Rhetoric And Political Engagement

Source: http://i.onionstatic.com/onion/7264/original/960.jpg Used by permission.

Course DescriptionThis course explores the field of rhetoric—the study of argumentation and the symbols we use to influence each other. It surveys major concepts and theorists from antiquity to the twenty-first century who have sought to explain how arguments work. Drawing on recent campaign and political rhetoric, this course draws connections between abstract theories and the way we can use them to enhance our understanding of our everyday experiences. Assignments in this course include informal written reflections on the readings, analysis of the rhetorical practices of student-selected political campaigns, and a concluding 7-10 page paper that interprets a given campaign argument or set of arguments through the lens of a specific rhetorical concept or theory.

Required TextsPalczewski, Catherine Helen, Richard Ice, and John Fritch. Rhetoric in Civic Life.

State College, PA: Strata, 2016. Print.

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Course InformationENG 277Fall 2017Tuesday/Thursdays 8:00 – 9:50 Hoffmann 511Instructor InformationInstructor: Dr. Naomi Clark

Office Hours: Tue/Wed 1-4 PM

Office: ARC 131 (Writing Center)

Email: naomi.clark@loras.edu (I generally answer emails

ENG 277

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Rowland, Robert C. Analyzing Rhetoric: A Handbook for the Informed Citizen in a New Millennium. Dubuque, IA: Kendall Hunt, 2012. Print.

Additional texts will be provided on eLearn as PDFs or hyperlinked in the Course Schedule.

Course ObjectivesThe goals for students in this course include

Gaining a general understanding of the evolution of the study of rhetoric from antiquity to the twenty-first century.

Learning key terms of rhetorical study and how their meanings have been contested over time (rhetoric, audience, agent/agency, text, kairos, rhetorical situation, etc.).

Awareness of the rhetorical functions of recurring themes in American public discourse dating back to colonial times (liberty/freedom, justice, opportunity, reason, etc.).

Identifying the contributions of selected rhetorical theorists and how the concepts they have developed are useful for textual analysis today.

An understanding of the ways that rhetorical choices shape our perception of the material world (and vice versa).

Gaining an appreciation for the ways rhetorical analysis produces new knowledge.

Learning Outcomes Students who successfully complete this course should be able to demonstrate

1. An understanding of key rhetorical theories and concepts.2. The ability to rhetorically analyze texts, utilizing appropriate vocabulary.3. Proficiency in tracing developing rhetorical situations and applying

appropriate analysis.4. Engagement in the drafting and revision process of rhetorical analysis.

Central Assumptions in This ClassOur course topic (through which we are learning about argumentation) is presidential/political campaigning—a provocative and potentially divisive topic. Therefore, to ensure an environment conducive to learning, here are the key assumptions and expectations of the class:

There is no need to hide or deny our own partisan views—it’s impossible for anyone to be completely unbiased. However, we must also understand how a polarized approach to issues severely limits our thinking and potential for problem-solving. We must always remember that there are not only two sides to an issue; there are more like 27 sides to an issue. We must always be open to new and surprising evidence.

Thus, if you find yourself disagreeing with the readings in class or another person’s perspective, no need to get upset or offended. Just do your research and make an evidence-based critique. However, to preserve an environment conducive to learning, enter the discussion with a spirit of curiosity and discovery rather than one of disgust or derision.

However, this is an open and free classroom only to views that respect the dignity of every human person. Any comments, suggestions, or innuendos that challenge or call into question the worth, intelligence, or inherent value of any people group will not be tolerated. Because an atmosphere conducive to learning is our highest priority, expressions of hateful, racist, and white supremacist views will be grounds for dismissal from the class.

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Our texts were not chosen because they are perfect but for their potential to jump start our thinking and learning. Therefore, when you find a given text troubling, bring it up in class discussion or in a paper. Let’s talk about it and see what we can discover together.

As your professor, I am not here to dispense facts (we all have access to Google, after all), but to create an environment conducive to learning, to offer you experiences that you cannot find on Google. I am here to help you learn how to ask good questions, how to research these questions, and how to make evidence-based arguments that prompt action in your audience.

Because evidence is mounting that we read and engage with online and printed texts differently, I strongly urge you to print the readings, annotate them, and bring them to class. Keep cell phones out of sight and laptops closed unless a class activity requires their use.

