Syllabus | History of Rhetoric

Instructor: Dr. Randy Cauthen ccauthen@csudh.edu
[310] 243-3931 Office: LCH B332
Office hours: MW 12-1; 5-6:30.

I have often and seriously debated with myself whether men and communities have received more good or evil from oratory and a consuming devotion to eloquence. -- Cicero

But put identification and division ambiguously together, so that you cannot know for certain just where one ends and the other begins, and you have the characteristic invitation to rhetoric. -- Burke

How could I adequately explain that rhetoric had not always been a synonym for public flummery and outright lying? That the modern university subjects had spun out of a rhetorical center not much more than one hundred years ago? That for two millennia rhetoric had been at the heart of Western education, had supplied its traditional unity, the lack of which we now so deplore? That it was rhetoric which, for most of Western history, had shaped the basic curriculum that taught people how to read, write, and think? -- Richard Lanham

If you use crummy words, people'll think you're a creep. -- Wally Cleaver

This course is an introduction to the history, the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will be deepened by practice, including your analytical skills, your critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and a rhetorician (one who studies the art of rhetoric).

The structure of the course will trace the history of rhetoric from its origins in classical Greece and Rome through its Medieval, Renaissance, and Enlightenment permutations to its modern manifestations. Of equal importance will be analyzing rhetoric in any era in terms of its importance to composition study: Does any of this material have applicability in the writing class? Which parts can we draw upon and how? As English teachers, we definitely need to know the history of our profession provided by the history of rhetoric, but we also need to know what the past tells us about contemporary pedagogical problems.

This is a seminar, a discussion based course; it is not a lecture course. What we learn will be driven primarily by the questions, comments, ideas, and energies that you bring to our discussions. In other words, we will learn about texts by actively engaging them and each other in our regular meetings. Our class can't really function if there isn't student participation -- it will become just me giving an ad lib lecture for 75 minutes, which will be horrible in all kinds of ways, trust me. There is, therefore, a fairly large percentage of the final grade that will concern the quantity and quality of your participation in class discussions.

Required Texts and Materials

Golden et al., The Rhetoric of Western Thought, 10th edition.

A hardbound journal/composition book
Handouts and web links as listed below -- PLEASE NOTE you are responsible for printing these off and bringing them in for discussion.

1. Think like rhetors: that is, be able to analyze and use a variety of persuasive techniques in a variety of communicative contexts.
2. Demonstrate familiarity with a range of histories and theories of rhetoric from the classical period through the twentieth century.
3. Demonstrate familiarity with important issues in current composition theory, and the ability to connect these issues with major rhetorical theories.
4. Present, explain, and analyze major positions in rhetorical theory.
5. Demonstrate mastery of the course material as a whole and practice study and writing strategies for the graduate comprehensives by writing a timed, comprehensive final exam.

Course Requirements and Grading

A. Class Participation/Discussion/Reading Questions/Reading Quizzes: 30% of final grade. This grade will be assigned according to the following rubric based on both how much and how well you participate in the discussion, on the 13-point scale listed below, under A Grading Scale for Written Work. Representative points on this scale are as follows:

13 = always participates cogently in discussion; clearly has been diligent with the reading
12 = almost always participates cogently in discussion; clearly has been diligent with the reading
10 = usually participates cogently in discussion; clearly has been diligent with the reading
8 = sometimes participates cogently in discussion and/or appears to be less diligent with the reading
4 = seldom participates cogently in discussion
0 = never participates cogently in discussion

~~I'll be recording the class sessions, and posting the recordings to this page.~~ (change 9/19). If you're concerned about your discussion grade at any particular point of the semester, consult with me; I'll be happy to give you an idea of where you are on the scale above. You'll also be responsible for turning in, at the beginning of each class, a note card of discussion ~~questions~~ assertions on that day's reading -- one or two strong ~~questions~~ points that you want to raise in that day's discussion (change 9/19), of a reasonable level of generality, about the day's work is sufficient. Your job in this portion of your grade is to convince that you've done the reading -- all of it -- with a minimal basic level of understanding. In addition to this portion of your grade, both the final (25%) and the journal (15%) are dependent on fulfilling this requirement. The rhetoric and advertising paper, the Phaedrus paper, and the Rhetorical analysis paper are dependent on your having done certain sections of the reading. In other words, if you don't demonstrate to me that you are consistently doing the reading, you will not pass this course. (Changes 10/17)

B. Rhetoric and Advertising paper (3-4 pages). You have your choice of two options here: You can either do a brief rhetorical analysis and revision of a print ad OR a rhetorical analysis of a TV commercial. Further details here. 10% of final grade.

C. Phaedrus paper (3-4 pages). This is a much more formal academic paper than is strictly necessary for the first project. I will supply you with possible topics for this paper; you are also welcome to come up with your own topic if you consult with me first. Further details here. 10% of final grade.

D. Rhetorical analysis (5-7 pages). In this project, you will use the concepts we have discussed over the course of the semester to analyze in depth a particular text: an advertisement, speech, editorial, or even a short story or poem. A sample title might be something like: "A Burkean Reading of Obama's Inaugural Address." More guidance, and in-class practice, is forthcoming. 15% of final grade.

E. Journal. Informal writing of practical exercises in which you'll use some of the rhetorical concepts we are studying. Please bring your journal to class for every session. Journal assignments are here. 15% of final grade.

F. Final Exam. 20% of final grade. More guidance on this is forthcoming. The exam will cover the materials from the course as a whole, and will be a timed bluebook exam.

