Chapter 8
Delivering Persuasive Messages
Learning Objectives
1. Develop effective outlines and appeals for messages that persuade.
2. Write effective sales messages.
3. Write effective persuasive requests (claim, favor, and information requests, and persuasion within
an organization).
Chapter Overview
The persuasive principles presented in Chapter 8 have application in face-to-face business relationships,
as well as in written activities. The ability to persuade is useful to a variety of life circumstances in which
students will need to motivate action, such as selling a product, a service, or their abilities; gaining
acceptance of an idea; or collecting money. Various types of persuasive writing situations are covered.
Chapter Outline
PERSUASION STRATEGIES 122
Plan Before You Write 123
Use the Inductive Approach 124
Apply Sound Writing Principles 124
SALES MESSAGES 126
Gain Attention 126
Generate Interest by Introducing the
Product, Service, or Idea 127
Create Desire by Providing Convincing
Evidence 128
Motivate Action 131
PERSUASIVE REQUESTS 132
Making a Claim 132
Asking a Favor 135
Requesting Information 137
Persuading within an Organization 137
Key Terms
AIDA 124
Central selling point 125
Persuasion 122
PowerPoint Slides

Lecture Slides — Students can review key chapter concepts on the Lecture Slides (found on the
companion website (Student’s Resources)). Slides can be downloaded for convenient printing of
handouts for taking class notes.
Slide Number and Title
195
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages


196
1. Chapter 8 Delivering Persuasive Messages
2. Learning Objectives
3. Before Composing a Persuasive Message, Know . . .
4. How To Know Your Product
5. Knowing Your Receiver
6. Inductive Outline Used for Persuasive Messages
7. Types of Persuasive Messages
8. Apply Sound Writing Principles
9. Gaining Attention in Sales Messages
10. Introducing the Product, Service, or Idea
11. Presenting and Interpreting Factual Evidence
12. Ways to Convince Customers
13. Subordinating the Price
14. Motivating Action
E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures
and exam reviews—are available through the WebTutor product.
Resource Slides — A larger deck of slides for instructors for displaying in the classroom; these slides
for class enrichment and solutions to activities and applications are also available at the companion
website (Instructor’s Resources) and on the Instructor’s CD.
Slide Number and Title
1. Chapter 8 Delivering Persuasive Messages
2. Learning Objectives
3. Learning Objective 1 Apply techniques for developing effective sentences and unified and
coherent paragraphs.
4. Before Composing a Persuasive Message, Know . . .
5. How To Know Your Product
6. Knowing Your Receiver
7. Inductive Outline Used for Persuasive Messages
8. Types of Persuasive Messages
9. Apply Sound Writing Principles
10. Learning Objective 2 Write effective sales messages.
11. Gaining Attention in Sales Messages
12. Introducing the Product, Service, or Idea
13. Perfecting the Opening Statement
14. Presenting and Interpreting Factual Evidence
15. Ways to Convince Customers
16. Subordinating the Price
17. Motivating Action
18. Perfecting the Call to Action
19. Promoting a Product: What Does Not Work
20. Promoting a Product: What Does Not Work (cont.)
21. Promoting a Product: Why It Works
22. Promoting a Product: Why It Works (cont.)
23. Promoting a Service: Why It Works
24. Promoting a Service: Why It Works (cont.)
25. Learning Objective 3Write effective persuasive requests (claim, favor, and information
requests, and persuasion within an organization).
26. Making a Claim: What Does Not Work
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
197
27. Making a Claim: Why It Works
28. Asking a Favor: What Does Not Work
29. Asking a Favor: Why It Works
30. Requesting Information Persuasively: Why It Works
31. Requesting Information
Persuasively: Why It Works (cont.)
32. Making a Persuasive Request: Why It Works
33. Making a Persuasive Request: Why It Works (cont.)
Teaching Suggestions
Learning Objective 1
Develop effective outlines and appeals for messages that persuade.
PERSUASION STRATEGIES
 Begin the chapter discussion by pointing out evidence of selling ideas in society.
─ Discuss how environmentalists “sold” their ideas to manufacturers, who passed along those
ideas to the consumers by labeling their products biodegradable or “recyclable.”
─ Initiate a discussion about other persuasive campaigns that have resulted in pervasive changes;
e.g., eco-friendly practices; health consciousness; fitness and nutrition; drug and alcohol abuse;
violence; adult literacy; and political and advertising messages.
 Discuss persuasion examples from organizations such as the Habitat for Humanity showcase.
 Encourage students to share examples based on their own experience.
Plan Before You Write
 Show the visual as you lead a discussion about the steps in planning a persuasive message.
Resource slide 4: Before Composing a Persuasive Message, Know . . .
 Lead a discussion of the importance of understanding the product/service/idea and the
customer/client. Point out the lengths employees at Gateway go to understand who is buying their
computers.
 Remind students that knowing about their audience is still important, maybe even more important in
persuasive messages than in other types of messages.
 Discuss with students the movie What Women Want, starring Mel Gibson and Helen Hunt. Gibson
plays an advertising executive challenged with getting to know products in the female market
because of a new account the firm is pursuing. Consider showing scenes from the movie in class,
particularly the scene where he goes to great lengths to try these products and “get inside the female
mind.” And he does get inside the female mind when he shocks himself and can then hear every
woman’s innermost thoughts.
 Show the visuals below and relate knowing your product and your receiver to the movie.
Resource slide 5: How To Know Your Product
Resource slide 6: Knowing Your Receiver
Use the Inductive Approach
 Remind students about the format of the inductive organizational pattern. Ask: Why should we use
the inductive approach with persuasive messages?
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
198
 Show the visual as you discuss the specific inductive pattern for persuasive messages—the AIDA
format.
Resource slide 7: Inductive Outline Used for Persuasive Messages
 Remind students to include all for parts but also discuss how the length of each step can differ.
Apply Sound Writing Principles
 Refer to the list of writing principles on p. 125 of the text and the visual. Impress students with the
balance that must be achieved between including sufficient detail and keeping the interest of the
receiver.
Resource slide 9: Apply Sound Writing Principles
 Keep a file of persuasive letters of differing lengths. Make transparencies of them or pass them
around for students to see. In addition to writing complete letters, students gain from extra practice
on certain critical parts. For several problems, have students write attention-getters only, pricestating paragraphs only, or action endings only.
Learning Objective 2
Write effective sales messages.
SALES MESSAGES
 Discuss the differences between unsolicited sales messages and solicited sales messages. Remind
students that when someone requests information about a product or service, the message should
contain more information than a message that was not requested.
 Discuss ways that unsolicited sales messages can be used as something other than to fill the trash
bin.
 Assign Activity 1. Project selected messages and invite comments on the way in which the stylistic
techniques discussed in Chapters 3 and 4 are applied in the messages. Ask students to identify the
steps in the persuasive pattern.
 Use the “Check Your Communication” checklist as a basis for discussion. Alternately, ask students to
share their documents in small groups and discuss what differentiates the well-written documents
from the poorly written ones.
 Use the following visuals as you lead a discussion of the four major sections of a sales letter: gaining
attention; introducing the product, service, or idea; providing convincing evidence; and motivating
action.
Resource slide 11: Gaining Attention in Sales Messages
Resource slide 12: Introducing the Product, Service, or Idea



