Q) What is the definition of persuasion?

Explain the persuasion

strategy.

Persuasion is a form of speech or writing that uses argument or

emotion to make the listener or reader believe what the writer/speaker
is saying. Persuasion is convincing others to change their point of
view, agree to a commitment, purchase a product or service, or take a
course of action. Oral and written persuasive skills are valued in the
workplace. Persuasion is an innate personality trait in some, but it's
also a skill that can be learned and improved.

Persuasion strategies

Ethos, logos, and pathos were Aristotle’s three forms of rhetorical

proof, meaning they were primary to his theories of persuasion.

Ethos 

It refers to the credibility of a speaker and includes three dimensions:

competence, trustworthiness, and dynamism. The two most
researched dimensions of credibility are competence and
trustworthiness

1. Competence refers to the perception of a speaker’s expertise in

relation to the topic being discussed. A speaker can enhance
their perceived competence by presenting a speech based in
solid research and that is well organized and practiced.
Competent speakers must know the content of their speech and
be able to effectively deliver that content.
2. Trustworthiness refers to the degree that audience members
perceive a speaker to be presenting accurate, credible
information in a nonmanipulative way. Perceptions of
trustworthiness come from the content of the speech and the
personality of the speaker. In terms of content, trustworthy
speakers consider the audience throughout the speech-making
process, present information in a balanced way, do not coerce
the audience, cite credible sources, and follow the general
principles of communication ethics. In terms of personality,
trustworthy speakers are also friendly and warm.
3. Dynamism refers to the degree to which audience members
perceive a speaker to be outgoing and animated. Two
components of dynamism are charisma and energy. Charisma
refers to a mixture of abstract and concrete qualities that make a
speaker attractive to an audience. Charismatic people usually
know they are charismatic because they’ve been told that in
their lives, and people have been attracted to them.

Logos 

It refers to the reasoning or logic of an argument. The presence of

fallacies would obviously undermine a speaker’s appeal to logos.
Speakers employ logos by presenting credible information as
supporting material and verbally citing their sources during their
speech. Using the guidelines from our earlier discussion of
reasoning will also help a speaker create a rational appeal.
Research shows that messages are more persuasive when
 arguments and their warrants are made explicit. Carefully choosing
supporting material that is verifiable, specific, and unbiased can
help a speaker appeal to logos. Speakers can also appeal to logos
by citing personal experience and providing the credentials and/or
qualifications of sources of information. Presenting a rational and
logical argument is important, but speakers can be more effective
persuaders if they bring in and refute counterarguments. The most
effective persuasive messages are those that present two sides of an
argument and refute the opposing side, followed by single
argument messages, followed by messages that present
counterarguments but do not refute them

Pathos 

It refers to emotional appeals. Aristotle was suspicious of too much

emotional appeal, yet this appears to have become more acceptable in
public speaking. Stirring emotions in an audience is a way to get them
involved in the speech, and involvement can create more
opportunities for persuasion and action. Reading in the paper that a
house was burglarized may get your attention, but think about how
different your reaction would be if you found out it was your own
home. Intentionally stirring someone’s emotions to get them involved
in a message that has little substance would be unethical. Yet such
spellbinding speakers have taken advantage of people’s emotions to
get them to support causes, buy products, or engage in behaviors that
they might not otherwise, if given the chance to see the faulty logic of
a message.

Effective speakers should use emotional appeals that are also logically
convincing, since audiences may be suspicious of a speech that is
solely based on emotion. Emotional appeals are effective when you
are trying to influence a behavior or you want your audience to take
immediate action 
Q) Discuss persuasion strategy through gain framed vs loss framed
messages, quantity vs quality argument, implicit and explicit
conclusion and the use of evidence.

Gain vs Loss framed messages

Gain or loss framing refers to phrasing a statement that describes a

choice or outcome in terms of its positive (gain) or negative (loss)
features. A message’s framing does not alter its meaning. For
example, the gain-framed message “One fourth of people will survive
the attack” is semantically equivalent to the loss-framed message
“Three fourths of people will perish in the attack.” Framing does not
refer to whether a communicator portrays a choice or outcome as
good or bad. Instead, it refers to whether an option or possibility is
communicated in terms of its positive or negative consequences.

