On Satire and Parody: The Importance of Being Ironic

First, carefully read this academic article via this link: “On Satire and Parody: The Importance of Being Ironic” by Roger J. Kreuz and Richard M. Roberts

Secondly, in a text box or a Word document, please answer the questions below in complete sentences. Please number your answers to correspond with the questions. Support your answers with a direct quote or paraphrase from the text, but make sure to cite those quotes or paraphrases with an in-text citation at the end of the sentence. In addition, make sure that you provide your reader with commentary of your own that refers to, explains, and clarifies your use of the quote or paraphrase. In other words, take some time to make the significance of the quote or paraphrase clear to your reader.

As an academic/scholarly article, this reading will help you understand how satire works in Ben Fountain’s novel, Billy Lynn’s Long Halftime Walk. Per AGWR, “Academic sources are written by scholars in a particular field, for other scholars in that field. This means the sources are held to a high standard by people who know what they’re talking about, and you can trust authors of academic sources to have done their homework” (Palmquist 233). In addition, “using academic sources gives your own writing more credibility. The smooth integration of authoritative, trustworthy expert support for your own points is a distinguishing characteristic of strong, writing inside and outside the academy” (Palmquist 233).

Definitions:

A hypothesis is, by definition, something not yet proven, a prediction. It is a tentative or possible explanation of an experiment’s results, based on conjecture, not adequate evidence. To verify a hypothesis, the researcher performs an experiment, a study. Thus, a hypothesis is not an argument.

An argument is a claim + good reasons supported by evidence. Evidence consists of hard data, examples, statistics, direct observation, surveys, narratives, interviews, etc. that are seen as relevant to the good reasons that the researcher puts forward. Evidence must be both sufficient and relevant in order to support a claim.

WRITE: STUDY QUESTIONS

Instructor’s note: Per The Bedford Researcher, “A research question is a brief question that directs the researcher’s efforts to plan, collect, critically read, and evaluate information, and is the starting point for most research. The research question(s) leads the researcher to his or her hypothesis/hypotheses. Per BR, “most research questions begin with the word what, why, when, where, who, or how” (35). Posing a research question is part of the Scientific Method.

1. What research questions do authors pose? The research questions are typically implied rather than stated explicitly, so you might be searching for something that is not literally in the text. In your own words, write your answer in the form of question. Do no simply repeat questions stated in the text. Write at least ONE research question that the authors may have posed to themselves prior to writing the article.

2. Thesis/position/argument/claim (or message):

a) In your own words, and without quoting from the article, what is the primary argument? In other words, what is their main claim based on their analysis, but as presented in the Discussion or Conclusion section of the article?

b) Where do you find the argument? Identify the paragraph and page number. What language in the article indicates to you that this is the primary argument? Look for key words, such as transitional words like “although” and “however.”

3. The Rhetorical Situation:

Instructor’s note: Significant in this context means outside the purview of the article itself; in other words, what implications does the argument have in the real world? Also, you will need to do some research via Google or another search engine to correctly answer some of the questions in #3.

a) Historical & Cultural Context: In your own words, why do the authors believe this argument is significant (as they state or imply in the article)? Why do you think the argument is significant? Your answer should reflect critical thinking about the topic, and should build on why you think the authors’ consider this argument to be significant.

b) Historical & Cultural Context: Do the authors indicate that there are other positions being debated regarding this topic? If so, what are the other positions?

c) Historical & Cultural Context: What was the motivating occasion for the text? Why did the rhetors write/create this text? How and why did this occasion influence them?

d) Rhetor: Who are the rhetors (authors)? What do we know about them based on the article? What are their credentials?

e) Medium/Genre: What is the medium of this text? What is genre and sub-genre of this article? When was the article written? What is the name of the journal that first published the article? Where is this journal published (physical and /or Internet location)?

f) Audience: Who is the intended audience for this article? In other words, what specific kinds of people do the rhetors hope to inform, convince or emotionally persuade? Be very specific when describing the intended audience. Try to describe the audience in terms of approximate age, gender, economic status, and level of education.

g) Purpose: What is rhetors’ primary purpose? Is it persuasive, informative, expressive and/or literary/stylistic (entertainment)? What about the text or the rhetors provides clues to determining purpose?

4. Evidence:

a) What evidence do the authors offer in support of their main position (argument)? Identify the all pieces of evidence you find. Describe the kind of evidence the authors utilize to support their argument.

b) What is the nature of each piece of supporting evidence? For example, is it based on empirical research, common knowledge, intellectual observation, anecdotes, interviews, surveys, polls, etc? Be specific.

c) How convincing is the evidence? For example, does the design of the research adequately address the question posed above in #1? Are the ethical considerations adequately explored and assessed? Do the authors note any weaknesses or limitations in the evidence? Have you read or heard anything on this subject that confirms or challenges the evidence?

Instructor’s note: Ethical considerations are taken into account when conducting research in an academic or professional setting in that the researcher needs to be aware of the ethics behind his or her research activity. Is the evidence used ethically? Look for weaknesses or limitations in the study or in the use of evidence. For example, when reporting results, the researcher must accurately represent what he or she observed or what he or she was told. For example, it is unethical to take interview responses out of context and discuss small parts of observations without putting them into the appropriate context. (Note: not all of the above questions about evidence may apply to every academic article.)

5. Counter-arguments:

a) What (if any) arguments were made in opposition to the authors’ views?

b) Were these arguments persuasively refuted? What evidence was used in refutation?

Instructor’s note: A counter-argument is not a “weakness” or “limitation.” Also, not every academic article contains a counter-argument or counterpoint. Thus, it is your job as the rhetorical analyst to determine if the article actually contains a counter-argument.

6. Effectiveness:

a) What were the strengths of the article?
b) Was it difficult to read and understand? If so, why? If not, why not?
c) Were you able to follow the logic of the article from thesis to evidence? Why or why not?
d) How did the structure of sentences and paragraphs and the overall organization guide you and help you follow the authors’ intent?
e) Did all the material seem relevant to the points made? Why or why not?

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