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A Rhetorical Analysis of the Speech Theory and Practice of Ralph Mcgill. Calvin Mcleod Logue Louisiana State University and Agricultural & Mechanical College

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A Rhetorical Analysis of the Speech Theory and Practice of Ralph Mcgill. Calvin Mcleod Logue Louisiana State University and Agricultural & Mechanical College Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1967 A Rhetorical Analysis of the Speech Theory and Practice of Ralph McGill. Calvin Mcleod Logue Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Logue, Calvin Mcleod, "A Rhetorical Analysis of the Speech Theory and Practice of Ralph McGill." (1967). LSU Historical Dissertations and Theses. 1301. https://digitalcommons.lsu.edu/gradschool_disstheses/1301 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been • f|| . t! . 67-13,996 microfilmed exactly as received LOGUE, Calvin McLeod, 1935- A RHETORICAL ANALYSIS OF THE SPEECH THEORY AND PRACTICE OF RALPH MCGILL. Louisiana State University and Agricultural and Mechanical College, Ph.D., 1967 Speech University Microfilms, Inc., Ann Arbor, Michigan A rhetorical analysis of the speech theory AND PRACTICE OF RALPH MCGILL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Speech by Calvin McLeod Logue B .A ., Auburn U n iv ersity , 1960 M.S., Florida State University, 1961 May, 1967 ACKNOWLEDGMENTS The writer is grateful for direction provided by Owen Peterson, his major professor, and other members of the graduate committee, Waldo W. Braden, Harold Mixon, C. L. Shaver, and Vernon J. Parenton. Appreciation is expressed to Ralph McGill and his secretary, Grace Lundy, without whom many of these materials would have been unavailable. Mary Jo Logue provided much needed encouragement and assistance. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS..................................................................................................................................i i LIST OF FIGURES............................................................................................................................ v ABSTRACT.................................................................................................................................................vi Chapter I . INTRODUCTION ............................................................................................................ 1 Purpose of the Study Plan of the Study Sources I I . RALPH MCGILL'S SPEECH EDUCATION.............................................................. 5 Childhood Experiences Formal Education Newspaper Experience Personal Experience Reading Habits Speaking Experience I I I . SPEECH THEORY: IDEAS EXPRESSED BY RALPH MCGILL.............................64 A Philosophy of Communication Importance of Public Speaking and Debate Audience: Emotional Appeals and Speaker-Audience I n te g r ity Supporting Materials and Reasoning D elivery Style Purposefulness Commencement Speaking Evaluation of Ralph McGill's Speech Theory IV. SPEECH PERSONALITY - SPEECH PREPARATION - DELIVERY . 105 iii Chapter Page V. ANALYSIS OF RALPH MCGILL' S BLAZER LECTURE............................... 156 Speaking Occasion The Audience McGill's Basic Premises Motives of the Speaker Speech Preparation Organization Lines of Argument Forms of Support Motive Appeals Speaker Credibility D elivery Effectiveness VI. ANALYSIS OF NATIONAL EDUCATION ASSOCIATION SPEECH. 216 Speaking Occasion The Audience Motives of the Speaker Nature of the Speech Speech Preparation Organization Lines of Argument Forms of Support Motive Appeals Speaker Credibility D elivery S tyle Effectiveness V II. CONCLUSION............................................................................................................. 302 BIBLIOGRAPHY............................................................................................................................ 308 APPENDIX....................................................................................................................................... 318 VITA ................................................................................................................................................. 333 iv LIST OF FIGURES Figure Page 1. Spectrographic Analysis of McGill's Voice ................................ 151 2. Ralph McGill at The University of Kentucky ....................................210 3. Miami Beach Convention H all .................................................................... 239 4. Miami Beach Audience ............................................................................................ 241 5. Close up of McGill Speaking to the National Education Association ...........................................................................................................285 6. Profile of McGill Speaking to the National Education Association ...........................................................................................................287 v ABSTRACT The purpose of the study was to analyze and evaluate the speech theory and practice of Ralph McGill, publisher of The Atlanta Consti­ tu tio n . What is McGill's speech theory? McGill has been active in public speaking as student, speaker, critic, and theorist. This writer extracted ideas relating to oratory which McGill had discussed in his Constitution column. McGill presents a thorough treatment of speech, ranging from audience analysis to suggestions for improving commencement speaking. Though deploring the exaggerated appeals used by many p o li tic ia n s , McGill is convinced th a t speakers must be given complete "license" to speak. Traveling with such political candi­ dates as Eugene Talmadge, Dwight D, Eisenhower, Richard Nixon, and John F. Kennedy, McGill learned that "people remembered best some personal thing and would vote for that above issues." Also, he wrote that "you learn when you walk with men, that an ideal is not worth a tinker's dam if it fails to understand human limitations." McGill's speech theory also stresses the importance of public speaking, care­ ful research, a fresh style, and purposeful communication. To study McGill's speech practice, the writer selected two speeches relating to education. First, on February 10, 1959, McGill delivered the Blazer Lecture at The University of Kentucky. He vi contended that southern states should not close their public schools. Using the same basic speech given one week earlier to a Rotary Club in Augusta, Georgia, McGill attempted to prove statistically that the South could not afford to close its public schools. Although it is difficult to assess the reaction of his audience, McGill probably had sufficient data to prove his thesis. Also, McGill probably estab­ lished his credibility by identifying himself with the interests and goals of his audience, Certainly one can conclude that southern states eventually followed McGill's plea for open public schools; how­ ever, no causal relationship can be established between his speech and the policy of the southern states. The second speech studied was McGill's oration on June 30, 1966 at Miami Beach. This writer saw McGill speak extemporaneously to more than 6,500 delegates at the National Education Association con­ vention. Using no notes, McGill attempted to convince the educators to make plans for future needs in education. While McGill seemed g en erally disorganized, he probably won the respect of his auditors by citing numerous personal experiences and by picturing himself as a humble writer with a sincere interest in education. To measure the reaction of McGill's audience, the writer distributed five hundred postcard questionnaires immediately following his address. Since the respondents were not chosen randomly and since only one hundred and forty-six persons responded, no statistical in­ ferences can be drawn concerning all 6,500 delegates. Also, it is difficult to determine whether the questions measured the information vii sought or the audience's personal attitude toward McGill. However, it is interesting to note the reaction of the one hundred and forty- six persons who did respond; 1. On the basis of this speech. how would you rate Ralph McGill as a speaker? Circle one; poor - f a ir - adequate - good - superior T otal (146) 7 6 22 78 33 2. Were McGill's ideas presented so as to be clearly under­ stood? 3 7 12 60 64 3. How conclusively did McGill prove his point(s)? 8 8 21 57 52 Finally, research has revealed Ralph McGill as a man of in­ tegrity, good will, intelligence, courage, and purpose. Persons who share McGill's hope for equal citizenship for all, have often found encouragement and strength in his oratory. McGill's indifference to available means of persuasion and his inability to adjust to oral communication, however, have limited the effect of his plea that, as both he and Abraham Lincoln said at Cooper Union, "right does make m ig h t." viii CHAPTER I INTRODUCTION The United States has experienced tremendous change within the past thirty years. For example, the federal government has expanded its programs and influence to touch nearly every area of life. The Negro has begun to win his basic right to vote and receive equal edu­ cational and economic opportunity. From 1938, to the present, Ralph McGill, Publisher of the Atlanta Constitution,
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