COMM 301, Spring 2010
Section 12, Class 11206
Mondays and Wednesdays, 3:30 – 4:45 p.m.
LA5-148
Communication Criticism
Instructor: Dr. Ragan Fox
Office: AS 364
Phone: 985-9145
Office Hours: Wednesdays, from 5-7 p.m.
Email: findragan@gmail.com
Course Description:
Rhetorical methods help people explain the significance and implications of
communicative phenomena. Communication Criticism is designed to familiarize you
with the content and application of these methods. By the end of the semester, you will
be able to identify key rhetorical methods and apply them to a wide array of texts. The
class will also help you be a more critical consumer of the communication that surrounds
you.
Course Goals:
 To enrich your skills as a communication critic.
 To teach you how to utilize rhetorical theory to interpret communication.
 To specify the processes that rhetorical critics utilize to assess the import and
effectiveness of public speeches, films, television shows, cartoons, and other
rhetorical artifacts.
Course Objectives:
 You will have to construct persuasive arguments. Persuasive arguments include:
o a logical progression from one idea to the next;
o evidence utilized to substantiate the claims you develop;
o and proper use of course concepts to help explicate communicative
phenomena.
 You will be expected to learn and avoid reasoning fallacies.
 You should produce a college-level research paper. This means your paper
should exemplify the following basic standards:
o Your paper should be free of grammatical errors.
o The document should make proper use of the MLA style guide.
o The essay should include persuasive argumentation.
Expected Student Learning Outcomes:
Students in COMM 301 are expected to excel in multiple areas. In this class, you will be
quizzed over readings, tested on relevant course concepts, and evaluated on your writing.
A bulk of your final grade in the class will reflect the written work you produce.
Exceptional writing may prove challenging for many students. Exceptional writing, or
essays that earn “A” and “B” grades, include FEW grammatical, spelling, and citational
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errors; excellent writing also refers to masterfully crafted arguments that are supported by
research and easy to follow. Writing is a PROCESS and a learning experience that
continues throughout our lifetime. COMM 301 is a class in which you are expected to
produce thoughtful, engaging, researched, and grammatically correct writing. These are
basic skills students should acquire before obtaining a collegiate degree.
Texts:
Required
1) Foss, Sonja K. Rhetorical Criticism: Exploration and Practice. 4th ed. Long
Grove, IL: Waveland P., Inc., 2008.
2) Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New
York: Modern Language Association of America, 2003.
3) You are required to bring in a PRINT copy of the online readings that have been
posted to Beach Board.
Attendance Policy and Missed Assignments:
Attendance in this class is crucial. Much of what we learn will come from our
discussions and in-class activities. I will take attendance at the beginning of each class
period.
 Tardy policy. Being late three times will count as one absence. Any time
beyond the class starting time will be considered late. Anticipate parking and
traffic problems and arrive early.
 Course materials policy. I also expect you to come to class prepared, meaning
you should bring the following texts with you to EACH AND EVERY CLASS:
the Foss text, a PRINT copy of online readings, and the COMM 301 documents
packet. You may lose attendance credit if you do not have the required materials.
You are given two free absences this term. Each absence beyond your second will result
in a five-point deduction from your final point total.
Missing a Test or Presentation:
Only exams and presentations that are missed due to an excused absence may be
rescheduled. Any EXCUSED absence that results in a missed test or presentation will
have to be substantiated with SIGNIFICANT evidence. Make-up assignments must
either be completed one week before or one week after the absence. It is the student’s
responsibility to ask for and complete make-up assignments. Quizzes cannot be made up.
Make-up exams will take the form of an essay and short answer test.
EXCUSED ABSENCES include:
1. Illness or injury to student.
2. Death, injury, or serious illness of an immediate family member or the like.
3. Religious reasons (California Education Code section 89320)
4. Jury duty or government obligation
5. University sanctioned or approved activities (examples include: artistic
performances, forensics presentations, research conferences, intercollegiate
athletic events, student government, required class field trips, etc.)
