Masters #2- What do you know about Ronald Regan? What do you know about his skills as a public
speaker? What do you know about the space shuttle Challenger *this is one that exploded* Why was
this a big deal for our country in more ways than just a tragic loss of life? What do you think Regan
might have said in reference to such a tragedy? How does a leader talk to his/her grieving people? What
kind of rhetoric is appropriate?
Notes- Watch Challenger YouTube video
Ronald Reagan
The Space Shuttle "Challenger" Tragedy Address
delivered 28 January 1986
1
Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of
earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are
pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of
our country. This is truly a national loss.
2
Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've
never lost an astronaut in flight. We've never had a tragedy like this.
3
And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were
aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael
Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe.
4
We mourn their loss as a nation together.
5
For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and
we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace,
that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the
universe and discover its truths. They wished to serve, and they did. They served all of us.
6
We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States
space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've
only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers.
7
And I want to say something to the schoolchildren of America who were watching the live coverage of the
shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the
process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future
doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and
we'll continue to follow them.
8
I've always had great faith in and respect for our space program. And what happened today does nothing to
diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and
in public. That's the way freedom is, and we wouldn't change it for a minute.
9
We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more
volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue.
10
I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this
mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we
know of your anguish. We share it."
11
There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake
died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later
said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their
dedication was, like Drake's, complete.
12
The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never
forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye
and "slipped the surly bonds of earth" to "touch the face of God."
Thank you.
Ronald Reagan’s Challenger Speech Analysis
On January 28th, 1986, the Space Shuttle Challenger exploded upon takeoff killing astronauts;
Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and
school teacher Sharon Christa McAuliffe. This event was viewed
by many, including schoolchildren, who tuned in to watch the
takeoff. This unfortunate tragedy called for former President,
Ronald Reagan, to address the issue. Reagan answered the call
with his famous speech, "Shuttle `Challenger' Disaster Address",
which he not only addressed the issue, but he comforted those
who viewed it, commemorated the brave astronauts for their
service, and encouraged future space quest. Ronald Reagan
was candid in delivering the focus of his message, while still
exhibiting empathy in his tone.
He shows empathy in many aspects of his demeanor. The first
and most noticeable sign of empathy in his speech was when he
said, "Nancy and I are pained to the core by the tragedy of the
shuttle Challenger." He addresses not only himself, but his wife
also, in an attempt to bring the speech on a more personal basis.
He then says that, "We share this pain with all off the people of
our country." He broadens his viewpoint to cover all Americans,
by delivering it this way, he paints himself as a leader and also
as a person that feels pain. He goes on to talk about the
significance of this accident and how we the American people have never had to experience
anything like this in the last 19 years. He is candid when he argues that the challenger seven knew
what they were getting into; "But they, the challenger seven, were aware of the dangers". He says
this, to show that this event was not completely impossible. Later on in his speech when he says,
"We're still pioneers" and "But sometimes painful things like this happen. It's all part of the process
of exploration and discovery." He is candid in alluding to the idea that this event is not as
devastating as it may seem.
Figure 1 Ronald Reagan delivering the "Challenger Speech" Photograph. 28 Jan. 1986Ronald
Reagan Library Web. 4 Oct. 2010
Ronald Reagan states that, "For the families of the seven, we cannot bear, as you do the full
impact of this tragedy." He puts himself at the same level as family to show that his sympathy is
just as heartfelt as the family of the seven. He goes on to talk about how they, the astronauts, died
a brave and courageous death while doing something they love; they died as "pioneers". The
nature he used when he expressed his feelings caused him to sound like a chaplain—empathetic
yet encouraging. Afterwards, he addresses the youth that were watching; "And I want to say
something to the schoolchildren of America who were watching the live coverage of the shuttle's
take-off." He acknowledges them because the youth are the next-generation workers of this
country. Also by addressing the schoolchildren, he creates a sense of comfort to his audience.
The main point of his massage was to offer condolences to those affected by the accident, remind
us that this is just part of the process of exploration, and to advocate future space quest. He
supported this claim when he said, "We'll continue our quest in space." And also when he says,
"Nothing ends here; our hopes and our journeys continue." He goes on to talk about the
connection between Sir Francis Drake and the astronauts, to show that their dedication, even
though it led to their death, was not in vain. It was a stepping stone for future exploration. Overall,
throughout his whole speech he is empathizing with those affected by this event, while still getting
his main message across. He indicates that we are pained because of the lost, we recognize the
loss, and we will move on from this event and look on toward the future.
Instead of doing a report on the state of the Union, Reagon talks about the Challenger disastor. He honors those who died,
explains what happened to the children who watched it in school, and offers hope that the United States will continue
exploring.
Ethos: admits weakness: "for the families of the seven, we cannot bear, as you do, the full impact" Reagan acknowledges he
can not comprehend what the families must be going through. Effect: He appears trustworthy and sincere
Pathos: Ex. Simple language: "special grace", "anguish" Effect: Everyone can understand. The full effect is received.
