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COM 135: Studies in Public Discourse:
Spring 2015
Professor: Dr. Omedi Ochieng
Phone: (805) 565-6018
Classroom: ADM 219
Office hours: Tuesday: 9:00-:12:00
Office: 106 Deane Hall
Email: Ochieng@westmont.edu
Class Time: MWF 9:15-10:20
Th: 9:00-11:00
Public Discourse: Course Definition and Objectives
Public Discourse is the study of discursive and non-discursive communicative practices that
shape our understanding of history, politics, economics, and culture. Public discourse is at
the intersection of intellectual and social history – in other words, students of public
discourse are interested in how the social context gives rise to certain ideas and, in turn, the
impact of ideas on the social context. We will closely study the great texts and rhetors,
controversies, social movements, and persuasive strategies that have contributed to the
American experience.
Student Learning Objectives:
i. Students of public discourse should have a comprehensive grasp of canonical public
addresses and texts that have historically shaped the American public sphere.
ii. Students of public discourse should gain deep, sophisticated, and nuanced knowledge
of how history and historiography are rhetorically constructed.
iii. Students of public discourse should develop as competent rhetorical critics, writers
and speakers with a repertoire of critical skills in imaginative thinking, close reading,
argumentative skills, writing and speaking.
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COURSE OUTCOMES
These Course Objectives outcomes align with four Program Learning Outcomes in
Communication Studies:
Course
Disciplinary
Biblical &
Oral
Written
Objectives
Knowledge
Ethical
Communication Communication
Principles
Skills
Knowledge of
Lecture &
Lecture &
Presentations
Research Papers
Public Address
discussion
discussion
canon
Historical and
Readings &
Readings &
Presentations
Research Papers
historiographic Research paper
Research
knowledge
paper
Public
Readings &
Readings &
Presentations
Research papers
Speaking and
discussions
discussions
Writing
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General Education: Competent and Compassionate Action
Public discourse satisfies the “research” requirement of the General Education
curriculum’s “competent and compassionate action.” The expectation of this General
Education requirement is that students will put their education into action. The research
requirement involves the completion of a substantial research project. Students will be
evaluated on their ability to identify a question, formulate a thesis, engage in the close
reading of texts, demonstrate mastery of the scholarly literature relevant to the question
being discussed, offer strong and convincing arguments, and present their findings in
effective and compelling writing and speaking formats.
The research requirement of the General Education component addresses the following
goals:
1. Students will design and implement a research plan with care and competence.
2. Students will present their project findings in a format appropriate for their discipline.
Assignments:
 Historical Text Critique
 Making History Come Alive Project
 Major Project: Finding Lost Voices
 Reflective Essays and Engagements
 Mid-Term Exam
 Final Exam
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I. Major Project: Recovering Lost Voices Paper
Part I of the Project:
Write a 10-13 page paper offering a rhetorical critique of a speech, a body of speeches, letters or
narratives by a figure in American history from a minority or underrepresented group (minority or
underrepresented groups can be defined according to race, gender, sexual orientation, religion,
disabilities, class, and so on).
Possible Speakers:
 Cesar Chavez
 Elizabeth Cady Stanton
 Sojourner Truth
 Black Elk
 Phillis Wheatley
 Harriet Jacobs
Your thesis ought to drive the paper. Here are examples of good theses:
 “In what follows, I argue that Elizabeth Cady Stanton drew on a more conservative,
Ciceronian style of rhetoric in her advocacy for a radical feminist cause.”
 “In this paper, I argue that Sojourner Truth’s ideology deftly blended a Republican ideology
with a Jeremiad style of rhetoric in her abolitionist speeches.”
This paper should be thoroughly researched:
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1. You must cite least 10 sources.
i) The 10 sources should be substantive to your topic: in other words, they should deal directly
with your speech or say something insightful about the person. In other words, do not cite a
source that offers some random comment about the person
ii) The 10 sources must be credible: Scholarly sources are the most credible. Newspaper and
popular magazines can be used but are not as credible and thus will be viewed as having lower
value than scholarly sources. Do not use online sources and absolutely do not use Wikipedia or
any other encyclopedia. Dictionaries should not be cited as a source.
2. The quality of your writing will be graded:
i) Make sure your writing is impeccable – ask somebody you trust to read your paper and help
you spot any mistakes before submitting the paper to me.
ii) Organize your paper well: have a clear thesis statement, which should be an argument.