Discuss the need to include a central selling point to unify the message. Remind students that all the
other parts of the message—the attention-getter, the factual evidence, and the call for action—
should relate to the central selling point.
Discuss where the central selling point should be located, reminding students that it will be spelled
out specifically at least once with references throughout the message.
Assign Activity 2 and Activity 4 that require students to analyze the effectiveness of opening
statements and paragraphs in a persuasive message. Discuss the assignments in class.
Resource slide 13: Perfecting the Opening Statement

Discuss the visuals as you lead a discussion of techniques to subordinate price.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
199
Resource slide 16: Subordinating the Price

Assign Activity 5 that requires students to analyze the effectiveness of the convincing evidence in a
persuasive message. Discuss the assignment in class.
Resource slide 14: Presenting and Interpreting Factual Evidence
Resource slide 15: Ways to Convince Customers

Show this visual as you reinforce the principles of writing a strong call to action. Assign Activity 3
that requires students to select the best call to action. Discuss the assignment in class.
Resource slide 18: Perfecting the Call to Action

Show the visual and discuss with students the different types of persuasive messages. Remind them
that the same principles for sales messages discussed above fit for other types of messages also.
Resource slide 8: Types of Persuasive Messages

Refer students to Figures 8-2 and 8-3 on pages 132-133 in the textbook. Show the visuals below and
discuss the analysis points in class. Ask students to tell you what works and what does not work in
each message and see how their ideas match the analysis.
Resource slide 19: Promoting a Product: What Does Not Work
Resource slide 20: Promoting a Product: What Does Not Work (cont.)
Resource slide 21: Promoting a Product: Why It Works
Resource slide 22: Promoting a Product: Why It Works (cont.)
Resource slide 23: Promoting a Service: Why It Works
Resource slide 24: Promoting a Service: Why It Works (cont.)

Assign Activity 6 to be completed in small groups. Allow students to critique the letter in small
groups and report to the class and have them revise the letter for homework referring to the “Check
Your Communication” checklist. Project the solution provided on the Resource slides as you review
the weaknesses in the letter and its revision.
 Assign one or more of the applications at the end of the chapter that require the writing of a sales
message.
Learning Objective 3
Write effective persuasive requests (claim, favor, and information requests, and persuasion within an
organization).
PERSUASIVE REQUESTS
 Lecture booster: Introduce this section with current examples of the necessity for persuasion
(inductive approach) to achieve a specific goal.
─ Obama adviser and Chairwoman of the White House Council of Economic Advisers, Christina
Romer, spoke on how health care reform could slow the growth rate of health care costs and
would eventually lower the national deficit. Read the following article:
Heavy, S. (2009, October 26). UPDATE 2-Obama adviser: health reform to ease deficit. Available
from http://www.reuters.com/article/companyNewsAndPR/idUSN2619138020091026
Ask students to discuss the persuasive points raised by this economic advisor in support of the efforts
by President Barack Obama to pass a healthcare overhaul bill. What key points does the speaker use
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
200
throughout the persuasive message? What evidence was used to counter arguments against the
proposed healthcare reform? Is this evidence persuasive?
─ Political candidates use persuasive communication to convince voters of their qualifications to
promote a specific action on Election Day. Discuss with students a current election appropriate
for your area or focus on a current national election. Consider asking students to watch a
commercial for a political candidate or a news interview. Analyze the speaking style used, based
on the idea of presenting evidence before asking for action.
─ As another example, refer to the Steak and Ale example on page 138. Management used
persuasive appeal to convince employees to support desired changes in service.
─ Ask students to provide other current examples of the need for persuasion (e.g., political or
legislative situations, controversial CEOs, and the ideas discussed in the chapter opener).
Making a Claim
 Differentiate between a routine request and a claim for which persuasion is necessary.
 Ask students why a company should welcome claims. (Refer to the text discussion of reasons and the
discussion in Chapter 6).
 Show the visuals below and refer to Figures 8–5 (poor example, page 135) and 8–6 (good example,
page 136) as you lead a discussion of successful persuasive claims.
Resource slide 26: Making a Claim: What Does Not Work
Resource slide 27: Making a Claim: Why It Works


Assign Activity 7 to be completed in groups. Allow them to critique the letter and report to the class.
Have them revise the letter for homework referring to the “Check Your Communication” checklist.
Assign Application 2 at the end of the chapter that requires writing a persuasive claim letter.
Persuasive Request
 Show the visuals below and refer to Figures 8–7 (poor example, page 136) and 8–8 (good example,
page 137) as you lead a discussion of successful persuasive requests.
Resource slide 28: Asking a Favor: What Does Not Work
Resource slide 29: Asking a Favor: Why It Works

