�

Instructor’s Handbook and Sample Test File

for

Power Persuasion: Moving an Ancient Art into the Media Age (3rd edition)

Mary Rose WilliamsMartha D. Cooper

L. Raymond CampNorth Carolina State University

Raleigh, NC 27695

Distributed by:

Educational Video Group, Inc., 1996, 2002 291 Southwind WayGreenwood, Indiana 46142Phone: (317) 889-8253E Mail: evg@insightbb.comFax: (317) 888-5857

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INTRODUCTION

Thishandbookisintendedtoprovidesomefundamentaladviceandtestmaterialsforin-structorusewiththetextbook,Power Persuasion,3rdedition(TheEducationalVideoGroup;�00�).Accompanyingthetextisaprofessionallydevelopedvideoforusewiththetextbook.Thisvideocontainsnumerousandvariedexamplesofmaterialsdesignedtoassistyouinteachingeachchapter.Thevideoisalsoavailableataveryreasonablepricetostudents.Ifyouhavead-optedthetext,youshouldcontactTheEducationalVideoGrouptosecurethevideo.Anothervideois available to instructors which provides additional examples not specifically mentioned in the text. Includedinthishandbookaresometipsfordealingwithvariouspracticalproblemslikelytoconfront instructors, suggestions for focusingoneachof thechapters,asampleoutline for thecourse, and a pool of quiz/test questions designed for use and modification as needs arise. The quiz materialshavebeenpretestedinmyclassroom,althoughaswithanykindofsamplequiz,yourownchangeswillbeimportantasyouareconfrontedwiththedailyrigorsofteaching. Innowaywillthishandbooktellyouhowtoteach,forthatartisnotreallyavailableinanybook.However,thehandbookmayoffersomeinsighttostimulateyourteaching! Anumberofconstraintsareimportanttotheteachingsituation:yourattitudetowardsteachingandstudents,theexpectationsfromyourinstitutionregardingtheteachingprocess,yourpre-parednesstoteachthecourse,thephysicalattributesoftheclassroom,andmostimportantly,theclienteleweserve—thestudents.Theyareavaluableresource;andwithyourpatientinstruction,youwillbehelpingthemandyourself.Studentsteachus,perhapsasmuchasweteachthem! Hopefully,thishandbookwillbehelpfultothebeginningteachingassistant,thenoviceandtheexperienced instructor working through the textbook the first time. Later, with teaching experience andgreaterknowledgeofthetext,youwillbeabletopassthishandbookontosomeoneelse. Myobjectivesinthishandbookarefewinnumber.First,toprovideavaluablesupplementtothetextbookchapters,sothatyoucanenhanceyourteachingeffectiveness.Second,toprovideyouwithsuggestionswhichwillhelpyourstudentslearnabiteasierandbetter.Third,topromoteinstructionalcreativityasyouthinkandplanwithyourstudentsandco-teachers.Accordingtothepublisher,thistextismostfrequentlyusedforclassesstressingtheoriesofpersuasionandcommunication. Finally,becausethispublicationisintendedtobeinstructional,ratherthanascholarlydocu-ment, I have written it in the first person, with commentary in brackets accompanying the sample syllabus.

SOME FEATURES OF THE TEXTBOOK HELPFULTO THE TEACHING PROCESS

Asyoubegintoplanyourteaching,pagethroughthetextbookandnoticeitsfeatures.Mostsemestercoursesrequire�5to�6weeks.Thebookhas�4chapters.Consequently,thebookallowsforameasureofpersonaladaptationtochangingcourseplansandtoopportunitiesfortestingwith-outharmingtheprogressivestructureofthetext.Eachchapterhasacorrespondingvideoexample,designedtosupplementandexpanduponthechaptermaterial.Noticethateachchapteroutlineinthe text table of contents also highlights the critical questions and the notes section. Later, I will offerateachingplanformovingthroughthechapters. EachchapterbeginswithaFocussectionontheopeningpage.NoticethatthesummaryoutlinebeforeeachchapterisnearlythesameasintheTableofContents.Thisduplicationshouldhelpthestudenttoretainasenseofstructuralunityaboutthetext.Theoutlineisquiteusablefordivid-ingchapterreadingassignmentsandhelpingyoukeeptrackofyourprogressthrougheachofthechapters.MystudentshavealsofoundtheFocussectionahandyguideforquizreview. Attheendofeachchapter,youwillnoticetheCriticalFocussection.TheCriticalFocusfunc-tionsasasummaryforeachofthechapters,butitdoesmore.Thesepagesaredesignedtoreinforce

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the chapter reading, something which most text chapter summaries do. However, you will also find alistofkeyquestionsdesignedtostimulatethestudenttothinkbeyondthescopeofthereading.TheCriticalFocussectionineachchaptermayprovideyouwithexcellentessayquestionsanddiscussionideasforsmallgroupworkinclass! TheNotesectionisextensiveandconstitutesarelativelyrecentreviewoftheprofessional(andsomepopular)literaturefromthejournals,books,andmagazines.TheNotesectionwillserveyourstudents(andyou)withadditionalresourcesfortheliteraturereviewsohelpfultothedevelopmentofessays,extrareadingsandtermpaperresearch.Sincetheauthorsofthetexthavedevelopedthesenotesasanannotatedbibliographyofsources,theircommentarymayalsobehelpfulforbuildingtermpaperresearch. TheNotesarealsohelpfulindevelopingcomparativepointsofviewbetweenyouandthetexttopromotealternativeviewpointsinclassdiscussion.Perspectivebuildingisdesirableasaclassroomexercisetohelpstudentsextendtheirideas!Forexample,youmaywishtocontrastyourviewpointwith the authors’ ideas as expressed in note number 3, page 21, regarding the definition of persuasion. Or,seenote�7,page�04,foranintriguingideathatmightwellpromotestrenuousdiscussionabouttheroleofassertionsasanaidtopersuasion.Note�5,page�53,offersanexcellentstimulustodiscussiononlanguagemanipulationandethics,particularlyinlightofrecentdiscussionsonCapitolHillregardingpoliticalcampaignreform. Finally,thepublishingcompanyhasmadeextensiveuseofboldprintinthechapters,indentedlistsofimportantitemsstrategicallyplacedinthemiddleofthepage,andinternalchapterhead-ings.Allofthesetechniquesshouldbevaluabletoprofessorandstudentalike,whetherforstudyorforquizpreparation.

THE SYLLABUS: A VALUABLE TOOL FOR STUDENT AND FACULTY

Whyhavea syllabus?First, communication isessentialbetweenstudentand teacheraboutcourseplans,andasyllabushelpsestablishaframeworkofdialogue.Inthatsense,thesyllabushelps determine the “ambiance” of the course for the students, for it offers them their first op-portunitytounderstandabitofyourteachingphilosophy.Thus,thesyllabusprovidesadistinctclueregardinginstructionaltone.Second,thesyllabuscontainsalltheclassrulesandexpectationswhichareimportanttotheadministrativeandpedagogicaloperationsofthecourse.Whenstudentsknowyourrules,theycanmakebetterchoices(whichmeanstheymightdropyourcourse,butthenthatistheriskallfacultytake!)Third,thesyllabusmaycontainregulationsdictatedbythedepartmentorcollegeoruniversityadministration.Placingtherulesonpaperhelpsclarifythemforyouandthestudent,forthentheyarenolongermysterious,hiddenfromviewonlytobedraggedupataninopportunetime. Inthesyllabusbelow,IhavefocusedonsomeoftheusualitemswhichIhaveincludedinmyowncourseplans.Oftenasemesteris�4or�5weeks;mineis�6weeks.Inthissampleplan,someitemsarequitetypical:yourname,thenameofthecourse,thedate/semesterofthecourse,youroffice phone number (although you may not want to include your home number on the syllabus, students can readily get it from university information anyway), and your office hours. Including thephrase“andbyappointment”isanimportantindicatorforitdisclosesthatyouarequitewillingto be in your office more than the stated times. Somedepartmentsnowencouragefacultytoplacetheirentiresyllabusontheschool/depart-mentalhomepage,ahandytoolwhichsavesonthecostofpaper. A final point to consider: is your class an elective or is it required by the department, college, oruniversity?Yoursyllabuswilllikelybereadbyotherfacultyandadministrators;consequently,becarefulaboutwhatyouwrite.Inaddition,accordingtomyinformalpollofourfaculty,whatyoudoanddon’tincludeinyoursyllabusmaybedirectlyrelatedtothesuccessofthecourse.Forexample,includeyourgradingandattendancepolicies.Theyarecrucialtoavoidingpotentialdif-ficulties, and it may be wise to be as specific as possible.

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Furthermore, a clear syllabushelpsestablishgood rapportwithyour students immediately,sincetheyknowwhatisexpectedofthemveryquickly.Ifstudentsfeeltheycancompleteyourcoursesatisfactorilyaftertheyhavereadthesyllabus,allthebetterforthemtoknowthatearlyinthesemester. Inthesamplesyllabus,Ihaveplaced[bracket]signswithinthetexttoaddexplanatoryinforma-tion.

SAMPLE COURSE SYLLABUS & SCHEDULE

Communication�0�:IntroductiontoPersuasionTheoryFallTerm,�00� Dr.Camp Phone:(9�9)5�5-9747Office Hours: Monday through Thursday, 11:00-Noon, and by appointmentOffice: 226 Winston Hall

Required Textbook:Power Persuasion: Moving an Ancient Art Into the Media Age(3rdedition,paperback),MaryRoseWilliams&MarthaD.Cooper.

[Failingtoaddthewordrequiredtothesyllabusmayencouragethestudenttothinkthetextisoptional.Ifitisoptional,saysoonthepage.Addingtheeditionnumberandotherpublishingdatahelpsthestudentandyourbookstoresecuretherighteditions,somethingwhichhelpsmakethepurchasealittlelessstressful.]

Course Description: This course focuses on the study of persuasion as an influencing agent upon humanbehavior.Inclass,wewillutilizethecriticalmethodtoevaluatepersuasion.Inthiscourse,wewillnotpracticethedeliveryofpersuasivespeechesintheclassroom.

[Thedescriptionaboveparallelstheoneinthepublisheduniversitycatalogofourdepartmentalcur-riculum.Yourdepartmentaladministrationorinstitutionalcurriculumcommitteemayalsorequireyoutoplacethecoursedescriptioninyoursyllabus.Suchaduplicationmayseemreassuringlyhelpful to the student. Finally, students seem to find it helpful to know what the course does notemphasize.Especiallyso,sinceourdepartmenthasanadvancedspeakingcoursewheresomeoftheprinciplesandtheoriesstressedinthetextbookareused.]Course Objectives:Youwillbeexpectedtobecomefamiliarwithpersuasionobjectivesandtheo-ries,theresultsofvariousimportantstudiesinpersuasion,andthenamesofkeytheoristsandcritics.Asaresultofsuccessfullycompletingthiscourse,youshouldbeableto:�)understandhowpersuasionaffectsyouasanindividualconsumerofmessagesandasaparticipantinvaryingkindsofrhetoricalsituationsinourcontemporaryandfast-changingsociety;�)analyzeandevaluatevariousperspectivesaboutpersuasionaspresentedinthetext;and,3)becomeamuchmorecriticalandskepticalthinkerandamuchbetterlistener.

[Thecourseobjectivesabovearegeneralized,whichencouragesmetoadaptthemtoindividualclassesonceIknowtheircomposition.SinceourPersuasioncourseisrequired,suchanadaptationisvital.]

Classroom Atmosphere:Respectforyourfellowstudentsandtheprofessorinyourclassroomcom-municationisparamounttothesuccessofthecourse;rememberthatthepersonsinthisclassareofdifferingraces,religions,ethnicbackgrounds,andcreeds.Demeaningremarkstoyourcolleaguesareunnecessaryanddetrimentaltothelearningprocess.Shouldyourcommunicationbehaviorsviolatethestudentcodeofconduct,Iwillnothesitatetoreferthoseincidentstotheappropriatecampus judicial authorities. The campus code of conduct specifically includes provisions for

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theregulationofinappropriatebehaviors,includingsexualharassment.Ifyouhavequestionsonthesematters,pleasediscussthemwithme.

