ࡱ> ~}o #Ebjbj :֘zf֘zf<,` ` 8d1>Oc 1111111$4b7519%"9%9%510J1***9%1*9%1***),/'*0`101* 8'B 8* 8*xo_ b*!"\ooo5151 )xooo19%9%9%9% 8ooooooooo` k: COMM 7/8362 Seminar Public Address American Public Discourse since 1865 COURSE DESCRIPTION: In this course, you will examine selected case studies involving the great public advocates, the pivotal issues of this time period, and special topics of interest to students of rhetoric and public affairs, history, and political science. Specifically, the course will allow you to develop and to enhance your abilities as a rhetorical scholar by giving you the opportunity to analyze various forms of significant, political discourserhetoric that is important historically, theoretically, conceptually, etc. Understanding the nature of public discourse depends on having both theoretical and practical experiences. Thus, we will be reading a lot and writing a lot. Theories and descriptions of public discourse will be developed through the readings, lectures, and class discussions. The practical component will be developed through topic leadership assignments and research papers. You are expected to read thoroughly each weeks assignments. You need to come to class prepared to ask and to answer provocative questions, prepared to discuss the readings in a meaningful way and, most important, prepared to exhibit rhetorical sensitivity to the classroom community. Failure to read, to participate, and to treat your colleagues professionally limits the discussion potential and the construction of knowledge you need to do well in the class. REQUIRED TEXTS: Mary Stuckey, Defining Americans Davis Houck, FDR and Fear Itself: The First Inaugural Address Other Readings are available through the Library Portal or on the eCourseware class site Many speeches are available at  HYPERLINK "http://www.americanrhetoric.com/" http://www.americanrhetoric.com/ Speeches and analyses are available at  HYPERLINK "http://voicesofdemocracy.umd.edu/" http://voicesofdemocracy.umd.edu/ GRADING: The grading scale is the standard 100-90% = A, 89-80% = B, etc. Research Paper 60% Topic Leadership I 20% Topic Leadership II 20% Regularly check for updated information at the eLearning class site:  HYPERLINK "https://elearn.memphis.edu/" https://elearn.memphis.edu/. COURSE ASSIGNMENTS: Topic Leadership Assignments. These assignments will allow you to examine in some detail a topic listed on this syllabus (see attached for detailed instructions on this assignment). You will teach the class about the rhetorical significance and provide a rhetorical analysis of a listed speech not already covered by the readings (or a speech of your choosing not on the syllabus); and you will lead the class in a discussion of your text. Note: the topic used in one of these assignments could be used for your research paper; the text used in one of these assignments could be used for your research paper, but it cannot be the sole text used for your research paper. Research Paper. This paper should be original work, suitable for submission to a journal, or at the very least, a conference (18-22 pages, exclusive of endnote pages; use Rhetoric & Public Affairs as a source for formatting your paper). The paper should reflect your analysis of some aspect of American public discourse that is of relevance to this class. It is due on Monday, November 12th by noon (hard copy). The copy you turn in on 11/12 is not a rough draft; it should be a paper you consider ready to send to a journal editor or a conference programmer. This paper will be critiqued and returned with feedback by Tuesday, November 20th. Your revision must be turned in by Wednesday, December 5th at noon (hard copy). Your revision must be turned in with a cover letter explaining what youve done to address the comments made in the critique. The instructor must approve all topics in advance. To that end, you will need to write a 1-2 page proposal that discusses your papers purpose/significance, including a preliminary thesis statement, abbreviated list of citations, and a few words on the analytical framework you plan to use. I will use the proposal as a means to help you refine your topic. Proposals are due by Tuesday, October 2nd (hard copy; in class). Your paper grade will be lowered one letter grade for each day any deadline is missed. Tentative Schedule of Readings/Assignments 8/28The Nature and analysis of Rhetoric Bitzer, Rhetorical Situation Brockriede, Rhetorical Criticism as Argument Reid & Klumpp, 1-22 Dorsey, Introduction Zarefsky, Always Medhurst, Contemporary Study Campbell & Jamieson, Introduction 9/4From Slavery to Jim Crow Shapiro, 5-29 Braden, 1-37 Terrell, What It Means to Be Colored (americanrhetoric.com) Watson, Terrell vs Nelson R&PA 2009, 12.1, (65-90) Henry Grady, The New South (google it) Douglass, What the Black Man