A FRAMEWORK FOR ACHIEVING

THE ESSENTIAL ACADEMIC LEARNING REQUIREMENTS

IN COMMUNICATION

1

Grades 5-7

June 7,2000

Table of Contents

Introduction

Framework

Fifth Grade

Sixth Grade

Seventh Grade

Glossary

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7

11

15

20

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INTRODUCTION

I) The intent of this framework is to provide support for the development of communication guidelines by individual school districts. Communication guidelines developed at the local level will best reflect the specific nature and culture of the community. The combination of efforts at the state and local levels should ensure that all elements of the Essential Academic Learning Requirements in Communication are addressed at each grade level.

Pumose of Framework

To assist teachers and districts in planning and implementing a communication curriculum

achievement of knowledge and skills at these grade levels

toward the Essential Academic Learning Requirements in Communication

To provide a focus for the assessment of communication that emphasizes

To'serve as a possible means of reporting and documenting a student's progress

Content of the Framework

The Essential Academic Learning Requirements in Communication are the foundation upon which the framework is built. The four Essential Academic Learning Requirements are not mutually exclusive; they interact and overlap. A graphic illustration on page 33 shows the relationship among the Essential Academic Learning Requirements.

Although all the Essential Akdemic Learning Requirements in Communication are addressed in the framework, some of them are emphasized at each grade span. Choices for the areas of emphasis were based upon the content of the tool kits for classroom-based assessment materials developed for each grade span. The following chart illustrates the areas of emphasis:

GRADE SPAN EMPHASIS

Early Years,

Working as a Member of a Group Middle Years, Expository Speaking Grades K-4: Oral Language Skills

Grades 5-7: Persuasive Speaking

Transition Years, worlmlace Using Communication Skills in the

Students who are competent communicators will be able to demonstrate knowledge, reasoning, and skills. Thefore, the lhmework first builds a repertoire of speaking, listening, and collaborative-graup knowledge, reasoning strategies, and skills and them asks students to apply

products may be public prcscntstions, p u p processes, or one-onone interactions, to name a few.

B the knowledge, nxsqning strategies, and skills they have leamed to produce products. The

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As students move h m knowledge and skills to product, they make choices using what they have discovered about audience, purpose, topic, and context in order to make decisions about role, @ content, delivery, and language. This is a developmental process which moves students h m teacher dependence and guidance toward independence and from a classroom-based locus of information to a broadening array of research possibilities.

Both expository and persuasive purposes are addressed in the framework. Exposifion and Persuasion, as used in the framework, include the use of elements of nmation or description that support the explanation or persuasion. Although the framework focuses on planned presentations, as students master the components of exposition and persuasion, teachers are encouraged to provide practice both in planned and impromptu speaking situations.

Oreanization of the Framework

Although students come to school with varied experiences and knowledge and progress at different rates, this framework is organized by grade level to indicate. goals for leaming. For each grade level, information is provided in the following sections:

Overview Quickcheck Suggested Communication Characteristics to Be Achieved by the End of Each Grade Level (characteristics chart)

The Overview contains a brief summary of the major leaming targets. This s u m m a r y could be used for communicating goals to parents at the beginning of the school year. It can also be used for reporting to parents and for documentation within and beyond the school setting.

The Quick Check is a non-couiprehensive set of grade-level characteristics that reflect the Oveniew along with highlights of what students should know aqd be able to do at that grade level. It can be used with the Overview for communicating with parents and for guiding and organizing classroom assignments.

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The Suggested Characteristics to Be Achieved by the End of Each Grade Level Chart has three main sections: The characteristics of achievement in communication for the stated grade level, links to the Essential Academic Learning Requirements, and suggestions for assessment. To assist teachers in interpreting the assessment suggestions, the following key is provided below the chart:

R

CL

P

co

Rubric

Checklist

Paper/pencil

For an observable level of quality that is presented in a student product or skill. A rubric is a listing of the specific elements or ingredients of performance against which performance ratings are made. Rubrics often include examples of performances for each level (anchors or

For assessing observable characteristics where the level of exemplars).

performance is difficult to observe, where the level of performance is not significant by itself (as it is a small part of a larger process), or where the duration of the observation is short. Checklists are useful for yes-no decisions. For assessing knowledge and reasoning characteristics. Examples of papedpencil activities are multiple choice, short answer, and essay questions. For assessing characteristics, such as decision-making processes, that are uiobservable and otherwise unknown to the assessor.

