Liberal Arts 101H: Rhetoric and Civic Life
Spring 2012
Instructor:
Robin Kramer
Email: robinkramer@psu.edu
Office:
202 Sparks Building
Phone: 814-865-1684 (during office hours)
Office Hours: Monday 11:30 am – 2:00 pm
Tuesday and Thursday 9:15 – 9:45 (by appointment)
Course Description
This honors course offers comprehensive training in oral, written, visual, and digital communication for
the twenty-first century. It unites these various modes under the flexible art of rhetoric and uses rhetoric
both to strengthen communication skills and to sharpen awareness of the challenges and advantages
presented by oral, written, visual, and digital modes. Students will read about and discuss rhetorical
concepts and situations and put their knowledge immediately to use by 1) analyzing civic rhetoric on
campus and in their communities (including their networked communities), 2) researching current issues,
and 3) developing and presenting arguments in oral, written, visual, and digital form.
Course Text: Rhetoric and Civic Life, Pearson Publishing (custom LA 101H textbook)
Course Website: http://www.personal.psu.edu/rjh195/blogs/rhetoric_and_civic_life_spring_2012/
Assignments
Unit One: Introductions: Rhetoric and Civic Life
Students will compose a statement of personal belief in light of NPR’s long running “This I Believe”
series. To practice both effective writing and speaking, these pieces will be written as an essay and
recorded as a podcast.
Unit Two: Situating Rhetoric
During this unit, students will prepare two rhetorical analyses. The first will be presented as a speech and
conduct a textual analysis of an advertisement. The second analysis will contextually explore a particular
rhetorical situation and will be written as an essay.
Unit Three: History of a Controversy
This multi-media project will use media editing and podcasting technology. In order to draw on the
talents, creativity, and decision-making of classmates, it will be designed, composed, performed, and
produced in small groups.
Unit Four: Communicating Persuasively
This unit will comprise of one essay (a policy-advocacy argument) and one speech (a motivational
presentation). To streamline research and heighten cohesion between these assignments, students will
select one significant social problem as their topic, and both the essay and speech will stem from this
selection.
Unit Five: Revising and Self-Presenting
As a capstone requirement, each student will create an e-portfolio and select, revise, and arrange the best
sampling of their coursework into a digital portfolio.
Blogs
Early in the semester, students will set up two distinct blogs devoted to LA 101H – one as a Rhetoric and
Civic Life blog and the second as a Passion blog. Blogs from this particular section will be aggregated so
that we may easily read – and engage – each others’ responsive posts.
Participation
Participation in this class is strongly encouraged, and it has several dimensions, not the least of which is
presence in class. This doesn’t simply mean bodily presence, but actually attuning to the class
discussions, demonstrating knowledge of the assigned readings, contributing thoughtful comments,
asking relevant and engaged questions, and providing helpful feedback to peers during workshop
sessions. Also valuable is recognizing when it is time for other students to contribute, as well as avoiding
undesirable classroom behavior such as texting or reading the paper.
Grading
Unit One (“This I Believe” Podcast)
Unit One (“This I Believe” Essay)
Unit Two (Rhetorical Analysis Speech)
Unit Two (Rhetorical Situation Essay)
Unit Three (Group Multi-Media Text)
Unit Four (Persuasive Speech)
Unit Four (Persuasive Essay)
Final E-Portfolio
Blogging Assignments
Participation
A
AB+
B
BC+
C
D
F
5%
5%
10%
10%
20%
10%
10%
10%
15%
5%
Excellent or superior achievement
Excellent with some room for improvement
Very good
Good
Not quite as good
Somewhat above average
Average or satisfactory competence
Minimally competent, but still passing
Unsatisfactory or failing
4.0
3.67
3.33
3.0
2.67
2.33
2.0
1.0
0
Course Policies
Attendance and Lateness
Attendance is required. More than three absences – excused or unexcused – will result in a significantly
lower final grade for the course (down to and including an “F”). Three late arrivals equal one absence.
Students will bring the reading material to class on the day it is assigned or risk being counted absent for
that day. Students who come to class without having completed the assigned reading or writing may be
counted absent as well.
Academic Integrity
Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest and
responsible manner. All students should act with personal integrity, respect other students’ dignity, rights
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and property, and help create and maintain an environment in which all can succeed through the fruits of
their efforts (Faculty Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course.
Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations,
facilitating acts of academic dishonesty by others, having unauthorized possession of examinations,
submitting work of another person or work previously used without informing the instructor, or tampering
with the academic work of other students. Students who are found to be dishonest will receive academic
sanctions and will be reported to the University’s Judicial Affairs office for possible further disciplinary
sanctions.
Written Assignment Guidelines

Assignments will be collected at the beginning of class they day that they are due. Barring legitimate
emergencies, even if you are absent on the day that an assignment is due it is your responsibility to
submit the assignment to me via email on time.

Late work will be penalized at the rate of one letter grade per day, and only if prior arrangements have
been made with the instructor. Late work for which no such arrangements have been made will not
be accepted for a grade.

All assignments should be typed using a standard font, such as Times New Roman. Please use one
inch margins and a font size between 10-12 point. Handwritten work will not be accepted.