Wants (google it) Washington, Cotton States (Atlanta States) Exposition Address (google it) DuBois, WEB DuBois Critiques Booker T. Washington, (google it) Dorsey, ch. 4 Stuckey, Brownsville (QJS 2006, 92.3, 287-309) 9/11The Invaders Calloway, 90-96, 102-110 Jefferson, Message to Congress Roosevelt, True Americanism (google it) Lodge, Literacy Test Dinnerstein & Reimers, ch. 3 Trafzer & Hyer, 35-53 Stuckey, 1-105 Dorsey & Harlow, Americans Pure and Simple (R&PA 6.1, 2003, 55-78) 9/18Progressivism Sumner, The Forgotten Man Conwell, Acres of Diamonds (americanrhetoric.com) Roosevelt, Man with the Muck Rake (voices of democracy.umd.edu) Gompers, Labor Question Eugene Debs, Working Class Politics (google itextract) Hofstadter, Muckraking Dorsey, Preaching Morality Darsey, Legend of Debs Danbom, Christian World Carlson, Narrative 9/25The New Woman Selection of Womens Discourse Harper, Womens Political Future ( HYPERLINK "http://voicesofdemocracy.umd.edu/" http://voicesofdemocracy.umd.edu/) Stanton, Our Girls ( HYPERLINK "http://voicesofdemocracy.umd.edu/" http://voicesofdemocracy.umd.edu/) Campbell, Womens Liberation Jamieson, Effeminate Style Borda, Woman Suffrage Parades of 1910-1913 (WJC 66.1, 2002) Hogan, Our Girls Interpretative Essay, ( HYPERLINK "http://voicesofdemocracy.umd.edu/" http://voicesofdemocracy.umd.edu/) 10/2American Empire Beveridge, March of the Flag (voicesofdemocracy.umd.edu) Josiah Strong, Our Country (google it) WJ Bryan, Imperialism (greatamericandocuments.com) Roosevelt, Strenuous Life Roosevelt, Transcript of Roosevelt's Corollary to the Monroe Doctrine (google it) Cashman, War & Empire Carlson, Beveridge as Imperialist Bass & Cherwitz, Imperial Mission Dorsey, Sailing Hogan, 19-56 10/9The Great War Wilson, War Message (google it) Robert LaFollette, Senate Speech on Free Speech in Wartime (google it) Roosevelt, Hyphenated Americanism Wilson, Peace Term (14 points) Wilson, Opening Discussion Wilson, Address to Senate Stuckey, ch. 4 Kraig, Leader Robert Ivie, Images of Savagery (CM 47.4, 1980)) Dorsey, Fight 10/16 FDRs America & The Good War FDR, First Inaugural (americanrhetoric.com) FDR, Arsenal of Democracy) (americanrhetoric.com) FDR, Quarantine the Aggressor (google it) Roosevelt, Four Freedoms (americanrhetoric.com) Long, Every Man a King (americanrhetoric.com) Daughton, Metaphorical Transcendence (QJS 79, 1993) Houck, FDR and Fear Itself Lester Olson, Portraits in Praise of a People (QJS 69.1, 1983) Stuckey, ch. 5 10/23Cold War Winston Churchill, Iron Curtain Speech) (google it) Truman, Truman Doctrine (americanrhetoric.com) Eisenhower, Atoms for Peace (americanrhetoric.com) Eisenhower, Farewell Address (americanrhetoric.com) McCarthy, Speech at Wheeling) (google it) Scott, Cold War and Rhetoric Scott, Eisenhowers Farewell Address Stuckey, ch. 6 Medhurst, Eisenhower 10/30New Frontiers and Great Societies Kennedy, Inaugural (americanrhetoric.com) Kennedy, Cuban Missile Crisis (americanrhetoric.com) Kennedy, Civil Rights (americanrhetoric.com) Johnson, We Shall Overcome (americanrhetoric.com) Johnson, Great Society (americanrhetoric.com) Dorsey, Peace Corps Goldzwig & Dionisopoulos, John F. Kennedys Civil Rights Discourse (CM 56.3, 1989) Zarefsky, Inception Goldzwig, LBJ, The Rhetoric of Transcendence (R&PA 6.1, 2003) 11/6Social Protest King, I Have a Dream (americanrhetoric.com) Malcolm X, Ballot or Bullet (americanrhetoric.com) Carmichael, We Aint Going ( HYPERLINK "http://www.speeches-usa.com/Transcripts/043_carmichael.html" www.speeches-usa.com/Transcripts/043_carmichael.html) Carmichael, Black Power (voicesofdemocracy.umd.edu) King, Mountaintop (americanrhetoric.com) Terrill, Protest, Prophecy (R&PA 4.1, 2001) Terrill, ch 2 Windt Jr., Rhetorical Sketch Bowers, Ochs, and Jensen, Nonviolent Resistance Stewart, Evolution of a Revolution (QJS 83, 1997) 11/13NCA Week (no class) 11/20Vietnam/Watergate Johnson, Gulf of Tonkin Incident (google it) Johnson, Johns Hopkins University (google it) Nixon, The Cambodian Invasion, ( HYPERLINK "http://www.mekong.net/cambodia/nixon430.htm" http://www.mekong.net/cambodia/nixon430.htm) Nixon, Vietnamization-11/3/69 google it Nixon, First Watergate Speech (google it) Nixon, Resignation (google it) Bostdorff, ch. 3 Bostdorff, ch. 4 Campbell & Jamieson, ch. 9 Campbell & Jamieson, ch. 10 McMahon, Rationalizing Defeat (R&PA 2.4, 1999) 11/27Reagans World & Beyond Reagan, Evil Empire (google it) Reagan, KAL 007 (google it) Reagan, Challenger (americanrhetoric.com) Obama, Race Speech (More Perfect Union) (google it) Lewis, Telling Americas Story (QJS 73.3, 1987) Terrill, Unity and Duality (QJS 95.4, 2009) Dilliplane, Race, Rhetoric (R&PA 15.1, 2012) Darsey, Obama and Americas Journey (SCJ 74, 2009) 12/4Research Paper Presentations Citations for Some of the Readings Lloyd Bitzer, "The Rhetorical Situation," Philosophy