black Board

W Day Class Description Reading Assignments

1 Th-Jan-9 ◘ Introduction to the course

FOUNDATIONS OF PERSUASION: BUILDING BLOCKS

2

T-Jan-14◘Persuasion is everywhere!... did you know it? What are the benefits of studying Persuasion?

DOP: Ch. 1 Introduction to Persuasion (pp. 1-19) Total pages to read: 19

⁍Come to class with examples of persuasive communication from any context, situation, or type that you can think of.

Th-Jan-16

◘Defining a complex communicative phenomenon: What is persuasion? How is persuasion different from influence, coercion, or propaganda?

DOP: Ch. 1 Introduction to Persuasion (pp. 19-47) Total pages to read: 28

⁍Come to class with your definition of persuasion. Your definition has to be somewhat different from the textbook’s author. In other words, I want you to broaden the scope of the textbook’s definition.

RHETORICAL & HUMANISTIC APPROACHES TO PERSUASION

3

Sun-Jan-19

Last day to drop a class without a grade of W and/or add a class. Last day to choose Audit (AU) or Pass/No Pass (P/NP) options.

T-Jan-21

◘Aristotle’s, Plato’s, and Scott’s approaches to persuasion.

BB: Larson (2010). Ch. 3: Traditional, Artistic, and Humanistic Approaches to Persuasion (pp. 70-80). Total pages to read: 10

⁍Start thinking about how these three rhetoricians conceive of persuasion. Come to class with your ideas about each of them.

Th-Jan-23

◘The Narrative paradigm. An alternative approach to traditional Aristotelian rhetoric (persuasion).

BB: An introduction to The Narrative Paradigm in: Larson (2010). Ch. 3: Traditional, Artistic, and Humanistic Approaches to Persuasion. (pp. 82-83) BB: Hauser (2010). Introduction to rhetorical theory. (Excerpt: Narrative (pp. 181-184 & 193-200) Total pages to read: 12

⁍Start working on comparing Aristotelian persuasion to Fisher’s Narrative Paradigm approach to persuasion. Come to class with your thoughts about both approaches. Are they compatible?

4

T-Jan-28

◘Invitational Rhetoric. Another alternative approach to traditional Aristotelian rhetoric (persuasion)

BB: An introduction to Invitational Rhetoric in: Larson (2010). Ch. 3: Traditional, Artistic, and Humanistic Approaches to Persuasion. (pp. 84-86) BB: Foss & Griffin (1995) Beyond persuasion: A proposal for an invitational rhetoric. Total pages to read: 18

⁍Come to class with examples of when it would be functional and feasible to use invitational rhetoric instead of traditional Aristotelian rhetoric.

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Th-Jan-30

◘Attitudes explained: What are they? What is their structure? How do they impact persuasion?

DOP: Ch. 3 Attitudes: Definition and Structure. Total pages to read: 21

⁍Come to class ready to identify kinds of attitudes that you may hold toward, others, social issues, social events, controversial topics, and the like. Where do those attitudes come from? Are all your attitudes consistent? What happen when they are not?

Quiz 1 Today

PSYCHOLOGICAL APPROACHES TO PERSUASION

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T-Feb-4

◘Strong attitudes: Social Judgement Theory. An explanation of how we process persuasive messages.

DOP: Ch. 4 The Power of our Passions: Theory and Research on Strong Attitudes (pp. 111-135) Total pages to read: 24

⁍Think about the last time you watched a commercial or heard a politician talk about a controversial topic. How did you feel about the content of these messages? Did you feel close to changing your attitude? Did the persuasive message strengthened your attitude despite being opposite? why? Why not?

The Rhetorical Tradition Paper

DUE.

Th-Feb-6

◘Strong attitudes: Social Judgement Theory continued and applied.

DOP: Ch. 4 The Power of our Passions: Theory and Research on Strong Attitudes (pp. 111-135) Total pages to read: 24

⁍Re-read the selected pages from Ch. 4 from our textbook. Come to class ready to apply SJT during an in-class activity

6

T-Feb-11

◘Functional Theory: What kind of messages will change an attitude? What variables impact the relationship between attitudes and behavior change?

DOP: Ch. 5 Attitudes: Functions and Consequences (pp. 146-164) Total pages to read: 18

⁍Think of a controversial topic. What are your attitudes towards it? Why do you feel like that? Genuinely, what would it take for someone to change that attitude? Would it even be possible? Why?