Assign Activity 8 to be completed in small groups. Allow students to critique the letter in small
groups and report to the class and have them revise the letter for homework referring to the “Check
Your Communication” checklist. Project the solution provided on Resource slides as you review the
weaknesses in the letter and its revision.
Requesting Information
 Show the visuals below as you lead a discussion of successful persuasive requests for information.
Resource slide 30: Requesting Information Persuasively: Why It Works
Resource slide 31: Requesting Information
Persuading Within an Organization
 Lead the class in a discussion of other examples of persuasion needed within specific organizations.
Give an example of an internal proposal at your college or university.
 Show the visuals below and refer to the persuasive email illustrated in Figure 8-9 on page 139 in the
textbook.
Resource slide 32: Making a Persuasive Request: Why It Works
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
201
Resource slide 33: Making a Persuasive Request: Why It Works (cont.)
Summary
 Assign selected activities and applications at the end of the chapter. Remind students to study the
suggestions in the “Check Your Communication” checklist when planning and revising an
assignment.
 Assign the interactive quizzes for Chapter 8 that appear on the text companion website. Assure
students that completing this assignment will be an excellent review for an objective test on the
material and for completing future writing assignments successfully.
Chapter Review
1. List the writing principles that are important in writing an effective persuasive message. (Obj. 1)
Effective writing principles include (a) using concrete nouns and active verbs; (b) using specific language;
(c) letting receivers have the spotlight; (d) being certain the persuasive message presents the facts
honestly, truthfully, and objectively; (e) stressing a central selling point or appeal; and (f) using an
inductive outline.
2. What are the legal and ethical implications of persuasive messages? (Obj. 1)
Ethically, the writer should guard against becoming overzealous and painting less-than-accurate
perceptions in the minds of receivers. Legal guidelines related to advertising provide clear guidance for
avoiding the misrepresentation of products or services. Exaggerating or misleading in a document sent
by the U.S. Postal Service may constitute the federal offense of mail fraud. Penalties can include
significant fines and imprisonment.
3. Define “central selling feature.” Where should it appear in a persuasive message? (Obj. 1)
A “central selling feature” is the one idea that is stressed throughout the message. It is to the message
what a theme is to a report. Good possibilities for a central selling point are a major advantage the
product has over its competition or a major benefit a buyer would receive from owning it.
4. What are the characteristics of a good attention-getter? List five techniques for getting receivers’
attention. (Objs. 1, 2)
A good attention-getter (a) is related to the product/service/idea and its virtues, (b) introduces a central
selling feature, (c) addresses the receiver’s needs, (d) sounds interesting, and (e) is original. Some ways
to get attention include a (a) personal experience, (b) solution to a problem, (c) startling announcement,
(d) what-if opening, (e) question, (f) story, (g) proverb or quote from a famous person, and (h) split
sentence.
5. Why are sales letters normally longer than routine messages? What guidelines apply as to the
recommended lengths for paragraphs? (Obj. 2)
Sales letters are typically longer than routine messages because specific, convincing language is
necessary. This type of writing is space consuming. The first and last paragraphs are typically shorter
than those in the middle of the message.
6. What types of words and phrases are effective in persuasive messages? (Objs. 1–3)
Superlatives are acceptable in persuasive messages if they are accompanied with supporting evidence.
Unsupported or unsupportable superlatives are likely to do more harm than good.
7. In addition to the general guidelines for sales messages, what specific guidelines apply to salesoriented email messages? (Objs. 1, 2)
Sales-oriented email messages should (1) be sent only when solicited (permission based), (2) provide
links that take consumers directly to a purchasing website, (3) provide attractive graphics for readability
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
202
but also provide a text email version, and (4) specify where the action asked for should occur, whether
via email, Web, or postal mail.
8. How should price be handled in a sales message? (Obj. 2)
Effective techniques for presenting the price include the following: (a) introduce price after presenting
the product, service, or idea and its virtues; (b) keep price out of the first and last paragraphs, unless
price is the distinctive feature; (c) use figures to illustrate how enough money can be saved to pay for
the expenditure; (d) state price in terms of small units; (e) invite comparison of like products, services,
or ideas; and (f) use facts and figures to illustrate that the price is reasonable.
9. What is the principle difference between a persuasive claim and a routine claim? (Obj. 3)
A routine claim is based on the assumption that the claim will be granted when the facts alone are
presented. A persuasive claim is based on the assumption that presenting facts along will not likely get
desired results; incentives must be included.
10. What is meant by an “appeal” in a persuasive message? (Obj. 3)
An appeal in a persuasive message serves the same purpose as a central selling point in a sales message.
Both serve as a central theme that is supported with evidence throughout the message and reminds the
receiver of a benefit that accrues from doing as asked (e.g., granting a claim, complying with a request,
and making a payment).
Activities
Teaching Suggestions and Possible Solutions
1. Critique of Sales Letters and Persuasive Requests Produced by Real Companies (Objs. 1–3)
Select an unsolicited sales message you (or a friend) have received. List (a) the principles it applies
and (b) the principles it violates. Rewrite the message retaining its strengths and correcting its
weaknesses.
Divide the class into groups of four or five to discuss their documents and to develop a checklist for
effective persuasive writing. Initiate a class discussion, calling on each group (or a spokesperson) to
share its analysis and document with the class.
2. Perfecting the Opening Statement
Decide which opening statement is preferable and describe why the others are less effective.
Version 1
You haven’t lived until you’ve owned a Sony Blu-ray disc player!
Version 2
Are you serious about your home entertainment experience? Do you want to experience the full
potential of your high definition television? Then, you’re ready for the power of a Sony Blu-ray disc
player that will change the way you watch movies.
Version 3
For a dollar a day for a year, you could own a Sony Blu-ray disc player.
Students should select the opening statement that avoids exaggeration and mention of price. (Version
2)
3. Perfecting the Call to Action
Decide which call for action is preferable and describe why the others are less effective.
Version 1
It is a pleasure to share this cutting-edge business venture with you. If you have additional
questions, please let me know.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
203
Version 2
This could be your only chance to get into e-business services. Call me in the next 24 hours, or I’ll
have to move on in offering this opportunity to a competing hotel.
Version 3
Mark Thompson, our development specialist, will call you next week to schedule a personal
consultation. He will share the details of setting up an e-business center in your hotel chains and
answer questions about your becoming one of the first in your area to provide e-business services
for business travelers.
Students should select the call to action that is clear, simple, and provides incentive for quick action.
(Version 3)
4. Effective Opening Paragraphs (Objs. 1–3)
Analyze the effectiveness of each sentence as the opening for a persuasive message.
a. Instead of worrying about the starving in Africa, donate to the United Way and help the needy in
your own neighborhood.
b. The enclosed folder shows our latest prices on our digital cameras and camcorders.
c. The merchandise you sent Mago Co. on May 3 is defective, and we refuse to pay for it.
(persuasive claim)
d. I am requesting a promotion to regional sales manager because I have a proven track record of
turning around sales revenues within two months. (persuasive request)
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
One possible solution for each sentence follows:
a) Two hundred children in Starkville will be hungry tonight.
Invites a negative answer that may make reading the rest of the message needless. Asks for response
before presenting adequate benefit for doing so.
b) Your digital camera and camcorder will allow instant sharing of your special moments. Mentions
enclosure before presenting benefits of ownership; thus the receiver may not read the entire letter.
c) We chose Mago Co. for our merchandising needs because of your reputation for standing behind
your 100 percent satisfaction, money back guarantee.
Includes dissatisfaction before presenting a logical appeal with supporting evidence that leads logically