and Rhetoric 1 (1968): 1-14. Wayne Brockriede, "Rhetorical Criticism as Argument," Quarterly Journal of Speech 60 (1974): 165-174. Colin G. Calloway, ed., Our Hearts Fell to the Ground: Plains Indian Views of How the West Was Lost (Boston: St. Martin's Press, 1996). Clifford E. Trafzer and Joel R. Hyer, eds., Exterminate Them! Written Accounts of the Murder, Rape, and Enslavement of Native Americans During the California Gold Rush (East Lansing: Michigan State University Press, 1999). Leonard Dinnerstein and David M. Reimers, Ethnic Americans: A History of Immigration, 4th ed. (New York: Columbia University Press, 1999). Herbert Shapiro, White Violence and Black Response: From Reconstruction to Montgomery (Amherst: The University of Massachusetts Press, 1988). Leroy G. Dorsey, "We Are All Americans, Pure and Simple": Theodore Roosevelt and the Myth of Americanism (Tuscaloosa: The University of Alabama Press, 2007). Richard Hofstadter, The Age of Reform: From Bryan to F.D.R (New York: Vintage Books, 1955). Robert A. Kraig, Woodrow Wilson and the Lost World of the Oratorical Statesman (College Station: Texas A&M University Press, 2004). David Zarefsky, President Johnson's War on Poverty: Rhetoric and History (Tuscaloosa: The University of Alabama Press, 1986). John W. Bowers, Donovan J. Ochs, and Richard J. Jensen, The Rhetoric of Agitation and Control, 2nd ed. (Prospect Heights: Waveland Press, 1993). Theodore O. Windt, Jr., Presidents and Protestors: Political Rhetoric in the 1960s (Tuscaloosa: The University of Alabama Press, 1990). Topic Leadership Assignments These assignments will allow you to examine in some detail a public address text of your choice (a text not listed on the syllabus), and allow you the opportunity to share your findings with the class. Follow these guidelines: 1) Describe the contextual background, constraints, and audience for which the text was created. In other words, what is the rhetorical situation surrounding the text? This section should be no more than 1 page. 2) Identify the primary arguments the texts creator is advancing in the text. There is no analysis hereits just a summary of the rhetors claims. This section should be no more than a page. 3) Explain the rhetorical characteristics of the document. How does the text respond to the rhetorical situation? What makes the text compelling (theoretically and/or argumentatively)? This is where you bring insight to the rhetorical dynamics of the text. This is, by far, the most important section of the In-Class report. This section should be at least 1 to 2 pages. 4) The Assignment must be typed, in full-sentence, outline form, and given to the instructor before your presentation. Your report should be no longer than 5 pages; this does not include reference page(s). Do not write an outline that has huge paragraphs of information; actually show the relationship between claims, evidence, and reasoning. 5) Include a bibliography of sources used (six minimum). 6) You will have 25-30 minutes to present your report to the class, followed by 15-20 minutes of class questions/discussion. Please note the following items: Americans with Disabilities Act: ֱ does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. The student has the responsibility of informing the course instructor (at the beginning of the course) of any disabling condition, which will require modification to avoid discrimination. Faculty members are required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels. Handouts: Handouts in this course are copyrighted. By handouts, I mean all materials generated for this class, which include but are not limited to syllabi, quizzes, Powerpoint slides, exams, in-class materials, etc. Because these materials are copyrighted, you do not have the right to distribute them without express written permission from the Instructor to do so. Academic Misconduct (Reproduced from  HYPERLINK "http://www.memphis.edu/studentconduct/index.htm" http://www.memphis.edu/studentconduct/index.htm): Plagiarismthe adoption or reproduction of ideas, words, statements, images, or works of another person as ones own without proper attribution; Cheatingusing or attempting to use unauthorized materials, information, or aids in any academic exercise (all forms of work submitted for credit or hours); Fabricationunauthorized falsification or invention of any information or citation in an academic exercise. Furthermore, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. Any student guilty of academic misconduct will be given a zero on the specific assignment, and (at the facultys discretion) a failing grade in the course. The Instructor will also forward the incident to the Universitys Office of Student Conduct for further disciplinary action.     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