Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm
1. Course prefix and number:
ENGL 7620
2. Date:
11/5/2012
3. Requested action:
X
New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
X
Required
#
Elective
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification. Identify the committee or group (e.g., Graduate faculty of the Department of
English) that conducted the assessment of curriculum and student learning. Explain why the
unit wishes to offer or revise the course. Include specific results from the unit assessment that
led to the development or modification of the course. If applicable, cite any accrediting
agency/ies and reference the specific standard/s.
After a comprehensive review of the curriculum and required courses in the PhD program
along with assessment data related to the placement of graduates and the program's
applicant pool, the graduate faculty involved in the PhD program determined the need to
revise several of the program's required courses and create several new courses that
would make us competitive and in alignment with other PhD programs similar to our
own. This course is part of curriculum revisions that specifically provide students with
depth and research practice related to post-Enlightenment rhetorics.
This course supports the curricular revision by providing students with more in-depth
knowledge of key texts and concepts that form the theoretical foundation for the field
Approved by GCC April 2012; posted summer of 2012
of rhetoric since the Western Enlightenment. This change is necessary to bring our
PhD program in line with other equivalent programs and to prepare our PhD students
for competitive positions in the job market. As a result, we are revising ENGL 7615:
Rhetorical Theory (which currently covers 2500 years of rhetorical history and
theory) in order to limit the scope but increase the depth of the course. The revised
ENGL 7615 will cover history and theory of rhetoric from the ancients (beginning
with oral traditions of rhetoric) to the Enlightenment. This revision necessitates the
creation of English 7620 in order to provide graduate students with an overview of
key texts, themes, and concepts that have been part of rhetorical traditions since the
Enlightenment.
The Doctoral Program Steering Committee, the Graduate Committee, and the Graduate
Faculty approved this course on November 25, 2012 and December 3, 2012.
6. Course description exactly as it should appear in the next catalog:
7620. History and Theory of Rhetoric II (3) Examination of key texts and concepts in the
history of rhetoric since the Enlightenment.
7. If this is a course revision, briefly describe the requested change:
8. Course credit:
Lecture Hours
3
3
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
9. Anticipated annual student enrollment:
10. Changes in degree hours of your programs:
Degree(s)/Program(s)
Changes in Degree Hours
N/A
N/A
11. Affected degrees or academic programs, other than your programs:
Degree(s)/Program(s)
Changes in Degree Hours
Approved by GCC April 2012; posted summer of 2012
s.h.
3
Total Credit Hours
s.h.
15
s.h.
12. Overlapping or duplication with affected units or programs:
X Not applicable
Documentation of notification to the affected academic degree programs is
attached.
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
X Not applicable
Applicable and CTE has given their approval.
14. University Service-Learning Committee (USLC) approval:
X Not applicable
Applicable and USLC has given their approval.
15. Statements of support:
a. Staff
X Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X
ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
Approved by GCC April 2012; posted summer of 2012
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Include ISBN (when applicable).
Bizzell, Patricia & Bruce Herzberg. The Rhetorical Tradition: Readings from
Classical Times to the Present. 2th Ed. Boston: Bedford/St. Maritn's. 2000. ISBN:
0312148399. Required.
Plus selected primary readings and articles from secondary sources.
b. Course objectives for the course (student – centered, behavioral focus)
If this is a 5000-level course that is populated by undergraduate and graduate students,
there must be differentiation in the learning objectives expected.
Upon completion of this course, students will be able to:
1. Analyze the audiences and components of the three genres of ancient rhetoric
(forensic, deliberative, epideictic), as well as more recent genres (e.g.,
sermonic).
2. Demonstrate an understanding of the historical specificity of rhetorical texts
since the Enlightenment.
3. Identify how the five canons of rhetoric (invention, disposition, memory, style,
and delivery) have evolved since the Enlightenment, particularly with the shift
to digital media.
4. Explain relationships between ethics and rhetoric.
5. Develop a research project that applies rhetorical concepts from the readings.
6. Use rhetorical theory to examine digital texts.
c. Course topic outline
The list of topics should reflect the stated objectives.
Sample Units
Unit 1: Introduction to History and Theory of Rhetoric
Unit 2: Enlightenment Rhetorics & Critiques
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Locke, excerpts from An Essay Concerning Human Understanding
Hume, excerpts from Of the Standard of Taste
Astell, excerpts from A Serious Proposal to the Ladies, Part II
Vico, excerpts from On the Study Methods of Our Time
Rousseau, excerpts from Emile
Nietzche’s, excerpts from On Truth and Lies in a Nonmoral Sense
Foucault, excerpts from The Archeology of Knowledge
Unit 3: Elocution/Belletristic Traditions & Critiques
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Campbell, excerpts from The Philosophy of Rhetoric
Smith, excerpts from The Theory of Moral Sentiments
Blair, excerpts from Lectures on Rhetoric and Belle Lettres
Whately, excerpts from Elements of Rhetoric
Approved by GCC April 2012; posted summer of 2012
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Johnson, excerpts from Nineteenth Century Rhetoric in North America
Crowley, excerpts from Composition in the University
Unit 4: Composition-Rhetorics
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Bain, excerpts from English Composition & Rhetoric
Hill, excerpts from The Principles of Rhetoric
Connors, excerpts from Composition-Rhetoric
Berlin, excerpts from Writing Instruction in 19th-Century American Colleges
Crowley, excerpts from Composition in the University
Carr, Carr, & Schultz, excerpts from Archives of Instruction
Unit 5: Modern Rhetorics
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Woolf, excerpts from A Room of One’s Own & Professions for Women
Grimke, excerpts from Letters on the Equality of the Sexes …
Palmer, excerpts from The Promise of the Father
Burke, excerpts from A Grammar of Motives & Language as Symbolic Action
Perelman & Olbrechts-Tyteca, excerpts from The New Rhetoric
Toulmin, excerpts from The Uses of Argument
Unit 6: Contemporary Rhetorics
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Bitzer, “The Rhetorical Situation”
Bahktin, excerpts from The Problem of Speech Genres
Weaver, excerpts from Language Is Sermonic
Richards, excerpts from The Philosophy of Rhetoric
Cixous, excerpts from The Laugh of the Medusa
Anzaldua, excerpts from Borderlands/La Frontera
Gates, excerpts from The Signifying Monkey & the Language of Signifyin(g)
Foucault, excerpts from The Order of Discourse
Unit 7: Digital Rhetorics
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McLuhan, “The Medium Is the Message”
Welsch, “Screen Rhetoric: Sophistic Logos Performers & Electric Rhetoric”
Haas, “Wampum as Hypertext”
Landow, “Hypertext: An Introduction” & “Hypertext & Critical Theory”
Hayles, “Virtual Bodies & Flickering Signifiers”
Bolter, “Writing the Self” & “Hypertext & the Remediation of Print”
Kress, “Reading as Semiosis: Interpreting the World & Ordering the World”
d. List of course assignments, weighting of each assignment, and grading/evaluation system
for determining a grade
Sample Assignments
Annotated Bibliography & Proposal
Major Paper
Approved by GCC April 2012; posted summer of 2012
30%
40%
Leading class discussion (2 @ 10% each)
Online Posts & Class discussion
Grading Scale
A = 90 – 100
B = 80 – 89
C = 70 – 79
F = 69 or lower
Approved by GCC April 2012; posted summer of 2012
20%
10%