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362, SPRING 2011 (MW 3.30-4.45, CHAVEZ 304) RHETORICAL TRADITIONS: AN ARCHIVE OF RHETORIC Course Director: Jessica L. Shumake Office: Computer Center 236, Office N1 Office Hours: WED 5.00-6.00 and by appointment E-mail: shumake@email.arizona.edu Course Website: Desire to Learn (D2L) site Telephone: Main English office to leave a message: 520-621-1836 Mailbox: Modern Languages 445

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Course Description In this course we will trace the development of a variety of theories, definitions, and uses of rhetoric. By the end of the semester, you should be one of the few people in the university not stymied by the question What can a rhetoric be? and you should also be ready to tackle some common follow-up questions What are the uses of rhetoric? What must one know to be rhetorical? Are some contemporary arguments or debates more rhetorical than others and what is the substance of those more rhetorical arguments? What is dialectic and why is its relationship to rhetoric significant? Are local standards of reasonableness all we are left with after critiques of Enlightenment reason as the primary source of legitimate authority? Is rhetoric epistemic/ethical/dialogical? Finally, and even in the face of seminar participants deft responses to these questions, we will complicate our answers, perhaps even to the point of contradiction. The course will be conducted as a seminar. Participants are required to produce an ongoing collection of brief critical review analyses of the readings, one of which they should prepare to present to the class. For each of these reviews, seminarians should read the articles assigned with an eye to discerning what the rhetorical issues in each piece are, and how the combined selection pulls in some or all of the habits of mind that are at the heart of rhetorical study. Final papers will be based on interests developed in the process of producing your critical analyses of the assigned readings. Required Texts Herrick, James. The History and Theory of Rhetoric: An Introduction. Fourth Edition. Pearson, 2009. Available from University of Arizona Bookstore. Lucaites, John Louis, Celeste Michelle Condit, and Sally Caudill, eds. Contemporary Rhetorical Theory: A Reader. Guilford P, 1999. Available from University of Arizona Bookstore. Selected additional readings available on D2L (print and bring to class or bring an annotated electronic copy via your laptop, tablet, or e-reader). Grading Eight brief (800-900 words or two pages) critical analyses of assigned readings 40% Class presentation on one of the above, class participation, in-class writing, homework, and 20% reading quizzes Final term paper (2,500-3,000 words or about seven pages of content) 40% Course Policies Expectations: I expect that you will study, prepare, and participate, and that you will be respectful, critical, and helpfully argumentative. I expect that you will have courage and be curious.

Course Requirements: All reading and critical analyses must be completed before you come to class. I may collect and assess informal writing or give reading quizzes at any time. I expect everyone to come to each class prepared to participate fully. In-class and out-of-class writing may be assigned throughout the semester. Students not in class when writing is assigned are still responsible for checking D2L and completing the assignment when due. Due to the size of the class, I cannot accept late work. Assignments will be announced in class and on our D2L site. If you miss a class meeting, please do not ask me what we did. Instead check D2L and/or ask one of your colleagues. You should exchange contact information with a colleague at the beginning of the term. Electronic submissions of written work are not accepted, unless special arrangements have been made with me. You may not assume that you have met a deadline by sending work electronically. I require a printed hard copy of all work. Email: Use email for short communications only, please. If you requested and did not receive a reply within one week, resend your message because I did not receive it. Academic Dishonesty and Plagiarism: All UA students are responsible for upholding the Code of Academic Integrity, available through the office of the Dean of Students. Student Code of Conduct: All UA students are responsible for upholding the Student Code of Conduct. The Code is based on the assumption that the educational process is ideally conducted in an environment that encourages reasoned discourse, intellectual honesty, openness to constructive change and respect for the rights of individuals. Accommodations: If you anticipate accessibility issues related to the format or requirements of the course, please meet with me to discuss ways to ensure your full participation. If you determine that formal, disability-related accommodations are necessary, you must be registered with Disability Resources (621-3268; drc.arizona.edu). Please notify me of your eligibility for reasonable accommodations. Class Etiquette: Cell phone and other electronic devices may not be used in class. Exception: note-taking equipment. Textingno matter how discreteis not a class activity. If I see or learn of anyone texting during class, I will immediately initiate a reading quiz. Please plan on staying in class for the whole class period unless it is urgent for you to leave or you have made arrangements with me ahead of time. Tardiness and leaving early will factor into your 150 minutes of permissible absence. If you must have a private conversation with a colleague during class time, do not distract the rest of us. Take it to a coffee shop. The Writing Center offers free, individualized tutoring for UA undergraduate and graduate students. At the Writing Center, a trained peer consultant will work with you on anything you are writing at any stage in the writing process. Both 30-minute appointments and drop-in sessions are available. If you want to visit; more information is available at http://www.studentaffairs.arizona.edu/thinktank/. The Writing Skills Improvement Program (WSIP) also offers free professional writing assistance to students in any course or discipline. For more information, call 621-5849, visit their office at 1201 E. Helen Street, or their website at: http://wsip.web.arizona.edu. 2

