ࡱ> dfco )bjbj .F֘zf֘zf!L L 8<<FUL%F'F'F'F'F'F'F$HLKKF"KF0`F"""v%F"%F""R%AD +}+BFvF0F7BKZK<DKD "e|KFKF FKL W: RHETORICAL THEORY COMM 7350/8350 Course Description: History of rhetoric from the sophists through the present; may include reading from Isocrates, Plato, Aristotle, Cicero, Augustine, Erasmus, Ramus, Campbell, Blair, John Q. Adams, and others. TEXTS: Thomas M. Conley, Rhetoric in the European Tradition. Longman: New York and London, 1990. Patricia Bizzell and Bruce Herzberg, eds., The Rhetorical Tradition: Readings from Classical Times to the Present, 2nd ed. Revised and Enlarged. Boston: Bedford Books of St. Martins Press, 2001. George Kennedy, trans. Aristotle on Rhetoric: A Theory of Civic Discourse, 2nd ed. Oxford: Oxford University Press, 2007. Additional readings will be assigned throughout the semester and made available on e-Courseware or distributed in class. RECOMMENDED SUPPLEMENTAL TEXTS: Cicero, On the Orator Augustine, On Christian Doctrine Quintilian, Institutes Books 1, 2 and 10 SEE ALSO: Brian Vickers, In Defence of Rhetoric, Oxford: Oxford University Press, 1990. Discussion of issues relevant to this course occurs regularly on the following listservs:  HYPERLINK "http://www.h-net.msu.edu/~rhetor/" http://www.h-net.msu.edu/~rhetor/  HYPERLINK "http://www.natcom.org" www.natcom.org (CRTNET listserv) Texts and videos of famous American orators and speeches can be found at:  HYPERLINK "http://americanrhetoric.com/" http://americanrhetoric.com/  HYPERLINK "http://gos.sbc.edu" http://gos.sbc.edu Course Objectives: This is primarily a reading and discussion course. Its purpose is to introduce students to foundational texts, thinkers, and approaches to the study of rhetoric and rhetorical theory by tracing the development of the 2500 years of the western rhetorical tradition through close reading and critical study of primary texts (an unreasonable amount of material in an unreasonably short amount of time) within their specific historical and cultural contexts. The course is designed with the following objectives in mind: to acquaint students with texts that have been influential within traditional boundaries of the history of rhetoric and some that have not but should be. to read these texts closely, within their historical, literary, philosophical, religious, and other contexts from a critical perspective. to understand Western precursors to contemporary argumentation / rhetorical theory. To appreciate rhetoric as practical reason and how rhetoric reflects and shapes social values. Learning Outcomes: Students will: Read, analyze, discuss, and write about rhetorical texts from the ancient past to the present from critical perspectives; Conduct careful research on a chosen topic related to the course and develop an annotated bibliography of at least twenty-five sources about that topic; Write a 15 (M.A. students) -25 page (Ph.D. students) research paper that offers a compelling and argumentative theme that is related to the course content, that is carefully organized, that correctly cites and documents its sources (MLA, APA, or Chicago), and that demonstrates a command of standard academic English. Specfiic Assignments and Evaluation MA students: 12 one-page weekly summary/response papers for each weekly reading assignment 10 points each 120 points (40%) Each week, after completing the reading assignment, you should prepare a one-page typed (10-12 point font) response that includes a detailed and concise summary of the reading assignment and concludes with a paragraph in which you state your personal response to the reading. Engaged classroom participation in all of the discussions 45 points (15%) Final research project - (See details below) 135 points (45%) TOTAL POINTS FOR MA STUDENTS = 300 Assignments and Evaluation Doctoral students: 12 one-page weekly summary/response papers for each weekly reading assignment 10 points each 120 points (30%) Engaged classroom participation in all of the discussions 40 points (10%) Class Presentation - (See details below) 80 points (20%) Final research project - (See details below) 160 points (40%) TOTAL POINTS FOR DOCTORAL STUDENTS = 400 Attendance: Attendance is mandatory. This is a graduate level course and it is assumed that you have chosen to be here and want to be engaged with the material. If you have more than one unexcused absence, your semester grade will be lowered relative to the number of absences and/or the times that you come to class late. If you miss three classes, for any reason, you cannot pass the course. If you absolutely must be absent from class, please contact me ahead of time. Late Paper/Assignment Policy: All assignments are due in class on the day stated in the semester calendar, unless I change the dates ahead of time. No late papers or assignments will be accepted with the following possible exceptions: a death in the immediate family, a personal (your own) illness, or other major personal catastrophe (which will be determined as such by me). For any of these exceptions, verifiable documentation will be required before the late paper/assignment will be accepted. Plagiarism: According to ֱ Student Handbook, your assignments must reflect your own effort. In situations where external sources are used, you must acknowledge your sources and add your own analysis. Otherwise, it is plagiarism. If you plagiarize or cheat, the minimum penalty is an F on the assignment; other penalties could include an F for the course and/or suspension. All instances of academic dishonesty must be reported to the Office of Judicial Affairs. So, do your own work, be careful about citing sources and check with me if you have any questions. Students with Disabilities: Students with disabilities (including invisible disabilities such as chronic diseases, learning disabilities, and head injuries) are encouraged to notify their instructor of their condition within the first two weeks of the semester. The college and your instructor will make reasonable accommodations for persons with documented disabilities. Research Assignments 1, 2, 3, 4 = five sources for your research project with short annotation 10 points each 30 points total In each of these assignments write your working thesis at the top of the first page. Be sure your annotations indicate not only the essential content of the source, but also how the source will help your project, or how the source has changed or clarified your focus. Cumulative annotated bibliography of 25+ sources 15 points Be sure your thesis is clear and focused. State it at the top of the first page. Make sure your annotations indicate how each source advances your thesis. Complete final draft of paper with bibliography DUE: On or before 5:30 p.m. Wednesday, December 15 MA students = 15-20 pages 80 points (135 total) Doctoral students = 20-25 pages 105 points (160 total) Doctoral Student Presentations Each doctoral student will offer a presentation of one weeks assigned reading or one text (or a number of articles) that supplement the readings for that week. For example, on the week that we cover Cicero, a student can give a presentation on De Oratore or another text that will supplement our reading of Ciceros De Oratore. In these presentations, the students are to present themselves as teachers teaching their selected text(s) with the assumption that their students (those of us in the class) are not very or at all familiar with the material. More than anything else, this is a teaching presentation; the presenter is to teach the c lass of the importance of the text(s) and how the text is to be understood within the broader context of that weeks readings. The presentation should include: Introductory material about the author, especially if we have not covered the author already; An analytical overview of the textthis means not just a summary of the text, but an analysis of the texts/texts influence within the (then) contemporary contexts of rhetorical issues and, if relevant, the broader contexts of the history/histories of rhetoric; Organized and effective handouts to facilitate the discussion; do not just throw something together at the last minute, but carefully plan and organize your handouts; A brief bibliography of works relevant to further understanding of the presented text(s). Plan for a thirty-minute presentation.      %*=>W]^   < W a b % ' ( ? 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