Business undergraduates wrote unfavorable and persuasive letters either individually (121 controls) or in groups of 4 (92 experimentals). Analysis of variance tests revealed the group writing projects to be of higher quality, significantly for unfavorable letters. Both controls and experimentals wrote better persuasive letters than unfavorable…

Investigates two models (the Elaboration Likelihood Model and the Heuristic-Systematic Model) of the cognitive processing of fear-arousing messages in undergraduate students. Finds in three of the four conditions (low fear, high fear, high trait anxiety) that cognitive processing appears to be antagonistic. Finds some evidence of concurrent…

Comments on the research reported by Goodman and others in this monograph. Maintains that society is justified in asking children to testify. Modifications of traditional methods of testifying in cases involving testimony by children are warranted. A unified family court system would reduce the psychological trauma of children. (BC)

Demonstrates that people examine an argument and determine whether to assent based on the quality of the justification provided. Shows that these justifications do not reside in the structure of the argument but in the content of the argument and the interaction of the content with the belief system of the message receiver. (SR)

Proposes that individual forensic events, particularly after dinner speaking, should be modeled after real-world situations. Explores two analogues (comedy clubs and political humor arenas like the Gridiron Club) which could improve the quality of the after dinner speaking events by offering students illuminating principles and practical…

Argues that current forensics contest constraints deemphasize the role of the audience. Examines Barbara Bush's 1990 commencement address at Wellesley College as an example of rhetorical sensitivity and acute awareness of her audience. (SR)

Suggests three authentic and empowering roles for writing in the social studies classroom: rhetoric, persuasion, and commentary. Gives examples and suggests activities for each. (SR)

Suggests writing instructors reconsider the way they represent to students the nature and function of thesis statements, particularly in their first-year rhetorics. Notes that the conventions of disputation and argument are increasingly challenged by the growing value various disciplines are placing on uncertainty, mediation, and exploration in…

Introduces a new measure of bargaining toughness based on dynamical information that can easily be used in integrative bargaining scenarios. Develops a mathematical measure of bargaining toughness that takes into account not only how much the bargainer has conceded but how fast he or she has done so. (RS)

Finds that (1) for neutral ads, people estimated themselves to be more resistant than others, but for emotional ads, more yielding to influence than others; (2) for public service announcements, there were no differences in perceived self and other influence; and (3) judgments of persuasive influence on self and others were markedly overestimated.…

Examination of the opinions of 160 people on social issues, and the evidence supporting their opinions, indicates that argumentative reasoning ability does not differ with sex or age but is strongly related to educational level. Informed dialogic argument may be a way of developing higher order thinking skills. (SK)

Proposes a synthesis based on persuasive argument theories but including a revised social comparison component to account for group polarization. Indicates that group members first lean toward risk or caution based on the proportion of arguments on "both sides" but henceforth argue for the "correct side" using their…

Presents tips for effective meetings in the following categories: premeeting preparation, group process, presenting views with impact, accentuating the positive, dealing with politics, and bringing closure. (SK)

Describes the use of a documentary novel, "Nothing but the Truth" by Avi, to help students understand the genre of persuasion. Describes assignments in which students enact a panel discussion, debate, and write a persuasive essay. (SR)

Examines the amount and types of metadiscourse used by novice and expert writers in mechanical engineering design proposals. Finds that the expert took the stance of a member of a community of experts who added credibility by citing other work in his field, whereas students took the stance of agents talking directly to the reader. (SR)