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Communication Studies 215

Principles of Rhetorical Criticism


Spring 2017
9:30 10:50 A.M., Tuesday and Thursday
Frances Searle Building, Room 2-407

Instructor Dr. Angela G. Ray


Office Frances Searle Building, Room 2-258*
Office Phone 847-491-5854
Office Hours 11:00 A.M. 12:00 M. Tuesday and Thursday, 2:304:30 P.M. Tuesday
E-mail Address angela-ray@northwestern.edu
Mailbox Frances Searle 2-123; mailroom across from department office
Mailing Address Dept. of Communication Studies
2240 Campus Drive
Evanston, IL 60208-0895

Teaching Assistant Mr. Liam Mayes


Mailbox 1815 Chicago Ave.; mailboxes on first floor at rear of building
Office Hours 11:00 A.M. 1:00 P.M. Monday, at 1815 Chicago Ave., Room 104
E-mail Address liammayes@u.northwestern.edu

*To find Frances Searle 2-258: Enter the building from the front, and go up the stairs to the second floor. [If
you take an elevator to the second floor, cross the atrium toward the top of the stairs.] Turn LEFT and proceed
down the hallway until you are directly in front of the Communication Studies Department office (Room 2-
118). Turn RIGHT, and go to the end of the short hallway. Turn RIGHT, and continue through an open area
with windows on the left and an exit door on the right. Proceed into the next set of offices, bearing to the
LEFT. Room 2-258 is the second door on the left.

Course Description

Students in this introductory course learn techniques of rhetorical analysis that assist them in
describing, evaluating, and participating in discussions of public issues. Historical and contemporary
examples of public discourse illuminate the ways that symbols affect decision-making and power
relations in public life.

Required Texts

The textbook is available at Norris Center Bookstore, on the ground floor of Norris University
Center, 1999 Campus Drive (telephone: 847-491-3990; Web:
http://www.northwestern.edu/norris/services/bookstore/).

Campbell, Karlyn Kohrs, Susan Schultz Huxman, and Thomas R. Burkholder. The Rhetorical Act:
Thinking, Speaking, and Writing Critically. 5th ed. Stamford, CT: Cengage Learning, 2015.

In addition, each student should obtain a copy of the readings packet for COMM ST 215. A paper
copy is available for purchase at Quartet Digital Printing, 825 Clark Street, Evanston (telephone:
847-328-0720; Web: www.quartetcopies.com). Most students find it convenient to purchase the
readings packet on paper, but the materials are also available digitally in the Files section of the
course Canvas site (http://www.it.northwestern.edu/education/login.html). Copies of the assigned
COMM ST 215, Spring 2017, Page 2

readings should always be brought to class. On the Canvas site, you can download course documents
(e.g., this syllabus, class handouts), read announcements, send e-mail to me and to other class
members, and check your grades.

Grading

Students will receive grades based on their performance on written assignments, quizzes, an in-class
examination, and class participation. Grades are assigned according to the following procedure:

Assignment Points Possible


Short Papers 150
Essay 125
Quizzes 100
Examination 100
Class Participation 25
TOTAL: 500

Final grades are assigned by letter. The faculty of the Communication Studies Department has
adopted the following general definitions for grades: an A indicates superior performance in all
aspects of the course; an A-, superior performance in most aspects of the course, with high-quality
work in the remainder; a B+, high-quality work in all or most aspects of the course; a B, high-quality
performance in some of the course, with satisfactory performance in the remainder; a B-, satisfactory
performance in the course; a C+, satisfactory performance in most of the course, with the remainder
being somewhat substandard; a C, evidence of some learning but generally marginal performance; a
C-, minimal learning and substandard performance throughout the course; a D, very minimal
learning and very low-quality performance in all aspects of the course; and an F, unacceptable
performance, denoting an absence of evidence of learning.

