COURSE OBJECTIVES
The study of rhetoric and rhetorical theory has played an essential role in the development of Western thought. Often positioned alongside or against the study of philosophy, thinkers from Plato onward have written about the process of persuading others. While we may operate with the contemporary derogatory meaning of the word rhetoric, this was not the case for generations of thinkers and political leaders who saw the mastery of rhetoric as the crowning achievement of a well-educated person. Rhetoric has been viewed as an empowering art benefiting both the individual and the community, but it has also been understood to be merely a deceptive trick used to beguile the ignorant masses. In fact, we can point to historic episodes and find evidence for both beliefs. Yet, this class is not a study of the uses of rhetoric over time. Rather, this class investigates how rhetoric was theorized and taught in the classical world. While we don't have time to cover all of the history of rhetoric in one course (or even in one lifetime), we will address some of the major theorists that have significantly shaped rhetorical theory and pedagogy.
There are three main learning goals for this course. By the end of the quarter, students should be able to:
- explain the major Greek and Roman rhetorical theories and theorists.
- describe and analyze key texts in the rhetorical tradition.
- contextualize these texts within their historical tradition.
ASSIGNMENTS
I see all the major class assignments as working together. The exams are there to ensure that you know the material. You know who wrote what, when, and how it worked in its historical context. Content mastery is a prerequisite for using the material more personally. The reading responses are there to allow you space to explore the ideas and readings on an individual level. We are fortunate enough to be in a small class and so the group discussions allow us to explore the concepts collaboratively. I have provided a brief description of each assignment below. I will provide more detailed assignment descriptions, grading rubrics, and study guides in class.
Exams: There are two exams in this course. The final exam is comprehensive covering all of the course material. Exams will cover information from the readings, the lectures, and the in-class discussion. You must be in class in order to be prepared for the exams. You cannot simply read the material (or simply come to class) and hope to do well on the exams.
Reading Responses: In order to master the class concepts and skills, you'll need to practice them regularly. The reading responses should help you understand and apply the material. Each student will complete five reading responses. You'll need to read the assigned reading, complete the reading response, and post it to the class catalyst dropbox. All reading responses must be posted to the class catalyst dropbox no later than 1:30 on the day it is due. The link to the dropbox is on the class webpage. You should also bring a copy of your response to class for others to read (a digital copy is fine if you have a laptop). All reading responses will be graded on a -, √, + system. A “-” results in 0 points; a “√” results in 7 points; and a “+” results in 12 points.
Discussion Participation: Discussion participation has two components: leading discussion and participating in discussion.
- In groups of two to three, students will be assigned to lead a discussion on a primary text. Leading discussion entails preparing some discussion questions in advance and sending them to me for distribution to the class list and then guiding the discussion on the assigned day. Discussion questions are due no later than three days in advance of your assigned discussion day.
- This class requires participation since much of the class is focused on discussing and analyzing primary and secondary texts as a group. Although attendance is not specifically required, participation is. Your class participation grade will be calculated based on your informed contribution to class discussions and participation in class activities.
GRADING SYSTEM
There are 200 possible points in this class.
Assignment Point Value Percentage of the final grade
Discussion Participation 20 10%
Midterm Exam 45 23%
Reading Responses 60 30%
Final Exam 75 37%
Total: 200 points 100%
Grades will be assigned based on your final number of accumulated points. For a discussion of the grade ranges, please consult your student handbook or visit: http://www.washington.edu/students/gencat/front/Grading_Sys.html
| A Range (90-100%) 100% = 4.0 99% = 4.0 98% = 4.0 97% = 4.0 96% = 4.0 95% = 4.0 94% = 3.9 93% = 3.8 92% = 3.7 91% = 3.6 90% = 3.5 |
B Range (80-89%) 89% = 3.4 88% = 3.3 87% = 3.2 86% = 3.1 85% = 3.0 84% = 2.9 83% = 2.8 82% = 2.7 81% = 2.6 80% = 2.5 |
C Range (70-79%) 79% = 2.4 78% = 2.3 77% = 2.2 76% = 2.1 75% = 2.0 74% = 1.9 73% = 1.8 72% = 1.7 71% = 1.6 70% = 1.5 |
D Range (62-69%) Below .6 is failing |
CLASS EXPECTATIONS
I will start class on time and end on time. I realize that you have many demands and obligations. Nevertheless, you signed up for this class at this time, and I now expect you to schedule around it. You may think that arriving late/leaving early is simply a personal issue; that you can get in or out of the room without disturbing the class. This is false. It disturbs me in my lecture and it draws the class's attention to your movement. Do not arrive late and do not leave early (this includes packing up). Turn off your cell phone, abstain from browsing the internet, be awake, and avoid chatting. If you cannot do these things, please don't come to class.
This classroom must remain a tolerant space where we think through some challenging material. No doubt, you will hear many opinions this quarter that are not your own, but you must engage those views in a respectful manner. I will not tolerate oppressive comments in the classroom that make it difficult for any student to have fair and equal access to education.
POLICIES
First Week of Class: Students who are enrolled in this course but do not attend all regularly scheduled class meetings during the first week of the quarter are subject to being dropped from the course. Students should contact me if they must be absent any day during the first week of the quarter. Students must not assume that not attending class will automatically result in their being dropped. Students themselves are responsible for officially dropping courses.
Make up Exams: Early exams or make-up exams will be given rarely, and only to students who have unavoidable conflicts (that can be documented) with the exam time. Students will receive a study guide approximately a week prior to the exams.
Late Assignments: For purposes of equity and fairness for all students, you will be given a reasonable amount of time to complete all assignments. An assignment is on time when it is delivered to the teacher (in person or through the online dropbox) at the beginning of the class session on the day it is due.Reading responses must be turned in on time to receive credit.
Attendance: Each class meeting is an opportunity to participate in lectures and discussions. By being present and on time, reading the assigned material, making study notes, and participating in discussions, you'll increase your opportunities to learn the course material. Active participation is critical to learning; passive learning is quickly forgotten. As trite as it sounds, the more you devote to this course the more you will benefit from this course. I will start the class on the assumption that you have completed the reading. We will spend a significant portion of our time discussing the course concepts, but you should address the entire group and not simply chat with a friend.
Special Needs: To request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz, 543-8924 (V), 543-8925 (TTY), or uwdss@u.washington.edu. Please present me with your letter from DSS indicating that you have a disability that requires academic accommodations so we can discuss the accommodations you might need for the class.
Grievance Policy: If you have any concerns about the course or me, please see me about these concerns as soon as possible. If you are not comfortable talking with me or you are not satisfied with the response that you receive, you may contact the Chair of the Department of Communication, David Domke, at 543-2662.
Academic Integrity: The University's definitions of academic and personal misconduct are outlined in the Student Conduct Code (available online at http://www.washington.edu/students/handbook/conduct.html). It is your responsibility to read and understand the University's expectations. Until you have read the Code, do not assume that you know what this University defines as cheating, plagiarism, or other forms of academic misconduct.
Plagiarism is a significant violation of the Student Conduct Code and will be dealt with severely in this class. It is important for you to know that plagiarism is any representation of another person's words or ideas in a manner that makes it seem as if they were your own. If it becomes evident that you have collaborated with another student and/or plagiarized work, the matter will be immediately turned over to the University's Committee on Academic Conduct. For more on plagiarism, including a review of proper and improper paraphrasing practices, see here.