COMM 249
History of Rhetoric and Communication Studies
AREAS OF INQUIRY
WESTERN TRADITIONS
This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the
submission process.
Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form.
DEADLINE FOR PROPOSALS: 10 January 2005
Please answer the following questions:
Check Only One:
× This course is an existing course that we are now proposing for this Area of Inquiry.
This is a new course that we are now proposing for this Area of Inquiry.
1. Name and contact information for the department chair administrating this course.
Dr. Claire Jacobs
BTC 351
cjacobs@cnu.edu, 594-8406
2. In any given semester, how many sections of this course is your department willing to offer?
2
3. Why is this course being offered/what is it designed to achieve (Course purpose/goal)?
COMM 249, the History of Rhetoric and Communication, is an introduction to the rich history of rhetoric
through a variety of disciplinary perspectives, and orients students to the communication studies field.
Rhetoric is one of the oldest Western traditions dating back to the Ancient Greeks. Over the course of the
semester, we study major theorists (i.e., Aristotle, Plato, Burke), theories (i.e., Greek Systems, Roman
Systems, Dialogic Systems), and specializations (i.e., Feminism, Media, Postmodernism) in the field of
rhetoric. Consequently, there is an equal emphasis on understanding/comprehending theory and
practical application of theoretical knowledge. Students should ultimately cultivate a broad knowledge of
the field of rhetoric, and how it continues to be an important element of understanding contemporary
American culture.
4. Check the objectives below that the course will address. The first two objectives are required and every
proposal must include at least one more objective from the list below.
× Critically examine the thought processes that have evolved in Western culture (required)
× Analyze primary works within the framework the course provides (required)
Situate (locate and explain) one or more of the historical, artistic, or intellectual traditions of the West
in its cultural context
× Describe how the material under study has influenced the development of Western culture
× Connect the historical roots of phenomena with later aspects of the tradition
5. Briefly explain how this class addresses the above objectives. A course may cover more than three
objectives.
a) For objective 1, students will critically examine how rhetoric evolved as a discipline in Western culture by
locating the traditions of rhetoric and tracing their influence into contemporary times. This will be
assessed through a variety of quizzes, both written and oral, asking students to explain and analyze the
theoretical positions discussed in class.
b) For objectives 2, students will write two essays demonstrating their comprehension of primary rhetorical
works. These are termed “Article Review” assignments. For each review, students will analyze a primary
work of one of the theorists we discuss in class.
c) For objective 4, students will increase their media literacy by critically analyzing contemporary rhetorical
arguments through in class exercises and quizzes. This will help expand their understanding of how
rhetoric influences our daily lives, and helps shape our national culture.
d) For objective 5, students will connect observations made in their article reviews to the broader field of
communication through the 249 poster session open to the entire university community. Each student will
present a poster on one of the theorists they read in primary text and explain their influence on
contemporary communication scholarship. Posters will be judged by an interdisciplinary group of faculty
and staff members at CNU in an effort to emphasize the interdisciplinary nature of rhetoric.
Course Assessment: Identify how this course will accomplish the above objectives (choose at least one):
× Participating in class discussion and debate
Engaging in teamwork and other collaborative exercises
× Writing analytical or evaluative papers, perhaps incorporating original research
× Making oral presentations
× Creating an artistic product or a performance
Participating in fieldwork
× Other means – please identify: Use of essay portions of quizzes and exams to assess
interconnected understanding of course material.
Attach a proposed syllabus, which includes a statement of purpose, course objectives, and how these
objectives will be accomplished.
SEE ATTACHED.
8. Please identify and explain if this course contributes to the Foundations of Liberal Learning expectations for:
× Oral Communication Literacy: Students are required to complete in-class oral competencies
displaying their understanding of the readings throughout the semester. These presentations will increase
oral communication skills and argumentation. In addition, students will present their poster projects in a
more formal manner to the university community, thus, their preparation for this project will include
discovering ways to explain their chosen primary texts orally to those who may not have read the texts.
