ENGL 354: Modern Rhetorical Theory, Fall 2020

Course Information

Course

  • Number: ENGL 354
  • Title: Modern Rhetorical Theory
  • Term: Fall 2020
  • Meeting: MWF 12:00-12:50, Online

Instructor

  • Name: Andrew Pilsch
  • Contact: apilsch@tamu.edu
  • Office Hours & Locations:
    • MWF 10:15-11:15, Zoom

Course Description

This course studies the return of interest in rhetorical theory and rhetorical training in the 20th century. We will explore various texts that situate modern life (cities, cars, and mass media, especially) as a problem that rhetoric can solve before considering how rhteorical theory develops in response to these new pressures.

Course Learning Outcomes

This semester, students can expect:

  • To learn about the development of rhetorical theory during the twentieth century
  • To understand methods of rhetorical analysis
  • To use these methods to understand cultural artifacts
  • To identify problems in communication that persuasion can help solve

Class Procedures

Other Location of Class Information

In addition to this syllabus, course information will be posted on our class Canvas shell. This additional information is required and will include:

Structure of the Week

Each week, we have three class meetings. Monday and Wednesday meetings are guided discussion days. I will be providing background on each reading on Monday and then we will spend class walking through a list of quotes from the text in order to generate a reading of the text, both fitting it into the larger narrative of persuasion in the 20th century and for what the text can teach us about the nature of modern argumentation. Friday classes will be open discussion. I will come with a list questions generated from your Exit Tickets for the week. This will also be your time to ask any lingering questions you still have around the material.

Exceptions

Before papers are due, Friday classes will be reserved for conducting asynchronous Peer Review. There will be no class meeting that day, though I will be on email to answer any questions generated by peer review.

Reading Expectations

In the past, I have been guilty of assigning too much reading in this course. In both the interest of adapting to our online environs but also as part of a general audit of this course, I have greatly reduced the readings this semester (by more than half). As such, I expect you to complete the reading each week. You will be required to read half of the material for Monday classes and to finish the reading for Wednesday. You will also be expected to come prepared to discuss the material, so take reading notes if you need them.

Textbook and Resource Materials

None required for this course

Assignments

The assignments for this class, including final grade percentages, are listed in the table below. Anything not listed on this table will not be graded. There is no final exam in this class.

Assignment Due Date Value
Introduction Assignment 08.21.2020 1%
Discussion Groups: Exit Tickets Weekly 10%
Discussion Groups: Weekly Wrap-up Weekly 10%
Discussion Groups: State of the Board Once Per Semester 19%
Discussion Groups: Online Peer-Review Before Each Paper 10%
Paper 1: Contemporary Rhetoric Oct 05, 2020 25%
Paper 2: Rhetorical Analysis Dec 08, 2020 25%

Introduction Assignment

By the end of the day (11:59 p.m.) on the first Friday of class, you need to post an introduction on the introduction board in Canvas. This short post will introduce you to your classmates and needs to consist of the following information:

  1. Your preferred name and pronouns
  2. Any “fun-facts” about yourself you feel comfortable sharing with the class, such as:
    • Class standing
    • Home town
    • Favorite movie, music, video games, etc.
    • Fandoms you belong to
    • Favorite taco
    • Anything Else
  3. Your reason for taking this course. I will use this to try and sort you into discussion groups based on shared interests. Interests might include:
    • Wanting to know more about rhetoric
    • Wanting to become a better writer
    • An interest in politics or the law
    • Anything Else

Discussion Groups

You will be divided into groups of five students. These small discussion groups will be your first point of contact if you have any questions about course content. This will also be the groups for peer-review.

You have a number of group tasks to complete during the semester, outlined below.

I will also allow group sign-up, so if you have a group of friends you would like to work with, feel free to sign-up for a group with them. Otherwise, I will be using the responses to your introduction assignment to group you, as best as I can.