Final grades submitted to the University are calculated according to the following table:

Points Earned Letter Grade Grade Points


465500 A 4.0
450464 A- 3.7
440449 B+ 3.3
415439 B 3.0
400414 B- 2.7
390399 C+ 2.3
365389 C 2.0
350364 C- 1.7
300349 D 1.0
0299 F 0

Policies and Procedures

Resources for Academic Success: The Searle Center for Advancing Learning and Teaching provides
useful suggestions about study strategies, taking notes, communicating with professors, managing
time and stress, and other topics. See the Study Smarter section of the Searle Centers Web site:
http://www.northwestern.edu/searle/resources/undergraduate-academic-resources/study-smarter.
COMM ST 215, Spring 2017, Page 3

Accessibility: Any student requesting accommodations related to a disability or other condition is


required to register with AccessibleNU and to provide me with an accommodation notification from
that office, preferably within the first two weeks of class. All information will remain confidential.
The AccessibleNU office is located at 2122 Sheridan Road, Room 130 (telephone: 847-467-5530; e-
mail: accessiblenu@northwestern.edu; Web: http://www.northwestern.edu/accessiblenu).

Academic Integrity: Students are held accountable to Northwestern Universitys standards of


academic integrity. If you are in doubt about what constitutes academic dishonesty in a particular
case, please speak with me before the assignment is due. Academic dishonesty includes, but is not
limited to, cheating on an exam (e.g., copying others answers, providing information to others,
using a crib sheet or electronic device to locate answers) and plagiarism of a paper (e.g., taking
material from other sources without citation, submitting written work authored by someone else or
produced in collaboration with others). Failure to maintain academic integrity on an assignment will
result in a loss of credit for that assignmentat a minimum. Other penalties may also apply.
Guidelines for determining academic dishonesty and procedures to be followed in a suspected
incident of academic dishonesty are described on the university provosts Web site:
http://www.northwestern.edu/provost/policies/academic-integrity/.

Sexual Conduct and Non-Discrimination: Northwestern University prohibits sexual misconduct and
discriminatory actions by any member of the Northwestern community: students, faculty,
administrators, or staff. The university policies appear on this Web site:
http://www.northwestern.edu/sexual-harassment/university-policies/index.html.

Attendance: The success of this course depends on the participation and mutual respect of all
students. Thus, students are expected to attend all class meetings, arriving on time and remaining
until the class is dismissed. Students who must miss class should notify me as far in advance as
possible. Students who miss seven or more class meetings will receive a grade of F in the
course, regardless of assignment grades. Students who miss class for any reason have the
responsibility to obtain information about assignments and class notes from other students.

Paper Submissions: All written work should be submitted on paper, double-spaced, in twelve-point
type, with one-inch left and right margins. Please staple pages together at the upper left corner; do
not submit folders or plastic covers. I do not typically accept your assignments electronically.

Late Written Work: Written work is expected at the beginning of class on the date that it is due. Late
written work will be assessed a penalty of one full letter grade for each weekday that it is late,
and no late work will be accepted more than one week after the due date. There is no penalty for
submitting work early!

Complaints and Grade Disputes: A student who wishes to contest the grade on an assignment must
submit a request for reconsideration to me, in writing, within seven calendar days of the date that I
first returned the assignments to the class. This request should describe, with specific examples and
adequate documentation, the reasons the student believes another grade is warranted.

Incompletes: The grade of Y is reserved for students who experience extraordinary, catastrophic
events beyond their control. It will be given only in extreme and unusual cases. If you experience a
catastrophe during the term, please let me know as soon as possible. The request for a Y grade
must be submitted in writing, on an Incomplete Grade Contract form, available from the School of
Communications Office of Undergraduate Programs Student Resource Center (Ryan Center for the
Musical Arts, Room 5-137). I must receive your request no later than May 26. The request must
specify the reason that the grade of Y is sought and indicate a date no later than August 25, 2017,
by which work will be completed.
COMM ST 215, Spring 2017, Page 4

Extra Credit: No extra credit is available in this course.

Electronic Devices: Because the ability to concentrate is one that an educated person should possess,
we will practice that skill during class time. No electronic devices will be turned on during class
except those used by the instructor to project class-related material or by students to display digital
versions of course readings. Note-taking will be done on paper.

Modifications to Syllabus: Although I anticipate following this syllabus closely, unusual


circumstances sometimes occur. Thus, I reserve the right to modify the syllabus and schedule at any
time during the quarter. All students will receive adequate notice of any changes. Changes will be
announced during class, posted on the Canvas course site, and sent in an e-mail message to all
enrolled students.

