Not Just How, But Where

First off, I'd like to say that I couldn't stand Electra.  Not the play, the character, and not because of her drama, but because of her attachment to grief and revenge.  I have been severely wronged in my life, but to hold on to that pain and anguish and grief would be to hold on to the past.  And, as seen in the play, once she fulfilled her plan of taking revenge, she had nothing to live for.  I, personally, have chosen to live a life focused on forgiveness, optimism, and making the changed I can make in my life to improve it.  I feel like Electra could take that advice.

Her delivery of her grief was on par, as she was as dramatic as she could have been in her wild and "loud" hand gestures, defensive and indignant body language, and exasperated and offended tone.  The other characters also utilized such mechanisms of speech and performance to present their opinions, emotions, or stories.  As Chandler mentioned, the use of the drums during ominous or suspenseful portions of the script helped set a beat and rhythm for the delivery of lines.  It was a fascinating way to incorporate music to the point of adding effect, but not too much to drown out the spectacular stage skills of these actors and the tragedy being presented.

In addition to how these actors and actresses spoke, wailed, moved, and behaved, I wonder if the visual setting of where the events took place can be included in the canon of delivery.  I found interesting symbolism from the pillars and construction set-ups where the dialogue took place: metal bars as a scaffold to assemble upon, yet pieces of pillars broken and spray-painted strewn across the ground.  The setting of the scenes was in a constant push and pull of building and tearing down, a parallel to the family ties being strengthened or weakened within this family as arguments rage, siblings are reunited, and lethal revenge is taken.  It seems that the director knew the setting would have a rhetorical effect on the delivery of this play and sought to take full advantage of it.

The Art of Delivery

Though I admittedly do not attend plays as often as I should, I was not blind to the extraordinary talent that was demonstrated by the Westminster Theatre Department last night.  The lengths of some monologues, especially Electra’s, were impressive to say the least.

What stood out to me the most was the delivery of the script. During scenes like the false report of Orestes' death, and Electra’s grieving for her father and brother, the actors skillfully placed emphasis on special words by changing the pitch and volume. Sometimes there was a pause before a word and other times a word was especially stretched out.  In a rough sense of the word, it almost felt like the actors were singing. Often I would close my eyes—not to sleep, I swear—and would listen to the flux and tone of every sentence. It was beautiful. I cannot recall monologues verbatim but I often sensed a rolling pattern of melody, melody, melody, EMPHASIS, and so on.

In delivering a speech, an emphasis in the right place can completely change the view of a story.  As a Communications major myself, I have often been taught in my classes of the “art” of delivery when a news reporter or anchor speaks. Next time you listen to the news, play close attention to which words are stressed. A story can take any turn based on the words stressed.

Often in written word, we become locked into how words look on a page. However one of the beauties that we receive from the spoken word is the flexibility possible in delivery. More than actions and facial expressions, vocal emphasis helped me (the audience) listen and make sense of the narrative.  In Electra, the “music” of tone and the literal live music helped evoke the heights and depths of emotion within the Greek Tragedy.

The Tragedy of the Tragedy

            I hate Greek drama.  It is dark, pessimistic, and focuses on the worst pieces of humankind without offering hope that they can be resolved.  That being said, attending the performance of Electra helped me grasp and appreciate more fully Sophocles' great skill as a writer.  Like Kapri Beus, I realized that Electra represented pathos and Clytemnestra, logos.  They always disagreed because arguments that they employed and responded to were fundamentally different from each other.  Orestes represented ethos.  Everything he did, he did simply because of who he was, the son of Agamemnon.  Because of the appeals they represented, I disagreed with the delivery of both Electra and Clytemnestra.  Electra was ironically portrayed as the more down-to-earth sister while Clytemnestra was a bit more whimsical.  When reading the play, I pictured them  more on an equal footing, which sent a completely different message.