[Thirty-nine years ago, when I first started my teaching career, the statement above seemed un-necessary.But,theacademicworldhaschanged;and,moresothanoutsidersseemtorecognize,the campus reflects the world and its divisions and unity. The nature of your campus and class populationdynamicswillhelpyoudeterminewhetheryouneedtoincludethematerialabove(orsome modification of it). If only for your own protection, the paragraph (modified to fit your needs) ishelpful.]

SAMPLE COURSE OUTLINE OF STUDY

Week� I. Introduction: Definitions [Chapter 1] A. Defining persuasion from a contemporary and classical viewpoint: the role of choice-making B. Theanalysisofpersuasivemessagesandthenecessityforcriticalskills C. Thefourdimensionsofpersuasionandtheirstudy D. Example:“APresidentwithaPurpose”andsomestudyquestions,�7-��.

Week� II. TheClassicalPerspective A. Strategiesandaudiences:predispositions B. Aristotle:themeansofpersuasion,ethos,pathos,logos C. Qualitiesoftheperspectiveandcontemporaryresearchconclusions D. Thecontroversialissueofethics E. Example:theNRAandsomestudyquestions,35-40.

Week3 III. TheRationalHumanandReasonableArgument:Logos A. Theroleoflogosandtheaudience B. Toulmin:ananalyticalframeworkfortheanalysisofarguments C. Testingethicsandevidenceinreasoning D. Example:PresidentReagan’saddressandsomestudyquestions,55-60.

Week4 IV. MotivationTheoryandThePassions:Pathos A. Theroleofmotivationandtheaudience;theemotionalappeal B. Aristotle:theanalysisoftheemotions C. Contemporaryresearch:equilibriumandpersonalgrowth D. Example:PublicServiceAnnouncements,AIDS,andsomestudyquestions,77-8�.

Week5 V. CredibilityandImageManagement:Ethos A. Theinteractiveroleofethos and personal influence B. Conger:theissueofcharisma C. Credibilityandcompetence,goodwill,character,dynamism D. Example:KFCand“TheColonel’sWay”andsomestudyquestions,99-�03.

Week6

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VI. TheSymbolistPerspective A. Realities:empiricalandsymbolic B. Burke: symbols and identification C. CharacteristicsoftheSymbolistPerspective D. Example:OldsmobileandMelanieShatnerandsomestudyquestions,��3-��6.

Week7 VII. Language and Persuasion A. Theimportanceofnamingandtheusesoflanguage B. Thelinguisticrelativityprinciple,denotationandconnotation C. Weaver:languageassociations,“godterms”and“devilterms” D. FranklinD.Roosevelt’s�94�WarMessageandsomestudyquestions,�48-�5�.

Week8VIII. NonverbalSymbolsandPersuasion A. Theimportanceofnonverbalsymbols&humanrelationships B. Knapp, Mehrabian and Leathers: contemporary research conclusions C. Fisher: the “fictions” of the real world D. The“Daisy”politicaladandthe�964presidentialpoliticalcampaignandsomestudy questions,�73-�77.

Week9 IX. FormandStructure A. Formandstructure;theirinter-relationshipandvalue B. Exposition,narrative,andmessagesidedness C. Maxwell&Schmidt,Burke:compliancegaining D. Example:“HerdingCats”andsomestudyquestions,�0�-�03.

Week�0 X. InstitutionalPerspective A. Definitions and characteristics of institutional persuasion B. Theproblemofaudienceconformity;mediarelationshipswithpersuaders C. Sproule:ethicalconcerns,diffusionofinformation D. The traditional electronicmedia,politics andGOPTV,and some studyquestions,�33-�38.

Week�� XI. PersuasiveCampaigns A. Characteristicsofproductcampaigns,publicrelationscampaigns,politicalcampaigns B. Katz,TrentandFriedenberg:campaignmodelsandcycles C. Ethicalconcernsincampaigning D. Thenecessityforcodesofethicalconduct:shouldeachpersondevelopawrittencodeof ethicalconduct? E. Example:“TouretteSyndromeAssociationAwarenessCampaign”andsomestudy questions,�59-�63.

Week��XII. PersuasionandSocialMovements A. Thenatureofsocialmovements;whattheyaccomplish B. Stewart,SmithandDenton:phasesofsocialmovements C. Issuesofethicsandaudiences:the“nograpes”movementandsomestudyquestions,

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�83-�87.Week�3

XIII. Ideology:AdvertisingandImages A. Definitions and characteristics of ideology B. KilbourneandGillette:gendermatters C. Howideologiesdevelop D. Ethicalconcerns,advertising,andthecriticalaudience E. Masculinityandtherazor:questionsabouttheGillettecampaign,3�4-3�8.

Week�4XIV. PropagandaandPersuasion A. Theoriesandcharacteristicsofpropaganda B. Sproule:someapproachestothestudyofpropaganda C. Ellul:politicalpropagandaandsociologicalpropaganda D. Ethics,propaganda,andskepticalaudiences E. Propagandamovies,Triumph of the Will,andsomestudyquestions,34�-348.

[Thecourseoutlineaboveisintendedtocoverseveralpoints.First,Power Persuasionisa“survey”book.Ithasawideapproach,containingvarioustheoriesandthepresentationofideasfromanumberoftheoristsandcritics.Studentsoftenwanttoknowwhichtheoristsyouwillstressthemost;letthemknowinthesyllabus,whichremovestheguessworkontheirpart.Obviously,yoursyllabusisnotintendedtobeexclusive,soyouwillwanttoaddtheoriesandnamesfromyourownreadingasyouexplorethechaptersinclass.Second,thesyllabusaboveallowsyoutimeforquizzesandexams. Many faculty members give a traditional “midterm” and “final” exam, and you can insert thatwhereverisbestforyou.Thetextcertainlyprovidesthematerialforessayandobjectivetypesoftesting.Third,asanyexperiencedfacultypersonknows,courseoutlinessometimesrequirechanges, fine tuning, even total reorganization. Consequently, the plan above for 14 weeks allows leewayfornecessarychanges.]

CHAPTER STUDY GUIDESMaryRoseWilliams

Ihavefoundchapterstudyguidestobeusefulinhelpingstudentskeepupwiththeassignedreadings,aswellastomotivatethemtodomorethancursoryreading.Mystudentsstronglyareadvisedtomakeuseofthestudyguidestofacilitatecomprehensionofthetext,andthemajorityofthemdousetheguides.Initially,Ihandedtheseoutoneclassperiodpriortothebeginningofanewchapter.However, studentsbegan toask for themfartheraheadof time.Foreveryone’sconvenience, I now have all chapter study guides printed and ready to hand out in the first week of classes. In general, I find that the students are much more likely to come to class prepared to discuss text material, having had the benefit of the guides to motivate them. Consequently, classroom discus-sionismoreproductive,withstudentsprovidinginformedandthoughtfulobservationsandanalysesratherthanuninformedopinion.Idonotcollecttheguidesorgradethem;forsomestu-dents this is reason enough not to bother with them. Typically, after the first exam, however, they quickly recognize the fallacy of their ways. The guides easily could be modified to serve as chapterquizzes. Notethattheguidesdonotincludeinformationaboutthecriticalfocuspiecesineachchapter.Sinceeachofthesesectionsalreadycontaindiscussionquestions,Ithoughtitredundanttoincludemoreintheguides.Studentsknowtheyareresponsibleforallcriticalfocusinformation,bothforclassdiscussionandforexams.

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CHAPTER ONE STUDY GUIDE

1. Why is persuasion and the power to persuade so significant?

2. Explain the 4 assumptions contained in the broad definition of persuasion offered by the authors.

3. How is “message” defined?

4. What is Intentional vs. Unintentional Persuasion? (hint: you may want to use authors’ ex-amples andyourownaspartoftheexplanation.Becareful,however,asanexamplebyitselfinNOT thesameasanexplanation.Examplessupportexplanations.)

5. Explain Implicit and Explicit persuasion (a brief explanation of examples provided by au-thors, alongwithsomeofyourownwouldbehelpfultoincludehere.)

6. In the sender/receiver dimension of persuasion, who has more power to influence persuasion, thesenderorthereceiver?

7. Towhatdothetwoterms,“public”and“nonpublic”referwithregardtopersuasion?

8. Whatdoesthe“mythofobjectivity”mean,andhowdoesitrelatetopersuasion?

9. Explainthe3implicationsofthe“mythofobjectivity.”

�0.Whatisthenatureoftherelationshipbetweenpersuasionandpower?

��.Whatisthenatureoftherelationshipbetweenpersuasionandethics?

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CHAPTER TWO STUDY GUIDE

�. WhatdidpersuasioninvolveduringtheClassicalperiod?

�. Whatismeantby“aninstrumentalview”ofpersuasion?

3. Explainthedifferencebetweendialecticandrhetoric,accordingtoAristotle.

4. What was Aristotle’s definition of rhetoric and what are its implications?

5. Explainthe3typesoforatoryAristotleobservedandwhatdistinguishesthemfromone another.

6. Explain the 3 means of persuasion Aristotle identified.

7. Whatisanenthymemeandwhatisitsroleinthepersuasionprocess?

8. Howdoexamplesfunctiontopersuade,accordingtoAristotle?

9. Explain the five characteristics that are fundamental to the Classical Perspective of persua-

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CHAPTER THREE STUDY GUIDE

1. In your own words, define the 6 parts of Toulmin’s model of argument. (Note: try applying the modeltoanargumentofyourown,ortoonethatyou’verecentlyheard).

2. Explain the 3 categories of evidence, and provide specific examples of your own of each type ofevidence.

3. Discuss the 4 patterns of thinking identified as being the most common: define each and explainhowthey’retypicallyusedtopersuade—providingexamplesofyourownforeach.

4. Foreachofthepatternsofreasoning,someethicalconcernswereraised.Alsosome“tests”the audiencemayemploytodetermineiftheargumentaspeakermakesisvalidareprovided. Discusstheethicalissuesraisedandexplaineachofthetestsandtheircorrespondingpatternof reasoning.

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CHAPTER FOUR STUDY GUIDE

�. Explain the twoassumptions thatunderlie theClassicalperspectiveofmotivationandpas-sions inthepersuasiveprocess.

2. For each of the following pairs of emotions (see fig 4.1) briefly relate an example from your ownexperiencethatillustratesthenatureoftheexperience,towardwhomtheemotionwas directed,andtheinclinationtheemotioncreatedinyouoryouraudience.

ANGER/PATIENCE

FRIENDSHIP/ENMITY

FEAR/CONFIDENCE

SHAME/SHAMELESSNESS

EMULATION/CONTEMPT

KINDNESS/PITY

INDIGNATION/ENVY

3. Usinganexperienceofyourown,explainthecognitivebalancetheory.

4. Howdoescognitivedissonancetheorydifferfromcognitivebalancetheory?

5. WhatdoesMaslow’sHumanisticGrowththeorysuggestabouthowtobeaneffectivepersuad-er?

6. Explain:RestTheories,HomeostasisTheories,GrowthTheories.

7. Whatethicalconcernsareraisedregardingtheuseofemotionalappeals?

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CHAPTER FIVE STUDY GUIDE

�. Howisethosrelatedtopathosandlogos?

�. ExplainhowCongruitytheorydiffersfromCognitiveBalancetheoryandCognitive Dissonancetheories.

3. Briefly explain the 4 components of source credibility.

4. Fromwheredoesthecharismaticpersuadergainpower?

5. Whatcharacterizesthecharismaticpersuader?

6. Whattacticsdotheyemploy?(itwouldbehelpfulifyoucouldsupplysomeofyourown specific examples here)

7. Whatmaycauseacharismaticpersuadertolosethepowertopersuade?

8. Whatisthedifferencebetweena“celebrity”anda“notable?”

9. Whataretheprinciplesof“manufacturedcelebrity?”

�0.Whatarethedifferencesbetweentheclassicalconceptofcredibilityandimagemanagement?

��.Whyistheconceptofimagemanagementethicallytroubling?

��.Whyistheconceptofcharismaethicallytroubling?

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CHAPTER SIX STUDY GUIDE

1. Briefly explain characteristics of the symbolist perspective that are similar and those that are differentfromtheClassicalperspectiveofpersuasion.

�. Whatare“symbols”?Howdotheyfunctiontopersuade?