to the request for an adjustment.
d) My impressive 50 percent higher sales numbers, knowledge of engine design, and ten years’
experience with Global Motors make me an outstanding candidate for promotion to regional sales
manager.
States the obvious (“I am requesting”) using first person; does not present an incentive to continue
reading.
5. Convincing Evidence (Objs. 1–3)
Analyze the effectiveness of the convincing evidence included in the following sentences in a persuasive
request.
a. I know you are extremely busy, but we would really like you to speak to us on effective
investing in a bear market.
b. Southside Recycling has four regional offices located throughout Texas, with headquarters
in Dallas. Our professional staff consists of 15 members at each location.
c. The touch screen interface available on your PDA phone is a must-have in today’s
information generation. Just sweep your finger across the screen, and you’re on your way.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
204
d. Reorganizing the loan department will help us serve our clients better and cut costs.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
One possible solution for each sentence follows:
a) Because you have increased Dartmon Investitures net worth by 10 percent and because you are
an outstanding and motivational speaker, we are inviting you to speak at the Investing Wise
monthly meeting on October 10 at noon.
Uses first person; does not provide an incentive to continue reading.
b) Southside Recycling can handle the curbside recycling contract for Euless/Stetson County, Texas,
because we have a regional office in the county with 15 people to oversee collections.
Lacks a receiver-centered idea to capture attention.
c) The touch screen interface available on your PDA phone provides easy access to your most critical
information. With just a touch and sweep of your finger, you can quickly navigate your apps
without having to select tiny options using a micro keyboard or stylus.
Lacks specific evidence receiver needs to make decision. Uses unsupported superlative (“must-have”)
and exaggerated language (“you’re on your way”)
d) Reducing the number of employees in the loan department from 10 to eight people will cut
$50,000 from the annual department budget. If we add an online load application to our website,
the remaining employees will save time by not keying data into the computer and clients will
avoid handwriting or keying our cumbersome loan application. They will complete all parts except
the signature online, and visit our loan office to sign the final copy.
Uses deductive approach when the receiver must be persuaded to make the change.
6. Document for Analysis: Sales Message (Objs. 1, 2)
Analyze the following letter promoting services of a senior day services. Pinpoint its strengths and
weaknesses, and then revise the message if directed by your instructor. Access a downloadable version
of this activity from your companion website.
The Senior Day Services Program at Forest View Hospital provides a safe place to leave elderly
members of your family when you can’t be home with them or just want to lead a normal life.
Enclosed you will find a brochure that gives you more information.
Call us at 662-555-2345 to make an appointment to visit our facility. Our counselors will tell you
about the different activities they plan each month. We also offer counseling, physical therapy, and
many other typical services. Just tell us what you think your family member will need, and we’ll tell
you what our policies are.
We are located in the medical district of Harrisburg. Our hours are from 7 a.m. to 6 p.m.,
Monday through Friday. Other days and times are available by appointment for an additional fee.
More information is posted at our website at http://seniorday.forestviewhospital.com.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
One possible solution follows:
FOREST VIEW HOSPITAL
Senior Day ServicesNovember 6, 2011
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
205
Mr. Russell Armstrong
76 Everett Street
Harrisburg, PA 17105-0076
Dear Mr. Armstrong:
Come visit our new Senior Day Services Program at Forest View Hospital and see how we can
care for your mother or father while you go to work. Similar to a day care program for children,
our Senior Day Services helps you cope with the demands of caring for your loved one.
When you leave your senior family members with us, they are involved throughout the day in a
wide variety of activities, including arts and crafts, music and dance, “field trips,” exercise, and
gardening. Senior Day Services also offers counseling, physical therapy, bathing services,
haircuts and manicures, nutritious meals supervised by a registered dietician, and transportation
to medical appointments. Counseling and support groups also are available to you as a family
member of a client.
Look at the enclosed brochure and see what our clients have said about Senior Day Services in
other cities:
Senior Day Services in Harrisburg is located next door to the hospital’s main building, and we are
open from 7 a.m. to 6 p.m., Monday through Friday, and on Saturdays by appointment. For
more information about our programs or to schedule a visit to our center, please visit our
website at http://seniorday.forestviewhospital.com or contact me at (662) 555-2345. If you visit
us with your beloved senior, he or she can join our activities for a few hours while your tour our
facilities and meet with our staff.
Sincerely,
Student’s Name, Administrator
Senior Day Services
500 SHERMAN AVENUE • HARRISBURG, PA 17105
PHONE: 662-555-2345 • FAX: 717-555-7755
A summary of organization, content, style, and grammatical errors follows:
Organization
 Uses inductive approach appropriately.
 Places the action statement in the middle of the message instead of near the end.
 Ends with information statements rather than statements promoting action.
Content
 Includes weak attention-getter— states the obvious.
 Is not developed around a central selling point; presents numerous features of the program,
but does not describe the satisfaction receiver will gain from having a loved one participate in
the program.
Style
 Changes from first- to second-person and overuses “we” throughout the message.
7. Document for Analysis: Persuasive Claim (Objs. 1, 3)
Analyze the following email persuading a video production house to reshoot a training video. Pinpoint its
strengths and weaknesses, and then revise the message if directed by your instructor. Access a
downloadable version of this activity from your companion website.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
206
We contracted with you to produce a video to teach our national service team how to perform
the repairs required by our recent product recall. We’ve just reviewed the first draft of the video
and find it totally unacceptable. It must be redone to our specifications.
It is imperative that our service team be able to precisely view every detail of the repair
procedure. You failed to focus in on the most intricate steps of the procedure. The annoying
blue tint of the video indicates that you also failed to white balance your camera.
Call us immediately to schedule reshooting of the entire video.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
One possible solution follows:
Mr. Davis,
When Global Industries negotiated with your firm to produce our product repair video, we were
impressed with other MediaArt videos and your proven track record. Particularly of interest
were your training videos for detailed procedures in the manufacturing industry.
In our meeting, we emphasized the need to produce an accurate video to teach our national
service team how to perform repairs for a recent product recall. After viewing the first draft of
our video, we find the quality very disappointing. The step-by-step repair process is not in the
correct sequence, and the intricate steps are unclear. Our service team must be able to view
precisely every detail of the repair process required for this product recall. A second noted
problem with the video is its blue tint which may be caused by a lack of white balance in the
camera.
As you know, Global Industries needs to resolve the problems of this product recall quickly. With
the skill of your creative team, we are confident that the video can be revised by our deadline
after we meet with you to review the problems. We are available in the next several days at a
mutually convenient time. Please call me at 555-6055 to schedule a time.
John Richardson
Vice President, Production
A summary of organization, content, and style follows:
Organization
 Uses deductive approach when the request for reshooting the video should be near the end
of the message.
Content
 Begins with a writer-oriented attention-getter that provides no incentive to continue
reading.
 Contains language that is demanding and abrasive.
 Fails to clearly explain the details of the repair procedure that is missing in the video.
Style
 Tone is confrontational and hostile.
 Tone is blameful, with no evidence of willingness to help solve problem.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
207
8. Document for Analysis: Persuasive Request (Objs. 1, 3)
Analyze the following message written by a human resources manager to persuade an employee to
continue investing in the company’s 403(b) plan despite unfavorable market conditions. Pinpoint the
strengths and weaknesses of the memo, and then revise it if directed by your instructor. Access a
