COMM 302: RHETORIC AND CRITICISM/Spring 2015
Section 1/CRN17513 MWF 11am-11:50am/201 McEwen Hall
Section 2:/CRN18484: MWF 1-1:50 pm/201 McEwen Hall
Dr. Linda Brigance, 302 McEwen, Brigance@fredonia.edu
Office Hours: M&W 2-3 pm; Tu by appt; F 12-1 pm
“Rhetoric is the art of enchanting the soul and ruling the mind.” (Plato, 428 BC-348 BC)
“(Rhetoric is) a mode of altering reality, not by the direct application of energy to objects, but by
the creation of discourse which changes reality through the mediation of thought and action.”
(Lloyd Bitzer, 20th century communication scholar)
“Rhetoric (barring the use of force) is the primary process by which social conduct is coordinated.”
(Thomas Farrell, 20th century scholar and author)
“The broad masses of a population are more amenable to the appeal of rhetoric than to any other
force.” (Adolf Hitler, Nazi dictator, 20th century)
COURSE GOALS & OBJECTIVES: Rhetorical concepts and principles are the basis of any understanding of
thoughtful communication. The right and obligation to debate public issues is the heart of what U.S.
Supreme Court Justice Oliver Wendell Holmes called the “marketplace of ideas.” Since their origins in
ancient Athens, democracy and rhetoric have had a symbiotic relationship in the creation and
maintenance of this “marketplace.” Yet, mastery of the art of rhetoric has been the hallmark of both
revered people, like Martin Luther King, Jr. who worked to expand the rights of democracy, and reviled
people, like Adolph Hitler, who sought to destroy the ideals of democracy.
The primary purpose of this course is to give you some of the tools you need to successfully navigate
and safeguard the 21st century “marketplace”---in a time where the proliferation of communication tools
(social media, 24/7 news, etc.) has resulted in an outpouring of rhetoric. You will learn to (a) effectively
analyze the rhetoric of others and (b) produce your own responsible rhetoric in order to truly contribute to
public conversations about contested ideas at the local, national and global levels. By the end of the
semester you should:
(1) acquire a “rhetorical perspective” of communication practices;
(2) recognize and make sense of the many choices rhetors make;
(3) understand the role of ethical rhetoric in the democratic process;
(4) master critical standards for evaluating rhetorical choices;
(5) gain exposure to effective and ineffective examples of historic and contemporary
rhetorical acts;
(6) improve critical thinking skills, and
(7) improve oral and written communication skills
Rhetoric and Criticism is either a core course or a major elective for Communication Studies, Public
Relations, Journalism and Audio-Radio majors. Students in these majors must earn a final grade of C in this
course to use it to fulfill Communication Department requirements for graduation.
This course is also a CCC/General Education-Humanities approved course for all majors in all
departments. .
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Grading Schema:
A 94-100
C 74-76
Attendance/ Quizzes/Homework 15%
Rhet. Situation Analysis 15%
Language Analysis/MLK 15%
Appeals exam
15%
Group music analysis
20%
Final exam
20%
A- 90-93
B+ 87-89
B 86-84
B- 83-80
C+ 77-79
C- 70-73
D+ 67-69
D- 60-63
E 59 & below
ANGEL: Check out the course Angel site for course information including syllabus, assignments and important
announcements. NOTE: You are also responsible for checking your Fredonia email account for course
announcements.
COURSE READINGS: All readings are on e-reserve (available through the Angel course site) or through websites as
noted. You can’t fully participate if you don’t come to class prepared—this includes bringing copies of all assigned
readings for the day, bringing paper and pen/pencil, and keeping up with due dates for assignments and the daily
class schedule; your attendance and participation grade will be penalized any time you come unprepared.
