CAS 137H: Rhetoric and Civic Life I | Fall 2014
Instructor:
Robin Kramer
Office:
202 Sparks Building
Office Hours: Monday 9:00 am – 12:00 pm
Thursday 11:45 am – 2:00 pm
Email: robinkramer@psu.edu
Phone: 814-865-1684 (during office hours)
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.
This course, the first of a two-part sequence, focuses particularly on two critical academic capacities:
analyzing and contextualizing. In this semester, students learn to rigorously examine the rhetoric
surrounding them, compelling present their findings in various modes, and thoughtfully contextualize
their research.
Course Text and Resources
Rhetoric and Civic Life (2015). Second Custom Edition for Penn State. Crowley and Hawhee. Custom
textbook. IBSN: 9781269958486
Americanah (2014). Chimamanda Ngozi Aditchie. 2014 Penn State Reads Selection. IBSN: 9780307455925
Robin Kramer’s RCL Course Website and Blog: http://sites.psu.edu/kramer1415rcl/
RCL Hub Website (cross-section news and updates): http://rcl.la.psu.edu/
ANGEL: I’ll post pertinent course materials and send email from ANGEL. If you haven’t already
changed your settings so that ANGEL emails go directly to your PSU Webmail (.psu@edu) account,
you’ll find it prudent to do so.
Assignments
All assignments must be completed in order to pass this class. A passing grade in CAS 137H (RCL I) is
required in order to take CAS 138T (RCL II) during the spring semester. Specific details on each of the
following assignments will be available on the course website and discussed during class.
Unit One: Rhetoric and Civic Life (Overview and Introduction)
During this unit, students will present a speech during which they complete an analysis of an artifact
representing or inviting civic engagement. The speeches, which will be approximately 4 minutes in
length, will be presented to an audience of their classmates.
Unit Two: Rhetorical Analysis
During this unit, students will write a 4-5 page essay in which they perform a careful rhetorical analysis
considering the textual and contextual elements of an essay, speech, or advertisement.
Unit Three: Researching Rhetorical Issues Across Time
Throughout this unit, students will complete two separate assignments, one written and one spoken. The
first is a 5 page paper which identifies, discusses, and analyzes a past or current paradigm shift. The
second is a 4-5 minute TED Talk, which will be performed in front of the class and recorded.
Unit Four: Exploring Public Controversies with Multi-Media
As a capstone project, this multi-media assignment will use media editing 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.
Blogs
Early in the semester, students will set up two distinct blogs – one as a Rhetoric and Civic Life (RCL)
blog and the second as a Passion blog. These blogs will be devoted to RCL and distinct from any other
blogs that you keep. Blogs from this particular section will be aggregated so that we may easily find,
read, and comment on each other’s posts.
Blogs will be due each Friday prior to class. Students will be able to select and revise entries for
inclusion in their final e-Portfolios in RCL II during the spring semester.
Specific information on blogging (assignment specifications, grading standards, etc.) can be found in the
“Blogging Assignments and Instructions” document on Robin Kramer’s course website under the
Assignments tab.
Participation
Participation in this class is strongly encouraged, and it has several dimensions, not the least of which is
being punctual and present for 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 arriving late, texting, or reading the paper.
Grading
Unit One: Civic Life Speech
Unit Two: Rhetorical Analysis Essay
Unit Three: Paradigm Shift Paper
Unit Three: Paradigm Shift TED Talk
Unit Four: History of a Controversy Video
Blogging Assignments
Participation and Attendance
A
AB+
B
BC+
C
D
F
95 to 100
90 to 94.9
88 to 89.9
83 to 87.9
80 to 82.9
75 to 79.9
70 to 74.9
60 to 69.9
59.9 and below
10%
15%
15%
15%
20%
20%
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
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Course Policies
Attendance and Lateness
Attendance is required and vital to your success in this course. It will be taken during each class.
Because situations do occur that make attendance in class impossible, a maximum of three absences is
permitted without penalty during the semester. More than three absences – excused or unexcused – will
result in a significantly lower final grade for the course (down to and including an “F”).