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Leaving Class Early & Coming to Class Late:
If, for any reason, you have to leave class early or come to class late, please let me know
in advance. If you are more than 15 minutes late or leave more than 15 minutes early,
you will not receive attendance credit. On occasion, I may administer pop quizzes.
Because the pop quiz assess whether or not you completed the daily readings and mark
your participation in the entire day’s events, students who leave early or come to class
late will not earn 301 Bucks.
University Withdrawal Policy:
It is the student’s responsibility to withdraw from classes. Instructors have no obligation
to withdraw students who do not attend courses, and may choose not to do so.
Withdrawal from a course after the first two weeks of instruction requires the signature of
the instructor and the department chair, and is permissible only for serious and
compelling reasons. During the final three weeks of instruction, withdrawals are not
permitted except in cases such as accident or serious illness where the circumstances
causing the withdrawal are clearly beyond the student’s control and the assignment
of an incomplete is not practical. Ordinarily, withdrawals in this category involve
total withdrawal from the university. The deadline to withdraw from class for Fall
2010 term is posted online. (However, drops at this time are not generally approved
except in cases of accident or serious illness).
Common Courtesy #1, No Laptop Policy:
While class is in session, students MAY NOT use laptops. I have instituted this policy
for a number of reasons that are substantiated by educational research. First, emailing,
instant messaging, game playing, and web surfing frequently distract students who use
laptops in the classroom. As a result, laptop users provide less eye contact and
participate less in class discussion. Second, technology use distracts other students in the
class. Communication and technology experts Kinzer and Lohnes find that students are
distracted by the sound of typing and sight of screen glow. Finally, the use of laptops
inhibits feelings of community in a classroom, because several in-class laptop users are
dually and only partially committed to two simultaneous contexts: the world of the
classroom and online space. Laptops may ONLY be used for individual or group
presentations.
Common Courtesy #2, Cell Phones and Text Messaging:
Turn off your cell phones before walking into class. Note: “Off” does not mean
“vibrate.” If your cell phone rings during class or if I see you text messaging during
lectures or activities, I’ll ask you to stay after class and you will lose ticket out and
attendance credit for the day.
Common Courtesy #3, Seating:
Seating in this class is not assigned. If I notice you talking while I am lecturing, I will
ask you to stay after class. If you are a repeat offender, I will ask you to sit away from
your friend(s).
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Plagiarism:
Student work must be original as stipulated in University policies and publications.
Plagiarism, cheating, fabrication, or other varieties of academic dishonesty, including but
not limited to facilitating the dishonesty of others and using work from your other
classes, WILL NOT BE TOLERATED. Academic dishonesty in any form will result in
assignment failure and may result in failure for the course. The instructor reserves the
right to make such determinations on a case-by-case basis. Additionally, the instructor
may report the case to the Academic Integrity Committee. The Committee may, in turn,
choose to enforce its own sanctions, such as expulsion from the University. Students
uncertain about the parameters of academic dishonesty and its consequences should
consult the University’s policy on “Cheating and Plagiarism, # 85-19.”
Writing Format:
Unless otherwise instructed, all written assignments should use 12-point Times New
Roman font, be double-spaced, and have standard margins of 1” top and bottom, and
1.25” on the left and right sides. Do not insert additional spaces between paragraphs.
Don’t alter font type and/or size or deviate from the margin requirements in an effort to
“cheat” your way around the page minimum and maximum. Each “cheat” will result in
a 5% automatic deduction from your paper grade. I grade papers with a ruler, so I’ll
know if you deviate. If you have or anticipate formatting problems, take a copy of your
paper to CSULB computing services and seek their help. Biographical information (e.g.,
your name, my name, and the semester) should take up no more than 3 lines of your
paper.
Writing Evaluations:
When reviewing notes I have made on your essays, please refer the following key:
WC= Work on a more descriptive and nuanced WORD CHOICE.
EV = The writer needs EVIDENCE or other forms of argumentative support to
substantiate the claim he or she is trying to make.
T= The writer needs a transition sentence from one idea to the next.
NES= “No extra space” needed. Please refer to MLA guidelines regarding
spacing requirements.
¶= Begin new paragraph.
MLA= Incorrect MLA citation or bibliographic reference.
