COMS 342
Communication and Persuasion
School of Communication Studies
Call # 01777 (Section: A01)
Winter 2009
Room: GROV W109
Dates & Times: T & R, 2:10 p.m. - 4:00 p.m.
Instructor: Kevin R. Meyer
Phone: (740) 707-4617
Office: Lasher Hall 037
E-Mail: km327705@ohio.edu
Office Hours: T & R (10:00 a.m. – 11:30 a.m., and 12:30 p.m. – 2:00 p.m.), or by appointment
Required Textbook:
The textbook is required and necessary for successful completion of the course. You may
purchase the textbook from local bookstores or online booksellers (ISBN: 978-0-8058-6360-4).
Perloff, R. M. (2008). The dynamics of persuasion: Communication and attitudes in the 21st
century (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Supplemental readings and other materials are available on the Blackboard website; print these
out. COMS majors may print in the Lasher Hall computer lab, as per your quota each quarter.
Course Description and Objectives:
The general purpose of this class is to expose you to persuasion theories, concepts, processes,
research, and applications. To this end, we will do a great deal of reading, writing, and
discussing. If you are interested in advertising, communication, education, marketing,
philosophy, politics, pop culture media, psychology, public health, public relations, or sociology,
you should find this course to be a useful addition to your knowledge toolbox. At the end of this
course, you will be able to:
1. Understand and analyze the process of persuasion and attitude change, general theories and
typical research, and contemporary persuasion problems.
2. Recall and explain the major communicative components of persuasion (source, message,
channel), the primary outcome variables (attitudes, intentions, and behaviors), and the
individual difference and social psychological variables associated with message receivers
(egocentrism, locus of control, self-monitor, and sensation seeking).
3. Evaluate the effectiveness of advertising, health, and political campaigns and create a
persuasive campaign within a business, health, or political context.
4. Understand and explain the complexities of persuasion within interpersonal and media
contexts.
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Professionalism:
Be on time for class. On presentation days, never walk in while someone else is giving his or her
presentation. Turn cell phones on silent and do not send text messages. Professionalism
includes listening to others’ opinions (although not necessarily agreeing with those opinions),
actively listening to those who are speaking during lectures and discussion, and working together
in a spirit of cooperation and teamwork. Collectively, we are a team working together to
improve and learn. Learning is maximized by reading class materials, taking notes, listening
actively and critically, and engaging cognitively.
Special Needs Accommodation:
I will be happy to accommodate any special learning needs you may have throughout the class.
Please contact me about how I can make your learning experience more productive. If you have
need for accommodation I also encourage you to contact the Office of Disability Services at
(740) 593-2620. Although I try to accommodate students whenever possible, I require written
documentation from the Office of Disability Services for ongoing accommodations.
Attendance Policy:
Prompt, regular attendance and active engagement are required. Excused absences are only
granted for legitimate reasons as per university policy, such as university sponsored travel (for
which you must provide documentation beforehand) or dire personal emergencies (that I am
notified about beforehand, have approved, and are properly documented). Meetings for other
classes, appointments with advisors, work-related excuses, catching rides home, not feeling well,
and many other personal reasons for missing class are not considered “excused” absences.
Please note that university policy does not provide any personal days. However, I recognize that
there might be days when students need to be absent even though the university does not
consider it a legitimate absence. Thus, I allow students 2 personal days for absences due to
whatever reason she/he might have. It would be wise to save these days for unexpected
emergencies or unplanned events. Missing more than 2 unexcused days will result in the
student’s total grade being lowered 5% for each additional absence. Although this deduction is
large, recall that it could be charged for any absence that is not excused; thus, my personal day
policy is actually generous in that it permits a wider range of absences without penalty than the
university policy. Entering late or leaving class early will be recorded as partial absences and
counted in 30 minute increments (i.e, missing any part of a 30 minute increment counts as onefourth of an absence). Any student missing 6 or more class periods for any reason should
withdraw and re-take the class, as he/she will not be awarded a passing grade.
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Academic Misconduct Policy:
Students are expected to be honest in all academic work. All ideas are to be appropriately cited
in both oral and written form when borrowed, directly or indirectly, from another source.
