Speech Com 412
Rhetorical Criticism
Spring, 2004
Jean Goodwin, goodwin@iastate.edu
Office: 226 Pearson
M 11-2, W 1-2 and freely by appointment
Goals:
We are surrounded by attempts to influence us. This class promises to help you become better at
observing and understanding these attempts, especially as they occur in civic settings. In short,
this class promises to help you become a rhetorical critic. You will learn:
Analysis: How to observe significant details in rhetorical artifacts, including:
 knowing what questions to ask about the artifact
 finding and using background information about the artifact
 paying attention to specific details in the artifact
 applying appropriate technical concepts to guide your attention
Synthesis: How to put the details you notice together into a cogent understanding of how
the artifact works to persuade, including:
 paying close attention to patterns within the artifact
 making comparisons with other artifacts
 applying advanced theories of how persuasion works
Judgment: How to use your overall understanding to form a sound assessment of the
artifact, including:
 understanding the standards by which artifacts can be judged
 supporting your judgment with good reasons
Expression: How to convey your analysis, synthesis and judgment powerfully to others,
both orally and in writing.
Why should you want to learn how to do these things? You’ll tell me.
Starting point:
I presume your previous coursework has given you a basic understanding of how a speech is put
together and how persuasion works. I also presume that you can write a short paper clearly and
well-organizedly. If you have concerns in either of these areas, talk to me immediately.
Two principles guiding us from starting point to goals:
1. Accommodation. Everyone learns differently. Therefore everything in this class can be
changed—if you ask, and give me a good reason. Hint: Tell me how the change will help
you learn.
2. Responsibility. It’s my job to do everything I can to help you learn. But fundamentally, your
progress is in your hands. It’s up to you to take advantage of the opportunities and freedoms
this class will offer.
To sum these two principles up: If you have a problem or need, it can usually be accommodated
in advance, but few excuses will be accepted after the fact. Or to put it in "technical
vocabulary," I encourage you to approach me with deliberative rhetoric, not forensic rhetoric.
General overview of the path to come:
Weeks 1 & 2
Weeks 3-7
Weeks 8-13
Weeks 14 & 15
Introduction to rhetorical criticism.
Basic ways of observing and talking about rhetorical artifacts.
Advanced theories explaining how persuasion works.
Final matters.
Resources for getting from here to there:
1. Class time. Some class days, you and your fellow students will be presenting and discussing
your own ideas. These days are marked in the schedule with a star (*) and the word
Discussion or Report in bold. Prompt attendance on these days is required, as a matter of
basic politeness. Therefore, each lateness not excused in advance will receive a –1 point
penalty, and each absence not excused in advance will receive a –2 point penalty. Perfect
attendance, by contrast, will retain the +2 point attendance reward. In addition, attendance
the last day of class is required, subject to a full step (e.g., "B" to "B-") grade penalty.
2. Study partners. I strongly encourage each of you to find one or perhaps two fellow students
to permanently "partner" with for this class. Any of the activities in this class (except for the
pop quizzes & oral final exam) can be done jointly with your permanent study partner.
You'll learn more, be able to share the work, and have more fun if you study together.
3. The instructor. It is easiest to reach me via email (goodwin@iastate.edu). I also strongly
encourage you to come to my office hours with any concerns: Mondays 11-12,
Wednesdays 1-2, and freely by appointment.
4. Readings. A book (Pierce, Rhetorical Criticism) is already available at UBS. A packet will
also be available within about two weeks, and there will be some handouts.
5. Course webpage. The course webpage will store copies of all course assignments, and links
to useful resources. Check it out also for hints for the first pop quiz.
URL: http://www.public.iastate.edu/~goodwin/spcom412/index.html
6. Your fellow students, the ISU community, and the rest of your life.
Expectations
In line with the general policy for college courses, you should expect to spend 2-3 hours outside
of class for every hour in class. This works out to about 5-7 hours per week. Now, I understand
that you have heard this sort of thing many times before, and may not believe it. To get a better
sense of exactly what to expect in this course, talk to your fellow students. Several of them will
have had a class from me before, and can give you a better sense of what you will be doing.
On some days, I will be responsible for organizing the class. But most of the work in this class
will yours, especially during class discussions in a variety of formats. We'll talk a bit about how
discussion aids learning, and you will eventually be graded on your discussion abilities in the
final oral exam. To prepare for discussion will require you to read the assigned texts carefully
and prepare your contributions—making notes for yourself should help.
There will be five short (3-4 pp.) papers during the term on various topics, and a longer final
paper on the rhetoric of the current presidential campaigns. All of these are listed in the course
schedule. Because I don't have easy access to a printer, papers may not be handed in via email.
There will be about 10 "pop" quizzes, briefly testing to see if you have done the readings for the
day, or possibly other readings during the previous week. The quizzes will be closed book, but
open notes, so taking notes while reading should help you. Make-up quizzes can only be
arranged in advance. There will also be a midterm take-home final, and a final oral exam.
Grading
I am convinced that each of you can reach the highest level of accomplishment on the skills of
rhetorical criticism, and I am committed to doing anything I can to helping you do so.
By University rule, I am also required to give you a letter grade at the end of the semester
reflecting your actual level of accomplishment in meeting the four course goals. In this class,
letter grades have the following meaning:
“A” Excellent achievement—your judgments demonstrate nuanced insights into the way
rhetorical artifacts work; you teach me something about the artifact.
“B” Good achievement—you are able to use rhetorical theories in a workpersonlike fashion
to reach well-argued explanations and judgments of rhetorical artifacts.
“C” Adequate achievement—you are able to apply the basic technical vocabulary
to help you make and express good observations about rhetorical artifacts.
“D” Inadequate achievement—you are unable to use critical methods in a sustained fashion;
you have little to say about rhetorical artifacts.
“F” Failing work—your work demonstrates no significant advance over the skills I expect an
average person with no special training in rhetorical criticism would have.
To make things easier on us, the following will be the basic or “default” method of assessing
your accomplishments in order to assign letter grades:
Short papers (5 papers, 4 points each)
Pop quizzes (about 10, 2 points each)
Take-home midterm
Final oral exam
Campaign watch final paper
Attendance benefit
TOTAL
Final self-assessment
Lateness/absence penalties
20 points
20
20
25
15
2
102 points
one step up/zero/one step down
-1/lateness; -2/absence on "star" days
"Normal" letter grade cutoffs will be applied (e.g., >93="A"; 90-92="A-"; 87-89="B+" etc.).
In accordance with the Principle of Accommodation, I am willing to change this scheme to meet
your individual learning needs. I will accept any method for grading that assesses your level of
accomplishment on all four course goals. It may include activities beyond the regular
assignments in the course—what would usually be called “extra credit.” But in any case, it will
reflect the high expectations I have for every student in this class.
You must request a personalized grading scheme on or before Monday of 10th week—no
exceptions. In accordance with the Principle of Responsibility, do not wait until the end of the
semester to realize you have problems!
Finally, please note that class attendance is required the last day of class, subject to a one
step grade penalty (e.g., B to B-).