Where to Turn in Discussion Posts

Wondering where to turn in a particular discussion assignment? This chart should help sort it out:

Assignment Name Discussion Board on Canvas
Exit Tickets Group Discussion
Weekly Wrap-up Group Discussion
Online Peer-Review Group Discussion
State of the Board State-of-the-Board

Twice-Weekly Exit Tickets

For each day there is assigned reading (Mondays & Wednesdays), during the final five minutes of class, you will post a question to our discussion board that you wished had been answered in class. I will use these to structure our open discussion on Fridays.

If you cannot attend class, please post a question based on something that challenged or confused or fascinated you in the reading.

Weekly Wrap-up Posts

On Fridays, you will post the quote you consider the most important from the week’s reading. And explain why. This explanation should be roughly 250 words and explain your reasoning for why you think the quote you have chosen is important.

You may use a quotation from the course slides, but you are not required to do so.

Weekly Wrap-up Comments

Your group discussion board is a place to discuss class issues in small groups. You should want to use it to work on your understanding of the material, but you will be required to make at least one comment per week in response to another class mate’s post. This comment needs to be substantive, going beyond agreeing or disagreeing but asking for detailed clarification or explaining in more depth the issue around the quote in question.

Once-a-Semester State of the Board Post

Every two weeks, one of your group members will be appointed leader. It will be the leader’s job to facilitate conversation on the board and make sure people are staying on task. At the end of your period as leader, you will post a 500-1000 word wrap-up summarizing your board’s discussion of important quotes and questions during the two weeks. The first post will be due on the Monday of Week 4, summarizing what the board discussed in Weeks 2 & 3, and son.

Peer Review

In advance of both papers, you will be required to read and provide feedback on the draft papers in your groups. This means that you both have to have a reasonably completed draft in advance of the due date for the paper and take the time to read each draft. If a group member fails to turn in a draft by the agreed-upon deadline set by your group, you will not be penalized for not completing a peer review report for your classmate.

If you plan to take an extension on an assignment, negotiate modified peer review deadlines amongst yourselves.

Procedure For Peer Review

When you are comfortable with your draft, post it to the discussion board on Canvas for the week of the peer review. As you read your classmates’ posted drafts, please complete a review worksheet (posted on Canvas) for each paper and post it as a comment on their draft. I will use these responses to calculate your peer review grade for each paper.

Paper 1: Contemporary Rhetoric

We have identified a number of problems in the first few decades of the 20th century that make the practice of rhetoric and the study of persuasion crucial for the functioning of a mediated society. What is the single most important issue today that you think require a new theory of persuasion?

In an argumentative essay, discuss your problem, explaining what it is, giving some background on the issue, and why it is a problem that can be addressed through persuasion. You will need to rely on outside sources to support your argument, whether these are scholarly arguments about the topic, technical sources to add background detail, or popular sources to provide examples or to dimensionalize the problem.

Paper 2: Rhetorical Analysis

For this assignment, you will write what is called a rhetorical analysis. In a rhetorical analysis, the strategies of persuasion of a particular cultural object are evaluated to explain why (or why not) a particular cultural artifact is (or is not successful) at being persuasive. Rhetorical analyses could study speeches by a politician or advertising slogans in a soda commercial; they can look at paintings, books, or anything else that participates in the creation and circulation of cultural myths.

Specifically, I want you to find a cultural object (defined how you want, subject to my approval). Then, I want you to identify the appeals the object is making to its audience. Pay special attention to the theories of rhetoric we have identified this semester.

Schedule

Note: Course readings that are not links are posted on the “Course Resources” page in Canvas.

Week 1

 

Wed 08/19

  • Course Overview

Fri 08/21

  • Introduction Assignment Due by 11:59PM

Week 2

Mon 08/24

  • Bronislaw Malinowski, from Myth in Primitive Psychology
  • Exit Ticket Due

Wed 08/26

  • Finish Malinowski
  • Exit Ticket Due

Fri 08/28

  • Discussion Day
  • Wrap-Up Post Due

Week 3

Mon 08/31

  • Ferdinand de Saussure, “Object of Linguistics” & “Nature of Linguistic Signs” from Course in General Linguistics
  • Exit Ticket Due