downloadable version of this activity from your companion website
I just received your request to suspend the monthly contribution into your 403(b) plan. I think
you are making a huge mistake. I understand that the decline in value of your account is
disturbing, but this is not the time to abandon your long-term retirement investment strategy.
I know it may be hard to imagine now, but the stock market will recover. It may take a year or
two, but the markets have always rebounded from these severe corrections. I think you should
be increasing—not decreasing—your monthly contributions to take advantage of the depressed
stock values.
I would be happy to meet with you to discuss your decision further. Years from now you will
thank me.
Project the Solution slide and discuss the answers in class, or assign the Student Handout (at the end of
this guide and online) as homework.
TO: Sam Hayford
FROM: Student’s Name
DATE: June 16, 2011
RE: Taking Advantage of Stock Values for Retirement Investment
You are among the small percentage of employees who have had the foresight to start planning
for your retirement at a young age. The monthly contribution that you have wisely made to the
403(b) plan has allowed you to receive tax benefits each year. This plan has sheltered a portion
of your annual income from current income taxes. Meanwhile, the earnings in this tax-deferred
annuity have grown tax free, many years substantially.
Stocks have historically been one of the best investments for long-term financial planning.
Although a decline in stock markets can be unsettling, the markets have always rebounded even
during times of economic depression. In fact, financial experts recommend that people take
advantage of depressed stock values by increasing their monthly contributions. We urge you to
continue investing in the company’s 403(b) plan to reap the financial benefits of the market
once it rebounds. Although it may take a year or two, markets have always rebounded.
You can benefit long-term from the current market conditions by continuing to have funds
deducted automatically from your checking account. Please call me at 555-8586 to discuss how
the 403(b) plan is an important part of your long-term retirement investment.
A summary of organization, content, style, and grammatical errors follows:
Organization
 Uses the deductive approach when the inductive approach would be best.
Content
 Does not show an understanding of receiver viewpoint.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
208
 Begins with negative ideas rather than an attention-getter that focuses on a solution.
 Is not developed around a central selling point; fails to present convincing factual
evidence for long-term investing.
 Includes weak action ending that is not clearly related to the reward for action.
Style
 Has a condescending tone (“I think you are making a huge mistake”) and is writercentered (“Years from now you will thank me”).
9. Document for Analysis: Persuasive Claim (Objs. 1, 3)
Identify a situation in which you believe an adjustment is warranted but you doubt the company will
comply without persuasion. Perhaps a retailer has already refused to make an adjustment, but you
believe the manufacturer should be informed of your dissatisfaction.
Required: Write the claim letter to the appropriate recipient.
Project the Solution slide and discuss the letter in class.
Students’ solutions will vary. An example is provided below to share with the class. Encourage students
to choose situations that involve creativity in applying the inductive persuasive pattern. Assist students
in identifying persuasive messages they can actually mail to the receiver and evaluate the effectiveness
of the message when a response is received. Some students might choose to write a message they had
wanted to write previously but did not have the expertise or confidence to do so. Additionally, consider
allowing students to work in small groups to enhance creative thinking and to provide a diversity of
personal and work experiences to be drawn upon for a realistic persuasive problem. Send each student
(or group) an email message approving or disapproving the persuasive topic and providing necessary
guidance for continuing the project. Ask students to send the completed assignment to you via email or
a printed copy. Evaluate the persuasive message for organization, content, style, and format.
October 11, 2011
Mr. Lionel McClelland, Vice President
Dell Corporation
23 Greenlawn Boulevard
Round Rock, TX 78664
Dear Mr. McClelland:
Dell has always had a reputation for excellent products and helpful customer service. For this
reason, I purchased a Dell Vostro 1720 notebook in September 2008. As a traveling professional,
I was very pleased with this compact, lightweight laptop. The overall performance and video
experience was excellent.
Recently, my computer has had video problems. Two months ago, I noticed intermittent
symptoms that included multiple images and random characters on the screen. The computer
was serviced since it was still under warranty, and for a while the problem seemed resolved.
Now, lines appear on the screen and sometimes no video displays. My warranty has expired, but
I believe that Dell should fix this video-related issue since it was not corrected the first time. I
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
209
would like to return my computer for servicing so that this problem can be corrected according
to the terms of the system warranty.
Please authorize this request by contacting me at (phone number). I believe that it's important
for your company to continue providing quality service to your customers.
Sincerely,
Applications
Teaching Suggestions and Possible Solutions
Read
1. Assign students to conduct an electronic search to locate an article that deals with the successful
use of persuasive communication in a company or organization. Ask them to prepare an abstract of
the article that includes the following: (1) article citation, (2) name of the organization or company, (3)
a brief description of the communication technique or situation, and (4) the outcome(s) of the
successful communication. As an alternative to locating an article, provide the option of writing about
successful communication situations in the organizations or companies in which students work. (Obj.
1–3)
Discuss Internet search strategies for the assignment. For instance, talk about full-text databases
available online through your library. Discuss key words for searching; for instance, “communications”
will produce many hits, but narrowing it by words such as “public relations” or “successful” will limit
more closely to the desired subset of articles. Evaluate abstracts for correctness and completeness.
Evaluate the oral presentations informally unless principles in Chapter 12 have already been covered.
Write
2. Provide students with the scenario below, and assign the accompanying exercise.
You recently paid $250 to Keller & Jenkins for adding a provision in your will to establish a scholarship
endowment at your alma mater. While eating lunch in a crowded restaurant, Abigail Kemp, a clerk at
Keller & Jenkins, stopped by your table to commend you on your planned generosity. Although no harm
was intended, you were placed in the uncomfortable position of explaining the clerk’s comments to your
lunch guests. Keller & Jenkins provides its clients with a bill of rights that clearly states that client
information will be kept strictly confidential.
Exercise
Write a letter to H. Daniel Keller, the lawyer who performed the legal work for you. Inform him of the
situation and seek a full refund for the legal services.
One possible solution follows:
[Client Letterhead]
April 27, 2011
Mr. H. Daniel Keller, Attorney-at-Law
Keller & Jenkins Associates
22728 Cross Grove Parkway, Suite 12
Buckhead, GA 30305
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
210
Dear Daniel:
Confidentiality is a keyword in most professions. It is fundamental in the attorney-client
relationship. In my experience with your firm, I have always had confidence that my business
and personal affairs would be privately kept. I know that is what you expect as well.
However, while dining last Thursday at Chicago’s Diner, one of your clerks stopped by my table
to talk. She commended me on the establishment of the endowment scholarship I had recently
created for my alma mater. Although her intentions were to applaud my generosity, she put me
in an uncomfortable position of explaining this gift to my guests. In such a crowded restaurant,
many people may have overheard her comments as well.
Because you provide a clients’ bill of rights that you stand behind, I’m sure you will agree with
me that my privacy was violated in this case. Please refund the $250 that I paid you for adding
this newest provision to my will. This adjustment seems a just compensation for this
indiscretion.
Sincerely,
Taylor Bedford, President
6730 CONGRESSIONAL WAY.• ATLANTA, GA 42513
PHONE: (504) 555-9898 • FAX: (504) 555-7755
Think
3. Wyndham Vacation Resorts is continually expanding the selection of resorts available to its
FairShare Plus members. One expansion method is to establish an alliance with an existing,
independent resort, enabling FairShare Plus members to use their points to vacation there. Wyndham
Vacation Resorts has even extended the “resort” concept by establishing an alliance with Carnival
Cruise Lines. Ask students to use the Internet or print resources to identify a potential association
