商务与管理沟通（英文 第12版）教案 Locker-BAC12e-IM-Ch10 Crafting Persuasive Messages

10-

Chapter10

CraftingPersuasiveMessages

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

3

StrategiesforIncreasingLearning

5

EmphasizeAudienceAnalysisandAudienceBenefits

5

StressThatEmotionalAppealMustBePairedwithLogic

5

FindCommonGround

5

Connect

6

ApplicationExercises

6

ChoosingtheRightStrategy

6

PersuadingEmployeesatProtagoras

7

SolvingtheMicrowaveProblem

7

Chapter10Quiz

8

Chapter10TestBank

8

LearnSmartAchieve®

8

SmartBook®

8

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

9

10.1ReviewingtheChapter

9

10.2ReviewingGrammar

11

10.3EvaluatingSubjectLines

12

10.4EvaluatingP.S.’s

13

10.5ChoosingaPersuasiveApproach

14

10.6IdentifyingObservations

14

10.7RevisingaPersuasiveEmail

16

10.8CreatingPersuasiveVideos

16

10.9CreatingAlternativeActivities

16

10.10WritingaFund-RaiserFlyer

17

10.11AskingforMoreTimeand/orResources

17

10.12PersuadingEmployeesNottoShareFiles

17

10.13PersuadingEmployeestoJoinaCompetition

17

10.14HandlingaStickyRecommendation

18

10.15AskinganInstructorforaLetterofRecommendation

19

10.16WritingaPerformanceReviewforaMemberofaCollaborativeGroup

19

10.17WritingaSelf-AssessmentforaPerformanceReview

20

10.18EvaluatingSalesandFund-RaisingMessages

20

10.19ComparingPersuasiveApologyLetters

21

ExercisePlanningTable

21

PPTLectureOutline

22

LessonPlanIdeas

23

IntroductoryLectures/Discussions

23

DiscussingPsychologicalDescriptionandOtherWaystoOffsetObjections

24

DiscussingVarietiesofPersuasiveMessages

25

WritingaCollaborativeSalesorFund-RaisingMessage

25

DiscussinganAssignmentStudentsWillWrite

26

PeerReviewing

27

DiscussingGradedPapers

27

QuestionoftheDay

27

DescriptionoftheChapter

Thischapterdiscussespersuasion,thestrategyusedwhenthecommunicatorwantstheaudiencetodosomething.Persuasivemessagescanbesimpleorcomplicated,directorindirect;thestrategydependsonwhatthecommunicatorwantstheaudiencetodoandonthecommunicator'sassessmentoftheaudience’sposition.Inaddition,thischapteroutlinesspecificstrategiesforplanningandorganizingsalesandfund-raisingmessages.

Thelearningobjectivesinclude:

LO10-1Identifythepurposesofpersuasivemessages.

LO10-2Analyzeapersuasivesituation.

LO10-3Identifybasicpersuasivestrategies.

LO10-4Writepersuasivedirectrequests.

LO10-5Writepersuasiveproblem-solvingmessages.

LO10-6Writesalesandfund-raisingmessages.

LO10-7Usetechnologyforpersuasivemessages.

EssentialstoCover

LO10-1 Identifythepurposesofpersuasivemessages.

Theprimarypurposeinapersuasivemessageistohavetheaudienceactorchangebeliefs.Secondarypurposesaretoovercomeanyobjectionsthatmightpreventordelayaction,tobuildagoodimageofthecommunicatorandthecommunicator’sorganization,tocementagoodrelationshipbetweenthecommunicatorandaudience,andtoreduceoreliminatefuturecommunicationonthesamesubject.

LO10-2 Analyzeapersuasivesituation.

UsethequestionsinFigure

10.1toanalyzepersuasivesituations.

LO10-3 Identifybasicpersuasivestrategies.

