Running Head: ANNOTATION DISECTION 1

Annotation Dissection

Lauren Parquette

University of Central Florida

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ANNOTATION DISECTION
Molloy, C. (2015). Recuperative Ethos and Agile Epistemologies: Toward a Vernacular

Engagement with Mental Illness Ontologies. Rhetoric Society Quarterly, 45(2), 138–163.

Retrieved from https://search-ebscohost-

com.ezproxy.net.ucf.edu/login.aspx?direct=true&db=mzh&AN=2015872456&site=ehost

-live&scope=site. This research article aims at exploring the value of the techniques the

author has coined as being “recuperative ethos” and “agile epistemologies.” Both of

these practices tie in with the breaking down of perpetuated stigma within the minds of

patients. Molloy explains that recuperative ethos “examines everyday coping in the form

of appeals to ethos in the wake of stigmatizing mental illness experiences” and agile

epistemologies as being “innovative rhetorical performances… which include logical

contradiction, metonymic parallels, enthymemes, and expansive views on human

agency.” Molloy even chooses to bravely challenges what she describes as the “hyper-

medicalization” that is resulting from the rhetoric used in mental health diagnostic texts

and the value of rhetoric within the realm of mental health diagnoses.

This article has perhaps the most overlap of all of my sources. The discussion of the

impact of rhetoric slightly mimics that which is seen within the works of Johns and

Downs. It refers back to how specific communities use these strategies as well,

reminiscent of Johns’ observations. When specifically referring to rhetoric within

therapy, the article relates to what is being said by Linhorst and Eckhert as well as that

which is noticed within “The Rediscovered Concept of Recovery in Mental Illness: A

Multicountry Comparison of Policy and Practice.” The “Recuperative Ethos” article is

particularly looking at almost all of the areas I am aiming to discuss in my article. It is

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ANNOTATION DISECTION
analyzing not only stigmatic language (both within and outside of the discourse) but also

analyzes rhetoric in treatment.

Kranke, D., & Floersch, J. (2009). Mental Health Stigma among Adolescents: Implications for

School Social Workers. School Social Work Journal, 34(1), 28–42. Retrieved from

https://search-ebscohost-

com.ezproxy.net.ucf.edu/login.aspx?direct=true&db=eric&AN=EJ893727&site=ehost-

live&scope=site. This research article involves primary research in regard to stigma

within the mental health discourse. The origin of the stigma in question is through the

participants’ use of medication to lessen the impact of their illnesses. With the

experiment, the authors asked the adolescent participants to express their feelings in

regard to their mental illness and coded their answers. They often used words with

negative connotations and felt shame. The article also examines how then school social

workers can approach these kids with more effective rhetoric.

This piece discusses the interaction of stigma and rhetoric in the mental health discourse.

It also does so in a way that offers ideas for treating it from a rhetorical standpoint, much

like Molloy’s article. Similar to Linhorst and Eckhert’s article, this piece also examines

the necessity of effective language usage. Like the findings within “The Rediscovered

Concept of Recovery in Mental Illness: A Multicountry Comparison of Policy and

Practice,” this article touches on stigmatic language and the potential that carries in

hindering progress. In my own research, this article offers ideas of how to use rhetoric

toward the betterment of patients with mental illness. It also challenges the reader to

recognize more negative rhetoric associated with stigma surrounding the topic.