location. Students should assume that Wyndham Vacation Resorts has just established an alliance
with the resort. Ask them to write the script of a voice mail message that Wyndham Vacation Resorts
could leave for its FairShare Plus members, which invites them to visit the new location. (Obj. 1 & 2)
One possible solution follows:
Relax on the beaches of the Gulf of Mexico at the Wyndham Vacation Resorts Panama City
Beach. As a FairShare Plus member, you can accumulate your vacation points to visit this
luxurious high-rise resort on the breathtaking Panama City Beach in the Florida Panhandle.
From the sky bridge bar to the wide assortment of on-site water activities and nearby shopping
and dining, you’ll find plenty to keep you busy. Enjoy sunbathing at one of the pools, relaxing on
the beach or in the outdoor hot tubs, or try parasailing or jet skiing.
For more information or to bank your points to visit the Wyndham Vacation Resorts, Panama
City Beach, call (850-636-8200) or visit us at www.wyndhamvacationresorts.com.
Speak
4. Have students form groups of two, then have each group select a tangible item from a collection
that you have prepared beforehand (include items such as a cell phone, stapler, pen, backpack, t-shirt,
etc). After each group has selected an item, have students complete the following exercises. (Obj. 1 &
2)
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
211
Exercises
1. Designate one member of the team as the buyer and one as the seller. The seller will present a
compelling sales pitch for the item to the buyer focusing on an appropriate central appeal and
convincing evidence. Following the sales pitch, the buyer will give friendly feedback for making the
pitch more convincing. Next, have students reverse roles, but this time have the buyer sell himself/
herself as a potential employee of the company that makes the item. Again, students should share
friendly feedback for improving the presentation and in addition discuss differences they
encountered in selling a product versus promoting themselves. Students should be prepared to
share their experiences with the class.
2. Ask students to use the experience gained from the previous activity to deliver a one- to twominute sales pitch on a pet project or idea they genuinely support. Students should choose at least
three points that prove their case.
Evaluating the sales pitch:
1. Chose appropriate central appeal for product and buyer
2. Identified the needs of the buyer
3. Communicated in terms the buyer understood
4. Provided most important information/evidence about product and applied it to buyer
5. Noted differentiation of features of this product over others
6. Used story or customer case to communicate objectively the experience of other users
7. If price mentioned, showed value to buyer derived from purchase
8. Allowed buyer to ask questions to create a dialogue
9. Achieved commitment to the concept of the product
10. Gave positive, confident eye contact, open gestures, and posture
Evaluating buyer feedback:
1. Use the list above as possible ideas for feedback
2. Note the specificity of comments
3. Observe positive, helpful attitude toward seller becoming more effective
4. Watch for nonverbal communication of openness and cooperation
In one-way sales pitch to the class, observe:
1. Delivery techniques such as voice projection, eye contact, appropriate gestures; no body
movement in this brief presentation
2. An effective attention-getting introduction
3. Content focused on central appeal and backed by three points of evidence that interest most of
the audience
4. Organization that is easy to follow
5. Request for simple action or commitment from audience
Collaborate
5. Divide the class into groups of three to four students, then give them the following scenario and
ask them to complete the related exercise. (Obj. 1 & 3)
Despite having written what you consider an outstanding business proposal, you have not been
successful in persuading any regional banks to finance the new venture. While attending a fundraising dinner for a local charity, you had the good fortune to meet B. Stephen Richardson, a
successful entrepreneur who you believed to be interested in your idea. He gave you his
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
212
business card stating, “Let me know if I can ever lend a helping hand.” More importantly, you
interpreted his nonverbal cues as clear interest in financing the project.
Exercises
1. In your groups, identify a retail business you believe would be successful in your community.
Assuming you have written a business proposal, write a cover letter to B. Stephen Richardson
seeking his financial support of the project. The letter should include a brief summary of the
proposed business and your justification for its potential success.
2. Assuming you receive financing for the project, design a company logo that will serve as the
centerpiece for advertising campaigns and developing consumer recognition. Be certain that your
logo has a contemporary look and portrays the essence of your brand. Be prepared to present your
recommended logo to the class in a brief presentation.
1. The cover letter to B. Stephen Richardson should use the inductive persuasive format, starting with a
statement to gain attention. Remind him of his offer to “lend a helping hand” which has prompted
you to present your business idea to him. Introduce the idea and provide convincing evidence for its
potential success. Be action-oriented and stress a central selling point. Ask confidently for his
financial support, stating the reward for his action.
2. Show the class examples of company logos. Discuss what makes them effective or ineffective. In
small groups, students can develop a list of characteristics that they want their logo to convey about
the company. Groups can discuss design ideas. One or more artistically inclined students in the
group may draw the company logo based on input from the group.
One possible solution follows:
[Contemporary logo design that will appear on ad campaigns and develop consumer recognition]
May 2, 2011
Mr. B. Stephen Richardson
Energy Solutions, Inc.
8181 High Street
Atlanta, GA 30305-8181
Dear Mr. Richardson:
I enjoyed meeting you at the recent fundraising dinner, and I especially was interested in learning
more about your business of providing energy solutions for commercial and residential properties. I
appreciated our conversation and your interest my efforts to open a green furniture retail store in
this area.
As we discussed, many businesses as well as individuals are working hard to go green. These efforts
are critical to the long-term impact on our environment. I believe there is a market for consumers
who want to find green furniture in a retail store; they will have confidence that all pieces have been
manufactured according to green standards. I envision a retail store where people can shop for all
kinds of green furniture: bedroom, dining room, kid’s room, living room, and even office/storage. In
addition to viewing floor samples, customers could select from catalogs with additional choices of
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
213
green furniture. I’ve enclosed a brochure with samples of this furniture. You’ll note that it is
contemporary, functional, and reasonable in cost, as well as manufactured green.
To launch this business venture, I have sought support from regional banks. Given the current
tightening of lending, banks in the area are reluctant to finance new businesses. Confident that you
understand the great investment potential of such a venture, I ask that you consider financing this
new venture. The climate is right for such a retail store, and the potential return could be substantial.
I hope you will contact me by the end of the week to schedule a time to further discuss the green
furniture opportunity. If you’re available to join me for lunch, that would be even better. You may
reach me at 770- 729-1346. I look forward to our conversation.
Sincerely,
Student’s Name
Enclosures
Digging Deeper
1. When does one cross the line between being persuasive and being coercive or overbearing?
Being persuasive means providing convincing evidence and asking for action but letting the consumer
decide whether and when to take action. Coerciveness or an overbearing sale message occurs when the
content seems to threaten the receiver or when the evidence is not convincing.
Cases
Teaching Suggestions and Possible Solutions
CASE ASSIGNMENT 1: How to Get Off the Lists
The case addresses the problem of annoying and invasive problems caused to consumers by solicitation
calls and junk mail. Suggestions are provided for minimizing the intrusion through proactive measures
and application of legal protection.
The solicitation phone call interrupts dinner once again. The mailbox and the email inbox are stuffed
with the usual array of junk mail. What can consumers do about these unwelcomed contacts? Nine out
of ten households have received at least one telemarketing call, according to the American Teleservices
Association, an industry trade group. By some estimates, telemarketers make 18 million calls a day, or
12,500 a minute. Additionally, consumer mailboxes are crowded with catalogs, sweepstakes offers, and
credit card solicitations. The U.S. Postal Service reports that the average household gets 10 pieces of
unsolicited third-class mail each week. All that is necessary to get on solicitation lists is to get a credit
card, open a checking account, or complete a survey. But there are ways to get off the lists:

