{"id":569,"date":"2025-05-14T02:10:52","date_gmt":"2025-05-14T02:10:52","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/?post_type=chapter&p=569"},"modified":"2025-07-13T21:19:59","modified_gmt":"2025-07-13T21:19:59","slug":"a-definition-of-persuasion","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/chapter\/a-definition-of-persuasion\/","title":{"raw":"A Definition of Persuasion","rendered":"A Definition of Persuasion"},"content":{"raw":"Persuasion <\/strong>can be defined in two ways, for two purposes. The first (Lucas, 2015) is \u201cthe process of creating, reinforcing, or changing people\u2019s beliefs or actions\u201d (p. 306). This is a good, simple straightforward definition to start with, although it does not encompass the complexity of persuasion. This definition does introduce us to what could be called a \u201cscaled\u201d way of thinking about persuasion and change.\r\n\r\n[caption id=\"attachment_570\" align=\"aligncenter\" width=\"604\"]\"Persuasive Figure 13.1[\/caption]\r\n\r\nThink of persuasion as a continuum or line going both directions (see Figure 13.1). Your audience members, either as a group or individually, are sitting somewhere on that line in reference to your central idea statement, or what we are going to call a <\/span>proposition <\/strong>in this chapter. In your speech you are proposing the truth or validity of an idea, one which the audience may not find true or acceptable. Sometimes the word \u201cclaim\u201d is used for proposition or central idea statement in a persuasive speech, because you are claiming an idea is true or an action is valuable.<\/span>\r\n
\r\n\r\nProposition<\/strong>\r\n\r\nThe central idea statement in a persuasive speech; a statement made advancing a judgment or opinion\r\n\r\n<\/div>\r\nFor example, your proposition might be, \u201cThe main cause of climate change is human activity.\u201d In this case, you are not denying that natural forces, such as volcanoes, can affect the climate, but you are claiming that climate change is mainly due to pollution and other harmful things humans have done to the environment. To be an effective persuasive speaker, one of your first jobs after coming up with this topic would be to determine where your audience \u201csits\u201d on the continuum in Figure 13.1.\r\n
\r\n
\r\n
\r\n\r\n+3 means strongly agree to the point of making lifestyle choices to lessen climate change (such as riding a bike instead of driving a car, recycling, eating certain kinds of foods, and advocating for government policy changes).<\/em>\r\n\r\n+2 means agree but not to the point of acting upon it or only acting on it in small ways.<\/em>\r\n\r\n+1 as mildly in favor of your proposition; that is, they think it\u2019s probably true but the issue doesn\u2019t affect them personally.<\/em>\r\n\r\n0 means neutral, no opinion, or feeling too uninformed to make a decision.<\/em>\r\n\r\n-1 means mildly opposed to the proposition but willing to listen to those with whom they disagree.<\/em>\r\n\r\n<\/div>\r\n-2 means disagreement to the point of dismissing the idea pretty quickly.<\/em>\r\n\r\n-3 means strong opposition to the point that the concept of climate change itself is not even listened to or acknowledged as a valid subject.<\/em>\r\n\r\n<\/div>\r\nSince everyone in the audience is somewhere on this line or continuum, persuasion in this case means moving them to the right, somewhere closer to +3. Thinking about persuasion this way has three values:\r\n
\r\n
    \r\n \t
  • You can visualize and quantify where your audience \u201csits.\u201d<\/li>\r\n \t
  • You can accept the fact that any movement toward +3 or to the right is a win.<\/li>\r\n \t
  • You can see that trying to change an audience from -3 to +3 in one speech is just about impossible. Therefore, you will be able to take a reasonable approach. In this case, if you knew most of the audience was at -2 or -3, your speech would be about the science behind climate change in order to open their minds to its possible existence. However, that audience is not ready to hear about its being caused mainly by humans or what action should be taken to reverse it.<\/li>\r\n<\/ul>\r\n<\/div>\r\nYour instructor may have the class engage in some activity about your proposed topics in order for you to write your proposition in a way that is more applicable to your audience. For example, you might have a group discussion on the topics or administer surveys to your fellow students. Some topics are so controversial and divisive that trying to persuade about them in class is inappropriate. Your instructor may forbid some topics or steer you in the direction of others.\r\n\r\nYou might also ask if it is possible to persuade to the negative, for example, to argue against something or try to move the audience to be opposed to something. In this case you would be trying to move your audience to the left on the continuum rather than to the right. Yes, it is possible to do so, but it might confuse the audience. Also, you might want to think in terms of phrasing your proposition so that it is favorable as well as reasonable. For example, \u201cElderly people should not be licensed to drive\u201d could be replaced with \u201cDrivers over the age of 75 in our state of should be required to pass a vision and health test every two years to renew their driver's licenses.\u201d The first one is not clear (what is \u201celderly?\u201d), reasonable (no license at all?), or positive (based on restriction) in approach. The second is specific, reasonable, doable, and positive.\r\n\r\n<\/div>\r\n