Course ScheduleWk 1

Tue, Aug. 29 Introductions

Wk 1

Thur, Aug. 31 “Overview of Rhetoric”

Before Class: Read Chapter 1 “Rhetoric as Symbolic Action” (Palczewski, pronounced pal-chew-ski). As you read, mark each place the author offers a definition and/or function of rhetoric. Come to class prepared to discuss those you find particularly compelling or challenging/surprising.

Reading response due (last names A-K): This chapter expands the popular definition of rhetoric beyond that of “empty rhetoric” to also include ways language influences identity, culture, memory, and power. Find an example of campaign/political rhetoric that fits this expanded definition of rhetoric but that might not be evident to someone who has not read this chapter. Include a link to your chosen news story/video/advertisement/image and then analyze the text using references to specific passages of Chapter 1 that support your claim about what is happening rhetorically in your example.

Wk 2

Tue, Sept. 5 Rhetorical Beginnings

Before class: Read “The Origins and Early History of Rhetoric” and “Aristotle on Rhetoric” (Herrick)Reading response due (Last names L-Z): Option 1) Do you agree with Gorgias about the great potential in language for the control of the minds of others? What, if any, are the risks associated with great eloquence? How should the public be educated so as to have a defense against the great rhetorical skill possessed by some speakers and writers? Use quotes from the text as well as examples from recent political discourse to substantiate your claim.

Option 2) Many Greeks of Aristotle’s day believed that good character was a more reliable form of proof than was physical evidence. The reasoning behind this preference, apparently, was that it is much easier to fake physical evidence than it is good character. What do you think of this view of the relative reliability of physical

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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evidence, which Aristotle treats as an inartistic proof about which he has little to say, and good character, which he makes perhaps the most important and persuasive of the three artistic proofs? Use quotes from the text as well as examples from recent political discourse to substantiate your claim.

Wk 2

Thur, Sept. 7 “Language”

Before class: Read Chapter 2 (Palczewski)

Reading response due (last names A-K): This chapter introduces us to many new and useful terms that we will continue to reference throughout the semester. Choose one or two terms that you find most interesting and provide an example of where you have observed them in recent political discourse. How does your awareness of these concepts change or intensify your sense of what is happening in your examples? In your response, reference specific places in the text as well as in your examples to support your overall claim.

Wk 3

Tue, Sept. 12 “Visual Rhetoric”

Read Chapter 3 (Palczewski) and “Presidential Rhetoric’s Visual Turn” (Erickson)

Reading response (last names L-Z): Option 1) Think of a monument or memorial you are familiar with. Identify the symbolism (for example, what the various parts of the monument or memorial are meant to symbolize). Which group’s memory does the monument or memorial foreground? Are any group’s memories placed in the background? What cultural values, ideologies, or political affiliations does the monument or memorial praise? What is the message that people today are meant to take away? How has this particular site been used or referenced in political discourse? Be sure to reference the reading as resources for your analysis. If possible, include images of the site.

Option 2) In the spirit of the Erickson article, choose a recent “visual fragment” of Presidential rhetoric and show its significance in the context of our visual culture discussed in this chapter. What individuals/groups in society played a part in selecting, crafting, and circulating the “visual fragment”? Ultimately, what did the image do rhetorically? (I.e., how did it persuade, change attitudes, or prompt actions?)

Wk 3

Thur, Sept. 14 Rhetorical Memorials

Read “Confederate Monuments and the Long Shadows they Cast” (Prahlad) and “Design of UVA Memorial to Enslaved Laborers Wins Approval” and listen to “Contested Landscape” (podcast).

Reading response due (last names A-K): How does Prahlad’s account of the personal significance of memorials compare to the claims of Chapter 3? Based on the accounts these sources provide (as well as the concepts discussed in Chapter 3), what is the significance of Confederate memorials and their explicit or implicit arguments for American identity?

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Wk 4 Tue, Sept. 19 “Argument”Read Chapter 4 (Palczewski)

Reading response due (last names L-Z): In this responds, answer question #2, #3, or #4 on page 123. Identify the question to which you are responding and include a link to your primary source(s).Wk 4 Thur, Sept. 21 “Narrative” Guest speaker: Jim Bear JacobsRead Chapter 5 (Palczewski) and “The Symbolic DNA of Terrorism” (Rowland)Reading response due (last names A-K): You have two options for this response: Option 1) Identify a common story often told in political campaigns. Develop an argument about why you think the story is repeated and what it tells us about our nation’s values. Use the standards identified in this chapter to judge the narrative.

