Assignments for Tuesday, March 24

-----Write up your notes from our conference and send them to me sometime this week—with your additional thoughts and revisions. Knowing what all of you have in mind will help me write a sound proposal, and I’d like to get this assignment out at the beginning of spring break.

--No mandatory blogging. I’ll put up a prompt about suffrage, temperance, and women’s rights rhetoric for those of us who feel like sharing insights and posing questions. If you are writing about one of these topics for your semester project, take advantage of the opportunity to find soul-mates.

--Read all of Kohrs Campbell, Man Cannot Speak for Her, Volume I. Go to the following website to see a list of Volume II rhetors and their speeches. http://www.questia.com/library/communication/karlyn-kohrs-campbell.jsp (Questia won’t let you access them but does allow a peek at titles.) Read one or two speeches from Volume II. Some of the more famous speeches are publicly available. Google “rhetor name speech title” to see what you find. For example, here’s text from Anthony’s “Is It a Crime?” We won’t worry now about sound transcripts. http://www.law.umkc.edu/faculty/projects/ftrials/anthony/anthonyaddress.html

Both Volumes I and II are on hard-copy reserve at Zimmerman.

--Read two of the Carolyn Mattingly articles listed below--your choice. These are from Well-Tempered Women: Nineteenth-Century Temperance Rhetoric.

Introduction: Silenced Voices

http://www.unm.edu/~sromano/english540/Mattingly%20Temperance%20Introductory%20Material.pdf

Woman’s Rights in Woman’s Wrongs: Temperance Women at Mid Century

http://www.unm.edu/~sromano/english540/Mattingly%20Rights%20and%20Wrongs%20(1).pdf

Dissension and Division: Racial Tension and the WCTU

http://www.unm.edu/~sromano/english540/Mattingly%20Dissension%20Racial%20Tension%20(4).pdf

Conclusion: Women of the Century

http://www.unm.edu/~sromano/english540/Mattingly%20Temperance%20Conclusion.pdf

Planning Ahead

--Begin to think about which rhetor (writer and/or speaker) you’re going to adopt and present on. You may certainly combine your larger project with this assignment if that works for you. Do consider rhetors beyond the Logan or Kohrs Campbell selections. Look at the Table of Contents of Mattingly’s Introduction for a list of temperance speakers. You might page through Jacqueline Jones Royster Traces in a Stream to see what’s there. And you can choose a male rhetor/writer as well. Check bibliographies of all texts for possibilities.

Your 15-minute, in-class presentations may include responses some of following queries:

--What else, besides what has been featured in class, did your rhetor write/say (if you take on one of our already-read rhetors)?

--What’s his or her educational background?

--How have your rhetor’s words been disseminated to the public. Include popularizations in our times.

--What kinds of speaking or publication venues were available to your rhetor?

--What kinds of audiences did your rhetor write or speak for?

--What secondary scholarship on your rhetor do you find useful? (Provide citations and comment on one or two articles.)

--In what way does your rhetor add to rhetorical or social theory? (We’ll talk about this question after break.)