Although most characteristics could be assessed using most of the assessment methods, the framework provides suggestio& regarding the preferred assessment shategy. The laige X on the chart indicates a preferred suggestion, while the der x indicates alternative suggestions. As always, the teacher should select the assessment strategies that best fit the instructional purpose. Examples of rubrics and checklists can be found in the Tool Kit for Classroom-Based Assessmenf for each grade span.

Teachers are reminded that the fiame-work offm suggestions toward which to work. ‘The framework offers some focus for instruction but is not intended to limit instruction or learning. A characteristic inmduced at any grade level should continue to be practi&.rehed, and extended at subsequent levels. In additioi, characteristics included in this hmework identify knowledge, reasoning, and skills to be Bchieved but not levels of acceptable performauce. The qualifiers for acceptable performance are articulated in the scoring guides for classroom assessment and state assessment tasks found in the Tool Kit for Classroom-Based A s s e s s m e n t ,

and in the Item Specificalionsfor the Washington Assessment of Studenf Learning.

5.

4. EVALUATE self others media

his graphic.illustmtes the interaction among the four ~ssent ia~ AC~~-C Learning Requirements in Communication. Essential Academic Learning Requirement 1 (the student uses listening and observation skills to gain undastanding) outlines the knowledge ind skills nccessBly for students to get information, and Essential Academic Laming Requirement 2 (the student communicates ideas clearly and effectively) identifies the knowledge and skills students need to give information. Students use the skills in these two Requirements to interact with each other. The get and give skills form the foundation for communication. They occur in any order as students learn to negotiate meauing in a g ive situation.

The skills identified in Essential Academic Learning Requirement 3 (the student us& communication strategies and skills to work effectively.with others) requires studentsto merge the get and give skills as they collaborate to pdorm a task or to solve a problem. Essential Academic Learning Requirement 4 (the student analyzes and evaluates the effectiveness of formal and informal communication) identifies the skills ncccSSary for students to evaluate themselves and othm during get, give, or merge activities.

B

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FIFTH GRADE

Overview: Students continue to demonstrate speaking to explain and to inform. The two emphases at this grade span are group work and persuasive speaking. At this level, students are beginning to use the sophisticated skills necessary for effective persuasive speaking. They begin to develop an understanding of persuasion and how it affects the choices they make in preparing a persuasive speech. Students have had the opportunity to work in groups and to practice collaborative skills. During grade five they continue to develop an understanding of the group process with an emphasis on working productively with others and developing a work ethic. Students are beginning to apply what they have learned about persuasive techniques to analyzing advertising.

Content Quick Check: Does the student

identify the characteristics of persuasive and expository speech? explain the importance of analyzing audience, purpose, topic, and context before making a

identify the basic organizational pattern of introduction, body, and conclusion? list and identify types of support available for their use? identify and explain the function of various group roles and collaborative skills? identify basic ground rules for effective group work? explain the importance of a wmespondence between verbal and nonverbal cues?

identify types of persuasive techniques used in print advertising?

Process Quiek Check: Does the student

pay attention and listen to gain information? analyze the audience, purpose, and context in planning a speech? .wnstruct and deliveya speech with guidance om the teacher? demonstrate appropriate use of voice, eye contact, facial expressio& body.language, and

use effective strategies for practicing a speech? begin to select language appropriate for audience and purpose? use a Limited variety of media to support and illustrate ideas? practice listening skills? practice courtesy and tact in intexpmonal and group interactions? distinguish among media techniques?

speech?

‘explain how communication is used in a career setting?

posture?

Suggested Characteristics in Communication To Be Achieved by the End of Fifth Grade

ILLNKS I ASSESSMENT

CHARACTERISTICS

1 Gives evidence of paying attention by nodding and 1.1

! Identifies the standards for listening 1.2 5 Identifies different purposes for listening 1.2 i Listens and observes to gain information using a 1.2 X

j Listens for important as well as extraneous details 1.2 j Describes observed body language 1.2

maintaining eye contact

teacher-provided study guide

7 Identifies various ways of delivering speeches (e.g., 2.1

3 Delivers brief, simple speeches in a variety of ways 2.1 X > Defines a personal opinion as something about which 2.1

10 Describes the differences between expository and 2.1

impromptu, plauned, recitation, manuscript)

one feels strongly

I persuasive speeches I 1 I Aware of audience characteristics (e.&, age and I 2.1 X .~ ~~ . - -

gender. knowledge of topic)

making'choices regarding language and forms of Support

12 Begins to consider audience, purpose, and context in 2.1 X

13 Selects and narrows a topic lhm a teacher-provided 2.2 I list

14 1 Shares an opidon, a personal experience, or I 2.2 Ix 1 information I I

15 1 Uses a limited range of support (e.g., examples, I 2.2

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CHARACTERISTICS

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** Key for Assessment Suggestions

