Write a true claim and frame it so this audience can hear it
What is the truthful claim, and how do you frame it so this audience can hear it?
This chapter takes you from a sourced core claim to frames in the audience's own values, a story with a real protagonist, and honest handling of fear and of misinformation. The rule throughout is that a frame may change why someone cares and may never change what is true.
All stages
Write the core claim first
Phase three of the doctrine cycle develops a series: everything that will be said and done to move one audience toward one behaviour. It starts with the argument. Write the core claim in one sentence that is true, that you can source, and that tells the audience what they can do. Then write down what you are leaving out and ask whether a reasonable person would feel misled on learning it. A claim built from accurate fragments that add up to a false impression fails the truthfulness test as surely as a lie does. State uncertainty where it exists, in plain terms. Every segment gets the same facts; only emphasis and language change.
Frame it in the audience's values
People weigh arguments against their own values, not yours. Feinberg and Willer showed that arguments recast in the moral terms of the audience (for example purity, loyalty, or authority in place of harm and fairness) persuade better than arguments in the terms of the speaker. Use the values you heard in stage two. The discipline is that the frame changes the reason to care and never the claim itself. If a frame only works by implying something untrue, or by borrowing a value you do not actually respect, drop it. Check each frame with someone who holds that value.
Tell a true story
A story about one real person is remembered where a statistic is not. Use a real protagonist from the audience, with their informed consent, their own words, and the right to withdraw. Do not invent a person, merge several people into one and present the result as real, or pick a case so unusual that it misrepresents what usually happens. Pair the story with the number that shows how typical it is.
Fear needs a way out
Threat on its own does not move people to act. The Extended Parallel Process Model (Witte) predicts that when people feel threatened and do not believe they can do anything effective, they manage the fear instead of the danger: they avoid the subject, deny the risk, or resent the messenger. Meta-analyses support the practical rule that a fear appeal needs an efficacy component. If you describe a risk, describe it accurately and in proportion, and in the same breath give a specific action that works and that this audience can actually take. If you cannot offer that action, do not raise the fear. Guilt and shame follow the same rule and are best left out altogether.
Prebunk, and correct with care
You know from stage two which false claims the audience will meet. Inoculation research (Roozenbeek and van der Linden) suggests that warning people in advance, and showing them a weakened example of the misleading technique, builds resistance. When you must correct something already circulating, follow the Debunking Handbook: lead with the fact, warn once that a myth is coming, explain how it misleads, and end on the fact. Keep the myth out of headlines.
Correct claims, not the people who believed them, and do not characterise opponents. If the campaign is election-related, confine yourself to your own truthful case and to accurate information about how to take part; this manual gives no guidance on attacking an opponent.
Techniques at this stage, and where the line is
Choose the emphasis that helps this audience see why a true claim matters to them, and check that every frame leaves the reader holding the same facts.
The line: A frame that changes what people believe the facts are, and not only how much they care, has become deception.
Speak from values you hold and the audience shares, in their vocabulary, instead of arguing inside a frame that does not fit your case.
The line: Labels engineered to smuggle in the conclusion, so that the question cannot be discussed in neutral words, close the debate instead of entering it.
An accurate, proportionate description of a real risk, followed at once by an action that works and that the audience can take.
The line: Exaggerated threat, threat with no workable action, or fear aimed at people already in acute distress is manipulation.
Loss framing is legitimate where the loss is real and avoidable, for example a place that will actually be given up after a real date.
The line: Inventing or inflating the loss, or attaching it to an artificial deadline, turns framing into a false claim.
Pair one true story with the figure that shows how common it is, so that each checks the other.
The line: Choosing an unrepresentative story because it will override what the numbers say misleads through selection.
One real, consenting person from the audience, in their own words, makes the issue concrete.
The line: An invented or composite person presented as real, or a real person's hardship used without consent, crosses the line.
Prebunking: tell the audience which misleading claims they may meet and how those claims work, before they meet them.
The line: Forewarning people against legitimate criticism of you, so that they dismiss it unheard, is poisoning the well.
