COM 100

• - communication: employing currencies of expression (including adherence through use of influential language symbols)
• - controlling: employing currencies of power (including adherence through use of influential rewards and punishments)

• -convincing: seeking mental transformation (targeting a specific change of mind)
• - compliance gaining: seeking behavioural modification (targeting only a specific change in action)

discipline: employing currencies of power (rewards and punishments) to induce a targeted change of mind

coercion: employing currencies of power (rewards and punishments) to induce a targeted change of behavior

incentivization: employing currencies of expression (promise of reward and threat of punishment) to induce a targeted change of behavior

Persuasion: employing currencies of expression through convincing communication) to induce a targeted change of mind

• derived from book On Rhetoric that contains the most time tested time tested, taught, and model of persuasion
• -serves as a guide for persuaders as they construct and convey persuasive appeals

• inartistic proof: persuading with "hard evidence" (sometimes available)
• artistic proof: persuading with rhetorical appeal (always available)

• Ethos: the rhetorical means for establishing reliable persuader credibility
• Pathos: the rhetorical means for triggering menatl persuadee reflexes
• Logos: the rhetorical means for conveying persuasive argued cases

• the art of verbal "flattery" according to Plato
• - feel good talk akin to savory cooking that simply gratifies the appetite

• the art of persuading people to believe and act upon the truth according to his student Aristotle
• - rhetoric skills proved essential in a democratic society
• - imperative in public debate regarding issues that cannot be proven to a level of certainty

• -all talk and no action, misleading spin, propoganda, or outright deceit
• - the self serving language of some preachers, politicians, lawyers and advertisers

• Audience Impact according to Herbert Wichlens
• - rehetoric is not literature or poetry that seeks to please all audiences in all places at all times- they are judged on the qualities of performance and beauty
• - rhetoric is perssuasive communication that seeks a targeted change in a specific, intended audience - it is judged on its qualities of effects and effectiveness

• indicators of knowledgability- authority of the topic or subject of persuasion (knowing what to say)
• -credentials indicating education, experience and expertise
• -referrals or introductions from others with recognized credentials
• -identification of credible information sources

• indicators of skillfulness- ability to articulate the subject or topic of persuasion (knowing how to say it)
• -stimulate and hold others attention with relevance and benefits
• -receiver orientated language that generates meaningful understanding
• -extemporaneous verbal delivery style; not memorized or impromptu
• -nonverbal confidence and poise in kinesics, vocalics and occulesics
• -professional appearance and adept use of high quality visual aids

• Indicators
• of passion – revealing authentic
• feelings for the subject or topic of persuasion through self-disclosure (caring about what is being said)
• -Personal chronicles – stories of unique lived
• experiences
• -Personal confessionals – episodes of
• embarrassing mistakes
• -Personal convictions – accounts of applied
• beliefs and values
• -Nonverbal enthusiasm and expressiveness
• in vocalics, kinesics, and oculesics

• Indicators of compassion – exuding genuine
• concern for the welfare of the persuadee (caring about who it is being said to)

• Triggering desires to maximize material gains
• -“Door-in-the-face” (large followed by small) – high offer followed by a unilateral concession to a
• much smaller offer
• -“Red slash sale” (large followed by small) – high price crossed out and lower price added
• -“Dealer options” (large followed by small) –
• agreement to a large purchase followed by accessories at much lower prices.
• -“But that’s not all!” (small followed by large)
• – one item offered at a fixed price followed by other items added for “free”

• Triggering desires to minimize material loss
• -The fleeting opportunity (scarcity and time)
• -“Call in the next 30 minutes” – explicit deadlines
• - “Offer expires soon” – ambiguous deadlines
• - E-Bay –the countdown to zero
• -Recent scarcity – trumps longstanding scarcity
• -The rare opportunity (scarcity and quantity)
• -“One-of-a-kind”– definite limitations
• -“The last one we have” – impending limitations
• -“While supplies last” – possible limitations
• -“The feeding frenzy” – lines, auctions, and
• competition
• -Banning – contraband and censorship

• Triggering desires to avoid abnormality
• -The will of the majority – votes, polls, and tallies
• -The preferences of the in-group – popular
• brands, and peer beliefs or behaviors
• -The characteristics of those who are similar –
• emulate attitudes and actions

• Triggering desires to absolve indebtedness
• -Unsolicited gifts and samples
• -Donations and contributions
• -Picking up the tab
• -Unilateral concessions (rejection-retreat)

• Triggering desires for a stable self-identity
• - Highlighting inconsistencies
• -“Foot-in-the-door” technique
• -"Bait-and-switch” technique