X = Recommended assessment suggestion x = Alternative assessment suggestion(s)

Rubric

Checklist * Paperlpencil

For an observable level of quality that is presented in a student product or skill. A rubric is a listing of the specific elements or ingredients of performance against which performance ratings are made. Rubrics often include examples of performances for each level (anchors or exemplars). For assessing observable characteristics where the level of performance is difficult to observe, where the level of performance is not significant by itself (as it is a small part of a larger process), or where the duration of the observation is short. Checklists are useful for yes-no decisions. For assessing knowledge and reasoning characteristics. Examples of paper/pencil activities are multiple choice, short answer, and essay questions. For assessing characteristics, such as decisjon-making processes, that are unobservable and otherwise unknown to the assessor.

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SIXTH GRADE

Overview: Sixth grade students continue to build group work and persuasive speaking skills. Emphasis is.placed on improving listening, questioning, and paraphrasing skills as they apply to group work and individual interaction. At this level students apply their knowledge of the characteristics of expository and persuasive speech to choices they make in speech preparation. They are becoming more sophisticated in their ability to analyze the audience and apply that knowledge to content and delivery choices. Students are beginning to demonstrate the use of media in their presentations. Students in this age group are beginning to interact independently

task. Students are developing an awareness of the importance and tools of mass media. in group situations, assuming roles and functions that help the group complete their assigned

Content Quick Check Does the student

identify body language that conveys a message? identify and analyze additional characteristics of audience, purpose, topic, and context, which

identify increasingly sophisticated organizational patterns, which may include

explain how communication skills are used in various career paths? 0 define and identify characteristics of mass communication?

Process Quick Check

listen and observe attentively by taking notes and mental recapitulation? apply the characteristics of persuasive and expository speech to choices made in speech

apply knowledge of audience, purpose, topic, and context in planning and delivering a

make appropriate use of secondary sources to select facts and statistics? make purposeful decisions regarding use of language, voice, eye contact, facial expression,

use appropriate and effective media to support and illustrate ideas? participate actively and effectively in group work? demonstrate listening, questioning, and paraphrasing skills that further understanding among

evaluate group and individual performance based on teacherdirected criteria? differentiate among factual and non-factual statements made in radio and television

affect speech development decisions?

problendsolution and causdeffect patterns?

0 Does the student

preparation and delivery?

speech?

and body language to contribute to the effect of a speech?

group members and individuals?

commercials?

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Suggested Characteristics in Communication To Be Achieved by the End of Sixth Grade

I LINKS I ASSESSMENT I CHARACTERISTICS

1 1 Gives evidence ofpaying attention (e.g., takes notes, I 1 . 1 I maintains eye contact)

2 Identifies barriers to effective listening 1.2 3 Identifies and applies the techniques for effective^ 1.2

listening

notes and mental recapitulation 4 Listens and observes to gain information by taking 1.2 X

5 Listens for main idea and connections among texts 1.2 6 Describes a message conveyed by observed body 1.2

language

7 Delivers impromptu and planned speeches 2.1 X 8 Distinmishes between expository and persuasive 2.1

I speeches and articulates purpose-of o& presentation I 9 I Identifies and exulains the characteristics of the 12.1 X

audience, inc luhg the audience attitude toward the topic Makes decisions thoughtfully by considering audience, 2.1, I purpose, topic, and context in making decisions 2.4 regarding language, content, fo- of support, and organization Selects a topic with teacher input or 6um a 2.2 X

I brainstormed list 12 I ~nsents an informed opinion, personal experience, or I 2.2 ( x

etermined criteria list

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LINKS

R 1 CI,I P 1 Co EALRs SUGGESTIONS'* To ASSESSMENT

CHARACTERISTICS 1 I I I I

19 I Shows awareness of the match between verbal and 1 2.3 I x l x I I X ~~

nonverbal messages

enhances and does not detract from message

purpose to illustrate and support ideas (e.& multi- media software, display boards, overhead transparencies)