Diciton: emotionally loaded: "It is hard to understand, but sometimes painful things like this happen" "Your loved ones were
daring and brave" Effect: Evokes an emotional response
Epistrophe: "We're still pioneers. They [...] were pioneers.” Effect: Places emphasis on how the astronauts were pioneers,
which has a connotative meaning of being brave and noble.
Allusion: "He lived on the sea, died on it, and was buried in it" said a historian about Sir Francis Drake. The explosion
happened on the anniversary of his death. Reagan is comparing the work of the seven space explorers to that of Drake. If
Drake is remembered with great honor by dying while exploring his frontier, so will the passengers of the Challenger. Effect:
Honor is given to the astronauts who died in flight.
Reagan begins his tribute to the Challenger astronauts by
acknowledging that the shuttle accident has appropriately
postponed his planned State of the Union address and by expressing
the depth of his and his wife’s personal grief. He appeals to the
mournful emotions of his audience by admitting that he and Nancy
are “pained to the core” (3), that today is rightfully a “day for
mourning and remembering”(2-3), and that the accident is “truly a
national loss”(4). He joins in this time of mourning in order to unify
the nation and humbly admit that “we share this pain with all of the
people of our country”(4). The outpouring of emotion from the
president conveys a calming tone that reassures the Nation that their
grief is both understandable and proper.
from President Reagan’s speech after the space shuttle Challenger explosion in the 1980s:
1. The first sentence identifies which section of the text you are discussing and the main idea of that section —
the “says.”
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle
accident has appropriately postponed his planned State of the Union address and by expressing
the depth of his and his wife’s personal grief.
2. The second sentence conveys the writer’s support for the main idea by identifying and providing a specific
example for one rhetorical strategy used by the writer — the “does.” [This sentence is repeated if you want to
discuss more than one rhetorical strategy.]
He appeals to the mournful emotions of the audience by admitting that he and Nancy are “pained
to the core,” that today is rightfully a “day for mourning and remembering,” and that the
accident is “truly a national loss.”
3. The third sentence explains how the rhetorical strategies you discussed in the previous sentences help the
writer achieve his purpose, often by using an in order to statement — the “because.”
He joins in this time of mourning in order to unify the nation and humbly admit that “we share
this pain with all of the people of our country.”
4. The fourth sentence identifies the effect of the writer’s use of these rhetorical strategies on the audience — part
of the “because” statement.”
This outpouring of emotion from the president conveys a calming tone that reassures the Nation
that their grief is both understandable and proper.
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident has appropriately
postponed his planned State of the Union address and by expressing the depth of his and his wife’s personal grief. He
appeals to the mournful emotions of the audience by admitting that he and Nancy are “pained to the core,” that today is
rightfully a “day for mourning and remembering,” and that the accident is “truly a national loss.” He joins in this time of
mourning in order to unify the nation and humbly admit that “we share this pain with all of the people of our country.” This
outpouring of emotion from the president conveys a calming tone that reassures the Nation that their grief is both
understandable and proper.
Conclusion
Be brief. In one to two sentences, remind your reader of the things you said in the introduction.
Strong vs. Weak Verbs
To help you avoid summary and move to ANALYSIS, you need to incorporate strong verbs into your writing when
discussing the writer’s rhetorical choices. Below is a list of verbs that are considered weak because they imply summary and
a list of verbs that are considered strong because they imply analysis. Strive to use the stronger verbs in your essays to help
push yourself away from summary and toward analysis: “The writer flatters…” NOT “The writer says…”
WEAK VERBS (Summary)
Says, relates, goes on to say, tells, this quote shows, explains, states
STRONG VERBS (Analysis)
implies
trivializes
describes
suggests
analyzes
questions
supports
enumerates
establishes
admonishes
ridicules
minimizes
flatters
denigrates
compares
contrasts
expounds
narrates
Powerful and meaningful verbs to use in your analyses
Alternatives to “show”
qualifies
lionizes
vilifies
emphasizes
argues
lists
processes
dismisses
praises
demonizes
defines
warns
Diction depends on subject, occasion, audience, purpose, and speaker — and it establishes TONE.
Below are just a few words that you may use to describe the type of diction used by the writer. Do NOT say a writer
“uses diction”; say a writer “uses (scholarly, sentimental, inflammatory, etc.) diction.
abstract
learned
literal
academic
loaded
ambiguous
lyrical
biting
melodious
bombastic
monosyllabic
brusque
nostalgic
cacophonous
obscene
casual
obscure
caustic
offensive
concrete
ordinary
colloquial
ornate
colorful
passionate
common
patriotic
connotative
pedantic
cultured
picturesque
crisp
plain
curt
poetic
denotative
political
detached
polysyllabic
divisive
precise
emotional
pretentious
esoteric
provincial
euphemistic
romantic
euphonious
scholarly
everyday
sentimental
exact
shocking
fanciful
sincere
flowery
slang
figurative
subdued
folksy
symbolic
formal
tame
grandiose
technical
idiomatic
trite
inflammatory
unifying
inflated
uppity
informal
vague
insincere
vulgar
jargon
Analyzing SYNTAX
Syntax refers to the way words are arranged within sentences.