RU= This sentence is a run-on. Revise accordingly.
Frag= This sentence is a fragment. Revise.
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G?= This sentence does not make grammatical sense, or the sentence is poorly
constructed and disrupts the flow of the argument. Revise.
Late Work:
Because part of your commitment to the norms of the class is to do the best job you can
in the time available, and because everyone in the class is operating under the same
strictures, it would be unfair to excuse late work without penalty. Therefore, subtract
10% from the earned grade for EACH day (including weekends and holidays) that work
is turned in after the class PERIOD on which an assignment is due. This rule applies
even if your computer or printer fails to function. Start work far enough in advance to
allow for possible glitches. Other policies regarding late work include the following:
 All make-up exams are essay and short answer tests.
 If you miss an exam due to an extra-curricular activity (i.e., sporting competition,
debate, etc.), religious holiday, or any other event that can be anticipated, you
have to complete the exam BEFORE the rest of the class takes the test.
 Make-up tests will only be given to students who have an excused absence (see
below).
Letters of Recommendation
Toward the end of your undergraduate career, you may need a few of your professors to
write you a letter of recommendation. Letter writers need to establish a solid
interpersonal relationship with you to write a good recommendation. In other words, you
don’t want your letter writers to talk about you if they aren’t familiar with and advocates
of the nuances of your behavior. I can’t write you a solid letter if we haven’t worked
closely together over a significant period of time. I am happy to write letters of
recommendation for students who meet the following three criteria:
1)
You have taken at least two classes with me.
2)
One of the classes has to be a small-section course (i.e., less than 30
students).
3)
Your combined GPA in the courses you’ve taken with me is a 3.5 or
higher.
These criteria have been established to help guide you to the best potential letter writers.
If, for instance, you have only taken a class with me in a large lecture, I couldn’t possible
write anything substantive about our in-class interactions. If your combined GPA in my
classes is less than a 3.0, I would only be able to say that you’re in the top 40%-50% of
students I have taught. (Institutions regularly ask in what percentile we rank the person
we’re recommending and are looking students we rank in the top 10%.)
ASSIGNMENTS
IN-CLASS ACTIVITIES, ASSIGNMENTS, AND EXAMS
These assignments are designed to give you credit for showing up on to class on time
with the assigned materials. You will NOT receive credit if you arrive late; or leave
early; or don’t have the required materials.
Ticket Out Activities (25 points total, 5 points each)
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A “ticket out” is a participation activity that measures your ability to apply theoretical
concepts to communication artifacts. For example, you may be asked to watch part of a
movie in class and write a response in which you apply concepts from the reading and
lecture to the text. Typically, two tickets out will be assigned each week. Five times
throughout the semester and at random, I will collect the day’s ticket out. Grades are
given on a credit/no credit basis (i.e., a FULLY completed and collected ticket out is
worth 5 points). Grades for tickets out will be posted by the following class period.. You
are only given one week from the time the grade is posted to dispute a ticket out
grade, so check your grades on Beach Board on a regular basis. You have to be IN
CLASS to receive credit for a day’s “ticket out.” Because students will have extra credit
opportunities (see 301 Bucks section), no additional “make up” assignments will be
constructed for students, regardless of excuse. Note: I randomly choose dates to collect
the tickets out. IF YOUR NAME IS NOT ON THE TICKET OUT, YOU FORFIET
CREDIT.
Workshop Days (20 points total, 5 points each)
Throughout the semester, you will participate in four writing workshops. To receive
points for a workshop day, you have to bring in the requested materials. Points will be
awarded on a credit (5 points), partial credit (2.5 points), and no credit (0 points) basis.
Credit will be awarded at my discretion.
Midterm Exam (50 points)
The midterm exam includes at least 50 multiple choice, true/false, and matching
questions. Information from the readings, lectures, application activities, and discussions
will be included on the midterm. Please bring in a green, standard, 100-question scantron
for the exam.
Final Exam (50 points)
The final exam includes at least 50 multiple choice, true/false, and matching questions.
The exam will cover information from both halves of the semester but a bulk the
questions will focus on subject matter from the second half of the term. Please bring in a
green, standard, 100-question scantron for the exam.