Youalwaysneedtoconsideryouraudienceandsituationbeforechoosingyourpersuasivestrategy.Ingeneral:

Usethedirectrequestpatternwhentheaudiencewilldoasyouaskwithoutanyresistance.Alsousethedirectrequestpatternforbusyreadersinyourownorganizationwhodonotreadallthemessagestheyreceive.SeeFigures

10.3‒10.4.

Usetheproblem-solvingpatternwhentheaudiencemayresistdoingwhatyouaskandyouexpectlogictobemoreimportantthanemotioninthedecision.SeeFigures

10.5‒10.6.

Usethesalespatternwhentheaudiencemayresistdoingasyouaskandyouexpectemotiontobemoreimportantthanlogicinthedecision.SeeFigures

10.8‒10.9.

LO10-4 Writepersuasivedirectrequests.

UsetheinformationinFigure

10.3towritepersuasivedirectrequests.

LO10-5 Writepersuasiveproblem-solvingmessages.

UsetheinformationinFigure

10.5towritepersuasiveproblem-solvingmessages.

Useoneormoreofthefollowingstrategiestocounterobjectionsthatyoucannoteliminate:

Specifyhowmuchtimeand/ormoneyisrequired.

Putthetimeand/ormoneyinthecontextofthebenefitstheybring.

Showthatmoneyspentnowwillsavemoneyinthelongrun.

Showthatdoingasyouaskwillbenefitsomegrouptheaudienceidentifieswithorsomecausetheaudiencesupports.

Showtheaudiencethatthesacrificeisnecessarytoachievealarger,moreimportantgoaltowhichtheyarecommitted.

Showthattheadvantagesasagroupoutnumberoroutweighthedisadvantagesasagroup.

Turnthedisadvantageintoanopportunity.

Threatsdon’tproducepermanentchange.Theywon’tnecessarilyproducetheactionyouwant,theymaymakepeopleabandonanactionentirely(eveninsituationswhereabandoningwouldnotbeappropriate),andtheyproducetension.Peopledislikeandavoidanyonewhothreatensthem.Threatscanprovokecounteraggression.

Toencouragepeopletoactpromptly,setadeadline.Showthatthetimelimitisreal,thatactingnowwillsavetimeormoney,orthatdelayingactionwillcostmore.

Buildemotionalappealwithstoriesandpsychologicaldescription.

LO10-6 Writesalesandfund-raisingmessages.

Agoodopenermakesreaderswanttoreadpersuasionmessagesandprovidesareasonabletransitiontothebodyofthemessage.Fourmodesforopenersarequestions,narration,startlingstatements,andquotations.Agoodbodyanswerstheaudience’squestions,overcomestheirobjections,andinvolvesthememotionally.Agoodactionclosetellspeoplewhattodo,makestheactionsoundeasy,givesthemareasonforactingpromptly,andendswithabenefitorapictureoftheircontributionhelpingtosolvetheproblem.

Inafund-raisingappeal,thebasicstrategyisvicariousparticipation.Bydonatingmoney,peopleparticipatevicariouslyinworktheyarenotabletodopersonally.

Theprimarypurposeinafund-raisingappealistogetmoney.Animportantsecondarypurposeistobuildsupportforthecausesothatpeoplewhoarenotpersuadedtogivewillstillhavefavorableattitudestowardthegroupandwillbesympatheticwhentheyhearaboutitagain.

LO10-7 Usetechnologyforpersuasivemessages.

Mostbusinessesusewebsitesandsocialmediachannelstoaidtheirpersuasion.

Manybusinessesarefindingthatsomeoftheirbest“salesreps”arepeopleoutsidethecompany,“influencers”whosepostsandtweetsboostsales.

Emailstillremainsoneofthemajorchannelsofpersuasioninbusiness.

