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Copyright by Sharan Leigh Daniel 2002 Copyright by Sharan Leigh Daniel 2002 The Dissertation Committee for Sharan Leigh Daniel Certifies that this is the approved version of the following dissertation: Rhetoric and Journalism as Common Arts of Public Discourse: A Theoretical, Historical, and Critical Perspective Committee: ______________________ Rosa A. Eberly, Supervisor ______________________ D. Charles Whitney ______________________ Linda Ferreira-Buckley ______________________ Patricia Roberts-Miller ______________________ Michael Schudson Rhetoric and Journalism as Common Arts of Public Discourse: A Theoretical, Historical, and Critical Perspective by Sharan Leigh Daniel, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2002 Dedication To my mother and father Acknowledgements I wish to acknowledge and thank my advisor, Rosa A. Eberly, and committee members D. Charles Whitney, Linda Ferreira-Buckley, Patricia Roberts-Miller, and Michael Schudson for their generous, thoughtful assistance. Others who shared their insights include Frederick J. Antczak, Gerard A. Hauser, Patricia L. Stewart, Katherine H. Adams, Charles Paine, Janet M. Atwill, Steve Weinberg, Richard A. Cherwitz, and Thomas J. Darwin. From members of my writing group, Julia A. Garbus, David Gold, and Lynda C. Walsh, I received invaluable criticism, gentle but incisive. Special thanks go to my husband, Robin M. Selk, for supporting and encouraging me in countless ways that promoted the completion of this work. v Rhetoric and Journalism as Common Arts of Public Discourse: A Theoretical, Historical, and Critical Perspective Publication No._____________ Sharan Leigh Daniel, Ph.D. The University of Texas at Austin, 2002 Supervisor: Rosa A. Eberly This dissertation examines historical and conceptual intersections between rhetoric and journalism to facilitate interaction among professors of the two subjects. Although many rhetoricians and journalists claim common ends of invigorating democratic politics, academic separation obscures these common ends and inhibits interdisciplinary interaction. The thesis of this work is that professors of journalism and rhetoric who endeavor to promote effective democratic discourse can and should seek means of collaborating to enact and foster the kinds of public participation they envision. Chapter one finds compatible notions of democratic discourse processes presented by rhetoricians, journalists, and communication scholars. Synthesizing treatments across disciplines of publics, public spheres, public opinion, and press vi roles, the chapter offers a normative model showing how journalism and rhetoric can interact to realize publics and public opinion. Chapters two through four illuminate developments in academic and public life that led to the disciplinary separation of rhetoric and journalism at the turn of the twentieth century, using as case studies Fred Newton Scott’s teaching and Ida M. Tarbell’s practice of public discourse. This examination suggests that some major historic differences between the subjects are now passé. As journalism entered the academy, rhetoric was perceived as an academic and literary subject with little connection to public life. Scott’s program of rhetoric and journalism at the University of Michigan, discussed in chapter two, illustrates public-academic tensions that separated the subjects. His neoplatonic rhetoric differs significantly from the Aristotelian and Isocratean practices that have since been revived among rhetoricians. Chapter three investigates professional impulses in rhetoric and journalism, as composition-rhetoric strove toward disciplinary status and journalism became a distinct vocation. College journalism followed extra-academic professional influences more than it did the rhetorical traditions then espoused in composition-rhetoric programs. As the study of Ida M. Tarbell demonstrates in chapter four, muckraking was more a rhetoric of public engagement than what was being taught by many rhetoricians in the early twentieth century. Chapter five considers pedagogical implications of preceding theoretical and historical-critical insights, suggesting potential avenues for mutually vii beneficial interdisciplinary engagement among journalists, rhetoricians, and their students. viii Table of Contents CHAPTER 1: CITIZENS’ AND JOURNALISTS ’ R H ETORICS 1 Introduction: Current Implications of a Historic Disciplinary Separation.............1 Rhetoric and Journalism: Interrelated Technai of Public Discourse.............4 The Missing Connections in Current Scholarship ........................................8 An Outline of the Current Project ..............................................................14 Democratic Topoi in Rhetoric and Journalism....................................................18 Democracy and Publics Theory .................................................................24 Institutional Configurations .......................................................................28 Sense-Making Processes............................................................................35 Summary...................................................................................................51 Journalism and Rhetoric in the Public Sphere: Toward an Integrative Model.....52 Rhetoric, Public Opinion, and Public Knowledge ......................................53 Rhetoric of Weak, Strong, and Hybrid Publics...........................................56 Journalists’ Rhetoric and Public Opinion...................................................61 Rhetoric that Promotes Public Opinion Formation.....................................67 Conclusion: Monitorial Citizens and Potential Publics..............................71 CHAPTER 2: THE UNEASY ALLIANCE OF J OURNALISM AND RHETORIC UNDER FRED NEWTON SCOTT 75 Introduction: A Uniquely Instructive Historical Case ........................................75 A Perplexing Situation...............................................................................78 A Significant Tension................................................................................86 University Life as Scott Knew It ........................................................................87 Institutional Flux and Innovation...............................................................88 Rhetorical Curricula as Indicative of Change.............................................95 ix Integration of Public and Academic Concerns at the University of Michigan ..........................................................................................99 James Burrill Angell: Ambiguity and Contradiction in Utilitarian Aims .103 “Harvardization” of Composition-Rhetoric and of the University of Michigan ........................................................................................108 Liberal-Vocational Tensions in Scott’s Work...................................................115 Educational Aims and Associated Rhetorical Traditions..........................120 Scott’s Theory: Journalism as a Branch of Rhetorical Study and Practice127 Scott’s Pedagogy: Aspiring to Platonic Ideals.........................................141 Scott’s Journalism Curriculum: Liberal-Vocational Tensions .................148 CHAPTER 3: THE PROFESSIONALIZATION OF RHETORIC AND JOURNALISM: ELEMENTS OF A SHARED HISTORY 159 Introduction .....................................................................................................159 Rhetorical Education in the Nineteenth Century...............................................163 Overview.................................................................................................163 Rhetoric in College..................................................................................168 Texts and Precedents ...............................................................................173 Interpretations and Implications...............................................................177 Science....................................................................................................183 Humanism...............................................................................................185 Professionalism .......................................................................................193 Rhetoric outside of College .....................................................................199 Journalism in the Nineteenth Century...............................................................201 Overview.................................................................................................201 Journalism outside of College..................................................................203 Journalism from 1801 to 1865 .................................................................205 Journalism from 1865 to 1920 .................................................................211 Belle Lettres and Science Converge in 1890s Journalism.........................213 x Journalism in College..............................................................................219 Conclusion: Rhetoric’s Separation from Public Processes ...............................231 CHAPTER 4: IDA M. TARBELL, RHETOR 234 Introduction .....................................................................................................234 Ida Tarbell, Rhetor ..................................................................................236
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