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 Syllabus

            “The orator must be accomplished in every kind of discourse and every kind of culture.”  Cicero

            “. . . but because there has been implanted in us the power to persuade each other and to make clear to each other whatever we desire, not only have we escaped the life of wild beasts, but we have come together and founded cities and made laws and invented arts; and, generally speaking, there is no institution devised by man which the power of speech has not helped us to establish.” Isocrates, Antidosis.

 “No education is worthy of the name which fails to make the point that the world is best understood from a certain distance or that the most elementary understanding requires a degree of abstraction” Richard Weaver, Ideas Have Consequences.

 

            “At its very inception, the study of rhetoric generated not only an elaborate system for investigating language practices but also a set of far-reaching, theoretical questions about the relationship of language to knowledge.  The . . . questions about language and knowledge raised by classical rhetoricians were never to be put to rest.” Patricia Bizzell and Bruce Herzberg, The Rhetorical Tradition.

 

 

 Course Description

            The ability to communicate through symbols allows us to make sense of our world, build meaningful relationships with others and present our positions on issues important to us in ways that might encourage others to join with us.  Each of us not only produces persuasive messages but we are often put in the role of consuming such messages.  We should be able to carry out both of these acts as insightfully, effectively and ethically as possible.  The examination of symbol, thought and action has been central to Western education for 2,500 years.  We are engaging in important stuff here.  Command of this knowledge will not only foster success in this class but in many of the classes in the major, across campus and in a variety of professions and civic positions.
            There are other reasons to study rhetoric as well.  First, anyone majoring in communication ought to know the historical grounding of the field.  The study of rhetoric was the study of communication until recently.  Second, studying rhetoric gives us insight into human nature and the evolution of human thought in a way few disciplines can.  Third, many seemingly “objective” endeavors (science, architecture, the news) have rhetorical dimensions to them.  Identifying such dimensions enriches our understanding of the world around us.  Finally, rhetoric has always concerned itself with effective symbolic expression.  Studying that process in its various manifestations can improve our ability to succeed at work, participate in civic endeavors and critically consume the messages of others.

            Class Culture.  With a class this size, there will be a fair amount of lecture, but your active participation is essential for this class to work.  Please come in with questions from the readings: What does it mean?  What does it look like?  How does it apply?  How do we do it?  These are all good questions and will help make the class meaningful for you.  You will also be engaging in some writing outside of class that will help foster class discussion.  The more you come prepared with questions, examples and issues, the less I’ll lecture.

Course Objectives

            This course is intended to

1.      enhance awareness of the rhetorical dimensions of social reality and the issues raised by these dimension;

2.      provide students with an overview of the thinkers and theories which have historically guided the study of rhetoric and communication;

3.      promote application of the theories and concepts through the critical construction and analysis of symbolic activity and artifacts.

 Course Competencies

            After completing this course the successful student will:

1.      demonstrate familiarity with historical figures and theories of rhetoric;

2.      articulate the relationship between the evolution of rhetoric and other aspects of the human condition such as technology, government, science and religion;

3.      identify worthy problem statements/research topics in a scholarly manner;

4.      apply course vocabulary in the examination of rhetorical activities and artifacts.

Course Policies

            Attendance.  You are expected to attend every class period.  However, since life happens, you are allowed three “personal days.”  Use them wisely if at all. 

Number of Absences Recorded	Highest Grade You Can Earn (regardless of grades earned on assignments)
No absences up to three absences	A
Four or five absences	B
Six Absences	C
Seven absences	D
More than seven	F

 

If you are planning to miss more than six classes go ahead and drop now—there is a waiting list!  If you must be absent, handle it responsibly: communicate me and other classmates so that you are prepared for the next class session.

            Participation.  There is no formal class participation grade.  However, your participation in class discussion and activities as well as your attendance may influence the assignment of a plus or minus to your final grade.  Absenteeism, tardiness, sleeping and apathy will negatively impact your grade. 

            Assignments.  All work must be handed in on time unless prior arrangements have been made. No make-ups will be given unless there are extreme circumstances—and such circumstances are handled responsibly by the student.  Do not wait until you are out of school to begin behaving professionally.

Honor Code and Academic Statement

            “It shall be the responsibility of every faculty member, student, administrator and staff member of the university community to uphold and maintain the academic standards and integrity of the University of North Carolina at Wilmington” (1997-1998 Student Handbook and Code of Student Life, p. 91).  All student work and conduct must be in accordance with the academic honor code and other codes informing the university community. 

