ENGL 655: Contemporary Theories of Rhetoric: Screen Time!, Fall 2024

Course Information

Course

  • Number: ENGL 655.600
  • Title: Contemporary Theories of Rhetoric: Screen Time!
  • Term: Fall 2024
  • Time: T 1-4
  • Location: LAAH 504

Instructor

  • Name: Andrew Pilsch
  • Email: apilsch@tamu.edu
  • Office: LAAH 417
  • Office Hours: M 10-12

Course Description

This seminar explores the last 50 years of rhetoric through two claims:

  1. Reality is experienced through screens that function rhetorically.
  2. The work of the rhetorician is one of determining timing.

We will be exploring these two claims through two bodies of work: canonical texts of 20th- and 21st-century rhetorical theory and media theory that shades and informs the rhetorical work. Participants will be expected to read thoroughly but will come away with an understanding of the shift in rhetorical thinking from linguistic to infrastructural during the period. Authors to be discussed include Kenneth Burke, Thomas Rickert, Richard Lanham, Raymond Williams, Jean Baudrillard, Wendy Hui Kyong Chun, and Susan Leigh Star.

Course Learning Outcomes

In this course, students can expect:

  1. To understand the evolution of rhetorical theory during the period of its revival (1950-today)
  2. To identify key themes and major conversations within rhetorical theory
  3. To formulate an argument that inserts their ideas into one or more of these conversations
  4. To articulate key themes in history of rhetoric and digital rhetoric as they relate to broader understandings of rhetorical theory

Assignments

Assignment Values

Assignment Due Date Value
Statement of Purpose Meeting 2024/08/30 15%
Exit Ticket Weekly 10%
Weekly Response Weekly 30%
Book Report Weekly 15%
Seminar Paper 2024/12/09 30%

Assignment Descriptions

Statement of Purpose Meeting

At a scheduled time during the first two weeks of class, we will have a one-on-one meeting lasting 30 minutes in which we talk over your research interests, goals for the course, and possible ideas you might wish to explore during the course of the semester.

Be prepared to speak for 30 minutes. If you have any questions about the course, ask those now. If not, bring other material to talk about. This can be related to larger graduate school issues, the profession, or anything else you’d like to discuss with me before class gets rolling.

I prefer meeting in-person, but Zoom accommodations can be made.

Exit Ticket

At the end of each class period, on a 3x5 notecard (provided), please write your name, the date, and the one most interesting thing you learned today in class.

Weekly Response

Each week, by midnight the night before our seminar meets, you will compose a thoughtful and substantive response to the weekly reading. Rather than a summary of the reading or simply a review of the texts, you should produce something that positions the week’s reading within your own goals for the course or broader research agenda. This might take the form of a particular aspect of one text that informs your broader research agenda or of placing the weekly readings in the context of more broadly developing theme you are noticing across the works. Thus, while each individual response may be analytical or comparative in approach, each piece you write should be detailed, specific, and working with quoted textual material. These are not vibes-based pieces, I want to see you extracting textual evidence and using it to support whatever position you are taking on the text in question.

Finally, your response should concluded with a generative, open-ended discussion question that could be posed to the class as a means of stimulating our in-class discussion of the book.

Failure to produce a successful response will result in a 0. You have three (3) make-up responses that will not count toward your total.

Book Report

In addition to our exploration of 20th- and 21st-century rhetorical theory through the lenses of “screen” and “time,” I would also like you to update us on more recent work in both rhetoric and media theory that relates to class contents. You may choose from the following list of books:

  1. Anna Kornbluh, Immediacy or, The style of too-late capitalism
  2. Mark Fisher, Capitalist Realism: Is There No Alternative?
  3. Minh-Ha T. Pham, Asians Wear Clothes on the Internet
  4. Amelie Hastie, Columbo: Make Me a Perfect Murder
  5. Ian Bogost and Nick Montfort, Racing the Beam: The Atari Video Computer System
  6. Jason Puskar, The Switch: An Off and On History of Digital Humans
  7. EL Putnam, Livestreaming: An Aesthetics and Ethics of Technical Encounter
  8. Caddie Alford, Entitled Opinions: Doxa after Digitality
  9. Kathleen J. Turner and Jason Edward Black (eds.), Reframing Rhetorical History
  10. Nathan R. Johnson, Architects of Memory: Information and Rhetoric in a Networked Archival Age
  11. Donna LeCourt, Social Mediations: Writing for Digital Public Spheres
  12. Jonathan Crary, 24/7: Late Capitalism and the Ends of Sleep
  13. Martin Paul Eve, Theses on the Metaphors of Digital-Textual History
  14. Alexander Galloway, Uncomputable: Play and Politics in the Long Digital Age

Beginning in week five, we will have one report per week. These reports should be no more than 20 minutes maximum with 10-15 minutes open for Q&A. Your presentation should cover the basic arguments of the book, include some kind of visual component such as a slide deck or handout, and tie in ideas from the course. Following your presentation, you will write a short book review that will explore your given text for a digital rhetoric audience that will be submitted to the class for peer review.