ENGLISH 362.001 RHETORICAL TRADITIONS: AN ARCHIVE OF RHETORIC SCHEDULE OF READINGS, SPRING 2011 WEEK 1: JANUARY 12: (no classPresident Obama Memorial Service for victims of tragic Tucson shooting) WEEK 2: JANUARY 17 (no classMartin Luther King Jr.s birthday observation) WEEK 2: JANUARY 19: Introduction to Course and Texts WEEK 3: JANUARY 24: What Can a Rhetoric Be? Readings: 1. James A. Herricks An Overview of Rhetoric, from The History and Theory of Rhetoric, page 1-31. 2. John Louis Lucaites and Celeste Michelle Condits Introduction, from Contemporary Rhetorical Theory, page 1-18. WEEK 3: JANUARY 26: An Origin Story and the Contemporary Status of Rhetoric in the Academy Readings: 1. James A. Herricks The Origins and Early History of Rhetoric, from The History and Theory of Rhetoric, page 32-56. 2. Robert Harimans Status, Marginality, and Rhetorical Theory from Contemporary Rhetorical Theory, page 35-51. WEEK 4: JANUARY 31: Rhetorics Sophistic and Platonic Beginnings Readings: 1. Isocrates Against the Sophists and Antidosis on D2L. 2. Platos Phaedrus, on D2L. WEEK 4: FEBRUARY 2: Rhetorics Sophistic and Platonic Beginnings, Continued Readings: 1. James A. Herricks Plato Versus the Sophists: Rhetoric on Trial from The History and Theory of Rhetoric, page 32-56. 2. Maureen Daly Goggin and Elenore Longs A Tincture of Philosophy, a Tincture of Hope: The Portrayal of Isocrates in Platos Phaedrus, on D2L 3. John Poulakos Toward a Sophistic Definition of Rhetoric from Contemporary Rhetorical Theory, page 25-34. WEEK 5: FEBRUARY 7: Aristotelian Rhetoric Reading: 1. Aristotles The Rhetoric of Aristotle, on D2L. WEEK 5: FEBRUARY 9: Aristotelian Rhetoric, Continued Readings: 1. James A. Herricks Aristotle on Rhetoric from The History and Theory of Rhetoric, page 77-97. 2. Thomas Farrells Practicing the Arts of Rhetoric: Tradition and Invention from Contemporary Rhetorical Theory, page 79-100. 3

