The document discusses addressing audiences effectively when presenting information. It emphasizes the importance of understanding the audience's backgrounds, views, and experiences. Knowing the audience helps determine the appropriate language, writing style, evidence used, and how to best make your case. The document provides tips for tailoring a presentation based on whether the audience is neutral or unfriendly toward the issue. It also discusses word choice, figures of speech, definitions, and tone.

1. Top school in IndiaTop school in India
By:By:
school.edhole.comschool.edhole.com

2. Chapter 4: AddressingChapter 4: Addressing
AudiencesAudiences
Dr. Alan HaffaDr. Alan Haffa
Please Silence Cell PhonesPlease Silence Cell Phones
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3. Assess Your AudienceAssess Your Audience
 Cultural backgroundCultural background
 Educational backgroundEducational background
 Religious experienceReligious experience
 Practical experiencePractical experience
 Political IdeologyPolitical Ideology
 AgeAge
 GenderGender
 ProfessionProfession
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4. How Knowing your Audience canHow Knowing your Audience can
help you Present your Casehelp you Present your Case
 Language you useLanguage you use
 Writing StyleWriting Style
 SlantSlant
 ToneTone
 Types of argumentsTypes of arguments
 EvidenceEvidence
 Kinds of authorities citedKinds of authorities cited
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5. Example: Tuition HikeExample: Tuition Hike
 Student NewspaperStudent Newspaper
 Blunt languageBlunt language
 Emotional slantEmotional slant
 Sarcastic commentsSarcastic comments
about administrationabout administration
 Call for studentCall for student
protest or letters toprotest or letters to
the administrationthe administration
 School BoardSchool Board
 Formal LanguageFormal Language
 Express sympathy forExpress sympathy for
schools financialschools financial
challengechallenge
 Offer a compromiseOffer a compromise
solutionsolution
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6. General AudienceGeneral Audience
 In general, avoidIn general, avoid
 General Audience reads Time, Newsweek, localGeneral Audience reads Time, Newsweek, local
newspapernewspaper
 Average age of 35Average age of 35
 High school graduate with a couple of years ofHigh school graduate with a couple of years of
collegecollege
 Middle Class incomeMiddle Class income
 Diverse race, religion, and politicsDiverse race, religion, and politics
 Reasonably intelligent but not an expert in yourReasonably intelligent but not an expert in your
topictopic
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7. Getting to know your AudienceGetting to know your Audience
 Where do readers stand on the issue?Where do readers stand on the issue?
Do they know anything about it?Do they know anything about it?
How might they have learned about it?How might they have learned about it?
How do they interpret the issue?How do they interpret the issue?
How does the issue affect them personally?How does the issue affect them personally?
Are they hostile to my stand on the issue?Are they hostile to my stand on the issue?
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8. How do I want my readers to viewHow do I want my readers to view
the issue?the issue?
 If they are hostile to my view, how can IIf they are hostile to my view, how can I
persuade them to listen to me?persuade them to listen to me?
 If they are neutral, how can I persuadeIf they are neutral, how can I persuade
them to consider my viewpoint?them to consider my viewpoint?
 If they are sympathetic to my views, whatIf they are sympathetic to my views, what
new information can I shed on the issuenew information can I shed on the issue
and how can I inspire them to take action?and how can I inspire them to take action?
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9. Emphasize Shared Beliefs andEmphasize Shared Beliefs and
ExperiencesExperiences
 What beliefs and values do we share?What beliefs and values do we share?
 What concerns about the issue do weWhat concerns about the issue do we
have in common?have in common?
 What common life experiences have weWhat common life experiences have we
had?had?
 How can I make my readers aware of ourHow can I make my readers aware of our
connection?connection?
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10. Use Dialogue to Gain InsightUse Dialogue to Gain Insight
 Dialogue with people who fit your targetDialogue with people who fit your target
demographicdemographic
 Yes, but conversations useful in identifyingYes, but conversations useful in identifying
their concerns so you can try to addresstheir concerns so you can try to address
them in essaythem in essay
 Dialogue also useful to identify sharedDialogue also useful to identify shared
values and beliefs that can bevalues and beliefs that can be
emphasizedemphasized
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11. Adapting to your Readers’ AttitudesAdapting to your Readers’ Attitudes
if Neutralif Neutral
 Fill in the backgroundFill in the background
 Present a Balanced PicturePresent a Balanced Picture
 Personalize the Issues; how the problemPersonalize the Issues; how the problem
will affect them personallywill affect them personally
 Show respectShow respect
 Avoid appeal to pity and oversimplicationAvoid appeal to pity and oversimplication
or false dilemmaor false dilemma
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12. Addressing a Friendly AudienceAddressing a Friendly Audience
 Avoid appealing to prejudicesAvoid appealing to prejudices
 Avoid ad hominem or ad populumAvoid ad hominem or ad populum
 Offer new information about the issue;Offer new information about the issue;
they may share your view but may notthey may share your view but may not
know the most up-to-date informationknow the most up-to-date information
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13. Addressing an Unfriendly AudienceAddressing an Unfriendly Audience
 Seek Common Ground and remind audience of itSeek Common Ground and remind audience of it
repeatedlyrepeatedly
 Example: Sr. citizens and higher taxes for schoolsExample: Sr. citizens and higher taxes for schools
 Acknowledge the legitimacy of audience’sAcknowledge the legitimacy of audience’s