 In choosing UNCW, you have become part of our community of scholars.  We recognize that the UNCW learning experience is challenging and requires hard work.  It also requires a commitment to make time available to do that hard work.  The University expects you to make academics your highest priority by dedicating your time and energy to training your mind and acquiring knowledge.  Academic success in critical thinking and problem solving prepares you for the changes and challenges you will encounter in the future.  Our faculty and academic support resources are readily available as partners in this effort, but the primary responsibility for learning is yours.

 Required Text

            Herrick, James (2001).  The History and Theory of Rhetoric:  An Introduction (2^nd ed.). Boston: Allyn and Bacon.

There will also be readings on reserve in the library and independent readings for your own course projects

 

 Assignments and Grading: There are 500 points available for the course.  I will be using a modified plus/minus system.  92% (460 pts.) and above is an A.  90-91% is an A minus.  87-89% (435 pts.) is a B plus, 84-86% is a B, 80-83% (400 pts.) is a B minus.  77-79% (385 pts.) is a C+, 74-76% is a C and 70-73% (350 pts.) is a C-.  You should keep up with your final grade by dividing the points available so far by the points you’ve earned.  The result will be a number corresponding to your percentage.  For instance, after three graded probes, you have had the opportunity to earn 75 points.  Let’s assume your actual scores add up to 66.  When you divide 66 by 75, you get .88 which is a B-plus.  The assignments are as follows:

 

Assignment	Point Value
Six Application Probes	75 (3 of 6 @ 25 pts. each)
Ten Chapter Quizzes	100 (10 @ 10 pts. Each)
Rough Draft	25
Term Paper	100
Midterm Exam	100
Final Exam	100

All work, unless otherwise noted, must be typed and adhere to the APA style guide.  Writing clearly and error-free is a big part of your success in this class—mange your time accordingly!

I reserve the right to modify the schedule and assignments as needed.

Schedule of Sessions

Be prepared for class.  I reserve the right to dismiss students who are habitually unprepared for class.  Actively read the material and come with questions, connections and examples.  

 

Date	Readings and Homework Due	Class Session Topic
Weds. 8-20	Welcome Back!	Rhetoric and the Human Condition
1-10	Chapter One Probe One	Discuss Probe One Further discussion of definition of rhetoric
Mon. 8-25	Study for Quiz One on chapter one and syllabus	Quiz: Chpt. One and Syllabus Rhetorical Criticism
8-27	Find worthy artifact for analysis Review Handout	Rhetorical Criticism Activity
8-29	Ann Gill: Oral Tradition reading on electronic reserve	Video on oral culture/impact of printing
Mon. 9-1	Labor Day: No Class
9-3	Probe Two	Discussion of Probe two
9-5	Study for Quiz Two on chapter two and oral traditions	Quiz: Chpt. Two and Oral Traditions Sophists and origin of rhetoric
Mon. 9-8	Chapter Three	Plato and the ethics of rhetoric
9-10	Chapter Four	Aristotle on Rhetoric
9-12	Study for quiz Three on chapters three and four	Quiz: Chpt. Three and Four Discussion of Aristotle continued
Mon. 9-15	Probe Three	Discussion of Probe Three
9-17	Roman Rhetoric	Discussion of Roman Rhetoric
9-19	Study for Quiz Four on chapter five	Quiz: Chpt. Five Discussion of Roman Rhetoric continued
Mon. 9-22	Begin study for midterm	Application Activity
9-24	Chapter Six Study for Quiz Five on chapter six	Quiz: Chpt. Six Discussion of Middle Ages and Rhetoric
9-26		Augustine and Art of Preaching
Mon. 9-29		TBA
10-1	Review for Midterm	Q/A on midterm and Letter Writing activity as time permits
10-3	Study for Midterm	Midterm Exam
Mon. 10-6	Chapter Seven	Rhetoric and the Renaissance
10-8	Probe Four	Discuss Probe Four
10-10	Fall Break: No Class
Mon. 10-13	Study for Quiz on chapter 7	Quiz: Chpt. Seven Renaissance and Rhetoric Continued
10-15	Chapter Eight Probe Five	Vico and the Elocutionists Discuss  Probe Five
10-17	Study for Quiz on chapter 8	Quiz: Chapt. Eight Blair, Campbell and Whately
Mon. 10-20	Chapter Nine Rough Draft due	Perelman  and Toulmin Rough Draft due
10-22	Study for Quiz on chapter 9	Quiz: Chapt. Nine Habermas and Rationality
10-24	Chapter Ten	Kenneth Burke:  Underlying Philosophy
Mon. 10-27		Kenneth Burke: Critical concepts and approach
10-29	Applying Burke	Application of Burke
10-31	Study for Quiz on chapter 10	Quiz: Chpt. Ten Bitzer’s Rhetorical Situation
Mon. 11-3		Fisher: Rhetoric as Narration
11-5		Bormann: Rhetoric and Fantasy Paper Q/A
11-7	Chapter 11	Foucault: Rhetoric and Power
Mon. 11-10		Derrida and Deconstruction
11-12		Weaver: Rhetoric, Hierarchy and Culture
11-14	Study for Quiz on chapter 11	Quiz: Chapt. Eleven Feminism and Rhetoric
Mon. 11-17		Work on project
11-19		Work with peer evaluator #1
11-21		Work with peer evaluator #2
Mon. 11-24	Final revisions to project	Discuss and turn in Term Project
Thanksgiving Break: Go and Be Thankful
Mon. 12-1	Probe Six	Discuss Probe Six
12-3	Final Exam Preparation	Final Exam Review
Final Exam Preparation		Final Exam: Mon. Dec. 8th  8-11 am

