Communication 401
Interpreting Strategic Discourse
Spring 2005
Dr. Trevor Parry-Giles
Skinner Bldg. #2105
Office Phone: 301-405-8947
e-mail: tpg@umd.edu
Web site: http://www.wam.umd.edu/~tpg
Office Hours: Monday, Wednesday, 10:30-12:30 , or by appointment.
Course Information:
Section # 0401
Time: MW, 2:00-3:15
Place: HJP 1229
Textbook :
Roderick P. Hart & Suzanne Daughton, Modern Rhetorical Criticism , 3 rd Ed. ( Boston : Pearson/Allyn& Bacon, 2005).
Course Objectives :
This course invites you to actively and critically engage the discourse that surrounds you. The goal of the course is to encourage within you the intelligent and insightful consumption of discourse, appreciating its beauty and its dangers, but always actively engaging its meaning. We will address several perspectives that might be used to interpret strategic discourse and you will have the opportunity to advance and develop critical arguments about discourse. Ultimately, upon completion of the course, you will possess the skills, the perspectives, and the critical capacity necessary to be a vigorous consumer of public discourse in both your personal and professional lives.
Course Assignments :
Critical Essay (2 @ 25% each)
Midterm Examination (25%)
Final Examination (25%)
I employ a standard grading scale for the course (A=4.0; B=3.0; C=2.0; D=1.0; F=0). More detailed grading criteria are provided below for the essays. Exam grades are derived from your score out of 100 possible points according to the following scale: 100-93 = A; 92-90 = A-; 89-87 = B+; 86-83 = B; 82-80 = B-; 79-77 = C+; 76-73 = C; 72-70 = C-; 69-67 = D+; 66-63 = D; 62-60 = D-; 59-0 = F. The grading scale for the course is found on my Web site.
Assignments :
All work submitted for credit (exams, papers, etc.) should only be identifiable by the last four numbers of your Social Security number. Do not put your name on any material submitted to me for course credit.
All work should be submitted to me in Microsoft Word as either an e-mail attachment or on disk (please make sure with attachments that they are attached as Word documents, not HTML or some other format). I will provide comments on the document and you will access those comments and evaluations by using the Word reviewing system. To activate this process, click on View, then Toolbars, then Reviewing. From there, you will see how to read comments on the assignments.
I. Examinations: The examinations for this course are varied in their format and emphasize your ability to synthesize and apply the information from the material. The examinations are also my attempt to make certain that you are reading and understanding the assigned readings for the course, so there will be some questions that are identification questions and that ask you to indicate your recognition/understanding of key concepts, ideas, persons, etc. The final examination is comprehensive.
Make-up examinations will be given only when proper and complete written documentation of your absence is provided (doctor's excuse; funeral program, etc.). You are required, by University policy, to provide such documentation. Your absence, according to University policy, must be a result of one of the following: Personal illness; Illness of a dependent; Religious observance; Compelling circumstances beyond a student's control.
Students who require special testing arrangements through the Disability Support Services Office should speak to me about such arrangements at least two weeks prior to the examination.
II. Critical Essay: You are asked to write two essays for this course. The essays will be rhetorical criticisms of two different speeches, utilizing specific, assigned rhetorical perspectives/approaches and that are available online at http://www.americanrhetoric.com/ newtop100speeches.htm as well as several other sources.
Grading Criteria:
An “A” essay will exhibit the following characteristics: 1) the essay will present a clear critical claim that articulates a significant insight about the assigned speech and that advances the reader's understanding of the text beyond its obvious characteristics. The essay will also indicate its argument's implications for our understanding of strategic discourse; 2) the essay will successfully justify the application of the critical perspective to the assigned speech, indicating how the perspective will be used to establish the critical claim advanced in the essay; 3) the essay will engage in a sustained analysis of a particular text using all of the dimensions of the assigned perspective and employing specific textual evidence to support the claim; 4) the essay will make reference to at least six scholarly sources that are not required reading for the course and cite those sources correctly using the MLA style format; 5) the essay will be utterly devoid of stylistic, typographical, grammatical or other stylistic errors; 6) the essay will be 7-9 pages long; 7) the essay will be submitted on the assigned date.
A “B” essay will exhibit the following characteristics: 1) the essay will present a clear critical claim that articulates an important insight about the assigned speech. The essay will also indicate its argument's implications for our understanding of strategic discourse; 2) the essay will successfully justify the application of the critical perspective to the assigned speech, and attempt to indicate how the perspective will be used to establish the critical claim advanced in the essay; 3) the essay will engage in an analysis of a particular text using many of the dimensions of the assigned perspective and employing specific textual evidence to support the claim; 4) the essay will make reference to at least four scholarly sources that are not required reading for the course and cite those sources correctly using the MLA style format; 5) the essay will be largely devoid of stylistic, typographical, grammatical or other stylistic errors; 6) the essay will be 6-8 pages long; 7) the essay will be submitted on the assigned date.