• triggering desires for relief from distressing emotions
• -Shame appeals – You’ve faileding
• to achieve an attainable goal
• -Anger appeals – You’re impeded from achieving a goal
• - Anxiety appeals – You’re uncertain about achieving a goal
• - Sorrow appeals – Your goal is no longer achievable
• -Envy appeals – You see others who’ve achieved your goal
• - Sympathy appeals – Someone you value
• has an unachieved goal

• Ø Having an argument –uncomfortable interpersonal conflict or dispute that results in relational
• dissension (“We got into an argument about . . .”)
• Ø Abstracting an argument – synthesizing an argument to that was made or an argument that is
• to be made (“She essentially argued that . . .”)
• Ø Making an argument –interactive communication that involves one party seeking adherence from
• another party (“I am arguing that . . .”)

• Ø Persuader-supplied argument – assertion must be accompanied by some forms of supporting evidence, reasons,
• or rationale
• Ø Evidence-supplied measure of certainty
• – supporting evidence must supply a degree of certainty to the persuadee that justifies the argued assertion
• o Arguments are incapable of supplying absolute proof of an assertion
• o Humans are incapable of drawing conclusions based only on “blind” leaps of faith
• Ø Persuadee-supplied leap of faith– persuadee must supply a measure of faith leading to believed-in conclusions
• inferred by (but not “proven” by) justifying evidence

• Ø Animal – targeted issue being argued arising from one of the three fundamental questions about
• life
• Ø Armament – accurate and reliable argued case constructed from one of the three forms of
• human rationality
• Ø Ammunition – potent and effective evidence supporting the argued case (armament) that
• comports with the issue in question (animal)

• Ø Argued evidence must comport with persuadee question being addressed:
• o Solvency arguments are best supported with forms of scientific evidence
• o Sanctification arguments are best supported with forms of sacred evidence
• o Signification arguments are best supported with forms of similitudic
• evidence
• Ø Argued evidence must comport with persuadee predispositions toward evidence:
• o Persuadees must be capable of understanding evidence (aptitude)
• o Persuadees must be committed to viability of evidence (attitude)
• Ø Arguments must comport with persuadee latitudes
• or ranges of attitude toward argued issue:
• o Explore persuadee latitudes of rejection, non-commitment, and acceptance
• o Arguments should seek small, incremental shifts in persuadee attitude change, rather than large and sudden attitude reversals

• o Clarify your purpose
• o Analyze your audience
• o Gather your support material
• o Organize your ideas
• o Prepare your audio-visual aids
• o Compose your speaking notes
• o Rehearse your delivery
• o Manage your speaking anxiety

• o Informative– to offer concept instruction or skill training
• o Persuasive– to alter beliefs, values, attitudes, or actions
• o Ceremonial– to commemorate or entertain

• o General focus– What topic will you speak about?
• o Specific focus– Within your topic, what is important to speak about considering your audience
• needs and time constraints?
• o Aiming point– What particular audience effect will you seek as the outcome of your speech?

• Ø A speech claim in public speaking is
• the counterpart to a thesis statement
• in a written essay
• o A speech claim discloses the intended impact of a speech – it focuses on the specific effect on the audience sought by the speech
• Ø A speech claim creates a sense of expectation in
• the audience
• o It is a promise that the speaker will make to the audience
• o It is a bold statement that generates audience anticipation
• Ø A speech claim creates a sense of direction and challenge for the speaker
• o It clarifies exactly what the speaker must prepare to do
• o It motivates the speaker to be ready to deliver on the promise

• Ø Audience Aptitude = Capability + Cognizance
• o Capability– what your audience is able to grasp about your topic
• o Cognizance – what your audience already knows about your topic
• Ø Audience Attitude = Salience + Valence
• o Salience – how much your audience cares about your topic
• o Valence – how much your audience agrees/disagrees with your persuasive claim

• ØPersonal knowledge, experience, and expertise
• ØInterviewing others with personal knowledge, experience, and expertise
• ØDirect queries with associations and agencies having specialized knowledge
• ØLibrary sources
• ØNon-library Internet sources

• ØAuthority –What are the credentials of the authoring person or agency?
• ØObjectivity– What are the biases or agendas of the information source?
• ØAccuracy –What are the reliability standards for offered information?
• ØCoverage –How thoroughly has the subject been explored and explained?
• ØCurrency –How recent or up-to-date is the information that is offered?