× Information Literacy: The poster project session will require students to go beyond the assigned
articles in class. Each student will be completing a profile on the theorist who produced the primary work
analyzed, and thus, students will need to seek additional information outside of class to complete this
component.
× Writing Literacy: Students will complete two essays on primary rhetorical works, and will also be
responsible for in-class and take-home written quizzes covering all material in the course. Midterm and
final exams may also contain essay questions to test students’ ability to write about rhetorical ideas
clearly.
9. Explain how this course connects to Vision 2010 – the CNU Strategic Plan.
This proposal connects to several key components of Vision 2010. First, the course emphasizes critical thinking
by requiring students to analyze primary textual works in rhetoric, aligning it with Curriculum Goal B “Support
learning that cultivates critical and innovative thinking.” It also addresses Curriculum Goal C “Foster independent
student learning” by requiring students to complete independent analyses of these primary works, and then
present their findings to the university community in a public forum. These assignments also align well with
Student Goals A “Foster campus-wide commitment to academic life and culture” and C “Sustain and promote a
climate of university-wide undergraduate and graduate intellectual engagement,” as well as Campus &
Community Goal A “Foster and promote the civic benefits of the public liberal arts and sciences university.” As a
whole, the class will also address Curriculum Goal A “Provide an intellectually challenging and dynamic liberal
learning curriculum” by utilizing interdisciplinary approaches to rhetoric.
Submission Checklist:
By the deadline, submit a packet with the following documents to the Assistant Dean for Liberal Learning. Please
submit in electronic and hard copy form.
×
Area of Inquiry Course Proposal Form
×
Syllabus for the Course
n/a
Undergraduate Curriculum Committee Course Proposal Form
COMM 249 ● HISTORY OF RHETORIC AND COMMUNICATION STUDIES
Department of Communication Studies
Spring Semester 2005
PROFESSOR: XXXXXX
CONTACT INFORMATION: XXXXX
OFFICE HOURS: XXXXX
REQUIRED TEXTS
These texts are required and necessary for successful completion of the course. You may purchase them from the bookstore.
Herrick, J. A. (2005). The history and theory of rhetoric: An introduction (3rd ed.). Boston: Allyn & Bacon.
Hacker, D. (2003). A writer’s reference: 2003 MLA update (5th ed.). Boston: Bedford Books.
There will also be some additional articles and readings available at the library reserve. Students will be expected to read
these as directed.
COURSE DESCRIPTION AND OBJECTIVES
This class is an introduction to the rich history of communication through a variety of academic disciplines, and should help
orient students to the communication studies field. Over the course of the semester, we study major theorists, theories, and
specializations in the field of communication studies. Consequently, there is an equal emphasis on
understanding/comprehending theory and practical application of theoretical knowledge.
After completing this course, students should accomplish the following objectives:
1.
Demonstrate a mastery of the definition(s) of rhetoric, and critically examine how rhetoric has
evolved in Western culture.
2.
Understand the rich history of the communication discipline, demonstrating an ability to
connect a variety of historical contexts, definitions, and scholarly works to contemporary life.
3.
Learn to critically analyze and evaluate primary works within the field of rhetoric, thereby
increasing essential critical thinking skills.
4.
Understand how the material in the course has influenced the development of Western
culture.
5.
Connect the historical roots of rhetoric to contemporary communication theories, and
understand its fundamental importance to everyday life.
6.
Gain knowledge of self efficacy and apply principles of time management, self-direction, and
communicative effectiveness to everyday interactions.
ATTENDANCE & OTHER POLICIES
To be determined by the instructor of record.
ACADEMIC INTEGRITY
Christopher Newport University’s reputation and credibility as an institution of higher learning rests on the commitment of
every student to upholding and protecting its academic and social integrity. I expect all students to adhere to the Honor Code
of CNU:
“On my honor, I will maintain the highest possible standards of honesty, integrity and personal responsibility.
