RWS Essay - Evoking Commitment

7/28/2019 RWS Essay - Evoking Commitment

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ArielaEngber

PaulMinifee

RWS500

14May2012

EvokingCommitment

Whilelogicmayintuitivelybethemostvitalcomponentofanargument,humans-by

nature-arelargelyinfluencedbytheiremotions,whicharemanytimesillogical.Knowingthis,

rhetorstailortheirargumentstoevokeemotionsfromthoseresistanttotheirideas,asthose

whowillnothearmustbemadetofeel(Persuasion).AbolitionistsLydiaChild,Angelina

GrimkeandJermainLoguenallstrategicallyemploythistactic,questioningtheiraudiences

valuessothattheyaremadetofeel.LydiaChildchampionsfortheabolitionofslaveryinher

bookAnAppealinFavorofThatClassofAmericansCalledAfricans,blatantlyaccusing

Northernersoffosteringprejudicesothattheymustjoinhertoprovethattheyarenotselfish

andcorruptive,butrathertheyare-likeher-intelligentandmoral.AngelinaGrimkeconstructs

herargumentsimilarlyinherletterstoHarrietBeecher,attemptingtoswaytheopinionsofher

secondaryaudiencetheChristianwomenoftheNorth-bycontrastingabolitionistsrighteous

commitmentwithBeechersignorantinsincerity.InhisspeechIWontObeytheFugitiveSlave

Law,Loguenattemptstogeneratecommitmentfromhissecondaryaudience,questioningthe

liberty,masculinity,andcharacterofthewhitemenofSyracusebydemonstratingthestrength

ofhisownconvictionsanddevotiontofaith.Evokinganemotionalresponsefromtheir

audiences,eachrhetorseekstoprovoketheiraudienceintocommitmentbypresentingan

ultimatum:joinproudlyandembracewhatismoral,orfacebeingnegativelyassociatedwith

theopposition.


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Inchoosingbetweenrightandwrong,positiveandnegative,goodandevil,two

opposingconceptsarepresentedbutthereisonlyoneviablechoice.JacquelineBaconexplains

thatthisstrategyofpolarizingtwoideasorargumentsisoftenusedtopersuademarginalized

groups,asusedbyrhetorstodivideindividualsintothecommittedanduncommitted,(Bacon,

57).Inorderfordivisiontooccur,rhetorsmustevokeastrongnegativeemotionalresponseon

tokenissues,usingharshlanguageandnegativeassociationtomaketheiraudiencecommitto

aside.LydiaChild,AngelinaGrimkeandJermainLoguenpresenttheiraudienceswith

ultimatums,emotionallyinvolvingthembyquestioningtheirvalues,beliefsandcontentoftheir

character.

LydiaChild,femalerhetorandabolitionist,makesitclearthatthereisnomoral

ambiguitywhenitcomestotheinstitutionofslavery,asitclearlyposesathreattotheentire

Americanpublic.AccordingtoPatriciaHeaman,inChildsbook-AnAppealinFavorofThat

ClassofAmericansCalledAfricans-Childprovidesherreaderswithfactualevidenceofthe

corruptingeffectsofslaveryonthepoliticalandmoralprinciplesonwhichtheUnitedStates

wasfounded,(175).Byconstructingherargumentinthisway,Childisabletoevokea

defensiveresponse,questioningheraudiencesmoralityandintelligencetoevokecommitment

totheabolitionofprejudiceandslavery.Childusespolarization,portrayingthosewhochoose

nottotakeactionasprejudice,corruptiveandunintelligentasopposedtothosewhochooseto

joinherinstandingforwhatisright,forcingherNorthernaudiencetocommittoher,or

knowinglyembracetheirownprejudice.

