Context: This Persuasive Writing Campaign was a three-part assignment in RHET 3315 Persuasive Writing at the University of Arkansas at Little Rock. The assignment involves persuasion taking place over a period of time using multiple messages, with multiple media, and several different audiences. It seeks to gain favorable behavior from my audience.
- Part I: Describes the topic of my campaign, its exigence, and purpose; and the substantive arguments and appeals I intend to use. I identify my audience and explain why this audience is the best target for my persuasive campaign message and goals. I offer some preliminary thoughts on strategy, including goals and obstacles to accomplishing them.
- Part II: I create a visual representation of my campaign’s argument in the form of a one-page poster, or e-flier, to persuade my target audience to change their beliefs, their actions, or both. I describe where the flier will be published and/or to whom it will be sent.
- Part III: I describe the substance of my campaign, to include identity, credibility, and case-building. I discuss activation: the timing of the various events and messages I envision for the campaign from beginning to successful conclusion. I describe and detail the strategy and tactics I will use.
Purpose: The purpose of this assignment is to learn to to plan strategically.
Audience: The general audience for this campaign scenario are members of the local community. It was not possible, for the purposes of this campaign, to conduct a thorough demographic analysis of the community. It was possible to come up with a “general profile,” or picture, of a few individuals representative of the general audience. A few questions were asked to imagine who audience members might be; for example, what does she do for a living and what extracurricular activities does he engage in within the community. Imagining the answers to these questions helped to put together a “fictional” representation of the a few general audience members as follows:
- She is a farmer;
- He is a teacher;
- He is engaged in a community gardeners program;
- Her children are involved in the local 4-H club;
- She is engaged in a community giving garden program;
- He works at a local food bank;
- He is thinking about what field to go into after high school.