A “C” essay will exhibit the following characteristics: 1) the essay will present claim that articulates an insight about the assigned speech; 2) the essay will justify the application of the critical perspective to the assigned speech, indicating how the perspective will be used to establish the critical claim advanced in the essay; 3) the essay will engage in an analysis of a particular text using the basics of the framework of the assigned perspective and employing some textual evidence to support the claim; 4) the essay will make reference to at least three scholarly sources that are not required reading for the course and cite those sources correctly using the MLA style format; 5) the essay will be relatively free of stylistic, typographical, grammatical or other stylistic errors; 6) the essay will be 5-7 pages long; 7) the essay will be submitted on the assigned date.
Essays that receive a “D” or an “F” grade are those essays that fail to meet the basic criteria for a “C” essay. Such failures may include an inability to apply a critical perspective, to provide textual examples to support a claim, to employ outside evidence, to write clearly and in an error-free manner, etc.
Late essays are not accepted, unless appropriate documentation is provided (doctor's excuse; funeral program, etc.).
Course Policies :
Incompletes : As reprinted from the University Undergraduate Catalog: The mark of "I" (Incomplete) is an exceptional mark that is an instructor option. It is given only to a student, whose work in a course has been qualitatively satisfactory, when, because of illness or other circumstances beyond the student's control, he or she has been unable to complete some small portion of the work of the course. In no case will the mark "I" be recorded for a student who has not completed the major portion of the work of the course.
Academic Dishonesty : As reprinted from the University Undergraduate Catalog: The University is an academic community. Its fundamental purpose is the pursuit of knowledge. Like all other communities, the University can function properly only if its members adhere to clearly established goals and values. Essential to the fundamental purpose of the University is the commitment to the principles of truth and academic honesty. Accordingly, The Code of Academic Integrity is designed to ensure that the principle of academic honesty is upheld. While all members of the University share this responsibility, The Code of Academic Integrity is designed so that special responsibility for upholding the principle of academic honesty lies with the students.
Definitions
Academic Dishonesty: any of the following acts, when committed by a student, shall constitute academic dishonesty: Cheating: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise.
Facilitating Academic Dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this Code. Plagiarism: intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise.Responsibility to Report Academic Dishonesty
Academic dishonesty is a corrosive force in the academic life of a university. It jeopardizes the quality of education and depreciates the genuine achievements of others. It is, without reservation, a responsibility of all members of the campus community to actively deter it. Apathy or acquiescence in the presence of academic dishonesty is not a neutral act. Histories of institutions demonstrate that a laissez-faire response will reinforce, perpetuate, and enlarge the scope of such misconduct. Institutional reputations for academic dishonesty are regrettable aspects of modern education. These reputations become self-fulfilling and grow, unless vigorously challenged by students and faculty alike.
All members of the University community, students, faculty, and staff share the responsibility and authority to challenge and make known acts of apparent academic dishonesty.
The University has a nationally recognized Honor Code, administered by the Student Honor Council. The Student Honor Council proposed and the University Senate approved an Honor Pledge. The University of Maryland Honor Pledge reads:
I pledge on my honor that I have not given or received any unauthorized assistance on this assignment/examination.
You will be asked to sign a statement to this effect on the final page of your exams. In addition, you will be asked to submit a written version of this pledge each time you submit an essay for evaluation. Students who fail to write and sign the Pledge will be asked to confer with the instructor.
Classroom Atmosphere & Respect : As reprinted from the University Undergraduate Catalog: The University of Maryland values the diversity of its student body and is committed to providing a classroom atmosphere that encourages the equitable participation of all students. Patterns of interaction in the classroom between the faculty member and students and among the students themselves may inadvertently communicate preconceptions about student abilities based on age, disability, ethnicity, gender, national origin, race, religion, or sexual orientation. These patterns are due in part to the differences the students themselves bring to the classroom. Classroom instructors should be particularly sensitive to being equitable in the opportunities they provide students to answer questions in class, to contribute their own ideas, and to participate fully in projects in and outside of the classroom.
Of equal importance to equity in the classroom is the need to attend to potential devaluation of students that can occur by reference to demeaning stereotypes of any group and/or overlooking the contributions of a particular group to the topic under discussion. Joking at the expense of any group creates an inhospitable environment and is inappropriate. Moreover, in providing evaluations of students, it is essential that instructors avoid distorting these evaluations with preconceived expectations about the intellectual capacities of any group.
Attendance : This class does not have an attendance policy largely because the University does not allow such policies and because I believe you are responsible for your own education. Should you choose not to attend class, then, you are responsible for the consequences of that choice.
Please do not request that I review my lecture/discussion for you. Do not ask me to repeat course announcements that you missed because of your absence. Once you have obtained notes and announcements from another class member, I will be happy to answer any of your questions.
Please do not feel obligated to explain your absence to me.
