Logie, John. Peers, Pirates, and Persuasion: Rhetoric in the Peer-to-Peer Debates. West Lafayette: Parlor Press, 2006.
Logie addresses through rhetorical historicism five terms used to describe sharing in the peer-to-peer debates (hacking, theft, piracy, sharing, and war), arguing that in order to understand the basis of the arguments on both sides of the debate, we must throughly investigate the language through which those arguments are being made. He believes that current copyright restrictions, including DMCA and the TEACH Act, are limiting the potential of people to create new culture and ideas. Logie argues that the composition classroom, where students are taught about the social nature of composition, plagiarism, individual authorship, and intellectual property, is an important place to talk with students about the rhetoric, language, and arguments behind these debates and to teach them how they might argue for a copyright law that allows for the creative potential the Internet promises.
“And while the stakes of intellectual property debates ultimately devolve to who gets paid how much and when, the mechanism for assuring fair compensation—a limited monopoly right—has profound consequences for the circulation and availability of cultural artifacts.”(8)
“Digital media offer opportunities to efficiently archive and access the bulk of artistic and intellectual work created since the dawn of humanity.
This is not an overstatement. The potential intellectual and social utility of these now-hypothetical archives is staggering. Our challenge is to engage in a principled argument about how best to achieve this goal. ” (21)
“[RIAA and other big media corporations] had persuaded most Americans that the act of downloading copyrighted material from the Internet—whatever the context and purpose—was illegal. This victory was achieved in large part because of the successful rhetorical strategies of the content industries. And once these industries had persuaded Americans that downloading was criminal, the logical next step was to ensure that it was perceived as
violent crime.” (66)
“The past decade’s major legislative amendments to copyright—in particular the Copyright Term Extension Act, the Digital Millennium Copyright Act, the No Electronic Theft Act, and the TEACH Act—collectively constitute a disastrous appropriation of rights, privileges, and opportunities formerly understood to belong to the public at large. At the very moment that the most powerful cultural tool in human history—the networked personal computer—has become both widely available and largely affordable, the U.S. is busily drafting laws that reinforce a copyright model optimized long ago for the circulation of print-based media.” (141)
how ethos and pathos play into both sides of the debate, Burkean identification
no statistical significance on the economic effect of P2P sharing on record companies…Napster failed to show how most of its activity was not the theft of protected commercial property, but rather sharing of free culture for the public good
piracy = theft by force, kidnapping, murdering, violence
Napster, P2P file sharers aren’t targetted for downloading but for uploading – for distribution
sound quality of MP3 and CD – two different purposes
limits ability of cut and pasting with purchased Adobe e-books