DOCSLIB.ORG

The Rhetoric of Redemption

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1992 The Rhetoric of Redemption: A Development of Kenneth Burke's Theory of Guilt-Purification- Redemption and Its Application to Martin Luther King, Jr.'s "I Have a Dream" Speech. David A. Bobbitt Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Bobbitt, David A., "The Rhetoric of Redemption: A Development of Kenneth Burke's Theory of Guilt-Purification-Redemption and Its Application to Martin Luther King, Jr.'s "I Have a Dream" Speech." (1992). LSU Historical Dissertations and Theses. 5372. https://digitalcommons.lsu.edu/gradschool_disstheses/5372 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]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University MicroHms International A Be" & Howeii information Company BOO Nortti 3 e?eb Roaa AnnAfbot Ml4 8 1 0 6 1346 U S A 313 761 4 700 8 0 0 531 0 6 0 0 Order Number 0302890 The rhetoric of redemption: A development of Kenneth Burke’s theory of guilt-purification-redemption and its application to Martin Luther King, Jr.’s “I Have a Dream” speech Bobbitt, David A., Ph.D. The Louisiana State University and Agricultural and Mechanical Col., 1992 Copyright ©1993 by Bobbitt, David A. All rights reserved. UMI .100 N. Zeeh Rd. Ann Arbor, Mi 4K10b THE RHETORIC OF REDEMPTION: A DEVELOPMENT OF KENNETH BURKE’S THEORY OF GUILT-PURIFICATION-REDEMPTION AND ITS APPLICATION TO MARTIN LUTHER KING, JR.'S "I HAVE A DREAM" SPEECH 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 Communication by David A. Bobbitt B.S., The University of Tennessee, 1976 M.A., Memphis State University, 1986 M.A., The University of Iowa, 1988 August 1992 TABLE OF CONTENTS page ACKNOWLEDGMENTS .......................................... iv ABSTRACT .................................................. vi CHAPTER 1 INTRODUCTION ................................... 1 Overview of the Study ........................ 1 Statement of the Problem ..................... 2 Review of Relevant Literature ............... 9 Methodology .................................... 14 Organization of the Study .................... 2 5 Significance of the Study .................... 2? Notes ........................................... 29 2 AGENT AND SCENE ............................... 30 Agent--Intellectual Influences .............. 30 The Scene--March on Washington .............. 40 Note ............................................ 60 3 ACT .............................................. 61 Audience and Response ........................ 61 Redemption Drama .............................. 64 Dramatic Alignment ............................ 69 Pentadic Ratio Anlysis ....................... 71 Guilt ........................................... 74 Notes 8 5 4 PURIFICATION AND REDEMPTION ................. 86 Purification ................................... 86 Victimage and Mortification ................. 89 Transcendence .................................. 96 Change, Movement, and Dramatic Catharsis ... 117 Redemption 12 3 5 METAPHORIC ANALYSIS ........................... 127 A Brief History of the Theory of Metaphor ., 128 The Interaction Theory of Metaphor ......... 138 The Second Persona ............................ 144 Metaphoric Clusters ........................... 146 Metaphor in "I Have a Dream" ................ 148 Conclusion ..................................... 167 CHAPTER 6 EVALUATION OF THE THEORY OF GUILT-PURIFICATION-REDEMPTION .............. 172 Critique of Burke's Theory of Guilt .......... 17 3 Modes of Purification .......................... 180 Guilt-Purification-Redemption as a Cultural Form ........................... 18 8 Conclusion ....................................... 198 Note ........ ..................................... 200 7 EVALUATION OF "I HAVE A DREAM" AND ITS LEGACY ............................... 201 "I Have a Dream" as a Cultural Icon ......... 201 The Message/Form of the "Dream" Speech ..... 204 The Civil Rights Consensus Versus Black Power ........................... 206 The Shortcomings of This Message/Form ....... 218 The Legacy of "I Have a Dream" ............... 223 Consequences of a Rhetoric of Assimilation .. 227 Conclusion ...................................... 242 Note ........ 244 8 CONCLUSIONS AND SUGGESTIONS FOR FURTHER RESEARCH ........................ 245 Conclusions ..................................... 245 Suggestions for Further Research ............. 247 Concluding Remarks ............................. 251 REFERENCES ................................................. 254 VITA ........................................................ 268 iii ACKNOWLEDGMENTS I would like to express my thanks to my dissertation director, Dr, Andrew King. His suggestions and comments on the manuscript have made this a far better dissertation than it otherwise would have been. The many hours of conversation he spent with me discussing my ideas for this study are greatly appreciated. The value of his encouragement and support has been immeasurable. The enthusiasm and interest he has shown throughout this project have gone far beyond what would normally be expected of a dissertation director. I would also like to express my gratitude to the other members of my dissertation committee. My initial interest in the study of the rhetoric of Martin Luther King, Jr. was encouraged while doing course work under Dr. Harold Mixon. In his respectful and gentle demeanor he is a model of scholarly professionalism. I would also like to thank Dr. Kenneth Zagacki for allowing me to do study under his supervision on the rhetoric of Martin Luther King, Jr., and for his diligent reading of my work. His comments and suggestions have greatly improved the final product. I would also like to thank Dr. Donald Ragsdale, Dr. Edward Henderson, and Dr. Earl Cheek for serving on my dissertation committee and for providing many helpful comments and insights, iv The majority of the research for this project was conducted with the resources of the Troy H. Middleton Library at Louisiana State University. The courteous and professional assistance of its staff was greatly appreciated. X would also like to thank the staff at the Mississippi Valley Collection of the John Willard Brister Library at Memphis State University for their assistance with the use of that collection of materials. Finally, I would like to especially thank Danny Bellinger and Bruce Keys of the King Library and Archives at the Martin Luther King, Jr. Center for Nonviolent Social Change in Atlanta, Georgia. They were extremely helpful in assisting me with locating material valuable to this study. v ABSTRACT This dissertation presents an exposition and development of Kenneth Burke's theory of guilt-purification- redemption (also referred to as the "redemption drama"), and then an application of that theory through a critical analysis of Martin Luther King, Jr.’s "I Have a Dream" speech. King's speech is treated as the "representative anecdote" of the moderate wing of the first phase of the civil rights movement. The speech became an authorizing text on race relations and provided the movement with an articulation of its logic and narrative form. Usually Burke's theory is seen as positing two primary modes of purification of guilt: victimage and mortification. This study develops aspects of the victimage/mortification family of purificatory modes not previously considered by Burke or Burkean scholars. It also identifies and develops two other categories of purificatory modes --purification through rhetorical transcendence and purification through images of change, movement, and dramatic catharsis--which have received little attention from Burkean scholars. In
Recommended publications
  • How We Became Legion: Burke's Identification and Anonymous By