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X x 2.5 Uses a variety of media appropriate to audience and 21

x x 2.4 Uses standard grammar, appropriate to age level, that

22 X 4.2 Practices and makes revisions based upon feedback X

28 Evaluates strengths and needs for improvement for self 4.1 and p u p performance and for group results (with I I 1. I l x I'

I teacher guidance) I I I I 1 29 I Sets future goals for improvement of own performance I 4.2

I characteristics I I I I I 31 1 Identifies factual claims in a 30-second television I 4.3 1 XI

andor radio commercial 32

x x 4.4 Demonstrates effective telephone and short message 33

X 4.4 Identifies communication skills necessary in a chosen careerarea

(e.g., memo, e-mail) skills

** Key for Assessment Suggestions

X = Recommended assessment suggestion x = Alternative assessment suggestion(s)

R

CL

P

c o

Rubric

Checklist

~

Paperlpencil

Conferencing

For an observable level of quality that is presented in a student product or skill. A rubric is a listing of the specific elements or ingredients of performance against which performance ratings are made. Rubrics often include examples of performances for each level (anchors or

For assessing observable characteristics where the level of exemplars).

performance is difficult to observe. where the level of performance is not significant by itself (as it is a small part of a larger process). or where the duration of the observation is short. checklists are useful for yes-no decisions. For assessing knowledge and reasoning characteristics. Examples of paperlpencil activitiesare multiple choice, short answer, and essay questions. For assessing characteristics, such as decision-making processes, that are unobservable and otherwise unknown to the assessor.

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SEVENTH GRADE

Overview: Seventh grade students deliver effective persuasive and expository speeches. They independently apply their knowledge of the audience, purpose, topic, and context to choices they make regarding content, language, and delivery. They are able to make both planned and impromptu speeches, making effective use of media when it is appropriate. These students are able to assume all of the roles and functions of collaborative group work and are able to modify their role as needed to further the progress of the group. Seventh grade students h o w and apply positive interpersonal skills both in group and individual interaction. They have developed an understanding of the communication skills necessary in the workplace. Seventh grade students are aware of the techniques media use to influence and persuade audiences.

Content Quick Check Does the student

describe the characteristics of appropriate interview questions and techniques? identify methods used in commercials andor advertisements? describe the ways in which video and film production techniques influence the viewer?

Process Quick Check Does the student

listen and observe attentively to gain relevant information? . identify consistencies between verbal and nonverbal messages?

plan and deliver expository and persuasive speeches, which are appropriately modified,

research and select materials h m a variety of primary and secondary sources? expand hidher repatoire of organizational palterns to include inductivddeductive,

use appropriate media andor technology to elaborate a presentation? work collaboratively in a group, assuming various roles and responsibilities? interact positively in groups and individually to solve problems, perform a task, and/or

demonstrate. proficient listening, quationin& and paraphrasiig skills? . participate in developing and using criteria to evaluate self and others, using the evaluation to

based upon characteristics of audience, purpose, topic, and context?

categorizing, problem/solution and d e f f e c t ?

resolve conflict?

set realistic goals for future performance?

.. .

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B

B

Suggested Characteristics in Commnnicntion To Be Achieved by the End of Seventh Grade

I LINKS CHARACTERISTICS

Consistently demonstrates attentive listening 1.1.1.2 Identifies and explain the major pulposes of 1.1, 1.2 interpersonal communication Listens and observes to gain information by 1.2 distinguishing between relevant and irrelevant material while identifying the main idea and supporting details Listens for, identifies, and explains changes in pitch, 1.1,1.2, intensity, and intonation in formal and informal 4.3 communication Analyzes the message conveyed by observed body 1.2 language, determining its consistency with the spoken message

Fluently delivers impromptu and planned speeches 2.1 Knows that a persuasive speech suppoaS a spkcific 2.1 point of view, changes attitudes, or moves to action Selects a purpose for a presentation, applying 2.1 characteristics of that purpose to selection of topic, content, and organization Detetmines the needs of an audience through formal 2.1 and informal maus (e.g., surveys, interviews, observations) Considers audienCe, purpose, topic, and context in 2.1.2.4 making decisions regarding content, language, and delivery I Independently selects topic which requires outside I 2.2 research Develops a thesis statement for persuasive speeches 2.2 SUPDO- focus statement or thesis using analogies, 2.2 an&otes, narratives, statistics, and other appropriate I material Analyzes data for credibility of source and bias 22,4.3 Seeks additional resources to elaborate an 2.2 underdeveloped point