Part II of the Project:
The second part of this assignment is presenting the results of your findings. This class is a public
discourse class, which is largely focused on speeches; thus you are expected to model yourself
after the great speakers we have been studying through the semester:
i) Come to class professionally dressed: for example, a jacket and tie for men (no jeans).
ii) Use notecards when presenting your speech; do not read from your paper. I will be evaluating
such factors as eye contact. You can use up to 5 notecards.
iii) Pay attention to your nonverbal forms of communication: it is expected that you will have the
right posture and will use gestures well.
iv) Note that I will be critical of vocal fillers (ums, ers) and use of them will detract from your
overall grade
v) Each speaker will have 10 minutes to present his or her speech. Practice before presenting the
speech so that you keep within time.
II. Historical Text Critique
Select a text (movie, novel, painting, dance, or poem) depicting some period, event, or person in
American history. Write a 6 page paper that advances an imaginative argument offering a rhetorical
critique of the text. Here are a few questions to guide the formulation of your thesis:
 In what way does the text “mythologize” history. In other words, does the text
romanticize a certain time and construct larger than life characters? Does it distort or
accurately portray history?
 In what way does the text give voice to silenced groups or draw attention to a
undeservedly forgotten/neglected figure?
 Why do you think the text was so well received or badly received? In other words, what
about our culture does the movie flatter or critique?
Examples of Texts for Critique:
 Gone with the Wind
 The Wind Done Gone (the satirical novel)
 Gangs of New York
 The Patriot
 The Birth of a Nation
 Pearl Harbor
 Glory
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III. Making History Come Alive:
Content of the Presentation:
Pick a historical era in American history and conduct research on that era. The first group to pick an
era gets to choose the era; so you’d better pick up one quickly. Come to class and make a
presentation on that era with a particular emphasis on the following:
i) Ideology: This refers to the dominant principles, ideals, and interests that animated public speakers
and writers. Your task involves finding out the major belief systems of the time. What was the
dominant belief system at the time? Was it Federalism? Was it Republicanism? Was it Puritanism?
Note that in any era, there may be one or two dominant belief systems and others that are minority
belief systems.
iii) Style: Style refers to the manner in which language – and its elements such as tropes, syntax,
diction, tone – and embodiment – nonverbal forms of communications such as facial expressions,
gestures – are deployed in communicating ideas and arguments.
iv) Agency: This refers to what enabled, brought about, or made it possible for public speakers and
writers to take particular positions on the issues of the day. The focus on agency is concerned with
how rhetors interpret the range of options available to them; the distribution of power within and
across polities; the socio-economic resources that rhetors can draw from in seeking particular ends;
and the consequences of particular speeches and writings. Finding out about agency involves both
sociological investigation (for example, status or credentials) and psychological investigation (for
example, the confidence that comes from a belief in God).
Presentation Style:
Be creative. Your presentation can be:
 A skit (dress in the clothing of the era; try to adapt your syntax, idiom, and vocabulary to the
vernacular of the era). The skit ought to illustrate all the terms above: argumentation;
ideology; style, and agency.
 A compelling story or narrative about someone who illustrates or typifies that era
 Compose a journal entry that is likely to have been written by someone in that era
 Arts and Culture of the Era: Poetry, Songs, News stories. You can, for example, create a
news story.
NOTE: While you should be imaginative, that is different from being inaccurate. I’m asking you to
imagine yourself in the shoes of someone who lived in that era. That means you should not be
anachronistic, condescending, stereotypical or try to be funny at the expense of educating us etc.
Time: 30 minutes
 After your presentation, the class will then address questions to you. Each group will be
responsible for critiquing and offering feedback to the other group.
Eras in American History:
 The Age of Native Americans
 Colonial Era
 Revolution, Federalist Period, Slavery
 Age of Jackson and Westward Expansion
 Civil War and Reconstruction
 Gilded Age and Progressive Era
 The Great Depression and World War II era
 Cold War Era
 Post-Cold War Era
 Post-9/11 Era
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Evaluation:
This is group work, so I expect each group member to put in his/her fair share. I will ask each group
member to give a grade to each group member. Let me know if somebody is uncooperative or
conflict-mongering.
Deadlines:
 Submit outline of Making History Come alive presentation on March 7th
 Presentation is on March 21st.
Texts:
 Eureka Readings
Required Learning Materials:
o Buy an “Engagement” notebook in which you will respond to the readings. Please
indicate the name of the author, the title of the article, and the date. These learning
materials are required, not optional.
Grade Expectations:
A grade of A is outstanding and greatly exceeds requirements. The ideas are creative and
brilliant; the research is rigorous, thorough, and comprehensive; theoretical
understanding is penetrating and illuminating; the questions asked demonstrate
intellectual initiative and curiosity; and the student embodies a love for the life of the
mind.
