Inspiration for a Famous Work Came From Watching Cheese Soften Ap Art History Quizlet

11.4 Persuasive Strategies

Learning Objectives

1. Identify mutual persuasive strategies.
2. Explain how speakers develop ethos.
3. Explicate how speakers appeal to logos and pathos.
4. Explain how cognitive dissonance works every bit a persuasive strategy.
5. Explain the relationship between motivation and appeals to needs as persuasive strategies.

Practice you think you are easily persuaded? If you are similar most people, you lot aren't swayed easily to change your mind about something. Persuasion is difficult because changing views often makes people experience like they were either not informed or ill informed, which likewise ways they have to acknowledge they were wrong well-nigh something. We will acquire about nine persuasive strategies that you tin use to more than effectively influence audience members' beliefs, attitudes, and values. They are ethos, logos, pathos, positive motivation, negative motivation, cerebral noise, entreatment to condom needs, appeal to social needs, and entreatment to self-esteem needs.

Ethos, Logos, and Pathos

Ethos, logos, and pathos were Aristotle's 3 forms of rhetorical proof, meaning they were primary to his theories of persuasion. Ethos refers to the brownie of a speaker and includes three dimensions: competence, trustworthiness, and dynamism. The two most researched dimensions of brownie are competence and trustworthiness (Stiff & Mongeau, 2003).

Competence refers to the perception of a speaker's expertise in relation to the topic being discussed. A speaker can enhance their perceived competence by presenting a speech based in solid research and that is well organized and expert. Competent speakers must know the content of their speech communication and be able to effectively deliver that content. Trustworthiness refers to the degree that audience members perceive a speaker to be presenting authentic, credible data in a nonmanipulative way. Perceptions of trustworthiness come up from the content of the speech and the personality of the speaker. In terms of content, trustworthy speakers consider the audition throughout the speech-making process, present information in a balanced style, do not coerce the audience, cite credible sources, and follow the general principles of communication ethics. In terms of personality, trustworthy speakers are as well friendly and warm (Stiff & Mongeau, 2003).

Dynamism refers to the degree to which audience members perceive a speaker to be outgoing and blithe (Stiff & Mongeau, 2003). Two components of dynamism are charisma and free energy. Charisma refers to a mixture of abstract and concrete qualities that make a speaker attractive to an audience. Charismatic people commonly know they are charismatic considering they've been told that in their lives, and people accept been attracted to them.

Dynamic speakers develop credibility through their commitment skills.

Unfortunately, charisma is hard to intentionally develop, and some people seem to have a naturally charismatic personality, while others do non. Even though everyone can't embody the charismatic aspect of dynamism, the other component of dynamism, energy, is something that anybody can tap into. Communicating enthusiasm for your topic and audience by presenting relevant content and using engaging delivery strategies such as vocal diversity and eye contact can increase your dynamism.

Logos refers to the reasoning or logic of an argument. The presence of fallacies would obviously undermine a speaker's appeal to logos. Speakers employ logos by presenting credible data equally supporting material and verbally citing their sources during their spoken language. Using the guidelines from our earlier discussion of reasoning volition too help a speaker create a rational entreatment. Research shows that messages are more persuasive when arguments and their warrants are made explicit (Stiff & Mongeau, 2003). Carefully choosing supporting material that is verifiable, specific, and unbiased can help a speaker appeal to logos. Speakers tin also appeal to logos by citing personal feel and providing the credentials and/or qualifications of sources of information (Cooper & Nothstine, 1996). Presenting a rational and logical statement is important, only speakers can exist more effective persuaders if they bring in and refute counterarguments. The near effective persuasive messages are those that nowadays 2 sides of an argument and refute the opposing side, followed by unmarried argument messages, followed by letters that present counterarguments but practise non refute them (Strong & Mongeau, 2003). In short, by clearly showing an audience why one position is superior to another, speakers do non exit an audition to make full in the blanks of an argument, which could diminish the persuasive opportunity.

