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| is intended to influence the attitudes, beliefs, and behaviors of an audience. |
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| are general evaluations of people, ideas, objects, or events. |
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| are ways in which people perceive reality. |
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| is the manner in which people act or function. |
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| involves using threats, intimidation, or violence to gain compliance. |
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| is a claim of what is or is not (for example, “HMOs are a sensible choice for less expensive health care coverage”). |
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| is a claim about something’s worth (for example, “Torturing prisoners of war is immoral”) |
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| is concerned with what should happen and what goal, policy, or course of action should be pursued (for example, “Vehicles that get poor gas mileage should be banned in the United States ”). |
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| already agrees with your viewpoints. |
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| opposes your message (and perhaps you personally). |
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| neither supports nor opposes your message. |
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Maslow's hierarchy of needs.
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1. Physiological and survival
2. Safety needs
3. Belongingness and social needs
4. Esteem and ego-status needs
5. Self-actualization needs |
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| occurs when listeners give deep consideration to the speaker’s message and seriously consider acting on it. |
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| occurs when listeners lack motivation to listen critically and dismiss the message. |
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| involves appeals to the moral character of the speaker. |
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| is the speaker’s knowledge and experience with the subject. |
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| refers to the speaker’s personal ethical standards. |
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| refers to integrity and honesty. |
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| helping your listeners make informed choices and revealing that you have their best interests at heart. |
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| refers to appeals to the audience’s reasoning |
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| reasoning draws general conclusions based on specific evidence. |
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| proceeds from the general to the specific. |
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| are three-line deductive arguments that draw a specific conclusion from two general premises (one major, one minor). |
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| are like syllogisms with one of the premises omitted, assuming that the audience already knows it. |
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| involves appeals to the listeners’ emotions. |
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| involves pushing an argument beyond its logical limits. |
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| is relying on irrelevant information to divert the direction of the argument. |
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| Personal attacks (the ad hominem fallacy) |
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| deflect attention by attacking a person’s character rather than the person’s argument |
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| The fallacy of begging the question |
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| involves advancing an argument that no one can verify because it is not accompanied by valid evidence. |
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| consists of presenting only two alternatives and thus failing to acknowledge other possibilities. |
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| The appeal to tradition fallacy |
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| is based on “the way things have always been.” |
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| The slippery slope fallacy |
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| involves a speaker arguing that one event will cause another without showing any proof of causality. |
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| The problem-solution pattern (and the problem-cause-solution format) |
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| establishes and proves the existence of a problem and hen presents a solution. |
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| The refutational organizational pattern |
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| presents main points that are opposed to your own position and then follows them with main points that support your view. |
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| The comparative advantage pattern |
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| reveals why your viewpoint is superior to alternative viewpoints on a particular issue. |
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| Monroe’s motivated sequence |
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Offers a variation on the problem-solution pattern that includes a five-step process.
1. Attention
2. Need
3. Satisfaction
4. Visualization
5. Action |
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| Gain the audience’s interest. |
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| Address an unmet need that is apparent to the audience. |
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| Propose a solution that will satisfy the need. |
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| Illustrate how the solution might play out. |
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| Clarify what you want your audience members to do. |
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