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ERIC Number: EJ1010101
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1740-4622
A Listener's Perspective: Using Communication Theory and Practice to Reframe Persuasion in the Communication Classroom
Toon, Kellie L.; Wright, Courtney N.
Communication Teacher, v27 n2 p76-80 2013
Social influence is presented throughout the communication curriculum, from the introductory public speaking course to upper-level courses devoted to communication theory and advanced study of persuasion. Within the progression of these courses, there is often a shift in emphasis from practice to theory. For example, the public speaking course is often structured from a basic skills perspective rather than a theoretical perspective (Levasseur, Dean, & Pfaff, 2004). Consequently, instructors place more emphasis on the practice element of delivering effective persuasive speeches rather than the theories upon which these applications are grounded. In contrast, theory-based courses, such as communication theory or the advanced persuasion course, may focus primarily on theoretical concepts and leave students fewer opportunities to put their knowledge into action. Students benefit greatly from learning activities that emphasize both knowledge of communication theory and effective communication practice as "practicing a skill without knowledge of the skill is a fruitless endeavor" (Levasseur et al., 2004, p. 247). An emphasis on both theory and practice is especially useful to the study of persuasive communication because an understanding of how receivers process persuasive messages (theory) can enhance one's ability to construct effective persuasive messages (practice). Presented is a theory-driven activity to enhance student understanding of how receivers hear and process persuasive messages. A list of references and suggested readings is included. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A