General Notes on Policy: I expect that students will attend class, turn in assignments on time, and
relate to other class participants in an ethical manner. I expect students to accept responsibility for
their own actions. In turn, I promise to conduct the class fairly and honestly. If you have concerns or
questions about any aspect of the course, I encourage you to speak with me.

Assignments

Short Papers (150 points total). Each student will write three short analytic papers. Each paper
should be approximately 34 pages long. These essays are brief but they are not informal, journal-
style pieces. Consider them to be exercises in scholarly writing: articulating an analytic argument in
a concise fashion, using appropriate evidence. Be sure to cite your sources! (For information and
examples about documenting your sources using MLA form, see the following Web site:
http://owl.english.purdue.edu/owl/resource/747/1/.) For suggestions on preparing a persuasive
argument, consult chapter 3 of the textbook (chapter 3 describes the preparation of a public speech,
but its advice is salient for written arguments as well).

Short Paper 1 (50 points, due April 6). Select one editorial commentary written by a
recent winner of the Pulitzer Prize for Commentary.

Farah Stockman, Boston Globe, 2016: http://www.pulitzer.org/winners/farah-stockman


Lisa Falkenberg, Houston Chronicle, 2015: http://www.pulitzer.org/winners/lisa-falkenberg
Stephen Henderson, Detroit Free Press, 2014: http://www.pulitzer.org/winners/stephen-henderson
Mary Schmich, Chicago Tribune, 2012: http://www.pulitzer.org/winners/mary-schmich

Look at the items listed under Winning Work. Choose ONE article to analyze.
Write a short paper (34 pages) analyzing the audience for this text and
assessing the relationship between audience and persona. What is the immediate
(actual) audience? What is the target audience? Who are the relevant agents of change?
Are the agents of change addressed directly? What audience is created or invoked
within the text? What are the characteristics (values, beliefs) of the invoked audience?
Consider the authorial persona and its relationship to the audience. What attitudes
toward the audience appear within the text? Is the authorial persona represented as an
expert in relation to the audience, or does the persona appear to be a peer? Provide
evidence from the text to support your claims.
COMM ST 215, Spring 2017, Page 5

Short Paper 2 (50 points, due April 20). Select one of the following Nobel Lectures
delivered by winners of the Nobel Prize for Literature (in English or English
translation):

Patrick Modiano, 2014:


http://www.nobelprize.org/nobel_prizes/literature/laureates/2014/modiano-lecture_en.html
Doris Lessing, 2007:
http://nobelprize.org/nobel_prizes/literature/laureates/2007/lessing-lecture_en.html
Imre Kertsz, 2002:
http://www.nobelprize.org/nobel_prizes/literature/laureates/2002/kertesz-lecture-e.html
Toni Morrison, 1993:
http://www.nobelprize.org/nobel_prizes/literature/laureates/1993/morrison-lecture.html

Explore the informational materials available on the Nobel Web site to make yourself
more familiar with the prizewinners work. This material may give you insights into the
rhetorical choices made in the Nobel lecture.
Write a short paper (34 pages) analyzing the organization and language
strategies of your chosen lecture. Explain how the resources of organization and
language contribute to the texts tone and persona. Provide evidence from the text to
support your claims.

Short Paper 3 (50 points, due May 11). Choose a Web site that promotes a political
candidate, advocates a political position, or supports a social cause. The site should be
making an explicit persuasive argument, not simply providing information.
Write a short paper (34 pages) analyzing the use of evidence in this site and
assessing the relationship between evidence and audience. What types of evidence
(VASES) are presented? Is evidence presented primarily through words or through both
words and visual images? What are the strengths and weaknesses of this selection of
evidence? Consider the ways that audiences are invoked in the site. What do the forms
of evidence used imply about the audiences? Refer to specific examples from the site
that support your claims.

Essay (125 points, due May 25). Choose one of the focal texts that you used for one of the short
papers. In your essay you will expand your analysis of that text. This paper will be approximately 5
7 pages long. In reading and analyzing your chosen text, consider the following questions:

1. What are the purposes of the text?


2. What are the personae that the rhetor assumes?
3. What are the characteristics of the audience invoked or implied by the text?
4. What is the tone of the text?
5. How is the text structured?
6. What kinds of evidence are used?
7. What linguistic or argumentative strategies are used to support the purpose?
8. What aspect of the text seems most interesting or important to you? Why?