GROUP 2: ARTICLE SUMMARIES (50 points total, 25 points each)
Summarizing articles is a fantastic way to learn about rhetorical criticism. Article
summaries require that you perform close readings of exemplars, and note how authors
present a thesis, review literature, analyze communication with a specific method, and
explain their theoretical contributions. The following assignments are designed to
strengthen your abilities as a consumer and producer of communication criticism.
Worksheet Analysis of Student Exemplar
You will be assigned to one of two student exemplars. Answer the questions on the page
marked “Worksheet Analysis of Student Exemplar” in the COMM 301 documents
workbook. Your answers should be typed, double-spaced, and take the form of complete
sentences. The completed assignment should be at LEAST 4 FULL double-spaced pages
but no more than 5. Use 12-point Times New Roman font and have standard margins of
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1” top and bottom, and 1.25” on the left and right sides. Do not insert additional spaces
between answers. Don’t alter font type and/or size or deviate from the margin
requirements in an effort to “cheat” your way around the page minimum and maximum.
Each “cheat” will result in a 5% automatic deduction from your grade. I grade
papers with a ruler, so I’ll know if you deviate. If you have or anticipate formatting
problems, take a copy of your paper to CSULB computing services and seek their help.
Biographical information (e.g., your name, my name, and the semester) should take up no
more than 3 lines of your paper.
Outline of Student Exemplar
In roughly 2 FULL and typed pages—no shorter than 2 FULL pages, no longer than 2½ -outline the assigned essay. Outlines should be single-spaced. Use 12-point Times New
Roman font and have standard margins of 1” top and bottom, and 1.25” on the left and
right sides. Do not insert additional spaces between different points in your outline.
Don’t alter font type and/or size or deviate from the margin requirements in an effort to
“cheat” your way around the page minimum and maximum. Each “cheat” will result in
a 5% automatic deduction from your grade. I grade papers with a ruler, so I’ll know
if you deviate. If you have or anticipate formatting problems, take a copy of your paper
to CSULB computing services and seek their help. Biographical information (e.g., your
name, my name, and the semester) should take up no more than 3 lines of your paper. A
sample article outline can be found on Beach Board. The outline should include:
1.
your name;
2.
bibliographic information for the text in MLA format;
3.
a paragraph-long, self-written summary of the essay;
4.
3-5 of the essay’s key terms and their respective definitions;
5.
an outlined summary and EXPLICIT identification of the essay’s thesis,
review of theory and method, arguments and evidence used to support the
claims, and conclusions. USE COMPLETE SENTENCES THROUGHOUT.
6.
The only time you should directly quote the author is when you identify his or
her thesis and secondary research questions. When directly quoting the thesis
and secondary research questions, make sure you parenthetically cite the
paper; page numbers are sufficient. Because this is a SUMMARY, all other
information should be put IN YOUR OWN WORDS.
GROUP 3: THE PARTS & WHOLE OF YOUR FINAL PAPER (200 points total)
The following writing assignments will help you in two important ways: First, you will
receive detailed feedback on your artifact and how well you apply your selected theory
and method to the communication you select to analyze. Second, revised versions of
your artifact description and review of theory and method will end up being two of the
major sections of your final paper in the class. In other words, a significant amount of
work on your final paper will be completed throughout the course of the semester,
instead of at the end of the term.
NOTE: Students will select or be assigned to one of four topic or “artifact” groups.
Select your group carefully, because you cannot change to a new group once the artifact
description has been turned in. Groups must have at least three members. If less than
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three people select a group, its remaining members will have to choose another topic
group. This semester, students may select one of the following five artifact groups:
a)
Television: Students will analyze four episodes of a single television show.
