Monday, February 18, 2008

Doing Rhetorical Criticism (Amanda D)

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2 comments:

Lilly Bridwell-Bowles said...

From Amanda D:
The "Doing" of Rhetorical Criticism

In order to do rhetorical criticism there is a specific process that Foss highlights as the foundation of any rhetorical criticism. There are four steps involved in "doing” rhetorical criticism:
1. Formulating a research question and selecting an artifact
2. Selecting a unit of analysis
3. Analyzing the artifact
4. Writing the critical essay
These four steps are seen as paramount in writing rhetorical criticism. In Chapter 2 Foss goes into detail of how to effectively establish all four of these points in one’s rhetorical criticism. What is essential is to have an interest in the artifact of criticism. Foss explains how the artifact may be discursive, as in a speech or essay, or it can be non-discursive, like in the case of symbols, a painting, or a performance. Regardless of the type of artifact, the topic of discussion must be something that brings into question how that artifact works as a persuasive tool in the rhetor’s argument. Foss also explains that the artifact may not always be the initial spark of rhetorical criticism. In many cases it is a question that beings the process, and from that question an artifact is discovered and thereby discussed as a representation of the rhetor’s initial question. An example that Foss gives is the question of any changes in the civil rights rhetoric (13). In this case the rhetor could look at speeches, essays, and books written civil rights leaders and activists. In this scenario the actual artifact would be a particular civil rights leader to discuss, Foss uses the example of Jesse Jackson(13). This would be an example of how to streamline a general question into an artifact of discussion.
From here Foss takes us into developing a unit or units of measurement. Foss explains that depending on the artifact the unit of measurement can vary. Due to that fact it is essential for the rhetor to actively describe the unit of measurement in relation to the artifact. This same principle would go for any terms or specific ideologies used in analyzing the artifact. The unit of measurement should function in relation to the artifact, by that meaning it will be used in describing the artifact and its significance to the audience. Due to this the unit of measurement should by complementary and specific, and in cases where the connection may seem questionable further detailed description will be needed so that the analysis is able to flow naturally, and the argument make sense in general.
At this point in the process the research comes into play. Foss explains that the essay itself should be broken down into parts: introduction, description of the artifact, description of the Unit of Analysis, Report of the findings of the analysis and Contribution to Answering the research question. Though the essay should not be broken into these specific sections, these elements must be present in order for the rhetorical criticism to function accordingly. Foss goes on to remind the rhetor that a rhetorical critic is not to be looked at as a scientist with experimental findings, but as writer foremost. He states,
Artifacts are dealt with more as the artist deals with experience than as the scientist does. A rhetorical critic, then needs to bring a variety of creative abilities to bear throughout the process of rhetorical criticism- writing in a way the critic doe and conveying the critic’s passion for and interest in the artifact; persuading the reader to view the artifact’s contribution to rhetorical theory as the critic does; and offering a compelling invitation to readers to experience the world in a new way or to transform their lives as a result of contact with the artifact and the critical essay (19-20)”.

In the end the basis of rhetorical criticism attempts to persuade an argument of a particular artifact in an effort to evaluate some aspect of culture. And as Foss notes the process of rhetorical criticism is difficult and demanding, it can also be exciting in helping your audience view the outside world for another scope or viewpoint.

February 18, 2008 2:44 PM
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February 18, 2008 at 4:18 PM
Lilly Bridwell-Bowles said...

Amanda--Clear explication of the steps, good examples. I liked the description of rhetorical criticism, as we've discussed it in this class, as "always deconstructing." Jesse Jackson's body of work as a minister and as a civil rights leader could provide thousands of artifacts! Hope you follow up on the visual perception of race after we explored some articles today. I know you will find an interesting object of inquiry here--or elsewhere.

February 19, 2008 at 2:03 PM

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