This means I will not lie, cheat or steal, and as a member of this academic community, I am committed to
creating an environment of respect and mutual trust.”
Intentional acts of lying, stealing or cheating are violations of the Code that can result in sanctioning. The most common of
these errors is plagiarism or the copying/stealing/modification of someone else’s academic work without proper sourcing or
documentation. Plagiarism is the most egregious academic crime, and is an insult to your professor, your classmates,
and most importantly yourself. Students caught plagiarizing any material at any time in my courses will receive an
automatic F for the entire course. More about the honor code can be found at http://www.cnu.edu/clas/honorsystem.pdf
COURSE ASSIGNMENTS AND GRADES
The following assignments will be completed by each student. The points system allows students to calculate their standing in
the course with relative accuracy. It is each student’s responsibility to keep accurate records of their progress, included
detailed, dated class notes.
Exams
Points Possible
Syllabus Quiz
10
Quizzes
100
Midterm Exam
50
Final Exam
100
Class Participation & Respect
90
Assignments
Article Review #1
50
Article Review #2
50
Poster Project
50
Total
500
The following grading scale will be used in the course:
A = 93%-100% or 465-500 pts
B+ = 87%-89% or 435-449 pts
B = 83%-86% or 415-434 pts
C+ = 77%-79% or 385-399 pts
C = 73%-76% or 365-384 pts
D+ = 67%-69% or 335-349 pts
D = 63%-66% or 315-334 pts
F = 0%-59% or 0-299 pts
A- = 90%-92% or 450-464 pts
B- = 80%-82% or 400-414 pts
C- = 70%-72% or 350-364 pts
D- = 60%-62% or 300-314 pts
EXAMS
Syllabus Quiz (10 points) – There is a short quiz over the all of the information contained in the syllabus during the first week
of class. Read the syllabus in its entirety as each student will be responsible for all information contained herein.
Quizzes (100 points) – Quizzes are designed to test student’s cognitive comprehension of the material throughout the
semester. They are exercises in expressing your own voice and utilizing critical thinking skills to question, challenge, and
confirm ideas, knowledge, and theories. Simple regurgitation of the readings or writing what you think “the professor wants to
hear” will not receive credit. All quizzes are unannounced and will cover the readings or assignments. These may or may not
cover readings assigned on a particular day. In other words, all quizzes are cumulative.
Midterm Exam (50 points) – Students will have a choice between a midterm exam consisting of multiple choice and short
answer questions OR an essay exam. Each of these options will assess students’ cognitive understanding of major ideas and
objectives in the first half of the course.
Final exam (100 points) – The final exam will commence in two parts: objective and essay. The objective portion of the exam
will consist of multiple choice and short answer questions. The essay portion of the exam will be an in-depth writing exercise
along the lines of quiz questions assessing your cognitive understanding of major ideas and objectives for the entire semester.
CLASS PARTICIPATION & RESPECT
Class participation and respect is worth 90 points toward your final grade. You are expected to contribute to a constructive,
collegial classroom environment by showing the appropriate respect to your instructor and classmates. Infringements on
respect and participation could include: discrediting another student’s perspective, failing to come to class prepared, arguing in
a disrespectful manner with the instructor or other students, or failing to sufficiently contribute to group projects and in class
assignments.
Throughout the semester, there will be unannounced in-class oral competency components. On these days, students will
be drawn at random to answer questions about the course orally in front of the class. If you are not in attendance when your
name is called, you will lose 10 points toward your participation grade. Oral competencies function like quizzes in that all
students are required to complete at least one oral competency. Students may be required to perform more than one
competency, and students should expect that their selection will be randomized in class.
ASSIGNMENTS
Article Reviews (50 points each) – In these projects, you will critically analyze primary articles in communication studies.