It is expected that you will arrive to class on time and prepared with the day’s reading materials and
assignments completed. Students who arrive late or attend class without the necessary materials or
completed assignments can be counted absent as well. In short, poor attendance, lateness, and attending
class unprepared can affect your participation grade as well as your overall final grade, which can be
docked for excessive absences.
You are responsible for obtaining assignments, notes, and/or schedule changes that are made during
missed classes. If you participate in university extracurricular activities that require you to travel, please
notify me in advance to missing any classes and provide supporting documentation. In the unfortunate
event that you face an emergency, please call Student & Family Services at 814-863-2020. This hotline is
available 24 hours a day, and it will notify professors of your absence and when you will return to class.
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
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 on time via email.

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 11-12 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 (CAS 137H), and the date as a heading on
the first page.
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COURSE SCHEDULE
Date
Content
Due
(M) 8-25
Introduction to Course
(W) 8-27
Unit One: Rhetoric and Civic Life
Introduction to Unit #1 Assignment
Civic Engagement
Read: Unit #1 Assignment Sheet: Civic Life Speech (on
Robin Kramer’s Course Website under “Assignments” tab)
Read: RCL Chapter 1 (pp. 1-12): “How People… be Civic”
Read: RCL Chapter 2 (pp. 13-16): “Flight… Conversation”
Brainstorm: Two ideas for Unit #1 Speech
(F) 8-29
Introduction to Blogging
Lab Session: Setting Up Blogs
Read: “Blogging Assignments and Instructions” on Robin
Kramer’s Course Website under “Assignments” tab
Brainstorm: Two possible topics for passion blogs
(M) 9-1
No Class – Labor Day
(W) 9-3
Discussion of “Ancient Rhetorics”
Read: RCL Chapter 3 (pp. 17-44): “Ancient Rhetorics:
Their Differences and the Differences They Make”
Prepare to Discuss: Questions #1-4 from RCL, p. 41
(F) 9-5
Blogging Session 1
Lab Session: Troubleshooting Blogs
Determine Speaking Order
Read: Americanah Chapter 1
Post: RCL blog (1)
(RCL = reflection on course reading(s) and rhetorical
concepts discussed, perhaps respond to Adichie’s
presentation of the civic through an immigrant “race
blogger’s” perspective.)
(M) 9-8
Public Speaking: The Classical Canons
and Speech Performance Drills
Review: Unit #1 Assignment Sheet: Civic Life Speech
(W) 9-10
Public Speaking: The Classical Canons
and Speech Performance Drills (cont.)
Practice: Delivering Unit #1 Speech
(F) 9-12
Blogging Session 2
Post: Passion blog (1)
(M) 9-15
Unit 1 Speeches (1-6)
(W) 9-17
Unit 1 Speeches (7-12)
(F) 9-19
Unit Two: Rhetorical Analysis
Blogging Session 2
Read: Unit 2 Assignment Sheet: Rhetorical Analysis Essay
(on Robin Kramer’s course blog under “Assignments” tab)
Post: Passion and RCL blogs (2)
(RCL = speech reflection, either on your performance or on
strategies you’ve noticed in your classmate’s performances)
(M) 9-22
Doing Rhetorical Analysis
Modes of Persuasion: Ethos, Pathos, and
Logos
Read: RCL Chapter 5 (pp. 61-81): “Analyzing Written
Arguments”
Read: Silko essay “The Border Patrol” (posted on ANGEL)
Bring: 100-word typed response explaining your
understanding of the differences between textual and
contextual analysis.
