document resume ed 354 195 author title pub date 92 … · 2014. 5. 5. · document resume. ed 354...

DOCUMENT RESUME

ED 354 195 SO 022 772

AUTHOR Schnell, JimTITLE Using the Purdue University Public Affairs (C-SPAN)

Video Archives in the Classroom To Study PresidentGeorge Bush and the Language of Aggression during thePersian Gulf War.

PUB DATE 92

NOTE 33p.

PUB TYPE Information Analyses (070) Reports Descriptive(141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Communication (Thought Transfer); *Communication

Research; Higher Education; *Presidents of the UnitedStates; Social Science Research; United StatesHistory; Videotape Recordings; *War

IDENTIFIERS *Bush (George); C SPAN; *Gulf War; Purdue UniversityIN

ABSTRACTThis paper describes the methodology employed to

study videotapes of presentations made by President George Bushduring the crisis in the Persian Gulf. Analysis of President Bush'slanguage in relation to the events of the Gulf War was uniertaken.Videotapes were used because they allowed for analysis of nonverbalcommunication as well c,s verbal statements. A chart was developedthat allowed the reviewer to study the President's communication interms of logo (use of reasoning), ethos (character of speaker), andpathos (stimulation of emotions). The President's communication onthe 11 videotaped presentations was analyzed using the charttechnique. Eleven filled in charts are included along with a 13-itembibliography. (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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nr

USING THE PURDUE UNIVERSITY PUBLIC AFFAIRS (C-SPAN) VIDEOARCHIVES IN THE CLASSROOM TO STUDY PRESIDENT GEORGE BUSH ANDTHE LANGUAGE OF AGGRESSION DURING THE PERSIAN GULF WAR

Jim Schnell, Ph.D.Associate ProfessorDepartment of Fine and Communication ArtsOhio Dominican College

Mailing address: 136 Shepard StreetGahanna, Ohio 43230

614-251-4581

U.S DEPARTMENT Of EDUCATIONOtke of Educational Research and Improvement

ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived Irons the person or CMgliniZabOnWvniliWn4

0 Honor changes have been made to improvereproduction cwaidy

Points 01 vre or opm.on3Slieed In INS ()Mu-rnent do not necessarily represent otficralOERI posruon or policy

This paper describes methodology for studying PresidentGeorge Bush and the language of aggression during the PersianGulf War. Such methodology is beneficial in the classroomand with individual research efforts. The Purdue UniversityPublic Affairs (C-SPAN) Video Archives is the primary sourceused in this study because analysis focuses not only onliteral statements but on nonverbal communication channels aswell.

PERMISSION TO REPRODUCE THISMA:LE.BIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC>

2

REST COPY AVAILABLE

USING THE PURDUE UNIVERSITY PUBLIC AFFAIRS (C-SPAN) VIDEOARCHIVES IN THE CLASSROOM TO STUDY PRESIDENT GEORGE BUSH ANDTHE LANGUAGE OF AGGRESSION DURING THE PERSIAN GULF WAR

This paper describes methodology for studying President

George Bush and the language of aggression during the Persian

Gulf War. Such methodology is beneficial in the classroom and

with individual research efforts. The Purdue University

Public Affairs (C-SPAN) Video Archives is the primary source

used in this study because analysis focuses not only on

literal statements but on nonverbal communication channels

as well. Th'.! author sees the teaching and research functions

of C-SPAN usage as mutually enriching.

Use of the Purdue University Public Affairs Video

Archives is essential in a thorough inquiry such as this.

Written transcripts of speeches and presentations by

President Bush provide literal meanings but provide no

insights regarding nonverbal communication cues. Usage of

transcripts (as a singular source) has serious limitations.

Nonverbal communication scholars have clearly substantiated

over 50% of our meanings are communicated through nonverbal

channels. Thus, transcripts provide roughly half of a

speakers overall meaning. Videotapes of the actual speeches

provide verbal statements, nonverbal messages, and

situational context.