            I also found it interesting that each of the children of Agamemnon mirrored the branches of oratory:  Electra was immersed in the past and made judicial claims about her mother's injustice, Clytemnestra was focused on the needs of the present and her epideictic blame of Electra for deliberately running afoul of Aegisthus and Chrysothemes, and Orestes deliberated about the advantageousness of his plans to fake his own death.

            While the tragedy of a brother and sister who murder their mother and stepfather and, through their act of vengeance, become them, was too dark for my taste, I can't think of a better representation of what we have learned so far in this class.  Sophocles truly had remarkable talent.  However, referring specifically to the arts, President Packer once employed the following quote, "There are many who struggle and climb and finally reach the top of the ladder, only to find that it is leaning against the wrong wall."  In that spirit, I wish that Sophocles had used his impressive talent to bring people closer to life, truth, and happiness instead of portraying the darkness and depravity of some people's lives.  May we learn from his mistake that his tragedy may not become ours.

"Leptis Theater," no changes made, by David Stanley, "https://creativecommons.org/licenses/by/2.0/legalcode"

No Friend Would Know Him

I had the opportunity to listen to the BBC radio broadcast version of Electra, and I have to admit, it was a very entertaining piece. The voice talents did a great job of portraying the characters as well as the emotions of every bit of dialog. I think I may have enjoyed the radio version more than I would have enjoyed the performance because what I heard about the live performance sounded very different.

Don't Sell Yourself Short in Corporate Sales

      Mr. Carter mentally prepares himself for the formal presentation he is about to give to a room full of high-end business executives to attempt to sell them a business that was originally bought for $1.2 million. The goal is to sell it for $3 million, resulting in a profit of over one and a half million dollars. Mr. Carter knew he would have to be absolutely pristine in every aspect of his appearance, presentation, and formality. He dressed himself up in his Giorgio Armani suit, his Zara tie, and his Hugo Boss cuff links and tie clips. In his world, it was game time. That means that it’s all or nothing. He knew that he had stand out if he wanted to make an impression on his boss, the other company’s consultants, and his acquaintances. Arrogance would make him lose credibility, however confidence was an absolute essential. 

According to “Silva Rhetoricae”, the purpose of utilizing the grand or high style of speech is simply to move- and that’s exactly what Mr. Carter intended on doing. If he really wanted to be successful with this presentation that would result in over $3 million of assets being transacted, he would clearly need to move and to persuade the entire room of people. To begin, Mr. Carter’s boss, also the CEO of the firm, got up to introduce Mr. Carter and formally approve Mr. Carter’s presentation as he thoroughly explains why Mr. Carter is such a successful and powerful businessman. Then, Mr. Carter begins with the following: “Thank you so much for that introduction Mr. Taylor. I am so thankful for this wonderful job I have to help others make smart financial decisions and I am also thankful for the time you all are giving me. We all know that time is one of the most valuable assets we can have. With that being said, I don’t want to waste any of it. It’s literally indisputable that buying the small business from us in Scranton, Pennsylvania is a steal. It’s profit margin has almost tripled in the past five years and every number regarding revenues on the income statement is at an all time high. It’s almost unfair. However, due to the changes we are making in our firm, we simply don’t have the time to continue to manage the business so that it continues to grow stronger. The solution is simple. We want to help other great companies like JacksonTyx (which is the company he is addressing) have great success as well. You are all respectable and we would like to give you the offer of buying the business from us before we offer it to anyone else. At the rates the small business is increasing in value, we know that we are being quite generous to you, however we want to continue to do business with you in the future which is why we are giving you such a bargain.”

Anyone who has their mind on money, knows that this is a high style of speech. When there are millions of dollars on the line, everyone in the room is intrigued. Mr. Carter knows that he builds his credibility (ethos) in multiple ways - beginning with the introduction from Mr. Taylor. His delivery was extremely smooth as he very confidently pitches the sale of buying out the company. He talks about how he wants to help other great businesses and how he wants to continue to maintain a relationship with JacksonTyx in the future. He also discusses the logistics of the deal and explains very clearly why buying the business would be so great. His delivery and style are only one of a successful businessman. Mr. Carter signed the deal that very day as his firm made a profit of $1.8 million. 

