CMM 409/509:  Theories of Persuasion and Change

(Writing Intensive)

Spring 2008

Thursday 4:00 – 6:20                              261 Smith Hall

Required Text 

Seiter, J. S. & Gass, R. H.  (Eds.).  (2004).  Perspectives on persuasion, social influence, and

compliance gaining.  Boston:  Allyn & Bacon.

Additional Required Text for Graduate Students

Berger, C. R. & Burgoon, M.  (Eds.).  (1995).  Communication and social influence processes.  East Lansing:   Michigan State University Press.

Recommended Text for All Students

Hacker, D.  (2006).  Research and documentation in the electronic age (4th ed.).  New York: 

Bedford/St. Martin’s.

Additional required and recommended readings will be available on our course WebCT/Vista page.  You will be responsible for printing out these supplemental readings as assigned.

Course Description, Credits, and Prerequisites

Study of the relationship between persuasion and social change, including theories of attitude and behavioral change and contemporary theories of persuasion.  3 hrs.  The undergraduate section of the course bears the Writing Intensive designation.

Course Philosophy and Themes

Since classical times, philosophers and scholars have attempted to theorize persuasion, first from a humanistic perspective and later, in the twentieth century to the present, from a social scientific perspective as well.  This course focuses on the major social scientific theories with a special emphasis on theories of persuasion as they relate to social change.

Desired Learner Outcomes/Objectives

At the end of the semester, you should be able to do the following:

·        Define persuasion

·        Describe the theoretical foundation of persuasion as a field of research

·        Use an appropriate scholarly vocabulary to critically discuss persuasion theory and current research

·        Describe a range of persuasion variables

·        Demonstrate familiarity with current trends and practices in social scientific approaches to persuasion

·        Identify compliance gaining strategies and tactics and their components

·        Apply understanding of persuasion theory to a particular context

·        Articulate the significance of the study of persuasion for liberal arts students and citizens in democratic societies

Writing Intensive Goals

• Enhance writing skills and strategies
• Enhance critical thinking skills through various forms of writing, both informal and formal
• Engage actively with course subject matter through various forms of writing, both informal and formal

Evaluation of Learner Outcomes

You will demonstrate your achievement of course objectives via theory quizzes; research summary and analysis essays; a collaborative theory connection oral presentation related to a persuasion variable, strategy, or tactic; application of theory to a particular context; and a reflective essay.  These will carry the following weight in determining your final grade:

            Persuasion Theory Quizzes (top 3 of 4 scores)              30%                            

Research Summary and Analysis Essays (2 at 10% each)          20%                            

            Collaborative Theory Connection Presentation              15%                            

            Application Project Paper (draft and revision)               25%    

Final Reflection Paper                                                               10%                            

Well in advance of the due dates, you will receive additional details about these assignments, including guidelines for preparing them and explanations of how they will be evaluated.

Policy Statements

1.  Attendance.  Students who miss more than two classes for other than university-sponsored reasons or documented religious holidays can earn no higher than a C in the course.  You must be present when I circulate the attendance sheet and stay until the end of the class period in order to be counted present for that class meeting.

2.  Preparation, participation, punctuality.  This is not primarily a lecture course.  In order to meet the objectives of the course, you will need to attend each class having completed the assigned reading(s) and being prepared to participate intelligently in class discussions and activities.  Remember that each of our class sessions requires the preparation equivalent for three 50-minute class sessions.  Undergraduates, please note that the pace of the course is geared to upper division undergraduates and graduate students and plan to spend an appropriate amount of time staying current with assigned reading and writing.

3.  Academic integrity.  We will follow the policies fully described on pages 106-109 in the Marshall University Undergraduate Catalog 2007 – 2008 (available online at  <http://www.marshall.edu/catalog/undergraduate/ug_07-08.pdf>).  During the semester we will talk more specifically about the implications of this policy for particular assignments.

4.  Accommodation for Students with Disabilities and Student Athletes.  Please examine the syllabus carefully to identify the class activities for which you will request special accommodation and schedule a meeting with me about this early in the semester.  I will work with you to develop a plan to accommodate your needs and help you meet course requirements.

5.  Make-up quizzes and oral presentations.  Make-up opportunities will be available only for medical emergencies and excused University absences.  Please note the flexibility built into the course design and schedule optional activities around the announced dates for quizzes and your oral presentation.  Make-up opportunities may differ from the original quiz or presentation assignment.

6.  Due dates.  The components of the out-of-class written assignments are due in hard copy on or before their assigned dates.  Please retain electronic copies of all papers until I have returned your paper with comments and a grade to you.

7.  Missed classes.  When you are absent, it is your responsibility to find out from a classmate what notes, handouts, assignments, or other course material you missed and to print the handout from our course WebCT/Vista page. 

8.  Office hours.   I will keep the office hours posted at the beginning of this syllabus, and I welcome your visits during those times.  I am available to meet with you at other times by appointment only.

9.  Class communication.  I will send course updates and other information via the class e-mail list provided by the University.  Please check your Marshall e-mail account frequently or arrange to have your Marshall e-mail forwarded to the account you do read regularly.

10.  Graduate student seminar meetings.  On the dates noted on the course outline, undergraduates will be excused at the break.  I will meet with graduate students during the last thirty minutes of class so that we might discuss the additional graduate reading.  Interested undergraduates who want to read and learn more are most welcome!

Course Outline

(subject to change as the semester progresses)

Additional readings and assignments for graduate students appear in bold.  I will provide further  details about additional readings and the assignments from week to week as necessary.  S & G = Seiter and Gass.  B & B = Berger and Bergoon.