Wed 09/02

  • Finish de Saussure
  • Exit Ticket Due

Fri 09/04

  • Discussion Day
  • Wrap-Up Post Due

Week 4

Mon 09/07

  • Friedrich Nietzsche, “On Truth and Lies in a Nonmoral Sense”
  • Exit Ticket Due
  • State of the Board Post Due

Wed 09/09

  • Finish Nietzsche
  • Exit Ticket Due

Fri 09/11

  • Discussion Day
  • Wrap-Up Post Due

Week 5

Mon 09/14

  • Edward Bernays, from Propaganda
    • Ch. 1-2
  • Exit Ticket Due

Wed 09/16

  • Finish Bernays
  • Exit Ticket Due

Fri 09/18

  • Discussion Day
  • Wrap-Up Post Due

Week 6

Mon 09/21

  • Kenneth Burke, “The Rhetoric of Hitler’s Battle”
  • Exit Ticket Due
  • State of the Board Post Due

Wed 09/23

  • Finish Burke
  • Exit Ticket Due

Fri 09/25

  • Discussion Day
  • Wrap-Up Post Due

Week 7

Mon 09/28

Wed 09/30

  • Finish Poulakos
  • Exit Ticket Due

Fri 10/02

  • Paper Workshop Day

Week 8

Mon 10/05

Wed 10/07

  • Finish Bitzer
  • Exit Ticket Due

Fri 10/09

  • Discussion Day
  • Wrap-Up Post Due

Week 9

Mon 10/12

Wed 10/14

  • Finish Charland
  • Exit Ticket Due

Fri 10/16

  • Discussion Day
  • Wrap-Up Post Due

Week 10

Mon 10/19

  • Simone De Beauvoir, from The Second Sex
  • Exit Ticket Due
  • State of the Board Post Due

Wed 10/21

  • Finish De Beauvoir
  • Exit Ticket Due

Fri 10/23

  • Discussion Day
  • Wrap-Up Post Due

Week 11

Mon 10/26

Wed 10/28

  • Finish Foss & Griffin
  • Exit Ticket Due

Fri 10/30

  • Discussion Day
  • Wrap-Up Post Due

Week 12

Mon 11/02

Wed 11/04

  • Finish Ratcliffe
  • Exit Ticket Due

Fri 11/06

  • Discussion Day
  • Wrap-Up Post Due

Week 13

Mon 11/09

  • Alexis Shotwell, from Against Purity
  • Exit Ticket Due

Wed 11/11

  • Finish Shotwell
  • Exit Ticket Due

Fri 11/13

  • Discussion Day
  • Wrap-Up Post Due

Week 14

Mon 11/16

Wed 11/18

  • Finish Corder
  • Exit Ticket Due

Fri 11/20

  • Paper Workshop Day
  • Wrap-up Post Due

Week 15

Mon 11/23

  • No Class
  • Paper 2 Due 12/08 by 11:59PM

Wed 11/25

No Class

Reading Day

Course Policies

Student Visiting Hours

This semester, I will be available for visits virtually via Zoom. As always, these will be on a first-come-first-served basis. A Zoom link is posted to the course Canvas shell. It will be active during the time I am available. You will be in the Zoom waiting room until I can see you.

As always, these office hours are your time to get help with anything related to class (however you define that; if you want to ask me for science fiction novel recommendations or graduate school, that counts as “course related”). Though I may be working during this time, these visiting hours are your time, so please come. You will never bother me. It is your time.

Email Hours

I am available to answer email from 9:00am until 5:00pm Monday through Friday. Emails arriving outside of that time will be answered at my earliest convenience, but do not count on a quick answer to emails sent late at night or on the weekends.

Late Work

Under Student Rule 7.4, I am under “under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence.” However, I do accept late work and will take off 5 points for every day late. A paper that would have received an 85% that was 3 days late will receive a 70%.

Extension Policy

Additionally, if you are falling behind on a project and feel that you are not going to finish on time, email me 24 hours before the assignment is due to request an extension. In this email, propose how many additional days you will need to finish the assignment. Requests for extension that do not contain this information will not be honored.