Desolation refers to emotional appeals. Aristotle was suspicious of also much emotional appeal, yet this appears to take become more adequate in public speaking. Stirring emotions in an audience is a manner to get them involved in the speech communication, and involvement can create more than opportunities for persuasion and action. Reading in the paper that a firm was burglarized may get your attending, but think nigh how unlike your reaction would exist if you found out information technology was your own dwelling house. Intentionally stirring someone'southward emotions to get them involved in a message that has lilliputian substance would be unethical. Yet such spellbinding speakers have taken advantage of people's emotions to become them to support causes, buy products, or appoint in behaviors that they might non otherwise, if given the chance to see the faulty logic of a bulletin.

Effective speakers should utilize emotional appeals that are also logically convincing, since audiences may exist suspicious of a speech that is solely based on emotion. Emotional appeals are constructive when you are trying to influence a behavior or y'all desire your audience to take firsthand action (Strong & Mongeau, 2003). Emotions lose their persuasive effect more quickly than other types of persuasive appeals. Since emotions are often reactionary, they fade relatively quickly when a person is removed from the provoking situation (Fletcher, 2001).

Emotional appeals are likewise hard for some because they require honed delivery skills and the power to utilize words powerfully and dramatically. The power to use song multifariousness, cadency, and repetition to rouse an audience's emotion is not easily attained. Think of how stirring Martin Luther Rex Jr.'s "I Take a Dream" speech was due to his ability to evoke the emotions of the audience. Dr. King used powerful and creative language in conjunction with his vocalics to evangelize i of the virtually famous speeches in our history. Using physical and descriptive examples tin paint a picture in your audience member'southward minds. Speakers can as well utilise literal images, displayed using visual aids, to appeal to pathos.

Speakers should strive to entreatment to ethos, logos, and desolation within a speech. A spoken language built primarily on ethos might lead an audience to retrieve that a speaker is total of himself or herself. A speech total of facts and statistics appealing to logos would result in information overload. Speakers who rely primarily on appeals to pathos may be seen as overly passionate, biased, or unable to see other viewpoints.

Review of Ethos, Logos, and Desolation

1. Ethos relates to the credibility of a speaker. Speakers develop ethos by
   • appearing competent, trustworthy, and dynamic;
   • sharing their credentials and/or relevant personal experience;
   • presenting a balanced and noncoercive argument;
   • citing credible sources;
   • using appropriate language and grammar;
   • being perceived every bit likable; and
   • actualization engaged with the topic and audition through effective delivery.
2. Logos relates to the reasoning and logic of an argument. Speakers appeal to logos by
   • presenting factual, objective data that serves as reasons to support the argument;
   • presenting a sufficient amount of relevant examples to support a suggestion;
   • deriving conclusions from known information; and
   • using apparent supporting material like expert testimony, definitions, statistics, and literal or historical analogies.
3. Desolation relates to the arousal of emotion through speech. Speakers appeal to pathos by
   • using vivid language to pigment discussion pictures for audience members;
   • providing lay testimony (personal stories from self or others);
   • using figurative linguistic communication such equally metaphor, similes, and personification; and
   • using song variety, cadency, and repetition.

Dissonance, Motivation, and Needs

Aristotle's three rhetorical proofs—ethos, logos, and pathos—have been employed equally persuasive strategies for thousands of years. More recently, persuasive strategies accept been identified based on theories and evidence related to homo psychology. Although based in psychology, such persuasive strategies are regularly employed and researched in advice due to their function in advertizing, marketing, politics, and interpersonal relationships. The psychologically based persuasive appeals we will discuss are cognitive racket, positive and negative motivation, and appeals to needs.

Cognitive Racket

If you've studied music, you probably know what dissonance is. Some notes, when played together on a piano, produce a sound that's pleasing to our ears. When dissonant combinations of notes are played, we react by wincing or cringing because the sound is unpleasant to our ears. So dissonance is that unpleasant feeling we become when ii sounds clash. The same principle applies to cognitive dissonance, which refers to the mental discomfort that results when new information clashes with or contradicts currently held beliefs, attitudes, or values. Using cognitive dissonance as a persuasive strategy relies on three assumptions: (1) people have a need for consistency in their thinking; (two) when inconsistency exists, people experience psychological discomfort; and (iii) this discomfort motivates people to address the inconsistency to restore residuum (Stiff & Mongeau, 2003). In short, when new information clashes with previously held information, there is an unpleasantness that results, as nosotros have to try to reconcile the difference.