 

 

One way to define criticism succinctly would be as the systematic process of illuminating and evaluating the products of human activity . . . .The critic of rhetoric focuses his or her attention on human efforts to influence human thought and action.”  James R. Andrews, Michael C. Leff and Robert Terrill. Reading Rhetorical Texts.

Assignment Descriptions

 

I offer this overview of assignments all at once not to overwhelm you but so that you can manage your time accordingly.  I realize that this is not the only course you are taking and want you to be able to take the lead in owning your education and managing your coursework. Notice that in several cases you have choices regarding which assignment you do.  Choose in ways that best meet your needs, i.e.; help with term project, address an area of interest, etc.  If you have questions about any of these assignments be sure to ask them.  Really, go ahead and ask.

 Application Probes—75 points

Probes are 1-2 page (12 point font, single-spaced, 1” margins) writing assignments that foster your interaction with course material.  They will also help jump-start our class discussion.  They are worth 25 points each and I will grade three of the six.  I will collect them four times during the semester without notice.  By collecting four times, you will have the option of skipping one collection because you chose not do the probe or don’t think it is your best work.  No late probes are accepted.  Thoughtful work on these will help in preparation for the exams as well.  See attached sheet for individual probes and due dates.  Since you will occasionally have a choice on which question to answer, be sure to accurately number/title each probe.  Probes may be done in teams of two.  If you choose to do them in a team, be sure the write-up reflects your discussion of the issues and that both names are typed at the top of the page.  If I discover that you are alternating or tag-teaming the probes.  I reserve the right to fail both team members for the entire 75 points of probes.

 Quizzes—100 points

            I have found that discussion goes better when everyone has read the book.  To strongly encourage that behavior we will have ten quizzes that quickly assess whether you have done the reading or not.  The quizzes are not designed to be tricky—though some material is hard—but to reward you for actively reading the text.  Some of the exam questions will be taken directly from the quizzes.  As Mark Twain has said, “The man who does not read has no advantage over the man that cannot read.”

 

 Exams—200 points (100 pts. x 2)

            Both exams will offer a blend of objective questions that focus on recall and essays that focus on comprehension, synthesis and application.  The majority of the questions will be objective items that focus on course vocabulary.  The final exam will be comprehensive but allow one page of notes.

 

“The object of liberal training is not learning, but discipline and the enlightenment of the mind.” 
-Woodrow Wilson, July 1, 1909.

 Rough Draft—25 points

 A draft of your term project is due.  It must be: 1) written in APA or MLA style, 2) offer clear subheadings to clarify the sections of your paper, 3) include at least five sources in the references page, 4) clearly outline any areas yet to be developed.  The better the draft, the better feedback I can give you which will make writing your final paper easier and likely make your final paper grade higher!  If you are doing the portfolio you should have at least three polished examples to hand in as you plan to for the final project so I can comment on form, substance, etc.