    \r\n\r\nIt should also be added that the proposition is assumed to be controversial. By that it means that some people in the audience disagree with your proposition or at least have no opinion; they are not \u201con your side.\u201d It would be foolish to give a speech when everyone in the audience totally agrees with you at the beginning of the speech. For example, trying to convince your classroom audience that attending college is a good idea is a waste of everyone\u2019s time since, for one reason or another, everyone in your audience has already made that decision. That is not persuasive.<\/span>\r\n\r\nThose who disagree with your proposition but are willing to listen could be called the target audience<\/strong>. These are the members of your audience on whom you are truly focusing your persuasion. At the same time, another cluster of your audience that is not part of your target audience are those who are extremely opposed to your position to the point that they probably will not give you a fair hearing. Finally, some members of your audience may already agree with you, although they don\u2019t know why.\r\n
    \r\n\r\nTarget audience<\/strong>\r\n\r\nthe members of an audience the speaker most wants to persuade and who are likely to be receptive to persuasive messages\r\n\r\n<\/div>\r\nTo go back to our original definition, \u201cthe process of creating, reinforcing, or changing people\u2019s beliefs or actions,\u201d and each of these purposes implies a different approach. You can think of creating <\/em>as moving an audience from 0 to +1, +2, or +3. You only really \u201ccreate\u201d something when it does not already exist, meaning the audience\u2019s attitude will be a 0 since they have no opinion. In creating, you have to first engage the audience that there is a vital issue at stake. Then you must provide arguments in favor of your claim to give the audience a basis for belief.\r\n\r\nReinforcing <\/em>is moving the audience from +1 toward +3 in the hope that they take action (since the real test of belief is whether people act on it). In reinforcing, the audience already agrees with you but needs steps and pushes (nudges) to make it action. Changing <\/em>is moving from -1 or \u20132 to +1 or higher. In changing, you must first be credible, and provide evidence for your side but also show why the audience\u2019s current beliefs are mistaken or wrong in some way.\r\n
    \r\n\r\nPersuasion<\/strong>\r\n\r\nA symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice\r\n\r\n<\/div>\r\n
    \r\n\r\nHowever, this simple definition from Lucas, while it gets to the core of \u201cchange\u201d that is inherent in persuasion, could be improved with some attention to the ethical component and the \u201chow\u201d of persuasion. For that purpose, let\u2019s look at Perloff\u2019s (2003) definition of persuasion<\/strong>:\r\n
    A symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice. (p. 8)<\/div>\r\nThere are several important factors about this definition. First, notice that persuasion is symbolic, that is, uses language or other symbols (even graphics can be symbols), rather than force or other means. Second, notice that it is an attempt, not always fully successful. Third, there is an \u201catmosphere of free choice,\u201d in that the persons being persuaded can choose not to believe or act. And fourth, notice that the persuader is \u201ctrying to convince others to change.\u201d Modern psychological research has confirmed that the persuader does not change the audience directly. The processes that the human mind goes through while it listens to a persuasive message is like a silent, <\/span>mental dialogue <\/strong>the audience is having with the speaker\u2019s ideas. The audience members as individuals eventually convince themselves to change based on the \u201csymbols\u201d used by the speaker.<\/span>\r\n
    \r\n\r\nMental dialogue<\/strong>\r\n\r\nan imagined conversation the speaker has with a given audience in which the speaker tries to anticipate what questions, concerns, or issues the audience may have to the subject under discussion\r\n\r\n<\/div>\r\nSome of this may sound like splitting hairs, but these are important points. The fact that an audience has free choice means that they are active participants in their own persuasion and that they can choose whether the speaker is successful. This factor calls on the student speaker to be ethical and truthful. Sometimes students will say, \u201cIt is just a class assignment, I can lie in this speech,\u201d but that is not a fair or respectful way to treat your classmates.\r\n\r\nFurther, the basis of your persuasion is language; even though \u201ca picture is worth a thousand words\u201d and can help add emotional appeal to your speech, you want to focus on communicating through words. Also, Perloff\u2019s definition distinguishes between \u201cattitude\u201d and \u201cbehavior,\u201d meaning that an audience may be persuaded to think, to feel, or to act. Finally, persuasion is a process. Successful persuasion actually takes a while. One speech can be effective, but usually, other messages influence the listener in the long run.\r\n\r\n<\/div>\r\n<\/div>","rendered":"

