Interplay of Literacy and Orality in Inaugural Rhetoric

Abstract

Inaugural addresses require a complex interplay of literacy and orality. They are written to be performed, but oral performance is not explicable in terms of textual analyses alone. Texts of the 55 inaugurals of the 42 U.S. presidents and audio recordings of the 16 dating from F. D. Roosevelt were the corpus for this study. The general hypothesis was that changes in media technology and in Presidential governance have moved both text and performance of inaugurals in the twentieth century in the direction of “conversational style.” Textual response measures were frequency-of-occurrence ratios of words (per paragraph, sentence, punctuation, and discourse marker), of syllables (per paragraph, sentence, word, punctuation, and discourse marker), and of first-person pronominal forms. Performance response measures were speech and articulation rates, percentage of pause time, pause duration, and phrase length. Use of contractions was also analyzed. Textual analyses showed a shortening of units and a shift from singular to plural first-person pronominal forms in the course of 200 years. Performance of the inaugurals over the past 60 years showed no diachronic changes, but was dramatically slower than that of other speech genres. Use of contractions was limited to three recent inaugurals. Various published texts of Reagan's first inaugural and Bush's and Clinton's inaugurals were compared with one another and with the audio recordings and were found to differ from one another in text, punctuation, and format, and from the audio recordings in text. The notion of conversational style is critically discussed, particularly in terms of the boundaries imposed upon it by the norms of both literacy and orality.