3. Explainthecharacteristicsofdiscursivelanguage.

4. Howdonon-discursiveelementsinthemessagefunctiontopersuade?

5. What are “codes” and what is their significance to the persuasion process?

6. Briefly explain the 5 characteristics of the symbolist perspective.

7. Explain the concept of “identification” and how the president of Southern Oregon State Collegecreateditinhisspeech.

8. Explainthetwoenvironmentsinwhichhumansreside.

9. Whataretheethicalstandardstowhichpersuadersareorshouldbeheldaccountable?

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CHAPTER SEVEN STUDY GUIDE

�. Whatismeantbythe“strategicandinstrumental”useoflanguage?

�. Whyis“naming”powerful?

3. Whatarethetwowaysthepowertodenoteisevidenced?

4. Explaintheprincipleof“linguisticrelativity.”

5. Whatdoesthelinguisticrelativityprinciplesuggestaboutformandstructureofamessage?

6. WhatdoesthelinguisticrelativityprinciplesuggestaboutwhatourlanguagedoesNOTal-low?

7. How do connotative meanings influence persuasion?

8. Howwasthecaseof“nukespeak”anexampleofthepowerofnamingtoconfuseandcon-ceal?

9. Whatare“god”and“devil”terms?

�0.Whatdogodanddeviltermsallowustoconcludeaboutthepersuasivedimensionofnam-ing?

11. Explain the difference between “figures of speech” and “figures of thought.”

12. Briefly explain how metaphors and irony alter the meaning of words from their denotative sense.

�3.Whatconstitutes the“frame”and“focus”ofametaphor?Provideametaphorofyourownand designateitsframeandfocus.

�4.Whatismeantby“metaphoricalforce”?

�5.Provideanexampleofyourownof:HyperboleandOxymoron.

�6.WhatarethethreegeneralethicalprinciplesthatcanbediscernedfromtheSymbolistPerspec-tive?

17. How might ethical principles concerning language come into conflict?

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CHAPTER EIGHT STUDY GUIDE

�. Explainhowemblematicnonverbalsymbolsoperatesimilarlytolanguage.

�. Explainhowemblematicnonverbalsymbolsdifferfromlanguage.

3. Howdotheemblematicnonverbalsymbolsthatresembletheirreferentfunctiontopersuade?

4. HowdoIconsdifferfromemblematicnonverbalsymbols?

5. HowdidAristotlefeelabouttheelementof“delivery?”

6. What are the most frequently identified classes of nonverbal behaviors?

7. Howdononverbalbehaviorsrelatetotheverbalcontentofcommunication?

8. Explainthe“immediacy,power,andresponsiveness”dimensionsofnonverbalbehaviors.

9. Whatismeantby“polyvocal”andhowdopolyvocalmessagesfunctiontopersuade?

�0.Explainhowconstructedimagescanbesensoryandconcreteatthesametimetheyare conceptualandambiguous?

11. Why is it significant (to the study of persuasion) to know that “when our senses are engaged, we experience it first and think about it only afterwards?”

��.Discussthe5persuasiveeffectsofconstructedimages.

13. What are “real-fictions” and how do they influence the persuasion process?

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CHAPTER NINE STUDY GUIDE

In order to complete this study guide, you should choose a film or an episode of a television pro-gramtouseasyourdataforthequestions.

�. Whatexpectationsarebeingarousedinthebeginningofthemessageandhowarethose expectations satisfied?

�. Explainwhatismeantbystructure,andform?Explainexpositionandnarrativestructures. Then identify the structure used in the film or program under analysis. Be sure to provide your rationale/argumentforthestructureyouassignedtothedata.

3. Whatstructural choices(patterns)areusedwithintheoverallstructureofthemessage?

4. ExplaineachofBurke’s forms,andidentifywhichofthesetheaudienceislikelytousein making sense of the message. Be sure to use specific examples from your data to support your claims.

5. Whatcharacteristics of human perceptionareencouragedbythestructureofthemessage?(be sure to explain the characteristics of human perception when discussing specific examples fromthedata)

6. Explain“compliance-gaining techniques”andprovideexamplesofsomeinyourdata.

7. Whatethical considerationsareimportantforthepersuadertoconsideraboutthestructure ofthemessage(s)inyourdata?

8. Whatethical considerationsshouldanaudiencemakeabouttheirresponsestothestructure ofthemessage(s)inyourdata?

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CHAPTER TEN STUDY GUIDE

�. Whatcharacterizesaninstitution?

�. Explainthe4characteristicsofinstitutions,providinganexampleofyourownaspartofeach explanation.

3. Whatarethedistinguishingfeaturesofthedifferentformsofinstitutionalpersuasion?

4. Identify a specific presidential political campaign and use it to explain the characteristics of the institutionalperspective.

5. Explain the various tensions between public service and private profit.

6. Howdothesetensionsimpactthemedia?

7. ExplaintheGateKeeperprinciple.

8. ExplaintheAgendaSettingFunctionoftheMedia.

9. Whatarethevariousmeansbywhichpersuadersobtain“freemedia”coverage?

�0.Explainthefollowingterms—inyourownwords—andtheirrelevancetotheinstitutional perspectiveofpersuasion:marketSegmentation,ReferenceGroups,RhetoricalVision,“the masses,”and“crowdmentality.”

��.Explainthetheories,discussedbytheauthors,regardinghowpersuasivemessagesreach audiences.

��.Whataretheadditionalethicalchallengesposedbyinstitutionalpersuasion?

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CHAPTER ELEVEN STUDY GUIDE

�. Explainthedistinguishingcharacteristicsofpersuasivecampaigns.

�. Explainthetwodifferentconceptualschemesforpersuasivecampaigns.

3. Discussthefactorsthatencourageaudiencesegmentation.

4. Whatisthedifferencebetweenaformalandaninformalcommunicationnetwork/channel? Whataresomeoftheadvantagesofeach?

5. Explainhowandwhycampaignsadapttheirmessagesastheyprogress.

6. Explainthetwoprimaryethicalconcernsregardingpersuasivecampaignsasdiscussedinthetext.

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CHAPTER TWELVE STUDY GUIDE

�. Discussthecharacteristicsofasocialmovementandwhatdistinguishesthemfromother campaigns.

�. Explains the stages of a social movement and the communication that characterizes eachstage.

3. Explaintheethicalconcernsthatareuniquetosocialmovements.

4. Bywhatethicalstandard(s)shouldwejudgetheethicsofasocialmovement?

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CHAPTER THIRTEEN STUDY GUIDE

�. Discussthecharacteristicsofideology.Explainhowthesecompareandcontrasttothe characteristicsofinstitutionalpersuasioningeneral.

�. Explainhowideologyhelpsustomakesenseoftheworld.

3. Ideologyiscomposedof3parts:explainthese.

4. Explainthe4culturalmythsthatRobertReichdiscoveredarecommoninAmericanmoralitytales,whichhelptoperpetuateideology.

5. Whatis“hegemony?”

6. Explainthestagesofideologyformation,includingadiscussionofthetype(s)ofpersuasive communicationthatoccursineachstage.

7. Explainthevariouswaysbywhichideologycancopewithanomalies.

8. Discusshowthedevelopmentanddisseminationofanideologyisassistedbyformal communicationsystems.

9. Discussthefourethicalconcernsaboutideology,andthepersuasionthatcreatesandsustainsthem.

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CHAPTER FOURTEEN STUDY GUIDE

�. Whatdistinguishespropagandafromideology?

�. Discussthe6characteristicsofpropaganda.

3. Explainthestagesofpropagandacampaigns.

4. Discuss how each of the 4 rules of propaganda campaigns identified by Adolph Hitler in his book,Mein Kampf,incorporatesanumberofassumptionsabouttheaudienceandtheobjective ofpropaganda.

5. In this chapter, several classical techniquesofpropagandisticmessages arediscussed.Pro-vide someofyourownexamplesofthese.Also,explainhoweachtechniquefunctionsinthe propagandacampaign.

6. TheoristJacquesElluldrawsdistinctionsbetweenthetypeofpropagandaasexplainedbyclassicalpropagandatheoriesandcontemporarytheories.Hediscussesthetypesof propagandaaccordingtofourcharacteristics:politicalpropagandaandsociological;agitative andintegrativepropaganda;verticalandhorizontalpropaganda;andrationalandirrational propaganda.Discussthecharacteristicsofeachtypeofpropaganda.

7. Explain“white,gray,andblack”propaganda,andtheethicalimplicationsofeach.

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GENERAL ORIENTATION POINTS FOR THE COURSE

1. CLASS ATTENDANCE POLICIES:Youareexpectedtoattendclasseachday;absenceswillbenotedinmyclassrollbook.Chroniclatecomerstoclasswillalsobenotedinmyclassrollbook.Ifyoumustmissclassforavalidreasonasoutlinedinthecampusstudenthandbook,pleaseprovideme with appropriate written documentation as specified. Whenever possible, please consult with me in advance of your planned absence. If you fail to attend class without reason as specified inthecampushandbook,youshouldexpectmetoaskyouforexplanations.Ifyourunexcusedabsences fit a pattern, I reserve the right to provide an appropriate penalty. In general, students who skipclassalsoscorethepoorestquizgrades,especiallywhen“pop”quizzesaregivenandyourabsenceisunexcused.No“make-up”opportunitywillbeprovided.

2. THE TEXT:Youare required to read the textbookchaptersasassigned for three reasons.First,becausetheknowledgegainedfromthetextbookwillmaximizeyourunderstandingofhowpersuasionaffectshumanbehavior.Second,doingthereadingassignmentswillhelpyoubecomeaknowledgeablediscussanteachclassday.Third,afailuretoreadthetextliterallyensuresyouwillfail the quizzes, and probably the final exam.

3. CLASS DISCUSSION:Fifteenpercentofyourclassgradeisbaseduponclassparticipation.Myassessmentofyourclassparticipationisbaseduponthreepoints.First,yourwillingcontribu-tiontotheclassfromthevarioussourcesofmaterialandotherin-classcontributionsfromyourcolleagues.Second,yourwillingnesstohelpstimulate,develop,andevaluateideasinclass.Third,mypracticedevaluationofthequalityandquantityofyourclasscontributionstotheprogressoftheclass.Ifyoudisagreewiththissystemofevaluation,thisclassisnotforyou.

4. GRADING SYSTEM:Theuniversityhasanauthorizedgradepercentagesystemfullyde-scribed in the student handbook, and all students should understand that I use the authorizedplus/minussystem.Iassignthefollowingpercentagevaluetoeachassignment:QuizNo.�(essayassignment),�5%;QuizNo.�(objectivequiz),�5%;FinalExamination,30%(Notetostudents:if your pre-exam grade average through the course is 90% or better, you are exempt from the final exam.); Class Discussion, 15%; Term Paper, 25%. My final examination is cumulative, i.e., I will includequestionsfromallthetextchapters,lectures,andlibraryreservematerial.Ireservetherighttochangethepointallocationtotalonanyofthecategoriesaboveupongivingappropriateandduenotice.

[Note:Asasubstitutecategoryforthetermpaper,tryaddinga“ShortPapers”categorywhichal-lowsfortheassignmentofshorttopicalessays,orout-of-classobservationsbaseduponclassroomneeds.Onoccasion,Ihavealsousedthecategoryforaddinganextraquiz.Inanyevent,thecategoryallowsyoufreedomtoadaptyourteachingstrategytotheparticularclass.]

5. PLAGIARISM:Accordingtotheuniversitystudentcodeofconduct,plagiarismmayoffergroundsforsuspensionorexpulsionfromtheuniversity.Copyingmaterialwithoutappropriatecitation,lookingonsomeoneelse’stestpaperduringaquizorexam,andsubmittingatermpaperpurchasedfromaninternetsourceareonlyafewoftheexampleswhichwillearnyouchargesbefore the student judicial court. If you are in any doubt about the definitions of plagiarism, please consulttheinstructor.

[Onlyonceinmyteachingcareerof34yearshaveIfeltthenecessitytobringacheatingchargetothestudentjudicialcourt,andthatwasonetoomany.Makingyourpositionclearinthesyllabusisimportant to prevent plagiarism issues from arising in the first place.]

