CMM 402/502:  Rhetorical Theory

Spring 2009

Course Instructor

            Dr. Susan Gilpin                                                                                  (304) 696-2476

            251 Smith Hall (enter at 257 Smith Hall)                                   gilpin2@marshall.edu   

Office Hours

            Tuesday:  1:00 – 4:30                                              Thursday:  1:00 – 3:00

Wednesday:  1:00 – 3:00                                         Additional hours by appointment

Required Text:

Brummett, Barry.  Reading Rhetorical Theory.  Forth Worth:  Harcourt, 2000.

Recommended Texts for Graduate Students:

Booth, Wayne D., Colomb, Gregory G., and Williams, Joseph M.  The Craft of

            Research, 3rd ed.  Chicago:  University of Chicago Press, 2008.

Herrick, James A.  The History and Theory of Rhetoric:  An Introduction, 4th ed. 

            Boston:  Allyn and Bacon, 2005.

I may post additional readings electronically on our Blackboard course page.  You will be responsible for printing out these supplemental readings as assigned.

Course Description, Credits, and Prerequisites:  An exploration of theories of rhetoric from the Greek philosophers to the present.  This course will examine the strategic use of symbols in persuasive discourse.  3 hrs. 

Course Philosophy and Themes:  It is hard to imagine a force more powerful in western civilizations than that of the strategic use of written and spoken symbols.  For over 2,500 years, women and men from all walks of life have speculated about the relationships among speakers or writers, their messages, and their audiences, and they have attempted to understand how and why we are able to persuade one another.  This tradition of inquiry is the foundation of the discipline known as rhetoric, and collectively, the body of scholarly thought is known as rhetorical theory.  Rhetoric is the oldest discipline in the field of human communication.

In this course, we will survey rhetorical history and theory from the classical era to the present.  We will focus especially on the social functions and consequences of rhetorical practice.  Our textbook author will suggest some; in our reading and discussion of primary material we will discover others.

Desired Learner Outcomes/Objectives:  At the end of the semester, you should be able to do the following:

• propose and defend a definition of rhetoric
• use an appropriate scholarly vocabulary to discuss rhetorical activities and artifacts
• describe and apply the most influential theories of rhetoric from antiquity to the present
• become familiar with current rhetorical scholarship
• identify recurring themes in the history of rhetoric
• articulate the significance of rhetorical studies for liberal arts students and citizens in democratic societies

Evaluation of Learner Outcomes:  You will demonstrate your achievement of course objectives via reading quizzes, reaction papers, a collaborative oral report, a term project, various in-class activities, and a reflective essay.  These will carry the following weight in determining your final grade:

Undergraduates                                              Graduates

            Reading quizzes (3)                   30%                 Reading quizzes                        30%

            Reaction papers (3)                  30%                 Journal review                          20%

            Collaborative oral report           15%                 Collaborative oral report           15%

            Topical reflection paper            20%                 Term project                            30%

            3 Ps*                                         5%                 3 Ps*                                         5%

* 3 Ps = preparation, punctuality, participation

Well in advance of the due dates, you will receive additional details about these assignments, including guidelines for preparing them and explanations of how they will be evaluated.

Course Policies

1. Attendance.  Students who miss more than two classes for other than university-sponsored/excused reasons or religious holidays can earn no higher than a C in the course.  You must be present when I circulate the attendance sheet and stay for the entire class period in order to be counted present for that class meeting.
2. Preparation, participation, punctuality (3P grade).  This is not a lecture course.  In order to meet the objectives of the course, you will need to attend each class having completed the assigned reading and writing and having prepared yourself to be an informed participant in class discussions and in-class activities.
3. Academic integrity.  We will follow the policies fully described on pages 106 – 109 in the Marshall University General Undergraduate Catalog 2008 – 2009 (available online at < http://www.marshall.edu/catalog/Undergraduate/ug_08-09_published.pdf>).  During the semester we will talk more specifically about the implications of this policy for particular assignments.

4.      Policy for Students with Disabilities.  Marshall University is committed to equal opportunity in education for all students, including those with physical, learning, and psychological disabilities.  University policy states that it is the responsibility of every disabled student seeking accommodation to contact the Office of Disabled Student Services (DSS) to provide documentation of the disability.  Following this, the DSS Coordinator will send letters to each of the student’s instructors outlining the academic accommodation the student will need to ensure equality in classroom experiences, outside assignments, testing, and grading.  The instructor and student will meet to discuss how the accommodation(s) requested will be provided.  For more information, visit <http://www.marshall.edu/disabled> or contact the Disabled Student Services Office at Prichard Hall 117, phone 304-696-2271.

            Please examine our course syllabus carefully to identify the class activities for which you will request special accommodation and schedule a meeting with me about this early in the semester.  I will work with you to develop a plan to accommodate your needs and help you meet course requirements.

5. Make-up exams and presentations.  Make-up exams and panel presentations will be available only for documented medical emergencies and university-excused absences.  If you already have a schedule for university excused absences, check it against our course schedule right away and bring unavoidable conflicts to my attention.  Please schedule optional activities around exam and presentation dates.  If an unavoidable conflict occurs later in the semester, it is your responsibility to speak to me about what accommodation may be available to you.  Make-up exams may differ from the exams given in class.
6. Due dates.  The components of the out-of-class written assignments are due in hard copy on or before their scheduled dates.  Please retain an electronic copy of your assignment until I have commented on your hard copy and returned it to you with your grade.
7. Missed classes.  When you are absent, it is your responsibility to find out from a classmate what notes, handouts, assignments, or other course material you missed.  Most handout materials will be available on our course Blackboard/Vista page.  Depending upon the nature of the assignment, you might not be able to make up informal, in-class writing and activities for credit.
8. Office hours.  I will keep the office hours posted at the beginning of this syllabus, and I welcome your visits during those times.  I am available to meet with you at other times by appointment only.
9. Class communication.  I will send course updates, additional readings, and other information via the class e-mail list on record with Marshall University.  Please check your Marshall e-mail account frequently or arrange to have your MU e-mail forwarded to the account you do read regularly. Your e-mail messages have the greatest chance of reaching me if you send from your Marshall e-mail account.  I attempt to respond to student e-mail within 48 hours.
10. Graduate student seminar meetings.  On the dates noted on the course outline, I will meet with graduate students separately during the last 40 minutes of the class so that we might discuss the readings more deeply and work on term projects (see p. 4). 

Graduate Seminar Dates and Topics:

·         January 29:  Rhetoric as a Teaching Tradition (Corbett and Connors, pdf on                                                   Blackboard)

                                                Writing Project Proposals (Booth, Colomb, Williams;  Chs. 3 and 4 –                                                                        summarized on  handout )

·         February 19:  Term Project Assignment

                                                   Journal Review Project Assignment and Resources

·         March 12:   Term Project Check-in

Preparing an Annotated Bibliography

Course Outline

(subject to change as the semester progresses)