(This assignment is reproduced with permission from Jason Crider’s ENGL 655 syllabus)

Seminar-length Paper

Your Position: A rhetorician interested in the development of argumentation during the 20th- and 21st-centuries. You are maybe also a relative newcomer to this style of argumentation.

You Produce: An argumentative paper of roughly 7000-9000 words that makes a specific intervention into some aspect of our course discussion (rhetorical history, theories of rhetorical time, media and persuasion, etc.). You should plan to engage with one or more course texts and explore one particular intellectual issue in some depth.

Your Work: Research on the topic you’ve chosen beyond the assigned course texts. Detailed readings of those course texts that use examples from the text to sustain and nuance your own argument. Proofreading a long-form essay.

Benefits to You: This is practice for writing the kind of work that constitutes conference papers and articles in our field. Moreover, work of this length approaches a dissertation chapter or masters thesis section.

(This assignment structure is adapted with permission from Shawna Ross)

Schedule

Works that are not hyperlinks are available on the course Google Drive.

Week 1 – Rhetoric(s)

Tue 08/20

Week 2 – Tropes

Tue 08/27

Week 3 – Words as Screens

Tue 09/03

  • Kenneth Burke, “Terministic Screens”
  • Friedrich Nietzsche, “On Truth and Lies in a Non-moral Sense”
  • Robert Anton Wilson, from Prometheus Rising

Week 4 – A Rhetorical Situation

Tue 09/10

Week 5 – Television Screens

Tue 09/17

Week 6 – Time I

Tue 09/24

Week 7 – Classical Screens

Tue 10/01

Week 8

Tue 10/08

No Class

Fall Break

Week 9 – Early Digital Screens

Tue 10/15

Week 10 – Hack the Planet!

Tue 10/22

Week 11 – Screening Metaphors

Tue 10/29

Week 12 – Time II

Tue 11/05

Week 13 – Below the Surface of the Screen

Tue 11/12

Week 14 – Physical Computing

Tue 11/19

Week 15 – Body Screens/World Screens

Tue 11/26

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 Door

If my door is closed and it is not during office hours, please do not knock. I open my door when I’m available to chat outside of office hours, but close my door if I am working and cannot be disturbed.

Absences

Attendance in class is mandatory and is necessary for you to get what you need out of this course. You may have 2 unexcused absences. Every absence after 2 will result in a 5 point deduction from your attendance grade. I must have documentation (doctor’s notes, schedule for sports, etc) for excused absences. Please talk to me in advance if you have any extenuating circumstances.

Regardless of kind (excused or unexcused), missing more than 10 classes in the semester will result in your failing the course.

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%.

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 the Disability Resources office on your campus (resources listed below) 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.

Disability Resources is located in the Student Services Building or at (979) 845-1637 or visit disability.tamu.edu.

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 related to mental and/or physical health in a confidential setting are encouraged to make an appointment with University Health Services or download the TELUS Health Student Support app for 24/7 access to professional counseling in multiple languages. Walk-in services for urgent, non-emergency needs are available during normal business hours at University Health Services locations; call 979.458.4584 for details.

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 influencing a student’s academic success and overall wellbeing. Students are encouraged to engage in healthy self-care practices by utilizing the resources and services available through University Health Services. Students needing a listening ear can call the Texas A&M Helpline (979.845.2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends for mental health peer support while classes are in session. The TELUS Health Student Support app provides access to professional counseling in multiple languages anytime, anywhere by phone or chat, and the 988 Suicide & Crisis Lifeline offers 24-hour emergency support at 988 or 988lifeline.org.

Students needing a listening ear can contact University Health Services (979.458.4584) or call the Texas A&M Helpline (979.845.2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends while classes are in session. 24-hour emergency help is also available through the 988 Suicide & Crisis Lifeline (988) or at 988lifeline.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.

Statement on Generative AI

We in the Department of English believe that writing is central to the production of knowledge. The written word is how ideas circulate but, more importantly, the act of crafting words, sentences, paragraphs, and essays refines thoughts into ideas that matter. As such, we strongly stand against the usage of generative artificial intelligence—applications such as ChatGPT or Bard—as a replacement for the act of writing that has been the bedrock of human knowledge for thousands of years.

Writing has always incorporated tools as well as the voices and ideas of other people. GenAI can be a powerful tool in any writer’s arsenal, but its use is not without risk. While GenAI’s ability to convincingly string words together has a place in the writing process, it also risks introducing factual inaccuracies and, more importantly, risks making invisible the important connections between writing and thinking we are cultivating in this class.

If you use GenAI tools to assist your writing process, I ask you to provide a short (1-2 page) GenAI Statement that includes the following:

  1. What GenAI Tools Did You Use?
  2. What Prompts Did You Provide to the Tool?
  3. How Did You Incorporate AI-generated Material Into Your Writing?
  4. How Did Your Use of GenAI Shape Your Thinking About the Assignment?

Without this documentation, usage of AI will be considered plagiarism and subject to the university’s academic integrity policy. Also, you are responsible for fact-checking any GenAI; errors in citation or other basic facts will also be considered a violation of academic integrity