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QUIZ 1: THE ESSAY ASSIGNMENT

Mechanics: GradeValue, �5%. Essay length: minimum, �,�50 words/maximum, �500 words.Pleasedonotuseanyfontlessthantenpoint.Eachpagemustbenumbered,andthepapermustbetypewritten or word-processed only. Handwritten papers are not accepted! Late work is typically unacceptable.

[Note:Proclaimingthatlateworkisneveracceptableinasyllabusoftencausesdistresstofacultyandstudentalike.Whenyouareconfrontedwithlaterequests,citeyourpositionbaseduponyourcollege/universitystatutes.Ingeneral,itiswisetoadvisestudentsofyourpositionasyouaregiv-ingtheassignment.]

Objectives:ThisessayisintendedtobeacapstoneofoureffortstoexploretheClassicalPerspec-tive,althoughyouarequitefreetociteanypartofthebook.Yourproseshouldbeclear,coherent,unified and provide a sense of originality.

Topic: Using Persuasion to Solve A Problem

UsingChapters�-5asthenecessaryreadingbackground,completeyouressaybyansweringthequestionsbelow.Itwillhelpyourgradeifyourevealyourreadingofthematerialintheessay.In-textcitationsarerecommended;youmayanswerthequestionsastheyarelistedoranswerthemwithinthecontextoftheessayitselfwithinanintegratedwhole.Donotincludeabibliographyorappendiceswiththepaper.

[Youmaywishtoconsultthedynamicsoftheclasstodeterminethestructureoftheassignment.Advancedclassesmightbeencouragedtowritetheintegratedessay;beginningstudentsmightbeencouragedtofollowthemorestructured“answerthequestion”approach.Furthermore,althoughI find the essay assignment helpful as a prelude to writing the term paper for diagnostic purposes, thetopicmightwellbeadaptedanywherewithinthesemesterasanessayassignment.]

Inessayfashion,andwiththehelpofthetext,explorethefollowingpoints:

�. Clearly explain a recent life problem which required persuasion from you to resolve. Forexample, did you need to persuade someone else to allow you to buy (or finance) a car, resolve an academic difficulty or establish how, when, or where to secure a part-time job to finance your education?Anyoftheseproblemsoronesofsimilarvintageareusualandtypicalforstudents.

�. Clearlyexplainthenatureofthelisteners/readers/audiencesofyourmessages,thenatureoftheoccasion(s) or setting(s), and other appropriate background factors. When you finish this question, I should have a firm understanding of the persuasion situation and some of the constraints which youfaced.

3. Clearlyexplainhowyouresolved(orfailedtoresolve)thepersuasionproblem(youmightwanttoconsultChapters3,4,&5).Whatstrategiesdidyouuse?Whydidyouchoosethem?Inadvance,didyouanalyzethekeydecision-makersregardingyourmessages?Sincelistenersrequirethatmessages have content, where did you find your best evidence—friends, library, relatives, the in-ternet?Didyoudiscussyourstrategieswithothersbeforeyourattemptstoresolvetheproblem?

4. Whatweretheshort-termandlong-termresultsofyourattempts?Ifyoucoulddoitalloveragain,wouldyouusethesamestrategies?Wouldyouadviseotherstousethesamepersuasion

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strategies?Underwhatconditions?Didyouanalyzeyourkeydecision-makersreasonablywell?Lastly, what about your personal credibility—did you enhance your “trust quotient” with other decision-makers?Ifso,howdoyouaccountforit?[TonudgestudentsalongwhenIhandoutthisassignment,Ifrequentlydividetheclassintofouror five groups and ask each group to discuss the four sets of questions above. You may wish to advisethemtofocusonaparticularchapter(orasectionwithinthechapter)intheirdiscussions.Forexample,inreferencetoquestionfourandtheissueofcredibility,Iusuallyaskmystudentstofocusonpages87-9�.Inreferencetoquestiontwo,askthemtoexaminepages47-55,sincethatmaterialgetsintostrategies.Inanycase,anadvancediscussionabouttheassignmentwithmyroleasobserverandresourcepersonseemstotaketheedgeawayfromtheassignment.]

MOTIVATING YOUR STUDENTS

Classroomfacultyareoftenatourbestwhenweseeandhearstudentsmotivatedenoughtopar-ticipateinclassdiscussionwithoutpromptingthem.Anenergeticparticipatoryspiritisdesirable,yet often difficult to achieve in a class devoted to the exegesis and learning of theory. Consequently, enablingthestudenttolearnthroughabalanceofteachingmethodsisvaluable.Myownphilosophyfocusesongettingthestudentstoteachthemselvesbasedaroundestablishingaconduciveclimatetolearning,beingpersonallymotivatedintheclassroom,andmakingmyteachingobjectiveswell-knownatthebeginningofthesemester.Itseemsreasonablethatweshouldbeenergizersoftruth,aswellasbeingknowledgeableaboutthesubjectmatterweteach. Yourmotivationwillbecomecleartothestudents,nomatterwhatyoudo;consequently,somebriefideasaboutmotivationseemreasonable. Students find their textbooks helpful when studying for tests. They are more often motivated when they find textbooks applicable to life, beyond the classroom. Power Persuasionissuchatext.Theexamplesarereal,drawnfromlifeitself(theclassicalperiodtothepresent),andtheyareconnectedtotherealitiesofstudentdiscussion.Forexample,thematerialonclassicmythonpages�9�-�93grabbedmystudents’interestandservedasahelpfulguideforin-classsmallgroupdiscussion. The topics of myth and religion and film are powerfully vibrant to contemporary stu-dents. Today’sstudentsrespondtononverbalsymbols.Thetextprovidesplentyofprovokingex-amplestoreinforcetheory.TheideasofTonySchwartz,forexample,maybeold(seepage�76).YettheBudweisercommercialsof�995(page�69)wereeasyenoughtobuilduponformyclassestobrainstormthroughawholehistoricalarrayofpost-�995commercialsexemplifyingSchwartz’sideas. Youwillsaveyourselflotsofgriefandyourstudentswillthankyoumanytimesover,ifyoupromoteaspiritofadaptabilityintheclassroom.Thetextpromotesthisinanumberofways,mostspecifically in the presentation of the chapters. Rather than starkly spelling out the theories and definitions at the front of the chapter, the authors begin with a discussion of a real-world example, whichattheendisexpandeduponandlinkedtothevideoexampleandappropriatetheorymaterialfromthechapter.Onceintothechapter,theauthorshavecarefullydrawntheirobjectives.Thus,thestructureofthechapterspromotescontactwiththeworldofpersuasionapplicationbeforeitprovidestheexegesisoftheory.Suchachapterpresentationalstyleisconducivetothepragmaticnatureofpersuasioninitsmanyandvariedapplications. Studentstakeyourpersuasioncoursebecausetheyhaveaneedtodoso.Apartfromsatisfy-ingacurriculumneed,youmaybeabletohelpthemusethetextbooktosatisfyotherneeds,suchasdevelopingtheknowledgetoprepareforanupperdivisioncourse,orevenacareerobjective.Thetextishelpfultotheseobjectives,sinceitpromotestheuseofcriticaltoolstoevaluatepublicand interpersonalpersuasionapplications.Chapter3, forexample,which is focusedon thera-tional human,clearlylinesoutthegenuinedilemmaseventrainedcriticsofdiscoursehavewith

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apresidentialspeech.Yet,thekeyquestionsonpage55arebedrocktoalmostanyanalysisofpurposivehumandiscourse. Finally,getinterestedinyourstudents.First,theyarefullyhuman,subjecttothesamestressesandstrainswhichcomeyourway.Theyareofteninneedofagoodlistener,atranslatorofschool/department policies, even an “ombudsman” to resolve difficulties. Second, students will sense your interestifyoushowaknowledgeofcampuslife.Readtheschoolnewspaper,listentothecampusradiostationnowandthen(top40rockandrollisn’tmybageither,butIstilltrytoknowwhat’shot),andfollowthevarsitysportsscoresandteamefforts.Attendastudentplayormusical.Gotothestudentbookstoreandhangoutoveralunchhour.Noneoftheseactivitiescostyoumuchmoney,onlyalittletime.

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SAMPLE TEST FILE(Power Persuasion: 3rd edition; 2002)

[Thefollowingquestionshavebeendevelopedfromthe�ndand3rdeditions.Youwillnotethatsomequestionsuseprosedirectlyfromthebook,whileothershavebeendevelopedbystudentsfrom class discussion. Although I create five possible options for each question, I have not used anyofthedistractersoftencommontoanolderstyleoftesting,e.g.,theinclusionof“noneoftheabove”or“allofthebelow.”Ingeneral,IavoidtheuseofthewordnotintestingbecauseIbelieveitofteninvitesconfusioninthetesttaker’smind.Also,noticethateachoptioniswritteninlowercase,butprefacedbyacapitalletter.Accordingtosomecritics,thisishelpfultosomepeoplewithreadingdisabilities.Finally,noticethatthelengthofthequestionsvariesgreatly.Rarely,however,do I have students who are unfinished at the end of an hour with a 45-question quiz.]

Some suggestions for testing using Power Persuasion

Gettingatwhat isessential in testing is rarelyaclear-cutdecision. Itwillhelp ifyouplanthequestionssothattheyachieveyourfundamentalobjectives.AccordingtoCharlesWalker,in“Classroom Assessment for Literacy: Searching the Course Content Worth Teaching and Learn-ing,”Educational Forum,�(�99�),�05-��6,thereareseveralmajorgoalsforobjectivetesting.Studentsshouldbetestedoncontentwhichisafoundationtothecourse,therefore,importanttermsand key names are valuable. Chapter 1 (Definitions), Chapter 2 (Classical Perspective), Chapter 6 (SymbolistPerspective),andChapter�0(InstitutionalPerspective)haveanabundanceofmaterialwhich fits this criterion. Presumingthecourseiskeytothestudents’curriculumortotheirmajor/minorincommuni-cation, then it is entirely fitting to ask questions about key theories, key research studies, and key researchers. Frequently, psychology, sociology and political science majors take our course inPersuasion;andmanytimesthesenamesandtheoriesseemfamiliar,althoughtheyaredifferentlypresented,discussedandanalyzed. Anothermajorcriterionisthattestingshouldberepresentativeofthetextitselfandappropri-ateforthecourse.ThewritingofAristotle,KennethBurke,RichardWeaver,RichardJohannesen,AbrahamMaslow,JacquesEllul,EverettRogers,ElihuKatz,JudithTrent,RobertFriedenbergandVictoriaO’Donnell,forexample,areimportantwithinthebook.Theauthorscitethesewriterstodevelopthetext(andtosupporttheirownviewpoints).Itcanalsobearguedthatmany,perhapsall,oftheseresearchersareimportantforcommunicationstudy.Similarly,theauthorsdevoteparticularemphasis to a number of theories which are important to both the text and the field, e.g., the ideas ofAristotleandCicero,balancetheory,cognitivedissonance,compliancegaining,credibility,ethics, equilibrium theories, concepts of identification, logic (a topic throughout the entire textbook), socialmovementsandpropagandaanalysis. Studentsexpecttobetested,andtheyexpectthequestionstobefair,challengingand com-prehensive. They expect test questions to reflect the text, your lectures, the discussion ses-sionsinclass,youruseofthechalkboardandotherlearningmaterials,suchasthevideowhichaccompaniesthetextbook.Ingeneral,myexperiencehasbeenthatthosestudentswhoscorethepoorestgradesdosobecauseofdeterminablereasons,e.g.,theyskipclass,failtoreadthematerial,failtotakenotesatall(ornotesofonlymarginalquality),simplydonotstudyforthetests,ortheinstructorhasn’tpreparedtheclassforthequiz. Youmaywanttotryaskingthestudentstohelpyoudesignthequiz—aprocedureIusequiteoften.Inadvance,withenoughtimeforclassdiscussionandtotakeasamplepracticequiz,Iaskmystudentstocreateseveralquizquestionsforeachchapter,suchasthosebelow.Intheirdraftstome,thecontributorsmustplacetheirnamesonthesamplequestions,mustdisclosewherethequestionandanswercamefrom,andprovidequestionsonlyfrommaterialcoveredintheunittobetested.Theformatofthequizmustlookliketheonesthatfollow.Toassistthemindeveloping