Style and Delivery in Elementary Education

Mrs. Reggiani is a first grade teacher and has the privilege to help children become literate in reading and writing.  She lives in an area in the United States where there are many Spanish speakers and has some students in her class that are struggling because they are learning basic academics in a second language.  Because of this she has to communicate with the parents and guardians of students to help these children progress in their education.  She has attempted multiple times to communicate over the telephone without much success.  Mrs. Reggiani has scheduled to meet with the mother of one Spanish speaking student in her class, Maria who is from Chile.

Teachers should praise the child's
work to show their credibility in helping the child's learning.

She dresses in dress pants and a blouse but nothing too overdone as to appear more personable, but still professional.  Before the meeting she has made a list of words in Spanish that she thinks will apply to their conversation.  Maria comes with her mother to help translate if needed.  Maria and her mother sit down with Mrs. Reggiani and she introduces herself.  She smiles and hugs Maria’s mother as is custom in Chile.  Mrs. Reggiani uses lots of gestures and pays attention to Maria’s mother when she speaks to help her to feel more comfortable.  The style is low as Mrs. Reggiani is trying to communicate Maria’s need in the classroom and show that she truly cares about her education and their family.  The delivery is clear and she enunciates as she speaks and speaks slowly.  Mrs. Reggiani frequently pauses to ask if she has been understood and listens as Maria’s mother explains what she has understood.  Some comparison is used to help her understand better but Mrs. Reggiani mostly avoids figurative language so as to avoid confusion.  She uses cause and effect to explain how the support of Maria’s family will help her in her academics.  They decide to meet regularly to increase Maria’s progression in the classroom.  Mrs. Reggiani was successful through her low and friendly style showing concern for Maria and respect for her family while explaining the situation clearly and with the help of her preparation in understanding better Maria’s cultural background. 

Style and Delivery in Parent-Teacher Communication

      Katie descriptively drew the line between a teacher's clear but not condescending language in a high school English class. The same care should be taken when the teacher communicates with parents in both written and verbal form.

Written Style:

     Email ensures a quick and easy way for teachers to contact the parents of struggling students. When Mrs. Nelson needs to inform a mother about her son's frequent absences and failing grades, she observes the norms of "English teacher" style. She is sure to use correct grammar, express her argument clearly, and add a touch of ornateness to make the difficult message sound a little more pleasing. She does not personally know James's mother. Mrs. Nelson avoids a condescending or accusatory tone by using figurative language like parallelism (to place herself and the parent on the same level of concern for James), and anacoenosis (asking the opinion of the audience). After reviewing James's grades, Mrs. Nelson writes the following:

Hello Mrs. Tucker, 

I have the pleasure of teaching your son, James, in my English class. He is respectful and very kind to other students. 

Unfortunately, I am aware of frequent absences and unexplained late work from him. Do you feel concerned about his performance in this class? Like you, I care for the well-being of your son. Literacy will be an essential skill throughout his life, and I worry that he is not taking full advantage of the opportunity to learn it now. I believe you would do anything in your power to provide him with a positive future. I hope you believe that I will do all in my power to help him, too, to improve his reading, writing, and critical thinking abilities.

In order to discuss with him the necessity of attending class regularly and completing the homework assignments, I would appreciate an in-person conference with both of you, next Thursday afternoon at 4 pm. Please let me know if this time works for you. 

Thank you,

Mrs. Nelson

Verbal Delivery:

     A parent-teacher conference is a familiar mode of communication that deals with verbal delivery. Let's suppose Mrs. Nelson had simply called Mrs. Tucker to schedule a face-to-face conference:

     Mrs. Tucker and James arrive at the door of Mrs. Nelson's classroom. The teacher kindly smiles and invites them to sit with her at a round table where a sense of equality and mutual respect resides. Mrs. Nelson begins by asking about James's extracurricular activities. Her question improves her ethos by showing that she cares for him as a person and not 'just another' student. Plus, it allows her to get an idea about outside factors that may be inhibiting his scholastic performance. She continues by addressing Mrs. Tucker, saying much of what was written in the example email above. In addition to the words she speaks, she uses gestures that suggest openness, facial expressions of consideration, and a tone of voice that is firm but loving. She allows Mrs. Tucker and James to voice their thoughts, and the discussion ends with a hopeful plan for James's scholastic success.