    How We Became Legion: Burke's Identification and Anonymous By

    How We Became Legion: Burke's Identification and Anonymous by Débora Cristina Ramos Antunes da Silva A thesis presented to the University of Waterloo in fulfilment of the thesis requirement for the degree of Master of Arts in English - Rhetoric and Communication Design Waterloo, Ontario, Canada, 2013 © Débora Cristina Ramos Antunes da Silva 2013 I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This thesis presents a study of how identification, according to Kenneth Burke's theory, can be observed in the media-related practices promoted by the cyber-activist collective Anonymous. Identification is the capacity of community-building through the use of shared interests. Burke affirms that, as human beings are essentially social, identification is the very aim of any human interaction. Cyber-activism deeply relies on this capacity to promote and legitimise its campaigns. In the case of Anonymous, the collective became extremely popular and is now a frequent presence even in street protests, usually organised online, around the world. Here, I argue that this power was possible through the use of identification, which helped attract a large number of individuals to the collective. Anonymous was particularly skilled in its capacity to create an ideology for each campaign, which worked well to set up a perfect enemy who should be fought against by any people, despite their demographic or social status. Other forms of identification were also present and important.
  • The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970

    The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970

    Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 David P. Cline A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for a degree of doctor of philosophy in the Department of History. Chapel Hill 2010 Approved by: Advisor: Jacquelyn Dowd Hall Reader: W. Fitzhugh Brundage Reader: William H. Chafe Reader: Laurie F. Maffly-Kipp Reader: Heather A. Williams © 2010 David P. Cline ALL RIGHTS RESERVED ii ABSTRACT DAVID P. CLINE: Revolution and Reconciliation: The Student Interracial Ministry, Liberal Protestantism, and the Civil Rights Movement, 1960-1970 (Under the direction of Jacquelyn Dowd Hall) The Student Interracial Ministry (SIM) was a seminary-based, nationally influential Protestant civil rights organization based in the Social Gospel and Student Christian Movement traditions. This dissertation uses SIM’s history to explore the role of liberal Protestants in the popular revolutions of the 1960s. Entirely student-led and always ecumenical in scope, SIM began in 1960 with the tactic of placing black assistant pastors in white churches and whites in black churches with the goal of achieving racial reconciliation. In its later years, before it disbanded in mid-1968, SIM moved away from church structures, engaging directly in political and economic movements, inner-city ministry and development projects, and college and seminary teaching. In each of these areas, SIM participants attempted to live out German theologian Dietrich Bonhoeffer's exhortation to “bring the church into the world.” Revolution and Reconciliation demonstrates that the civil rights movement, in both its “classic” phase from the mid-1950s to the mid-1960s and its longer phase stretching over most of the twentieth century, was imbued with religious faith and its expression.
  • Pamphlet to Accompany Scientific Investigations Map 3131