 

Final Paper—100 points

This paper should be very polished writing.  I highly recommend that you share your drafts with one another, with the Writing Center, or anyone else you trust as an editor/proof reader.  This is a term project, not a weekend project and will be graded accordingly.  A minimum of 12 quality sources should be integrated into your paper and cited appropriately according to APA style.  Your paper should make a discernible argument and not simply offer a collection of information.  Take a stand, clarify it and defend it.  Use the models of argument offered in your text (particularly Cicero and Toulmin) to help you organize your paper!  You may choose your topic from the four options below.  Hint: START THINKING SOON about this project.

            Option 1: Analysis of the Gorgias or the Phaedrus.  Read the Gorgias or the Phaedrus along with at least two sources that provide direct analysis of the work you’ve chosen.  Be sure that your analysis includes explicit references to the texts and that you provide support for your interpretation.  (Remember you will need 10 more sources.  These may be popular sources as well as academic.)  This option is easier and more rewarding than it sounds! 8-10 pages.

            Option 2: Argumentative essay with analysis.  Write an argumentative essay on an issue of concern such as elimination of all tobacco products.  That essay should be 7-8 pages and include at least 10 sources.  Then offer a 2-3-page discussion of that paper that very specifically identifies the rhetorical strategies you used in your essay.  You should have at least 10 examples of how course material has shaped the content, organization and expression of your ideas. 

            Option 3: Special topic in rhetoric.  We will not have time to cover many of the topics we encounter with any real depth.  You may choose to pursue such topics as metaphor, ethics, narrative argument, the enthymeme, feminist perspectives, the role of emotion, the sublime, to name but a few.  A glance at the glossary during the first few weeks of class might give you some ideas about concepts worth pursuing. 8-10 pages.

            Option 4: Rhetorical analysis.  Analyze a significant artifact using concepts raised in the course.  You may analyze a campaign such as PETA, Operation Rescue, Promise Keepers, or a significant ad campaign.  You may analyze single artifacts, for example: Bill Gates’ book on technology, any of the Aliens movies, a specific piece of architecture or any speech you find noteworthy from Vital Speeches, the Great Speeches videos or similar sources.  Be sure to apply course concepts to the analysis of your artifact.  For instance, if you decide that metaphors are a key feature of the artifact, then discuss metaphors briefly, cite sources that help your reader understand how you are using metaphors, and offer some analysis of the metaphors in the artifact. 8-10 pages.

            Option 5:  Rhetorical Portfolio.  Assemble 8-10 artifacts that connect with different concepts in the course.  Create a portfolio that contains the artifacts along with 1 page (single-spaced) that explains the rhetorical concept and how the artifact can be critiqued by or used to better understand the concept.  Artifacts must include one live event and one famous speech and can also include advertising, letters to the editors, cartoons, song lyrics, additional speeches, etc.  Two sources must be integrated into each analysis.  The portfolio will be graded on the quality and variety of artifacts as well as the insightful connections to course material.

 

Ask questions early and often about the term project.

Probes

1.  Answer “Questions for Discussion” question # 1 (regarding Abe Lincoln and Emily Dickinson) at the end of chapter one of your text.  Make specific integration of course vocabulary in articulating your position.

 2.  Identify and summarize what you think the most insightful, interesting or useful section from the reading on reserve and/or the video.  Did you see and interesting interactions between the reading and the video?  How does any of this apply to us today?  Can you share an example of a direct experience you have had with the ideas offered in this section of the course?

 3.  Answer “Questions for Discussion” question # 2 at the end of chapter four of your text, which deals with the relationship between character and evidence in rhetoric.  Add to that discussion your thoughts on what place on the hierarchy emotions might play in today’s rhetorical orientation.  Be sure to integrate course vocabulary and contemporary examples in articulating your position.

4. Pick a speech of interest to you from Vital Speeches.  Address the following concerns: Was the speech effective?  What were the essential features that made it effective or ineffective? Critique it using at least two concepts from the classical era or the introductory material in our text. 

5.  The Italian Humanists argued that somehow speech is itself the means by which human beings create civilization.  Join the debate on this issue by offering at least one argument supporting their position and one argument refuting their position.  Provide a clear statement of your argument and support as well.

6.  Put the following theorists you encountered into some sort of hierarchy--from most helpful or interesting (insightful, important, etc.) to least.  First, briefly define your criteria then use the bulk of the essay to justify your top two choices and your last choice.  Remember judgments require criteria and support.

Kenneth Burke, Lloyd Bitzer, Ernest Bormann, Walter Fisher, Chaim Perelman, Michel Foucault, Jacques Derrida, Richard Weaver,          Sonja Foss

 Let’s Enjoy the Pursuit of Excellence Together.

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