Option 2) Select a current political controversy on your campus or in your state or nation. Describe it once using the comic frame and then again using the tragic frame.

Wk 5 Tue, Sept. 26 “Rhetors”Read Chapter 6 (Palczewski) and “Whiteness: A Strategic Rhetoric” (Nakayama and Krizek, on eLearn)Reading response due (last names L-Z): Option 1) Give an example of a political figure’s character getting in the way of a persuasive message. How did the person’s persona create obstacles for persuasion? What could the person have done to correct these obstacles? In your analysis, be sure to reference concepts from the readings.

Option 2) Where have you seen whiteness (as defined and discussed by Nakayama and Krizek) play a role in American political discourse? How does it affect the personae of political figures? What are some of the social costs of maintaining whiteness as “culturally invisible”? Who is directly affected by such costs? In your analysis, be sure to reference concepts from the readings.

Wk 5 Thur, Sept. 28 Presentation of Stump Speech Analysis Due: Stump Speech AnalysisUpload to eLearn and come to class prepared to present and discuss your findings to the class. Wk 6 Tue, Oct. 3 “Audiences”Read Chapter 7 (Palczewski) and “In Search of ‘The People’: A Rhetorical Alternative” (McGee, on eLearn)Reading response due (last names A-K): Option 1) Politicians promote themselves to particular audiences. Find a campaign ad and figure out who its audiences is. Does the ad construct an audience? How? What beliefs, attitudes, or values does the ad use? Does it acknowledge audience agency? Does it use identification or pathos?

Option 2) Politicians frequently refer to “the people.” Find examples of these references and explain how the rhetor is defining and conceptualizing “the people.” Who is the second persona in the reference to “the people?” Who is the third persona? What does the politician’s use of “the people” tell you about the rhetor and the issue?

Wk 6 Thur, Oct. 5 “Rhetorical Situations”Read Chapter 8 (Palczewski) and listen to Mere Rhetoric on Kairos (podcast)

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Reading response due (last names L-Z): Option 1) Identify a campaign speech that you believe failed to fulfill its purpose. Were there elements of the rhetorical situation that led to this failure? Did the speaker present an unfitting response? What could the speaker have done to respond to the situation or to (re)define it?

Option 2) A rhetorical approach focuses on the context as essential to understanding a rhetorical text. Find an example of a text related to a political event (an ad, a speech, news article, etc.) where understanding the context changed your assessment of the text.

Wk 7 Tue, Oct. 10 “Publics and Counter Publics”Read Chapter 9 (Palczewski)

Reading response due (last names A-K): Option 1) In Chapter 1, citizenship was defined not as a single thing you do, but as a process. Identify all the ways you participate in civic life. How many of those forms of participation require collective and coordinated action? How many are individual and personal? What do your answers tell you about the health of public spheres in contemporary society?

Option 2) Identify publics to which you belong. What identifies you as a member of that public? How has your participation in that public developed your own identity?

Wk 7 Thur, Oct. 12 “A System for Rhetorical Criticism”Chapter 1 (Rowland) and “Rhetorical Criticism” (Foss).

Reading response (last names L-Z): Reflect on and respond to what the readings say about the process of rhetorical criticism. How does this compare to academic papers you have written previously? What aspects of rhetorical criticism make the most sense to you? What parts are the most confusing?

Wk 8 Tue, Oct. 17 No Class – Fall Free DaysWk 8 Thur, Oct. 19 No Class – Dr. Clark out of town for a conferenceWk 9 Tue, Oct. 24 “Tools for Analyzing Rhetoric”Chapter 2 (Rowland)Reading response (last names A-K): This chapter provides a model for rhetorical criticism. Read the samples and then write your own analytical outline of the speech on p. 39-41. (For an example, refer to the analytical outline on pp. 37-38.)

Wk 9 Thur, Oct. 26 “Understanding Context and Judging Effectiveness” and “Rational Argument”

Chapters 3 and 4 (Rowland)Reading response (last names L-Z): Option 1) What is the broader context of Norton’s speech (p. 64) and how is her argument kairotic within that context? Given her strategies and the barriers at play (not to mention the luxury of hindsight), how would you evaluate her effectiveness?

