POST-9/11 RHETORICAL THEORY AND COMPOSITION PEDAGOGY: FOSTERING TRAUMA RHETORICS AS CIVIC SPACE Robin Marie Merrick Murphy 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 2007 Committee: Kristine L. Blair, Advisor Geoffrey C. Howes Graduate Faculty Representative Richard C. Gebhardt Gary Heba © 2007 Robin M. Murphy All Rights Reserved iii ABSTRACT Kristine L. Blair, Advisor Though a recent series in JAC (24:1&2, 2004) featured special issue on Trauma and Rhetoric, little to no information is available in the Composition and Rhetoric field that provides instructors a writing curriculum by which to address social traumas. At the same time, only in the last several years has there been a noteworthy surge of theory and practice in the field calling for the inclusion of technology and visual rhetoric in composition production. Add to that lack of training available for teachers to maintain the knowledge to meet the growth of new media and its influences on current literacy demands and classroom practices, and these omissions constitute significant gaps in curriculum needs necessary for the 21st Century, post-9/11 writing classroom. Defining the needs of a post-9/11 writing student is a complicated process and requires a wide scope consideration of both ancient rhetorical traditions and contemporary composition pedagogies. This study uncovers the common characteristics of those traditions and pedagogies that best suit post-9/11 students by first considering the historic role linking rhetorical and composition education while explicitly concentrating on their shared function of teaching citizenry. Next, the text explores rhetorically resonant artifacts from WWII, The Vietnam War, and the Oklahoma City Bombing to indicate the shifts in literacy practices that seem to correlate with traumatic social events. The text triangulates Critical Theory, Culture Studies, and the Post-Process Movement to build a rhetorical theory and subsequent composition pedagogy based on three tenets: 1) the democratic values of traditional rhetorical education, 2) a complex citizenry that is both global- and cyber-responsible, and 3) the importance of multi- iv modal literacy. In the compilation of Post-9/11 Rhetorical Theory and Composition Pedagogy, it seemed sensible to describe the theory and pedagogy via three areas: literacy, rhetoric, and curriculum while also negotiating alternative production practices, teacher training, and assessment strategies. The result is a complex theory designed to utilize the intricate social and rhetorical situations derived from trauma events to provide students a commonplace by which to produce alternative compositions. Thereby, the theory and pedagogy developed here asks instructors to end the marginalization of students and their cultural and critical ability to engage in an advanced citizenry when met with trauma and rather to encourage them to be more involved in their education, their communities and their democracy. v Dedication For my parents. For my brothers. For my grandparents. For my nephews. Especially for Kaleb. To them, I had nothing to prove. vi ACKNOWLEDGMENTS I must first thank Eric Stalions, my officemate, my cohort, and my confidant. Thanks to Dr. Kristine Blair for her enduring support, guidance, and honesty as both a Chair and a mentor. I was lucky enough to have an efficient and insightful committee in Dr. Richard Gebhardt, Dr. Gary Heba, and Dr. Geoffrey Howes. I thank you all for your close reading of my manuscript. Any mistakes here are in spite of your efforts. Thanks to Inez for her practical expertise, Meghan for her life’s enthusiasm, and to Dani for her easy, absolute friendship. Finally, thanks to Kaleb, life partner and best friend, who literally weathered Ohio and traveled this path by my side – hand in hand. vii TABLE OF CONTENTS Page CHAPTER I. OVERVIEW AND JUSTIFICATION OF THE STUDY.............................. 1 Introduction: Post 9/11 Theory Beginnings……………………………………….. 1 Relevant Scholarship………………………………………………………………. 4 Rhetorical and Democratic Education……………………………………… 4 Movements within Contemporary Composition Studies……………………………. 7 Critical Pedagogy and Critical Literacy……………………………………. 7 Visual Literacy…………………………………………………………….. 7 Media Literacy…………………………………………………………….. 8 Cultural Literacy………………………………………………………….. 10 Multimodal Literacy……………………………………………………… 10 Culture Studies Movement………………………………………………... 11 Post-Process Movement…………………………………………………… 12 9/11 Rhetorics……………………………………………………………………… 14 Justification of the Study…………………………………………………………... 18 What Is Post-9/11 Theory and Why Is It Important?………………………. 18 How Does Post-9/11 Theory Intersect with Rhetorical Education?………. 20 How Does Post-9/11 Theory Intersect with Modern Composition?