Staple all work that is more than one page. (No paper clips or folding over, please.)

Carefully proofread all assignments before submitting.

Submissions should include your name, the course name (LA101H), and the date as a heading on the
first page.
COURSE SCHEDULE
Date
Content
Due
(T) 1-10
Introduction to LA 101H
Unit One: Introductions: Rhetoric and
Civic Life
(R) 1-12
What is Rhetoric?
Introduction to “This I Believe”
Read: Chapter 1
Write: Two response items about day’s reading
(F) 1-13
Introduction to Blogging Lab Session
Listen: “This I Believe” podcasts for examples
Read: “On Blogging” from LA101H blog.
Search for interesting blogs (aim for five)
(T) 1-17
Civic Engagement and Public Speaking
Discussing “This I Believe”
Read: Chapter 2 and Chapter 3
Bring: Written topic ideas for “This I Believe” piece
and themes for Passion Blog
(R) 1-19
Guided “This I Believe” Critiques
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(F) 1-20
Blogging Day
Post: RCL Blog
(T) 1-24
Draft Workshop
Read: Chapter 4
Due: Typed draft of “This I Believe” essay
(R) 1-26
“This I Believe” Readings
Bring: “This I Believe” essays (revised)
(F) 1-27
Blogging Day
Post: Passion Blog and RCL Blog
(T) 1-31
Due: “This I Believe” Essay
Read: Chapter 5
(R) 2-2
Unit Two: Situating Rhetoric
Understanding the Rhetorical Situation
Introduce Rhetorical Analysis Speech
Telling Time (Kairos)
(F) 2-3
Blogging Day
Post: Passion Blog and RCL Blog
(T) 2-7
Analyzing Written Arguments
Introduce Rhetorical Analysis Essay
Practicing Rhetorical Analysis
Read: Chapter 7
(R) 2-9
Shaping One’s Self (Ethos)
Practicing Rhetorical Analysis
Read: Chapter 10
(F) 2-10
Blogging Day
Organizing and Delivering Speeches
Post: Passion Blog and RCL Blog
Read: Chapter 8 and Chapter 9
(T) 2-14
Words of Passion (Pathos)
Read: Chapter 13
(R) 2-16
Getting Logical (Logos)
Read: Chapter 11 and Chapter 12
(F) 2-17
Blogging Day
Post: Passion Blog and RCL Blog
(T) 2-21
Rhetorical Analysis Speeches
(R) 2-23
Rhetorical Analysis Speeches
(F) 2-24
Blogging Day
Post: Passion Blog and RCL Blog
(T) 2-28
Draft Workshop
Unit Three: Anatomy of a Controversy
Introduce History of a Controversy
Due: Typed draft of Rhetorical Situation Essay
(R) 3-1
Identifying Controversies
Due: Rhetorical Situation Essay
Read: Chapter 14
(F) 3-2
Framing Questions and Group Conferences
Post: Passion Blog and RCL Blog
BREAK
No Classes for Spring Break
(T) 3-13
Library Tutorial in 140 Pattee Library
(R) 3-15
Group Work Session: Preparing Work Plan
(F) 3-16
Blogging Day
Due: “This I Believe” Podcast
Read: Chapter 6
Due: Work Plan
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Post: Passion Blog and RCL Blog
(T) 3-20
Visual Rhetoric
Read: Chapter 15
(R) 3-22
Group Work Session
(F) 3-23
Blogging Day
(T) 3-27
Group Work Session
(R) 3-29
Unit Four: Communicating Persuasively
Introduction to Persuasive Essay and Speech
(F) 3-30
Blogging Day
Post: Passion Blog and RCL Blog
(T) 4-3
Ethos, Pathos, and Logos in Writing
Read: Chapter 18
(R) 4-5
History of a Controversy Assignments
Due: History of a Controversy Multi-Media Projects
(F) 4-6
In class: “Speed Topics”
Post: Passion Blog and RCL Blog
Be prepared to discuss your chosen topic for the
persuasive speech and essay
(T) 4-10
Returning to Ethos, Pathos, and Logos:
Persuasive Speaking
Read: Chapter 17
(R) 4-12
Persuasive Speaking (continued)
(F) 4-13
Draft Workshop
Due: Typed draft of Persuasive Essay
(T) 4-17
Revising, Editing, and Proofreading
Planning and Designing e-Portfolios
Due: Persuasive Essay
Read: Chapter 19
(R) 4-19
Planning and Designing e-Portfolios (cont.)
Read: Creating a Successful Online Portfolio
(link available on instructor’s blog)
(F) 4-20
Persuasive Speeches
Due: Speech Outlines for all speakers
(T) 4-24
Persuasive Speeches
(R) 4-26
Persuasive Speeches
(F) 4-27
Course Conclusion and Evaluation
(M) 4-30
e-Portfolios
Post: Passion Blog and RCL Blog
E-Portfolios due on Monday, May 2 at noon.
Consider the syllabus required reading for the course. Any changes in the course schedule due to unforeseen
circumstances will be discussed in class. You are responsible for obtaining assignments, notes on any missed
lectures, and/or schedule changes made during missed classes.
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