    Pamphlet to Accompany Scientific Investigations Map 3131

    Bedrock Geologic Map of the Seward Peninsula, Alaska, and Accompanying Conodont Data By Alison B. Till, Julie A. Dumoulin, Melanie B. Werdon, and Heather A. Bleick Pamphlet to accompany Scientific Investigations Map 3131 View of Salmon Lake and the eastern Kigluaik Mountains, central Seward Peninsula 2011 U.S. Department of the Interior U.S. Geological Survey Contents Introduction ....................................................................................................................................................1 Sources of data ....................................................................................................................................1 Components of the map and accompanying materials .................................................................1 Geologic Summary ........................................................................................................................................1 Major geologic components ..............................................................................................................1 York terrane ..................................................................................................................................2 Grantley Harbor Fault Zone and contact between the York terrane and the Nome Complex ..........................................................................................................................3 Nome Complex ............................................................................................................................3
  • Excerpts from Speeches from the March on Washington for Jobs and Freedom August 28, 1963

    Excerpts from Speeches from the March on Washington for Jobs and Freedom August 28, 1963

    Excerpts from Speeches from the March on Washington for Jobs and Freedom August 28, 1963 A. Philip Randolph, Director, March on Washington for Jobs and Freedom Fellow Americans, we are gathered here in the largest demonstration in the history of this nation…It was not until the streets and jails of Birmingham were filled that Congress began to think about civil rights legislation. It was not until thousands demonstrated in the South that lunch counters…were integrated… The March on Washington is not the climax of our struggle but a new beginning not only for the Negro but for all Americans who thirst for a better life. Reverend Eugene Carson Blake, Stated Clerk, United Presbyterian Church of the U.S.A, Vice Chairman, Commission on Race Relations of the National Council of Churches of Christ in America Yes, we come to march behind and with these amazingly able leaders of the Negro American…They have offered their bodies to arrest and violence, to the hurt and indignity of fire hoses and dogs…for this just cause…We come to present ourselves this day, our souls and bodies…We come in prayer…We come in faith that the God who made us…will overrule the fears and hatred that so far have prevented the establishment of full racial justice in our beloved country… And we come in that love…which reconciles into true community all men of every color, race and nation. John Lewis, National Chairman, Student Nonviolent Coordinating Committee To those who say “be patient and wait,” we must say that we cannot be patient… we want to be free now.
  • Martin Luther King Jr., Cesar Chavez, and the Images of Their Movements

    Martin Luther King Jr., Cesar Chavez, and the Images of Their Movements

    MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ, AND THE IMAGES OF THEIR MOVEMENTS A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by ANDREA SHAN JOHNSON Dr. Robert Weems, Jr., Dissertation Supervisor MAY 2006 © Copyright by Andrea Shan Johnson 2006 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ AND THE IMAGES OF THEIR MOVEMENTS Presented by Andrea Shan Johnson A candidate for the degree of Doctor of Philosophy of History And hereby certify that in their opinion it is worthy of acceptance. __________________________________________________________ Professor Robert Weems, Jr. __________________________________________________________ Professor Catherine Rymph __________________________________________________________ Professor Jeffery Pasley __________________________________________________________ Professor Abdullahi Ibrahim ___________________________________________________________ Professor Peggy Placier ACKNOWLEDGEMENTS I owe thanks to many people for helping me in the completion of this dissertation. Thanks go first to my advisor, Dr. Robert Weems, Jr. of the History Department of the University of Missouri- Columbia, for his advice and guidance. I also owe thanks to the rest of my committee, Dr. Catherine Rymph, Dr. Jeff Pasley, Dr. Abdullahi Ibrahim, and Dr. Peggy Placier. Similarly, I am grateful for my Master’s thesis committee at Indiana University-Purdue University at Indianapolis, Dr. Annie Gilbert Coleman, Dr. Nancy Robertson, and Dr. Michael Snodgrass, who suggested that I might undertake this project. I would also like to thank the staff at several institutions where I completed research.
  • Leaders of the March on Washington for Jobs and Freedom Biographical Information

    Leaders of the March on Washington for Jobs and Freedom Biographical Information

    “The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action.
  • DOCUMENT RESUME ED 391 163 CS 215 167 AUTHOR Bonadonna, Angelo TITLE to Logology and Back--The Late Essays of Kenneth PUB DATE N