ChildquestionsherNorthernaudiencescommitmenttotheabolitionofslavery,bluntly

expressingthatifthefreestateswishedtocherishthesystemofslaveryforever,theycould

nottakeamoredirectcoursethantheydonow,(195).Byusingthewordif,Childpolarizes


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herargument,givingherreaderstheoptiontoeithercontinuetocherishthesystemof

slavery,orprovethattheyarecommittedtoitsabolitionliketheysaytheyare.Sheusesthe

wordcherishbecauseitimpliestotalsupportanddevotion,disallowingherNorthern

audiencetobepassivebystandersinmakingtheirdecision.

Childpolarizesherargumentevenfurther,describingthethreattosocietyposedby

peoplewhoareprejudice:theinfluencetheyunconsciouslyexertoverchildrenearlyinfuses

intotheirinnocentmindsthesamestrongfeelingsofcontempt,(196).Makinganemotional

appeal,Childgivesheraudiencethechoicetocorruptthemindsofinnocentchildrenwiththeir

prejudicebyfillingthemwithcontempt,orjoinwithherineliminatingprejudice.BruceMills

revealsthatthisemotionalappealwastypicalofChildswriting,assheoftenportrayedslavery

asathreattowomenandchildrenandthusthedomesticwelfareofthenation,(262).

Childattemptstorallysupportfromheraudiencebyquestioningtheircommitment,

invitingthemtoprovetheirintelligenceandmoralitybyjoiningher.Afterprovidingasolution

thatwouldlessentheextentofslaveryintheNorthequalemploymentopportunities-Child

claims:Allofthiscanbedone.Itmerelyrequiredanearnestwishtoovercomea

prejudice,(207). Instatingthatslaverycanbeabolisheditjustrequiresanearnestwish,

ChildimpliesthattheNorthhasnotyetdemonstratedtheircommitmenttotheabolitionof

slavery.Shethengivesthemareasontocommit,expressingthat:prejudiceofallkindshave

theirstrongestholdsinthemindsofthevulgarandtheignorant,(207).Childnegatively

associatestheimplicationsofnotjoiningwithher,usingharshlanguagetodescribethosewho

areprejudiceasvulgarandignorant.Thisimplicitlyconveysthatthosewhoareintelligent

areopposedtoprejudice.Throughtheuseofnegativeassociationandpolarization,Child


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polarizesherargumenttopresentherNorthernaudiencewithonlyoneviablechoice;joinher

andabolishtheevilsofprejudice.

InherletterstoHarrietBeecher,aNorthernwomanandself-proclaimedabolitionist,

AngelinaGrimkerespondstoBeechersassessmentofwomensroleasabolitionists.Sheseeks

tosevertotiebetweenBeecherandabolition,polarizingtherealabolitionistsagainstBeecher

inhopesthatthewomenoftheNorth-Beechersfollowers-willreevaluatetheircommitment

anddefendtheirclaimeddevotiontoabolition.Theyaregivenachoice:remainassociatedwith

Beecherasselfishandfraudulentabolitionists,orjoinwithherandprovetheiraltruistic

morality.

GrimkepolarizesherselfagainstBeecherinherfirstletterbydefiningthebeliefsheld

byrealabolitionists,provingadivisionintheirfundamentalprinciples.Sheexplainsthatshe

willproveadistinctionbetweenthegroupsbycomparetheprinciplesofthewomenofthe

NorthtoseehowfartheycorrespondwiththeprinciplesheldbyAbolitionists,(4).By

explainingherintention,shecondescendinglyimpliesthatthedistinctionbetweenthegroupsis

blatantlyobvious,andthatanyonewhodoesnotseethisdifferenceisignorant.Shethen

definestheprinciplesofabolitionists,simplifyingthemtofurtherdemonstrateBeechers

ignorance.ShethenpresentsBeechersargument,comparingthemonlytoconclude:thouhast

onlyconfirmedmyopinionofthedifferencewhichIhadbelievedtoexistbetweenAbolitionists

andtheiropponents,(6).ByacknowledgingBeechersargumentasconfirmationofher

opinionofthedifferencebetweentheNorthernwomenandabolitionists,Grimkeprovesthat

Beecherisnotanabolitionist,andfurther,thatshedoesnotevenunderstandthefundamental

principlesittakestobeanabolitionist.BydifferentiatingBeechersbeliefsfromabolitionists,


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GrimkeforcesthewomenoftheNorthtoassesstheirownvaluestoevaluatewheretheir

commitmentlies.