In organizing and writing your paper, use your answer to question 8 to help you frame an
argumentative thesis about the text. Then develop a written argument to support your thesis,
incorporating responses to some or all of the other questions as evidence for your claims, as needed.
The specifics of your chosen case will lead you to emphasize some aspects of the text more than
others. The major requirement of this paper is that you demonstrate your ability to describe and
analyze a text carefully and persuasively, with appropriate documentation and sufficient evidence to
support your claims.
COMM ST 215, Spring 2017, Page 6

General Recommendations for All Papers

Good criticism comprises claims, proof, and analysis. Consider: What do you observe in this text?
(claim) Where do you see it? (proof/evidence of claim) Why do you think it is there? (analysis).
The most successful critical papers typically include:

a short introduction, including a brief account of relevant contextual factors, a


brief synopsis of the text, and your major interpretation/argument/thesis,
an extended descriptive analysis of the aspects of the text that are relevant to your
thesis (this should constitute the bulk of the paper), and
a short conclusion that summarizes your main arguments and offers a compelling
end.

After writing your first draft, reread it carefully. Many people find that reading their writing aloud
helps them to identify awkward phrasing and confusing passages. Ask yourself: Is the thesis clear
and well-argued? Does the essay offer a thorough and interesting analysis of the text? Are spelling
and grammar rendered accurately? Are sources cited appropriately?
Revise your paper as necessary.
Check the accuracy of your citations. Add a complete list of references at the end of the
paper. Your citations and reference list should follow a standard stylistic form, such as MLA, APA,
or Chicago. For information and examples about documenting your sources using MLA form, see
the following Web site: http://owl.english.purdue.edu/owl/resource/747/1/.

Quizzes (100 points, 10 points each). During the quarter, ten quizzes will be administered at the
beginning of class. A quiz will test basic comprehension of the readings for that class session. The
format will be multiple-choice. A make-up quiz will be given only in unusual circumstances and
should be requested before the quiz is given in class. Any make-up quizzes will be given along with
the in-class examination on June 1.

Examination (100 points, June 1). This in-class examination will be comprehensive. It will cover
lecture material, assigned readings, and in-class discussions. The exam will test not only
comprehension and vocabulary but also the ability to apply concepts from class to new situations.
The format for the exam may include multiple-choice, matching, short answer, and short essay.
More details will be provided in class.

Class Participation (25 points). Students will gain the maximum benefit from this course by
regularly attending and participating in class activities. Attending and participating is defined as
arriving on time, participating in the entire class session, and departing only when class is dismissed.
Active listening and active vocal participation in class discussions are expected.
Evaluation of class participation is based not merely on the number of times that you speak,
but on the quality of what you say. Quality is a function of various abilities: the ability to exhibit
careful preparation of assigned readings, to articulate original insights, to support ideas, to analyze
what others say, to see implications beyond the immediate context, to defend a position when
questioned, and to move the discussion forward.
COMM ST 215, Spring 2017, Page 7

Class Schedule
Read the assigned readings before the class meeting for which they are listed. When reading the
chapters from the textbook, be sure to read not only the authors commentary but also the sections
titled Material for Analysis (for example, pp. 1722). It is not necessary for you to read the
numbered Exercises (e.g., pp. 2223). Always bring your copy of the assigned readings to class.

TUESDAY, MARCH 28. Welcome and Introduction

THURSDAY, MARCH 30. Fundamentals of Rhetorical Action I QUIZ 1


Campbell, Huxman, and Burkholder, Rhetorical Act, chaps. 12.

TUESDAY, APRIL 4. Rhetorical Criticism in Action


Banneker, Letter to Jefferson, 1791. In Packet.
Ray, In My Own Hand Writing, 387405. In Packet.

THURSDAY, APRIL 6. Resources for Rhetorical Action I: Evidence QUIZ 2


* * * * * SHORT PAPER 1 DUE * * * * *
Bring a copy of the editorial you chose for Short Paper 1 to class with you.
Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 4.
Jasinski, Style, 54245 (alliteration through apostrophe). In Packet.

