Rhetorical Analysis Of The Great Influenza By John Barry

John Barry starts out his argument by using the anaphora of uncertainty. He repeatedly uses the word, uncertainty, to make his point. Barry is emphasizing that scientists have to possess the strength to move past the feeling of doubt. He states that science is filled with uncertainty, “science teaches us to doubt” (line 12). The scientific

The first claim that Barry makes is that scientists need to be courageous in order to be heroic. To get this point across, he uses the rhetorical strategies of antithesis and diction. He says, “Certainty creates strength. Certainty gives one something upon which to lean. Uncertainty creates weakness. Uncertainty makes one tentative if not fearful, and tentative steps, even when in the right direction, may not overcome significant obstacles.” By presenting two contrasting ideas, certainty and uncertainty, Barry starts to suggest that a scientist’s job can include a lot of uncertainty.

Throughout the passage, Barry alludes to multiple famous scientists. He references the famous French physiologist Claude Bernard, and includes Bernard’s quote that “Science teaches us to doubt”. Barry does so to give himself

Metaphors were another example of a rhetorical strategy used in the Great Influenza. Through metaphors Barry asserts that scientific research is similar to the way the crystals are formed. An example of a metaphor “...acts like a crystal to precipitate..” this is used to show how scientific research takes time to produce as such as crystals do. Crystals are connected to the wilderness described here because in the wilderness they are required to bring order to it and as they do this it acts like a crystal has been triggered to create form out of chaos. Another use of a metaphor is “Ultimately, if the researcher succeeds, a flood of colleagues will pave roads over the path laid, and those roads will be orderly and straight…” This metaphor

Brilliant author, John M. Barry, once proclaimed, “Uncertainty makes one tentative if not fearful, and tentative steps, even when in the right direction, may not overcome significant obstacles… It is the courage to accept—indeed, embrace—uncertainty” (Barry 3-5 & 9-10). These quotes can be traced back to John M. Barry’s passage of “The Great Influenza,” where he writes an account about the 1918 flu epidemic that struck the world. In his account, he goes into further explanation about the rigors and fulfillment of being a scientist, and simultaneously, discusses the tedious process of their research. Ultimately, society is educated that the life of a scientist should not be absolute, but it should consist of persistence and courage. In John M. Barry’s “The Great Influenza,” the author employs innovative metaphors and unique rhetorical questions to portray scientific research.

Attention Getting Device: John Barry, in his writing, The Great Influenza, he states, “To be a scientist requires not only intelligence and curiosity, but passion, patience, creativity, self-sufficiency, and courage. It is not the courage to venture into the unknown. It is the courage to accept — indeed, embrace — uncertainty” (Barry 2). During all eras of time, scientists have endured enormous amounts of adversity. Scientists have had to maintain a wide variety of skills in several different areas to assist them in different circumstances that they endure. Scientists must have persistence, due to their main activity being trial and error. This means that once they have failed, they most certainly have to be willing to try it again. A scientist also must posses acceptance, as there will be times when they receive results that are not their predictions. Scientist must obtain acceptance to come to terms with the results found in their laboratory. In John Barry’s The Great Influenza, he utilizes metonymy and rhetorical questioning to characterize scientific research.

“The best among [the scientists] move deep into a wilderness region where they know almost nothing, where the very tools and techniques needed to clear the wilderness, to bring order to it, do not exist” (25-29). By referencing the need “to clear the wilderness”, Barry conjures an image of a lumberjack, who heroically conquers the wilderness to nurture the advent of civilization. In a similar manner, he claims that scientists wield axes to chop away the foliage that obscure scientific discoveries opening the gateways for unparalleled growth and innovation. Moreover, Barry continues his claim by asserting that“If the researcher succeeds, a flood of colleagues will pave roads over the path laid, and those roads will be orderly and straight, taking an investigator in minutes to a place the pioneer spent months or years looking for” (Barry 49-53). Following the back-breaking labor of clearing forests, Barry muses how the “flood” of subsequent scientists lay down the bricks to form a continuous road that civilizes and tames the unknown. In addition, Barry channels the immense power of “floods” and bestows it upon scientists; this evokes the notion that scientists possess power of equal magnitude, when well-harnessed, can transform and innovate scientific research. Thus, by utilizing metaphors as a vessel to grant powers to

Closing, the writer is successful in making his opinion and perspective towards scientific research through the use of logos, pathos, and ethos. The overall analysis brought me to the conclusion that the John M. Barry portray scientific research as the chief ingredient to putting together answers and information. Yet still, doesn’t deny the complexity of scientific research and that’s its not straightforward as a scientist wishes it could be. Nevertheless, the benefits scientific research has brought along we see them everyday because of our overall advancement as a world. Didn’t I say knowledge is our most powerful weapon? Well observe, for it has destroyed the slow and premature society humans once used to live in and created a beautiful, diverse, and intelligent culture

Barry identifies the obstacles a scientist must conquer in this passage. When describing the movement of a scientist throughout their field, he uses the words “forcefully and aggressively”. The use of this diction persuades the reader of the difficult work of scientific research and the strength of scientists. The phrases “grunt work” and “tedious work” in line 37 describe the strenuous workload of a scientist. The field of scientific research can be viewed as a frontier but the author takes this comparison further. In lines 25 to 29, the scientific field is likened to the wilderness. This descriptive diction highlights the uncertainty mentioned throughout the account and emphasizes the depth of scientific research. Throughout the passage, diction is used as a tool to persuade the reader that scientific research is

Editor’s Note: This Chapter is the continuation of an adaptation of a state plan for disaster preparation and response. In total, the original chapter comprises Chapters 1, 14, 16-18.

This review will focus on best-practice crisis management within the context of an influenza outbreak. Research was drawn from books and peer-reviewed journals to ensure reliability of the

Even so, scientists began to realize that the discourse of such a discipline was not only scientific in nature, but that it also relied on strategy and argumentation—thus being a form of rhetoric. As Herrick stated, “The theory that “won out” over competing theories in scientific debates was often the theory that presented itself in the most persuasive manner, not the one supported by the greatest weight of evidence” (190). As this continued, the revival of rhetoric began and more people—not only social theorists—started to discover that rhetorical theory could be of use to them.

Despite these fact, the risk for outbreaks after disasters is frequently exaggerated by both health officials and the media . Imminent threats of epidemics remain a recurring theme of media reports from areas recently affected by disasters, despite attempts to dispel these myths (Watson, Gayer, & Connolly, 2007).

Key Words: disaster medicine, pre-Clerkship medical students, role adherence, willingness to work, infectious disease outbreaks

casualties because those affected have little time to make evacuation preparations. Disasters with warnings also carry their own dangers, because individuals can be injured attempting to prepare for the disaster or while evacuating. Public health disasters create pressing needs across a widespread region. In a pandemic, pressing and competing health needs occur within a close timeframe, producing a public health surge. In the recovery disaster phase, the immediate threat shifts to adjusting to a new normal in the affected community or region (Stanhope, M. 2012).