Option 2) Use this prompt as a research proposal draft. Analyze your selected text in light of this chapter. Which of the four kinds of evidence were employed and to what effect? Remember to provide links to your primary source as well as quotes and

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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paraphrases in your analysis.

Wk 10

Tue, Oct. 31 Resources for Research at the Library

Guest speaker: Jen Saulnier

Wk 10

Thur, Nov. 2 Metaphors as Narrative

Read Chapter 5 (Rowland) and “Metaphor, Morality, and Politics” (Lakoff). Listen to George Lakoff’s interview: On the Media (podcast; Lakoff’s segment begins at about 12 minutes in).

Reading response (last names A-K): What metaphors do you see at play in your selected text? Does Lakoff’s assessment of their function match your experience and/or analysis?

Wk 11

Tue, Nov. 7 Individual Conferences

Due: Research Project Proposal

Wk 11

Thur, Nov. 9 Demagoguery

Read “The Rhetoric of Hitler’s Battle” (Burke), “Characteristics of Demagoguery” (Roberts-Miller), and “Demagoguery vs. Democracy” (Roberts-Miller) Optional: The academic article version of this essay is available on eLearn. Here is a brief intro to Burke: “Kenneth Burke--NEW AND IMPROVED!” (podcast)

Reading response (last names L-Z): Write a definition of demagoguery in your own words. What distinguishes demagoguery from garden variety political rhetoric? Do you see it in the text you are analyzing? Provide specific examples and quotes.

Wk 12

Tue, Nov. 14 “Credibility Strategies”

Read Chapter 6 (Rowland) and “Picking up the Fragments of the 2012 Election” (Wetherbee)Reading response (last names A-K): What kind of advice would Rowland likely give Mitt Romney if he were serving as Romney’s debate coach? What aspects of credibility strategies did Romney excel at and which did he seem to struggle with more?

Wk 12

Thur, Nov. 16 Peer Review

Due: Research Project Draft

Wk 13

Tue, Nov. 21 Rhetoric and Gender

Read “Feminism and Rhetoric: Critique and Reform” (Herrick) and “The Political Is Personal: Analyzing The Presidential Primary Debate Performances Of Hillary Clinton and Michele Bachmann” (Greenwood and Coker)

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Reading response (last names L-Z): How does gender play a role in the text you are analyzing? Is it a more implicit or explicit role? If your initial response is that gender does not play a role, on what do you base that claim? If your response is in the affirmative, on what do you base that claim? How does it affect the credibility and/or the identity of the rhetor or of the audience?

Wk 13

Thur, Nov. 23 “Generating an Emotional Response”

Read Chapter 8 (Rowland) and “Our Foreign President Barack Obama” (Pham)

Reading response (last names A-K): Think of a recent example of political rhetoric that has prompted an emotional response. How would these authors evaluate it 1) for its effectiveness in bringing about a desired response and 2) on its ethical merit?

Wk 14

Tue, Nov. 28 “Generic Analysis” and “The Informed Citizen”

Chapter 10 and 11 (Rowland)

Reading response (last names L-Z): Analyze a recent example of political rhetoric using Rowland’s four stages of the Informed Citizen. What new information does this process bring to light? How could more Americans be encouraged to apply this process in their consumption of political rhetoric?

Wk 14

Thur, Nov. 30 “Reinterpreting the Four Freedoms” (pdf in file)

Due: Research Project Upload to eLearn. You will share your research in your presentations next week.

Wk 15

Tue, Dec. 5 Research Presentations

Wk 15

Thur, Dec. 7 Research Presentations

Wk 16

Monday, Dec. 11

10:15-12:15

Estimating Reading/Writing TimeHere is a handy chart for estimating how much time you will need to spend on reading and preparing for class. If you are slow reader or writer, you will need to factor that additional time into your calculation.

Hours out of class

Times Hours in class

Equals expected study hours per week.

High Difficulty 3 X 3 = 9 hours Medium Difficulty

2 X 3 = 6 hours

Low Difficulty 1 X 3 = 3 hours

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Breakdown of PointsReading Responses 100 points (10 points X 10)Talking Points (QQC) 50 points (5 points X 10)Stump Speech Analysis 50 pointsResearch Proposal 50 pointsResearch Project (draft) 100 pointsResearch Project 200 pointsResearch Presentation 50 points

Final 100 points Total 700 points

Grading RubricHere’s the meaning behind the grades I put on your paper (you can use these comments as clues about how to work toward a higher grade):

C- to C+ You did what the assignment asked of you. Work in this range tends to need some revision, but it is complete in content and the organization is logical. The style and visual design are straightforward but unremarkable.