Opt out. The first step in preventing unwanted calls and mail is to “opt out” of sales lists through
the National Do Not Call Registry launched by the Federal Trade Commission in July 2003 and
industry associations such as the Direct Marketing Association (DMA), which also operates a free
nationwide name-removal service for mail. Once your request takes effect, it should drastically
reduce the number of calls from publishers, credit card companies, telecommunications and
utilities corporations, and major non-for-profit groups. To reduce phone calls, sign up for the
national-do-not-call list by registering online at www.donotcall.gov. Register for the DMA’s Mail
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
214
Preference Service at www.dmachoice.org/MPS/ proto1.php. Until a general opt-out procedure
is developed for the Internet, you must opt out with each individual sender. The Can Spam law
requires that senders provide an opt-out provision in every commercial email and that they
have 10 days to remove the address of someone who has requested it.

Maintain privacy. Though you might enjoy ordering from home, remember that companies with
whom you do business will keep you on their sales lists unless you tell them not to. Once you
are pegged as a buyer, an organization will sell your name to other companies and the calls and
mail will just keep coming. To reduce your exposure, never enter contests or complete surveys
with your name and address or from your private email account, and use care when posting to
newsgroups. Tell every company with which you do business not to sell your name. Set up a
separate email account just for ordering purposes.

Be persistent. Laws do not prevent a company from sending you mail, unless it is pornographic,
sexually offensive, or involves fraud. In that case, contact your postmaster to launch an
investigation. If you continue to receive other unwanted mail, write directly to the companies to
tell them to stop. With first-class mail, you can print that request right on the envelope, along
with “refused” or “return to sender.” But since the post office won’t return third-class mail, the
more common rate for solicitations, you will have to use your own postage. Include the mailing
label in your request so the company can find you on its sales list. Complain to your senator or
representative about the need for laws to regulate unwelcomed solicitations.