Cerebral dissonance isn't a single-shot persuasive strategy. As we take learned, people are resistant to change and not like shooting fish in a barrel to persuade. While we might recollect that exposure to conflicting information would lead a rational person to change his or her mind, humans aren't equally rational as we call back.

New, larger, and more graphic alarm labels on cigarette packaging are meant to induce cerebral racket.

There are many different mental and logical acrobatics that people practise to become themselves out of dissonance. Some oftentimes used strategies to resolve cognitive dissonance include discrediting the speaker or source of information, viewing yourself as an exception, seeking selective information that supports your originally held conventionalities, or intentionally avoiding or ignoring sources of cognitive noise (Cooper & Nothstine, 1996). As you lot can see, none of those actually results in a person modifying their thinking, which ways persuasive speech goals are not met. Of grade, people can't avert anomalous data forever, so multiple attempts at creating cognitive noise can actually consequence in thought or behavior modification.

Positive and Negative Motivation

Positive and negative motivation are common persuasive strategies used past teachers, parents, and public speakers. Rewards tin be used for positive motivation, and the threat of penalty or negative consequences tin be used for negative motivation. We've already learned the importance of motivating an audience to listen to your message past making your content relevant and showing how it relates to their lives. We also learned an organizational pattern based on theories of motivation: Monroe's Motivated Sequence. When using positive motivation, speakers implicitly or explicitly convey to the audience that listening to their bulletin or following their advice will lead to positive results. Conversely, negative motivation implies or states that failure to follow a speaker's advice will result in negative consequences. Positive and negative motivation as persuasive strategies lucifer well with appeals to needs and will be discussed more next.

Appeals to Needs

Maslow's hierarchy of needs states that there are several layers of needs that man beings pursue. They include physiological, safety, social, self-esteem, and cocky-appearing needs (Maslow, 1943). Since these needs are key to homo survival and happiness, tapping into needs is a common persuasive strategy. Appeals to needs are frequently paired with positive or negative motivation, which tin increase the persuasiveness of the bulletin.

Figure 11.3 Maslow's Hierarchy of Needs

Physiological needs form the base of the bureaucracy of needs. The closer the needs are to the base of operations, the more than important they are for human survival. Speakers exercise non entreatment to physiological needs. Afterward all, a person who doesn't have food, air, or water isn't very likely to want to engage in persuasion, and it wouldn't be ethical to deny or promise these things to someone for persuasive proceeds. Some speakers endeavour to appeal to self-actualization needs, but I argue that this is hard to do ethically. Self-actualization refers to our need to achieve our highest potential, and these needs are much more than intrapersonal than the others. We reach our highest potential through things that are individual to us, and these are often things that we protect from outsiders. Some examples include pursuing higher educational activity and intellectual fulfillment, pursuing art or music, or pursuing religious or spiritual fulfillment. These are often things we do by ourselves and for ourselves, and so I like to call back of this equally sacred basis that should exist left lone. Speakers are more probable to be successful at focusing on prophylactic, social, and self-esteem needs.

We satisfy our rubber needs when we work to preserve our safety and the safety of our loved ones. Speakers tin combine appeals to safety with positive motivation past presenting information that will issue in increased safety and security. Combining safe needs and negative motivation, a speaker may convey that audience members' safety and security will be put at take a chance if the speaker's message isn't followed. Combining negative motivation and safe needs depends on using some degree of fearfulness as a motivator. Think of how the insurance industry relies on appeals to safety needs for their business organization. While this is not necessarily a bad strategy, information technology can be done more or less ethically.

Ethics of Using Fear Appeals

• Practice not overuse fearfulness appeals.
• The threat must be credible and supported past bear witness.
• Empower the audition to accost the threat.

I saw a perfect example of a persuasive appeal to safety while waiting at the shop for my car to exist fixed. A pamphlet cover with a yellowish and black message reading, "Alarm," and a stark black and white picture of a fiddling boy picking up a ball with the back fender of a automobile a few feet from his head beckoned to me from across the room. The brochure was produced by an organization called Kids and Cars, whose tagline is "Love them, protect them." While the cover of the brochure was designed to provoke the receiver and compel them to open the brochure, the information inside met the ethical guidelines for using fear appeals. The start statistic noted that at least two children a week are killed when they are backed over in a driveway or parking lot. The statistic is followed by safety tips to empower the audience to address the threat. You can run into a video case of how this organization finer uses fear appeals in Video 11.ane.