The purpose of the assignment is to make connections between what rhetorical theorists have written in the field of
communication and the historical elements discussed throughout the course. This assignment also exposes you to “primary
texts” – meaning you will read writings of some of the theorists we discuss in class. Your main objective should be to explain
clearly what each articles does, and how it draws from the historical theories/theorists we discuss in class. Based on your
selection, you may need to read ahead in your textbook to locate information that will best serve your purpose in the
assignment. These reviews should adhere to a 750 – 1000 word limit (3 – 4 double-spaced typed pages in 10-12 point
Arial font). For each review, there will be a list of primary works circulated during class. Each student will select a different
article for each assignment.
Poster Project (50 points) – The purpose of this assignment is to showcase your ability to connect historical communication
theories/scholars to contemporary discourses in the interdisciplinary field of communication studies. Each student is required
to present a poster summarizing the major contributions of a particular theorist we study during the semester. Specifically,
when you select your second article review, you will also be selecting the theorist to study in-depth for the remainder of the
semester. Think of this assignment much like science fair projects you presented in grade school – each person will display
their posters as guests walk through and ask questions. Your poster will be judged by members of the CNU faculty and
administration, and thus, needs to be constructed professionally. ALL STUDENTS ARE REQUIRED TO ATTEND THIS
SESSION! If you have a university scheduling conflict, you MUST notify me immediately so that arrangements can be made
for your participation. You will be required to provide an official copy of your university registration before any alternative
arrangements are made.
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
Week Seven
Week Eight
Week Nine
Week Ten
Week Eleven
Week Twelve
Week Thirteen
Week Fourteen
Week Fifteen
CALENDAR OF EVENTS
Introduction to the Course
An Introduction to Rhetoric
The Origins and History of Rhetoric: The Greeks
Aristotle’s Influence
Rhetoric in Rome
Rhetoric in Christian Europe
Review for Midterm Exam
Renaissance/Enlightenment Rhetoric
Arguments, Audiences and Advocacy
Rhetoric as Equipment for Living
Texts, Power and Alternatives
Distribution/Discussion of Theorists
Contemporary Extensions of Rhetoric
Poster Session
Wrap Up / Review for Final Exam
Syllabus Quiz
Read Intro & Chapter 1
Read Chapters 2 & 3
Read Chapter 4
Read Chapter 5, Article Review #1 Due
Read Chapter 6
Midterm Exam Issued
Read Chapters 7 & 8
Read Chapter 9
Read Chapter 10
Read Chapter 11
Article Review #2 Due
In Class Rhetorical Analysis
Poster Project Due
Final Exam Issued
COMM 249 Weekly Work Schedule (MWF)
Date
Topic
January 10 (M)
Introduction to the Course
Assignment Due
January 12 (W)
Introduction to the Course (cont.)