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thequestions,Igenerallydividethestudentsintoteamssotheycanfocustheireffortsonparticularchaptersorproblems.OnceIcollectthesetestmaterials,Ideviseasamplepracticequizoftenorfifteen questions from the ones submitted and then administer it. Imaintaincontroloverthetestprocess,reviewingthequestionsandanswers,changingthestyleand grammar, and selecting the final questions and answers from the material submitted, and, of course,addingsomeofmyownmaterial.Classdiscussionfollowsthequiz,andweevaluatethequestionsandtheanswersonclarity,coverage,style,fairnessandgrammar. Thenamesofthestudentcontributorsarenotusedoneitherthesamplequizoronthetestit-self;butduringthepre-quizdiscussionsession,eachcontributoriscalledupontopresent,explainanddefendhis/herquestionsandanswers.Thisallowsthestudenttojustifyandclarifyideasandconcepts;andwhennecessary,studentsarestronglyencouragedbytheclasstorewritethequestionoranswer. Whilesomefacultymemberswillsurelyrejecttheapproachabovebecauseitmayseemratherlikeabdicatingprofessorialpower,Ihavefoundittobeinvigorating.Ingeneral,withproperin-struction about testing theory (which most students seem to find intriguing) prior to the formulation ofthequestions,studentswilldoaverygoodjobofcreatingquestionswhichcoverthechaptermaterial.Thefactisthatwritingagoodtestquestionisanart,notascience;andstudentscan(anddo)masterit.Explaininganddiscussingtheseproceduresinclassfocusestheirattentiononthequizortest. Thereareotheradvantagestothisparticipatoryapproach.Principally,fairnessconcernssel-domariseafterthetest iscompleted,gradedandreturnedtothestudent.Studentsseemtofeelstrengthenedandmotivatedbythethoughtthattheywillverylikelygetagoodgradeonthequiz,even though I am unable to find empirical support for such an assertion. Since I may change the questions(andtheanswers)fromthematerialtheyprovide,thereisnoguaranteeatallthattheques-tionsselectedwillbeidenticaltotheirquestions.Yet,theyunderstandthatmyrevisionprocessisappropriateandnecessary.Mostofall,theprocessseemstolessentensionintheclassroom,whichisavaluableadvantage.

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QUIZ 1: CLASSICAL PERSPECTIVE[Chapters 1-5]

Sample Instructions: Please read the questions completely before you answer them. Don’tbotheryourneighborduringtheexam;don’tcheat.Ifyoudo,Iwillprocesschargesagainstyoubeforethestudentjudicialboard.

[Studentsneedtoknowyourfeelingsaboutcheatingandwhatyouwilldoifitoccurs.Constructyourownparagraphaboutthematterandplaceitatthetopofpageoneofthequiz.]

__�. Inclass,wehavestressedthatpersuasionandcoercionaredifferent.Coercionemphasizes:A.messageconfusionB.physicalforceortheuseofthreatsC.theuseofunreliablesourcesofcommunicationD.theuseoffalseevidenceE.failingtouseevidenceinaspeech[B,page��,see note three. This distinction may be in an end note, but the definition is important.]

__�. Thelatestresearchonethos cited in the book has consistently identified audience perceptions ofapersuader’s____________________asamajorcontributortoeffectivepersuasionwithothers.A.dynamismB.goodwillC.trustworthinessD.rationalityE.competence[A,page9�.Thisisimportantbecauseitbearsuponaudiencejudgments.]

__3. By definition, Aristotle’s concept of ethosisfocusedonreceiverperceptionsof:A.education,character,dynamismB.goodsense,goodcharacter,goodwillC.dynamism,credibility,goodwillD.goodcharacter,goodsense,dynamismE.trustworthiness,competence,expertise[B,page87.Contrastthiswithcontemporaryresearchonethos.]

__4. According toMaslow’shierarchical system, self-actualizationneeds involve: A. respectandstatusinoursocialworldB.opportunitiestorealizeone’sownpotentialC.food,rest,safetyD.freedomfromphysicaldangerorharmE.affection,companionship,inclusion[B,page73.Maslowisapopularsourceinanumberofcommunicationtheorycourses.]

__5. The“GettysburgAddress”wasdeliveredby:A.JohnKennedyB.FranklinDRooseveltC. Abraham Lincoln D. George Bush E. William McKinley [C. The first major reference to the “Gettysburg Address” is not in the first five chapters; nevertheless, I have included this question in theClassicalPerspectivetodeterminethehistoricalliteracyoftheclass.Itisunlikelyeverystudentwillknowthecorrectanswertothisquestion.]

__6. According to __________, charismatic leaders have always personified the forces of change. A.HeiderB.MaslowC.FestingerD.CongerE.Rokeach[D,pages9�-93.]

__7. Accordingtothetext,persuasioninvolves______________foritistheresultofacomplexinteractionofmanyfactorsworkingtogether,withthevariouselementsandfactorsbothin-fluencing one another and shaping the final outcome. A. motivation B. intent C. two-way com-municationD.processE.decision-making[D,page4.]

__8. By definition of function, analogies are the same as: A. definitions B. a causal relationship C.comparisonsD.philosophicalspeculationsE.sameastestimony[C,page49.]__9. Apopularpsychologyofmotivation theorymaintains thataffection,companionship,andinclusionare:A.self-actualizationneedsB.egoneedsC.socialneedsD.physiologicalneedsE.safetyneeds[C,page73.]

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__�0. Findinganalogiesisofteneasierwhenyoulookforsomekindofcue,suchas:A.obviouslyB.alwaysC.ifD.probablyE.like[E,page49.]__��. Congruitytheoryisoftenlinkedtowhatcontemporaryresearcher(s)?A.Osgood/Tannen-baumB.HeiderC.FestingerD.RokeachE.Conger[A,page88.Rememberthatthesenamesare sometimes difficult to recall, so be sure to outline them in class before the quiz!]

__��. Recentpersuasionresearchhasstressedlistenerstatesofbehavior,theelectronicmediaandthenatureof“objectivity.”TheNRA“documentary”seemstoimplythatthislobbyinggroupregardsitspublicviewingaudienceas:A.essentiallyknowledgeableaboutassaultweaponsB.slightlyinterestedinpoliticalissuesinvolvingguncontrolC.generallyignorantormisledregard-ingthe“correct”knowledgeaboutassaultweaponsD.generallyunconcernedaboutthetopicE.mildlyunconcernedaboutthetopic[C,pages��-�3.AlsoseethevideoexcerptoftheNRAmate-rialwhichisveryhelpful.]

__�3. An informal systemof argumentwasdevelopedby: A.Cicero B.Toulmin C.FisherD. Lincoln E. Bailey [B, page 44. Toulmin is a definitive part of the Classical Perspective in thetext.]

__�4. Aristotleisconcernedaboutthematterof“goodcharacter”whichfocuseson:A.enthymemesB.logosC.pathosD.ethosE.syllogisms[D,page�6.Thisisastudentgeneratedquestion,andtherationalefocusesontheissueofcharacterwhichtheycontendisimportantinoursociety.]

__15. Political discourse, according to the Classical Perspective, might specifically involve per-suasiveattemptstoachievepersuasionin:A.CongressionaldebatingB.afraternityhome-comingpartyC.aclassroomtestsuchasthisoneD.ahighschoolclassreunionE.criminaltrialproceed-ings [A, page 26. This is another student generated question although the specific example in A is notinthetextbook.]

__16. _____________ refers to the soundness of arguments or the confidence with which one may accepttheconclusionofanargumentastrue.A.dynamismB.validityC.reliabilityD.accuracyE.truthfulness[B,page30.Thematterofmaterialvalidityandformalvalidity,howeverimportant,seems best used for clarification in teaching, rather than on a test.]

__�7. Althoughanumberofclassicalrhetoricianshaveexplainedlogos,ethos,andpathos,whatGreektheoristshouldmostlikelyreceivethemostcreditforthemostextensivediscussionoftheseconcepts?A.AristotleB.PlatoC.CoraxD.DiogenesE.Demosthenes[A,page87.MystudentshavenoticedthatAristotleisveryimportanttothestudyofpersuasion.]

__�8. Inaspeechdesignedforatypicalcollegestudentaudience,pathosmightbestbeusedwithlisteners in a speech as: A. statistical evidence developed to expand the listener’s knowledgeB. factual appeals intended to influence the listener’s ideas C. value oriented appeals intended toswaythelistener’sfeelingsD.theuseoflogicsoastoincreasethelistener’srationalabilitiesE. the presentation of structured conclusions designed to influence the listener’s awareness of theorganizationofthemessage[C,pages�6-�7.Thisquestionandtheanswersweredesignedbymystudents.]

__�9. Ofthethreeclassicalmodesofdiscourse,thedescriptivelabelforensicrefersbesttowhatcontemporaryexample?A.after-dinnerbanquetspeechesB.CongressionalcommitteemeetingsC.astatelegislaturecommitteehearingD.theMontana“freemen”courtroomtrialE.familyre-unionstory-tellingsession[D,page�6.Thisisanotherstudentdesignedexample.]

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__�0. ________________deliveredaseriesoflectures,laterentitledRhetoric,whichdescribevarious concepts about persuasion upon which our text authors often rely for their discussionabouttheClassicalPerspective.A.QuintilianB.CiceroC.AristotleD.CoraxE.Demosthenes[C,seeChapter�.]

__21. According to Aristotle, one means of persuasion centers on ______ which can be defined asthe“substanceofamessage.”A.pathosB.syllogismC.ethosD.logosE.language[D,page�6.]

__��. TheauthorssuggestthatPresidentReagan’s“FactsareStubbornThings”speech:A.isfullofindisputablefactsB.containsliesC.containsquestionablereasoningD.providesexcellentexamplesofstatisticalevidenceE.providesexamplesofsuperiorreasoning[C,page60.Theauthorsofferanexcellentexampleoftraditionalanalysis,andthecitetoJohannesenisworthyofreading.]

__�3. Theclassicalconceptofceremonialrhetoricfocuseson:A.adversarialdebateB.theora-toryofdisplayC.social/communityvaluesD.deliberativediscourseE.discourseofadialecticalnature [B, page 26. Note the authors’ justification for ceremonial (“epideictic”) discourse.]

__�4. Accordingtotheauthors,contemporaryscholarshipsuggestsfourcomponentsofsourcecredibility:A.moralcharacter,dynamism,rationality,competenceB.goodwill,moralcharacter,dynamism,competenceC.goodwill,rationality,competence,evidenceD.competence,moralcharacter,rationality,dynamismE.evidence,moralcharacter,goodwill,competence[B,page9�.Notethecontrastbetweencontemporaryscholarshipandtheclassicistposition.]

__25. In the Classical Perspective, the authors indicate in their definition of persuasion that _______________isprofoundlyimportant.A.thesenderofthemessageB.theevidenceinthemessageC.thenatureoftherhetoricalsituationD.theroleofchoice-makingE.theclarityofthelanguageinthemessage[D,pages4-5.Notethattheauthorsfullyacceptthatpersuasionisultimatelyaudience-centered(page9).]

__26. The definitions of persuasion which we have positively emphasized in our class focus on: A.coercionB.choiceC.combativenessD.deceptionE.soundideas[B,pages4-5.]

__�7. TheYale studieshavebeen instrumental in investigatinganumberofaspects regardingpersuasion: sourcecredibility,messagecomprehensibility,orderofarguments, etc. Identify thewell-knownresearcherassociatedmostprominentlywiththesestudies. A.HeiderB.HovlandC. Toulmin D. Festinger E. Maslow [B, page 32. These studies are seminal to the field.]

__�8. CiceroandQuintilianwereinagreementthatanyethicalcommunicatormustbetrained:A.intheusesofappropriatelanguageB.howtouseevidenceC.innonverbalcommunicationD.inthevirtuesaswellastheartofrhetoricE.intheuseofrationalappeals[D,page97.Alsoseepage�6.Theauthorsaddressthisquestionseveraltimesinthetext.]

__�9. Theexplorationofpathosrelatedconcepts,i.e.,cognitivedissonance,iscurrentlyatopicofbehavioralresearch.___________isprobablyoneofthebest-knownresearchersonthatsubject.A.Abraham Maslow B. Chaim Perelman C. Leon Festinger D. Stephen Toulmin E. Walter Fisher [C,pages7�-73.Festingerhasbeengivencreditforhundredsofstudies.]