StrategiesforIncreasingLearning

Manylearnersfindthebasicpremisesofpersuasioneasytoconceptualizebecausetheyhavehadsomepriorexperienceinwritingarguments,oftenintheirfirst-yearcompositioncourses.Theymayfindpersuasivewritinginaworkplacesettingeasier,sinceinsteadofwritingtothe“generalreader”or“theopposition”astheymightinanargumentativeessay,theyaretargetingaspecificaudienceforaveryspecificpurpose.Forthisreason,someinstructorsprefertodopersuasivemessagesearlyinthecourse,beforeinformativeandpositivemessages.

EmphasizeAudienceAnalysisandAudienceBenefits

IfyouuseChapter10afteryouhavedoneotherunits,youwillprobablyfindthatstudyingpersuasionbringsnewunderstandingaboutconceptswithwhichlearnershavepreviouslystruggled,suchasaudienceanalysisandaudiencebenefits.Learnerscanseeeasilythatdifferentpeoplewillbepersuadedbydifferentthings.Andtheymaystillhavedifficultydevelopingbenefits,butatleasttheycanbetterconceptualizewhytheyareimportant.Ifdevelopingbenefitscontinuestobeaproblemafteryou'vestudiedthebasicconceptsinChapter10,youmayneedtodoadditionalworkonthetopicinclass.TrygoingbacktosomeoftheexercisesattheendofChapter3.

StressThatEmotionalAppealMustBePairedwithLogic

Acommondifficultylearnersfaceisareluctancetotrytechniquessuchaspsychologicaldescriptionbecausetheybelievethatemotionalappealisinherentlybad.Manylearnersequateemotionalappealwithadvertising,especiallyTVadvertising,andthereforebelievethatitismanipulativeandunprofessional.Sometimeswhatthey’veseenisanappealthatissolelyemotional,withoutanyaccompanyinglogic.Remindlearnersthatemotionalappealisjustonepieceofthepuzzle:argumentandcredibilityarealsopartofpersuasion.Whenyouthinkofemotionalappealinthisway,it’sjustcommonsensethatyouwillbemoresuccessfulifpeoplewanttodoasyouask;ultimately,that’sallthatemotionalappealreallymeans.

FindCommonGround

Learnersmayalsostruggletofindcommongroundwiththeiraudiences.Learnersneedpracticetodevelopgoodcommonground.Atthedraftstage,thecommongroundsectionsoftensoundmanipulative.Thisispartlyduetoineffectiveaudienceanalysis.Ifyou'renotsurewhatmotivatesyourreadersordon'treallyseeyourselfhowtheactionyouwantthemtotakecanbenefitthem,youarenotlikelytobeveryconvincing.Sometimespartofthecauseissimplymakingadefinitedecisiononthecontentoftheopeningtooearlyinthewritingprocess.Itcanbequitedifficulttoestablishcommongroundbeforeknowingexactlywhatyouaregoingtowriteintherestoftheletter.

Keepingthesestrategiesinmindasyouplanyourteachingofthisunitcanhelpyourlearnersgaintheskillstheyneedtowriteeffectivepersuasivemessages.

Connect

Connect®BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook®formatandincludesLearnSmartAchieve®.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ChoosingtheRightStrategy

LO:10-3

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstorecognizedifferenttypesofpersuasivestrategies.

UseChoosingtheRightStrategyasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter10forstudy.

AssignChoosingtheRightStrategyasaquizonasectionofthereading.

Useasreviewafterlectureanddiscussion:

Coverthetypesofpersuasivestrategies,howtowritepersuasiveproblem-solvingmessages,andtone(PPTslides10.19–10.34).Partofchoosinganeffectivepersuasivestrategygoesbeyondtheimmediatepersuasivesituationtothelargercontextinwhichpeopleoperate.Someorganizationsdonotlikeahard-sellapproach.Explainthethreebasicpatternsofpersuasion(directrequests,problem-solving,andsales).Explaintheimportanceofchoosingtherightpersuasivestrategy.Stressthatpersuasionisbasedonthreethings:argument,credibility,andemotionalappeal.Thestrengthofawriter'spersuasivemessagedependsonthesethreeaspects.