    Persuasion <\/strong>can be defined in two ways, for two purposes. The first (Lucas, 2015) is \u201cthe process of creating, reinforcing, or changing people\u2019s beliefs or actions\u201d (p. 306). This is a good, simple straightforward definition to start with, although it does not encompass the complexity of persuasion. This definition does introduce us to what could be called a \u201cscaled\u201d way of thinking about persuasion and change.<\/p>\n

    \"Persuasive
    Figure 13.1<\/figcaption><\/figure>\n

    Think of persuasion as a continuum or line going both directions (see Figure 13.1). Your audience members, either as a group or individually, are sitting somewhere on that line in reference to your central idea statement, or what we are going to call a <\/span>proposition <\/strong>in this chapter. In your speech you are proposing the truth or validity of an idea, one which the audience may not find true or acceptable. Sometimes the word \u201cclaim\u201d is used for proposition or central idea statement in a persuasive speech, because you are claiming an idea is true or an action is valuable.<\/span><\/p>\n

    \n

    Proposition<\/strong><\/p>\n

    The central idea statement in a persuasive speech; a statement made advancing a judgment or opinion<\/p>\n<\/div>\n

    For example, your proposition might be, \u201cThe main cause of climate change is human activity.\u201d In this case, you are not denying that natural forces, such as volcanoes, can affect the climate, but you are claiming that climate change is mainly due to pollution and other harmful things humans have done to the environment. To be an effective persuasive speaker, one of your first jobs after coming up with this topic would be to determine where your audience \u201csits\u201d on the continuum in Figure 13.1.<\/p>\n

    \n
    \n
    \n

    +3 means strongly agree to the point of making lifestyle choices to lessen climate change (such as riding a bike instead of driving a car, recycling, eating certain kinds of foods, and advocating for government policy changes).<\/em><\/p>\n

    +2 means agree but not to the point of acting upon it or only acting on it in small ways.<\/em><\/p>\n

    +1 as mildly in favor of your proposition; that is, they think it\u2019s probably true but the issue doesn\u2019t affect them personally.<\/em><\/p>\n

    0 means neutral, no opinion, or feeling too uninformed to make a decision.<\/em><\/p>\n

    -1 means mildly opposed to the proposition but willing to listen to those with whom they disagree.<\/em><\/p>\n<\/div>\n

    -2 means disagreement to the point of dismissing the idea pretty quickly.<\/em><\/p>\n

    -3 means strong opposition to the point that the concept of climate change itself is not even listened to or acknowledged as a valid subject.<\/em><\/p>\n<\/div>\n

    Since everyone in the audience is somewhere on this line or continuum, persuasion in this case means moving them to the right, somewhere closer to +3. Thinking about persuasion this way has three values:<\/p>\n

    \n
      \n
    • You can visualize and quantify where your audience \u201csits.\u201d<\/li>\n
    • You can accept the fact that any movement toward +3 or to the right is a win.<\/li>\n
    • You can see that trying to change an audience from -3 to +3 in one speech is just about impossible. Therefore, you will be able to take a reasonable approach. In this case, if you knew most of the audience was at -2 or -3, your speech would be about the science behind climate change in order to open their minds to its possible existence. However, that audience is not ready to hear about its being caused mainly by humans or what action should be taken to reverse it.<\/li>\n<\/ul>\n<\/div>\n

      Your instructor may have the class engage in some activity about your proposed topics in order for you to write your proposition in a way that is more applicable to your audience. For example, you might have a group discussion on the topics or administer surveys to your fellow students. Some topics are so controversial and divisive that trying to persuade about them in class is inappropriate. Your instructor may forbid some topics or steer you in the direction of others.<\/p>\n

      You might also ask if it is possible to persuade to the negative, for example, to argue against something or try to move the audience to be opposed to something. In this case you would be trying to move your audience to the left on the continuum rather than to the right. Yes, it is possible to do so, but it might confuse the audience. Also, you might want to think in terms of phrasing your proposition so that it is favorable as well as reasonable. For example, \u201cElderly people should not be licensed to drive\u201d could be replaced with \u201cDrivers over the age of 75 in our state of should be required to pass a vision and health test every two years to renew their driver’s licenses.\u201d The first one is not clear (what is \u201celderly?\u201d), reasonable (no license at all?), or positive (based on restriction) in approach. The second is specific, reasonable, doable, and positive.<\/p>\n<\/div>\n