B- to B+ You did what the assignment asked of you at a high-quality level. Work in this range needs little revision, is complete in content, is organized well, and shows special attention to style and visual design. Note: “B” is a respectable grade!

A- to A You did what the assignment asked for at a high-quality level, and your work shows originality and creativity. Work in this range demonstrates all the qualities listed above for a B; but it also demonstrates that the you took extra steps to be original or creative in developing content, solving a problem, or developing a verbal style or visual design.

D- to D+ You did what the assignment asked for at a low-quality level. Work in this range tends to need significant revision. The content is often incomplete and the organization is hard to discern. Verbal style and visual design are often nonexistent or chaotic.

F Failure means you did not do what was asked of you. If you gave an assignment an honest try and still received an ‘F,’ consider dropping the class and retaking first-year composition to improve your writing skills.

Late PapersMeeting deadlines is an absolute priority in this course. Let your professor know immediately if personal crisis, family emergencies, religious considerations, or severe illnesses need my consideration. Otherwise, late papers will result in a 25% grade reduction.

Plagiarism and Academic HonestyPlagiarism is

using someone else’s words or ideas without proper documentation; copying some portion of your text from another source without proper

acknowledgement of indebtedness;

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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borrowing another person’s specific ideas without documenting the source;

having someone correct or revise your work (not as in getting feedback from a writing group or individual, where you make the changes suggested by others);

turning in a paper written by someone else, an essay service, or from a web site (including reproductions of such papers or essays).

When you consult sources for a paper, you must document ideas or wording deriving from them, both by listing the sources in a page of works cited at the end of the paper and by citing sources in the text itself. In this course we will use MLA documentation style; this is covered in your textbook, and we will go over it in class. Furthermore, a good electronic handout about MLA documentation can be found at http://owl.english.purdue.edu/owl/resource/747/01/. If you don’t know what plagiarism is or have doubts about how to cite something, you need to ask your professor.

Plagiarism is a serious form of academic misconduct and any instances of it will be treated as such. This course adheres to the Loras College Academic Honesty Policy, which can be found in the Undergraduate Bulletin, and on the Loras Portal’s A-Z index. Loras College has established a range of penalties for students guilty of plagiarism or academic dishonesty. Appropriate penalties include a reduced grade on a redone assignment, a failing grade on the assignment, a failing grade for the course, or even suspension or expulsion from the college. For more information, see the college’s Academic Honesty Policy at http://inside.loras.edu/Academics/IQ/Documents/Academic%20Honesty%20Policy.doc

Additional NoticesClassroom Conduct: Please turn off cell phones/pagers. Laptops are not allowed for class use unless part of an assigned activity. E-mail, texts, and web-surfing will not be tolerated; if I notice you are doing any of these, I will ask you to leave and you will be counted absent for the day. Do your homework. Bring your textbook or a paper copy of the article on days when reading is assigned. Take notes on readings and bring ideas to discuss. Come to class ready to participate. See the Loras College Disruptive Activity policy in the Student Handbook: http://www.loras.edu/Campus-Life/Student-Handbook.aspx

Electronic Correspondence: You will frequently receive email updates related to this class, so be sure to check your email at least once a day. Any email sent by one of your professors should be met with the same care and thoughtfulness as classroom discussions, lectures, or course readings.

Attendance Policy: You have four “free” absences; for the fifth and each successive absence, 5 points will be deducted from your final grade. These “free absences” are to be used for college-related functions, sick days, emergencies, etc. If you arrive after attendance has been taken, it is your responsibility to check in with me after class to make sure your attendance has been noted.

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Campus ResourceseLearn Course Website: This is accessible through the “inside Loras” web portal. It has the syllabus posted to it, and assignments, course handouts, and reading forums will be posted there, too.

The Learning Disability Program: Your success in this class is important. In accordance with federal law, if you have a diagnosed disability or believe that you have a disability that might require reasonable accommodations, please feel free to discuss your needs with me at your earliest convenience.  Documentation of your disability must be on file with the Lynch Office of Disability Services (LODS), 120 Academic Resource Center, (563-588-7134) for you to receive accommodations. Its hours are M-F 8am to 4:30pm. You may self-disclose and request an academic adjustment at any time in the semester. However, I strongly recommend that you do so as soon as possible because accommodations are not provided retroactively and adequate lead time is required. I look forward to working with you to meet your learning goals.