Course Schedule: Assignments including readings are listed in the right-hand column and are due at the
beginning of the designated class period; bring copies of all assigned reading to class
I. ADOPTING A RHETORICAL PERSPECTIVE
W 1-21
Course introduction
F 1-23
“Marketplace of Ideas”
M 1-26
Rhetoric as Symbolic
W 1-28
F 1-30
M 2-2
Origins of Rhetoric and Democracy
The Persuasive Continuum
Rhetoric and Power
II. RHETORICAL SITUATION
W 2-4 Rhetorical motivation
F 2-6 No Class/ Professional Development Day
M 2-9 Rh Sit cont.
W 2-11 Ethics
F 2-13 Ethics (cont.)
M 2-16 Rh. Sit (cont.)
“Marketplace” homework due
“Rhetoric as Symbolic Action” by Palczewski, Ice and
Fitch (PIF) pages 3-10 & 19-23
PIF article pages 10-16
PIF article pages 16-19; Persuasive Continuum homework
PIF article pages 19-26
(1) “Rhetorical Opportunities” by G. Hauser ; focus on
Lloyd Bitzer’s “ rhetorical situation” theory; (2) “To Tame
the Savageness of Man” by R. Cook; be prepared to apply
Bitzer’s theory of rhetorical situation to Robt.
Kennedy’s speech
Hauser, cont.
“Ethical Frameworks” reading
Rhetorical situation analysis due
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IV. Language as a Symbol System
W 2-18 Introduction to Language
F 2-20
M 2-23
W 2-25
F 2-27
Semiotics
Semiotics (cont. )
Evolution of language
Language cont.
M 3-2
W 3-4
F 3-6
M 3-9
W 3-11
F3-13
Stylistic devices
Stylistic devices (cont.)
Framing Theory
Stylistic devices (cont.)
Delivery
Delivery
“Stop Lights and Phone Sex” by Proctor AND
“How Signs Work” by Berger
“Resources of Language” Campbell and Huxman
Language Analysis: MLK “I have a dream” assignment due
(1) “Sermon: Delivery” by Drew Hansen; (2)’ I Have
A Dream” by Martin Luther King Jr.
SPRING BREAK 3-16 to 3-20
V. Appealing to the Audience:
M 3-23 Ethos
W 3-25 Pathos and Feelings
F 3-27 Mythos and Collective Identity
M 3-30 Logos and Rationality
W 4-1 Logos cont.
F 4-3 Appeals (cont.)
(1) “Ethos” by J. Cohen; (2) Timothy McVeigh Murdered my
Daughter” by Bud Welch
(1) “Emotion & Pathos” by J. Cohen; (2) Welch article-cont.
Review PIEF pgs. 20-23; additional reading TBA
“Intro. to Argument and Persuasion” by Wm. Vesterman
Group project info due/in writing : group members names
& date conflicts
M 4-6 No classes/ travel day
W 4-8 Appeals Exam
VI. Rhetoric and Social Protest Music:
F4-10 Final project preview
M 4-13 Introduction; Viewing: Get Up, Stand Up
W 4-15 Viewing (cont.)
F 4-17 Viewing (cont.)
M 4-20 No class/Group Work
W 4-22 Group meets with Brigance (see syllabus)
F 4-24 No Class/Group Work
M 4-27Presentations
W 4-29Presentations
F 5-1 Presentations
M5-4 Presentations
W 5-6 Presentations
In- class exam
Read over social protest music assignment materials- on
Angel
Group song choices due/in writing
Group Work
All group members must be present
Group Work
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F5-8
Presentations (if needed) OR Course wrap up
Exam week / EXAM DATE AND PLACE TBA
ASSIGNMENTS:
(1) Assignments are due on the dates listed in the course schedule; assignments are due at the start of class on the
dates due; (2) Deadlines are enforced—late assignments may be accepted, but only because of unusual special
circumstances, and only if arrangements are made prior to the due date. Points will be deducted from work
accepted late. Plan ahead so that last minute emergencies don’t make you unable to fulfill your course obligations.
