Congratulations to Dr. Electra Gilchrist upon the publication of her article entitled "Language in the Classroom: Students' Use of Compliance-Gaining Strategies in a Class Enrollment Scenario." Her study extends the literature on students' classroom persuasion by examining the compliance-gaining strategies students use in a class enrollment-seeking scenario. Quantitative content analysis revealed students are persuasive forces who used 15 tactics to persuade a professor toward their desired outcome. Although students employed a mix of persuasive tactics when seeking compliance, the strategies primarily carried positive or prosocial connotations. Males and females are sterotyped as having two different language orientations. However, no significant difference emerged in how male and female students politely or impolitely seek compliance from a professor; instead, both genders primarily communicated with polite language patters.

This study is further evidence that social influence is a reciprocal process practiced by both professors and students. Findings suggest that compliance-gaining scholarship is warranted and has the potential to assist researchers in acquiring a more thorough understanding of how students elicit preferred behavioral patters from professors.