Inadequate citation, unauthorized and unacknowledged collaboration, and/or the presentation of
someone else’s work constitutes plagiarism. Cases of academic misconduct (including cheating
on an exam or plagiarizing a written assignment) will result in a failing grade for the course and
a referral to the judiciaries office. Please refer to the Student Handbook for a discussion of the
penalties for plagiarism, cheating, and other forms of academic misconduct. Such information
may be found at: www.ohiou.edu/studentaffairs/handbook/hbook2.htm.
Late Work and Incomplete Grade Policy:
Quizzes, papers, and presentations are expected at the beginning of class on the due date.
Quizzes and presentations will NOT be accepted late. Papers will be accepted late, but an
automatic 10% of the points possible will be deducted; with an additional 20% deducted for each
24 hours the assignment is late. Presentations, quizzes, and the final examination cannot be
made up if the absence is not excused. When a student misses class, his or her points for that day
will be forfeited. Exceptions will rarely be made, if at all, and only in special cases I have been
notified about and have approved beforehand. In the case of documented university sponsored
travel, students should complete papers, quizzes, and presentations prior to the absence. I do not
give incomplete or “PR” grades.
Quizzes and Final Examination:
There will be 12 quizzes covering textbook readings, plus a comprehensive final examination
covering all the readings and class notes. The quizzes and the final exam are taken without the
use of notes or readings. Quizzes will tend to use short answer questions, but will include
objective question formats as well. The final exam will be formatted with a mixture of multiple
choice, matching, true-false, and fill in the blank with word bank. More specific information
about the format and content for the final exam will be given orally in class. A study guide for
the final exam and other materials are available on Blackboard. To verify the authenticity of
your work, the study guide must be handwritten rather than typed. Please note, I do not allow
students to take the final exam early. Bookmark the publisher's website for the textbook; there
are practice quizzes and other resources available to help you free of charge at:
http://www.dynamicsofpersuasion.com/
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Papers and Presentations:
All papers should be typed double-spaced in 12 point plain Times New Roman font, with 1.25
margins on the sides and 1 inch margins on the top and bottom. A header should indicate your
full name and page number at the top right corner of each page (i.e., “Kevin Meyer 1”). A title
should appear, centered, on the top line of the first page. All papers and references must adhere
to APA style, 5th edition. Samples of APA style and links to other resources for each paper are
posted on Blackboard. Your papers should integrate specific terminology from the textbook
where appropriate. Finally, you need an introduction and a conclusion paragraph, and probably
three paragraphs in the body of the paper, but that will vary somewhat depending on the content
of your particular paper and the specific assignment. Write well and proofread to earn above
average points. In addition to the guidelines noted here, there may be other directions for each
assignment given orally in class. The grading rubrics for each paper are posted on Blackboard.
1. Persuasion Artifact Paper. Your paper should be a minimum of one full page. Provide one
example (or artifact) that illustrates an idea or concept found in the readings. Your artifact
should be an example from outside our classroom that you can link to what we are learning in
this course. Thus, your artifact could be a real-life example from some experience you have had,
something you have seen, or persuasion you have observed. The possible artifacts are limited
only by your creativity in finding an example that connects to the course material. Clearly
explain the connection between your artifact and idea or concept. This paper need only have two
paragraphs: one explaining your artifact and the other explaining the connection between your
artifact and the idea or concept from the readings.
2. Persuasion Theory Master Paper. Your paper should be a minimum of five full pages, not
including references. The persuasion theory you review must be approved with me in advance.
Once your choice has been approved, there will be no switching of topics; you must stick to the
theory that I approve. Use the readings for this class and a minimum of three resources from
Alden Library to review the persuasion theory. First, briefly but completely summarize the
theory and its’ metatheoretical considerations. Second, identify at least three research studies
that have used the theory and explain how those studies used the theory, what the studies found,
and whether the studies confirmed or disconfirmed the theory. Third, critique the theory
according to Thomas Kuhn’s criteria for a good theory. Finally, briefly analyze the current state
of the theory. For your presentation to the class, create a one page handout to distribute. An oral
presentation will be required in which you will share brief summaries (2-3 minutes) of your
theory paper with the class.
3. Creating a Persuasive Campaign Paper. Your paper should be a minimum of five full pages,
not including references. Identify one theory of persuasion and then use that theory to create two
messages (or advertisements) utilizing two of the three channels (print, radio, and television).
Approve topics with me beforehand. Your paper should review the theory, cite a minimum of
three resources from Alden Library to briefly review the theory, explain and justify the two
messages you create, and analyze and evaluate the message strategies according to the
persuasion theory you are using. The role of the theory should be explicit in both of your
messages. An oral presentation will be required in which you will share brief summaries (2-3
minutes) of your persuasive campaign messages with the class.