Video Clip 11.one

Kids and Cars: Adieu-Goodbye Syndrome

(click to run across video)

This video illustrates how a fear appeal aimed at safe needs can be persuasive. The goal is to get the attending of audience members and compel them to cheque out the data the system provides. Since the information provided past the organisation supports the credibility of the threat, empowers the audition to address the threat, and is gratis, this is an example of an upstanding fearfulness appeal.

Our social needs relate to our want to vest to supportive and caring groups. Nosotros meet social needs through interpersonal relationships ranging from acquaintances to intimate partnerships. We also become role of involvement groups or social or political groups that aid create our sense of identity. The existence and power of peer pressure is a testament to the motivating power of social needs. People go to dandy lengths and sometimes make poor decisions they later regret to be a office of the "in-grouping." Advertisers frequently rely on creating a sense of exclusivity to entreatment to people'due south social needs. Positive and negative motivation can be combined with social appeals. Positive motivation is nowadays in messages that promise the receiver "in-grouping" status or belonging, and negative motivation can exist seen in letters that persuade by saying, "Don't be left out." Although these arguments may rely on the bandwagon fallacy to varying degrees, they draw out insecurities people accept about existence in the "out-group."

We all take a demand to think well of ourselves and take others think well of u.s., which ties to our self-esteem needs. Messages that combine appeals to self-esteem needs and positive motivation often promise increases in respect and condition. A financial planner may persuade past inviting a receiver to imagine prosperity that will result from accepting his or her bulletin. A publicly supported radio station may persuade listeners to donate money to the station by highlighting a potential contribution to society. The health and dazzler industries may persuade consumers to purchase their products by promising increased attractiveness. While it may seem shallow to entertain such ego needs, they are an important role of our psychological makeup. Unfortunately, some sources of persuasive letters are more concerned with their own gain than the well-existence of others and may have reward of people's insecurities in guild to advance their persuasive message. Instead, ethical speakers should use appeals to self-esteem that focus on prosperity, contribution, and attractiveness in ways that empower listeners.

Review of Persuasive Strategies

• Ethos. Develops a speaker'south credibility.
• Logos. Evokes a rational, cognitive response from the audition.
• Desolation. Evokes an emotional response from the audition.
• Cognitive dissonance. Moves an audition past pointing out inconsistencies between new information and their currently held behavior, attitudes, and values.
• Positive motivation. Promises rewards if the speaker's message is accepted.
• Negative motivation. Promises negative consequences if a speaker's message is rejected.
• Appeals to safety needs. Evokes an audience'due south business organization for their rubber and the safety of their loved ones.
• Appeals to social needs. Evokes an audition'south need for belonging and inclusion.
• Appeals to self-esteem needs. Evokes an audience'southward need to think well of themselves and take others think well of them, likewise.

"Getting Competent"

Identifying Persuasive Strategies in Mary Fisher's "Whisper of AIDS" Speech

Mary Fisher's speech at the 1992 Republican National Convention, "A Whisper of AIDS," is one of the nearly moving and powerful speeches of the by few decades. She uses, more than than one time, all the persuasive strategies discussed in this chapter. The video and transcript of her speech can be found at the following link: http://www.americanrhetoric.com/speeches/maryfisher1992rnc.html. As you spotter the speech, answer the following questions:

1. Ethos. Listing specific examples of how the speaker develops the following dimensions of credibility: competence, trustworthiness, and dynamism.
2. Logos. List specific examples of how the speaker uses logic to persuade her audience.
3. Pathos. How did the speaker entreatment to emotion? What metaphors did she utilise? What other communicative strategies (diction, imagery, etc.) appealed to your emotions?
4. List at least one example of how the speaker uses positive motivation.
5. List at least one case of how the speaker uses negative motivation.
6. Listing at to the lowest degree one instance of how the speaker appeals to condom needs.
7. List at to the lowest degree one example of how the speaker appeals to social needs.
8. List at least 1 instance of how the speaker utilizes cognitive dissonance.

