535 Syllabus

Dr. Gass

HCOM 535

Spring 2009

Seminar in Argumen= tation & Persuasion

General Information

Office: College Park, room 420-5 (fourth floor)

Office Hours: Mon 3-4 pm, Tues 1-2 pm & 4-5 pm, Th= urs, 1-2 pm, or at other times by prior appointment.

Phone: 657-278-3269

email: rgass@fu= llerton.edu

Website: http://commfaculty.fullerton.edu/rgass

Texts and Assigned Readings

Cialdini, R.B. (2009). Influence: Science and Practice, 5^th ed. Boston, MA: Allyn & Bacon/Pearson.

Seiter, J.S., & Gass, R.= H. (Eds.). (2004). Perspectives on persuasion, social influence, and compliance gaining. Boston, MA: Allyn & Bacon.

(optional) Gass, R.H., & Seiter, J.S. (2007). Persuasion, Social Influence, and Comp= liance Gaining, 3^rd ed. Boston, MA: Allyn & Bacon/Pear= son.

A series of additional assigned readings (scholarly journal articles) will be made available.

It is essential that the assigned reading be completed prior to ea= ch class meeting.

Course Aims & Goals

The primary goal of this course is to provide students with a solid grounding in theories, principles, and strategies of persuasion and argumentation as they relate to everyday life. The course emphasizes a “soc= ial scientific” approach to the study of persuasion. Students will gain familiarity with findings from empirical investigations on persuasion, social influence, and compliance-gaining. Students will also become conversant with strategies for teaching a course on persuasion.

Graded Assignments

Class report on a persuasion theory or model: In keeping with the seminar format, each stu= dent make a presentation to the class on a specific theory or model = of persuasion. The presenter will function as a “guest lecturer” and provide an overview of the theory, its origin, scope, tenets, strengths, and weaknesses, and studies testing or applying the theory. Your presentation should include a class handout including an annota= ted bibliography. See the separate assignment sheet for details (15% of course grade).

Owing to the class’ size, presentations must be 20-30 minutes maximum. &= nbsp; &nbs= p;

Paper 1: Paper exam= ining a current controversy surrounding a specific theory, model, or concept in the persuasion literature (6-8 pages). &n= bsp; The controversy may center on ambiguities in a theory or model, appa= rent inconsistencies in research results, differing explanations of how or why a given strategy works, or uncertainties surrounding the applicability of cer= tain principles and processes to the real world. See the separate assignment sheet = for details (15% of course grade).

Midterm Exam: The exam will be essay format and will compr= ise one class period. You will be= given a dozen or so possible questions in advance, and asked to write on three specific questions in class. (15% of course grade)

Class report on a persuasive context: Presentation explaining how persuasion opera= tes within a specific context or arena. As with report 1, the presenter will function as a “guest lecturer” and provide an overview of the characteristics and strategies that characterize influence attempts in a specific communication context. Your report should be accompanied by a handout for class members. See the separate assignment sheet = for details (15% of course grade).

Owing to the class’ size, presentations must be 20-30 minutes maximum.

Paper 2: Paper exam= ining research on a specific context for persuasion (10-15 pages). Your paper should analyze and inte= grate research findings and offer useful, if qualified, generalizations about persuasion how persuasion functions in the particular context. See the sepa= rate assignment sheet for details (15% of course grade).

Final exam: The exam will be essay format and will compr= ise one class period. You will be= given a dozen or so possible questions in advance, and asked to write on three specific questions in class. (15% of course grade)

Peer evaluation: cl= ass members are responsible for creating a positive learning environment and contributing to one another's knowledge and understanding. At semester's en= d, each student will be asked to evaluate the contributions of other class mem= bers (10% of course grade).

Writing Style

All written work should reflect graduate level writing ability, e.g., conference paper quality. I only want your best work. Your writing style should display your critical thinking ability, your ability to understand theories and concepts, and your ability to read and comprehend published empirical studi= es. All papers should be typed, double-spaced, and carefully proof-read for typographical and spelling errors. All papers should be free of obvious grammatical and syntactical errors. A complete reference must be provided whenever you refer to the ideas, words, data, or other information from published sources. Failure to do so constitutes an act of plagiarism. References must conform to A.P.A. Style Manual guidelines, 5^th edition.

Attendance, Late Assignments, and Make-Up Exams

I̵= 7;m assuming that you are enrolled in a graduate level seminar because you are eager and motivated to learn. As such, you should attend regularly and participate enthusiastically in order= to maximize your own and other students’ learning experience. You may miss a maximum of two class meetings without penalty. All assignments will be announced sufficiently in advance to allow for thorough preparation and timely completion. Late papers will be marked down a letter grade. Class reports may not be made up a= t a later date.

Academic Integrity

The de= partment is committed to the highest standards of ethical conduct and academic excellence. Any student found guilty of plagiarism, fabrication, cheating on exams or purchasing papers or other assignments will receive a failing grade in the course (see University catalog statement on academic misconduct).