__30. Ingeneral,numericalcollectionsofexamplesarecalled:A.narrativesB.testimonialsC.illustrationsD.statisticsE.percentages[D,page47]

3�

__3�. Today,anentireindustryisdevotedtothealteringandconstructionofthe_________ofindividualsorcorporateentities.A.pathosB.logosC.ethosD.natureE.rationality[C,page94]

__32. Aristotle endorsed the enthymeme as the preferred form of argument. The easy definition of anenthymemeis:A.adeductiveargumentB.amajorpremiseC.arhetoricalsyllogismD.aninductiveargumentE.aclassicalsyllogism[C,page�7]

__33. IntheNRA“documentary”,atleastonespokesmanfortheNRAblamedwhatpartofoursocietyformisinformationaboutguncontrol?A.gunbuyersformuseumsB.theanti-gunlobbyC.gunsellersD.thepress/mediaE.thepoliticiansinWashington[D,page36]

__34. Typically,enthymemesare:A.completedbythesenderofthemessageB.completedbythereceiverofthemessageC.completedwithinthecontextofthecommunicationsituationD.completedbysendersemphasizingmessagecreativityE.completedwithinformallogicalthink-ing[B,page�7]

__35. Aclassicalviewpoint:Ifthepreferredformofargumentwithinamessageisanenthymeme,thenwhatshouldbeasecondformofproofinourpersuasion?A.analogiesB.argumentsC.clear language D. examples E. claims [D, page 28. The authors place significant emphasis on the enthymeme,andtheydrawfromBitzer’sclassicstudyinQJS.Seenote��,page4�.]

__36. Of the five canons of classical rhetoric, ____________ refers to the discovery and selection ofthemeansofpersuasion.A.inventionB.arrangementC.memoryD.deliveryE.styleoflanguage[A,page�8]

__37. Various classical rhetorical theorists believed that in the final analysis, the most effec-tivemeanstouseinpersuadinglistenerswas:A.throughthedevelopmentofreasonedideasB.throughthedevelopmentofclearlanguageC.throughtheuseofgoodwillandfriendlynonverbalcommunicationD.throughthespeaker’smoralcharacterE.throughtheapplicationofclearlystructuredappeals[D,page�6.Thisquestionisbutarestatementofnumber�8above.]

__38. AccordingtoToulmin’sargumentmodel_________isthesupportfortheclaim.A.claimB.data C. warrant D. backing E. qualifier [B, page 45. Be sure to read Toulmin’s book, see note 3.]

__39. Ininformalargumentation,the__________explainswhytheclaimistrueifthedataisac-cepted as true. A. data B. warrant C. backing D. rebuttal E. qualifier [B, page 45]

__40. Accordingtothetext,Maslowarguesthatwearemotivatedby:A.areductionoftensionB.thepreservationofourpersonalequilibriumC.thedynamicsofpathosD.enlightenedself-interestE.thehumanneedtogrow[E,pages73-74.Theauthors’clearexplanationofMaslow’slimitationsishelpful.]

__41. We have encountered a number of definitions of persuasion. The authors’ definition states that “Persuasion is the process by which ____________ influence(s) choice-making by others.” A.languageandreasoningB.evidenceandrationalityC.languageandactionD.symbolic actions and nonverbal communication E. rational ideas [C, page 4. This definition is so fundamental that it always appears on my final exams.]

__4�. Thecontemporarytheoristwhodevelopedasystemofevaluatingargumentsis:A.Osgood

3�

B.HeiderC.HovlandD.RokeachE.Toulmin[E,pages44-46]__43. Thetextauthorsidentifywhatitembelowasthe“pointthatanadvocateistryingtomake?”A.backingB.dataC.warrantD.claimE.rebuttal[D,page44]

__44. Aristotle’sideasonthecommunicationdynamicsoftheenthymemearecenteredonwhatpoint?A.thattheaudienceparticipatesinthebuildingoftheargumentB.thatthesenderofthemessagemustbeespeciallyrationalinthedeliveryofthemessageC.thatenthymemesmustbeorganizedtopromoteclarityofthemessageD.that theenthymemeisnecessaryinpersuasivemessagesE.thatenthymemesmustbephrasedproperlybythespeakerformaximumlisteneref-fectiveness[A,page�7.Thisquestionisactuallyarestatementofquestion34above.]

__45. Themostfundamentalandrepresentativeofbalancetheories isbaseduponamodelby:A.OsgoodB.HeiderC.HovlandD.RokeachE.Toulmin[B,page69]

__46. According toToulmin,_________ isanything thatanaudienceacceptsassupport foraclaim.A.backingB.dataC.warrantD.claimE.rebuttal[B,page45.Mystudentshavearguedthatthisquestiongetsatanoperativeunderstandingofthedatastep.]

__47. ThetwotelevisionadsonAIDSwhichweviewedinclassarenoteworthyforstudentsofpersuasionbecauseoftheirrelianceupon:A.theuseofhighfeararousaltechniquesB.emphasisoninformalreasoningC.interestingvisualgraphicsD.presentationsfromknowledgeablemedi-calauthoritiesE.clearlyunderstandabledescriptionsofAIDSproblemswithordinarypeople[E,page78]

__48. TheClassicalPerspectiveonpersuasionismarkedbyitsemphasison________persuasion.A.interpersonalB.selfC.institutionalD.publicE.conversational[D,pages�3-�4]

__49. “_______________isabridgebetweenthedataandclaim.”A.claimB.dataC.warrantD.backingE.rebuttal[C,page45]

__50. Aristotle’s definition of pathos refers to: A. the psychological state(s) of the audienceB.thepersonalcharacterofthespeakerC.thesubstanceofamessageD.theargumentspresented

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QUIZ 2: SYMBOLIST PERSPECTIVE[Chapters 6-9]

[Thisnextsetof50questionsisdesignedtocovertheSymbolistPerspective,includingChapters6-9.Ifyoubuildyourquizzescumulatively,youmaywanttoredraftimportantquestionsfromthefirst quiz into this one. Such a procedure helps build up to the final exam, preparing the student for boththestyleoftheexamandthequestions.]

__�. FromNewtGingrich’sunderstandingofconnotationandpoliticallanguage,whatwordbe-lowbestrepresentsa“devilword?”A.courageB.reformC.libertyD.liberalE.freedom[D,pages 135-139. This question was generated by my students whose definition of a “devil word” istime-bound.Intime,thewordliberalmayacquireadifferentconnotation.]

__�. The_____________Perspectiveinvestigatesthewaysinwhichpersuasionisreally“self-persuasion.”A.InstitutionalB.campaignsC.ClassicalD.SymbolistE.ritualistic[D,page�08]

__3. According to Lance Bennett, attorneys frequently engage in ______________ with juries as apersuasivetool.A.structuredargumentsB.story-tellingC.theutilizationofpathosD.stressingtheevidenceinthecaseE.thedevelopmentoflegalprecedent[B,page�88.Giventhenumberofrecentandprominentcriminaltrials,Bennett’sobservationwasquicklynoticedbymystudents.]

__4. Accordingtothetext,allsymbolsarepotentially:A.helpfulB.understandableC.explicitD.clearE.persuasive[E,page�09]

__5. A ____________ has been defined within a Symbolist Perspective as “language leading an audiencetoexperienceonekindofthing…inlanguageappropriatetoadifferentkindofthing.”A.antithesisB.hyperboleC.oxymoronD.anaphoraE.metaphor[E,page�40]

__6. Wayne Thompson’s research focuses on message sidedness in persuasive discourse.His conclusions endorse the notion that: A. effective messages are not necessarily structuredB. message structure is incidental to persuasion C. message structures are difficult for listeners toperceiveD.effectivelystructuredmessagescontainanumberofsidesE.two-sidedmessagesaremoreeffectivewhenlistenersarereasonablyeducated,andwhentheevidenceclearlyisononeside[E,page�90]

__7. Theuseof________________juxtaposescontrastingideasinbalancedphrases.A.ironyB.rhetoricalquestionC.antithesisD.oxymoronE.anaphora[C,page�43]

__8. The phrase “devil words” could refer to: A. words difficult to pronounce B. foreign ex-pressionsoftenusedasiftheywereEnglishC.astronglyloadedlabelappliedtoapersonorideaD. phrases which the dictionary has defined as out of date or seldom used E. words which listeners mightdisregard[C,pages�38-�39]

__9. The word intolerance might well be described as a “devil word” because it represents:A.inclusionB.divisionC.lenienceD.communityE.neutrality[B,pages�38-�39.Thisques-tionwasstudentgenerated.ItcameupduringadiscussionoftheO.J.Simpsontrial.]

__�0. Theauthorscontinuouslyemphasizewhatvariablethemostinpersuasion?A.themes-sagesenderB.themessagereceiverC.thedeliveryofthemessageD.theevidenceinthemessageE.messageclarity[B,seeChapter�,ad infinitumthroughoutthetext!]

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__11. Two important classical rhetorical theorists cited for their position that it was beneficial to studythestrategicimportanceofthearrangementofargumentswithapersuasivespeechwere:A.AristotleandPlatoB.CiceroandQuintilianC.CaesarandSocratesD.IsocratesandCoraxE.QuintilianandIsocrates[B,page�88.Notethatreferencestotheclassicistsoccurthroughoutthebook.]

__12. A key language figure in the Rainbow Coalition speech is ______________. A. antithesis B.hyperboleC.parallelismD.ironyE.oxymoron[C,page�44]

__�3. Chapter9inourtextemphasizesformandstructure.Accordingtothetextauthors,___________istheintangible,psychologicalmeaningsweassigntothesubstanceandstructureofamessage.A.languageB.deliveryC.persuasionD.contentE.form[E,page�8�]

__�4. Receiversmustdecodeandinterpretmeaningstoprovidesenseandstructuretohumancom-munication.Consequently,connotativemeaningsarebest:A.providedbyscholarsoflanguageB.determined by a precise number of meanings given the nature of the language C. usually fixed by agreeduponmeaningsD.presentedinthedictionaryasaresultofpastexperienceswithwordsE.usuallyaredeterminedbythereceiver[E,page�35]

__�5. Accordingto____“humans[are]symbolusinganimalsthatareinclinedbytheirverynaturetocooperatethroughthesharingofsymbols.”Identifytheauthor:A.BirdwhistellB.BurkeC.Wat-zalawick,etal.D.FisherE.Mehrabian[B,page�30.Burke’spositionisexplainedthroughoutthebook.]

__16. We have studied the nature of denotative and connotative definitions. Correctly identify the earliestmajorcontributortothestudyofdenotativeanalysis,accordingtoourtextbook:A.SocratesB.CiceroC.PlatoD.QuintilianE.Aristotle[E,page�3�]

__�7. Denotationisthe_____________basisofaword.A.associationalB.slangC.referentialD.logicalE.intentional[C,page�3�]

__18. The authors specifically focus their attention on the use of parallelism in reference to what well-knownspeakerandone-timepresidentialcandidate?A.JohnF.KennedyB.WinstonChurchillC.JesseJacksonD.RossPerotE.FranklinDRoosevelt[C,page�44]

__�9. FranklinD.Roosevelt’s�94�“WarMessage”wasdesignedas:A.apoliticalspeech,forelectionpurposesB.aState-of-the-UnionaddressC.anInauguraladdressD.aCongressionalDeclaration ofWar address E. a speech for an interested organization, such as a labor union[D,pages��9-�30]

__�0. AccordingtocriticHermannStelzner,thepurposeoflanguagebypresidentsinatimeofcrisisisto:A.createasenseofhysteriaB.defusepanicamongthecitizenryC.createa“climate”D.tellthefactstothepopulationE.callforanelection[C,page�30.Itisintriguingthat,althoughtheUSAhasbeeninanumberofwars,werarelyhaveaformaldeclarationofwar.FDR’saddressisoneofthefewwehaveforstudy.]

