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Studying Speeches

Studying Speeches. Rhetorical history Rhetorical criticism. Definition: Rhetoric. The use of the resources of language to shape response to a public situation. Rhetoric responds to situations Situations are public situations Rhetoric concerns responses to situations; shape action

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Studying Speeches

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  1. Studying Speeches Rhetorical history Rhetorical criticism

  2. Definition: Rhetoric The use of the resources of language to shape response to a public situation. • Rhetoric responds to situations • Situations are public situations • Rhetoric concerns responses to situations; shape action • Rhetoric involves the use of language in response • Rhetoric is strategic: goal seeking

  3. Powers of Rhetorical Message • Assembles relevant elements of context • Creates a flow of events (Understanding) • Sequences • Theory of causes • Creates a value structure for events • Things that are deplorable (unfriendly) • Things that are inviting (friendly) • Motivates particular response • Rationalizes response • Organizes response

  4. Powers of language: 9/11 • Assembles relevant elements of context • Who did it? Why? Like Pearl Harbor? Came as students; Resistance on United flight 93; Al Qaeda training bases in Afghanistan • Not: Impact of American policy on motivation; failures of our defenses; Why these buildings?; our cultural differences with attackers; Impact of American entertainment media • Creates a flow of events (Understanding) • Caused by “hatred of our freedom”; “exploited our <freedoms>” • Creates a value structure for events • “Evil actions, done by evil people” • Innocent victims • Motivates particular response • Must defend ourselves • Afghanistan as target

  5. A Model of Rhetorical Response . . . Draws elements from context . . . A rhetorical message . . . . . . into an understanding to shape a response.

  6. As a public we demand leaders speak . . . • They clarify events for us • They provide us an account of what happened • They guide us to a public response • They inspire us to commit to that response

  7. Inaugural Addresses • Rituals provided to leaders to define our time • Name the time as they see it • They provide a mosaic of values • Declare their commitment to responses to that time

  8. Understanding Rhetorical Moments Bitzer’s account of rhetorical situation • Exigence: Problem demanding response • Audience: The public the spkr addresses • Constraints: resources available to spkr • Limiting elements • Opportunities • Speaker makes choices: fitting or unfitting We judge the speaker’s rhetorical act: a fitting response to rhetorical situation or not

  9. Understanding Rhetorical Moments Bitzer’s account of rhetorical situation • Exigence: Situation group & Historical context group • Audience: Situation group • Constraints: Biography group, Situation group, Historical Context group • Speaker makes fitting choices: Response group We judge the speaker’s rhetorical act: a fitting response to rhetorical situation or not

  10. Rhetorical History as Context We study several factors: • What exigence created the rhetorical moment? • Short term history • What did the speaker draw upon in his rhetorical response? What did s/he not choose to recognize? (constraints or choices from context) • History of the times; broader historical understanding • What characteristics of the speaker helped shape his/her response? (personal constraints) • Biography • Training in speaking • How did the speech shape public response? • Response to the speech

  11. Brockriede’s Criticism • Criticism: • passing judgment on experience: Evaluative • for better understanding of experience: Explanation • Argument: 5 characteristics • From known to unknown • Reason to believe the unknown • Choice among competing judgment/explanation • Probable, not certain • Willingness to be wrong

  12. Criticism: passing judgment for better understanding Argument known to unknown Reason to believe Competing judgment/explanation Probable, not certain Willingness to be wrong George Bush first considered the events a crime subject to investigation, then an act of war subject to military action. George Bush had little choice but to go to war after media had framed events as Pearl Harbor. Brockriede’s Criticism

  13. Brockriede’s Criticism • Claim • Your inferential leap • What you seek to prove • Make a significant claim • Description not enough • Classification (labeling) not enough • Significant claim has characteristic of argument

  14. Claim Your inferential leap What you seek to prove Make a significant claim Description not enough Classification (labeling) not enough Significant claim has characteristic of argument George Bush first considered the events a crime subject to investigation, then an act of war subject to military action. George Bush had little choice but to go to war after media had framed events as Pearl Harbor. Brockriede’s Criticism

  15. Brockriede’s “Explanation” Argument How does the speaker • gather context, • shape it into an understanding, and • transform it into motivation? Argument should be • Significant claim • Well proven

  16. Brockriede’s “Evaluation” Argument How well does the spkr respond to the situation? • What does the situation require? • What resources does the spkr have? • What barriers must the spkr overcome? Argument should be • Significant claim • Well proven

  17. Our Agenda for Discussions • What in the moment are the demands on the speaker? • What strategies does the speaker use to respond? • What do they respond to in the context? • How does he respond to them? • How appropriate are the strategies? • Appropriate for the context? • Appropriate for his/her goals?

  18. Implications on Your Papers • Develop a thesis about the speech and its response to situation • Explain the speech’s response to situation • Evaluate the speaker’s response • Support that thesis with your research • Biography of the speaker • Historical context • Demands of the moment • Responses to the speech

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