GrimkesexposesBeecherstrueintentions,accusingherofclaimingtobean

abolitionistoutofself-interest.GrimkedescribesthosewhoagreewithBeecherasanxiousto

avoidtheappearanceofevil-verydesirousofretainingthefaircharacterofenemiesto

slavery,(6).BydescribingBeecherasattemptingtoavoidtheappearanceofevil,Grimke

exposesBeechersinsincierityandselfishness,hintingthatthisabolitionistfaadeismasking

herunderlyingevil.Further,bydescribingthefaircharacterofenemiestoslavery,Grimke

polarizesthealtruisticintentionsofabolitionistsagainstthosewhoholdinsinceirebeliefs.

KatherineHenryexplainsthat:inherwritingsGrimkesuggeststhattheelementsof

domesticityarethemselvesmerelyshow,designedtoconcealtheterrorsofslavery,(36).

Throughpolarization,GrimkegivesthewomenoftheNorththechoicetojoinwiththosewho

naresinceirlycommitted,orwithBeecherwhoisonlycommittedoutofself-interest.

GrimkefurtherdividesBeechersfromabolitionistsbyappealingtotheChristianvalues

ofthewomenoftheNorth,claiming:AswellmightSaulhavedeclared,thatheheldsimilarvies

withStephen,(6).GrimkesbiblicalreferencetothestoningofStephenassimilatesthereal

abolitionistswithStephen-whosacrificedhimselfforhisbeliefsandBeecherwithSaul-who

tookpartinStephensdeath,portrayingabolitionistsasselflessmartyerswhileconversely

paintingBeecherasavillain.ThisstrategyallowsBeechertodemonstrateaclearcontrast

betweentheabolitionistssincerityandBeechershypocrisy,theabolitionistsself-exposure

andBeechersself-concealment,(Henry,338).AsSauleventuallyfindshiswayandconvertsto

Christianity,GrimkepresentsthewomenoftheNorthwiththeopportunityforredemption,

encouragingthemtojoinherandprovetheirsincerecommitmenttotheabolitionofslavery.


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Thoughhewasbornintoslavery,JermainLoguenescapedtobecomeanotablebishop

andabolitionist,usingthepowerofspeechtounitepeopleagainstthesystemofslavery.Paul

MinifeeexplainsthatLoguenmadeithismissiontomobilizeagitatorsinordertoreinforce

groupunity,reinvigoratemorale,andreifythegroupsgoalofthecompletemanumissionof

slaves,(59).ThisattempttounifypeopleagainstslaverycanbeseenclearlywhenLoguens

speaksoutagainstalawdecreeingtheevictionofblackpeoplefromthecityofSyracuse.

Thoughhewasdirectlyaddressingthemayor,hiswordswereintendedforabroaderaudience:

thewhitemenofSyracuse.Loguenusespolarizationsothathisaudiencemustjoinwithhim,or

choosetoacceptbeingstrippedoftheirmanhood.

LoguenquestionsthevaluesofthemenofSyracuse,attemptingtoevokedefensiveness

andguilttogaintheircommitment.Heposesarhetoricalquestion:DidIthinksomeanlyof

you-didIsupposethepeopleofSyracuse,strongastheyareinnumbersandloveofliberty-or

didIbelievetheirloveoflibertywassoselfish,unmanlyandunchristianastoseemetorn

frommyhomeandfamily,andhurledbacktobondage,(224).Thoughhisspeechisdirectedat

youthemayor-LoguendirectlyinvolveshissecondaryaudiencethemenofSyracuseby

discussinganidealtheyproudlyidentifywith;theirloveofliberty.Heanswershisown

questionwhenheclaims:didIthinksomeanlyofyou,Icouldnevercometolivewith

you,(225).BytestifyingtoSyracusesloveofliberty,heexpresseshisconfidencethatthemen

ofSyracusearenotselfish,unmanlyandunchristianandtherefore,willnotallowhimtobe

hurledbacktobondage.Inthisway,Loguenforcesthemtojoinwithhimtoavoidbeing

responsibleforhisevictionandtoprovetheirmanhood,theirfaith,andtheirloveofliberty.