Last minute computer/printer problems are not an acceptable excuse. If you hand something in late, without prior
permission I will not grade it; this means an automatic “0” on the assignment. Do not expect an assignment to be
graded if it is just left in my mailbox after the due date. (3) All written assignments will be graded based on
complete and correct use of course content as well as written communication skills (spelling, clarity,
sentence/paragraph construction, word choice, etc. You are responsible for consulting “Writing Devilishly Good”
the official SUNY Fredonia writing guide. It is available to you two different ways: (a) Hard copies are available in
the bookstore; (b) it is also available on-line through the following link:
http://www.fredonia.edu/pdc/resources/pdf/beyondnormal.pdf (4) Come to class prepared to discuss readings;
bring all readings to class.
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Reading assignments: Reading assignments are due on the date listed in the course schedule. Read critically (see
below), always bring reading materials to class, and come prepared to discuss and work with the material.
Critical reading: “Critical reading” means going beyond skimming the material or even reading it word for
word. Critical reading means engaging the ideas presented in the material by having a “conversation” with the
author(s) by: identifying areas where you agree or disagree; identifying ideas that need clarification; and
complementing the ideas presented with your own examples and experiences. Make notes. Write in the margins.
Be prepared to share your ideas in class.
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Attendance: Quality in terms of class participation, professionalism in the classroom, and attendance will
constitute the participation/attendance portion of your final grade. Much of our learning occurs through discussion
and viewing experiences that cannot be made up. The success or failure of the class experience, therefore, depends
on the efforts of all of us. I expect thoughtful preparation, regular attendance and active participation. An
attendance sheet will be passed around in class. It is your responsibility to sign it. Five points will be deducted from
your Attendance/Homework/Quizzes final grade for each absence after three. I do not distinguish between
“excused” and “unexcused” absences. Watch your attendance and “save up” for those unexpected illnesses, job
interviews, transportation problems, sports activities, 21st birthday party celebrations, etc. If you anticipate or
experience chronic absences for any reason, contact me as soon as possible so we work together to find a solution.
Homework/Quizzes: Throughout the semester, I may assign “homework” that will require you to prepare
something or bring something to class that will help us deal with course material. I will grade each homework
assignment based on (1) correctness; (2) completeness (3) demonstrated level of thoughtfulness of your completion
of the assignment. There also will be occasional graded quizzes (announced and unannounced) related to the
readings. If you are late to class you will not be allowed to make up a quiz. Your final homework/quizzes grade will
be an average of all these assignments and will make up 50% of your final Attendance/Quizzes/Homework grade.
The other 50% is based on your attendance.
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Marketplace Homework Assignment/Due Friday 1-23/Assignment goal: critical thinking through
introduction to individual preferences for rhetorical “truths: (1) Pick any ONE topic of your choice from the
following list of contemporary debates:
(a) Should euthanasia (physician assisted suicide) be legal?
(b) Should adults have the right to carry concealed handguns?
(c) Should animals be used for scientific or commercial testing?
(d) Should the use of performance enhancing drugs be acceptable in sports?
Pick an issue on which you already have an opinion---or do a little research and adopt an opinion before coming to
class. A good site for quick, yet comprehensive research is procon.org. (2) Type up the following to be handed in: (a)
topic chosen; (b) your opinion; and, (c) reasons for your opinion. Be prepared to discuss in class.
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Persuasive Continuum Homework Assignment/Due Friday 1-30: Assignment goal: Improve critical
reading and thinking about course concepts. Instructions: The “answers” to the following questions will
not be found directly in the assigned reading; rather, you need to think about the meaning of the concepts
and then apply them. Be prepared to discuss the reading material and your answers in class; also be
prepared to identify any issues/concepts that you have questions about.
Answer the following in writing (typed, double spaced): (1) define “continuum” as it is used in
this article; (2) why is it useful to think of persuasion in terms of a “continuum”? (3) identify Karlyn Kohrs
Campbell’s five “persuasive purposes in terms of a persuasive continuum” AND explain each of them
briefly in your own words.
