ENGL 354: Modern Rhetorical Theory, Spr 2022

Course Information

Course

  • Number: ENGL 354
  • Title: Modern Rhetorical Theory
  • Term: Spr 2022
  • Meeting: 12:45-2:00, LAAH 301

Instructor

  • Name: Andrew Pilsch
  • Contact: apilsch@tamu.edu
  • Office Hours & Locations:
    • TTh 11:10-12:40, Zoom

Course Description

This course studies the return of interest in rhetorical theory and rhetorical training in the 20th century. There are three units: 1) we explore various texts that situate modern life (cities, cars, and mass media, especially) as a problem that rhetoric can solve; 2) we look at some theories of persuasion that respond specifically to these various challenges; 3) we use these theories to explore a rhetorical case study.

Course Learning Outcomes

In this course, students can expect:

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

Assignments

Assignment Values

Assignment Due Date Value
Paper 1: Modern Rhetoric 02/22 40%
Take-home Exam 1: Rhetorical Theories 03/26 20%
Paper 2: Case Study Analysis 04/30 40%

Paper 1: Modern 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.

Take-home Exam 1: Rhetorical Theories

This exam will be open-note and you will have 24 hours to complete it.

You will be supplied with a list of quotes from the material we have discussed in class so far. These will be quotes we talked about in class. For each quote, identify the following information:

  1. Author of the quote
  2. Full title of the work in which quote appears
  3. Explain the importance of the quote to the argument of the work
  4. In one page of double-spaced text, summarize the author’s full argument and what they contribute to a theory of argument

Paper 2: Case Study 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 relating to food in some fashion (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

Unit 1 – Rhetoric as a Solution to the Problem of Modernity

Week 1 – Why Do People Do Dumb Things?

Tue 01/18

  • Course Overview

Thu 01/20

  • Sigmund Freud, from Beyond the Pleasure Principle

Week 2 – Why Are Cities So Scary?

Tue 01/25

  • Bronislaw Malinowski, from Myth in Primitive Psychology
  • First Participation Card Due

Thu 01/27

Week 3 – What Do Words Actually Do?

Tue 02/01

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

Thu 02/03

  • Friedrich Nietzsche, “On Truth and Lies in a Nonmoral Sense”

Week 4 – How Do Words Manipulate the Public?

Tue 02/08

Thu 02/10

  • Kenneth Burke, “The Rhetoric of Hitler’s Battle”

Unit 2 – Modern Theories of Persuasion

Week 5 – Why Aren't We Talking About Rhetoric?

Tue 02/15

Thu 02/17

Week 6 – What Happens When We Do a Rhetoric?

Tue 02/22

  • Paper Workshop Day

Thu 02/24

Week 7 – How Does this Work in the Real World?

Tue 03/01

Thu 03/03

Week 8 – How Else Do We Argue?

Tue 03/08

Thu 03/10

Week 9 – Spring Break!

Tue 03/15

No Class

Spring Break

Thu 03/17

No Class

Spring Break

Week 10 – Where Else Does Rhetoric Happen?

Tue 03/22

Thu 03/24

Unit 3 – Case Study: Rhetoric and Food

Week 11 – Does Food Tell a Story?

Tue 03/29

  • Take-home Exam

Thu 03/31

Week 12 – Is This All Natural?

Tue 04/05

  • Alexis Shotwell, from Against Purity

Thu 04/07

Week 13 – Who Makes the Most Authentic Food?

Tue 04/12

Thu 04/14

Week 14 – What Should We Have For Dinner?

Tue 04/19

Thu 04/21

Week 15 – What Should I Write My Paper About?

Tue 04/26

  • Paper Workshop Day

Thu 04/28

  • Paper 2 Due 4/28 by 11:59PM

Course Policies

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.

Office Hours

All office hours are virtual. Do not, under any circumstances, come to my office.

University Policies

COVID-19 Statement

To help protect Aggieland and stop the spread of COVID-19, Texas A&M University urges students to be vaccinated and to wear masks in classrooms and all other academic facilities on campus, including labs. Doing so exemplifies the Aggie Core Values of respect, leadership, integrity, and selfless service by putting community concerns above individual preferences. COVID-19 vaccines and masking — regardless of vaccination status — have been shown to be safe and effective at reducing spread to others, infection, hospitalization, and death.

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.)

Course Policy on Makeup 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.” As such, no late work will be accepted this semester.

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.

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.

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.