Know the law. Even after removing your name from sales lists, you may still get calls from
telemarketers who simply dial random numbers. The Telephone Consumer Protection Act
(TCPA) of 1991 restricts residential telemarketing calls to between 8 a.m. and 9 p.m. and
requires that telemarketers keep a do-not-call list. You can also place your name on the “Do Not
Call” national registry, which will enable you to be deleted from phone calling lists of most
organizations. Telemarketers who disregard the registry can be fined. To file a telemarketing
complaint or request information about the TCPA, write to Federal Communications
Commission, Consumer Complaints, Washington, DC 20554, or file online at www.ftc.gov.
Report repeat offenders to your state attorney general, who may take legal action against them.

Follow through. Keep a log near the phone to document calls. Write down the telemarketer’s
name, company, and time of call. If you haven’t done business with them before, telemarketers
are required to state their company’s address or phone number during the solicitation, but most
do not—a violation worth up to $500. After asking to be put on a company’s do-not-call list,
request a copy of its do-not-call policy. Failure to send the policy is an additional violation of up
to $500. Check your log to see whether the same organization calls twice within 12 months after
you’ve asked to be put on their no-call list. If so, that’s another $500 violation, which can be
tripled if the company is found to be willfully disregarding the law.

Protect yourself. Legally speaking, salespeople are not allowed to lie. Under the Federal Trade
Commission’s Telemarketing Sales Rule, callers must disclose the company’s identity, the
purpose of the call, the product or service offered and any requirements for obtaining it. If a
telemarketer won’t do those things, hang up. To determine whether a telemarketer or mail
offer is fraudulent, contact the NFIC at 800-876-7060 or visit them at www .fraud.org. You can
also check with your local consumer protection agency or Better Business Bureau.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
215
Sources: Federal regulations. (2009). Call Compliance, Inc. Retrieved from www.callcompliance.com/ regulations/federal-regulations.html; AntiSpam laws. (2009). Email-Marketing-Reports.com. Retrieved from www.email-marketing-reports.com/canspam/; Walker, W. (2000, May 9).
Junk mail, telemarketers, catalogs: How to get off the list. Family Circle, 40–43.
Questions
1. Prepare a presentation that describes current legal provisions that address the problem of
unsolicited telephone calls, mailings, and email. Make recommendations for enforcement
of existing laws and/or the passage of further legal requirements.
Student presentations should include information about the Do Not Call list set up in 2003, Telephone
Consumer Protection Act of 1991, the Federal Trade Commission’s Telemarketing Sales Rule, and
various postal rules enforced by the Federal Trade Commission. Student suggestions for enforcement
and/or the passage of further legal requirements will vary.
2. Discuss the challenges faced by telemarketers. Prepare a list of suggestions for phone solicitors to
aid them in completing more successful contacts.
You may refer students to the following articles as a starting point for their suggestions list:
o Ridgway, N. (2002, November 25). Dialing for dollars. Forbes, 170, 226–227.
o Wetzler, A. (2000, January). Five ideas for better scripts. Target Marketing, 21(1), 20.
o Falzone, M.A. (2000, September). 10 tips for making your telephone test a success.
Target Marketing, 23(9), 60.
3. Prepare a short paper in which you argue for the right of sellers to offer products via telephone or
mail.
This argument requires that students take a position on the issue that may not agree with their view
from the consumer perspective. Writing such a paper, however, helps to develop skills in objective
analysis. Students might address issues related to free enterprise, the open market, and customer
privilege of refusal in their arguments. Further holistic assessment writing suggestions can be found on
the companion text companion website.
CASE ASSIGNMENT 2: Habitat for Humanity Persuades Donors to Contribute Gifts of Time, Talent, and
Resources
The following case highlights persuasive communication at Habitat for Humanity and allows students to
analyze the persuasive effectiveness of the Habitat for Humanity website.
Providing low-income families with safe, decent, affordable housing is the mission of Habitat for
Humanity International, headquartered in Americus, Georgia. Founded in 1976 by Millard and Linda
Fuller, the home-building organization is made up of more than 2,300 local affiliates in nearly 100
countries. A Habitat home is completed somewhere in the world every 24 minutes.
According to CEO Jonathan Reckford, Habitat for Humanity takes a “roll up your sleeves approach to
putting faith into action.” Habitat invites people of all backgrounds, races, and religions to build houses
together in partnership with families in need, who also provide sweat equity. The organization relies on
gifts of materials, time, talent, and money. One reason donors are drawn to Habitat is that they can get
their hands dirty and swing hammers rather than just mailing checks. Ranking among America’s twenty
largest charities, the faith-based organization relies on the idea that resources will come from shared
gifts by those who feel they have more than they need and from working capital donated by supporters
and those who will benefit from better housing.
“With your help, more deserving families can have decent places to call home. Give families in need
shelter, self-respect, and the hope of a better life. Our ministry puts faith into action through
empowerment and hard work.” These words on Habitat’s website challenge individual donors to make a
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
216
one-time gift, contribute in honor or memory of a loved one, or join the monthly gift program.
Individuals and groups are also invited to respond via email to opportunities to volunteer time and labor
in various domestic and global projects. Potential donors receive direct mailings from Habitat to
increase contributions. In addition to the contributions of individuals, church congregations, and civic
groups, Habitat also seeks corporate sponsorships from companies such as Home Depot and Lowe’s.
Habitat is one of a relatively few organizations that consider contributed time as important as donated
dollars. Former U.S. president Jimmy Carter helped raise public awareness of the work of Habitat
through his ongoing involvement. Working people from all walks of life, retirees, and college students
work side by side to make the dream of ownership a reality for deserving families. Students who donate
their spring break vacations to volunteer report that working alongside partner families is an
unforgettable and rewarding life experience. Habitat strives to assure that those donating their time are
not “hit over the head” with donation solicitations.
Sources: Community involvement: Charities: Habitat for Humanity. (2008). StoresOnline. Retrieved from
https://www.storesonlinepro.com/store/1234/page/1239546?sitecookie=d558c4da1961291b7c90d527b25e9d37; Meet Habitat for Humanity
chief executive officer: Jonathan Reckford, pastor and veteran Business leader. (2008). Official website of Habitat for Humanity, brief videocast
from Jonathan Reckford. Retrieved from http://www.habitat.org/ceo/default.aspx; McGinn, D. (2006, May 29). Building success: Habitat for
Humanity’s new CEO is aiming to modernize the nonprofit. Newsweek. Retrieved from www.accessmylibrary.com/coms2/summary_ 028615425022_ITM; Put your faith into action: Online donation makes it easy! (2008). Habitat for Humanity official website. Retrieved from
http://www.habitat.org/donation; Battistelli, M. (2005, January 1). Building houses, building hope: Habitat for Humanity International focuses
its energy on major gifts to fuel a global attack on substandard housing. Fundraising Success Magazine. Retrieved from
http:///www.fundraisingmag.com/story/story.bsp?sid=32304& var=story
Activities
1. Have students visit the Habitat site and review the “Donate to Habitat” link:
www.habitat.org/getinv/default.aspx. Then have them locate and read the following article that
discusses strategies for faith-based fundraising:
Battistelli, M. (2006, April 1). Faith-based fundraising relies heavily on heartstrings. Fund Raising
Success Magazine. Available at
www.fundraisingsuccessmag.com/story/story.bsp?sid=31820&var=story
2. Summarize how the Habitat donation link effectively reflects the advice in the article and the
steps in the AIDA formula.
Student responses will vary, but might include the following:
Attention: Use stories, quotes, personal experience
Interest:
Introduce the need for funds to build homes for deserving families
Desire:
Appeal to the audience’s desire to be charitable and generous in helping people who need
of housing
Action: Ask donors to take faith-based action and make a contribution
3. Following your instructor’s directions, post an online comment that reflects your opinion as to the
effectiveness of Habitat’s call for action in convincing a web surfer to donate.
Responses will vary. Students may focus on the families who will benefit from the homes, the
satisfaction of making a financial contribution to the program, and examples of those who have
participated in funding or building homes for Habitat for Humanity.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
217
Student Handout, Chapter 8
Activity 4: Effective Opening Paragraphs
Analyze the effectiveness of each sentence as the opening for a persuasive message. Check the
appropriate box based on your evaluation and give your reasoning.
Sentence
Very
Effective
Okay
Not
Effective
Reasoning
a. Instead of worrying
about the starving in
Africa, donate to the
United Way and help
the needy in your own
neighborhood.
b. The enclosed folder
shows our latest prices
on our digital cameras
and camcorders.
c. The merchandise you
sent Mago Co. on May 3
is defective, and we
refuse to pay for it.
(persuasive claim)
d. I am requesting a
promotion to regional
sales manager because I
have a proven track
record of turning
around sales revenues
within two months.
(persuasive request)
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
218
Student Handout, Chapter 8
Activity 5: Convincing Evidence
Analyze the effectiveness of the convincing evidence included in the following sentences in a persuasive
request. Check the appropriate box based on your evaluation and give your reasoning.
I know you are extremely busy, but we would really like you to speak to us on effective investing in a
bear market.
Southside Recycling has four regional offices located throughout Texas, with headquarters in Dallas. Our
professional staff consists of 15 members at each location.
The touch screen interface available on your PDA phone is a must-have in today’s information
generation. Just sweep your finger across the screen, and you’re on your way.
Reorganizing the loan department will help us serve our clients better and cut costs.
Sentence
Very
Okay
Not
Reasoning
Effective
Effective
a. I know you are
extremely busy, but we
would really like you to
speak to us on effective
investing in a bear
market.
b. Southside Recycling has
four regional offices
located throughout
Texas, with
headquarters in Dallas.
Our professional staff
consists of 15 members
at each location.
c. The touch screen
interface available on
your PDA phone is a
must-have in today’s
information generation.
Just sweep your finger
across the screen, and
you’re on your way.
d. Reorganizing the loan
department will help us
serve our clients better
and cut costs.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
219
Student Handout, Chapter 8
Activity 6: Document For Analysis: Sales Message
Analyze the following letter promoting services of a senior day services. Pinpoint its strengths and
weaknesses, and then revise the message if directed by your instructor.
The Senior Day Services Program at Forest View Hospital provides a safe place to leave elderly
members of your family when you can’t be home with them or just want to lead a normal life.
Enclosed you will find a brochure that gives you more information.
Call us at 662-555-2345 to make an appointment to visit our facility. Our counselors will tell you
about the different activities they plan each month. We also offer counseling, physical therapy, and
many other typical services. Just tell us what you think your family member will need, and we’ll tell
you what our policies are.
We are located in the medical district of Harrisburg. Our hours are from 7 a.m. to 6 p.m., Monday
through Friday. Other days and times are available by appointment for an additional fee. More
information is posted at our website at http://seniorday.forestviewhospital.com.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
220
Student Handout, Chapter 8
Activity 7: Document For Analysis: Persuasive Claim
Analyze the following email persuading a video production house to reshoot a training video. Pinpoint its
strengths and weaknesses, and then revise the message if directed by your instructor. Access a
downloadable version of this activity from your companion website.
We contracted with you to produce a video to teach our national service team how to perform the
repairs required by our recent product recall. We’ve just reviewed the first draft of the video and
find it totally unacceptable. It must be redone to our specifications.
It is imperative that our service team be able to precisely view every detail of the repair procedure.
You failed to focus in on the most intricate steps of the procedure. The annoying blue tint of the
video indicates that you also failed to white balance your camera.
Call us immediately to schedule reshooting of the entire video.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 8 Delivering Persuasive Messages
221
Student Handout, Chapter 8
Activity 8: Document For Analysis: Persuasive Request
Analyze the following message written by a human resources manager to persuade an employee to
continue investing in the company’s 403(b) plan despite unfavorable market conditions. Pinpoint the
strengths and weaknesses of the memo, and then revise it if directed by your instructor. Access a
downloadable version of this activity from your companion website
I just received your request to suspend the monthly contribution into your 403(b) plan. I think you
are making a huge mistake. I understand that the decline in value of your account is disturbing, but
this is not the time to abandon your long-term retirement investment strategy.
I know it may be hard to imagine now, but the stock market will recover. It may take a year or two,
but the markets have always rebounded from these severe corrections. I think you should be
increasing—not decreasing—your monthly contributions to take advantage of the depressed stock
values.
I would be happy to meet with you to discuss your decision further. Years from now you will thank
me.
Strengths:
Weaknesses:
Revision:
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.