Addressing the topic you chose for the “marketplace” homework, be prepared to create (in class)
rhetorical appeals that are likely to achieve each of the “persuasive purposes” with an audience of college
students
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Rhetorical Situation Assignment/Due Monday 2-16; Assignment goals: (a) Critical thinking about the
relationship between rhetor’s communication of social truths and external, situational factors; (b) understanding of
a major rhetorical theory; use of theory as a framework for analysis; (c) improve writing skills.
Assignment Instructions: You must use the worksheet provided on the Angel site.
A. Use Bitzer’s theory of “rhetorical situation” (see Hauser article) to complete the worksheet (available
from the course Angel site).
B. For your analysis, use “Remarks by the President After Announcement of the Decision by the Grand Jury
in Ferguson, Missouri” –delivered November 24, 2014 (available on the course Angel site under
“lessons.”)
C. Be prepared to discuss your answers in class.
D. Hand in the completed worksheet; Answers must be typed, using full sentences to express your ideas.
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Language Analysis: Martin Luther King, Jr.’s “I Have A Dream” /Due Monday 3-9: Assignment Goals: (a)
familiarization with common language strategies; (b) increase rhetorical analysis skills; (c) improve writing skills-specifically ability to clearly communicate explanations and reasons. Assignment instructions: (1) Read Martin
Luther King’s “I Have a Dream” speech. USE THE VERSION ON E-RESERVE so you can refer to paragraph numbers.
(2) Find an example of your choice of any 8 different language strategies (metaphor, etc.) address in “Resources of
Language” (see Figure 7-1 in reading); (3) provide ONE example of each of the 8 strategies from the speech (that is,
direct quotes of Martin Luther King’s words); (4) identify the number of the paragraph in the speech where the
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quotation occurs; (5) for each quotation, identify which strategy it illustrates (metaphor, etc.); (5) for each
quotation, clear explain why the quotation meets the definition of the strategy you have identified; answer this in
complete sentences, not bullet points; you explanation should prove to me that you understand the definition and
the function(s) of each language strategy; (6) assignment must be typed, double-spaced, 12pt. font, black ink, pages
stapled together. (7) Be prepared to share your examples in class. (8) This assignment will be graded on correct use
of course material and written communication skills.
Appeals in-class exam/Wednesday 4-8 Exam covering logos, ethos, pathos and mythos course material.
Rhetoric of Music Assignment/Presentations starting Monday 4-27: Assignment goals: (a) Recognize the
rhetorical nature of popular culture forms such as music; (b) exposure to the rhetorical role of music in
political/social change; (c) increase critical thinking skills; (d) increase rhetorical analysis skills; (d) improve oral
communication skills. Assignment directions: This is a group oral presentation assignment. See the document
“Rhetoric of Music Assignment” on the Angel site under the “lessons” tab for details/guidelines. IMPORTANT
DATES: (a) People wanting to work together in a group must let me know (in writing) no later than the beginning of
class on Friday, 4-3; (b) all groups must inform me (in writing) of their song choice no later than the beginning of
class on Monday 4-13; (c) All members of each group must participate in updating me about the group’s progress
during the regularly scheduled class time on Wed, 4-22
Final Exam/Date TBA: Assignment goal: apply rhetorical knowledge and skills learned throughout the semester.
Assignment directions: This in-class exam will be comprehensive—covering all the material from the entire
semester. It will be a “scantron”/multiple choice format.