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SSESSMENT I

CHARACTERISTICS

Chooses appropriate organizational pattern including a beginning, middle and end (e.g., Expository: inductivddeductive, categorizing, problendsolution, causdeffect; Persuasive: Gives supporting evidence in a logical order, answers opposing view points, and

I

- closes with a call for action) Varies pace, volume, tone, and pitch, using expressive I 2.3 lxlx voice to create an effect I Varies eye contact and facial expression to heighten I 2.3

3.3 discussion in both group and informal interactions Checks for pup understanding by questioniag, I 1.1.1.3. I x 1 X parapluasiig, and summarizing I 3.3 Brainstorms, analyzes. and prioritizes alternatives to I 3.3 I s Ix

critexia, both during and after group work, setting goals for self and group results Identifies verbal and nonverbal acts in a television or 1.1.1.2,

radio commercial which can be understood in two or 4.3 more ways Identifies the production techniques that are used to create favorable and unfavorable images'in video and 4.3

1.1,1.2,

film (e.g.. amp angle, perspective. music, color, font) Identifwand explains the major fi~~ctions of 4.4 w~ullicationincanersettings

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LINKS TO

ASSESSMENT

EALRs SUGGESTIONS"

-R CI P Co CHAIWCl'ERISTICS

33

x x 4.4 Describes how problem solving and conflict resolution 34

X X 4.4 Illustrates the primary functions of small group work in a career setting

skills might be used in career settings

** Key for Assessment Suggestions

X = Recommended assessment suggestion x = Alternative assessment Su!ZeStiOn(S)

R

CL

P

c o

Rubric

Papdpencil

For an observable level of quality that ispresented in a student product or skill. A rubric is a listing of the specific elements or ingredimts of performance against which performance ratings are made. Rubrics often include examples of performances for each level (anchors or

For assessing observable characteristics where. the level of performance is difficult to observe, where. the level of performance is not significant by itself (as it is a small part of a larger process), or where the duration of the observation is short. Checklists are useful for yes-no decisions. For assessing knowledge and reasoning characteristics. Examples of papedpencil activities are multiple choice, short answer, and essay questions. . For assessing characteristics, such as decision-making pmcsses, that are unobservable and otherwise unknown to the assessor.

exemplars).

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ADDENDUM

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GLOSSARY

0 Analogy - Likening one thing to another for the purpose of example.

Bandwagon appeals - Appeals in which audiences are urged to support a cause, purchase a product, engage in certain behavior, or "jump on the bandwagon" because everybody else

the children have one.) is doing so. (Example: A commercial urges children to buy particular toys because all of

Cause and effect organizational pattern - Expository or persuasive speech arrangement that begins with the reasons why or circumstances under which something happens (causes) and then attempts to establish probable consequences or results (effects).

Deductive organizational pattern - Speech arrangement that begins with the statement of the point or points in the introduction, then develops and supports the points, one by one, in the body of the speech.

. . a

Definition - Explains a point, concept, or thing by stating what something means. The definition may be taken h m a dictionary (litddenotative meaning), may come l h m common understanding (connotative meaning), or speakers may create their own meanings.

Description - Provides details about an object, scene, person, process, etc., to help the listener create a visual image. The details are often sensory, appealing to sight, touch, hearing, smell, or taste. A single, overall impression is usually created. Used to provide supportivdelaborative details for exposition, persuasion, and narration. I)

Explanation - Explains and clarifies the nature and purpose of the main points of a speech. Two effective ways to explain are by definition and analogy.

Expository speech - The purpose of an expository speech is to inform. This can include speeches to explain, instruct, or demonstrate. It may include the use of narrative or deicriptive elements as support. In an expository speech, main points and sub-points constitute the main divisions of the basic idea to be developed. Supporting material gives the message substance. It clarifies, amplifies, and develops.ideas.

Frame of refeience - Perspective or point-of-view of individuals that serves as a lens through which they may analyze and interpret media Life experiences (e.g., gender, family background, socioeconomic status, education level, political leanings, career, regionaYgeographic af€iliation, religious affiliation) contribute to the frame of reference.