In one type of gain-loss framing, different-consequences framing, one

states a statistic of the likelihood or quantity of either the positive or
the negative outcome. For example, one might describe the
probability that safety-belt wearers would live (gain frame) or die
(loss frame) if they are involved in a highway accident. With same-
consequences framing, one describes what is gained by taking, or lost
by failing to take, an action. For example, a weight loss company
could frame their advertisements focusing on either the benefits of
slimming down to a healthy weight (gain frame) or the things one
would miss out on by remaining overweight (loss frame). For both
types of framing, the frame does not alter the content communicated;
with no additional knowledge, one can express a gain- or loss-framed
message using the opposite frame.

Quantity vs Quality argument

Quantity argument

It is concerned with discovering facts about social phenomena. It

assumes a fixed and measurable reality. The data is collected through
measuring things. Data are analysed through numerical comparison
and statistical inferences. The data are reported through statistical
analyses. The reality is single, tangible and fragmentable.

Quality argument

It is concerned with understanding human behaviour from the

informant’s perspective. It assumes a dynamic and negotiated reality.
The data are collected through participant observation and interviews.
Data are analysed by themes from descriptions by informants. The
data are recorded in the language of the internet. The realities are
multiple, constructed and holistic.

Implicit vs explicit conclusion

The definition of implicit is, “implied or understood though not

plainly or directly expressed.” Something is, therefore, implicit when
it is not directly stated but is either suggested in the wording or
necessary to effectuate the purpose. For example,
  There is a morality implicit in his writings.
 She implicitly said she likes white shoes by saying she
likes all colors but tan.
In the first example, the writer may not have clearly or directly laid
out a moral vision, but it is understood through the characters, their
actions, and their experiences.

In the second example, the woman states that she likes all shoe colors
but tan. While she doesn’t directly say she likes white shoes, she
implicitly does because white is not tan.

The definition of explicit is, “to fully and clearly express something,
leaving nothing implied.” Something is explicit when it is cleared
stated and spelled out and there is no room for confusion, as in the
writing of a contract or statute. For example,

 The law was explicit in whose tax rates were to be raised.

 He said explicitly, you will not attend that concert.
In both of these examples, the word explicit is used to demonstrate
something that has been clearly and unambiguously expressed or
stated. There is no room for doubt because everything is clearly and
directly communicated.

This is what separates these two words. Something is implicit when it

is implied but not directly stated. Something is explicit when it is
directly stated and leaves no room for uncertainty.
Use of evidence

Support your position or thesis with evidence. Remember that your

evidence must appeal to reason. The following are different ways to
support your argument:

1. Facts

2. Statistics

3. Quotes

4. Examples

1. Using facts is a powerful means of convincing. Facts can come

from your reading, observation, or personal experience. Facts
cannot be disputed. This makes them a strong form of evidence.
Do not confuse facts with truths. A "truth" is an idea believed by
many people, but it cannot be proven. For example:
• Grass is green.
• All cats are animals.
• Jumping out of airplanes without a parachute is hazardous.
2. Using statistics can provide excellent support for your
argument. Arguments employing amounts and numbers are
concrete and therefore support claims because they use logic and
facts. Be sure your statistics come from good sources, which
you will cite. Examples:
• Over 61% of Americans are overweight.
 • Unemployment in Illinois is at 5%.
• During each game, Sean Hill of the NY Islanders spent an
average of 20:09 minutes on the ice.
3. Using quotes from leading experts or authorities in their fields
will support your position—this is a logical appeal and is
accepted by other academics as a good way to back up your
claims.
• Dr. Kenneth P. Moritsugu, U.S. Surgeon General, described
long term problems associated with underage drinking:
“Research shows that young people who start drinking before
the age of 15 are five times more likely to have alcohol-related
problems later in life.”
• Samantha King, a noted forensic specialist, stated that DNA
evidence is usually indisputable.
4. Using examples or anecdotes from your own experience can
enhance your meaning and also engage the reader. Personal
examples make your ideas concrete. These real-life examples
allow a reader to relate to the issues personally.
• For many years, my best friend’s husband beat her—the police
did nothing about it; therefore, we need better laws so domestic
abusers can be punished more stringently.
• After living in Iceland for a decade, I can honestly say that the
people are kind and warm.
• Immigration laws should allow amnesty to illegals—my father
came here from Mexico twenty years ago, and he has worked 50
hours a week to support us. If he is deported, he will leave
behind his children, who are citizens. I do not think this is fair to
all of us.
Q) Discuss what is intercultural communication that is used in
professional context.

