K. Mason Cramer
Listening to the Music of Political Rhetoric[1]
In class, we have been discussing the ways that writers—including ourselves—use parallel structures to enhance the meaning, rhythm, and mood of a piece. Today, we’ll examine how these structures reveal themselves in both written and oral communication.
Here is an excerpt from a national convention keynote address from 2004, with some parallel structures (both literal and grammatical) highlighted in various colors.
That is the true genius of America, a faith—a faith in simple dreams, an insistence on small miracles; that we can tuck in our children at night and know that they are fed and clothed and safe from harm; that we can say what we think, write what we think, without hearing a sudden knock on the door; that we can have an idea and start our own business without paying a bribe; that we can participate in the political process without fear of retribution, and that our votes will be counted—at least most of the time.
1. As you read (or listen to) this excerpt, what effect does the parallel structure have on you, the reader (or listener)?
Read and view this speech in its entirety (or excerpts at 4:50 and 10:50) here on the American Rhetoric website and on Youtube. As you listen to, watch, and read this speech, jot down responses to the following prompts. For each of your responses, try to point to specific examples in the text to support your stance.
2. What effect does the speaker’s use of literal and grammatical repetition seem to have on the audience?
3. In what ways does the speaker emphasize or call attention to his use of repetition (through gestures, tone of voice, pacing, etc.)?
4. What else do you notice about the speaker’s use of repetition in these excerpts?
Let’s experiment with parallel structure while imitating this speech. You can choose any topic to write about. Do a little brainstorming here in this box before you start. Have fun!
That is the true genius of ______, a(n) ______; a(n) ______in ______, an(n) ______; that we can ______and know that ______; that we can ______, ______, without ______; that we can ______without ______; that we can ______without ______, and that ______-- at least most of the time.
[1] Adapted from Harry Noden’s Image Grammar (1999), pp. 59-60