TUESDAY, APRIL 11. Resources for Rhetorical Action II: Argument QUIZ 3
Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 5.
Jasinski, Style, 54547 (catachresis through diacope). In Packet.

THURSDAY, APRIL 13. Rhetorical Criticism in Action


U.S. Department of Health and Human Services, Understanding AIDS, 1988. In Packet.
Jensen and King, The Authoritative Metaphor and Social Change, 592602. In Packet.

TUESDAY, APRIL 18. Resources for Rhetorical Action III: Organization QUIZ 4
Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 6.
Jasinski, Style, 54749 (ellipsis through euphemism). In Packet.
Lee, Opposition to Senate Joint Resolution 23, Sept. 15, 2001. In Packet.

THURSDAY, APRIL 20. Rhetorical Criticism in Action


* * * * * SHORT PAPER 2 DUE * * * * *
Tonn, Endress, and Diamond, Hunting and Heritage on Trial, 16581. In Packet.

TUESDAY, APRIL 25. Resources for Rhetorical Action IV: Language QUIZ 5
Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 7.
Jasinski, Style, 54951 (homoioteleuton through metonymy). In Packet.

THURSDAY, APRIL 27. Challenges of Rhetorical Action I: The Audience QUIZ 6


Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 8.
Jasinski, Style, 55154 (neologism through polyptoton). In Packet.

TUESDAY, MAY 2. Challenges of Rhetorical Action II: Subject and Purpose QUIZ 7
Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 9.
Jasinski, Style, 55457 (prolepsis through tricolon). In Packet.
COMM ST 215, Spring 2017, Page 8

THURSDAY, MAY 4. Rhetorical Criticism in Action


Zhao, Farewell Speech at Tiananmen Square, 21315. In Packet.
Lee, Zhao Ziyangs Plea to the Students in Tiananmen Square, 21633. In Packet.

TUESDAY, MAY 9. Challenges of Rhetorical Action III: The Rhetor QUIZ 8


Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 10.
Roosevelt, Pearl Harbor War Speech, in Campbell, Huxman, and Burkholder, Rhetorical
Act, 33940.

THURSDAY, MAY 11. Rhetorical Criticism in Action


* * * * * SHORT PAPER 3 DUE * * * * *
Obama, Presidential Proclamation on the Death of Nelson Mandela, Statement by the
President on the Death of Nelson Mandela, and Remarks by President Obama at Memorial Service
for Former South African President Nelson Mandela. In Packet.

TUESDAY, MAY 16. Evaluating Rhetorical Action QUIZ 9


Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 11.

THURSDAY, MAY 18. Visual Rhetoric and the Medium of Transmission QUIZ 10
Campbell, Huxman, and Burkholder, Rhetorical Act, chaps. 1213.

TUESDAY, MAY 23. Rhetorical Criticism in Action


Blair and Michel, Reproducing Civil Rights Tactics, 3155. In Packet.

THURSDAY, MAY 25. Genre and Occasion


Campbell, Huxman, and Burkholder, Rhetorical Act, chap. 14.
* * * * * ESSAY DUE * * * * *

TUESDAY, MAY 30. Summary and Review

THURSDAY, JUNE 1. IN-CLASS EXAMINATION


COMM ST 215, Spring 2017, Page 9

Roman Empress Theodora Refuses to Flee, January 18, 532

My lords, the present occasion is too serious to allow me to follow the


convention that a woman should not speak in a mans council. Those whose
interests are threatened by extreme danger should think only of the wisest
course of action, not of conventions.

In my opinion, flight is not the right course, even if it should bring us to


safety. It is impossible for a person, having been born into this world, not to
die; but for one who has reigned it is intolerable to be a fugitive. May I never
be deprived of this purple robe, and may I never see the day when those who
meet me do not call me empress.

If you wish to save yourself, my lord, there is no difficulty. We are rich;


over there is the sea, and yonder are the ships. Yet reflect for a moment
whether, when you have once escaped to a place of security, you would not
gladly exchange such safety for death. As for me, I agree with the adage that
the royal purple is the noblest shroud.

From William Safire, ed., Lend Me Your Ears (New York: Norton, 1992), 37

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