Students must either have recordings of each episode or teleplays of the
episodes. Individuals in the group do not have to analyze the same program.
b)
Protest: Students in this group will analyze protest rhetoric. You have to
focus on a single protest event and have access to texts (i.e., pictures,
interviews, video recordings, pamphlets, etc.) that inform your understanding
of that event. Individuals in the group do not have to analyze the same protest
event.
c)
Documentary Film: You will analyze the rhetoric presented in a single
documentary. You need to have access to the screenplay and/or a video
recording of the film. Individuals in the group do not have to analyze the
same film.
d)
Digital Rhetoric: Students in this topic group will analyze rhetoric found on
the internet. Digital rhetoric includes discourse presented on websites, in
“viral” videos, and disseminated via blogs and podcasts. Select a single
digital “performer” and analyze his or her rhetoric. Individuals in the group
do not have to analyze the same performer.
Artifact Description (25 points)
In roughly 2 pages (no less than 1 ½ and no more than 2 ¼):
1.
Describe your artifact.
2.
Explain why the text is significant and worth analyzing. How, for example,
does the artifact speak to larger social controversies or problems occurring in
the United States or other countries? Demonstrate why your artifact is worthy
of investigation.
3.
End the essay with an overarching research question that you would like to
investigate. (Reference Foss’ discussion of good and bad research questions.)
Your artifact description should include at least one citation from a scholarly journal (i.e.,
Critical Studies in Mass Communication) and one citation from a popular media source
(i.e., New York Times). Please submit a hard copy of the paper and an electronic copy via
Turn It In on Beach Board. You will not receive credit for the assignment unless both
copies are submitted. Students will lose a tenth of a letter grade for every day their paper
is not turned in via Turn It In. NOTE: I WILL NOT GRADE PAPERS THAT HAVE
BEEN “RECYCLED” FROM OTHER CLASSES.
Note: In the context of this class, a credible scholarly source is a library book or
academic essay that has been peer reviewed and published in an academic journal.
Scholarly sources ALWAYS include a works cited and are at LEAST 10 pages. If the
essay is not published in an ACADEMIC JOURNAL, the writing is not a credible
scholarly source. Papers presented at academic conferences that have not been published
in journals do not count as credible scholarly sources. Do not use Google Scholar to find
your sources.
Need help finding a scholarly source? Start by:
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1.
2.
3.
4.
5.
6.
7.
Accessing www.csulb.edu
Clicking on “library”
Clicking “database by topic”
Clicking “Communication Studies”
Clicking “Communication and Mass Media Complete”
Entering your Campus ID and CSULB Password (if prompted)
Typing key words into the “Find” tab (note: you may have to play around with
several key terms to find a number of sources)
8. Clicking “Scholarly (Peer Reviewed) Journals
9. Hitting “Search”
Review of Theory and Method (50 points)
In 3-4 pages:
1.
Document how theorists in rhetoric have defined the method and key
theoretical concepts you plan to employ in your study.
2.
Note how other rhetoric scholars have applied your method.
3.
Explain why the theory and method would be appropriate for your artifact.
4.
Preview specific features of your artifact that you will investigate in your final
paper. The preview should be brief and serve as a roadmap for where you
plan to go in your essay.
Note: “3 pages” means 3 FULL pages of text; and “4 pages” means NO MORE
than 4 pages of text. Your paper should be BETWEEN 3 and 4 pages. Anything under
the minimum or over the maximum means you DID NOT meet the minimum
requirements of the assignment.
Include at least four citations from scholarly journals. While most of the review
will sum up other people’s work, it is important that you note how your planned study fits
into the conversation started by the scholars you cite. In other words, build off their ideas
to introduce research questions specific to your artifact.
Avoid citing class notes and/or the Foss text. If, for example, you intend to employ
narrative criticism, cite Fisher’s germinal essay that lays the foundation for the narrative
paradigm. If you intend to utilize ideographic criticism, cite McGee’s article that
explains the methodological value of ideographic analysis. Referencing methods broadly
is a common mistake made when students write methods sections. Note SPECIFIC
concepts from the method you plan to employ.
 Bad Example: “In my study, I plan to use feminist criticism. Specifically, I will
look at how radical feminism applies to my artifact.” This is a “bad” example
because radical feminism is a social movement, not a METHOD of rhetorical
criticism. Moreover, “feminist criticism” is too broad and not a specific
INSTRUMENT that you can employ to evaluate communication.