Intercultural competence refers to ‘the appropriate and effective

management of interaction between people who, to some degree or
another, represent different or divergent affective, cognitive, and
behavioural orientations to the world’. Barrett et al. (2013) extend this
definition by arguing that intercultural competence is a combination
of attitudes, knowledge, understanding and skills applied in
intercultural encounters. Intercultural competence allows intercultural
communicators to understand and respect individuals they perceive to
have different cultural affiliations; to respond appropriately,
effectively and respectfully when interacting and communicating with
such individuals; to establish positive and constructive relationships
with such people; to understand themselves and their own multiple
cultural affiliations through encounters with cultural ‘difference’. One
of the reasons why intercultural competence is important in an
increasing globalised and diverse society, is the fact an interculturally
competent person will have key skills that employers look for in
potential staff.

The model is constructed around five savoirs or factors in

intercultural communication that reflect skills, knowledge, attitudes,
behaviours, and critical cultural awareness. These are:
 Savoir être (intercultural attitudes): the ability to suspend
disbelief towards individuals’ own and other cultures.
 Curiosity and openness are central to this savoir, which
enables individuals to ‘decentre’ and see the world from the
perspective of an outsider who might have a different set of
values and beliefs.
 Savoirs (knowledge): not primarily knowledge about a
specific culture, but rather knowledge of how social groups
and identities function and what is involved. It focuses on
social groups in one’s own culture as well on social groups in
other cultures and on general interaction processes.
 Savoir comprendre (skills of interpreting and relating): it
involves the ability to interpret symbols and events of other
cultures and to relate such interpretation to one’s own culture
and experience. It points up the importance for learners to
acquire the skills of finding out new knowledge and
integrating it with knowledge(s) they already have.
 Savoir apprendre/faire (skills of discovery and interaction):
it refers to the ability to acquire new knowledge of a culture
and cultural practices and the ability to operate knowledge,
attitudes and skills in real-time communication and
interaction.
 Savoir s’engager (critical cultural awareness): concerns the
ability to interpret, evaluate and negotiate perspectives,
practices, and products in one’s own and others’ cultures. It
highlights the importance for teachers not to try to change
 learners’ values, but to develop their awareness of how such
values might influence their interactions with others.
Components of competent professional communication and ways to
develop these, resulting framework draws on contemporary thinking
and research in a number of distinct yet inter-related areas:
1. Socio-cultural theory (references), which highlights the
social nature of learning and the fact that all learning is
mediated by language. Of particular relevance is the need to
describe, develop and promote interactional competence, as
one element of PICC.
2. Problem-based and experiential learning (references),
which are considered to be key to many types of workplace
learning, especially where adults are involved;
3. Reflective practice (references) and the need for
professionals to engage in and learn from their experiences
through a combination of data, evidence, dialogue and action.
Professional intercultural communicative competence, we focus on
professional communication between people who are members of
different groups, with an emphasis on people in social interaction with
each other. A key element of professional competence in any
workplace setting is the ability to communicate clearly and interact
with colleagues on a number of levels and in a range of contexts. It is
apparent when studying spoken interaction that different speakers
have different levels of competence and varying abilities to express
their ideas and achieve understanding.  This is true in any setting, but
particularly so in the workplace, where competing agendas, priorities,
deadlines, a mix of personalities, and so on may create difficulties and
result in tensions. This is especially the case in professional settings
involving people from a range of social, educational and cultural
backgrounds. Put simply, effective communication is essential to
getting a task done.
In professional settings, effective communication rests on an ability to
interact with others and to collectively reach understandings. Some
form of Professional Intercultural Communicative Competence, then,
is needed in order to ‘survive’ most communicative encounters where
cultural difference’ is present in some way. Being accurate or fluent in
a language are, arguably insufficient. They need to be able to pay
attention to the professional context, to listen and show that they have
understood, to clarify meanings, to repair breakdowns and so on. All
of this requires extreme mental and interactional ability, the kind of
ability, which will not, arguably, be trained by taking part in typical
language classrooms. Additional skills, related to professional
interactional and intercultural competence, are required.