………. 23 Chapter Overviews………………………………………………………………… 26 CHAPTER II. THE HISTORICAL AND THEORETICAL ROLES OF RHETORICAL EDUCATION IN COMPOSITION PEDAGOGY…………………………..…… 29 Rhetorical and Democratic Education ....................................................................... 29 viii Contemporary Theories of Rhetorical Education .......................................... 31 Contemporary Rhetors and Rhetoricians…………………………………… 33 Rhetoric and Composition Education Curriculum…………………………. 37 Visual and Media Rhetorics and Modern Composition Textbooks………… 40 Contemporary Composition Pedagogy Theory…………………………………….. 43 Critical Pedagogy Theory…………………………………………………… 43 Culture Studies Pedagogy Theory………………………………………… 46 Post-Process Pedagogy Theory……………………………………………. 48 Rhetorical Space and Post-9/11 Theory…………………………………… 50 CHAPTER III. RESONANT HISTORICAL CULTURAL EVENTS AS CIVIC CONTACT ZONES……………………………………………………………………………. 55 Cultural Events and Literacy Developments………………………………...…… 58 Literacy Post-WWII……………………………………………………….. 58 Media Literacy and the Vietnam War........................................................... 59 Critical Cultural Literacy and The OKC Bombing………………………… 60 Literacy and 9/11………………………………………………………….. 62 Resonant Rhetorics………………………………………………………………. 64 WWII Rhetorics…………………………………………………………… 65 Vietnam War Rhetorics……………………………………………………. 70 OKC Bombing Rhetorics…………………………………………………. 74 Post-9/11 Rhetorics……………………………………………………….. 76 Historical Events as Curricular Contact Zones…………………………………… 77 WWII Curriculum: Reading and Writing the Holocaust…………………. 80 ix Vietnam War Curriculum: The Vietnam War as Contact Zone…………. 80 OKC Bombing Curriculum: Education as a Memorial and Museum Mission…………………………………………………………………… 81 Conclusion: Looking Toward a 9/11 Curriculum…………………………………. 82 CHAPTER IV. POST-9/11 RHETORICAL THEORY AND POST-9/11 COMPOSITION PEDAGOGY ................................................................... 83 Post-9/11 Rhetorical Theory..................................................................................... 83 Definitions……………………………………………………………….... 85 Post-9/11 Rhetorical Theory and Literacy Developments........................................ 87 Critical Literacy ........................................................................................... 87 Media Literacy……………………………………………………………. 88 Visual Literacy.…………………………………………………………… 89 Multimodal Literacy.……………………………………………………… 90 Post-9/11 Rhetorical Theory and Resonant Rhetorics…………………………….. 90 Rhetorical Analysis………………………………………………………. 91 Rhetoric of Anger………………………………………………………... 92 Rhetoric of Patriotism……………………………………………………. 94 Rhetoric of Dissent………………………………………………………. 97 Rhetoric of Memorial……………………………………………………. 100 Rhetoric of Myth………………………………………………………… 102 Post-9/11 Rhetorical Theory as a Curricular Contact Zone……………………… 106 9/11 as a Contact Zone…………………………………………………. 107 Teaching Democratically………………………………………………. 107 x Teaching Responsible Citizenry in a Complex World…………………. 109 Teaching Multimodal Literacy………………………………………… 110 From Theory to Practice………………………………………………………… 111 Literacy……………………………………………………………….. 113 Rhetoric……………………………………………………………….. 113 Curriculum……………………………………………………………… 114 Post-9/11 Composition Pedagogy………………………………………………... 115 Literacy………………………………………………………………… 115 Rhetoric………………………………………………………………… 117 Curriculum…………………………………………………………….. 118 Heuristics………………………………………………………………………… 120 Do It Yourself…………………………………………………………... 122 Post-9/11 Heuristics…………………………………………………...... 123 Analysis…………………………………………………………………... 123 Production………………………………………………………………... 123 Citizenship………………………………………………………………… 124 Utilizing Popular Culture: Designing the Course………………………… 125 Conclusion………………………………………………………………………… 127 CHAPTER V. APPLICATIONS, IMPLICATIONS AND CONTENTIONS ...................... 131 Applications……………………………………………………………………… 131 24: Real Time Television………………………………………………… 135 LOST: Multi-Media Television…………………………………………. 136 HEROES: The Graphic Novel meets Television………………………… 137 xi Other Application Considerations………………………………………... 138 Implications……………………………………………………………………… 140 Using the Heuristic………………………………………………………. 140 Subverting the Heuristic…………………………………………………. 144 Teacher Training…………………………………………………………. 145 New Media Assessment………………………………………………….. 147 Contentions……………………………………………………………………… 149 Objections to Cultural Theory, Critical Theory, and Post-Process Theory……………………………………………………………………. 149 Further Study…………………………………………………………………… 151 Feminisms and 9/11…………………………………………………….. 151 Learning Difficulties and 9/11………………………………………….. 152 Citizen Media and 9/11…………………………………………………. 153 Conclusion: Katrina and 9/11…………………………………………..