Sample Persuasive Spoken language

Title: Education behind Bars Is the Key to Rehabilitation

General purpose: To persuade

Specific purpose: By the cease of my speech, my audience will believe that prisoners should take the correct to an education.

Thesis statement: There should be education in all prisons, because denying prisoners an education has negative consequences for the prisoner and gild, while providing them with an education provides benefits for the prisoner and club.

Introduction

Attention getter: "Nosotros must accept the reality that to confine offenders behind walls without trying to modify them is an expensive folly with short-term benefits—winning battles while losing the war." These words were spoken more than xxx years agone by Supreme Courtroom Justice Warren Burger, and they support my argument today that prisoners should have access to education.

Introduction of topic: While we value teaching as an important function of our guild, we exercise non value it equally for all. Many people don't believe that prisoners should have access to an educational activity, just I believe they do.

Credibility and relevance: While researching this topic, my eyes were opened up to how much an teaching can truly affect a prisoner, and given my desire to be a teacher, I am invested in preserving the correct to learn for anybody, even if they are behind bars. While I know from our audience analysis activity that some of you do not agree with me, you lot never know when this consequence may hit shut to home. Someday, someone you honey might make a fault in their life and end up in prison, and while they are at that place I know yous all would want them to receive an pedagogy so that when they get out, they will be amend prepared to make a contribution to lodge.

Preview: Today, I invite you listen with an open listen equally I discuss the need for prisoner pedagogy, a curriculum that will satisfy that need, and some benefits of prisoner education.

Transition: First I'll explain why prisoners need admission to instruction.

Body

1. According to a 2012 article in the journal Corrections Today on correctional instruction programs, most states have experienced an increment in incarceration rates and budgetary constraints over the past ten years, which has led many to examine best practices for reducing prison populations.
   1. In that aforementioned article, criminologist and former research director of the Federal Bureau of Prisons states that providing correctional didactics is one of the most productive and important reentry services that our prisons offer.
      1. His claim is supported by data nerveless directly from prisoners, 94 percent of whom identify education as a personal reentry need—ranking information technology above other needs such as financial assistance, housing, or employment.
      2. Despite the fact that this demand is conspicuously documented, funding for adult and vocational education in correctional education has decreased.
   2. Many prisoners accept levels of educational attainment that are far below those in the full general population.
      1. According to statistics from 2010, as cited in the Corrections Today commodity, approximately twoscore percent of state prison inmates did non consummate high school, equally compared to 19 per centum of the general population.
      2. Additionally, while about 48 percent of the general public have taken higher classes, only about xi percent of state prisoners have.
      3. At the skill level, enquiry from the United kingdom, cited in the 2003 commodity from Studies in the Teaching of Adults titled "Learning behind Confined: Fourth dimension to Liberate Prison house Educational activity," rates of illiteracy are much higher among the prison population than the general population, and at that place is a link betwixt poor reading skills and social exclusion that may atomic number 82 people to antisocial behavior.
   3. Prisoner education is also needed to suspension a wheel of negativity and stigma that many prisoners have grown accepted to.
      1. The article from Studies in the Education of Adults that I just cited states that prisoners are often treated equally objects or subjected to objectifying labels similar "aficionado, sexual offender, and deviant."
      2. While these labels may be accurate in many cases, they do not practise much to move the prisoner toward rehabilitation.
      3. The label student, all the same, has the potential to do and then because it has positive associations and can empower the prisoner to brand better choices to enhance his or her conviction and cocky-worth.

   Transition: Now that I've established the demand for prisoner education, let'south examine how nosotros can run into that demand.