G. Extra Credit: Send me some material for the "Practical Wisdom" blog, which I've started to demonstrate to my undergrad writing students the importance of rhetorical analysis in their everyday affairs. 1 point per accepted lead.

Grading Scale for Written Work

For reasons of precision, I grade with numerals and decimals instead of letters and operators.
The scale and equivalents go like this:

13 = A+ = Mind-blowingly good.
12 = A = Extremely good.
11 = A- = Very good.
10 = B+ = Good.
9 = B = High average.
8 = B- = Low-average.
7 = C+ = Noticeably subpar.
6 = C = Severely subpar.
5, 4, 3, 2, 1 = Direly poor -- we need to talk.
0 = No credit.

93-100 A     80-82 B-     67-69 D+
90-92 A-      77-79 C+    63-66 D
87-89 B+     73-76 C      60-62 D-
83-86 B       70-72 C-     below 60 F

Course Schedule

Readings and journal entries are due on the dates listed; that is, you should have them read and considered, and have written out a notecard of questions to use in discussing them, by the beginning of class on that date. Some of these readings I'll be providing for you free, online or via email; please print these readings out, read them, annotate them, and bring them with you on the night they're due.

9/5 Labor Day -- No Class
9/7 Herrick, Ch. 2. Gorgias, "Encomium of Helen." Crowley, Ch. 1. The Cuban Missile Crisis. Journal #2.

9/12 Golden, Introduction and Ch. 1. Nixon: Checkers Speech: watch it and print off a copy for class discussion. Journal #3.
9/14 Golden, Ch. 2. Herrick, Ch. 3.

9/26 Golden, Ch. 3. Aristotle: online excerpts: 1.2, 2.2, 2.12.
9/28 Crowley, Ch. 4, Ch. 6. Foss, "Neo-Aristotelean Analysis."

10/3 Golden, Ch. 4. Herrick, Ch. 5.
10/5 Cicero, excerpts. Erasmus, excerpts. Strunk/White, excerpt.

10/31 Golden, Ch. 16.
11/2 Golden, Ch. 17. (No class; Cauthen will be off campus this day.)

11/16 Golden, Ch. 26. Cixous, "The Laugh of the Medusa." Gearhart, "The Womanization of Rhetoric."

11/21 Golden, Ch. 25. Niles, "Rhetorical Characteristics of Traditional Black Preaching."

12/7 Workshop on Rhetorical Analysis Paper: Provide your workshop partners with the text you're analyzing in advance via e-mail. Journals due. Revisions of Papers 1 & 2 due.

Course Policies

1) The drop deadline is September 15. Please decide your status by then as I don't normally approve drops after the deadline and require documented "serious and compelling reason." A medical emergency or permanent change in work schedule is adequate reason; a failing performance or frequent absence is not. Be aware that Incompletes won't normally be issued.

2) Please bring your book and/or printed-off handouts to class every day, as well as your journal -- we'll need them for the assignments and discussion.

3) Extremely important: You are required to do every last iota of the reading and writing assigned, exactly in the format requested, and it needs to be totally done by the time class starts. There is no such thing as "falling a little behind" in the course reading; either you've done your homework or you haven't. Chronic lack of preparation (which is easy to spot) will lower your participation grade, and therefore your course grade, considerably.

4) Writing for this course is public writing. You will be reading each other's papers in workshops, and I may use certain papers (anonymously) as sample papers in this class or in future classes. Don't write anything that you feel is overly personal or would embarrass you to have someone know.

5) Extremely important: If you have any problems or questions concerning the class, please let me know immediately. We can solve most of these problems, given time, but last-minute notification tends to make solving problems impossible. If you can't make my office hours, call, e-mail, or see me in class and we can make other arrangements.

6) Attendance: Since this class is a seminar, attendance and participation are essential. After one unexcused absence, each additional absence will lower your final course grade by 5%. I take roll at the beginning of the class session.

7) Plagiarism and Academic Integrity: I want to emphasize how important it is that you learn by doing your own work. If you are tempted to submit another's work as your own, you should know that it's not worth it; if you're desperate as a paper deadline approaches, talk to me and we will explore possible options. The University policy on Academic Integrity reads in part: "At the heart of any university are its efforts to encourage critical reading skills, effective communication and, above all, intellectual honesty among its students. . . . Plagiarism is considered a gross violation of the University's academic and disciplinary standards. Plagiarism includes the following: copying of one person's work by another and claiming it as his or her own . . . or the presentation of some one else's language, ideas or works without giving that person due credit." The statement defines academic integrity in some detail, and you are responsible for following it; it is printed in the University Catalogue. Plagiarism or any other form of academic dishonesty will result in your failing the course and in my invoking the Student Disciplinary Process. I will not excuse any form of academic dishonesty and will always report it to the appropriate authorities. Please see me if you have any questions.

8) Any additional handouts or assignment sheets given out in writing constitute a continuation of this syllabus. This syllabus is subject to revision by the instructor.

9) Lateness policy: Late work will be docked 2 points (on the 13-point scale above) for every period late, except given documented medical circumstances.

10) If you have a disability and think you need special accommodations, please advise me immediately. I will work with you and the University's Office of Disabled Student Services to provide you with reasonable accommodations. The Office of Disabled Student Services can be reached at Welch Hall 250 or at extension 3660.

11) Don't display either rudeness or apathy, and most of all don't display anything that combines these two characteristics, such as texting, phoning, web-surfing in class, being late, etc. If I see you using texting or web-surfing (except for activities I've clearly sanctioned), you'll be counted absent for the day. Consult the Buddhist concept of shikantaza.

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