The Writing Center: The Writing Center (563-588-7349, in ARC 131) offers one-on-one tutoring to all members of the Loras community. You may make appointments at the Writing Center online, through the Loras portal. Although I am always happy to discuss your work with you, if you would also like to get focused, non-directive, non-judgmental feedback from a peer, the Writing Center is a great place to get that. http://inside.loras.edu/academics/headwaters/writingcenter/Pages/home.aspx

The Counseling Center: College can be one of the most stressful periods of your life. The Loras College Counseling Center offers services to provide a safe place to discuss problems or situations that are hard to approach elsewhere.  All services at the Center are completely confidential. http://inside.loras.edu/studentdevelopment/counselingcenter/Pages/home.aspx

AssignmentsReading Responses (10 responses X 10 points = 100 total points)The students in this class will be divided into two groups based on last names that begin with A-K and with L-Z. Each day a reading is assigned, one group will be responsible for submitting reading responses to eLearn by the beginning of class. These reading responses should be treated as formal pieces of writing that 1) Demonstrate your understanding of the readings at a level that allows you to make a connection between the readings for that day and recent political rhetoric and 2) Focus your thoughts and prompt meaningful questions about the readings that we can discuss in class. The best reflections will do at least one of the following

Use a present day example of campaign/political rhetoric to shed light on the reading.

Use the reading to shed light on present-day campaign/political rhetoric. Raise thoughtful, open-ended questions about the reading and/or present-

day political rhetoric.

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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Point out challenging (difficult, thorny, dense, contradictory, etc.) moments in the reading and explain in detail what makes them so.

To demonstrate your thoughtful engagement with the readings and their application to the world beyond our classroom, be sure to use direct quotes and paraphrases in your responses. Whenever possible, include links to the news stories or videos you are referencing. Aim for about 400-500 words. Upload to eLearn.

Points will be assigned according to the following scale:10 – Meets or exceeds required length; strongly engaged, high-quality exploration.8 – Meets or exceeds required length; meets instructor’s expectations for engagement.6 – High-quality exploration, but too short OR meets required length but is too superficial.4, 2 – Too short and too superficial.

Talking Points (QQC) (10 QQC X 5 points = 50 total points)On the days when your group is not assigned a reading response, bring a minimum of three written talking points to class. If you lack inspiration, you can follow the QQC model—

1 quote from the reading you would like to discuss, 1 question the reading prompted for you, and 1 comment about the reading.

I will create a wiki page on eLearn where all can copy and paste their talking points into one document. However, I will wait to open the wiki page until the beginning of class in order to make it less tempting to simply copy or paraphrase others’ work.

Stump Speech Analysis (50 points)This assignment is designed to familiarize you and ease you into the practice of rhetorical analysis. The New York Times published a paragraph by paragraph analysis of four candidates’ speeches:http://www.nytimes.com/interactive/2012/01/03/us/politics/gop-stump-speeches.html Comparatively analyze two of the four speeches. In your analysis, identify at least three similar rhetorical strategies and three rhetorical strategies that are unique/different from the other. To discuss your observations about the significance of the rhetorical strategies used (or absent), respond to one or more of the following questions:

What arguments, narratives, visuals, or personas do you observe? How does the audience seem to affect the speaker’s message? How does the speaker identify with the audience? (Identify with=show that

they have the same interests.) On what kinds of evidence does the speaker base his claims? Based on what we know about the outcome of this election more than five

years later, how well would you evaluate the effectiveness of the rhetorical strategies these speakers used?

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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If you were writing a stump speech (for yourself or someone else), what strategies would you avoid or would you be sure to include?

Aim to write a 4-5 page formal paper using MLA style formatting and citations. Use direct quotes and paraphrases as evidence of your claims. Upload to eLearn and be prepared to share your findings with the class.

Research Proposal (50 points)The goal of this assignment is to bring some structure and direction to your research project, a 7-10 page paper that interprets a given campaign argument or set of arguments through the lens of a specific rhetorical concept or theory. A scholarly proposal (sometimes called a prospectus) serves as both a pre-writing exercise and a map for your future work. For this assignment, please follow the following outline; consider using subheadings to indicate each section. Bring a paper copy of your proposal to your conference session.