Th-Feb-13

◘Two models of attitude-behavior relations: The Reasoned Action Model and Accessibility Theory.

DOP: Ch. 5 Attitudes: Functions and Consequences (pp. 164-178 & 182-184) Total pages to read: 16

⁍What are the processes by which beliefs influence behaviors? What is the roadmap that thoughts in a person’s head must travel before they can affect their actions? Or do we behave in a particular way because our attitude got spontaneously activated in our minds?

7

T-Feb-18 Registration for Summer Sessions begins

T-Feb-18 Midterm Exam Midterm Exam Midterm ExamTh-Feb-20 WINTER BREAKF-Feb-21 WINTER BREAK

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T-Feb-25

◘Elaboration Likelihood Model (ELM):

DOP: Ch. 7 Processing Persuasive Communication (pp. 221-257, Box 7.4 & Box 7.6) Total pages to read: 33

⁍Have you ever purchased anything after watching a commercial or an infomercial? Have you seen a celebrity endorse a product and felt that it was a good idea to purchase it? Or are you the kind of person who rationalizes everything and carefully researches a product before purchasing it? ELM will help you understand why we processes messages in this way.

Th-Feb-27◘Elaboration Likelihood Model (ELM) continued and applied

DOP: Ch. 7 Processing Persuasive Communication (pp. 221-257, Box 7.4 & Box 7.6) Total pages to read: 33

⁍Re-read the selected pages from Ch. 7 on ELM and come to class ready to apply it during an in-class activity.

9

T-Mar-3

◘Cognitive Dissonance Theory: Dissonance is a negative, unpleasant state that occurs whenever a person holds two cognitions that are psychologically inconsistent.

DOP: Ch. 11 Cognitive Dissonance Theory (pp. 413-430, Box 11.2 & pp. 438-445) Total pages to read: 22

⁍How do you feel when you behave in ways that run counter to your attitudes? What happens when you cannot rationalize such behaviors? How do you reduce the dissonance created by your actions against your attitudes? How can we use this theory to persuade?

Th-Mar-5

◘Cognitive Dissonance Theory CDT: Dissonance is a negative, unpleasant state that occurs whenever a person holds two cognitions that are psychologically inconsistent.

DOP: Ch. 11 Cognitive Dissonance Theory (pp. 413-430, Box 11.2 & pp. 438-445) Total pages to read: 22

⁍Re-read the selected pages from Ch. 11 and come to class ready to apply CDT during an in-clas activity.

10

T-Mar-10

◘The Design of Persuasive Messages.

DOP: Ch. 9 Fundamentals of the Message (pp. 332-351) Total pages to read: 17

⁍Make up a situation in which you need to design a persuasive message to change someone’s beliefs, attitudes and/or behaviors. Pick one of the strategies identified in the chapter and construct such message.

Th-Mar-12

◘Persuasion and Ethics: Where do our responsibilities begin and end.

DOP: Ch. 2 Historical and Ethical Foundations (pp. 69-79) Total pages to read: 10

⁍How would you feel after purchasing a product that “looked” effective on TV, as advertised, but did not “feel” as functional when you used it at home? Is it your fault or the advertiser’s? Come to class with your thoughts about what constitutes ethical or unethical persuasion. The Psychological Tradition Paper

DUE.

CULTURAL, DISCURSIVE, & INTERPERSONAL APPROACHES TO PERSUASION.

Su-Mar-15 Last day to drop a class and receive a grade of W

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11

T-Mar-17

◘The Design of Persuasive Messages: Seven Marketplace Deception Tactics.

BB: Boush et al. (2009) Ch. 4 Marketplace Deception Tactics II Total pages to read: 17

⁍Come to class with three examples of persuasive messages that illustrate three different marketplace deception tactics. Be ready to design your own message using any of these tactics. Is deceptive communication a form of persuasion? Connect your answer to the discussion of what constitutes persuasion in Ch. 1. How ethical is deceptive communication?

Th-Mar-19

◘Interpersonal Deception as Persuasive Communication.

BB: Gass & Seiter (2014) Deception. (do not read pp. 268 & 269). Total pages to read: 17

⁍Come to class with your thoughts about how deceptive interpersonal communication requires a persuasive effort, if you think so. Connect your ideas to the discussion of what constitutes persuasion in Ch. 1.

12

T-Mar-24

◘The Hidden Rules for Successful Negotiation: What’s negotiation? How do you prepare for it?

