​Know Your Audience

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nzrre07

Business Finance

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Know Your Audience

Instructions: In class we discussed how an effective audience analysis can improve a persuasive message, and we brainstormed different methods and types of questions to use if we were to conduct our own audience analysis. For this activity, you will examine the extent to which an opinion column from The Daily Athenaeum considers its audience – WVU students – in a persuasive message about becoming a resident assistant (RA). Refer to class notes from Unit 6 (Introduction to Rhetoric) about audience analysis to help you complete this activity.

Visithttp://www.thedaonline.com/opinion/article_f46a2d0e-affc-11e4-9f5d-bfde139f98b6.htmlto read the opinion column in The DA titled, “Saving money in college: How being an RA can save on cash” and respond to each of the following questions:

(1) Why does getting to know an audience through an audience analysis tend to increase the persuasiveness of a message?

(2) To what extent did the columnist take the audience into consideration? Identify at least three specific factors from the article that reflect the columnist’s knowledge of you and of other WVU students.

(3) Consider your answer to (2). Did incorporating these factors improve the persuasiveness of the article? Why or why not?

  • Identify two additional questions that the columnist could have asked the audience (WVU students) to make her argument even more persuasive. Explain why each of these questions would be important to ask in relation to the topic of the column.

This activity must be submitted to eCampus as either a text submission or an attached file no later than 11:59pm.

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Types of lithos can change over time 1. Initial مع العلم أن دمرم belone, ای دیملی کو دیس ناکورد during Derives After 3. Terminal 3. Initial Ethos- Cresitability assigned to the speaker before the Comm. act كل ما سلم ایون عيون الوسواه من عبل مادر حه العلي وهل هو حاکنش دکلره عنان احررا مع لحم اومجي أو هو مارکا 4. What influences your perceptions of a speaker's initial ethos? a. Background- Experience, educctions reputation) b. Characteristics * physical attractiveness (vely imp) * Race / sex Cless imp.) 45 Ejagd utraly آریا سکلوب هشتم Inchese and decreased ethos by using fear on intial ethers) ethos T Incheus es ethos by using evidence, organization, sincerity, using humor and establishing a common ground (depending 2. Rhetorical choices Terms logga in delivery b. Humor- e thosh ethos c. Establishing a common ground small long ter affects - High ethos Tord d. Fear اور قام دموع الابا تيل مه لمد أوما كان يون نحوه اباد End) Terminal Ethos Creditability to the speaker aften thcomm, acto & Don't burn bridges again in the future. - may have speak to this aut صادر المع لمقر النار مع مرور الورى لذالك لقاح للار كي Long-term Effects of Ethos.8 o ethos high ethos sources lose impact over times may need to remind later on Labge: immediate effects - ethos credibility influnce many Psychological, congnitive affective and comm & utcome 47 c. Sponsorship thind party intrauces a speaker i. Halo effect- if ne like one thing about some one, we attribute other positive qualities & 로 - E 5. Effects of Initial Ethos in the Classroom *Paying attintion Learning & Attitude/ Behavior changer 26. Derived Ethos creditability assigned to the speaker during the COMM, act. * what influences your perceptions of a speckere Crediibility in the middle of a well is specch? در نقول من مادر بحری گه له رجل الكريس را حلا با مران دت کا 46 building helationship Bu borboxall . Referent ide-lification well wegend perceived positive relationship betwisource Meille and receiver. b. Ethos and power graphed: Reward الي دكا )) Refent دايم شيره له ايه وه Power Credibility (A) Power antisocial Po Prosocial 10. Communication Behaviors That improve Credibility 1- Clarity Reucuance و الكمام 2- organization immediacy - eye contact Handling a well facing the AND 3-Fluent delivery 49 19. Ethos and Power & Power is the capability to intlunce someone to do or belive something, * In thetorical communication we are trying to influence People which is an attempt to exercise poner 2. French and Raven Bases of Power وی همبري بود بیامب أذا أکر Coercive Punishment Perception that a source will punish if they do not confirm.. an indo ii. Reward - benefit وون بكانا أذرأ کر . Source will be rewaded if they confirm. منال .. أكراكردست they strong because of E nii. Legitimate-assiques (hole Hine students body E ذولا الاحتلامی جلون أنهم أهواء * أرم امویا بو نه رانه د كرك رح تثق منه د هرا كمره ماعند جدا محال الملكات ماعزه ی President, dean instructor. iv. Expert-competence knowldge of the topic I have Ponen because of who I am! I know this 48
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Explanation & Answer

Attached.

Running head: ORATION

1

Oration
Name
Institutional Affiliation

ORATION

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Introduction
Comprehending the tenable aspects of an audience is paramount in developing a
persuasive message. It allows the presenter or writer to examine and adopt the speech or
content to the audience’s attitudes and beliefs, and level of understanding. Adopting an
audience-centered perspective not only improves the speaker’s effectiveness but also ensures
the content is delivered appropriately. One of the significant reasons why one should get to
know the audience through an audience analysis is to understand their attitude regarding the
topic as stated by Chenoweth, (2015). For instance, in the article, the writer focuses on saving
money for college students. This is an issue that is central to the lives of students and
influences their lives to a cons...


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