2. In society to see the demand for prisoner didactics that I have just explained, information technology is important to have a curriculum that is varied and tailored to various prisoner populations and needs.
   1. The article from Corrections Today notes that education is offered to varying degrees in nigh US prisons, but its presence is often debated and comes under increased scrutiny during times of budgetary stress.
      1. Some states have implemented programs that require inmates to attend school for a certain corporeality of time if they do not see minimum standards for certain skills such as reading or math.
      2. While these are useful programs, prisoner instruction shouldn't be limited to or focused on those with the least corporeality of skills.
      3. The article notes that even prisoners who have attended or fifty-fifty graduated from higher may benefit from educational activity, equally they tin can pursue specialized courses or certifications.
   2. Based on my inquiry, I would propose that the prison curriculum have four tiers: i that addresses bones skills that prisoners may lack, i that prepares prisoners for a GED, one that prepares prisoners for college-level piece of work, and one that focuses on life and social skills.
      1. The first tier of the education program should focus on remediation and basic skills, which is the near common course of prisoner educational activity as noted by Foley and Gao in their 2004 article from the Journal of Correctional Pedagogy that studied educational practices at several institutions.
         1. These courses volition teach prisoners basic reading, writing, and math skills that may be lacking.
         2. Since in that location is a stigma associated with a lack of these bones skills, early instruction should be one-one-one or in small groups.
      2. The second tier should ready prisoners who have not completed the equivalent of loftier schoolhouse to progress on to a curriculum modeled after that of most high schools, which will set them for a GED.
      3. The 3rd tier should include a curriculum based on the general educational activity learning goals constitute at most colleges and universities and/or vocational training.
         1. Basic general education goals include speaking, writing, listening, reading, and math.
         2. Once these general education requirements have been met, prisoners should be able to pursue specialized vocational training or upper-level college courses in a major of written report, which may need to be taken online through distance learning, since instructors may non be available to come up to the bodily prisons to teach.
      4. The quaternary tier includes grooming in social and life skills that nearly people learn through family unit and peer connections, which many prisoners may non have had.
         1. Some population-specific areas of study that wouldn't be covered in a typical classroom include drug treatment and acrimony management.
         2. Life skills such as budgeting, money management, and healthy living can increase confidence.
         3. Classes that focus on social skills, parenting, or relational advice can as well improve communication skills and relational satisfaction; for example, workshops teaching parenting skills have been piloted to give fathers the skills needed to more effectively communicate with their children, which can increase feelings of self-worth.
   3. According to a 2007 article by Behan in the Journal of Correctional Education, prisons should likewise have extracurricular programs that enhance the educational feel.
      1. Under the supervision of faculty and/or staff, prisoners could be given the task of organizing an outside speaker to come to the prison or put together a workshop.
      2. Students could also organize a debate confronting students on the exterior, which could allow the prisoners to interact (face-to-face or most) with other students and let them to exist recognized for their academic abilities.
      3. Even within the prison, debates, trivia contests, paper contests, or speech contests could be organized betwixt prisoners or between prisoners and prison staff as a means of healthy competition.
      4. Finally, prisoners who are successful students should exist recognized and put into peer-mentoring roles, considering, as Behan states in the article, "a prisoner who…has had an inspirational learning feel acts as a more positive advocate for the school than whatsoever [other method]."

   Transition: The model for prisoner education that I accept simply outlined volition have many benefits.

3. Educating prisoners can do good inmates, those who piece of work in prisons, and lodge at large.
   1. The commodity I just cited from the Journal of Correctional Teaching states that the cocky-reflection and critical thinking that are fostered in an educational setting tin can assist prisoners reflect on how their deportment affected them, their victims, and/or their communities, which may increase self-sensation and help them better reconnect with a civil society and reestablish stronger community bonds.
   2. The Corrections Today article I cited earlier notes that a federally funded iii-land survey provided the strongest show to date that prisoner pedagogy reduces the backsliding rate and increases public safety.
      1. The Corrections Today article also notes that prisoners who completed a GED reoffended at a charge per unit twenty percent lower than the general prison population, and those that completed a college degree reoffended at a charge per unit 44 percent lower than the general prison population.
      2. So why does prisoner education aid reduce recidivism rates?
         1. Simply put, according to the commodity in the Studies in the Education of Adults I cited earlier, the skills gained through expert prison house education programs make released prisoners more desirable employees, which increases their wages and helps remove them from a negative cycles of stigma and poverty that led many of them to crime in the first identify.
         2. Further, the ability to maintain consistent employment has been shown to reduce the rate of reoffending.
   3. Pedagogy doesn't just improve the lives of the prisoners; it also positively affects the people who work in prisons.
      1. An entry on eHow.com past Kinney about the benefits of prisoners getting GEDs notes that a successful educational program in a prison can create a more humane environment that will positively affect the officers and staff also.
      2. Such programs also allow prisoners to do more productive things with their time, which lessens violent and destructive behavior and makes prison workers' jobs safer.
   4. Prisoner teaching can also salvage greenbacks-strapped states coin.
      1. Giving prisoners time-off-sentence credits for educational attainment can help reduce the prison population, as eligible inmates are released before because of their educational successes.
      2. Equally noted by the Corrections Today article, during the 2008–ix school year the credits earned by prisoners in the Indiana system led to more than than $68 one thousand thousand dollars in avoided costs.