Loguenfurtherpolarizesthechoicebetweenactionandinaction,usingharshlanguage

toquestionthemasculinityoftheaudience.Heboldlydeclaresthatthelawwillcausewhite


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mentoliveindishonorablesubmission,demasculatinganyonewhochoosesnottotakea

moralstancebyallowingthislawtopass(225).JacquelineBacondescribesthistactic,

explaininghowAfricanAmericanabolitionistsuseofharshlanguagewasusedtojudge

audiencemembersortooveremphasizetheirostensiblydegradedbehavior,(57).Loguen

continues,givingthemenofSyracusetheopportunitytoprovetheirmanhoodwhenhecalls

themtoaction:theymustgivetheirphysicalaswellasintellectualpowerstothedefenseof

humanrights.

Throughuseofself-example,Loguendemonstrateshisownconvictionsand

commitmentstosetanexampleforthemenofSyracuse.Hespeakstohisownmoralityand

convictions,proclaiming:IreceivemyfreedomfromHeaven,andwithitcamethecommandto

defendmytitletoit,(225).LoguensetsanexampleforthemenofSyracuse,embodying

moralityandmasculinitybydefendinghisbeliefsandansweringtogodalone.PaulMinifee

explainsthistacticofself-proclaimedrighteousness:Loguenandhistruefriendsemployed

theirbodiesasrhetoricalsymbolstoargue,extra-verbally,thatthehumanityofblackswas

worthdyingfor,(62).Bydemonstratingthestrengthofhisconvictions,Loguenpolarizesthe

optiontojoinhimindefendingtherightsofthedisenfranchisedagainstthedemasculating

choicetopassivelyallowthelawtopass.

Togeneratecommitmenttotheabolitionofslavery,rhetorsLydiaChild,Angelina

GrimkeandJermainLogueneachpresenttheiraudiencewithanultimatum,polarizingtheir

argumentstoguidepeopleinmakingtherightdecision.Theyquestionthevaluesoftheir

audiencetoevoketheiremotions,invitingpeopletoprovethecontentoftheircharacterby

committingtotheircause.


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WorksCited

Bacon,Jacqueline.TheHumblestMayStandForth:Rhetoric,Empowerment,andAbolition.

Columbia:UniversityofSouthCarolinaPress,2002.57-58.GoogleScholar.Web.21

April2012.

Calloway,CarolynR.GroupCohesivenessintheBlackPantherParty.JournalofBlackStudies,

8.1(1977):55-74.JSTOR.Web.22April2012.

Henry,Katherine.RhetoricofExposure.AmericanQuarterly,49.2(1997):328-55.JSOR.Web.

22April2012.

Heaman,PatriciaB.AnAppealinFavorofThatClassofAmericansCalledAfricansbyLydia

MariaChild;Review.TheSocietyofMulti-EthnicLiteratureoftheUnitedStates,

24.3(1999):175-79.JSTOR.Web.22April2012.

Mills,Bruce.LydiaMariaChildtheEndingstoHarrietJacobs'sIncidentsintheLifeofaSlave

Girl.AmericanLiterature,64.2(1992):255-72.JSTOR.Web.22April2012.

Minifee,PaulA.RootsofBlackRhetoric:AfricanMethodistEpiscopalZions

PioneeringPreacher-Politicians.DissUofTexas,2008.Web.21April2012.

Persuasion.Quoteland.com,n.p.,n.d.Web.21April2012.

RWS Essay - Evoking Commitment

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