WEEK 6: FEBRUARY 14: Roman Rhetorics and Ciceronian Notions Readings: 1. Barry Brummetts Classical Roman Heritage, on D2L. 2. Ciceros De Oratore, on D2L. WEEK 6: FEBRUARY 16: Roman Rhetorics and Ciceronian Notions, Continued Readings: 1. James A. Herricks Rhetoric at Rome from The History and Theory of Rhetoric, page 98-127. 2. Michael Leffs The Habitation of Rhetoric from Contemporary Rhetorical Theory, page 52-64. WEEK 7: FEBRUARY 21: Medieval and Renaissance Rhetorics Readings: 1. James A. Herricks Rhetoric in Christian Europe from The History and Theory of Rhetoric, page 128- 151. 2. St. Augustines Book Four of On Christian Doctrine, on D2L. WEEK 7: FEBRUARY 23: Medieval and Renaissance Rhetorics, Continued I Readings: 1. Christine de Pisans (also spelled Pizan) A Medieval Womans Mirror of Honor, excerpt from The Treasure of the City of Ladies on D2L. 2. Jenny R. Redferns Christine de Pisan and The Treasure of the City of Ladies: A Medieval Rhetorician and Her Rhetoric, on D2L. WEEK 8: FEBRUARY 28: Medieval and Renaissance Rhetorics, Continued II Readings: 1. James A. Herricks Rhetoric in the Renaissance from The History and Theory of Rhetoric, page 152- 180. 2. Margaret Fells Womans Speaking Justified, Proved, and Allowed by the Scriptures, on D2L. WEEK 8: MARCH 2: Enlightenment Rhetorics Readings: 1. James A. Herricks Enlightenment Rhetorics from The History and Theory of Rhetoric, page 181-203. 2. Giambattista Vicos On The Study Methods of Our Time, on D2L. WEEK 9: MARCH 7: Nineteenth-Century Rhetorics Readings: 1. Patricia Bizzell and Bruce Herzbergs Nineteenth-Century Rhetoric: Introduction, on D2L. 2. Richard Whately from Elements of Rhetoric, on D2L. 3. Eliza Leslies Miss Leslies Behaviour Book, on D2L. WEEK 9: MARCH 9: Contemporary Rhetorics Readings: 1. James A. Herricks Contemporary Rhetoric I: Arguments, Audiences, and Advocacy, from The History and Theory of Rhetoric, page 204-223. 2. Cham Perelman and Lucie Olbrechts-Tytecas from Part One of The New Rhetoric: A Treatise on Argumentation, on D2L. 3. Richard Weaver Language is Sermonic, on D2L. 4

 READING WEEK: MARCH 14 (no classSpring recess) READING WEEK: MARCH 16 (no classSpring recess) WEEK 10: MARCH 21: Perelman and Olbrechts-Tyteca Readings: 1. Thomas Goodnights A 'New Rhetoric' for a 'New Dialectic': Prolegomena to a Responsible Public Argument, on D2L. 2. Michael Leffs Perelman, ad Hominem Argument, and Rhetorical Ethos, on D2L. 3. Wendy Winn and Richard Graffs Presencing Communion in Cham Perelmans New Rhetoric, on D2L. WEEK 10: MARCH 23: Contemporary Rhetorics, Continued Readings: 1. James A. Herricks Contemporary Rhetoric II: Rhetoric as Equipment for Living, from The History and Theory of Rhetoric, page 224-246. 2. Kenneth Burkes The Philosophy of Literary Form and excerpt from A Grammar of Motives and A Rhetoric of Motives on D2L. WEEK 11: MARCH 28: Rhetorical Identification Readings: 1. David Blakesleys Dramatism and Rhetoric from The Elements of Dramatism, on D2L. 2. David Blakesleys The Resources of Terminology from The Elements of Dramatism, on D2L. 3. Barry Brummetts Burkes Representative Anecdote as a Method in Media Criticism from Contemporary Rhetorical Theory, page 479-493. WEEK 11: MARCH 30: Rogerian Rhetoric Readings: 1. Richard E. Youngs Rogerian Argument and the Context of Situation, on D2L. 2. Maxine Hairstons Carl Rogerss Alternative to Traditional Rhetoric, on D2L. 3. Lisa Edes Is Rogerian Rhetoric Really Rogerian, on D2L. WEEK 12: APRIL 4: Corderian Rhetoric (Guest Lecture by Rosanne Carlo and Jennifer Jacovitch) Readings: 1. Jim W. Corders Argument as Emergence, Rhetoric as Love, on D2L. 2. James S. Baumlins Toward a Corderian Theory of Rhetoric, on D2L WEEK 12: APRIL 6 (no classI am presenting a paper at 4Cs conference in Atlanta) WEEK 13: APRIL 11: Invitational Rhetoric Readings: 1. Sally Miller Gearharts The Womanization of Rhetoric, on D2L. 2. Sonja K. Foss and Cindy L. Griffins Beyond Persuasion: A Proposal for an Invitational Rhetoric, on D2L. 3. Nina M. Lozano-Reich and Dana L. Clouds The Uncivil Tongue: Invitational Rhetoric and the Problem of Inequality, on D2L. 5