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Course Assignments and Grades:
Points Possible/Your Points
Presentations and Papers
Persuasion Artifact Paper
Persuasion Theory Master Paper
Persuasion Theory Master Presentation
Creating a Persuasive Campaign Paper
Creating a Persuasive Campaign Presentation
25
100
10
100
10
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10
10
10
10
10
10
10
10
10
10
10
10
20
100
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485
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Quizzes and Final Examination
Quiz #1
Quiz #2
Quiz #3
Quiz #4
Quiz #5
Quiz #6
Quiz #7
Quiz #8
Quiz #9
Quiz #10
Quiz #11
Quiz #12
Study Guide for Final Examination
Final Examination
Total
The following grading scale will be used in the course:
B+ = 87%-89%
C+ = 77%-79%
D+ = 67%-69%
A = 93%-100%
B = 83%-86%
C = 73%-76%
D = 63%-66%
F = 0%-59%
A- = 90%-92%
B- = 80%-82%
C- = 70%-72%
D- = 60%-62%
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Tentative Schedule
Week 1
T, Jan. 6
Topic
*Introduction to Course and Course Goals
*Syllabus (copies provided)
*Attendance & Plagiarism polices
*Quizzes and Final Exam procedures
*Opening Activities (MASH & Grey’s Anatomy clips) and
Discussion
Assignments Due
*Read syllabus
*Purchase Perloff
textbook
*Print
supplemental
readings,
materials, and
PowerPoint slides
R, Jan. 8
*Explanation of Persuasion Artifact Paper
*Activities (The Village & In Good Company clips) and
Discussion
*Pick theory to review for Persuasion Theory Master Paper
and approve it with me
*Read Gass &
Seiter, chp. 2,
available on
Blackboard (Bb)
Week 2
T, Jan. 13
Topic
**Quiz #1
*Definition of persuasion vs. coercion
*History of persuasion (Greece, Rome)
*Ethics
Assignments Due
*Read Perloff, chp.
1
R, Jan. 15
**Quiz #2
*Definition and structure of attitudes
*Social Judgment Theory
*Activity: social judgment theory survey (on Bb)
*Expectancy-Value approach
*Benefits of persuasion
*Read Perloff, chp.
2
Week 3
T, Jan. 20
Topic
*Ultimate terms and Doublespeak
*Language intensity and vividness
Assignments Due
*Read Gass &
Seiter, excerpt
from chp. 7 (on
Bb)
**Persuasion
Artifact Paper due
R, Jan. 22
**Quiz #3
*Functions and consequences of attitudes
*Theory of Reasoned Action
*Theory of Planned Behavior
*Accessibility Theory
*Read Perloff, chp.
3
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Week 4
T, Jan. 27
Topic
**Quiz #4
*Attitude measurement
*Research methods
*Activity: political survey example (on Bb)
Assignments Due
*Read Perloff, chp.
4
R, Jan. 29
**Quiz #5
*Processing persuasive communication
*Elaboration Likelihood Model (Bb model)
*Read Perloff, chp.
5
Week 5
T, Feb. 3
Topic
**Quiz #6
*Source factors in persuasion
*Authority, credibility, social attractiveness
Assignments Due
*Read Perloff, chp.
6
R, Feb. 5
**Quiz #7
*Message factors in persuasion (Bb model)
*Fear appeals
*Speech rate
*Sleeper effect
*Extended Parallel Process Model (Bb model)
*Pick a topic for Creating a Persuasive Campaign Paper
and approve it with me
*Read Perloff, chp.
7
Week 6
T, Feb. 10
Topic
**Quiz #8
*Personality and persuasion
*Need for Cognition
*Self-Monitoring
*Activities (NfC and S-M scales on Bb; pp. 308 & 312)
Assignments Due
*Read Perloff, chp.
8
R, Feb. 12
**Persuasion Theory Master Presentations
**Persuasion
Theory Master
Paper due
Week 7
T, Feb. 17
Topic
*Conformity and influence in groups
*Social loafing
*Inoculation Theory
*Psychological Reactance Theory
*Ordering effects (Bb fact sheet)
Assignments Due
*Read Gass &
Seiter, chp. 6 &
excerpt from chp.
