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Epideictic Without the Praise: a Heuristic Analysis for Rhetoric of Blame

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EPIDEICTIC WITHOUT THE PRAISE: A HEURISTIC ANALYSIS FOR RHETORIC OF BLAME Elizabeth L. Church A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Kristine L. Blair, Advisor Lisa M. Dimling Graduate Faculty Representative Richard C. Gebhardt Lance Massey ii ABSTRACT Kristine L. Blair, Advisor This dissertation is a historical and theoretical exploration of epideictic rhetoric of blame as it functions to build community and teach civic virtues. I have assembled a set of heuristics – concentrating on three strategies of creating ethos, establishing place, and utilizing ekphrasis – to examine the didactic nature of epideictic, especially in environments where social change is being demanded by the rhetor. The heuristic model encompasses 13 guiding questions, which then are applied to two case studies of rhetoric of blame: the writings of journalist Ida B. Wells to stop the lynchings of African-Americans during the 19th century, and a current website created by the Save Darfur Coalition to intervene in the genocide in Darfur, Africa. While a significant amount of research has examined epideictic rhetoric of praise, existing scholarship on rhetoric of blame is minimal. Thus, this project helps to fill the gap both by furnishing evidence of historical and current instances of epideictic rhetoric of blame as it functions to build community and teach civic virtues, and by demonstrating a methodology to assess such discourse. At a time in our nation and neighborhoods when words of condemnation are often flung about too quickly and carelessly, a reliable methodology is needed for creating and analyzing rhetoric of blame – and how it accomplishes a rhetorical purpose beyond that of a one-sided volley of insults. This study breaks new ground by offering a methodology for analyzing how the epideictic rhetor using words of blame can be successful through an expression of ethos and ekphrasis in bringing readers together, and the places where this occurs. This project is grounded in the work of more than a dozen scholars ranging from Sullivan to Royster, Laurer to Hauser, and Agnew to Bolter, and it furthers work concerning ethos and the transformative nature of epideictic discourse. Because new media technologies often play a crucial role in iii today’s epideictic rhetoric, I have designed the heuristics to be applied to a broad spectrum of epideictic pieces, such as essays, newspaper articles, speeches, videos and websites, which provides a richer understanding of rhetoric of blame from a 21st century perspective. iv For family and friends, who are the greatest of blessings. And for anyone who has taken on the difficult task of casting blame, hoping to make changes and help others. v ACKNOWLEDGMENTS Warmest thanks to Dr. Kris Blair and Dr. Sue Carter Wood, who welcomed me to and encouraged me through the fascinating world of rhetoric and composition studies, guiding my research and inspiring me to work toward becoming a great teacher. Also, many thanks to my other committee members Dr. Rick Gebhardt, Dr. Lance Massey and Dr. Lisa Dimling for their helpful feedback and direction. Special thanks to family and friends, who have been patient while this project postponed so many adventures; to Barbara Waddell, a good friend and an outstanding administrator in higher education; to all my fellow students, who have made my classes and this program so enlightening and enjoyable; and to all who have told me their stories, keeping alive my love of writing. And thank you, St. Thomas Aquinas, patron of scholars and teachers. vi TABLE OF CONTENTS Page CHAPTER I. THE DIDACTIC NATURE OF RHETORIC OF BLAME ........................... 1 Epideictic Rhetoric ..................................................................................................... 5 Epideictic Analyses .................................................................................................... 10 Case Studies ............................................................................................................... 12 New Media Technologies and Epideictic Rhetoric ................................................... 18 Methodology ............................................................................................................. 22 Project Summary and Research Questions ................................................................ 27 Chapter Outlines ........................................................................................................ 28 CHAPTER II. HEURISTICS FOR ANALYZING RHETORIC OF BLAME – CREATING ETHOS, ESTABLISHING PLACE AND UTILIZING EKPHRASIS ............ 32 Ethos ........................................................................................................................ 33 1- How does the rhetor set up a relationship between the writer and reader? 34 2- How are the roles of spectator and community member developed for the reader/viewer? ................................................................................... 38 3- How does the rhetor preserve her ethos – and that of her subject – while casting blame? .................................................................................... 41 4- How can the tension of agonism of blame be balanced with a “willingness to learn” from the audience? .............................................................. 43 5- How does the rhetor set up a model of ethos for the reader to emulate?... 46 Place ........................................................................................................................ 49 vii 6- Where is the rhetor working within and against the structures of the text and the genre? .................................................................................... 50 7- How does the rhetor acknowledge the rhetorical and social context she is in? ................................................................................................... 52 8- How does the rhetor break down spatial limits? ........................................ 55 9- How does the rhetor use kairos to accomplish her rhetorical purpose in the right place at the right time? ........................................................ 59 Ekphrasis ................................................................................................................... 64 10- How does the rhetor create a vivid picture and how does her eloquence contribute to visualization? ............................................................... 65 11- How does the rhetor employ epideictic acts of unveiling for describing and interpreting? ................................................................................ 69 12- How does the rhetor use description and narrative to engage the imagination and emotions of the audience? ....................................... 72 13- How does the picture created by the rhetor frame subjects and highlight individuality? ..................................................................................... 74 CHAPTER III. “DISMAYED BUT UNDAUNTED” IDA B. WELLS – A CASE STUDY ..................................................................................... 77 Ethos ............................................................................................................ 79 Place ............................................................................................................ 97 Ekphrasis ............................................................................................................ 105 CHAPTER IV. “MAKE THEM LOOK” THE SAVE DARFUR COALITION WEBSITE – A CASE STUDY.................................. 118 viii Ethos ............................................................................................................ 123 Place ............................................................................................................ 141 Ekphrasis ............................................................................................................ 154 CHAPTER V. APPLYING THEORY, CONCLUSIONS AND IMPLICATIONS ............. 168 Ethos ............................................................................................................ 169 Place ............................................................................................................ 173 Ekphrasis ............................................................................................................ 177 Converging Strategies ................................................................................................ 179 Implications and Applications ................................................................................... 181 Pedagogical Applications........................................................................................... 184 Conclusion ............................................................................................................ 187 WORKS CITED .................................................................................................................... 189 APPENDIX A. SAVE DARFUR COALITION HOMEPAGE ........................................... 196 APPENDIX B. SAVE DARFUR COALITION “TAKE ACTION” WEBPAGE ............... 197 APPENDIX C. HEURISTIC QUESTIONS ......................................................................... 198 ix LIST OF FIGURES Figure Page 1 Lynching Woodcut ....................................................................................................
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