WEEK 13: APRIL 13: Feminist Rhetorics Readings: 1. Carole Blair, Julie R. Brown, and Leslie A. Baxters Disciplining the Feminine, from Contemporary Rhetorical Theory, page 563-590. 2. Joyce Trebilcots Dyke Methods or Principles for the Discovery/Creation of the Withstanding and More Dyke Methods, on D2L. 3. Mara Lugones Playfulness, World-Traveling, and Loving Perception on D2L. WEEK 14: APRIL 18: Latina Feminisms and Bodily Rhetorics (Guest Lecture by Marissa Jurez) Readings: 1. Gloria Anzaldas How to Tame a Wild Tongue, on D2L. 2. Norma Alarcns Chicana Feminism: In the Tracks of The Native Woman, on D2L. 3. Cindy Cruzs Toward an Epistemology of the Brown Body, on D2L. 4. Cherre Moragas Theory in the Flesh and La Gera, on D2L. WEEK 14: APRIL 20: Rhetoric, Narrative, and Moral Argument Readings: 1. Walter Fishers Narrative as a Human Communication Paradigm: The Case of Public Moral Argument from Contemporary Rhetorical Theory, page 265-287. 2. Thomas S. Frentzs Rhetorical Conversation, Time, and Moral Action from Contemporary Rhetorical Theory, page 288-305. 3. Celeste Michelle Condit Crafting Virtue: The Rhetorical Construction of Public Morality from Contemporary Rhetorical Theory, page 306-325. WEEK 15: APRIL 25: Critical Rhetoric, Audience, and Identification Readings: 1. Raymie E. McKerrows Theory and Praxis from Contemporary Rhetorical Theory, page 441-463. 2. Michael Calvin McGees In Search of the People: A Rhetorical Alternative from Contemporary Rhetorical Theory, page 341-356. 3. Maurice Charlands Constitutive Rhetoric: The Case of the Peuple Qubcois, on D2L. WEEK 15: APRIL 27: Complicating Identification Readings: 1. Joshua Gunns For the Love of Rhetoric, with Continual Reference to Kenny and Dolly, on D2L. 2. Diane Davis Identification: Burke and Freud on Who You Are, on D2L. WEEK 16: MAY 2: The Character of the Rhetorical Situation Readings: 1. Lloyd F. Bitzers The Rhetorical Situation, from Contemporary Rhetorical Theory, page 217-225. 2. Richard Vatzs The Myth of the Rhetorical Situation from Contemporary Rhetorical Theory, page 218-231. 3. Barbara A. Biseckers Rethinking the Rhetorical Situation from within the Thematic of Diffrence from Contemporary Rhetorical Theory, page 232-249. WEEK 16: MAY 4: Concluding Reflections Final Term Paper Due: If you would like your term paper returned to you, submit it in a self-addressed stamped envelopemake sure to affix enough postage on the envelope. 6