Shoes, Watch, Cuff-links and the Like

While Mr. Webb walks into the meeting that was arranged by Mr. Trujillo, a potential future client, he is reminded of the advice he received years ago when he first entered the business world; the first three things that any true man of business notices are shoes, cufflinks, and the watch. With many years of experience Mr. Webb surely came prepared for the meeting having shined his shoes the night before (although they were already like a mirror even beforehand), chose his most respected set of cufflinks, dry cleaned his suit, ironed his blue button- up, and of course laid out his power tie (with a little help from his wife).

Before the appointment even began Mr. Trujillo took a liking to Mr. Webb as it was apparent that Mr. Webb was a man of professionalism; a man who took his work, his life, and his client’s seriously. Simply by the pure appearance of Mr. Webb his ethos was increased. Whether fair or unfair, Mr. Webb understands that to be taken seriously and to be respected requires to respect oneself and in the business world this is often done through apparel and appearance. His professional appearance, with his more experienced face was respected by all who worked with him.

As the two men come together a firm handshake and inviting but confident eye contact is exchange between them both. Whether Mr. Webb’s (and his firm’s) ideas are worth the time or not, Mr. Webb knows that if his ethos brings no appeal to Mr. Trujillo he may never get the chance to offer his ideas. Both men have a handpicked team of colleagues that they brought yet the focus remains upon the two main representatives of each corporation/firm.

As the meeting begins Mr. Webb knows that he must present himself in such a way to suggest authority and power while still demonstrating respect and sincere interest in the success of Mr. Trujillo’s company.

Mr. Trujillo: Thank you for meeting with me on such short notice. As I’m sure your secretary reported to you we have been looking for a firm for some time and would like to move forward as quickly as possible. I have heard some things about you and your firm and would like to hear a bit more from you. (Mr. Trujillo tests the waters by verifying the level of communication within the firm. Namely between Mr. Webb and his secretary.)

Mr. Webb: Yes, I was told. It’s my pleasure to make the trip. It’s pleasing to hear that my firm remains elite in the consulting field. I assure you that if willing, you will find that the things you heard are true. (Mr. Webb demonstrates complete confidence in the success and reviews of his firm as given by others in reference to Mr. Trujillo’s previous statement. He is sure to include as much information provided by Mr. Trujillo’s words in his own speech as to demonstrate his attentiveness and good listening skills while still being able to move the conversation forward. Mr. Webb understands that he must demonstrate control and confidence while not overpowering the firm. As a result, at this point in conversation he uses a middle style to please the client and his company. He wishes not to come off as condescending and therefore avoids the low style at this point in time.)

Mr. Trujillo: With the information that was provided in the email, what perspective or options do you have to offer?

Now given the green light, Mr. Trujillo stands up from the chair and moves to the screen where his team has set up the projector to begin presenting the power point. This is where the style shifts from middle to mainly high style. Mr. Trujillo does some teaching or reviewing of what the company and firm are looking at while mainly looking to motivate and inspire the company to hire Mr. Trujillo’s firm. Although no specific invitation or offer is made, Mr. Trujillo speaks as though the decision has already been made and that the problem has already been solved by giving some information as to how it can be done.

By the end of the meeting, both Mr. Trujillo and Mr. Webb leave pleased with the outcome. The consulting begins. 

Style and Delivery in Engineering

Robert McDaffry is the project engineer of an aerospace engineering firm, Aeronozzles, Inc., which supplies fuel nozzles to military and commercial aircraft platforms.  He is responsible for project execution and customer satisfaction.  Recently a customer, Lucky Flights, has approached the firm and complained about the missed deadlines for a shipment.  In this situation, McDaffry has to address at least two specific audiences: his company employees, and the disgruntled client.  