Asklearnerstocompleteanexercisefromthetextbook:

10.5ChoosingaPersuasiveApproach

10.3EvaluatingSubjectLines

10.4EvaluatingP.S.’s

Reviewanswersasagroup.

AssignChoosingtheRightStrategyashomeworktoreview.

PersuadingEmployeesatProtagoras

LO:10-1,10-2,10-3

AACSB:Communication

Blooms:Apply

DifficultyLevel:Medium

Thiscaseanalysisexerciseallowslearnerstoidentifythepurposesofapersuasivemessage,toanalyzethecommunicationsituation,andtodeterminethebestpatternforthepersuasivemessage.

Useasquizafterthereading:

AssignChapter10forstudy.

AssignPersuadingEmployeesatProtagorasasaquizonasectionofthereading.

UsePersuadingEmployeesatProtagorasasareviewoftheconceptsafterlectureanddiscussion:

Coverthedefinition,types,purposesofpersuasivemessages,andanalyzingpersuasivesituations(PPTslides10.4–10.18).

Followwithanactivitylike10.5ChoosingaPersuasiveApproach.

AssignPersuadingEmployeesatProtagorasashomeworktoreview.

Useasaprecursortoaworkshopordraftingday:

PersuadingEmployeesatProtagoraswouldworkwellatthebeginningofacomputerlabdaywhereyou’llasklearnerstostartworkingontheirownprojects.

SolvingtheMicrowaveProblem

LO:10-3,10-5

AACSB:Communication

Blooms:Understand;Apply

DifficultyLevel:Medium–Hard

Thiscaseanalysisexerciseaskslearnerstoapplywhatthey’velearnedfromChapter10todevelopapersuasivemessageinresponsetothecasescenario.

Useasquizafterthereading:

AssignChapter10forstudy.

AssignSolvingtheMicrowaveProblemasaquizonasectionofthereading.

Useasreviewafterlecture,activity,anddiscussion:

Coverthetypesofpersuasivestrategies,howtowritepersuasiveproblem-solvingmessages,andtone(PPTslides10.19–10.34).Explainthethreebasicpatternsofpersuasion(directrequests,problem-solving,andsales).Explaintheimportanceofchoosingtherightpersuasivestrategy.Stressthatpersuasionisbasedonthreethings:argument,credibility,andemotionalappeal.Thestrengthofawriter'spersuasivemessagedependsonthesethreeaspects.

Assignanactivity,likeoneofthefollowingexercisesfromthetextbook:

10.9CreatingAlternativeActivities

10.12PersuadingEmployeesNottoShareFiles

10.14HandlingaStickyRecommendation(thiscanbeanentiredayortwoonitsown)

Gathertogetherasalargegroupandaskeachgrouptosharetheirresponses.

AssignSolvingtheMicrowaveProblemasareview.

Useasaprecursortoaworkshopordraftingday:

SolvingtheMicrowaveProblemwouldworkwellatthebeginningofacomputerlabdaywhereyou’llasklearnerstostartworkingontheirownprojects.

Chapter10Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter10TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve®

LearnSmartAchieve®developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook®

SmartBook®isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter10aregivenbelow.

10.1ReviewingtheChapter

LO:10-1–10-7

DifficultyLevel:Easy

Whatarethepurposesofpersuasivemessages?(LO10-1)

Theprimarypurposeofapersuasivemessageistohaveanaudienceactorchangebeliefs.Thesecondarypurposesincludebuildingagoodimageofthecommunicatorandthecommunicator’sorganization,cementingagoodrelationship,overcomingobjections,andreducingoreliminatingfuturemessagesonthesubject.

Whatarethefivequestionsyoushouldanswerwhenanalyzingpersuasivesituations?Whichquestiondoyouthinkisthemostimportant?Why?(LO10-2)

Whatdoyouwantpeopletodo?

Whatobjections,ifany,willtheaudiencehave?

Howstrongisyourcase?

Whatkindofpersuasionisbestforthesituation?