• Goal: a format that is digestable, memerable, impactful
• Four Components: introduction, main points, transitions, and conclusion

• ØGain your audience’s attention
• ØAssert your claim
• ØReveal importance your topic has for your
• audience
• ØHighlightyour credibility
• ØPreview your main points

• ØSpecify and explain your point
• ØSupport your point with credible material
• Cite your sources of support material with who and why

• ØReview or summarize the previous main point
• ØRelate or link the previous point to the next point
• ØPreview or highlight the next main point

• ØReview the significance of each main point
• ØRe-assert your claim
• ØReason to remember, believe, or act

• Ø Help to stimulate and hold audience attention
• Ø Help to explain and illustrate ideas
• Ø Help to summarize and remember
• Ø Help to establish your credibility

• Ø Speak to your audience, not to the screen
• Ø Guide your audience – reveal (or point to) one item at a time
• Ø Use only when needed – keep audience focus on YOU, the main attraction
• Ø Avoid pass-around items and handouts during your speech
• Ø Four steps when using a visual aid – hide it, introduce it, explain it, and hide it

• o Greater credibility through knowledgeability and authenticity
• o Other delivery styles can be somewhat effective when they mimic the extemporaneous style
• o Rather than imitating extemporaneous delivery, just do it!

• ØAnxiety is caused by two simultaneous factors:
• o Adesire to achieve an important goal, AND
• o Uncertainty associated with achieving that goal
• Ø To eliminate your anxiety, one of two conditions is required:
• o Your goal must be eliminated, OR
• o All uncertainty associated with achieving the goal must be eliminated
• Ø Public speaking always involves seeking to achieve goals, and always involves an amount of uncertainty in achieving them:
• o Therefore, public speaking anxiety cannot be completely eliminated
• Ø A moderate amount of anxiety enhances performance:
• o Too little anxiety results in apathy and poor performance
• o Too much anxiety results in panic and poor performance

• Ø Dam it – anxiety can be tamed:
• o View “stage fright” as a potentially constructive energy source
• o Transform nervous energy into enthusiastic expression
• Ø Chosen exposure overcomes fear – public speaking is voluntary:
• o Speeches are like parachuting
• o View speeches as voluntary opportunities
• Ø Transfer confidence from an arena of competence – you are capable:
• o Public speaking is more like a conversation than a performance
• o Employ the “friendly face” technique
• Ø View yourself the way your audience sees you – you don’t look that nervous:
• o You look more nervous to yourself than to others
• o Others cannot see the extent of your anxiety (and if they notice a bit of anxiety, they will empathize or envy rather than ridicule)
• Ø Remind yourself who the audience is – those people don’t meet your vital needs:
• o Who meets your crucial needs for acceptance and esteem?
• o You are speaking to satisfy some of their practical needs, not for them to satisfy some of your vital needs

Can be defined as a process in which people generate meaning through exchange of verbal and nonverbal messages

simple one way flow of broadcast information facilitated by technology channels

• always bear some resemblance to what the things which they refer
• ex: smiley face

• reveal somethign beyond the thing itself
• ex: animal prints in snow can reveal direction of animal and the animal itself

something that represents someting else and conveys meaning

the building blocks of communication events

the concrete meaning of the message, and the meaning suggested by or associated with the messages and the emotions triggered by it

what a message conveys about the relationship between the parties

the physical surroundings of a communication event

the people interacting during communication

transmitting ideas and emotions via signs and symbols

taking ideas and converting them into messages

receiving a message and interpreting its meaning

the means through which a message is transmitted

any stimulus that can interfere with or degrade the quality of a message

the response to a message

the education, life experience, and cultural background that a communicator pocessess

standards of what is right and wrong, good and bad, moral and immoral

the standards of right and wrong that one applies to messages that are sent and received

pertaining to the belief that there is a single correct moral standard holds for everyone, everywhere, everytime

pretaining to the belief that moral behavior varies among indiviuals, groups, and cultures across situations

the balance of open-mindedness and critical attitude needed when evaluating others messages

the honest and ethical responses receivers provide to the messages of others

the refusal to acknowledge the intended meaning of a message

communication acts that attempt to deny others the right to speak based on their position or identities

the act of assigning meaning to sensory information

the process by which one recognizes what sensory input represents

the process of choosing which sensory information to focus on

consciously or unconsciously attending to just a narrow range of the full array of sensory information available

the ability to form mental models of the world

cognitive structure that represents an individual's understanding of a concept or person

an idealized schema

the sequence of actions one developes to attain particular goals

a relatively fixed sequence of events that functions as a guide or template for communication or behavior

a cognitive process used to organize information by placing it into larger groupings of information

a name assigned to a category based on one's perception of the category

creating schemas that overgeneralize attributes of a specific group

a structure that shapes how people interpret their perceptions

explanation of the processes we use to judge our own and others behavior

the tendency to attribute one's own negative behaviors to external causes and one's positive actions to internal states