BB: Opresnik, M. O. (2014). Ch.1 How you Learn to Successfully Negotiate. Total pages to read: 11

⁍Have you ever negotiated an agreement? Did you feel like you had to give in to compromise? Focus on the Harvard Negotiation Project by Fisher & Ury explained in Opresnik’s chapter. Come to class with your thoughts about their approach.

Th-Mar-26

◘The Hidden Rules for Successful Negotiation: Think about what interests each party and come up with creative solutions for mutual gain.

BB: Fisher & Ury (2011) Ch. 3 Focus on Interests, Not Positions. & Ch. 4 Invent options for Mutual Gain. Total pages to read: 39

⁍Come to class ready to apply the recommendations for negotiation from these two chapters. We’re going to do a mock negotiation based Fisher & Ury’s ideas. We’ll devote some time at the end of the activity for debriefing.

13

T-Mar-31

◘A Cultural Approach to Persuasion: The role of cultural norms and premises to delineate the counters of what can, cannot, and should be persuaded. Part 1.

BB: Fitch (2003) Cultural Persuadables.

⁍Come to class with an example of persuasive attempt that somebody tried on you that was a “done deal” from the beginning or one that was going to be a “no deal” at all. Why was that in each case?

Quiz 2 Today

Th-Apr-2

◘A Cultural Approach to Persuasion: The role of cultural norms and premises to delineate the counters of what can, cannot, and should be persuaded. Part 2.

BB: Fitch (2003) Cultural Persuadables.

⁍Re-read Fitch’s article and bring examples that illustrate one or two concepts from the reading.

14T-Apr-7 Easter Break Easter Break Easter Break

Th-Apr-9 Easter Break Easter Break Easter Break

T-Apr-14

◘Nonverbal Communication and influence.

BB: Gass & Seiter (2014) Nonverbal Influence. (do not read pp. 268 & 269). Total pages to read: 17

⁍Think about how your nonverbal behaviors may be excellent tools to make people comply with your requests. See the results presented in the chapter and be ready to create a list of research-bases nonverbal behaviors that can be effective for persuasion.

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15

W-Apr-15 Registration for Fall Semester begins

Th-Apr-16

◘Self-presentation and Impression Management: Performances and Persuasion in Everyday Life.

BB: Goffman (1959) The Presentation of the Self in Everyday Life (An excerpt) Total pages to read: 20

⁍Think about what you do from the moment you get up from bed to the moment you exit the door of your home to head to school, work, a party, see friends and so on. Do you dress according to how you want others to see you? Are you successful conveying that impression to others? Come to class ready to discuss Goffman’s ideas and how they pertain to persuasive communication. Connect your thoughts with Ch. 1 and the definition of what constitutes persuasion.

16

T-Apr-21

◘Discursive Perspectives on Persuasive Message production: Speech Codes Theory & Conversation Analysis.

BB: Wilson (2002) Discursive Perspectives on Message Production (pp. 183-186 & 192-201) Total pages to read: 12

⁍What happens when you want somebody to do something for you? How do you ask them? What do you ask them? When do you ask them? How intensely do you ask then?

The Cultural Tradition Paper

DUE.

Th-Apr-23

◘Discursive Perspectives on Compliance Gaining. Putting it all together.

BB: Sanders & Fitch (2001) The Actual Practice of Compliance Seekeing (pp. 263-275) Total pages to read: 12

⁍What happens when you want somebody to do something for you? Think about cultural premises and norms; about how you ask for things; about when you ask for things; about the meaning of your request… As you can see, compliance seeking is not the result of mindlessly applying a tactic or strategy in a given situation.

17

T-Apr-28

◘Discursive Perspectives on Compliance Gaining. Putting it all together.

BB: Sanders & Fitch (2001) The Actual Practice of Compliance Seekeing (pp. 275-286) Total pages to read: 11

⁍What happens when you want somebody to do something for you? Think about cultural premises and norms; about how you ask for things; about when you ask for things; about the meaning of your request… As you can see, compliance seeking is not the result of mindlessly applying a tactic or strategy in a given situation.

Th-Apr-30

◘ An alternative approach to compliance gaining: Step-by-step face-to-face Interpersonal strategies.

DOP: Ch. 12 Interpersonal Persuasion (pp. 451-468) Total pages to read: 17

⁍Come to class with one example of your own that illustrates a couple of these interpersonal strategies. As you develop it, bear in mind what you know about cultural persuadables, nonverbal communication, and impression management.

