W T Rhetorical Analysis

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Classic interactions between patients and doctors rely heavily on medical competence. The doctor, the supposed superior in the arrangement, acts as a symbol for scientific proficiency while the patient exists as a sponge. While extensive knowledge is nonnegotiable in the field, empathy is a key component in ensuring proper diagnoses and sustaining healthy, impartial interactions. Margaret Edson's play W;t employs dialogue and discontinuous juxtaposition in order to draw attention to the inevitable disconnect between patients and providers, which endangers successful medical engagement and outcomes. Proper communication is critical in fostering interpersonal connections. This is particularly essential in medicine, as patients and providers…show more content…
Kelekian intends to label it as “undetectable”, but Vivian cuts him off when she asserts: “‘Insidious’ means treacherous” (8). Vivian’s need to correct his usage of the word represents a difference in lexical meaning. Though not related to her treatment, the terminology difference immediately introduces a basic, fundamental disconnect. Furthermore, the duo engages in dichotomous, overlapping dialogue. In medicine, diagnostic clarity is essential in fully comprehending one’s treatment and prognosis. In addition to interrupted dialogue, the subject matter the two focus on is inherently opposite. As Kelekian discloses Vivian’s treatment with unfamiliar medical terminology, Vivian resorts to etymology in order to decipher his words: “Antineoplastic. Anti: against. Neo: new. Plastic. To mold. Shaping. Antineoplastic. Against new shaping” (9). Vivian’s dissection of Kelekian’s seemingly foreign language jeopardizes her ability to actively engage in the dialogue, leading her to listen passively. Passive listening is inactive, disjointed, and forms a barrier between speaker and listener. Additionally, this simultaneous dialogue forces the play’s audience to either select a single speaker to listen to, attempt to listen to bits and pieces of both, or neglect listening to either. Even to a third party viewer, their dialogue leaves the details of…show more content…
Bearing utilizes the agonistic model further by stating: “Now use it in a sentence. What has a soporific effect on you?” (42). Mr. Bearing’s prompting juxtaposes Vivian’s passive listening in her dialogue with Kelekian with her active engagement in this scenario. Utilizing the word in sentence crafted in her own mind allows Vivian to consider multiple uses for a previously obscure term, fully engaging her in the story and her conversation with Mr. Bearing. In her article, Belling also argues that proper reading should reveal “…the author’s intention but not to be unquestioningly swayed by the rhetorical power of the text and its context. It is significant then that, in reading, to be critical is to be ethical.” (Belling 5). While the agonistic model may appear to be rather critical, it is this very scrutiny that allows Vivian to vocalize her understanding once she realizes what the words on the page truly mean. Complacency is unethical as it encourages the individual (in this case, a child) to hold onto the notion that they need not learn more. Critical, engaged learning is virtuous by contrast for it fosters discernible growth. The results of her largely successful dialogue with her father prompt Vivian to exclaim: “The little bunnies in the picture are asleep! They’re sleeping! Like you said, because of soporific!” (43). Vivian experiences a breakthrough; a marvelous, newfound understanding of
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