An examination and analysis of significant theories and theorists of rhetoric from the classical to the modern period. Emphasis on the preparation of research papers reflecting rhetoric principles of communication.
Course Learning Outcomes:
By the end of this course, the student should be able to:
Define rhetoric both as a study and as a practice.
Analyze and respond critically to the ideas expressed in rhetorical theories.
Explain the relationship among rhetoric, speakers, and the audiences of public discourse.
Herrick, James A. The History and Theory of Rhetoric. 4th ed. Boston: Pearson, 2009.
Hacker, Diana. A Pocket Style Manual. 5th ed. Boston: Bedford/St. Martins, 2008.
Plan to make extensive use of the University Library and the Internet in research. To facilitate your inquiry, you might begin with a webpage with some research points of departure.
Attendance and class participation are required. The course motto is "To Learn and Have Fun." If you miss class, you will neither learn nor have fun. Research, once you learn how to do it well, is in fact fun and people are willing to pay you to do it. The subject matter is in some sense cumulative, which means that if you get behind, it is progressively harder and harder to catch up. Academic Penalties: My general policy in a MWF class is that more than three unexcused absences will result in lowering the course grade and more than five will result in a grade of U; I may modify or adjust these penalties for good reasons. Legitimate absences (such as a forensics trip or athletic competition) must be arranged for in advance. In any case, while you will find me understanding and flexible should you encounter some of these circumstances, you are responsible for the work of the course whether you are there or not.
There will be a midterm examination and a final examination. These examinations will be essay in format. Please bring a blue book (or two) for in class examinations.
Each student will write two papers on a topic in rhetorical theory, a rhetorical theorist, and/or issue related to rhetoric. One of the papers is to be on a theory, theorist, or issue from the ancient 'til 19th Century periods; the other paper is to be on a contemporary theory, theorist, or issue.
1. The first paper is due March 24, 2010.
2. The second paper is due on May 5, 2010.
Each paper should be in the neighborhood of 7-10 typed pages--all scholarly research and writing requirements obtain.
For all papers written for this course, you should use either MLA or APA. [See Hacker text.] MLA is the standard for research publications in the humanities and is recommended to you for this class, but APA will be acceptable. (Our research journals in communication use both.) Papers must be written in proper form using a standard style manual appropriate for reporting communication research. I require two modifications that I would like you to make: (1) that you must use the first name [& middle initial] of authors in place of the APA convention of initials only--otherwise, you may never know who I. A. Richards really was; (2) that you provide a page citation for all citations from books, journals, and magazines.
This class will be the most signficant class you will ever take. The issues we encounter truly have entranced the greatest minds of Western Civilization for over two thousand years. The subject is at the heart of our politics and religion and law and public life.
You are expected to read the textbook carefully, and then use the Internet and the Library's resources (including books!) to find materials to supplement your learning. I will prepare lectures to provide some context for our tour through the intellectual history of rhetoric and introductions to the theorists and their works.
The pedagogical method of this course is basically an on-going intellectual discussion, triggered by carefully prepared reports on important theorists and critics, topics, articles, and books. I hope we'll have many exciting and fruitful arguments this semester. For our class to be successful, everybody has to participate. You have to individually prepare for the discussions, read above and beyond the call of duty, and so forth. You have to contribute to a congenial atmosphere in which everyone can freely express their ideas and challenge the ideas of others. We are colleagues in this endeavor, allies--not adversaries.
We will also have a number of mini-critical papers to write (short, 1-2 pages) and share with the class. Sometimes these will be based on something we have all seen and heard together; sometimes the critical object will be more or less free choice but illustrating a particular approach to criticism. An explicit goal of the course is to help you grow as a researcher and writer.
A number of reports on articles/theorists/topics will be assigned to each student. Each report is essentially an oral precis of the material, supplemented by a 1-2 page handout. The secretary will assist you in duplication, but not in typing. On each handout you must put your name and a complete and accurate bibliographical citation for the source(s) of the report. (Cite the original source for reprints.) We can, of course, make these materials available electronically on Blackboard.
These reports are the springboards for our discussions.
- For the oral presentation, make the report clear, interesting, and informative. Strive to be intellectually provocative. Our discussion will grow out of what you say. The length of the oral report should be 10-15 minutes. Demonstrate why you got an A in public speaking.
- The written report should be typed and duplicated so that everyone has a copy.
As if by magic, these reports are never late. Students with bubonic plague have been known to get them done on time. The report should be in the nature of a precis, an abstract, an abridgment, a condensation, a digest, an epitome, a resume, a synopsis, or a summary of the material assigned.
A final point: Exciting discussions require a literate audience and a willingness to talk. Insofar as possible, it is a good idea for everyone to read assigned material in advance, especially for material in the textbooks.
A number of university policies govern academic classes. Please read this material carefully.