__��. Easilyoneofthemosteffectivecontemporaryrhetoriciansintheuseofmetaphorinhisdiscourses was: A. William Clinton B. Douglas MacArthur C. Richard Nixon D. Martin Luther King,Jr.E.MalcolmX[D,pages�40-�4�]

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__��. Identifythefollowingstylisticuseoflanguage:“Butonehundredyearslater,theNegroisstillnotfree.Onehundredyearslater,thelifeoftheNegroisstillsadlycrippledbythemanaclesofsegregationandthechainsofdiscrimination.”A.ironyB.metaphorC.antithesisD.parallelismE.hyperbole[B,page�38]

__�3. CentraltothemodernSymbolistPerspectiveistheconceptof______.A.non-discursivelanguage B. metaphor C. reframing D. identification E. evidence [D, page 114]

__�4. Thestudyofnonverbalelementsinhumancommunicationwasemphasizedintheclas-sical period. The greatest of Greek orators identified what element as significant: A. language B. deliveryC.evidenceD.argumentE.structure[B,page�6�]

__�5. Ordinarily,nonverbalsymbolsarestructuredandfunction__________.A.nondiscursivelyB.linguisticallyC.logicallyD.rationallyE.discursively[A,page�59]

__26. The Lyndon Johnson political campaign “Daisy” spot with the bomb explosion was re-movedfromtelevisionadvertisingafteronenationwideshowing.Why?A.theJohnsoncampaigncouldn’t afford to show it more than once B. Lyndon Johnson was an exceptionally persuasive political campaigner C. the spoken messages were unclear D. it was too difficult to understand E.itachieveditspersuasivepurposefortheJohnsoncampaign[E,page�58]__�7. “_____________” are thosewhich label a person, statement or position as repulsiveorundesirable. A. “god terms” B. specific terms C. “devil terms” D. linearity terms E. denotative terms[C,pages�38-�39.Theanswertothequestionarisesfromstudentdiscussionsandfromcommentary in the first edition of the text.]

__�8. According to Weaver’s definition, the word progress could be classified as a: A. “god term”B.scholarlytermC.vaguetermD.politicaltermE.“devilterm”[A,page�38.Fromtheauthors’discussion,getyourstudentstodrawuptheirownlistof“godterms”fromcampusdiscourse.]__�9. Compliancegainingcanbelikenedto:A.givingsomethingtogetsomethingB.manipula-tionofothersC.coercionofaudiencesD.tellingotherswhattheywanttohearE.avoidingthetruth[A,pages�95-�97.Thisisastudentgeneratedquestionfromclassroomdiscussions.]__30. Inthetext,theauthorscitewhatprominentlyknownspeakerasamodelfortheuseofan-tithesis? A. John F. Kennedy B. Douglas MacArthur C. Richard Nixon D. Martin Luther King, Jr.E.JesseJackson[A,page�43]

__3�. Accordingto______,most,perhapsthemajority,ofourtotalsharedmeaningsincommu-nicationarenonverbal.A.RokeachB.MehrabianC.BirdwhistellD.KnappE.Fisher[C,page�59]

__3�. Burkeprovidesausefullistofthetypesofformthatmanydifferentmessagesembody.Apatternthatadvancesstepbystepsothataparticularendingisrequiredis:A.incidentalformB.repetitiveformC.syllogisticprogressionD.qualitativeprogressionE.conventionalform[C,page�86]__33. Theuseofironyinanexpression_________________themeaningofthecriticalwords.A.interchangesB.reversesC.analogizesD.representsE.condenses[B,page�4�]

__34. Language which demeans or degrades others is, by definition: A. ethically irresponsible

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B.ambiguousC.nonunderstandableD.alientoourlanguagecultureE.denotative[A,page�45.MystudentscontendthatwhileanswersotherthanAmightapply,Aistheverybestanswerofthelot.Iagree.]__35. By definition, icons are ___________. A. symptoms B. emblems C. ideas D. ambiguous E.unclear[B,page�6�]

__36. What perspective/approach is: “humans live in two very different worlds at the sametime—an empirical world of sights and sounds and a symbolic world which is equally real?”A.InstitutionalB.campaignsC.ClassicalD.SymbolistE.ritualistic[D,page�08]

__37. __________________arewords,objectsoractionsthatcometorepresentsomethingelse.A.guessesB.mediacommunicationsC.symbolsD.theoriesE.ideas[C,page�09]__38. According to the text authors, the “Daisy” spot illustrates Kenneth Burke’s concept of_______________. A. reframing B. identification C. positioning D. linearity E. translatability [B,page�58]

__39. Readthespeechexcerptbelowandidentifytheprincipalstyledevice:“Thewhite,theHis-panic,theblack,theArab,theJew,thewoman,theNativeAmerican,thesmallfarmer,thebusinessperson,theenvironmentalist,thepeaceactivist,theyoung,theold,thegay,thelesbian,andthedisabledmakeuptheAmericanquilt.”A.ironyB.metaphorC.antithesisD.parallelismE.hy-perbole[D,notinthetext.ParallelismdominatesJesseJackson’sRainbowCoalitionspeech,andthisexcerptisfromhisspeech.]

__40. The creator of the controversial “Daisy” ad was: A. Bill Moyers B. Lyndon Johnson C.TonySchwartzD.BarryGoldwaterE.BillNichols[C,page�57]

__4�. Inhisstudy,whatmajortheoristofnonverbalcommunicationestimatesthatmostofourcommunicationismorelikelytobenonverbalthanverbal?A.MehrabianB.BurkeC.FisherD.SchwartzE.Birdwhistell[E,page�59.Thisstudyhasbeenquotedsooftenthatitnowappearstobeacceptedasaniconofsorts.]

__42. What word below best represents a “devil term,” according to Richard Weaver’s definitions? A.peaceB.truthC.freedomD.libertyE.liar[E,pages�38-�39.Theanswerstothisquestionarestudentgenerated.]

__43. Themostimportantstructureformessagestoinformorpersuadeusaboutimportantmoralandpublicpolicyquestionsoccursinwhatform?A.nonverbalcommunicationsB.narrativesC.persuasivespeechesD.dialecticalinquiryE.informativespeeches[B,page�90-�9�.Fisher’simportantworkiscitedofteninthetextbook.]__44. Correctly identify the figure of speech in the example below: “…we cannot dedicate, wecannotconsecrate,wecannothallowthisground.”A.hyperboleB.parallelismC.anaphoraD. irony E. oxymoron [C, page 143. For the justification for this question see number 46 that fol-lows.]

__45. Icons such as the Star of David, the crucifix, and the American flag are ______________: A.symptomsB.emblemsC.ideasD.ambiguousE.unclear[D,pages�6�-�6�.StudentsmayarguethattheanswerisB.]

__46. Correctly identify the figure of speech in the example below. “And so, my fellow Ameri-

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cans,asknotwhatyourcountrycandoforyou:Askwhatyoucandoforyourcountry.”A.hyperboleB.parallelismC.antithesisD.ironyE.oxymoron[C,page�43.Studentsoftendislikethiskindofquestionbecausetheydislikememorizationofmostanykind.Sincethis“signature”ofJFKispermanentlyembeddedinourdiscourseofthecentury,thequestionisentirelyap-propriate.]

__47. The metaphor of the “rainbow coalition” is attributed to: A. Martin Luther King, Jr. B. Stokely Carmichael C. Malcolm X D. Jesse Jackson E. Louis Lomax [D, pages 143 and �76]__48. By definition, _____________ is the meaning of the critical words. A. irony B. metaphor C.antithesisD.parallelismE.hyperbole[B,page�4�]

__49. Identifytheprominentlyknownspeaker:“Butonehundredoneyearslater,theNegroisstillnotfree.Onehundredyearslater,thelifeoftheNegroisstillsadlycrippledbythemanaclesofsegregationandthechainsofdiscrimination.”A.JesseJacksonB.StokelyCarmichaelC.MartinLuther King, Jr. D. Malcolm X E. Ralph Bunche [C, page 140. This question is a “historical” literacyquestion.]

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QUIZ 3: INSTITUTIONAL PERSPECTIVE[Chapters 10-14]

__1. According to the authors, ideology can be defined as ___________________ persuasion. A. explicit B. existential C. philosophical D. helpful E. implicit [E, page 292, a key definition.]

__�. The mosaic model was formulated by: A. Balthrop B. Berlo C. Geertz D. BeckerE. Brummett [D, page �9�.A key author whom Cooper & Nothstine refer to rather often inthetextbook.]

__3. Identify the principal researcher of information diffusion theory: A. Burke B. FisherC.RogersD.SchwartzE.O’Donnell[C,page�46.Thekeytheoristforinformationdiffusion,althoughothershaveexpandeduponit.]

__4. Thenotionthateachofusbuildsaworldviewbasedonmultiplemessageswhichmightormightnotbeconnectedtogether,iscalledthe___________________.A.beliefmodelB.mosaicmodelC.informationdiffusionmodelD.attributiontheorymodelE.socialrolemodel[E,page�9�.Themosaicmodeliscitedsooftenintheresearchliteraturethatitseemsimperativeforcom-municationmajorstoknowaboutit!]

__5. Supply the missing word from this definition-oriented question: “Persuasion encompasses the processes by which language and actions influence the _______________ of ourselves and others.”A.decisionsB.choice-makingC.conductD.behaviorE.demeanor[B,page4.Theauthors’ definition, which they build upon throughout the text.]

__6. BrummettandBecker’smodelsseemtohelpus:A.formulateourlogicB.constructourlanguageC.formourunderstandingofworldeventsandsocialissuesD.explainwhywecom-municatewithothersE.explainwhywecommunicatewithourselves[C,page�93.ThisquestionaddspurposeforknowingtheBeckermodelandBrummett’sexpansionofit.]

__7. Inourtext,charismaticspeakersarepresentedasaspecialgenreofcommunicatorsbecausetheytypicallyexemplifywhatintheirmessages?A.appealsurgingthatlistenersacceptthingsastheyareB.appealstotraditionasaprincipalvalueC.appealstothefutureasaninevitablechallengeD.appealstoatypeofvisionarydreamofchangeE.appealswhichurgelistenerstounderstandthatchangeiscustomary,usual[D,pages�70-�7�,andseeChapter5.]

__8. Fromourstudyofpersuasion,aninstitutionisa largescaleentity.Moreimportantly, it:A.iswellknowntomostpeopleB.isoftenveryprivateC.isdominantoversomeviewofoursociallifeD.iswealthyE.ismadeupofeminentpersons[C,page��0.Theissueofdominanceisimportant to students of persuasion since the nature of influence is at the heart of what we study!]

__9. In a persuasive campaign involving politics, the initial stage focuses on: A. primariesB.surfacingC.nominatingconventionD.generalelectionE.newsconferences,heldearlyincampaign[B,page�49.Surfacingmayberitualistic,butitisatthisstagewhenwebegintolearnabout candidates for public office.]

__�0. Whenweinvestigatethepersuasiveeffortsofparticularorganizationssuchasgovernments,politicalparties,orinterestgroups,wearedealingwithwhatpersuasionperspectiveaccordingtotheauthors?A.ClassicalB.InstitutionalC.SymbolistD.humanisticE.mediated[B,page��0.Thisquestionmayseemtooelemental,butitisappropriate.]

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__��. Gatekeepingtheoryisoftenappliedtostudiesofthemassmediainthe_________________perspective.A.ClassicalB.InstitutionalC.SymbolistD.coerciveE.subjective[B,pages��7-��0,anothermajortheory!]

__��. Forstudentsofpersuasion,acentralcharacteristicofcampaignsisthat:A.theyseemtobesoinformalB.theyarealwaysverylongC.theyaresocomplicatedtounderstandD.theyunfoldoveraperiodoftimeE.fewpeoplepayattentiontothem[D,page�45.Thisisamajorfacetoftheauthors’explanationofthestagesofthecampaigncycle.]

__�3. Aratherrecentexampleofacharismaticpoliticalleaderforstudentsofpersuasionwouldlikelybe:A.PerotB.GandhiC.BushD.QuayleE.Dukakis[A.TherearenoreferencestoPerot in the textbook that I can find, but there are to Gandhi.]

__�4. Typically, political campaigns: A. operate within preestablished institutional rulesB.operateoutsideestablishedinstitutionalrulesC.formulatetheirownrulesofoperationastheygoD.acceptwhateverrulespartyauthoritiesgivethemE.havefew,ifany,institutionalrules to obey [A. See the discussion by Trent and Friedenberg, pages 249-251; you will also find itveryhelpfultoconsulttheTrentandFriedenbergtext.]