Whatkindofpersuasionisbestfortheorganizationandtheculture?

Thepurposeofthesequestionsistogetstudentsthinkingabouttherationalebehindansweringtheanalysisquestions.Whatinformationisneededtounderstandapersuasivesituation?Howdoesthatinformationhelpthemtocreateaneffectivemessage?Whatcanhappeniftheydon’thavethatinformation?Studentanswerswillvary,butmakesurethattheyunderstandandcanexplainwhyeachquestionisnecessarytocreateaneffectivepersuasivemessage.

Whatarethreepersuasivestrategies?Inwhatkindsofsituationsiseachpreferred?(LO10-3)

Thethreepersuasivestrategiesaredirect-request,problem-solving,andsales.

Usethedirectrequestpatternwhentheaudiencewilldoasyouaskwithoutanyresistance.Alsousethedirectrequestpatternforbusyaudiencesinyourownorganizationwhodonotreadallthemessagestheyreceive.

Usetheproblem-solvingpatternwhentheaudiencemayresistdoingwhatyouaskandwhenyouexpectlogictobemoreimportantthanemotioninthedecision.

Usethesalespatternwhentheaudiencemayresistdoingwhatyouaskandwhenyouexpectemotiontobemoreimportantthanlogicinthedecision.

Whyaren’tthreatseffectivepersuasiontools?(LO10-3)

Threatsdon’tproducepermanentchange.Theywon’tnecessarilyproducetheactionyouwant;theymaymakepeopleabandonanactionentirely;andtheyproducetension.Peopledislikeandavoidanyonewhothreatensthem.Threatscanprovokecounter-aggression.

Howdoyoustartthebodyofpersuasivedirectrequests?Why?(LO10-4)

Inadirectrequest,consideraskinginthefirstparagraphfortheinformationorserviceyouwanttosavetheaudience’stime.Also,thispatternworkswellforpeoplewhoarebusyanddonotreadallthemessagestheyreceive.

Howdoyouorganizepersuasiveproblem-solvingmessages?(LO10-5)

Organizeaproblem-solvingpersuasivemessageinthisway:

Catchthereader'sinterestbymentioningacommonground.

Definetheproblemyoubothshare(whichyourrequestwillsolve).

Explainthesolutiontotheproblem.

Showthatanynegativeelements(e.g.,cost,time)areoutweighedbyadvantages.

Summarizeanyadditionalbenefitsofthesolution.

Askfortheactionyouwant.

Howdoyoudevelopacommongroundwithyouraudience?(LO10-5)

Tofindacommonground,analyzetheaudiencetounderstandtheirbiases,objections,andneeds.Identifywiththemtofindcommongoals.

Whatare10waystodealwithobjections?(LO10-4andLO10-5)

Useoneormoreofthefollowingstrategiestocounterobjectionsyoucannoteliminate:

Specifyhowmuchtimeand/ormoneyisrequired.

Putthetimeand/ormoneyinthecontextofthebenefitstheybring.

Showthatmoneyspentnowwillsavemoneyinthelongrun.

Showthatdoingasyouaskwillbenefitsomegrouptheaudienceidentifieswithorsomecausetheaudiencesupports.

Showtheaudiencethatthesacrificeisnecessarytoachievealarger,moreimportantgoaltowhichtheyarecommitted.

Showthattheadvantagesasagroupoutnumberoroutweighthedisadvantagesasagroup.

Findoutwhyouraudiencemembersresistwhatyouwantthemtodo.

Trytofindawin-winsolution.

Letyouraudiencesaveface.

Askforsomethingsmall.

Presentyourargumentsfromyouraudience’spointofview.

Whatarewaystobuildemotionalappeal?(LO10-4andLO10-5)

Buildemotionalappealwithstoriesandpsychologicaldescription.

