Answer: you’re in the wrong section you should put that in math.
Explanation:
<span>1. They underscore the fact that everyone makes mistakes. In modern vernacular, Shakespeare is saying 'if I made a mistake, and you can prove it, I won't complain.'</span>
According to elm more long-lasting changes in audience perspectives occur if listeners process the speech message "centrally."
<h3>What is ELM?</h3>
ELM stands for elaboration likelihood model.
The dual process theory known as the elaboration likelihood model (ELM) of persuasion describes how attitudes change. Richard E. Petty and John Cacioppo created the ELM in 1980. The model seeks to clarify various methods of processing stimuli, their uses, and the effects they have on attitude change. The center route and the periphery route are the two main paths for persuasion suggested by the ELM.
The genuine qualities of the data offered in favor of an argument will probably be carefully and thoughtfully considered by a person under the central pathway, leading to persuasion. The central route requires a high degree of message elaboration in which the person receiving the message generates a significant amount of cognition about the arguments. The effects of changing one's attitude will be reasonably long-lasting, resilient, and behavior-predictive.
On the other hand, under the peripheral approach, persuasion happens when someone associates with favorable or unfavorable cues in the stimulus or makes a straightforward assumption about the merits of the stance that is being promoted. The cues that the person receives via the peripheral channel are typically unrelated to the stimuli' logical quality. These indications will be related to things like the message's production value, the message's sources' attractiveness or legitimacy, or both. The chance of elaboration will depend on a person's drive and capacity to assess the argument being made.
To learn more about elaboration likelihood model (ELM) with the help of given link:
brainly.com/question/15827409
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Answer:
There are some cautions we want to keep in mind as we fashion our final utterance. First, we don't want to finish with a sentimental flourish that shows we're trying to do too much. It's probably enough that our essay on recycling will slow the growth of the landfill in Hartford's North Meadows. We don't need to claim that recycling our soda bottles is going to save the world for our children's children. (That may be true, in fact, but it's better to claim too little than too much; otherwise, our readers are going to be left with that feeling of "Who's he/she kidding?") The conclusion should contain a definite, positive statement or call to action, but that statement needs to be based on what we have provided in the essay.
Second, the conclusion is no place to bring up new ideas. If a brilliant idea tries to sneak into our final paragraph, we must pluck it out and let it have its own paragraph earlier in the essay. If it doesn't fit the structure or argument of the essay, we will leave it out altogether and let it have its own essay later on. The last thing we want in our conclusion is an excuse for our readers' minds wandering off into some new field. Allowing a peer editor or friend to reread our essay before we hand it in is one way to check this impulse before it ruins our good intentions and hard work.
Never apologize for or otherwise undercut the argument you've made or leave your readers with the sense that "this is just little ol' me talking." Leave your readers with the sense that they've been in the company of someone who knows what he or she is doing. Also, if you promised in the introduction that you were going to cover four points and you covered only two (because you couldn't find enough information or you took too long with the first two or you got tired), don't try to cram those last two points into your final paragraph. The "rush job" will be all too apparent. Instead, revise your introduction or take the time to do justice to these other points.
Here is a brief list of things that you might accomplish in your concluding paragraph(s).* There are certainly other things that you can do, and you certainly don't want to do all these things. They're only suggestions:
include a brief summary of the paper's main points.
ask a provocative question.
use a quotation.
evoke a vivid image.
call for some sort of action.
end with a warning.
universalize (compare to other situations).
suggest results or consequences.
I believe it is called an "n" dash. It looks like this "-".
Ex: Twenty-one, Eighty-nine, Ninety-seven <span />