      \n

      It should also be added that the proposition is assumed to be controversial. By that it means that some people in the audience disagree with your proposition or at least have no opinion; they are not \u201con your side.\u201d It would be foolish to give a speech when everyone in the audience totally agrees with you at the beginning of the speech. For example, trying to convince your classroom audience that attending college is a good idea is a waste of everyone\u2019s time since, for one reason or another, everyone in your audience has already made that decision. That is not persuasive.<\/span><\/p>\n

      Those who disagree with your proposition but are willing to listen could be called the target audience<\/strong>. These are the members of your audience on whom you are truly focusing your persuasion. At the same time, another cluster of your audience that is not part of your target audience are those who are extremely opposed to your position to the point that they probably will not give you a fair hearing. Finally, some members of your audience may already agree with you, although they don\u2019t know why.<\/p>\n

      \n

      Target audience<\/strong><\/p>\n

      the members of an audience the speaker most wants to persuade and who are likely to be receptive to persuasive messages<\/p>\n<\/div>\n

      To go back to our original definition, \u201cthe process of creating, reinforcing, or changing people\u2019s beliefs or actions,\u201d and each of these purposes implies a different approach. You can think of creating <\/em>as moving an audience from 0 to +1, +2, or +3. You only really \u201ccreate\u201d something when it does not already exist, meaning the audience\u2019s attitude will be a 0 since they have no opinion. In creating, you have to first engage the audience that there is a vital issue at stake. Then you must provide arguments in favor of your claim to give the audience a basis for belief.<\/p>\n

      Reinforcing <\/em>is moving the audience from +1 toward +3 in the hope that they take action (since the real test of belief is whether people act on it). In reinforcing, the audience already agrees with you but needs steps and pushes (nudges) to make it action. Changing <\/em>is moving from -1 or \u20132 to +1 or higher. In changing, you must first be credible, and provide evidence for your side but also show why the audience\u2019s current beliefs are mistaken or wrong in some way.<\/p>\n

      \n

      Persuasion<\/strong><\/p>\n

      A symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice<\/p>\n<\/div>\n

      \n

      However, this simple definition from Lucas, while it gets to the core of \u201cchange\u201d that is inherent in persuasion, could be improved with some attention to the ethical component and the \u201chow\u201d of persuasion. For that purpose, let\u2019s look at Perloff\u2019s (2003) definition of persuasion<\/strong>:<\/p>\n

      A symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice. (p. 8)<\/div>\n

      There are several important factors about this definition. First, notice that persuasion is symbolic, that is, uses language or other symbols (even graphics can be symbols), rather than force or other means. Second, notice that it is an attempt, not always fully successful. Third, there is an \u201catmosphere of free choice,\u201d in that the persons being persuaded can choose not to believe or act. And fourth, notice that the persuader is \u201ctrying to convince others to change.\u201d Modern psychological research has confirmed that the persuader does not change the audience directly. The processes that the human mind goes through while it listens to a persuasive message is like a silent, <\/span>mental dialogue <\/strong>the audience is having with the speaker\u2019s ideas. The audience members as individuals eventually convince themselves to change based on the \u201csymbols\u201d used by the speaker.<\/span><\/p>\n

      \n

      Mental dialogue<\/strong><\/p>\n

      an imagined conversation the speaker has with a given audience in which the speaker tries to anticipate what questions, concerns, or issues the audience may have to the subject under discussion<\/p>\n<\/div>\n

      Some of this may sound like splitting hairs, but these are important points. The fact that an audience has free choice means that they are active participants in their own persuasion and that they can choose whether the speaker is successful. This factor calls on the student speaker to be ethical and truthful. Sometimes students will say, \u201cIt is just a class assignment, I can lie in this speech,\u201d but that is not a fair or respectful way to treat your classmates.<\/p>\n

      Further, the basis of your persuasion is language; even though \u201ca picture is worth a thousand words\u201d and can help add emotional appeal to your speech, you want to focus on communicating through words. Also, Perloff\u2019s definition distinguishes between \u201cattitude\u201d and \u201cbehavior,\u201d meaning that an audience may be persuaded to think, to feel, or to act. Finally, persuasion is a process. Successful persuasion actually takes a while. One speech can be effective, but usually, other messages influence the listener in the long run.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":133,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-569","chapter","type-chapter","status-publish","hentry"],"part":565,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapters\/569","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/wp\/v2\/users\/133"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapters\/569\/revisions"}],"predecessor-version":[{"id":847,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapters\/569\/revisions\/847"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/parts\/565"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapters\/569\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/wp\/v2\/media?parent=569"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/pressbooks\/v2\/chapter-type?post=569"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/wp\/v2\/contributor?post=569"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/wp-json\/wp\/v2\/license?post=569"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}