Technology

In the 21st century, it is unreasonable to accept “my computer died” as an excuse for late work. If you are working on assignments on a computer, please back up your work offsite. Sites such as Dropbox and Google Drive provide space for storing copies of your work; even a USB drive can be enough. I have recently started using BackBlaze and found it to be a great and inexpensive online, automated backup. Save multiple times throughout each work session to both your backup and your computer’s copy. In this class, I hold you accountable for making sure your technology is working correctly.

University Policies

Attendance Policy

The university views class attendance and participation as an individual student responsibility. Students are expected to attend class and to complete all assignments.

Please refer to Student Rule 7 in its entirety for information about excused absences, including definitions, and related documentation and timelines.

Makeup Work Policy

Students will be excused from attending class on the day of a graded activity or when attendance contributes to a student’s grade, for the reasons stated in Student Rule 7, or other reason deemed appropriate by the instructor.

Please refer to Student Rule 7 in its entirety for information about makeup work, including definitions, and related documentation and timelines.

Absences related to Title IX of the Education Amendments of 1972 may necessitate a period of more than 30 days for make-up work, and the timeframe for make-up work should be agreed upon by the student and instructor” (Student Rule 7, Section 7.4.1).

“The instructor is under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence” (Student Rule 7, Section 7.4.2).

Students who request an excused absence are expected to uphold the Aggie Honor Code and Student Conduct Code. (See Student Rule 24.)

Academic Integrity Statement and Policy

“An Aggie does not lie, cheat or steal, or tolerate those who do.”

“Texas A&M University students are responsible for authenticating all work submitted to an instructor. If asked, students must be able to produce proof that the item submitted is indeed the work of that student. Students must keep appropriate records at all times. The inability to authenticate one’s work, should the instructor request it, may be sufficient grounds to initiate an academic misconduct case” (Section 20.1.2.3, Student Rule 20).

You can learn more about the Aggie Honor System Office Rules and Procedures, academic integrity, and your rights and responsibilities at aggiehonor.tamu.edu.

Americans with Disabilities Act (ADA) Policy

Texas A&M University is committed to providing equitable access to learning opportunities for all students. If you experience barriers to your education due to a disability or think you may have a disability, please contact Disability Resources in the Student Services Building or at (979) 845-1637 or visit disability.tamu.edu. Disabilities may include, but are not limited to attentional, learning, mental health, sensory, physical, or chronic health conditions. All students are encouraged to discuss their disability related needs with Disability Resources and their instructors as soon as possible.

Title IX and Statement on Limits to Confidentiality

Texas A&M University is committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws prohibit gender-based discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic violence, dating violence, and stalking.

With the exception of some medical and mental health providers, all university employees (including full and part-time faculty, staff, paid graduate assistants, student workers, etc.) are Mandatory Reporters and must report to the Title IX Office if the employee experiences, observes, or becomes aware of an incident that meets the following conditions (see University Rule 08.01.01.M1):

  • The incident is reasonably believed to be discrimination or harassment.
  • The incident is alleged to have been committed by or against a person who, at the time of the incident, was (1) a student enrolled at the University or (2) an employee of the University.

Mandatory Reporters must file a report regardless of how the information comes to their attention – including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Although Mandatory Reporters must file a report, in most instances, you will be able to control how the report is handled, including whether or not to pursue a formal investigation. The University’s goal is to make sure you are aware of the range of options available to you and to ensure access to the resources you need.

Students wishing to discuss concerns in a confidential setting are encouraged to make an appointment with Counseling and Psychological Services (CAPS).

Students can learn more about filing a report, accessing supportive resources, and navigating the Title IX investigation and resolution process on the University’s Title IX webpage.

Statement on Mental Health and Wellness

Texas A&M University recognizes that mental health and wellness are critical factors that influence a student’s academic success and overall wellbeing. Students are encouraged to engage in proper self-care by utilizing the resources and services available from Counseling & Psychological Services (CAPS). Students who need someone to talk to can call the TAMU Helpline (979-845-2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends. 24-hour emergency help is also available through the National Suicide Prevention Hotline (800-273-8255) or at suicidepreventionlifeline.org.