Final Term Paper Assignment

Learning Objectives: Identify a significant pattern of meaning or a theme that you wish to discuss that has surfaced for you this term. Develop a clear, specific main idea, guiding thesis, or jewel center of interest that invites readers to understand the meaning of the theme as you do. Organize your essay as a progression of ideas working to give your audience an overall impression of your argument/main idea. Respond to texts we have read together and discussed together this semester. Integrate plentiful textual evidence: You must include at least five course texts and at least three secondary sources of your choice. Analyze a cluster of the texts weve read and discussed this term. Percentage of Course Grade: 40% The Texts: All previous texts we have read and discussed in the context of the course. Secondary sources, outside our classroom materials, that support the main idea you are developing. The Project/Themes: The texts that we have read for this semester are rich in possibility, as they provide many themes for exploration. You should select one such theme to focus on in your writing. Below are some themes you may wish to explore. Note: These themes listed below are from our class discussions; I recognize that this list is not an exhaustive one, though: Rhetorical idealism, transcendentalism, or romanticism versus realism and embodied material rhetorics; How is rhetoric implicated in struggles over who can speak and with what authority; How is rhetoric implicated in the maintenance of existing social hierarchies or norms of civility; What is the role of love, identification, conflict, and division in Treblicots dyke heaven and/or Platos realm of the ideal Forms of the Good; The struggles, dynamics, and limitations within dyadic and triadic attempts to listen rhetorically and/or to persuade (traditional versus Rogerian argumentation); The standard definition(s) of rhetoric (as persuasion, epideictic, invention, imagination, logic, the five canons, dialectic, enchantment of the soul, identification); Life as a narrative and conflicting or multi-perspectival narratives in the construction of generative or rhetorical ethos; The application of Burkes pentad to a movie, documentary film, video game, speech, or news event; The use of Burkean rhetorical analysis of a speech through god terms, devil terms, dialectics, merger, division; The use of empathy, listening, and Corderian argument to understand a persons narrative; Rhetoric and audience (universal/particular, expert/general, convincing/persuading, transcendent/situated, truth/contingency, philosophers/sophists; dissociation/identification); Trauma and the effects of cultural displacement on imagined or real community, belonging, and rhetorical ethos; 7

Self-discovery as a process of rhetorical development (multiple selves, third space, multiple oppressions, coalition building); How a given medium of communication (spoken, performed, written, cinematic, or digital) impacts the presentation of ideas or rhetorical identification and disidentification; Reality as not always an empirical construction (the politics of reality); Arguments against logical positivism in favor of recognizing the role values play in what one gives his or her assent to as reality or the truth; Real world advice you would give someone, who knows little about rhetoric, about what youve learned of rhetorics potential from our class discussions and from the rhetoricians weve read; Pick your top two or three rhetorical theorist-practitioners and unpack their understanding of rhetoric as a series of practical inventions arising in response to a need and shaped by ones environment; Argue in favor of the idea of moving other people to action as a teleological goal of rhetoric (see Cicero and Augustines triumvirate: teach, delight, move).

Once you have selected a theme and constructed a thesis that you think elucidates this theme for a supportive and critical audience, you will choose from the following two assignment paths: A Standard, Thesis-Driven Essay (The First Path) Path 1: This path asks you to write a straight-up analysis paper (7-10 pages). The expectations of a standard thesis-driven essay stand, only now you are constructing an argument in relation to your theme. Potential prompts: 1) Perelman and Olbrechts-Tyteca offer the model of an imagined universal audience, composed of all reasonable people. They further claim, argumentation addressed to a universal audience must convince the reader that the reasons adduced are of a compelling character, that they are self-evident, and possess an absolute and timeless validity, independent of local or historical contingencies (805). To mitigate transcendental idealism that smells too Platonic, too idealistic, Perelman and Olbrechts-Tyteca continue, Each individual, each culture has . . . its own conception of the universal audience (806). Hence, the universal audience is a device for learning what men, at different times in history, have regarded as real, true, and, objectively valid (806). One example of how the universal audience has been used is Leah Ceccarellis research on audience reception. Ceccarelli unearthed southern newspaper responses to Lincolns 1865 address, his second inaugural address, where he characterized slavery as an unmistakable evil. Unsurprisingly, Ceccarelli discovered that southern newspapers evinced a less charitable reading of Lincolns address than northern newspapers. Your task is to settle on a controversial event and then describe what audience reception of that event looks like. In other words, settle on a public controversy and list what you think different audiences regard as real, true, and objectively valid. Be sure to consider the discursive practices an audience encounters to form its identity and basic sense of self. These practices may include: attending religious services and/or political rallies; doing volunteer work; participating in sports or networks such as book clubs, labor unions, veterans organizations, universities and so forth. Remember to take into account resistant readers or audiences perspectives on the controversy. Do you think Perelman and Olbrechts-Tyteca offer a viable middle path to radical empiricism and radical relativism by situating reality, truth and objectivity? 2) Richard Whately notes that when Christianity was first preached presumption was against it. However, in a country where Christianity is the dominant religion, Christians may take the faith theyve grown accustomed to since childhood for granted. Whately argues that there is no advantage to religion having 8