 Good Example: “In my study, I will use Mary Daly’s notions of word spinning to
investigate how Senator Clinton constructs a feminist political language.”
 Bad Example: “In my study, I will use narrative criticism to look at movies.
Specifically, I look at how stories are told in Beauty and the Beast.”
 Good Example: “In my study, I plan to employ Fisher’s notion of ‘narrative
fidelity’ (256) to investigate the ways in which the overarching narrative in
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Beauty and the Beast no longer ‘rings true’ to the experiences of women living in
the United States. Specifically, I envision a form of what I call ‘feminist narrative
fidelity’ that takes into account the ways that narratives are employed by mass
media to perpetuate patriarchal ideologies.”
For additional help and possible sources to reference, see the end of each Foss chapter in
which the author provides a lengthy list of “Additional Samples.” Please submit a hard
copy of the paper and an electronic copy via Turn It In on Beach Board. You will not
receive credit for the assignment unless both copies are submitted. Students will lose a
tenth of a letter grade for every day their paper is not turned in via Turn It In. NOTE: I
WILL NOT GRADE PAPERS THAT HAVEN BEEN “RECYCLED” FROM OTHER
CLASSES.
Rhetorical Analysis (150 points)
In 11 to 13 pages and with the help of a single method, students will note the
communicative significance of a rhetorical phenomenon. Note: “11 pages” means 11
FULL pages of text; and “13 pages” means NO MORE than 13 pages of text. Your paper
should be BETWEEN 11 and 13 pages. Anything under the minimum or over the
maximum means you DID NOT meet the minimum requirements of the assignment.
As Foss’s second chapter indicates, your paper should include:
1.
An introduction and a description of the artifact (1-2 pages),
2.
a description of the theory and method you utilize (3-4 pages),
3.
an analysis section (roughly 6 pages),
4.
and a conclusion/discussion in which you explain how your study contributes
to rhetorical theory (1-2 pages).
The final paper must include at least TEN scholarly sources. Please submit a hard copy
of the paper and an electronic copy via Turn It In on Beach Board. You will not receive
credit for the assignment unless both copies are submitted. Students will lose a tenth of a
letter grade for every day their paper is not turned in via Turn It In. You will be expected
to construct a short (1-2) minute presentation of your paper on the last day of class.
Those who do not present will lose 10 points on the final paper. NOTE: I WILL NOT
GRADE PAPERS THAT HAVEN BEEN “RECYCLED” FROM OTHER CLASSES.
GROUP 4: EXTRA CREDIT VIA 301 BUCKS
Throughout the semester, you’ll have multiple opportunities to earn 301 Bucks. The five
students who have earned the most 301 Bucks at the end of the term will get a 10% boost
on their final paper. If, for example, a student is one of the winners and he or she earns
an 83% on the final paper, his/her grade will be bumped up to a 93%. You can earn 301
bucks for various activities, including:
 Pop quizzes will be administered throughout the semester. Quizzes test your
knowledge over the day’s reading materials, help us preview key concepts from
course readings, and incite substantive discussions about unit themes. Scores on
pop quizzes DO NOT affect your final grade in the class. You do however earn
301 Bucks when you score an “A” or “B” on a quiz. Earn 2 Bucks for every “A”
and 1 Buck for every “B.” In other words, you could fail EVERY pop quiz in the
class and your final grade WILL NOT be lowered.
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Other Buck-earning opportunities will be offered. Remember, this is a competition. If
you want to earn extra credit in the course, you have to be one of the top-five Buck
earners. 301 Buck activities are an excellent way for you to learn the material,
supplement your studying, and boost your score in a challenging class. 301-Buck totals
will be kept in my office. If you have a question about your total, please visit me in
office hours.
Grade Breakdown and Scale:
Tickets Out
Workshops
Worksheet
Analysis of
Exemplar
Exemplar
Outline
Exam 1
Exam 2
Artifact
Description
Review of
Theory &
Method
Final Paper
25
20
25
Total
420
A
B
C
D
F
378-420
336-377
294-335
252-293
0-251
25
50
50
25
50
150
Grading
Please wait 24-hours before approaching me about a grade you earned on an essay,
presentation, or exam.