Course Schedule :
Week One
1/26, Course Introduction
Week Two
1/31, Understanding the Rhetorical Perspective. Readings : H&D, Chapter 1; Ronald Reagan, “Space Shuttle Challenger Address,” January 28, 1986.
2/2, Understanding the Critical Perspective. Readings : H&D, Chapter 2; Barbara Bush, “ Wellesley College Commencement Address,” June 1, 1990.
Week Three
2/7, Speech-Acts & Speech Situations. Readings : H&D, Chapter 3.
2/9, Analyzing Argument. Readings : H&D, Chapter 5.
Week Four
2/14, Analyzing Argument, continued. Readings : Barbara Jordan, “Statement on the Articles of Impeachment,” July 25, 1974 .
2/16, Form & Genre. Readings : H&D, Chapter 6. Due: Essay #1: Argument Analysis of Hillary Rodham Clinton, “Address to the UN Fourth Conference on the Status of Women,” September 5, 1995 ( SSN: 0000-1111; 5556-6666).
Week Five
2/21, Language, Imagery, & Style. Readings : H&D, Chapter 7; Ursula LeGuin, “A Left-Handed Commencement Address,” 1983.
2/23, Language, Imagery, & Style, continued. Readings : H&D, Chapter 8; Margaret Chase Smith, “Declaration of Conscience,” June 1, 1950 . Due: Essay #2: Form/Genre Analysis of Mary Church Terrell, “What It Means to be Colored in the Capital of the United States ,” October 10, 1906 (SSN: 1112-2222; 6667-7777).
Week Six
2/28, Understanding and Analyzing Media. Readings : H&D, Chapter 9; Newton Minow, “Television and the Public Interest,” May 9, 1961. Due: Essay #3: Language & Style Analysis of William Faulkner, “Nobel Prize Acceptance Speech,” December 10, 1950 (SSN: 2223-3333; 7778-8888).
3/2, Understanding & Analyzing Media, continued. Readings : Spiro Agnew, “Television News Coverage,” November 13, 1969 . Due: Essay #4: Language & Style Analysis of Elie Wiesel, “The Perils of Indifference,” April 12, 1999 (SSN: 3334-4444; 8889-9999).
Week Seven
3/7, Understanding & Analyzing Media, continued.
3/9, Midterm Review
Week Eight
3/14, Midterm Exam
3/16, Role Criticism. Readings : H&D, Chapter 10; Douglas MacArthur, “Duty, Honor, Country,” May 12, 1962 .
Week Nine
3/21, No Class, Spring Break
3/23, No Class, Spring Break
Week Ten
3/28, Cultural Criticism. Readings : H&D, Chapter 11; Ronald Reagan, “First Inaugural Address,” January 20, 1981 .
3/30, Cultural Criticism, continued. Readings : Mario Cuomo, “1984 DNC Keynote Address,” July 16, 1984 .
Week Eleven
4/4, Dramatistic Criticism. Readings : H&D, Chapter 12. Due: Essay #5: Cultural Criticism of Malcolm X, “The Ballot or the Bullet,” April 3, 1964 (SSN: 4445-5555; 0000-1111).
4/6, Feminist Criticism. Readings : H&D, Chapter 13; Mary Fisher, “The Whisper of AIDS,” August 19, 1992 .
Week Twelve
4/11, Feminist Criticism, continued. Due: Essay #6: Dramatistic Criticism of William Jennings Bryan , “Against Imperialism,” April 8, 1908 ( SSN: 5556-6667; 1112-2222) .
4/13, Ideological Criticism. Readings : H&D, Chapter 14; Martin Luther King, Jr., “A Time to Break Silence,” April 7, 1967 .
Week Thirteen
4/18, Ideological Criticism, continued. Due: Essay #7: Feminist Criticism of Geraldine Ferraro, “Vice Presidential Acceptance Address,” July 19, 1984 (SSN: 6667-7777; 2223-3333).
4/20, Postcolonial Criticism. Readings : Franklin D. Roosevelt “The Great Arsenal of Democracy,” December 29, 1940 ; Dwight D. Eisenhower, “Atoms for Peace,” December 8, 1953 ; Ronald Reagan, “The Evil Empire,” March 8, 1983.
Week Fourteen
4/25, Psychoanalytic Criticism.
4/27, No Class, ECA Convention
Week Fifteen
5/2, Psychoanalytic Criticism, continued. Due: Essay #8: Ideological Criticism of Edward M. Kennedy, “Truth and Tolerance in America ,” October 3, 1983 ( SSN: 7778-8888; 3334-4444) .
5/4, Spectacle Criticism. Due: Essay #9: Ideological Criticism of Gerald R. Ford, “Address on the Pardon of Richard Nixon,” September 8, 1974 (SSN: 8889-9999; 4445-5555).
Week Sixteen
5/9, Course Assessment
5/11, Review for the Final Exam
5/19, Thursday, Final Exam ( 1:30-3:30 pm )
© 2005, Trevor Parry-Giles, All Right Reserved.