the tendency to give one's self more credit than is due when a good thing happens and to accept too little responsibility for those things that go wrong

the tendency to attribute others negative behavior to internal causes and their positive behaviors to external causes

categories people develope to help them organize information

the degree to which a person's constructs are detailed, involved or numerous

the tendency to view one's own group as the standard against which all other groups are judged

experiencing aversive or negative feelings toward a group as a whole or toward an individual because he or she belongs to a group

the role prejudice plays in protecting individuals' sense of self worth

the role played by prejudice in allowing peoplet o view their own values, norms, and cultural practices as appropriate and correct

the specific position or positions one holds in society

use of language to obtain what you need or desire

use of language to control or regulate the behaviors of others

use of language to communicate information or report facts

use of language to acquire knowledge and understanding

useo of language to establish and define social relationships

use of language to express individuality and personality

use of language to express oneself artistically or creatively

the study of sounds that compse individual languages and how those sounds communicate meaning

the rules that govern word order

the study of meaning

the dictionary, or literal, meaning of a word

field of study that emphasizes how language is used in specific situations to accomplish goals

branch of pragmatics that suggests that when people communicate, they do not just say things, they also do things with their words

a variation of a language distinguished by its vocabulary, grammar and pronunciation

vocabulary

the influence of shared characteristics of a group that was born and reared in the same general period

a version of English that has its roots in West African and US slave languages

the specialized terms that develop in many professions

those who argue that any idea can be expressed in any language and that the structure and vocabulary of the language do not influence the speaker's perception of the world

those who argue that language serves not only as a way for us to voice our ideas but "is itself the shaper of ideas, the guide for the individual's mental activity"

idea that the language people speak determines the way they see the world

comments that reject or invalidate a positive or negative self-image of our conversational partners

comments that validate positive self-image of others

the sate of listening most people refer to as "hearing" when listeners pick up the sound waves directed toward them

interpreting the messgaes associated with sounds or what the sounds mean

assessing your reaction to a message

showing others how you regard their messge

all the nonverbal actions people perform

non verbal behavior that has symbolic meaning

distinct, organized means of expression that consists of symbols and rules for their use

nonverbal communication sent by the body, including gestures, posture, movement, facial expressions, and eye behavior

nonverbal communication made with parts of the body, including actions such as pointing or waving

signals that accompany speech to clarify or emphasize the verbal messages

gestures that stand for specific verbal meaning

gestures used to manage emotions

gestures used to control conversation

how close or invloved people appear to be with each other

all aspects of spoken language except the words themselves; includes rate, volume, pitch, stress

qualities such as speed, pitch, volume, rhythm, vocal range, and articulation that make up the "music" of the human voice

uttered sounds that do not have the structure of language

the study of the way people use time as a message

the study of how people use spatial cues, including interpersonal distance, territoriality, and other space relationships to communicate

engaging in one task or behavior at a time

engaging multiple activitites simultaneously

the space used when interacting with those with whom one is very close

the space used when interacting with friends and acquantances

the distance most US Americans use when they interact with unfamiliar others

the distance used for public ceremonies such as lectures or performances

the study of the communicative function of touch

using nonverbal behaviors to help clarify verbal messages and reveal attitudes and moods

using nonverbal behaviors to help manage turn-taking during conversation

using nonverbal behaviors to help convey attraction and closeness

using nonverbal behavior to exercise influence over other people

using nonverbal behavior to signal close involvement between people in impersonal relationships and contexts

how close one is to others

the apeal one person has for another based on physical appearance, personalities and behaviors

the tendency to develop relationships with people who are approximately as attractive as we are

degree to which people share the same values, interests, and background

a theory that proposes relationships develop through self disclosure

the stage in which people first meet and engage in superfcial conversation

stage in which people increase the breadth, depth and frequency of their self disclosure

stage in which relational partners engage in the greatest breadth and depth of self disclosure

model of relationship development htat views relationships as occuring in "stages" and that focuses on how ppl communicate as relationshios develope and decline

stage of romantic relational development in which both ppl behave so as to appear pleasant and likable

stage of romantical relational development in which both ppl seek to learn about each other

stage of romantical relational developement in which both ppl seek to increase intimacy and connectedness

stage in romantical relational developement in which both ppl portray themselves as a couple

stage of romantical relational development characterized by public commitment

stage of romantical relational development in which couples increase their interpersonal distance

stage of romantical relational dissolution in which couples discuss safe topics

stage of romantical relational dissolution in which couples try to prevent change