concerns; don’t belittle or minimize them.concerns; don’t belittle or minimize them.
 Convey a positive attitudeConvey a positive attitude
 Treat them with respectTreat them with respect
 Use good sources of information and authoritiesUse good sources of information and authorities
that will be respected by everyone, not justthat will be respected by everyone, not just
partisanspartisans
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14. Importance of ClearImportance of Clear
Communication: Word ChoiceCommunication: Word Choice
 Denotative and Connotative MeaningDenotative and Connotative Meaning
 A “jihad against smoking”A “jihad against smoking”
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15. Word Choice: Be SpecificWord Choice: Be Specific
 Denotative scale of specificity: page 111Denotative scale of specificity: page 111
 General words are useful in commonGeneral words are useful in common
conversationconversation
 Writing, however, requires greaterWriting, however, requires greater
specificity because audience cannot askspecificity because audience cannot ask
you to clarifyyou to clarify
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16. Figurative LanguageFigurative Language
 ““Yesterday, it was 96 degrees and veryYesterday, it was 96 degrees and very
humid.”humid.”
 Or, “Yesterday the air was like warm glue.”Or, “Yesterday the air was like warm glue.”
 Figurative language equates one thingFigurative language equates one thing
with another.with another.
 Simile: use of “like” “as” “than”: A school ofSimile: use of “like” “as” “than”: A school of
minnows shot by me like pelting rain.”minnows shot by me like pelting rain.”
 ““His arms are as big as hams.”His arms are as big as hams.”
 ““They’re meaner than junkyard dogs.”They’re meaner than junkyard dogs.”
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17. MetaphorMetaphor
 Omitting the word “like, as, than” makes itOmitting the word “like, as, than” makes it
a metaphor.a metaphor.
 ““This calculus problem is a real pain in theThis calculus problem is a real pain in the
neck.”neck.”
 ““The crime in this city is a cancer out ofThe crime in this city is a cancer out of
control.”control.”
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18. Cautions using FigurativeCautions using Figurative
LanguageLanguage
 Avoid cliches: these are figures that are soAvoid cliches: these are figures that are so
common they have lost their freshness and theycommon they have lost their freshness and they
sound unimaginativesound unimaginative
 Mixed Metaphors: combining differentMixed Metaphors: combining different
metaphors that don’t go together well.metaphors that don’t go together well.
 ““The heat of his expression froze them in theirThe heat of his expression froze them in their
tracks.”tracks.”
 ““The experience left a bad taste in her eyes.”The experience left a bad taste in her eyes.”
 ““The arm of the law has two strikes against it.”The arm of the law has two strikes against it.”
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19. EuphemismsEuphemisms
 Using a nice sounding word to say something harshUsing a nice sounding word to say something harsh
and biting and criticaland biting and critical
 Downsizing or Restructuring for massive layoffsDownsizing or Restructuring for massive layoffs
and firingsand firings
 Revenue enhancement for raising taxesRevenue enhancement for raising taxes
 Gaming Industry for gamblingGaming Industry for gambling
 Passed away—diedPassed away—died
 Socially disadvantaged—poorSocially disadvantaged—poor
 Be sure that the reader can understand what youBe sure that the reader can understand what you
are sayingare saying
 Be sure that they don’t sanitize your writing soBe sure that they don’t sanitize your writing so
much that it loses its impactmuch that it loses its impact
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20. Definitions and Technical TermsDefinitions and Technical Terms
 Be sure to offer a clear definition of anyBe sure to offer a clear definition of any
technical terms to key wordstechnical terms to key words
 What is “legal marriage” and how is itWhat is “legal marriage” and how is it
defined differently than “civil union”?defined differently than “civil union”?
 Don’t spend too much time defining wordsDon’t spend too much time defining words
your audience would know.your audience would know.
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21. Use of Humor or SarcasmUse of Humor or Sarcasm
 Be wary of creating a negative, hostile toneBe wary of creating a negative, hostile tone
by using sarcasmby using sarcasm
 It can be done with a sympathetic audience,It can be done with a sympathetic audience,
but again, be sure that it isn’t over the topbut again, be sure that it isn’t over the top
and that it doesn’t take the place of facts andand that it doesn’t take the place of facts and
arguments. As a way to get attention it mayarguments. As a way to get attention it may
be appropriate.be appropriate.
 If writing to a neutral audience or contraryIf writing to a neutral audience or contrary
one, humor that makes fun of yourself is theone, humor that makes fun of yourself is the
best and sarcasm must be avoided at allbest and sarcasm must be avoided at all
costs.costs.school.edhole.com

22. Sonnet 116:Sonnet 116: http://www.shakespeare-online.com/sonnets/http://www.shakespeare-online.com/sonnets/
 Let me not to the marriage of true mindsLet me not to the marriage of true minds
Admit impediments. Love is not loveAdmit impediments. Love is not love
Which alters when it alteration finds,Which alters when it alteration finds,
Or bends with the remover to remove:Or bends with the remover to remove:
O no! it is an ever-fixed markO no! it is an ever-fixed mark
That looks on tempests and is never shaken;That looks on tempests and is never shaken;
It is the star to every wandering bark,It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeksLove's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come:Within his bending sickle's compass come:
Love alters not with his brief hours and weeks,Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.But bears it out even to the edge of doom.
If this be error and upon me proved,If this be error and upon me proved,
I never writ, nor no man ever loved.I never writ, nor no man ever loved.
William ShakespeareWilliam Shakespeare
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