The aforementioned research uses Persian Gulf War

presentations delivered by President Bush between August 2,

1990 (the day Iraq invaded Kuwait) and January 16, 1991

(when the air war against Iraq began). Such presentations

were ordered, on 1/2 inch VHS tapes, from the Purdue

University Public Affairs Video Archives after obtaining the

Archives index of C-SPAN tapes dealing with the Persian Gulf

War. All of Bush's presentations, available from the C-SPAN

tape index for the aforementioned period, were used for this

study. Formats of delivery include news conferences,

speeches, news briefings, White House events, and joint

meetings. Using all cf the Bush presentation tapes available

from the C-SPAN index provides an appropriate way to

limit/define the tape sample studied.

Study of said presentations allows analysis of President

Bush's language of aggression in relation to events and

intentions in the Persian Gulf War. Analysis of literal

verbal statements provides insights regarding labeling (usage

of action verbs) and the use of symbols. Analysis of

nonverbal communication provides insights regarding the role

of vocalics & paralanguage cues (pitch, rate, tone, &

volume), occulesics (eye behavior), and kinesics (gesturing).

Analysis of the verbal statements and nonverbal messages is

enhanced through appreciation of situational contexts the

statements and messages are communicated within.

Study of the aforementioned areas (verbal statements,

nonverbal communication and situational contexts) can be done

using the chart provided as Attachment #1 to this paper.

This chart uses the Aristotelian perspectives of logos,

ethos, and pathos as a framework for interpreting Bush's

reasoning, character, and emotional appeal. His reasoning,

character, and emotional appeal are conveyed through his

verbal statements, nonverbal communication, and situational

contexts.

Eleven tapes are studied in the project using the chart.

The chart is appropriate for usage by individual researchers

or with students in classroom settings. The author will

discuss chart usage in the classroom since his use of C-SPAN

tapes has been for both individual research and as a

pedagogical tool.

Review of each tape begins by noting the tape date,

title, length, topic, type of presentation, and location of

presentation. This information helps define the situational

context of the presentation. It is easily obtained from the

tape description provided on each cassette (except for the

topic, which is best ascertained after viewing the tape).

Ideally, each tape should be viewed three times. This

allows specific focus on logos (use of reasoning), ethos

(character of speaker), and pathos (stimulation of emotions).

The first viewing is for analysis of logos (use of

reasoning). The chart instructs the reviewer to provide a

brief summary of main points and describe how these main

points are substantiated. The reviewer also responds to a

statement ("The speaker effectively clarifies main points of

the position taken and provides appropriate substantiation

for these main points") strongly agree, agree, neutral,

disagree, or strongly disagree.

The second viewing is for analysis of ethos (character

of the speaker). The chart instructs the reviewer to provide

a brief summary of main factors that comprise the speaker's

character (i.e. trustworthiness, expertness, goodwill, &

charisma) and how this character is conveyed. The reviewer

also responds to a statement ("The speaker effectively

conveys positive character") strongly agree, agree, neutral,

disagree, or strongly disagree.

The third viewing is for analysis of pathos (stimulation

of emotions). The chart instructs the viewer to provide a

brief summary of the speaker's stimulation of audience

emotions (i.e. anger, friendship, fear, shame, &/or pity) and

how this stimulation is achieved. The reviewer also responds

to a statement ("The speaker effectively stimulates audience

emotions") strongly agree, agree, neutral, disagree, or

strongly disagree.

Analysis of the presentations, using this chart,

provides a means by which reviewers can formulate concise

interpretations. Without such a framework for

interpretation, reviewers can too easily generalize their

observations. Use of the Likert Scale (strongly agree,

agree, neutral, disagree, strongly disagree) in relation to

the statements posed for logos, ethos, and pathos provides a

foundation for classroom discussion of the presentations

(i.e. presentations can be numerically scored regarding

speaker effectiveness in these three areas).

An area for additional comments is provided at the

bottom of the chart. Occasionally the reviewer may have an

observation that does not directly relate to logos, ethos, or

pathos that he/she feels is relevant to the process of

presentation evaluation.

The eleven presentations analyzed in this study are

listed in the bibliography. Each tape has been analyzed by

the author using the aforementioned chart. Attachments 2-12

of this paper provide the eleven charts (one for each

presentation). Review of these attachments will evidence

findings based on verbal statements, nonverbal communication,

and situational contexts. Stated findings illustrate the

benefit of using videotapes of presentations rather than

written transcripts, in that nonverbal communication and

situational contexts cannot be evaluated using written

transcripts.