For the first, McDaffry first needs to locate the source of the delays and address it.  Due to the diversity of the employees, he must be able to communicate to a wide variety of functional areas, such as Operations, Marketing, Planning, Finance, and Quality Assurance.   Apparently several people in Quality Assurance have been under the weather, so the few remaining have been swamped trying to meet the deadline.  Because deadlines are important and customer satisfaction more important, something needs to be done.  However, being the responsible project engineer that he is, McDaffry understands the importance of company morale as well.  After calling a group meeting with Quality Assurance, he might try to appease the demands of deadlines, and to be compassionate at the same time, by addressing them in this way:

“I’ve called this meeting to address a few items of business.  Up to this point our company has had a great reputation of being punctual and exact in our performance.  Due to obvious circumstances, we had a hiccup recently that aroused some dissatisfaction with one of our clients.  I understand that this group had been understaffed as of late.  It is my fault for not addressing the situation earlier.  In order to thwart the evil designs of the flu bug in the future, I think it would be wise of us to take necessary precautions.  Do your best to stay healthy and I’ll get you the help you need if it’s required.”

The sign of a good leader is being willing to take responsibility when things go wrong.  It would have been easy for McDaffry to accuse QA of being slackers and unhygienic, but by taking the blame he builds his ethos.  He shows understanding, which would in turn spark a desire of the employees to work that much harder.  In addition, he addressed them as equals by using pronouns such as “we” and “our”.

McDaffry still has to speak to the disgruntled client.  He might say this in a letter:

Lucky Flights:

With respect to the delayed shipment of the custom fuel nozzles that you ordered, we express our humblest apologies.  Aeronozzles has always valued your cooperation and emphasized customer satisfaction.  As we wish to retain these relations, we offer these future services to you free of charge…

Respectfully,

Robert McDaffry

Project Engineer

Aeronozzles, Inc.

When addressing the client, McDaffry does not give excuses or offer any explanations as to the nature of the delay.  Doing so would make Aeronozzles seem incompetent or negligent with its affairs.  Lucky Flights isn’t looking for excuses, they want results.  In order to preserve the relationship with Lucky Flights, McDaffry acknowledges mistakes and offers amends. 

Style and Delivery in Medicine

An large collection of most anything is
sure to impress in one way or another.

A seasoned practitioner of medicine and an amiable, fine fellow, Doctor Savage has years of experience in medicine under his belt.  With his far-reaching skills as a doctor, he has helped countless individuals with their health throughout his career.  These cases vary from standard checkups to emergency situations, but through it all, he has persevered and learned how best to address his audience.  Perhaps most critical of all, he does not lose his composure on the clock, nor does he do anything to belittle those he serves, regardless of his pay grade, age, or experience above them. 

Do you see this and immediately think
the wearer knows what they are doing?

Doctor Savage gave a concerned look to Jayce, who instantly refused to go through with the operation that had been suggested.  Assuring his patient that failure to comply would result in dangerous repercussions later down the line, Doctor Savage never once became visually upset, nor did he allow his being flustered to show.  More opposition in that manner would only drive Jayce farther away from the safety Doctor Savage so strongly wished to provide him.  Then, reaching into the shadows beneath his desk, Doctor Savage drew forth a staggering pile of records.  Indicating to the various lists of operation results, the diagrams, the procedure setups, and the picture walkthroughs, the Doctor guided Jayce with cool, smooth confidence in his accompanying words.  In this case, however, it was not the calm voice of Doctor Savage that quelled the storm within Jayce.  No, Jayce was past the point of falling for the trap known as abstract knowledge.  Jayce wanted the hard facts, and the documents provided backing to all that the Doctor had said.  There were now undeniable statistics spelled out plainly in front of the patient.  The combined logos of the documents and ethos exhibited by Doctor Savage with his imperturbable resolve combined into a force too powerful for the wayward Jayce to reject. 

What does this icon say to you?