A. A statement of your topic. Indicate in a few paragraphs the text you are analyzing as well as its context and significance (why it matters). Which political campaign arguments do you plan to write about? What is your central question that you are trying to answer? (Your thesis statement will later be an answer to this question.) What rhetorical theory or concept do you plan to use to analyze this argument (or set of arguments)? What major texts (both scholarly and popular) do you plan to use? (HINT: The sooner you settle on ONE specific speech, article, ad, video, website, or other text that you will analyze in your paper, the easier this project will be for you. I’m always happy to brainstorm this with you outside of class.)

B. A preliminary literature review. This section of a research project demonstrates your knowledge of current scholarship on your topic. Explain which course readings will be relevant to your project as well as any additional research you have found in the library catalogue or databases. Is one scholar’s approach proving to be especially influential? Have a writer’s footnotes sent you in new and useful directions?

C. A tentative structure. How do you plan to organize your project? This probably won't be a detailed outline at this point; a few paragraphs summarizing the probable structure of your essay will suffice. But you should at least lay out the sections into which you anticipate dividing your essay.

D. Two to three pages of sample text. Work at your argument a bit. If you know that you're writing about X candidate or Y campaign, talk about some of the concerns or conflicts, and how they are reflected in popular discourse. You might also respond to one of the readings that you've read. You may end up throwing out this material down the road, so it can be somewhat rough. However, writing this section will at least get you past the blank screen syndrome at later stages of this paper.

E. Problems and questions that occupy you at this point. Try to pinpoint the next steps you're planning to take in writing this paper (What additional information do you need? Where are you likely to find it?) and the questions that

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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most immediately concern you.(Source: http://www.columbia.edu/~lmg21/19aww/prospectus.html)

Research Project – Draft (100 points)Research Project – Final (200 points)This assignment asks you to write a 7-10 page paper that interprets a campaign or political text through the lens of a specific rhetorical concept or theory covered in this class. Use MLA formatting and citation style. For more info, see https://owl.english.purdue.edu/owl/resource/747/01/.

Over the course of the semester, you will need to pay attention to bumper-stickers, banners, images, advertisements, speeches, news stories—wherever you see examples of campaign/political rhetoric that catch your attention. Collect these artifacts in a dedicated file—either digital or paper—and reflect on what about them is intriguing to you. You might explore some of your ideas in class or in a reading response to see if they are worth exploring at greater length in this paper.

The goal of this paper is to use rhetorical concepts in order to offer your reader fresh, meaningful insight about some of the campaign rhetoric that surrounds us during this season. Your argument and evidence should work together to help your reader become a more informed, empowered citizen. (Warning: Beware the pitfall of writing an interesting history or political paper that never actually gets around to doing rhetorical analysis.) You are urged to read many of the examples of rhetorical analysis provided in Analyzing Rhetoric and other course materials and to use them as models for your own work.

This paper will be graded on how well it meets the expectations expressed in this prompt. It will be evaluated for its quality, not quantity. In other words, three extra pages will not compensate for a weak argument or clichéd analysis. Your job as a writer is to write what others have not, cannot, or will not say. Admittedly, this is a tall order; however, I am committed to taking your work as seriously as you do. I am here to give feedback and guidance as you work through this project. The earlier you consult with me outside of class, the more I will be able to help you.

Give your first draft your very best shot while remembering that no paper is perfect in its first draft. Use feedback from your classmates, the Writing Center, and your professor to revise your paper into a stronger, more coherent final product.

Research Presentation (50 points)Your research presentation will be your opportunity to “show-off” your insightful analytical work to your classmates. The critical component of this assignment is that you render some aspect of your research project in visual or audio format. This might mean showing images of the bumper-stickers or yard signs you analyzed in your paper. Alternatively, you could share a recording of a speech or clips of a campaign ad you wrote about. Your total presentation should take about 8-10 minutes.

Final (100 points)

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.

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The final will be a written project that may be a reflective paper OR a prompt that asks you to apply key concepts from the class to a real-world situation. The best way to prepare for the final is to review your notes from class, your reading responses, and other course materials.

This syllabus is subject to change at the instructor’s discretion. Changes will be announced in class and posted to the class eLearn site.