A grade of B demonstrates superior scholastic performance. The ideas advanced are
imaginative and well-thought out; the research is solid and strong; theoretical
understanding is demonstrably coherent and consistent; the questions asked are serious
and significant; and the student demonstrates interest in the subject. While a grade of B
suffers from some weaknesses, on the whole the strengths outweigh the weaknesses.
A grade of C indicates satisfactory work. The ratio of strengths to weaknesses is even.
The ideas advanced are straightforward and expected; the research meets the
requirements but does not go beyond this to advance any new ideas. Theoretical
understanding is patchy at best, with some good work, but also riddled with
inconsistencies and gaps. The work turned in is sometimes reasonably good and at other
times mediocre. The student participates in class only when called upon or when required
to and lacks spirit and enthusiasm in engaging the class material.
A grade of D indicates poor work. The ideas advanced are of poor quality and half-baked.
The research done is substandard and riddled with holes. The analysis turned in is often
imprecise. Theoretical understanding is poor. The student’s absences exceed the three
days that are permitted and his or her participation in class is either nonexistent or
intermittent. The student does comprehend certain essential aspects of the course, but
often applies them imprecisely and idiosyncratically.
A grade of F indicates unacceptable scholarly work. F-level work shows little or no
understanding of the theory and concepts of the class. The student’s work often does not
follow even the minimal requirements of the assignment.
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Academic Integrity:
Westmont is committed to the highest standards of ethical conduct and academic
excellence. Any student found guilty of plagiarism, fabrication, cheating on an exam,
copying or purchasing papers or other assignments will immediately receive a failing
grade in the assignment (if it is the first offense) and a failing grade in the course (for a
second offense). The student will then be reported to the Westmont administration for
further disciplinary action. Falsified excuses fall within the guidelines of this policy.
Student Needs:
If you have special circumstances (such as a learning disability, academic or athletic team
schedule) that I should be aware of, please inform me before the second week.
Arrangements to accommodate your need must be made well in advance of any exams or
assignments.
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Public Discourse Syllabus: Tentative Calendar
Week 1:
1/9/10 Monday
Introduction to the class
1/11 Wednesday
Dimensions of Public Discourse
 Daniel Mendelsohn, “Lost Classics”

Russell Shorto, “How Christian Were the Founders?” New York Times
1/13 Friday
Dimensions of Public Discourse
 Lloyd F. Bitzer, “The Rhetorical Situation” (1968)
 Vatz, “The Myth of the Rhetorical Situation”
Week 2:
1/17 Tuesday:
 Edwin Black, Excerpts from Rhetorical Criticism: A Study in Method (1965)

Edwin Black, “The Second Persona” (1970)
1/18 Wednesday:
 Philip Wander, “The Ideological Turn in Modern Criticism” (1983)
 John Jay Chapman, Coatesville Address [Find in Word Document]
1/20 Friday:
Genre Criticism:
 Foss, “Generic Criticism.”
 Ochieng, “Critique of Narrative Paradigm”
Week 3:
1/ 23 Monday:
Language:
 Hart and Daughton, “Analyzing Lexicon.”
Assignment Due:
 Come to class with a typed thesis of the movie/literature/art form that you are
going to critique.
1/25 Wednesday: Republicanism
The Art and Craft of Rhetorical Criticism
American Indian Rhetoric:
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

Sagoyewatha, "On the White Man's and Red Man's Religion" [Word document]
Ma-ka-tai-me-she-kia-kaih (or Black Hawk), “Farewell to Black Hawk.” [Word
document]
1/27 Friday:
American Indian Rhetoric: Diversity and Unity
 Richard Morris and Philip Wander, “Native American Rhetoric”
 Youtube video on contemporary American Indian voices
Week 4:
1/30 Monday:
 Jonathan Edwards, "Sinners in the Hands of an Angry God”
2/1 Wednesday:
Lockean Liberalism:
 Stephen E. Lucas, “The Stylistic Artistry of the Declaration of Independence”
(1990)
2/3 Friday:
Republicalism:
 Stephen Howard Browne, “‘The Circle of Our Felicities’: Thomas Jefferson’s
First Inaugural Address and the Rhetoric of Nationhood” (2002)
Week 5:
2/6 Monday:
Herrenvolk Republicanism:
 Bertram Wyatt Brown, “Andrew Jackson’s Honor”
Assignment Due:
 Historical Text Critique Paper.
2/8 Wednesday:
 Mathew Baigell, “Territory, Race, Religion: Images of Manifest Destiny”
 Andrew Jackson speech “Indian Removal Act” [Word document]
2/10: Friday
The legacies of the founding fathers:
 Robin, “Fragmented State, Pluralist Society”
Week 6:
2/13 Monday
Midterm Exam
2/15 Wednesday:
 Edmund S. Morgan, “Slavery and Freedom: The American Paradox”
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Assignment:
 Come to class with a thesis for the “Recovering Lost Voices” Paper.