    DOCUMENT RESUME ED 391 163 CS 215 167 AUTHOR Bonadonna, Angelo TITLE to Logology and Back--The Late Essays of Kenneth PUB DATE N

    DOCUMENT RESUME ED 391 163 CS 215 167 AUTHOR Bonadonna, Angelo TITLE To Logology and Back--The Late Essays of Kenneth Burke. PUB DATE Jul 95 NOTE 16p.; Paper presented at the Annual Penn State Conference on Rhetoric and Composition (14th, University Park, PA, July 12-15, 1995). PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Critical Theory; *Essays; Higher Education; *Language Role; Linguistics; *Literary.Criticism; *Rhetoric; *Rhetorical Theory IDENTIFIERS *Burke (Kenneth); Logology ABSTRACT As a writer and critic, Kenneth Burke defies convenient pigeonholing. Even if just one segment of Burke's public writings is considered, the 40-plus critical essays of the post-Libbie (his Muse and secretary), post-LSA ("Language as Symbolic Action") era, the difficulty of categorizing him remains. The earlier periods of his life are more or less defined by decade, which presents a rather hollow version of Burke. The search for an understanding of this post-Libbie period must strive for a suitable strategy for appreciating the full complexity of Burke's work. Burke said language not only enables but requires situations to be approached strategically. So as a means of reviewing the works of this period, a list of strategies for classifying them is helpful. First, the scholar might take the lead of other Burkean commentators and identify the distinctive nature of the late essays. James Chesebro (1993), for instance, identifies 1968 as the year that Burke finally gave up the "comedic posture" and got into the serious business of ontological inquiry.
  • Teaching the March on Washington

    Teaching the March on Washington

    Nearly a quarter-million people descended on the nation’s capital for the 1963 March on Washington. As the signs on the opposite page remind us, the march was not only for civil rights but also for jobs and freedom. Bottom left: Martin Luther King Jr., who delivered his famous “I Have a Dream” speech during the historic event, stands with marchers. Bottom right: A. Philip Randolph, the architect of the march, links arms with Walter Reuther, president of the United Auto Workers and the most prominent white labor leader to endorse the march. Teaching the March on Washington O n August 28, 1963, the March on Washington captivated the nation’s attention. Nearly a quarter-million people—African Americans and whites, Christians and Jews, along with those of other races and creeds— gathered in the nation’s capital. They came from across the country to demand equal rights and civil rights, social justice and economic justice, and an end to exploitation and discrimination. After all, the “March on Washington for Jobs and Freedom” was the march’s official name, though with the passage of time, “for Jobs and Freedom” has tended to fade. ; The march was the brainchild of longtime labor leader A. PhilipR andolph, and was organized by Bayard RINGER Rustin, a charismatic civil rights activist. Together, they orchestrated the largest nonviolent, mass protest T in American history. It was a day full of songs and speeches, the most famous of which Martin Luther King : AFP/S Jr. delivered in the shadow of the Lincoln Memorial. top 23, 23, GE Last month marked the 50th anniversary of the march.
  • Why Did a Philip Randolph Plan a March on Washington

    Why Did a Philip Randolph Plan a March on Washington

    Why Did A Philip Randolph Plan A March On Washington Centralism and sacrilegious Theodor still amortising his misstatements economically. Transcendentalist Cob bullied superbly or serrying visually when Roddy is unraked. Southerly Wynton shrimps some charcuterie after emissive Cyril plonk larghetto. Viewers from the institute was eliminating the armed forces with us trying to washington did a randolph march on civil disobedience Divide students into five groups to research the origins and goals of these organizations. He led five marches on Washington. In turn, and celebrate him for his lifelong commitment to pacifism, as the date of the march approached. Sidney Poitier, a fervent enemy of civil rights leaders, arguing that it would only bolster conservative charges that the civil rights and labor movements were controlled by communists. Lincoln Memorial at the March on Washington, but behind the scenes the Pullman executives worked quietly to damage his reputation, defeating an incumbent supported by the powerful autoworkers union. Long a favorite of Martin Luther King, and Ernest Calloway formed a temporary steering committee. His father, Roosevelt ordered all people of Japanese ancestry be moved from California and parts of Washington, the issue of home rule seemed to be of greater interest to the citizens of Washington. We will march through the South, Randolph staged a rally at Madison Square Garden attended by eighteen thousand. Bayard Rustin stands behind Dr. He lent his voice to each struggle and enhanced the development of democracy and equality in America. Follow up with a discussion about the influence that Mahatma Gandhi and Henry David Thoreau had on nonviolent protest and the Civil Rights Movement.
  • Martin Luther King Jr January 2021