Final grades in the course are not negotiable. Please do not email at the end of the
semester and ask me to “bump up” or reconsider your final grade in the class. I
automatically “bump up” students who meet the following two requirements: 1)
they have not missed more than one full week of class; 2) they are less than 1%
away from the next letter grade (i.e., 79.1). If you email me after the final exam and
ask me to increase your letter grade, I will refer you to this page of the syllabus.
Please understand that I have to operate in a fair manner to ALL of my students.
The end of the semester is a busy time for professors and this is the fairest and
easiest way I have found to explain my grading philosophy to ALL students,
regardless of issue.
The following information reflects the STANDARD quality index at most academic
institutions located in the United States. If you are surprised by the idea that average
work, or work that meets the minimum requirements, results in grades ranging from 70-
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79, I encourage you to visit the following link to brush up on the United States’ standard
evaluative index: http://en.wikipedia.org/wiki/Grade_point_average#United_States.
“A”: Excellent and superior work. “A” students go above and beyond the minimum
course requirements. “A” students make an effort to submit essay rough drafts and revise
accordingly, attend office hours, and cite sources beyond the minimum requirements;
additionally, their written work tends to include VERY FEW grammatical and citational
errors. Grade percent: 90-100.
“B”: Above average. “B” students surpass the minimum course requirements. “B”
students submit quality work. Typically, consistency marks the difference between “A”
and “B” students. Whereas the “A” student excels on every assignment, the “B” student
may encounter difficulty on a one or two of the class projects. Grade percent: 80-89.
“C”: Average. Synonyms for “average” include regular, normal, usual, common, typical,
and ordinary. In other words, “C” is considered to be “average” because most people in a
class earn a “C.” “C” students meet the MINIMUM course requirements but do very
little to go above and beyond minimum course expectations. Grade percent: 70-79.
“D”: Below average but passing. “D” students have turned in all assignments but
marginally miss meeting the minimum requirements. A “D” essay, for example, may not
meet the page and/or citation minimum. A “D” essay may also include NUMEROUS
grammatical errors that significantly interfere with one’s ability to follow arguments
constructed in the essay. Grade percent: 60-69.
“F”: Failure. Typically, “F” students fail to turn in a major assignment or consistently
produce work that does not meet the minimum course requirements. In writing intensive
courses, “F” essays contain numerous grammatical and citational errors, and arguments
are hard to follow. “F” students may also have excessive absences. Grade percent: 059.
Readings:
1.
To earn a good grade, you have to read. If you do not like to read, you may
want to consider another course.
2.
Keep a notebook that chronicles the new terms to which you are being
introduced.
3.
The Foss text is straightforward but some of the other readings may prove to
be a challenge. My advice: When you come to passages that are hard to
follow, do not become frustrated. Take notes on ideas you find confusing and
we’ll utilize class time to discuss the more difficult concepts and theories.
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Tentative Schedule:
Like the number, frequency and type of assignments, this schedule may be altered to
adjust to the class’s progress. F This is a tentative schedule and subject to change based
on the progress of the class.
Jan. 25
Jan. 27
Feb. 1
Feb. 3
Feb. 8
Feb. 10
Feb. 15
Feb. 17
Feb. 22
Feb. 24
Mar. 1
Mar. 3
Mar. 8
Mar. 10
Mar. 15
Mar. 17
Mar. 22
Introduction to the Course and Basic Course
Concepts
Distinguishing Between Forms of
Communication Inquiry
Rhetorical Situations & the Neo-Aristotelian
Model
How to Write Rhetorical Criticism
DUE: Topic Group Selection
Generic Criticism: Inductive & Deductive
Approaches
Exploring a Genre: Apologia
A Careful Reading of a Student’s Generic
Criticism
DUE: Vega Group Essay Outlines (Group 1)
Writing Workshop 1: Artifact Description
DUE: Rough Draft of Artifact Description
Narrative Criticism
DUE: Artifact Description
A Careful Reading of a Student’s Narrative
Criticism
DUE: Linn Group Essay Outlines (Group 2)
Personal Narrative & Introduction to
Performativity
Digital Narratives & the Narration of Ambient
Sound
Writing Workshop 2: Including Outside
Research
DUE: Photocopies of 4 Scholarly Essays You
Plan to Use in Your Review of Theory &
Method
Exam 1
Metaphor Criticism
A Careful Reading of a Student’s Metaphor
Criticism
DUE: Article Outline (Everyone)
Writing Workshop 3: Using Theory as a
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Foss, Ch, 1 and Bitzer*
Foss, Ch. 2
Foss 137-145 and 166-172
Downey*
Vega* (Bring a hard/paper
copy of this reading to
class.)
