The New York Sophist

Writing studies seems so much more serious than anything going on in speech communication rhetoric to me these days. I think what’s most attractive is the focus on the idea of pedagogy. This requires the assumption that people can change if we give them opportunity to do so, and that opportunity exists in the carefully crafted use of language.

Some refutatio: No, it doesn’t mean this is the only way to change people. No, not everyone is always willing or able to change. But it does require some civic faith to live in a democratic order – part of that faith is not dismissing the assumption before you’ve had a go.

These things apply to speech comm rhetoric as well, but public speaking has been set aside as something irrelevant to the work of the verbal rhetoricians. The important thing is criticism not creation: The work that is to be valued doesn’t happen with students, it happens in monographs. Teaching is something that isn’t valued as a site of academic work by speech communication rhetoricians.

This isn’t everyone; there are speech comm rhetoricians who care about teaching, but their teaching is ironic in relation to what counts as good research in the field. You see people teaching modality as the heart of rhetoric, teaching peer-reviewed sources as the only form of evidence while writing and publishing about the speech that gets lost in between civic forms of power and testimony that is rejected as evidence by power because of race. If this appears in the public speaking curriculum, it would be a very rare thing indeed!

But in writing studies it seems that modality has been replaced by this idea of improvement through practice and reflection. This is what public speaking should be. I try to make it more like this, but I think I need more instruction from writing studies. There’s a depth there I can’t really seem to get into. So I’m trying to assemble a reading list for myself from the syllabi I can find online from writing studies graduate seminars.

In speech communication, there’s no premium on teaching whatsoever. Maybe it’s changed? I hope so. It’s assumed that if you have a tournament debate background you can teach argumentation. It’s assumed you can teach public speaking if you have been accepted to a graduate program. What training you get, or what supervision you get is really random. I know of a couple of programs where that supervision is from a lawyer – someone without an academic degree.

This is too much separation between graduate studies and teaching to be productive, and I hope maybe in writing studies I can find something to help me unlearn a few things.

Still no sign of my ancient copy of The Federalist Papers but for some reason Amazon gave me a 15 dollar discount on a Kindle version of them, so I’m good to go for my super-awesome procrastination plan of reading them through instead of doing any actual work. I feel like a rhetorical defense of originalism is what’s brewing in my head and although that might sound like a contradiction to some of you and incredibly stupid to the rest of you, I think that any defense of any hermeneutic approach is going to be rhetorical.

Two things on my mind this morning as I virtually attend the C-SPAN Center for Scholarship and Engagement Annual Conference:

I forgot, or perhaps never knew that The Federalist Papers were aimed at, and made for a New York City audience. It was very important to Hamilton’s strategy of ratification of the work of the convention to get the city on board with the new Constitution, as that would flip a lot of other minds in other towns as well as render most of New York’s citizens views outside the city irrelevant.

For an unnamed side project that I’ll probably talk about on here one day, I’m putting together a class tentatively called “Debating New York” where we just go through all the various controversies that New York City has faced over time and have class debates, discuss, research, and write about them. This class takes on my idea that debate is a site of inquiry meant for discovering and learning. So now I can include the debate over the Constitution as a New York city debate, thanks to Alexander Hamilton anyway.

The other thought is this: Could you do an entire debate or argument course on The Federalist Papers? Like, just read through those, some of the Convention debates from Madison or other sources, and have the students construct arguments about and around the issues that are brought up in the papers? I don’t think every essay matters that much anymore, but depending on when you taught the class there would be some play and emphasis. For example, if I was teaching this right now I would put a lot more emphasis on Hamilton’s three essays on the role of the judiciary and try to see what those mean for the Barrett hearings, as well as for her understanding of originalism. What’s an originalist take on the role of the Supreme Court, or the process for getting people nominated and confirmed?

In times where there are congressional debates, perhaps focus more on those essays. Maybe pair the reading of the papers with Joseph Ellis’s great book Quartet which would give some more background on the framing and shaping of these arguments. I wonder if I could pull this off.

Regardless of these future plans, it’s becoming clear to me I’m going to have to go up to my office to see if I can find my 1990s copy of the book, my dissolving Federalist papers collection, on my shelf up there, no doubt coated with a fine powder of 1950s building materials sluffing off the celling, dirt, and dead coronavirus particles. Sounds so exciting. I really just can’t wait. Although I did hear a rumor I’m getting a new office, but I’m sure that means the actual policy is at least 2 years away.