Whatarefourgoodbeginningsforsalesandfund-raisingmessages?(LO10-6)

Agoodopenermakesreaderswanttoreadpersuasivemessagesandprovidesareasonabletransitiontothebodyofthemessage.Fourmodesforopenersare:

Questions

Narration

Startlingstatements

Quotations

Whatarewaystode-emphasizecostsordonationsrequests?(LO10-6)

Specifypriceneartheendofthebodyofasalesletter,afteryou’vegivenyourevidenceandmadetheaudiencewanttheproduct.Sometimescostsarebrokendowntomonthly,weekly,ordailyamounts.

Whatkindoflogicalproofisusedinfund-raisingmessages?(LO10-6)

Fund-raisingmessagesgenerallyuseemotionalappealsaslogicalprooftoinvolvetheaudienceandconnectthemwiththeorganizationanditsmission.

Howaresocialmediabeingusedforpersuasion?(LO10-7)

Socialmediaarebeingusedbycompaniesbothofficially,toreachoutandpersuadecustomers,andunofficially,bycustomersandfansofthecompanies.Customersoutsidetheorganizationpostreviewsandcommentsaboutproductsandbecomethecompanies’bestsalespeople.

Howarewebsitesbeingusedforpersuasion?Whataresomeconcernsrelevanttotheiruseforpersuasion?(LO10-7)

Likesocialmedia,websitesarebeingusedbycompaniestopersuadewideaudiences.Theyareusedtopostinformation,reviews,andpersuasivematerials.

10.2ReviewingGrammar

DifficultyLevel:Easy

TheanswerstoCreatingAgreement,B.4,fromAppendixBcanbefoundintheAppendixBInstructor’sManualfile.

10.3EvaluatingSubjectLines

LO:10-4

DifficultyLevel:Easy

Evaluatethefollowingsubjectlines.Isonesubjectlineineachgroupclearlybest?Ordoesthe“best”linedependoncompanyculture,whetherthemessageisapapermemooranemailmessage,oronsomeotherfactor?

Inthediscussionsbelow,thefirstofthethreechoicesiscalled1,thesecond2,andthethird3:

a.

Subject:

Request

Subject:

WhyINeedaNewComputer

Subject:

IncreasingMyProductivity

No.1istoovague.No.2isgoodifitwillbeeasytogetanewcomputer(directrequest).No.3isbetteriftherequestwillrequiremajorpersuasion.

b.

Subject:

WhoWantsExtraHours?

Subject:

HolidayWorkSchedule

Subject:

WorkingExtraHoursDuringtheHolidaySeason

No.1isgoodforanemailmessageinacompanywherevolunteersworktheextrahours.No.2isstraightforwardandacceptableifthemanagertellsemployeeswhohavenochoice.No.3workswellinapapermessagedesignedtopersuadepeopletoworkmorethantheyreallywantto.

c.

Subject:

StudentMentors

Subject:

CanYouBeanEmailMentor?

Subject:

VolunteersNeeded

No.1istoovague.No.2workswellforapapermemobutistoolongforemail.No.3worksforbothpaperandemailmessages.

d.

Subject:

MoreWineandCheese

Subject:

Today’sReceptionforJapaneseVisitors

Subject:

Reminder

No.1istoosarcastic.Evenifpeopleintheorganizationthinkit’sfunny,it’soffensivetothevisitors,whomayseethemessage.No.2isgood.No.3istoovague.

e.

Subject:

ReducingAbsenteeism

Subject:

OpeningaDayCareCenterforSickChildrenofEmployees

Subject:

WhyWeNeedExpandedDayCareFacilities

No.1isagoodreader-benefitsubjectline.No.2isacceptableinapapermemoifthereaderwilleasilysay“yes.”No.3isagood,directedsubjectline.

10.4EvaluatingP.S.’s

LO:10-6

DifficultyLevel:Easy

Thisexerciseworkswellasanin-classactivity.Peoplemaydisagreeaboutwhetherthefollowingpostscriptsareeffective.Asktheclasstofigureoutwhytheiropinionsvary.