stage in romantical relational dissolution in which couples try not to interact with each other

stage of romantic relational dissolution in which couples end the relationship

relationship development models that view relationship development as more variable than do stage models

a model in which relationship development in which couples move both toward and away from commitment over the course of their relationship

a dialectical tension in relationships that refers to one's need to connect with others and the simultaneous need to feel independent or autonomous

a dialectical tension in relationships that desribes the need to be open and self disclose while also maintaining some sense of privacy

a dialectical tension in relationships that describes the human desire for events that are new, spontaneous, and unplanned while simultaneously needing some aspects of life to be stable and predictable

behaviors tht couples perform that help maintain their relationships

having a third party convey one's unhappiness about a relationship

the tendency to not suspect one's intimates of deception

concealment, distortion, or lying in communication

a complex and often painful emotion that occurs whena person perceives a threat to an existing relationship

a high sense of similarity

the distaste and aversion that people feel toward working in groups

groups that provide members with a sense of belonging and affection

groups that meet principally to solve problems

the tendency for people to work harder and do better when others are around

communication among a small number of people who share a common purpose or goal, who feel connected to each other and who coordinate their behavior

the shared expectations group members have regarding each individual's communication behavior in the group

roles that are directly related to the accomplishment of group goals

roles that help establish a groups social atmosphere

roles that focus more on indv's own interests and needs than on those of the group

leadership theory that suggests that leaders are born

a theory that assumes leadership behaviors can be learned

a type of leadership style where functional leadership is extended to an organizational level; all members are equal partners and share responsobility for the work of the group

theory that assumes that leaders manner or style determines his/her success

leader who takes charge, makes all the decisions and dictates strategies and work tasks

leader whose style is characterized by considerable imput from goup members

a leadership style characterized by complete freedom for the group in making decisions

a leadership style that empowers group members to work independently form the leader by encouraging group cohesion

a leadership style in which extremely self-confident leaders inspire unusual dedication to themselves by relying on their strong personalities and charm

a leadership style that seeks to ensure that other people's highest priority needs are being served in order to increase teamwork and personal involvement

potential pitfall in small group interaction; occurs when excessive analysis prevents a group from moving toward a solution

the four phase process used by a group to evaluate information and arrive at a decision or solution

the uncertainty commonly felt in the beginning phase of decision making

conflict or tension found in the second or conflict phase of the decision-making process

the third phase in the decision making process; occurs when group members express a cooperative attitude

the final phase of the decision making process when group members reach consensus and members feel a sense of accomplishment

a negative, and potentially disastrous group process characterized by "excessive concurrence thinking"

the set of interactions that memebs of groups use to accomplish thier individual and common goals

the goals and effects of communication

a function of organizational communication in which activity is coordinated toward accomplishing tasks

a function of organizational communication in which the stability of exisiting systems is preserved

a funcion of organizational communication by means of which systems are changed

lines of communication or a system of pathways through which messages flow

in a traditional coduit model of communication, communication with subordinates

in a traditional conduit model of communication, communication with superiors

in a traditional conduit model of communication, communication with peers

a power structure in which some members exercise authority over others

officially designated channels of communication, reflecting explicit or desired patterns of intersaction

unspoken but understoon channels of communication, reflecting patterns that develop spontaneously

social function

organizational function in which potentially chaotic social conflicts or problems are managed

organizational function in which valued resources and thus power are generated and distributed

organizational role in which learning and expressive functions are performed while also establishing and perpetuating social and cultural norms

organizational role in which the delivery of products or services maximizes profits

communication that occurs in interactions between ppl who are culturally different

learned patterns or perceptions, values, and behaviors shared by a group of ppl

diverse

ppl who live between cultures and often experience contradictory cultural pattersn

ppl who are border dwellers by choice and for a limited time, such as study abroad students

ppl who are border dwellers by choice and for an extended time, such as immigrants

ppl who feel disintegrated by having to shift cultures

beliefs that are so central to a cultural group that they are never questioned

a value orientation that respects the autonomy and independence of individuals

a value orientation that stresses the needs of the group

a value orientation that expresses whether it is more important for a person to "do" or to "be"

a vlaue orientation that expresses whether humans are fundamentally good, evil, or a mixture

the perceived relationship between humans and nature

a value orientation that refers to the extent to which less powerful members of institutions and organizations within a culture expect and accept an unequal distribution of power

the dimension of a society's value orientation that reflects its attitude toward virtue or truth

a value orientation in which people stress the importance of virtue

recognizes that things need not be preceived as either/or, but may be seen as both/and

thinking in which things are percieved as either/or