9 (on Bb)
*Read Cialdini,
excerpt from chp.
7 (on Bb)
8
R, Feb. 19
**Quiz #9
*Cognitive Dissonance Theory
*Activity: discussion questions (on Bb)
*Read Perloff, chp.
9
Week 8
T, Feb. 24
Topic
**Quiz #10
*Interpersonal persuasion
*Compliance-gaining
*Door-in-the-face
*Foot-in-the-door
Assignments Due
*Read Perloff, chp.
10
R, Feb. 26
**Quiz #11
*Advertising
*Subliminal myth
*Self-fulfilling prophecies
*Read Perloff, chp.
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Week 9
T, Mar. 3
Topic
**Quiz #12
*Communication campaigns
*Diffusion of Innovations Theory
*Social marketing
*Social norms marketing
Assignments Due
*Read Perloff, chp.
12
R, Mar. 5
**Creating a Persuasive Campaign Presentations
**Creating a
Persuasive
Campaign Paper
due
Week 10
T, Mar. 10
Topic
*Finish any remaining PowerPoints or Activities
*Review for Final Exam
*Bring and begin Study Guide
Assignments Due
R, Mar. 12
*Review for Final Exam
*Bring and continue completing Study Guide
*Course Evaluations
*Bring #2 pencils
Finals Week
F, Mar. 20
Topic
***FINAL EXAMINATION
from 12:20 p.m. – 2:20 p.m., in GROV W109 (A01)
(comprehensive; covering all Perloff chapters, all
supplemental readings, materials on Blackboard,
and class notes)
Assignments Due
**Study Guide due
(must be completed
by hand; not
typed)
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Daily Learning Objectives (this is your Study Guide for Quizzes)
Perloff, Chapter 1
1. Be able to list and explain the 5 ways that contemporary persuasion differs from the past.
2. Be able to recall Perloff’s definition of persuasion.
3. Be able to list and explain the five components of Perloff’s definition of persuasion.
4. Be able to explain how coercion differs from persuasion.
5. Be able to list the four ways propaganda differs from persuasion.
6. Be able to recall and explain the three effects of persuasion.
7. Be able to recall the two ways that researchers study persuasion.
8. Be able to explain how utilitarianism and deontology perceive ethics differently.
9. Be able to identify important Greek philosophers.
10. Be able to compare and contrast Perloff’s definition of persuasion with the model
presented by Gass & Seiter.
Perloff, Chapter 2
1. Be able to recall Perloff’s definition of an attitude.
2. Be able to recall and explain the three characteristics of attitudes.
3. Be able to differentiate between examples of “attitudes” and “beliefs.”
4. Be able to identify a definition of Expectancy-Value Theory.
5. Be able to recall and explain the 4 ways Abelson says people resolve cognitive conflict.
6. Be able to identify a definition of Social Judgment Theory.
7. Be able to explain the terms: Latitude of Rejection (LOR), Latitude of Noncommitment
(LON), and Latitude of Acceptance (LOA) in reference to Social Judgment Theory.
8. Be able to explain “accessibility” and “association” in reference to Attitude Accessibility.
9. Be able to recall and explain the three key findings about Attitude Accessibility.
Perloff, Chapter 3
1. Be able to recall and explain each of the six functions of attitudes.
2. Be able to recall and explain the situation factors that moderate attitude.
3. Be able to recall and explain the characteristics of the person that moderate attitude.
4. Be able to recall and explain the characteristics of the attitude that moderate persuasion.
5. Be able to recall and explain the four components of the Theory of Reasoned Action.
6. Be able to explain the shortcomings of the Theory of Reasoned Action.
7. Be able to explain “perceived behavioral control” in the Theory of Planned Behavior.
Perloff, Chapter 4
1. Be able to identify and label Likert, Guttman, and Semantic Differential scales.
2. Be able to recall and explain the 2 survey design factors that can influence – or bias –
attitude responses.
3. Be able to recall the suggestions for writing good survey questions.
4. Be able to recall and explain how assessments of cognitive responses and affect differ.
5. Be able to recall and explain the three indirect attitude measurement techniques.
6. Be able to evaluate and construct good survey questions.
7. Be able to evaluate open-ended as well as indirect methods of measuring attitudes.
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Perloff, Chapter 5
1. Be able to recall the author most closely associated with Cognitive Response Theory.
2. Be able to explain how persuasion occurs in CRT.
3. Be able to explain “forewarning” and “distraction” in relation to CRT.
4. Be able to explain how Inoculation Theory works.
5. Be able to recall the authors most closely associated with the Elaboration Liklihood
Model of Persuasion.