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REFERENCES References are listed in order of appearance on the schedule.

1. Larson, C. U. (2010). Persuasion: Reception and responsibility (12 ed.). Boston, MA: Wadsworth.

2. Hauser, G. A. (2002). Introduction to rhetorical theory (2 ed.). Waveland Press Inc. 3. Foss, S. K., & Griffin, C. L. (1995). Beyond persuasion: A proposal for an invitational rhetoric.

Communication Monographs, 62(1), 2–18. 4. Boush, D. M., Friestad, M., & Wright, P. (2009). Deception in the marketplace: The psychology

of deceptive persuasion and consumer self-protection. New York: Routledge. 5. Gass, R. H., & Seiter, J. S. (2014). Persuasion, Social Influence, and Compliance Gaining (5th).

Boston, MA: Pearson/Allyn & Bacon. 6. Opresnik, M. O. (2014). The Hidden Rules of Successful Negotiation and Communication.

New York: Springer International Publishing. 7. Fisher, R., Ury, W. L., & Patton, B. (2011). Getting to yes negotiating agreement without giving

in (3 ed.). Penguin. 8. Fitch, K. L. (2003). Cultural persuadables. Communication Theory, 13(1), 100–123. 9. Gass, R. H., & Seiter, J. S. (2014). Persuasion, Social Influence, and Compliance Gaining (5th).

Boston, MA: Pearson/Allyn & Bacon. 10. Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Doubleday-

Anchor. 11. Wilson, S. R. (2002). Seeking and resisting compliance: Why people say what they do when

trying to influence others? Thousand Oaks, CA: Sage Publications. 12. Sanders, R. E., & Fitch, K. L. (2001). The actual practice of compliance seeking.

Communication Theory, 11(3), 263–289. http://doi.org/10.1111/j.1468-2885.2001.tb00243.x

18 T-May-5

◘ An alternative approach to compliance gaining: Step-by-step face-to-face Interpersonal strategies.

DOP: Ch. 12 Interpersonal Persuasion (pp. 469-488) Total pages to read: 18

⁍Consider the effectiveness of these compliance gaining tactics. Do they take culture, nonverbal communication, and impression management into account? What is the difference between these strategies on compliance gaining and the previous seven ones? Come to class with your thoughts about all this.

19 W-May-13 Final Exam From 12-3 p.m.

Final Exam From 12-3 p.m.

Final Exam From 12-3 p.m.

14 Updated January 4th 2020

SPRING 2020

Class Meeting Time Exam Date/Time Your Exam CalendarMondays 8:30, 9 and 9:30 a.m. Wednesday, May 13, 8:30 to 11:30 a.m.

Mondays 10 a.m. Thursday, May 7, 8:30 to 11:30 a.m.

Mondays 11 and 11:30 a.m. Friday, May 8, 8:30 to 11:30 a.m.

Mondays 12 and 12:30 p.m. Monday, May 11, 12 to 3 p.m.

Mondays 1 p.m. Thursday, May 7, 12 to 3 p.m.Mondays 2 p.m. Wednesday, May 13, 3:30 to 6:30 p.m.Mondays 3:30 p.m. Friday, May 8, 3:30 to 6:30 p.m.Mondays 5 p.m. Tuesday, May 12, 3:30 to 6:30 p.m.

Mondays 6:30 and 7 p.m. Wednesday, May 13, 7 to 10 p.m.

Tuesdays 8 a.m. Tuesday, May 12, 8:30 to 11:30 a.m.

Tuesdays 9:30 and 10 a.m. Monday, May 11, 8:30 to 11:30 a.m.

Tuesdays 11 a.m. Wednesday, May 13, 12 to 3 p.m. CMM 4050 Final Exam

Tuesdays 12:30 p.m. Tuesday, May 12, 12 to 3 p.m.

Tuesdays 2 p.m. Friday, May 8, 12 to 3 p.m.

Tuesdays 3:30 and 4 p.m. Monday, May 11, 3:30 to 6:30 p.m.

Tuesdays 5 and 5:30 p.m. Thursday, May 7, 3:30 to 6:30 p.m.

Tuesdays 6:30 p.m. Thursday, May 7, 7 to 10 p.m.*For courses meeting only on Wednesdays or Fridays, follow the Monday schedule. For courses meeting only on Thursdays, follow the Tuesday schedule.