COVID-19 Temporary Amendment to Minimum Syllabus Requirements

The Faculty Senate temporarily added the following statements to the minimum syllabus requirements in Fall 2020 as part of the university’s COVID-19 response.

Campus Safety Measures

To promote public safety and protect students, faculty, and staff during the coronavirus pandemic, Texas A&M University has adopted policies and practices for the Fall 2020 academic term to limit virus transmission. Students must observe the following practices while participating in face-to-face courses and course-related activities (office hours, help sessions, transitioning to and between classes, study spaces, academic services, etc.):

  • Self-monitoring—Students should follow CDC recommendations for self-monitoring. Students who have a fever or exhibit symptoms of COVID-19 should participate in class remotely and should not participate in face-to-face instruction.
  • Face Coverings—Face coverings (cloth face covering, surgical mask, etc.) must be properly worn in all non-private spaces including classrooms, teaching laboratories, common spaces such as lobbies and hallways, public study spaces, libraries, academic resource and support offices, and outdoor spaces where 6 feet of physical distancing is difficult to reliably maintain. Description of face coverings and additional guidance are provided in the Face Covering policy and Frequently Asked Questions (FAQ) available on the Provost website.
  • Physical Distancing—Physical distancing must be maintained between students, instructors, and others in course and course-related activities.
  • Classroom Ingress/Egress—Students must follow marked pathways for entering and exiting classrooms and other teaching spaces. Leave classrooms promptly after course activities have concluded. Do not congregate in hallways and maintain 6-foot physical distancing when waiting to enter classrooms and other instructional spaces.
  • To attend a face-to-face class, students must wear a face covering (or a face shield if they have an exemption letter). If a student refuses to wear a face covering, the instructor should ask the student to leave and join the class remotely. If the student does not leave the class, the faculty member should report that student to the Student Conduct office for sanctions. Additionally, the faculty member may choose to teach that day’s class remotely for all students.

Personal Illness and Quarantine

Students required to quarantine must participate in courses and course-related activities remotely and must not attend face-to-face course activities. Students should notify their instructors of the quarantine requirement. Students under quarantine are expected to participate in courses and complete graded work unless they have symptoms that are too severe to participate in course activities.

Students experiencing personal injury or Illness that is too severe for the student to attend class qualify for an excused absence (See Student Rule 7, Section 7.2.2.) To receive an excused absence, students must comply with the documentation and notification guidelines outlined in Student Rule 7. While Student Rule 7, Section 7.3.2.1, indicates a medical confirmation note from the student’s medical provider is preferred, for Fall 2020 only, students may use the Explanatory Statement for Absence from Class form in lieu of a medical confirmation. Students must submit the Explanatory Statement for Absence from Class within two business days after the last date of absence.

Operational Details for Fall 2020 Courses

For additional information, please review the FAQ on Fall 2020 courses at Texas A&M University.

Department Policies

University Writing Center

The mission of the University Writing Center (UWC) is to help you develop and refine the communication skills vital to success in college and beyond. You can choose to work with a trained UWC peer consultant in person or via web conference or email. Consultants can help with everything from lab reports to application essays and at any stage of your process, from brainstorming to reviewing the final draft. You can also get help with public speaking, presentations, and group projects. The UWC’s main location is on the second floor of Evans Library; there’s also a walk-in location on the second floor of the Business Library & Collaboration Commons. To schedule an appointment or view our helpful handouts and videos, visit writingcenter.tamu.edu. Or call 979-458-1455.

Due to the pandemic, the UWC is not currently able to offer face-to-face appointments or walk-ins. All appointments will be conducted online or via web conference using Zoom. Contact us at uwc@tamu.edu or 979-458-1455 if you need assistance.

Diversity Statement

It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexual orientation, disability, age, religion, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. I encourage your suggestions about how to improve the value of diversity in this course.