Glittering generality appeal - Appeals in which attempts are made to persuade audiences through faulty generalization. Because there is hually some element of truth in the generalization, audiences often accept it. A glittering generalization is based almost entirely upon preconceptions instead of fact, and is often characterized by provocative (i.e.. glittering), general language designed to hide real issues. (Example: A news report of an abortion clinic bombing shows film clips from an example of Middle East terrorist attack to characterize the current event as "another act of terrorism.")

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Group norms - Beliefs and values commonly held by group members which provide the basis for the rules and appropriate behavior for interaction within the group. These norms can be spoken or unspoken, explicit, or implicit.

Group roles - These are sets of behaviors (roles) a person typically engages in while participating in a group. The two general categories of group roles are task and maintenance. Examples of task roles include initiator, information seeker, information giver, opinion giver, evaluator/critic. Examples of maintenance roles include encourager, harmonizer, mediator, compromiser.

Impromptu method of speaking - Involves speaking without specific preparation. This method is used when speakers are called upon without prior notice.

Inductive organizational pattern - Speech arrangement that begins with the details and an examination of them. A conclusion is drawn fiom the details, and the revelation of the point of the speech comes at the end as a climax.

Listening strategies (techniques for effective listening) -These include: concentrate (have an open attitude and an interest), understand what to listen for (determine the speakefs purpose, main ideas, support), listen critically (relate the message to own experience, analyze. the message, evaluate the message), and use graphic organizers (note taking, webbing, charting, etc.) when appropriate. .

B Manuscript method of speaking -Involves writing out the speech and reading it. This method is commonplace among heads of state and business officials, for example, when precise wording is essential and there could be serious consequences for any word "misspoken." For novice speaken, this method may be the easiest and safest; training i n planndextemporaueous speaking may be more valuable.

Mass media - Refers to the particular type of medium in which the same message can be presented simultaneously to multiple audiences in different locati~ns. Examples include d o , television, Internet, film, video, newspaper.

Mass media appeals - These are techniques usdin mass media to persuade listeners or viewers to develop a particular attitude or to purchase a product or service;. Some of the techniques are ethical; others are questionable and involve fallacious reasoning. Some mass media appeals may be referred to as propaganda techniques. Selected examples include bandwagon appeals, testimonial appeals, and glittering generalization appeals. These tihniques may be found in the print medium as well as in the visual and aural media.

Media - The broad array of channels through which communication occurs. Examples include the spoken word in a conversation or speech; the written word in a letter or newspapm, a brdadcast message over radio or'television; an electronic (e-mail) message.

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Media text - Any example of communication in a medium. A photograph is a text and so is a T- shirt. A campaign button wom on a lapel is just as much a text as a newspaper editorial. A billboard on the highway is a text and so is a video clip. The use of the word r a t is not restricted to the printed word.

Narrative - Relatednanatedtells a story to stimulate interest, persuade, or explain a point or concept. The story can be real (from life), fictional (from literature), or hypothetical (created by &e speaker). A narrative can be brief or elaborated.

Non-verbal cues - Purposeful or involuntary communication made with one's body. Examples include stance, gestures, eye movement, hand and/or arm placement, facial expression, etc.

Persuasive speech - The purpose of a persuasive speech is to gain assent, change attitudes, or move listeners to action. It may include the use of narrative or descriptive elements as support. In a persuasive speech, supporting material serves to prove the main point and Sub-points.

Planned (or extemporaneous) method of speaking - Involves speaking from a prepared outline, but with the speaker choosing the wording and phrasiig as she or he is talking. The message is prepared in advance, with predetermined purpose, main and sub points, explanation and reasoning, and supporting material. Extemporaneous speaking, despite the Latin derivation of the team, does not mean speaking without preparation. Usage has

' changed the meaning. Speaking without preparation is'termed impromptu.

Problem and solution organizational pattern - An expository or persuasive speech arrangement in which a problem is examined and a solution is developed and/or advocated.

Recitation or memory method of speaking - Iuvolves writing out a speech in full, committing it to memory, and detivering it. Thismethod is less common today than during earlier periods in history.

Social conventions - Customary verbal and non-verbal actions which constihite polite discourse. Examples includeplease, thank you, excuse me,,may I infroduce, etc.

Testimonial appeals - Appeals in which audiences are urged to support a cause, purchase a product, or engage in certain behavior because a celebrity figure is doing bo. Audiences need to consider whether the celebrity figure has qualifications that are. relevant to the pixsuasive effort. (Example: A sports figure urges viewers to purchase a particular cmal because hdshe eats it.)

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