Molly's rhetorical analysis (of Ted Kennedy's Chappaquiddick speech) exudes a confidence that is exemplified by several attempts to achieve identification with the audience through questioning--this, I felt, was an effect of her oral, conversational style merging with the process of producing visual text. However, there is an issue with punctuation that I interpret as an effect of Molly's having to hear herself compose. For example, she says, "What would have kept him from drinking at such a family party period. What also would have kept him from driving when he had been known to in the past period." Interestingly, she does not punctuate these statements as questions. This may be due to her vocal tone as she was composing.
Because she was trying not to deviate too far from the standard of clear and natural speech that the program needs to be able to recognize words, Molly may not have heard her own sentences as questions and therefore punctuated them as she heard them spoken. Molly's experience highlights the fact that students hearing themselves compose through C-MOC is something we will need to discuss in offering them this medium as a composing tool.
In this clip, she discusses her perspective on Kennedy's denial of driving under the influence.
Transcription: there are many who knew Mr. Kennedy enjoyed to drink period. . . what would have kept him from drinking at such a family party period . . . what also would have kept him from driving when he had been known to in the past period. . . the Kennedy family is also . . . not the model of marital bliss . . . that one would hope period. . . and while it's not fair to judge a man by his family comma the apple doesn't fall far from the tree period