Commcomm Analysis Essay
Audience analysis involves identifying the audience and adapting a speech to their interests, level of understanding, attitudes, and beliefs. Taking an audience-centered approach is important because a speaker’s effectiveness will be improved if the presentation is created and delivered in an appropriate manner. Identifying the audience through extensive research is often difficult, so audience adaptation often relies on the healthy use of imagination.
As with many valuable tools, audience analysis can be used to excess. Adapting a speech to an audience is not the same thing as simply telling an audience what they want to hear. Audience analysis does not mean ‘grandstanding’ or ‘kowtowing’ to a public. Rather, adaptation guides the stylistic and content choices a speaker makes for a presentation. Audience adaptation often involves walking a very fine line between over-adapting and under-adapting – a distinction that can be greater appreciated by understanding the general components of this skill. The Communications Department offers tips for analyzing an audience.
Audience Analysis Factors
When people become audience members in a speech situation, they bring with them expectations about the occasion, topic, and speaker. Violating audience expectations can have a negative impact on the effectiveness of the speech. Imagine that a local politician is asked to speak at the memorial service for a beloved former mayor. The audience will expect the politician’s speech to praise the life and career of the deceased.
If the politician used the opportunity to discuss a piece of legislation, the audience would probably be offended and the speaker would lose credibility. Of course, there may be some situations when violating the audience’s expectations would be an effective strategy. Presenters that make political statements at the Academy Awards do so precisely because the message’s incongruity with the occasion increases the impact of the proclamation.
Knowledge of topic
Audience knowledge of a topic can vary widely on any given occasion, therefore, communicators should find out what their audience already knows about the topic. Never overestimate the audience’s knowledge of a topic. If a speaker launches into a technical discussion of genetic engineering but the listeners are not familiar with basic genetics, they will be unable to follow your speech and quickly lose interest. On the other hand, drastically underestimating the audience’s knowledge may result in a speech that sounds condescending.
Try to do some research to find out what the audience already knows about the topic. Giving a brief review of important terms and concepts is almost always appropriate, and can sometimes be done by acknowledging the heterogeneous audience and the importance of ‘putting everyone on the same page.’ For example, even if the audience members were familiar with basic genetics, a brief review of key term and concepts at the beginning of a speech refreshes memories without being patronizing.
Attitude toward topic
Knowing audience members’ attitudes about a topic will help a speaker determine the best way to reach their goals. Imagine that a presenter is trying to convince the community to build a park. A speaker would probably be inclined to spend the majority of the speech giving reasons why a park would benefit the community.
However, if they found out ahead of time that most neighbors thought the park was a good idea but they were worried about safety issues, then the speaker could devote their time to showing them that park users would be safer in the park than they currently are playing in the streets. The persuasive power of the speech is thus directed at the most important impediment to the building of a park.
Many elements of speech-making change in accordance with audience size. In general, the larger the audience the more formal the presentation should be. Sitting down and using common language when speaking to a group of 10 people is often quite appropriate. However, that style of presentation would probably be inappropriate or ineffective if you were speaking to 1,000 people. Large audiences often require that you use a microphone and speak from an elevated platform.
The demographic factors of an audience include age, gender, religion, ethnic background, class, sexual orientation, occupation, education, group membership, and countless other categories. Since these categories often organize individual’s identities and experiences, a wise speaker attends to the them. Politicians usually pay a great deal of attention to demographic factors when they are on the campaign trail. If a politician speaks in Day County, Florida (the county with the largest elderly population) they will likely discuss the issues that are more relevant to people in that age range – Medicare and Social Security.
Communicators must be careful about stereotyping an audience based on demographic information – individuals are always more complicated than a simplistic identity category. Also, be careful not to pander exclusively to interests based on demographics. For example, the elderly certainly are concerned with political issues beyond social security and Medicare. Using demographic factors to guide speech-making does not mean changing the goal of the speech for every different audience; rather, consider what pieces of information (or types of evidence) will be most important for members of different demographic groups.