1. P.S.Itonlytakesonenight’sstayinahotelyoureadabouthere,onediscountedflight,onebudget-pricedcruise,oronelow-costcarrentaltomakemailingbackyourSubscriptionCertificateworthit.

P.P.S.Aboutyourfreegift!Yourrisk-freesubscriptiontoCONSUMERREPORTSTRAVELLETTERcomeswitharemarkable314bookasaFREEGIFT.

Afrequenttravelerwhohadalreadyreadtheletterbutwaswaveringmightbefinallyconvincedbytheseappeals.Takentogether,thetwoappealsmakeitseemasthoughsomeonewoulddefinitelysavemoneybysubscribing.

2. P.S.Helpspreadthetolerancemessagebyusingyourpersonalizedaddresslabelsonallyourcorrespondence.Andremember,youwillreceiveafreeTeachingTolerancemagazinerightafteryourtax-deductiblecontributionarrives.

Manyteachersbelievestronglyinteachingtolerance,andsuchapersonislikelytogobackandreadtheletterifsheorhereadtheP.S.Themotivationwouldnotbeduetotheaddresslabels,butratherthecauseoftheorganizationitself.Ifthisletterwerereadbysomeonewithoutthisspecialinterest,theP.S.probablywouldnotwork,althoughsomemighttakeouttheaddresslabelsbeforethrowingtheletteraway.

3. P.S.EverydaybringsmorerequestslikethatofMr.Agyrey-Kwakey—forour“miracleseeds.”Andit’surgentthatwerespondtotheemergenciesinMalaysiaandIndonesiabyreplantingthoseforestsdestroyedbyfire.Pleasesendyourgifttodayandbecomeapartnerwithusintheseinnovativeprojectsaroundtheworld.

ThisP.S.maymotivateanaudiencewhohadreadtheentireletterandwasparticularlyinterestedinthistypeofproject,butamorespecificpostscriptwouldprobablybemoreeffective.

4. P.S.Evenasyoureadthisletter,adonatedloadoffoodwaitsfortheticketthatwillmoveittoAmerica’shungry.Pleasegivetoday!

Theaudienceprobablywouldnotbemotivatedbythispostscript,andit’sprobablynotenoughtoconvinceaskepticalaudiencewhohasreadthewholeletter.However,ifpeoplehavereadtheentireletterandalreadydefinitelydecidedtocontribute,thisP.S.mightmotivatethemtoactnow,sincetheymaygetamentalimageofstacksoffoodsittingunusedduetolackoffunds.

10.5ChoosingaPersuasiveApproach

LO:10-2

DifficultyLevel:Easy

Askingforanextensiononaproject.

Directrequest,assumingtherewillnotbealotofresistance.Problem-solvingmayalsowork.

Requestingajobinterview.

Directrequestpattern

Requestingafreetrialofservice.

Directrequestpattern

Invitingcustomerstoastoreopening.

Salespattern

Reportingaco-worker’spoorworkperformance.

Problem-solving

Askingyoursupervisortoreconsiderapoorperformancereview.

Problem-solvingorsalesdependingontherelationshipwiththeboss

Requestinganewofficecomputer.

Directrequestorproblem-solvingdependingonorganizationandcomputeravailabilitysituation

Requestingtimeoffduringyourcompany’sbusyseason.

Salespattern

Answersforspecifictypesofinformationthelearnerswoulduseforeachsituationwillvarybasedonthelearners’perceptionsoftheorganizationandtheiraudiences.

10.6IdentifyingObservations

LO:10-4

DifficultyLevel:Medium

Usethismaterialforin-classdiscussionsothatlearnersunderstandhowspecifictheyneedtobe.Observationsthatarespecificenoughappearinbold.

February22:Todaywasveryfrustrating.Samwastotallyoutofit—Iwonderifhe’sonsomething.Jimwasdictatorial.Iargued,butnobodybackedmeup.Masayomightjustaswellhavestayedhome.Wedidn’tgetanythingdone.Twohours