(W) 9-24
A Sense of Timing: Kairos
Read: RCL Chapter 4 (pp. 45-60): “Kairos and the
Rhetorical Situation: Seizing the Moment”
Prepare to Discuss: Q #1 from RCL, p. 59-60
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(F) 9-26
Blogging Session 3
Post: Passion and RCL blogs (3)
(RCL = reflection on course reading(s) and rhetorical
concepts discussed)
(M) 9-29
Examples of Rhetorical Analyses
(W) 10-1
Workshop: Rhetorical Analysis Essay
Revising versus Editing
Bring: Complete typed draft of Rhetorical Analysis Essay
(F) 10-3
Blogging Session 4
Post: Passion and RCL blogs (4)
(RCL = reflection on Rhetorical Analysis unit)
(M) 10-6
Unit Three: Researching Rhetorical
Issues Across Time
Paradigm Shift Essay and TED Talk
Due: Rhetorical Analysis Essay
Read: Unit 3 Assignment Sheets: Paradigm Shift Essay and
TED Talk (on Robin Kramer’s course blog under
“Assignments” tab)
(W) 10-8
Stasis Theory
Read: RCL Chapter 7 (pp. 139-162): “Achieving Stasis by
Asking the Right Questions”
(F) 10-10
Blogging Session 5
Post: Passion and RCL blogs (5)
(RCL = two possible Paradigm Shift topics)
(M) 10-13
Library Resources & Research
Strategies
NOTE: Class Location TBD
(W) 10-15
Conceptualizing Paradigm Shifts
(in-class samples)
Research: Information for paradigm shift essay
(F) 10-17
Blogging Session 6
Research: Information for paradigm shift essay
Post: Passion and RCL blogs (6)
(RCL = student-generated, open-ended post)
(M) 10-20
Pitching Your Paradigm Shift: Clarity
amidst Complexity
(W) 10-22
Student Paradigm Shift Essays
(F) 10-24
Blogging Session 7
Post: Passion and RCL blogs (Week 7)
(RCL = Paradigm Shift essay introduction)
(M) 10-27
Workshop: Paradigm Shift Essays
Bring: Complete typed draft of Paradigm Shift Essay
(W) 10-29
Writing, Speaking, and Performing:
Similarities and Differences
Re-Read: TED Talk Assignment Sheet
(F) 10-31
Blogging Session 8
Due: Paradigm Shift Essay
Post: Passion and RCL blogs (8)
(RCL = student-generated, open-ended post)
(M) 11-3
Analyzing TED Talks
Discussing Memory and Delivery
Watch: Chimamanda Ngozi Adiche’s TED talks: “The
danger of a single story” and “We should all be feminists.”
(TED talks are embedded in course blog.)
(W) 11-5
Analyzing TED Talks (continued)
Discussing Memory and Delivery (cont.)
Watch: Choose 2-3 additional TED talks online
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(F) 11-7
Blogging Session 9
Determine TED Talk Order
Unit Four: Exploring Controversies
with Multi-Media
Determine Groups for Multi-Media
project
Post: Passion and RCL blogs (9)
(RCL = student-generated, open-ended post. Perhaps
respond to one or both of Adiche’s TED talks)
Read: “History of a Controversy Multi-Media Project”
Assignment Sheet on Robin Kramer’s course blog under
“Assignments” tab.
(M) 11-10
Discuss History of a Controversy Project
Brainstorm: Multi-Media Project topic ideas
(W) 11-12
Visual Modes of Communication
Read: RCL Chapter 6 (pp. 82-106): “About Visual Modes
of Communication.”
Research: Multi-Media Topic Ideas
(F) 11-14
Visual Modes of Communication (cont.)
Gathering Visual Sources
Ongoing Research: History of a Controversy project
(M) 11-17
Present: TED Talks (1-6)
NOTE: Class Location TBD
(W) 11-19
Present: TED Talks (7-12)
NOTE: Class Location TBD
(F) 11-21
Blogging Session 10
Post: Passion and RCL blogs (10)
(RCL = student-generated, open-ended post)
Thanksgiving Break – enjoy!
(M) 12-1
iMovie Tutorial
NOTE: Class Location TBD
(W) 12-3
Group Time during Class
Ongoing Research: History of a Controversy project
(F) 12-5
Group Time during Class
Due: Script and Storyboard
(M) 12-8
Work Day – No Formal Class
Groups meet independently with
instructor regarding multi-media project
Due: History of a Controversy Rough Videos
Revise: History of a Controversy Videos
(W) 12-10
Work Day – No Formal Class
Groups meet independently with
instructor regarding multi-media project
Due: History of a Controversy Rough Videos
Revise: History of a Controversy Videos
(F) 12-12
History of a Public Controversy
Presentations
Due: FINAL History of a Controversy Video
Due: FINAL History of a Controversy Script
Due: Group Evaluation
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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