Foss 307-317
Linn* (Bring a hard/paper
copy of this reading to
class.)
Langellier*
Fox* Soundscapes
Foss 267-291; Lakoff and
Johnson*
McColm*
Mar.24
Apr. 5
Apr. 7
Apr. 12
Apr. 14
Apr. 19
Apr. 21
Apr. 26
Apr. 28
May 3
May 5
May 10
May 12
TBD
Foundation for Your Analysis
DUE: Rough Draft of Theory and Method
Review (Including Works Cited)
Burke and the Pentad
DUE: Theory and Method Review (Including
Works Cited)
Applying Burke and the Pentad
Ideographic Analysis
NO CLASS: Dr. Fox Guest Lectures at Arizona
State University (You do, however, still need to
read the Cloud article.)
Racial Performativity
Feminist Criticism
NO CLASS: FURLOUGH DAY
Writing Workshop 4: Argument Construction
DUE: Outline of Analysis Section
Queer Criticism
The Rhetorical Construction of Sexuality
Foss, Ch. 10
Tonn, Endress, and
Diamond*
McGee*
Cloud*
Morrison*; Nakayama*
Read old edition of Foss’
Feminism Chapter*
Warner* & Doty 1- top of 8
Doty’s “My Beautiful
Wickedness”*
Final Paper Presentations
DUE: Final Paper
NO CLASS: FURLOUGH DAY
Exam 2
Online Course Evaluation
*Online reading
Words of Advice from Former 301 Students:
 “Don't become too overwhelmed when hearing there is a 12-page paper due at the
end of the semester; the papers you turn in leading up to that will help you so
much on your last paper that it will just seem like 3 smaller papers.”
 “Have patience. When you first look at the syllabus, all of the practicum
assignments and article outlines can seem daunting and overwhelming. Take each
assignment as it comes. I didn't think about what was due in a few weeks, I
worried about what was due THAT week.”
 “I would implore future students to utilize Dr. Fox’s office hours. This is what
really saved me. Dr. Fox is one of the most patient professors I've ever had. He
never stressed over the sheer volume of questions and always made himself
available. It was with his help that I was able to produce quality work.”
 “Read. Think about what you have read. Choose an artifact that you love and
really get into it. Let this class enlighten you rather than scare you.”
 “Coming to class really helps you make sure you don't miss a big chunk of
information, it's not like most other classes where you can miss a lecture and just
get the notes and be o.k.”
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


“To succeed in Dr. Fox's class, there are three important words for you to know:
read, read, and read some more! This is one class that requires you to read to
succeed.”
“Attend workshops with the required, COMPLETED materials. Doing this will
help you write the final paper and it's an easy way to earn points to help you
grade, plus the workshops are fun.”
“Dr. Fox has one mission and that is for his students to succeed. If you put in the
time, it will all pay off.”
Statement of Personal Responsibility
COM 301, Spring 2010
I, _____________________________, accept the terms of the syllabus and agree to abide
by them for the course of the semester, including policies on: respecting others’ personal
experiences and points of view; the standards for evaluation and academic achievement
as set forth here; and reasonably working with the instructor for alternative assignments
in the case that certain commitments may prevent me from otherwise taking part in the
class. I understand that some class materials address beliefs, value systems and social
practices that may be different from mine, and I agree to address such materials critically,
openly and thoughtfully, as such behavior may enhance class discussion and the students’
and the instructor’s understanding of the material.
Signed ________________________________________
Date ___________________________
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