 The Note Form Essay: A Creative Production (The Second Path) Several of you have asked for alternatives to the traditional thesis-driven essay. I hope this assignment answers this desire for an alternative path. Lets call this path rhetorical criticism through non-linear narrative or a note form essay. If you choose this path, your form MUST model Aneil Rallins note form essay Dreads and Open Mouths on D2L and must also be 7-10 pages in length. Rallins essay is an experientially informed method of writing. He privileges lists, disjunctive pairings, and dialogue with readers. I do the same in my essay Incandescent Fragments. There is a specific grading rubric for this path. Please refer to the grading rubric, if you choose this option. Path 2 or Producing A Creative Text: Use the OED (Oxford English Dictionary) to define one word as a focal point or jewel center of interest for your essay. You may wish to repeat one or more of the following phrases to spur yourself on during the writing process: I wanted to write about . . . I recall . . . I remember having a reason to . . . Thesis Statements or Jewel Centers of Interest (General Advice for Both Paths) A Note on Thesis: A good thesis always tries to discover something other readers missed because they glossed over it or read too quickly. Your analysis of the theme (please refer to the themes listed above) you choose should be complex, nuanced, and interesting. You want to convince readers that your interpretation is valid even if they dont agree with it. Analyze how specific elements of the texts you are working with combine to lead to your interpretation. Though you may be writing a creative piece, you are still making an argument and/or focusing on a main idea. The thesis for this essay should capture your insights on the theme you chose to explore. Please make it clear to potential readers what theme youre exploring. Yes, says Augustine, perspicuity matters! A Note on Textual Evidence: You need to include quotes and explications in your final term paper for the course. For both path one and path two, you should pick quotes judiciously as you write. This means you must avoid scattering quotes throughout the paper with little explanation or context (e.g. quote-dropping). Your paper should not read as a summary of texts but rather should be analytical. Your writing, in other words, should further your main idea and not tell your reader what the texts are about And then this happened, and then this happened is eloquent plot summary and not analysis. Avoid the eloquent plot summary pitfall. You must also cite the sources you use throughout your final term paper both in-text and on a separate Works Cited page. A Note on Personal Writing: Jim Corder writes, I want to do a scholarly sort of work in a personal sort of way. Whats out there is not just public: its also immediate and personal. History and rhetorical theory are present: they give joy, they change lives, they hurt. I want to . . . stretch out the possibilities of prose (Tribes and Displaced Persons, 281). Following Corders line of reasoning, you are invited to capture a moment or write a vignette to make a human connection with your readers about the significance of this topic to you personally. If you decide to write from personal experience, consider carefully how and why doing so serves 9

the presumption of truth because rational and deliberate conviction is preferable to apathetic acceptance. Do you agree or disagree that even in discussions of religious faith one ought to aim for rational communication about a rational world aimed at a rational audience? Specifically, what do we learn from Whately about the role of logic and argumentation in the rhetorical practices of Protestant Reformers?

your explanation of a theme. So, while your first relationship may have been a thrilling or harrowing experience for you, recounting the events of that relationship may not serve this essays larger goal. In other words, be willing to scrap a personal narrative if it is not working. Youll know if your narrative is not effective by having a least one person in our class read it before you submit your paper for a final grade. A Note on Manuscript Format: Follow MLA manuscript format instructions. You DO need a Works Cited page. Final Draft Due: In class on Wednesday, May 4th. You must provide a SASE (self-addressed, stamped envelope, with sufficient postage), if you would like your final essay returned to you with comments.

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