Conclusion

Transition to conclusion and summary of importance: In closing, it's easy to run into how beneficial a skilful education can be to a prisoner. Education may be something the average teenager or adult takes for granted, but for a prisoner it could be the get-go of a new life.

Review of main points: At that place is a clear demand for prisoner didactics that can be met with a sound curriculum that will do good prisoners, those who work in prisons, and order at big.

Endmost statement: While instruction in prisons is withal a controversial topic, I hope you lot all agree with me and Supreme Court Justice Burger, whose words opened this speech, when we say that locking a criminal away may offering a brusk-term solution in that information technology gets the criminal out of regular society, but information technology doesn't ameliorate the prisoner and it doesn't better us in the long run as a order.

References

Bayliss, P. (2003). Learning backside bars: Time to liberate prison education. Studies in the Didactics of Adults, 35(2), 157–172.

Behan, C. (2007). Context, creativity and critical reflection: Education in correctional institutions. Periodical of Correctional Education, 58(ii), 157–169.

Foley, R. (2004). Correctional pedagogy: Characteristics of academic programs serving incarcerated adults. Journal of Correctional Education, 55(ane), 6–21.

Kinney, A. (2011). What are the benefits of inmates getting GEDs? Ehow.com. Retrieved from http://www.ehow.com/list_6018033_benefits-inmates-getting-geds_.html

Steurer, South. J., Linton, J., Nally, J., & Lockwood, South. (2010). The top-nine reasons to increment correctional education programs. Corrections Today, 72(iv), 40–43.

Key Takeaways

• Ethos refers to the brownie of a speaker and is equanimous of 3 dimensions: competence, trustworthiness, and dynamism. Speakers develop ethos past being prepared, citing credible enquiry, presenting data in a nonmanipulative way, and using engaging delivery techniques.
• Logos refers to the reasoning or logic of an argument. Speakers appeal to logos by presenting factual objective data, using sound reasoning, and avoiding logical fallacies.
• Pathos refers to emotional appeals. Speakers appeal to pathos by using brilliant language, including personal stories, and using figurative linguistic communication.
• Cognitive dissonance refers to the mental discomfort that results from new information clashing with currently held beliefs, attitudes, or values. Cognitive racket may lead a person to exist persuaded, only there are other means that people may cope with dissonance, such as by discrediting the speaker, seeking out culling information, avoiding sources of racket, or reinterpreting the information.
• Speakers can combine positive and negative motivation with appeals to safety, social, or self-esteem needs in lodge to persuade.

Exercises

1. Ethos, or credibility, is composed of three dimensions: competence, trustworthiness, and dynamism. Of those dimensions, which is most important for you when judging someone's credibility and why?
2. Recount a fourth dimension when you experienced cognitive racket. What was the new information and what did it clash with? What coping strategies, of the ones discussed in the chapter, did yous use to effort to restore cognitive residual?
3. How upstanding do yous recall it is for a speaker to rely on fear appeals? When practice fearfulness appeals cross the line?
4. Imagine that you lot volition exist delivering a persuasive speech to a group of prospective students because attending your school. What could you say that would appeal to their safety needs? Their social needs? Their cocky-esteem needs?

References

Cooper, M. D., and William L. Nothstine, Power Persuasion: Moving an Aboriginal Art into the Media Age (Greenwood, IN: Educational Video Group, 1996), 48.

Fletcher, L., How to Design and Evangelize Speeches, 7th ed. (New York: Longman, 2001), 342.

Maslow, A. H., "A Theory of Human Motivation," Psychological Review 50 (1943): 370–96.

Stiff, J. B., and Paul A. Mongeau, Persuasive Communication, 2nd ed. (New York: Guilford Press, 2003), 105.

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Source: https://open.lib.umn.edu/communication/chapter/11-4-persuasive-strategies/

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