Because a retracted claim keeps influencing people, corrections must lead with the fact and supply an explanation that fills the gap the myth leaves.
The line: Repeating a falsehood prominently under cover of correcting it, knowing the first impression will outlast the retraction, exploits the effect.
Worked example
Fictional example, continued. Research has told the Riverside Health Partnership that most parents of the 2,140 children intend to catch up and cannot get to a clinic, and that a smaller group has questions. The lead now drafts the message sheet.
- 1Core claim: your child can get caught up on school-required vaccines at no cost, at an evening or Saturday clinic, before school starts on 25 August. Each part is checked against the clinic timetable and the county fee policy. One omission is found and fixed: some children will need a second visit after term begins, so the message now says so.
- 2Two frames come from the listening sessions. For parents who spoke about being prepared: ready for the first day. For parents who stressed making their own decisions: your questions, your decision; talk to a nurse first, with no obligation. Two parents from each group read the drafts. The facts in both are identical.
- 3Story: Dana, an Eastbank parent who works shifts and whose son missed two visits while the clinic was closed, agrees in writing, approves the final wording, and can withdraw. Her story runs beside the survey figure: about 7 in 10 parents told us the same.
- 4A draft paragraph about outbreaks elsewhere is cut to one accurate sentence on why the school requirement exists, followed immediately by clinic times. A line reading: do not let your child be the one sent home, is marked for scrutiny at the approval stage.
- 5Prebunk: you may hear that clinics ask about immigration status; they do not, and the form asks only for the child's name, date of birth, and school. The worry about several shots in one visit is answered fact first: a nurse goes through which vaccines the child needs at this visit and parents can ask to space them.
Outcome. A one-page message sheet with one core claim, two frames, one story, one prebunk, and one correction, with the source of every factual sentence written beside it.
Message sheet
One sheet per audience segment. The core claim and sources must be identical across sheets. Saved in this browser only.
One true sentence that tells the audience what they can do.
A document or record you could show to anyone who asked.
List it, and say whether a reasonable person would feel misled on learning it.
The audience value, the wording, and the person holding that value who read it.
Who the real person is, how consent was given, and the figure that shows the story is typical.
Tick only what is true of every draft.
Choose the approach for claims the audience is likely to meet.
Lead with the fact; mention the myth once; end on the fact.
Ethics gate: Phase III, series development (message)
0/7If any of these is not true: Stop and fix the message. Source the claim or cut it; restore the omission; drop any frame that needs an untruth; remove any fear appeal you cannot pair with a workable action.
Common mistakes
- ×Writing a slightly different truth for each segment and hoping they never compare.
- ×Reframing in values the team privately looks down on. The audience can tell.
- ×Raising fear and leaving people with nothing they can do about it.
- ×Putting the myth in the headline of its own correction.
- ×Presenting a composite or invented person as a real one.
What is actually being claimed once the framing is stripped away?
Related
References
- Feinberg, M., & Willer, R. (2015). From gulf to bridge: When do moral arguments facilitate political influence?. Personality and Social Psychology BulletinArguments reframed in the moral values of the audience are more persuasive than arguments in the values of the speaker.
- Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model. Communication MonographsThreat without perceived efficacy leads to fear control (avoidance, denial, reactance) instead of protective action.
- Witte, K., & Allen, M. (2000). A meta-analysis of fear appeals: Implications for effective public health campaigns. Health Education & BehaviorFear appeals work best when strong efficacy messages accompany them.
- Lewandowsky, S., Cook, J., Ecker, U. K. H., et al. (2020). The Debunking Handbook 2020The fact, warning, fallacy, fact structure for corrections, and the advice to prebunk where possible.
- Roozenbeek, J., & van der Linden, S. (2019). Fake news game confers psychological resistance against online misinformation. Palgrave CommunicationsExposure to weakened examples of manipulation techniques can reduce the perceived reliability of misleading content.
- Baker, S., & Martinson, D. L. (2001). The TARES test: Five principles for ethical persuasion. Journal of Mass Media EthicsTruthfulness of the message covers misleading omission and impression as well as literal falsehood.