The setting of a presentation can influence the ability to give a speech and the audience’s ability and desire to listen. Some of these factors are: the set-up of the room (both size and how the audience is arranged), time of day, temperature, external noises (lawn mowers, traffic), internal noises (babies crying, hacking coughs), and type of space (church, schoolroom, outside). Finding out ahead of time the different factors going into the setting will allow a speaker to adapt their speech appropriately. Will there be a stage? Will there be a podium or lectern? What technology aids will be available? How are the seats arranged? What is the order of speakers?
While these issues may appear minor compared to the content of the speech and the make-up of the audience, this foreknowledge will soothe nerves, assist in developing eye contact, and ensure that the appropriate technology, if necessary, is available. Take into account the way that the setting will affect audience attention and participation. People are usually tired after a meal and late in the day. If scheduled to speak at 1:00 PM, a speaker may have to make the speech more entertaining through animation or humor, exhibit more enthusiasm, or otherwise involve the audience in order to keep their attention.
Audiences are either voluntary, in which case they are genuinely interested in what a presenter has to say, or involuntary, in which case they are not inherently interested in the presentation. Knowing the difference will assist in establishing how hard a speaker needs to work to spark the interest of the audience. Involuntary audiences are notoriously hard to generate and maintain interest in a topic (think about most people’s attitudes toward classes or mandatory meetings they would prefer to not attend.)
Most audience members are egocentric: they are generally most interested in things that directly affect them or their community. An effective speaker must be able to show their audience why the topic they are speaking on should be important to them.
When we see, listen to, or read arguments we react to or evaluate those arguments. As we evaluate arguments, we make our own claims about those arguments and their effectiveness. In this paper, you have the opportunity to make your own arguments about argumentation material. You should demonstrate your competence as an argument critic. The parts of this task are:
1. Select material for analysis. Select some argument text to analyze. The material can be discursive (language), visual (language and image), or artistic (non-discursive, such as music, art, dance). Possible texts include substantive letters to the editor, newspaper or magazine editorials, editorial cartoons, advertisements, an organizations fund raising letter or brochure, a song (or set of songs), a movie (e.g., a documentary), or an art exhibit. If you are not sure about the appropriateness of the material you would like to analyze, check with the instructor. If feasible, provide the material in written, audio, and/or visual form. If this is not possible, provide a clear description of the material and where it can be accessed.
2. Develop a method or framework for analysis. This involves two steps. First, identify and explain your analytical method/framework (WHAT is your critical approach); and second, justifying that method/framework (WHY is this your critical approach).
What is your analytical method? Just as there are restaurant critics and movie critics, you are a critic of argumentation. Develop your critical method. You can draw upon things you have learned in this course, in other argument classes (e.g., COMM 114, COMM 314) or other COMM courses, particularly rhetoric (e.g., COMM 320, COMM 464). From argumentation courses, Brockriedes argument characteristics, Wenzel argument perspectives, Perlemans theory of values and audience, and Toulmins argument model are a few examples of ideas you might use as part of your analytical approach. You can combine ideas from more than one theorist.
Be careful, though, to avoid a cookie cutter approach. The Toulmin model may be an important part of your analytical method, but do n;t simply use it because it is easy or convenient. Use a method/framework that achieves your critical purpose; that illuminates the text and reveals the arguments in interesting and insightful ways.
Remember, explain and justify your critical approach. For example, you might claim that effective argument gains adherence from a targeted audience by relating arguments to the audiences core values and hierarchies. You would explain why.
3. Apply your critical method/framework. In the previous example, after explaining and justifying your critical approach you would evaluate the extent to which the arguments used are appropriate for the intended audience. In other words, you would apply your critical method. You are making arguments as you analyze, so make sure you provide support for your claims. Organize your analysis clearly. One way to do so is by establishing criteria that make up your critical method and then applying those criteria to the argumentation text in a systematic manner.
Provide complete citations where appropriate. The paper should be 4-7 pages, double-spaced.
NOTE: You should write this paper OR the refutation essay.