Entering the room, Doctor Savage gestured a welcome to his clients who sat before him—a mother and her son.  Observing the air of unease surrounding the mother and her constant fidgeting, it appeared to the Doctor that the young woman was perhaps newer in her mothering and had not ever needed to bring her toddler in for anything of serious nature before.  Washing his hands thoroughly in plain sight of the mother for a slight boost of unspoken ethos, Doctor Savage began to question her as to the nature of the visit, making sure that he did not block the view of his credentials hanging on the wall.  Perhaps quelled somewhat by the sound, somewhat by the sight of the cleansing and mark of experience, the mother explained that her son had become ill, but she could not cure him with general purpose drugs.  Hearing this, Doctor Savage nodded his head and began his systematic routine that he had done countless times before.  Politely asking for compliance in each step, the Doctor checked pulse, temperature, pupil dilation, nasal cavities, breathing motions, reflexes, ears, and all else that was required.  Gentle with the boy in both words and tone, the Doctor finished his evaluation in a friendly, yet professional manner, then relayed the diagnosis to the mother using light jargon in his explanation.  Straightening the collar of his lab coat and readjusting the stethoscope around his neck, Doctor Savage displayed his symbols of authority, but in a way that would not permeate the subconscious.  Dressed for success and cleanly in conduct and appearance, the Doctor explained findings to both parent and child, making sure not to provide an air of excessive levity or gravity.  Antibiotics were the solution, he explained with just enough of a casual twinge to allow the mother to let out a sigh of relief.  Danger had been averted, and the mysterious sister maladies of disease and unease could only dread their expelling.  

Psych Profs Rhetorically Manipulating the Psych of Psych Profs

Katie Johnson already posted an excellent breakdown of what it is like to be a teacher in front of a class and how delivery and style are utilized to keep students attentive and learning. Even though her post was for English teachers, doing a similar post for psychology professors would just be repetitive. Luckily for those reading these posts, a professor's job is not restricted to solely teaching. Sometimes a professor, or a teacher, has to appear in board meetings.

Professor Goodapple showed up for her board meeting ten minutes early, wanting to talk to Professor Strait A. Student about any updates concerning the proposed MRI machine purchase that would be the highlight of the day's meeting. Some of the psychology professors and board members felt as though the machine would be too costly to consider purchasing for the department. Goodapple was confident that she would be able to persuade them as to the necessary of the machine.

The meeting started and logistical business was taken care of. Professor Goodapple was presented with the Psychology Professor of the Year Award; which she was pleased to realize would serve to boost her ethos in the upcoming debate. When financials were being discussed she brought up the issue of the new MRI machine. Of course Professor Wormycore objected to the idea of upsetting the currently balanced budget of the department. However. Professor Goodapple had done her research and knew exactly how to handle his objections.

She confidently presented the floor with information regarding the unsafe condition of the current equipment, emphasizing the students' health and inability to complete many of the university's recommended studies for psychology students. By presenting this issue first she was able to make her cause the valiant and just one, while subtly making her opposition seem uncaring and uncompassionate towards student wellbeing and success. She then discussed the need for functional research equipment for professors and graduate students, appealing to the frustrations that other professors have had doing their research with insufficient equipment. Since the board meeting was for the Psychology department she did not need to bore them with explanations of how important this piece of equipment would be; they all could have supplied many reasons. However, she did imply that there were many reasons and let the audience use their imaginations and personal experiences supply them. Then, in the rebuttal of Wormycore's argument, she focused on the success of last year's fundraiser, predicting similar results for this year, which allowed her to end her argument on a topic that left the listeners in a sentimental and uplifted mood. She delivered these three points with a thoughtful and professional demeanor, appearing capable but not aloft. She then sat down, calmly forcing herself not to smile at the enthusiastic chatter from her audience.

There was a rush of agreement and conversation that spread over the board members seated at the table as they recounted times when it would have been extremely useful to have an MRI machine. The president of the board endured the chatter for just a minute before calling the room to a vote. Even Professor Wormycore approved the change to the budget in favor of the new equipment.