Schemes
One aspect of syntax is schemes. Most English sentences follow a subject-verb-object pattern (ex. I went to the
store.) Deviating from this pattern can serve to add emphasis to the author’s ideas. [See the scheme section of your
rhetorical terms handout for different ways authors can change the pattern of their sentences.]
Sentence Length
Another aspect of syntax is sentence length. Good writers will use a variety for emphasis.
· Short sentences – imply straightforward
· Long sentences – imply descriptive, detailed
Sentence Type
A third aspect of syntax is sentence type. Again, good writers use a variety.
· Simple: subject-verb (I went to the store.)
· Compound: 2 independent clauses joined by a conjunction (I went to the store, and I
bought candy.)
· Complex: independent clause and dependent clause (While traveling to the store, I saw
my friend.)
· Compound-complex: 2 independent clauses and one or more dependent clauses (While
traveling to the store, I saw my friend, and she gave me money for candy.)
· Declarative: statement (I went to the store.)
· Exclamatory: strong feeling (What a wonderful candy store!)
· Interrogative: question (Is this a store?)
· Imperative: command (Go to the store.)
Punctuation
A final aspect of syntax is punctuation. Yes, good writers use a variety here, too.
· Semicolon(;) gives equal weight to two or more independent clauses in a sentence.
Writers use this to reinforce parallel ideas and show how both ideas are equally important
· Colon(:) directs the reader’s attention to the words that follow. Writers use this to show
the reader that the information after the colon is important.
· Dash (-) marks a sudden change in thought or tone or sets off a brief summary
Analyzing TONE
Tone is the writer’s attitude or feeling about the subject of his text.
It is a special kind of rhetorical strategy because tone is created by the writer’s use of all of the other rhetorical
strategies.
· Diction & Tropes (figures of speech, words used to mean something other than their dictionary definitions)
· Syntax & Schemes (diversion from normal word order in sentences)
· Details & Lack of Details
When discussing an author’s tone, you must be careful to choose the right word. Below is a small list of tone words
(there are hundreds). Use them in your essays to describe the tone of the piece, but only if you are sure you know the
word’s meaning (not sure? look it up).
When writing your essay, avoid saying: “The writer uses tone” since ALL writers use a tone of some kind. Instead,
say: “The writer creates a (sympathetic, bitter, condescending, etc.) tone by…”
Words to describe tone:
angry
sad
sentimental
cloying
bitter
sharp
cold
fanciful
dramatic
audacious
upset
urgent
complimentary
provocative
benevolent
silly
joking
condescending
didactic
tired
boring
poignant
sympathetic
proud
frivolous
afraid
detached
contemptuous
giddy
irreverent
happy
confused
apologetic
pitiful
seductive
hollow
childish
humorous
restrained
sweet
joyful
peaceful
horrific
somber
objective
allusive
mocking
sarcastic
candid
nostalgic
vexed
vibrant
zealous
dreamy
shocking
sarcastic
patriotic
serious
mocking
satiric
motivational
tactful
respectful
humorous
The space shuttle "Challenger" exploded
killing the seven passangers aboard. To commemorate the men and women who lost their lives and offer hope to those who
will continue to explore space. Solemn, veneration, emotional Instead of doing a report on the state of the Union, Reagon
talks about the Challenger disastor. He honors those who died, explains what happened to the children who watched it in
school, and offers hope that the United States will continue exploring. Americans Men, women, and children of all races.
Ethos Logos Pathos Quotations Abstract Language "He lived on the sea, died on it, and was buried in it" said a historian
about Sir Francis Drake. The exlosion happened on the anniversary of his death.Reagon is comparing the work of the seven
space explorers to that of Drake. Deductive Reasoning If Drake is remembered with great honor by dying while exploring his
frontier, so will the passengers of the Challenger.
Freedom "We do it all up front and in public. That's the way freedom is" Effect: Honor is given to the astronauts who died in
flight. Hope "Nothing ends here; our hopes[...] continue" Makes the astronaut's and space station's greatness unarguable.
Diction Emotionally Loaded Concrete Details Syntax "It is hard to understand, but sometimes painful things like this happen"
"there will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space"
"Your loved ones were daring and brave" Epistrophe "We're still pioneers. They[...] were pioneers. Disaster unified the
nation "We mourn their loss as a nation together" Effect: Evokes an emotional resonse Effect: Places emphasis on how the
astronauts were pioneers, which has a connotative meaning of being brave and noble. Effect: offers inspiration Diction
Words are simple Language appropraite Ex. "special grace", "anguish" Credibility admits weaknesses "for the families of the
seven, we cannot bear, as you do, the full impact" Effect: He appears trustworthy and sincere. Reagan acknowledges he can
not comprehend what the families must be going through. Effect: Everyone can understand.
The full effect is received.