2/17 Friday:
Social Movement Criticism
 Herbert W. Simons, “Requirements, Problems, and Strategies: A Theory of
Persuasion for Social Movements” (1970)
 Douglass’ “Fourth of July Speech” [Word document]
Week 7:
2/20 Monday:
President’s Holiday
2/22 Wednesday
 Douglass, Slave Narrative
2/24 Friday
 Ochieng, Frederick Douglass
 Goodheart, “Silencing the Fanatics.”
Week 8:
2/27 Monday
 Douglass, “What to the Slave is the Fourth of July?”
2/29 Wednesday:
 Edwin Black, “Gettysburg and Silence” (1994)
 Lincoln’s “Gettysburg Address”
3/2 Friday:
 Speech: Speech: Lincoln’s “Second Inaugural” Speech
o Please bring a copy of each speech to class.
Week 9:
3/5 Monday
 Goodheart, “How Slavery Really Ended in America”
 Ta-Nehisi Coats, “Myths of Slavery”
Assignment Due:
 “Finding Lost Voices” Paper
3/7 Wednesday
 Elizabeth Cady Stanton, “The Solitude of the Self.”
 Sojourner Truth, “Ain’t I a Woman”
Assignment Due:
 Come to class with an outline of Making History Come Alive Projects.
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3/9: Friday Populists:
 FDR, “Four Freedoms Speech”
Week 10:
Spring Recess
Week 11:
3/19 Monday:
 Russell Kirk, “Ten Conservative Principles”
 Speech by Ronald Reagan, “A Time for Choosing”
3/21 Wednesday
 Richard Hofstadter, “The Paranoid Style in American Politics”
 James Darsey, “Joe McCarthy’s Fantastic Moment”
Assignment Due:
 Making History Come Alive Presentations
3/23 Friday
 Martin Luther King, jr., “Letter from a Birmingham Jail”
Week 12:
3/26 Monday
 What is Race and How do we speak about it?
 Garry Wills, “Two Speeches on Race”
3/28 Wednesday: African American Rhetoric
 Thomas K. Nakayama and Robert L. Krizek, “Whiteness: A Strategic
Rhetoric” (1995)
3/30 Friday
 Chavez, “Speech on Ending His 25 Day Fast”
Week 13
4/2 Monday
 Mark A. Noll, “Why the Scandal matters”
 Todd Gitlin, “The Renaissance of Anti-Intellectualism”
4/4: Wednesday
 Raymie E. McKerrow, “Critical Rhetoric: Theory and Praxis” (1989)
4/6 Friday
Easter
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Week 14
4/9 Monday
Easter
4/11 Wednesday:
 Richard N. Rosenfeld, “What Democracy? The Case for Abolishing the United
States Senate.” [Word document]
 Matt Taibbi, “Four Amendments & A Funeral.” Rollingstone.com, January 7,
2007.
4/13 Friday:
 Jill Lepore, “Rock, Paper, Scissors.”
Week 15
4/16 Monday
 Herbert W. Simons, “From Post-9/11 Melodrama to Quagmire in Iraq: A
Rhetorical History” (2007)
 Jackson Lears, “How a War Became a Crusade”
Video: The Fog of War
4/18 Wednesday:
 Dana L. Cloud, “Hegemony or Concordance? The Rhetoric of Tokenism in
‘Oprah’ Winfrey’s Rags-to-Riches Biography” (1996)

Bonnie J. Dow, “Feminism, Miss America, and Media Mythology”
4/20 Friday:
 Dana Cloud, “The Null Persona”
Assignment Due:
 Final Project Papers Due
Week 16:
4/23 Monday:
 Charles E. Morris III, “Pink Herring & The Fourth Persona: J. Edgar Hoover’s
Sex Crime Panic” (2002)
 The Onion, “Future U.S. History Students”
Assignment Due:
 Final Project Presentations
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4/25 Wednesday:
 Carole Blair, Marsha S. Jeppeson, and Enrico Pucci, Jr., “Public Memorializing in
Postmodernity: The Vietnam Veterans Memorial as Prototype” (1991)
 Kevin Michael DeLuca and Anne Teresa Demo, “Imaging Nature: Watkins,
Yosemite, and the Birth of Environmentalism”
Assignment:
 Final Project Presentations
4/27 Friday
 Kenneth Burke, “The Rhetoric of Hitler’s ‘Battle’”
Assignment:
 Final Project Presentations
Week 17:
Final Exam