COURSE GOALS:
Department goals for this course include:
 Apply rhetorical principles to design and evaluation of mediated and non-mediated
messages

Explain relationships among components of communication process
 Explain types, functions and relationships of verbal and nonverbal symbols in mediated and nonmediated communications
 Recognize and explain the relevance of key historical and socio-cultural phenomena to the
evolution, development and effects of communication, mediated and non-mediated
 Understand and apply ethical principles to the practice of communication
CCC-Humanities course goals for this course include:
General ideas and ethical principles basic to the field of study including:
a. the historical development of the knowledge, methods, and conventions of the discipline;
b. disagreements and conflicting values within the field;
c. the extent to which the academic discipline is related to other fields of study;
d. basic research techniques used in the discipline;
2. Discussions, written assignments, and/or oral presentations that facilitate improvement of student
skills, including critical thinking and critical literacy, in the following areas:
a. analysis of critical and ethical issues in the discipline;
b. identification, evaluation, construction, and support of logical arguments;
c. performance of basic research techniques in the discipline;
d. technological expertise appropriate to the discipline
CLASSROOM CONDUCT POLICIES:
I. Communication Department Policy on Classroom Conduct: “Communication does not exist
outside of relationships. With this in mind, the faculty of the SUNY Fredonia Department of Communication
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believes that all communicators, whether in the classroom, on the air, or within created works, have a
responsibility to themselves and their audiences. The faculty believes that it is our responsibility to provide
perspective and structure as students make choices about their work, and consequently, about themselves
and who they are as adults and scholars. We encourage students to make the effort to consider the
consequences of their choices for themselves, for others, and for those relationships. The faculty
encourages projects and behaviors that are undertaken with thoughtful respect and consideration for
others. We support and encourage work that is both ethical and enriching to the students’ community and
to personal and professional relationships.”
All members of the class are required to read and comply with the full Dept. of Communication
Ethical Standards Policy available at: http://www.fredonia.edu/department/communication/standards.asp
II. In addition, course specific policies are listed below.
III. The course syllabus also includes a variety of course policies; familiarize yourself with the
information on the syllabus.
IV. Your continued presence in this course is an implicit agreement to adhere to all university,
department and course policies. Abuses of any part of the policies will result in consequences ranging from
lowering of your Attendance grade to being asked to leave the classroom to being reported to
department and/or university authorities.
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COMM 430 PROFESSIONAL CLASSROOM BEHAVIOR Guidelines:
(1) Because a number of scientific studies report that human brains are not designed to cognitively
“multi-task,” interactive media devices MUST be on off—not just put on silent and stored in your bags during
class. This includes laptops. If your device distracts you or other members of the class, it will be collected
and held until the end of class. Abuses will result in a lowering of your Attendance/Participation grade.
Repeated abuses will result in your being asked to leave the classroom
The purpose of classroom sessions is to provide us (students and teacher) with the opportunity to
focus on course ideas. Our interactions and participation in classroom discussions is a fundamental part of
the learning process. Disruption of this process or lack of participation with this process for any reason
including use of interactive media is rude and disrespectful.
The only exception to the above is the use of laptops for taking notes or referring to assigned class
readings, pending prior approval by the professor.
(2) Students are expected to respect the opinions of others; speak courteously to all members of the
class; contribute to class discussions; listen and consider the comments of others during class discussion;
attend only to course matters during class time; come to class on time; not leave the room during class;
and, participate in a manner that contributes to the learning experience of the entire class. Violating these
standards will result in the lowering of your attendance and participation grade and/or you being asked to
leave the class.
(3) Plagiarism is the unauthorized or uncited use of the ideas or work of another person (authors,
other students, websites, etc.) Don’t do it. Refer to the college catalog for the school policy. All suspected
incidences of plagiarism will be dealt with through official channels. Penalties for plagiarism range from a
“0” on the assignment to dismissal from the university. See me if you have any questions about what is and
what isn’t plagiarism. Use APA style for citations (internal and bibliography.) For complete guides to APA
citation style go to the Reed Library main page (www.fredonia.edu/library) and click on “research tools;”
then click on “get research help,” then click on “citing sources.”
All work should be original for this course; this semester. This means you should not recycle
assignments prepared for other courses in this course; nor should you recycle assignments prepared for this
course in other courses; to do so is plagiarism. If you are repeating this course, your assignments must be
original for this semester.
(5) Class participation and attendance: see page 4
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