__15. _____________ can be defined as institutionally sponsored persuasion aimed at the masses. A.televangelismB.popularmoviesC.propagandaD.newsdocumentariesE.courtTV[C,page324. But be certain to follow this definition in Chapter 10 as well.]

__�6. Forpoliticalcandidates,theultimatepurposeoftheprimaryisto:A.determinethefrontrunner B. assemble the best ideas C. find political support D. acquire lots of money E. shake the mosthands[A,page�50]

__�7. Generalelectionsaretheculminationofthepoliticalprocessinourcountry.Forstudentsofpersuasion,thegeneralelectionhasbeenanalyzedinthetextas:A.aprocessinvolvinglotsofmoneyB.aprocesswhichallowseachcitizenatimefordecision-makingandparticipationC.aprocesswhichshouldbestudiedbecauseitiscorruptD.aprocesswhichcitizensshouldavoidbecauseitistoocostlyE.aprocesswhichmostcitizensdislike[B,pages�50-�5�,spe-cifically see Trent and Friedenberg’s explanation.]

__�8. ThenotionofculturalmythisstronginAmerica.Intermsofaspiritofruggedindividualism,what name below seems best known? A. Herbert Hoover B. J Paul Getty C. Abraham Lincoln D.UlyssesGrantE.MichaelMillken[C,page�97]

__19. It is probable that one of the most widely known non-scholarly sources for the use and defi-nitionofpropagandatechniquesisthebook,Mein Kampf.Thebookwaswrittenby:A.HimmlerB.HipplerC.GoebbelsD.HitlerE.Riefenstahl[D.Therearemanyreferencesthroughoutthetext,seepage3�9.]

__�0. Itislikelythatthemosteffectivepoliticalcampaignadinrecenthistorywasusedbywhatpresidential candidate? A. John Kennedy B. Jimmy Carter C. Lyndon Johnson D. Ross Perot E.GeorgeBush[C.Referstothe“Daisy”ad,andseepages�57-�59,�73-�77,and�80.]

__��. Inourtext,TrentandFriedenberghavebeencitedaspresentingthestageswhichcharacterizecontemporary political campaigns. The first stage involves: A. party faithful voters exercising their choicesofcandidatesfortheballotB.participatinginthenominatingconventionsC.thegeneralelection of the candidate(s) D. early familiarization of the candidate with the electorate E. filing

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financial accounting statements with the election commissions [D, page 249. The surfacing stageisveryimportanttotheentirepoliticalprocess;thisisaverysimilarquestiontonumber9.]

__22. In 1990-91, what propaganda campaign most likely qualifies as being the best known? A.KuwaitigovernmentefforttoencourageustoenterthewaragainstIraqB.USWorldWarIIef-forttoencourageallAmericanstobuywarbondsC.AdolphHitler’sefforttoblameJewsfortheproblemsofGermanyD.RJR’suseoftheJoeCamelimagetopromoteteenagesmokingE.Proctor&Gamble’sefforttogetallofustobuyCresttoothpaste[A,pages3�8-3�9.Mystudentsbelievethiscampaignwasveryimportantinviewofthewarwhichfollowedit!]

__�3. Since�95�,majorpresidentialcandidateshaveproducedcampaignadvertisementsdesignedtoenhancetheir________________asawayofattractingthevoters’attention.A.achievementsB.educationC.imageC.politicalpartyD.proposalsE.politicalprowess[C.Contemporarycampaignsaregenerallyacknowledgedasimageorientedcampaigns,seethediscussiononpages�49-�5�.]

__24. Definition: “the media may not tell us what to think but they do tell us what to think about.” Whattheoryincommunicationisthis?A.gatekeepingB.agendasettingC.motivatedsequenceD.legitimizationE.potency[B,page��0]__�5. Identifytheprincipalauthor(s)ofthistheory/functioninthequestionabove:A.BernaysB.SprouleC.McCombs&ShawD.White[C,page��0]

__�6. TheRhetoric,aseriesoftreatisesthatdescribecertainideasaboutpersuasionisattributedto:A.QuintilianB.PlatoC.AristotleD.VirgilE.JuliusCaesar[C,page�4,et passim.Theemphasisonclassicalauthorsisevidentinthetext.]

__�7. Most recent studies focusing on product and commercial campaigns have stressed:A.audience-centeredmodelsB.message-centeredmodelsC.channel-centeredmod-elsD.communicator-centeredmodelsE.media-centeredmodels[A,page�46.Thisquestionisimportanttounderstandingtheresearchsincethe�940’s,andveryrecentstudiesseemtobecontinuinginthispattern.]

__28. Definitionally, the gatekeeping theory focuses on: A. the order of presentation of ideas we seeandhearasreceiversB.theinclusionandexclusionofsomeideasforustoseeandhearC.thecontentorsubstanceofideasweseeandhearD.thesourcesofideasandinformationE.theethicsoftheideasand/orinformationweseeandhear[B,pages��7-��0.Thegatekeepingtheorymaybeanoldcontribution,butitwouldappeartobeapermanentpartoftheliterature!]

__�9. Theagenda-settingtheoryisapartofwhatperspectiveaswehaveencountereditinourtextbook?A.ClassicalB.informationdiffusionC.InstitutionalD.argumentationE.symbolic[C,checkthetableofcontentsonthisone!]

__30. Thetextreferstoanumberofpersuasivecampaigns.Anexampleofaproductpublicrelationscampaignmightinclude:A.focusingontheneedtobecomemoreawareoftheimpactofAIDSB.focusing on the need to understand the efficiency of an automobile C. focusing on the need to elect RossPerotD.focusingontheneedtobecomeawareofenvironmentalproblemsE.focusingontheneedtopresentbetternewstothepublic[B.ThisstudentdraftedquestioncameoutofourdiscussionofthevideoontheOldsmobile.]

__3�. Typically,approachestoconsumerpersuasionoftenconsiderthedemographicvariableof

4�

_________________toachievepersuasivesuccess.A.moneyB.methodsC.mediaD.strategyE.audiences[E.Thisisanotherstudentdraftedquestion;seequestion�7aboveforthereferencepoint.]

__3�. F.G.Baileyhascalledthepopularbeliefthatweneedtoproducemessagesthatare“factual”and“informative”withoutbeingpersuasivethe“mythof________.”A.objectivityB.collectivityC.persuadabilityD.scienceE.empiricism[A,pages��-�3.Iknow,Iknow—thisstuffisfromChapter�,nottheInstitutionalPerspective,butmystudentsargueitisimportanttoalltheperspec-tives,andIagree.]

__33. The�95�politicaltelevisionspotforthepresidentialcampaignofDwightD.Eisenhowerwasknownas:A.the“Daisy”adB.theStrontium90adC.theWillieHortonadD.theManfromAbileneadE.theManfromHopead[D,page�8]

__34. Ingeneral,wecandescribeinstitutionalcampaignsfocusingonsocialmovementstostresswhatgoal?A.implicitpersuasiononlyB.attemptstochangeasystemC.preservationofthesystemthroughimplicitpersuasionD.obediencetorulesformedbythesystemE.followingtheconstraints of the legal system [B, page 267. The question focuses on the definition of social move-ment.]

__35. According to Bill Moyers, the purpose of all propaganda is: A. to arouse skepticismB.toincitehatredC.tomotivatetoactionD.tocreateconditionsforchangeE.towarnoth-ers[C,page3�6.Anotherstudentdraftedquestion.AreadingofMoyersinthetextreinforcesoptionC.]

__36. Identifythekeytheorist(s)regardingourreadingonthestagesofpropagandacampaigns.A.SprouleB.BurkeC.Watzalawick,Beavin&JacksonD.SchwartzE.JACBrown[E,pages3�8-3�9.Therearealotofnamestostudyinthechapteronpropaganda,butmystudentslikedtheBrownmaterialbecauseitwasclearandbecauseBrownisanauthoritywithawidebackgroundinpropagandastudies.]

__37. Intheanalysisofpropaganda,the______________deviceusesonlythemostextremeevi-dence,whetherpositiveornegative,tofavorone’sposition.A.bandwagonB.card-stackingC.transferD.glitteringgeneralitiesE.plainfolks[B,page33�.Mystudentsparticularly“gotinto”thisIPAdevicebecauseoftheReaganvideoexcerpt.]

__38. Who was the American president identified in the text as having engaged in the propaganda device known as “card-stacking?” A. Richard Nixon B. Harry Truman C. Abraham Lincoln D.RonaldReaganE.BillClinton[B,page33�]

__39. When persons attempt to influence us by eliminating the role of free choices in decision making,theyareusing:A.persuasionB.omissionC.propagandaD.dissonanceE.compulsion[C.Mystudentscontendthatthisquestionandtheanswerareappropriateconsideringthedis-cussionofEllulonpage336.]

__40. IdentifythebestexampleoftheU.S.pre-propagandadescriptionofSaddamHusseinintherecentGulfWar:A.amisguideddictatorB.irrationalmilitaristC.aninexperiencedgeneralD.anotherHitlerE.acrazylunatic[D,page33�.InlightofthediscussionaboutpropagandainNaziGermanymystudentsfoundthematerialontheGulfWarextremelyinteresting.]

__41. The first recorded major use of propaganda by an institution involved: A. the military

4�

B.thestateC.merchantsD.thechurchE.contemporarycommunicationmedia[D,page3�4.Mystudentsespeciallyfoundthisreferenceanintriguingone.]

__42. O’Donnell and Jowett identify three forms of propaganda: white, gray, and black. Defini-tionally,graypropagandafocuseson:A.deceptionsB.fabricationsC.uncertaininformationD.phonyevidenceE.falsesourcesofinformation[C,page340.Mystudentsconvincedmethatthisformofpropagandaisoftenhardtoidentifyinreallife!]

__43. Easily, one of the most influential contemporary scholars of propaganda studies is: A. Frank CapraB.JosephGoebbelsC.JacquesEllulD.KennethBurkeE.GeorgeOrwell[C,page336.Ellul’s categories are seminal to the field.]

__44. The 1930’s German propaganda film excerpt which we viewed in class was named: A. Why We FightB.Triumph and VictoryC.The Big Red OneD.Triumph of the WillE.Schindler’s List[D,checkthevideolist.IsthemovieSchindler’s Listpropagandistic?]

__45. Thephrase“TheAmericanDream”isoftenusedtorepresentwhatinourculturetoday?A.becomingrichB.havingalotofpowerC.beinglinkedtoaprominentfamilyD.socialsuccessE.theresourcesoftheindividual[E,page�95]

__46. Whenweconsidertheideologyofaculture,___________canprovideakeyformassaudi-encestoday.A.moneyB.possessionsC.valuesD.beliefsE.knowledge[C,page�95]

__47. Criticshavenoticedthatsocialmovementrhetoricisfrequentlymarkedby:A.languagefocused on ownership of wealth, possessions B. language focused on the necessity for newknowledge C. language of precision, specificity D. language having a moral tone E. language of philosophicspeculation[D,page�70,seethestudiesbyStewart,Smith,andDenton.]

__48. Somesocialmovementsinournationalhistoryhavebeenpurposedtowardsachangeinthestatusquoorthenatureofpresentinstitutions.Anexampleofthiswouldbestinclude:A.passageofspeedlawsforhighwaydrivingB.theCongressionalenactmentoftheBradybillC.seatbeltcampaignsbytheU.S.DepartmentofTransportationD.encouragingustohaveperiodiccheckupsforcancerpreventionE.urgingustostopsmokingcigarettes[B,page�67]

__49. Themostprominentlyknownfeministmediacriticislikely______________.A.SusanDickerson B. Susanne Langer C. Victoria O’Donnell D. Jean Kilbourne E. Janice H. Rushing [D,page�90.Thisisaveryprominentname!]

__50. Inthestudyofcommercialadvertising,thethesisthat“womenaresexobjects,menaresuc-cess objects” should be attributed to: A. Susan Dickerson B. Susanne Langer C. Victoria O’Donnell D.JeanKilbourneE.JaniceH.Rushing[D,page�90]