January 14 (F)
Class Introductions & Activity
January 17 (M)
An Introduction to Rhetoric
January 19 (W)
Five Central Discourses of Rhetoric
January 21 (F)
The Origins and History of Rhetoric: The Greeks
Read Chapter 2
January 24 (M)
The Origins and History of Rhetoric: The Greeks
Read Chapter 3
January 26 (W)
The Origins and History of Rhetoric: The Greeks
January 28 (F)
Aristotle
Select Article Review Topic #1 in
class
Read Chapter 4
January 31 (M)
Aristotle
February 2 (W)
Article Roundtable
Rough Draft of Article Review Due
February 4 (F)
Aristotle
Article Review Due
February 7 (M)
Rhetoric in Rome
Read Chapter 5
February 9 (W)
Rhetoric in Rome
February 11 (F)
Rhetoric in Rome
February 14 (M)
Rhetoric in Christian Europe
February 16 (W)
Rhetoric in Christian Europe
February 18 (F)
February 23 (W)
No class! - Professor at the Western States
Communication Association Conference
No class! - Professor at the Western States
Communication Association Conference
Review for Midterm Exam
February 25 (F)
Midterm Exam
February 28 (M)
No class! (Spring Break)
March 2 (W)
No class! (Spring Break)
March 4 (F)
No class! (Spring Break)
March 7 (M)
Renaissance/Enlightenment Rhetorics
Read SELECTION Chapter 7
March 9 (W)
Renaissance/Enlightenment Rhetorics
Read SELECTION Chapter 8
March 11 (F)
Arguments, Audiences and Advocacy
Read Chapter 9
February 21 (M)
Syllabus Quiz
Student Learning Contract Due
Read Preface and Chapter 1
Read Chapter 6
Select Article Review Topic #2 in
class
Midterm Exam in class
March 14 (M)
Arguments, Audiences and Advocacy
March 16 (W)
Rhetoric as Equipment for Living
March 18 (F)
Rhetoric as Equipment for Living
March 21 (M)
Texts, Power and Alternatives
Read Chapter 11
March 23 (W)
Article Roundtable
Rough Draft of Article Review Due
March 25 (F)
Discussion of Poster Projects
Article Review #2 Due
March 28 (M)
Texts, Power and Alternatives
March 30 (W)
Texts, Power and Alternatives
April 1 (F)
Review Selected Portions of 7-11
April 4 (M)
Supplemental Readings
TBA
April 6 (W)
Supplemental Readings
TBA
April 8 (F)
Gather Data for Poster Session
April 15 (F)
No class! - Professor at the Central States
Communication Association Conference
No class! - Professor at the Central States
Communication Association Conference
No class at 2 p.m. session, instead –
POSTER SESSION FROM 5:30 – 9:00 P.M.
ALUMNI ROOM STUDENT CENTER
Review of Poster Session
April 18 (M)
Wrap Up / Review for Final Exam
April 20 (W)
Wrap Up / Review for Final Exam
April 22 (F)
Wrap Up / Review for Final Exam
April 25 (M)
Final Exam
April 11 (M)
April 13 (W)
Read Chapter 10
Gather Data for Poster Session
POSTER DUE
2:00 - 4:30 p.m.
STUDENT LEARNING CONTRACT
I, __________________________________, having reviewed the policies for Dr. Meyer’s course hereby certify that:
□
□
□
□
□
□
□
□
□
□
□
I fully understand how to contact Dr. Meyer, and when and where her office hours are held.
I fully understand which texts are required for the course, and where to find the subsequent readings.
I fully understand the policies regarding the completion and submission of coursework, including the due dates of
particular assignments.
I fully understand that I may not submit any assignment via email, and that I may not make up quizzes if I am not in
attendance the day the quiz is issued.
I fully understand that any form of academic misconduct will result in an F for the entire course.
I fully understand that if I have special academic needs, I must register with Disability Support Services.
I fully understand that I must wait 24 hours after receiving a grade to contact my professor about meeting to discuss
grades, and that I am to use this time to reflect on the learning objectives of the assignment.
I fully understand that I must take the midterm and final exam at the official designated time.
I fully understand that I must be present at the poster session on April 13th from 6:00-10:00 p.m., and that if I have a
verifiable university scheduling conflict, I must notify the professor immediately.
I fully understand that as a member of the CNU academic community, I am required to participate in a constructive,
collegial, and supportive classroom environment, which means that I must have assignments completed on time,
must participate in class discussions, and must be prepared to deliver in-class oral presentations attesting to this
competency.
I fully understand that should I fail to adhere to any of the above guidelines, the professor may request that I leave
class, complete remedial work, or meet with her outside of class to get on track with the course.
By signing this contract, I acknowledge that I have a choice in my educational outcomes. I could have left this class if I did not
agree with these policies, and I am eager to participate to my fullest capacity in this particular course. By choosing to stay in
the course, I agree to the above requirements and vow to complete them throughout the course of the semester.
Signed _______________________________________________________________ Date __________________
Printed Name _________________________________________________________