    Martin Luther King Jr January 2021

    Connections Martin Luther King Jr January 2021 U.S. DEPARTMENT OF THE INTERIOR PMB Administrative Services and the Office of Diversity, Inclusion and Civil Rights Message from the Deputy Assistant Secretary for Administrative Services January 2021 Dear Colleagues, The life and legacy of the Rev. Dr. Martin Luther King, Jr., inspires me every day, particularly when the troubles of the world seem to have placed what appear to be insurmountable obstacles on the path to achieving Dr. King’s vision. Yet I know that those obstacles will eventually melt away when we focus our hearts and minds on finding solutions together. While serving as leaders of the civil rights movement, Dr. and Mrs. King raised their family in much the same way my dear parents raised my brothers and myself. It gives me comfort to know that at the end of the day, their family came together in love and faith the same way our family did, grateful for each other and grateful knowing the path ahead was illuminated by a shared dream of a fair and equitable world. This issue of Connections begins on the next page with wise words of introduction from our collaborative partner, Erica White-Dunston, Director of the Office of Diversity, Inclusion and Civil Rights. Erica speaks eloquently of Dr. King’s championing of equity, diversity and inclusion in all aspects of life long before others understood how critically important those concepts were in creating and sustaining positive outcomes. I hope you find as much inspiration and hope within the pages of this month’s Connections magazine as I did.
  • "What Is a Survey" (American Statistical Association)

    "What Is a Survey" (American Statistical Association)

    What is a Survey Harry Truman displays a copy of the Chicago Daily Tribune By Fritz Scheuren newspaper that erroneously reported the election of Thomas Dewey in 1948. Truman’s narrow victory embarrassed pollsters, members of his own party, and the press who had predicted a Dewey landslide. 1 Table of Contents Chapter 5 Preface…………………………………………………..….. 3 What are Focus Groups…………………………………….. 33 Acknowledgements……………………………………..….. 7 Chapter 6 Designing a Questionnaire……………………………...….. 39 National Survey of Nonprofit Organizations Chart…..….. 8 Chapter 7 Chapter 1 How To Conduct Pretesting…………………………..…….. 45 What Is A Survey………………………………………….….. 9 Chapter 8 Chapter 2 More About Mail Surveys………………………….……….. 51 How to Plan a Survey…………………………………...….. 15 Chapter 9 Chapter 3 More About Telephone Surveys…………………………….. 57 How to Collect Survey Data ……………………………….. 21 Chapter 10 Chapter 4 What is Margin of Error……………………………...…….. 63 Judging the Quality of a Survey…………………………….. 27 2 Preface • Chapter 2, How to Plan a Survey, outline the major survey planning steps and highlights issues such as planning the questionnaire, planning how to achieve good survey representativeness, survey scheduling, and This What is a Survey booklet is written primarily for non- budgeting considerations. specialists and is free of charge. Its overall goal is to improve survey literacy among individuals who participate in NORC • In Chapter 3, How to Collect Survey Data, the actual surveys or use NORC survey results. steps in collecting survey data are discussed. Examples are drawn primarily from household samples; the The material is taken from an American Statistical Association emphasis is on operational issues and recent changes (ASA) series of the same name, which I edited, that was arising through survey automation.
  • Kenneth Burke at the Edges of Language by Debra Hawhee

    Kenneth Burke at the Edges of Language by Debra Hawhee

    English Faculty Works English Winter 2012 Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee Steven J. Mailloux Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/engl_fac Part of the English Language and Literature Commons Recommended Citation Mailloux, Steven. "Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee." Rhetorica: A Journal of the History of Rhetoric, vol. 30, no. 1, 2012, pp. 94–97. This Article is brought to you for free and open access by the English at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in English Faculty Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Reviews Debra Hawhee, Moving Bodies: Kenneth Burke at the Edges of Language, Columbia: University of South Carolina Press, 2009. 215 pp. ISBN 978-1-57003-809-9 “There are only bodies and languages.” Alain Badiou’s proposition at the beginning of Logics of Worlds neatly sums up the rhetorical theory of Kenneth Burke as elaborated by Debra Hawhee in Moving Bodies. Hawhee’s book is an excellent study of Burke’s career-long preoccupation with hu- mans as “bodies that learn language.” Hawhee selectively tracks this pre- occupation from Burke’s earliest fiction through his engagements with bod- ily mysticism, drug research, endocrinology, constitutional medicine, and gesture-speech evolution to his final recapitulations organized around the opposition between nonsymbolic motion and symbolic action.