An example of such a finding is described in Attachment

#4. Review of the tapes indicate Bush consistently

pronounces Saddam Hussain in a manner different than

journalists, spokespersons, and those interviewed. This

unique pronunciation is of the name Saddam. Bush's unique

pronunciation of Saddam rhymes with "Adam". The more common

pronunciation of Saddam can be described as "Saw-dawm" (with

emphasis on the first syllable).

The author (who is a Major in the U.S. Air Force

Intelligence Service/Reserves) asked a military linguist

about this pronunciation difference. The linguist explained

Bush's pronunciation of Saddam is incorrect and translates to

"orphaned shoe-shine boy". The more common translation of

Saddam is correct and translates to "highly revered one".

This finding exemplifies a_unique form of (what the military.

refers to as a) "psychological operation".

Use of these videotapes is suitable for classroom

settings and individual research. Findings (and videotape

excerpt examples) are appropriate for classroom usage, as

described in this paper, and delivery at professional

conferences. Student understanding can be benefited in a

variety of courses in the communication arts curriculum,

including mass media, persuasion, cross-cultural

communication, rhetorical communication theory, interpersonal

communication, and public speaking. Regarding individual

research efforts, findings (and methodological

considerations) would be relevant for presentation in many of

the areas of the Speech Communication Association's annual

national meeting (i.e. Media Forum) and suitable for

publication in professional journals.

BIBLIOGRAPHY

"Bush and Thatcher on Invasion of Kuwait," C-SPAN PublicAffairs Video Archives. August 2, 1990 (ID 13394).

Devito, Joseph. The Interpersonal Communication Book,San Francisco: Harper & Row, 1992.

"Events in the Persian Gulf," C-SPAN Public Affairs VideoArchives. August 27, 1990 kID 13703).

"Events in the Persian Gulf," C-SPAN Public Affairs VideoArchives. August 28, 1990 (ID 13717).

"Geneva Meeting on Persian Gulf Crisis," C-SPAN PublicAffairs Video Archives. January 9, 1991 (ID 15641).

Golden, James; Berquist, Goodwin; and William Coleman.The Rhetoric of Western Thought. Dubuque, Iowa:Kendall/Hunt, 1991.

"Persian Gulf War: Fitzwater Announcement," C-SPAN PublicAffairs Video Archives. January 16, 1991 (ID 15762).

"Presidential Address on Persian Gulf," C-SPAN Public AffairsVideo Archives. September 11, 1990 (ID 13945).

"Presidential Address: Persian Gulf Air War Begins," C-SPANPublic Affairs Video Archives. January 16, 1991 (ID 15723).

"Reaction to Iraqi Invasion of Kuwait," C-SPAN Public AffairsVideo Archives. August 2, 1990 (ID 13395).

"Situation in Persian Gulf," C-SPAN Public Affairs VideoArchives. August 8, 1990 (ID 13458).

"Troop Deployment," C-SPAN Public Affairs Video Archives.August 8, 1990 (ID 13455).

"U.S. Persian Gulf Resolutions," C-SPAN Public Affairs VideoArchives. January 12, 1991 (ID 15678).

Tape Date-

Title-

Length-

LOGOS (use of reasoning)

-Provide a brief summary of main

points and describe how these main

points are substantiated.

ETHOS (character of speaker)


factors that comprise speaker's

character (i.e. trustworthiness,

expertness, goodwill, & charisma)

and how this character is conveyed.

PATHOS (stimulation of emotions)

-Provide a brief summary of speaker's

stimulation of audience emotions (i.e.

anger, friendship, fear, shame, &/or

pity) and how this stimulation is

achieved.

ADDITIONAL COMMENTS:

Topic-

Type of Presentation-

Location-

SD- strongly disagree

D- disagree

N- neutral

A- agree

SA- strongly agree

The speaker effectively clarifies main points of the position taken and

provides appropriate substantiation for these main points.

SD

ASA

12

34

5

The speaker effectively conveys positive character (i.e. trustworthiness,

expertness, goodwill, and charisma).

SD

DN

ASA

12

34

5

The speaker effectively stimulates audience emotions (i.e. anger,

friendship, fear, shame, and pity).

SD

DN

ASA

12

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document resume ed 354 195 author title pub date 92 … · 2014. 5. 5. · document resume. ed 354...

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