6. Be able to explain how central and peripheral processing works in ELM.
Perloff, Chapter 6
1. Be able to recall and explain and provide examples of the three source factors in
persuasion: authority, credibility and social attractiveness.
2. Be able to describe the Milgram Experiment.
3. Be able to recall and explain why subjects reacted they way they did during the Milgram
Experiment.
4. Be able to recall and explain the three core characteristics of credibility.
5. Be able to explain the difference between knowledge bias and reporting bias.
6. Be able to recall and explain likeability, similarity and physical attractiveness in relation
to Social Attractiveness.
Perloff, Chapter 7
1. Be able to explain the difference between one- and two-sided questions.
2. Be able to recall how two-sided messages gain their persuasive advantage.
3. Be able to explain the conclusions that O’Keefe (1997) and McGuire (1969) found
concerning Conclusion Drawing and persuasion.
4. Be able to explain why case histories or narratives are powerful tools for persuasion.
5. Be able to recall the definition of a “fear appeal.”
6. Be able to recall and explain “severity information” and “susceptibility information” as
they relate to threat information within Witte’s Extended Parallel Process Model.
7. Be able to recall and explain “response efficacy” and “self-efficacy information” they
relate to threat information within Witte’s EPPM.
8. Be able to recall the 4 practical suggestions that emerge from the theory and research of
fear appeals.
9. Be able to explain how speed of speech can effect persuasion.
10. Be able to identify examples of hesitation forms, hedges, tag questions and disclaimers
in terms of powerless speech.
Perloff, Chapter 8
1. Be able to explain how people with low and high self-esteem can differ in their reaction
to a persuasive message.
2. Be able to explain how people with low and high need for cognition can differ in their
reaction to a persuasive message.
3. Be able to explain how people who are low self monitors and people who are high self
monitors can differ in their reaction to a persuasive message.
4. Be able to explain how people who are report low levels of dogmatism and people who
report high levels of dogmatism can differ in their reaction to a persuasive message.
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Perloff, Chapter 9
1. Be able to recall Aronson’s definition of “dissonance.”
2. Be able to recall the 8 techniques a person is likely to use to reduce dissonance.
3. Be able to explain the concepts of “expenditure of effort” and “induced compliance” in
relation to Cognitive Dissonance Theory.
4. Be able to recall the 4 explanations for why dissonance leads to attitude change.
5. Be able to recall and provide an example of the two ways a persuader can use dissonance
theory to change attitudes.
Perloff, Chapter 10
1. Be able to give an example of a “foot-in-the-door” technique.
2. Be able to recall the three reasons why the “foot in the door” technique works.
3. Be able to give an example of a “door-in-the-face” technique.
4. Be able to recall the reasons why the “door-in-the-face” technique works.
5. Be able to explain and provide an example of “low-balling.”
6. Be able to explain and provide an example of the “that’s-not all” technique.
7. Be able to provide an example of the “pique” technique.
8. Be able to recall and provide an example the four ways a persuader can neutralize
resistance to a persuasive message.
Perloff, Chapter 11
1. Be able to recall Perloff’s four conclusions concerning subliminal advertising.
2. Be able to explain and provide an example of “mere exposure.”
3. Be able to explain and provide an example of “association.”
4. Be able to explain how classical conditioning and semiotics in advertising differ.
5. Be able to recall the suggestions for marketing a product through the mass media.
6. Be able to explain how peripheral processing works in advertising.
7. Be able to explain how attitudes can serve utilitarian, social-adjustive, social identity and
value-expressive functions in relation to advertising.
8. Be able to explain the role of personality in relation to advertising.
Perloff, Chapter 12
1. Be able to recall and explain the 8 ways advertising campaigns differ from public
information campaigns.
2. Be able to recall and explain the following concepts in regards to Rogers’ Diffusion
Theory: characteristic of the innovation, a clear and salient reward, communication and
agenda setting.
3. Be able to recall the 10 considerations of a successful campaign.
4. Be able to discuss the effectiveness of the (a) McGruff Crime Prevention Project, (b)
Antismoking and cardiovascular risk campaigns, (c) Antidrinking campaigns.