Академический Документы
Профессиональный Документы
Культура Документы
**All other readings are available under the “Readings” section of the course’s
Blackboard. YOU MUST have access to this space; I suggest printing readings
to aid in class discussion
Other Materials:
Money on your Pioneer Card to for printing of articles, papers, etc.
A laptop with a connection to DU Wireless, to bring to class everyday
Course Work: Reading critically, writing well, and learning overall takes
practice, hard work, and exploration of ideas that, sometimes, don’t just come
from you. This class will be run as a seminar, meaning that we will seek to
create an intellectual community as a class, not only as individuals. Sure, you’ll
read, write, and think on your own, but as a seminar, it is vital that the class be
based on class discussion, the sharing and debating of ideas, and the sharing
of knowledge and insight. You’ll also be asked to examine political rhetoric as a
scholar, NOT as an ideologue. You’ll learn ancient rhetoric so that these
principals can become tools of critical reading and writing to actively examine:
rhetorical messages in many mediums, elements of persuasion, argumentation,
use of evidence and proof, and how the history of such messages is ubiquitous
in your social/political world. Generally speaking, we’ll spend our class time
discussing readings, writing in class, listening to and talking about student
presentations, sharing the writing done in our major assignments, or applying a
particular rhetorical principal we’ve learned. In short, you will be responsible in
learning what constitutes productive academic discussions and how to become
critical readers and writers. To do this, you must always come prepared to
class by reading, finishing writing assignments or drafts, and be prepared to
offer your thoughts or ask questions.
Reading: This class will have a heavy reading component. Any assigned
reading will become the topic for discussion and analysis. It is not only
expected that you come to class having read, but that you understand how
essential these readings will be in helping you as you write and revise your own
work for the course. You must decide how to budget your time in completing all
the required reading for the class. It is not a good idea to wait until the night
before to read for class. You will not comprehend what’s being read, and
therefore won’t be prepared for discussion or other class activities. Generally
speaking, we’ll have two types of readings: 1) Readings from our textbook,
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Ancient Rhetorics for Contemporary Students. This book will give you basic
instruction on ancient rhetoric, which we will use as a method of analysis,
means of delivery, and ways to understand argument and persuasion. 2)
“Contemporary” readings. These readings will be contemporary to the
particular historical moments we’re analyzing.
One goal of this class is to train students to become critical readers of all kinds
of texts (print-based, visual, auditory, etc.). At times these readings will be
online in either textual or visual form. Most often, .pdf copies of the readings
are available on the “Readings” section of Blackboard. If, you cannot access
the readings, EMAIL ME so we can work out a way to get them to you.
Writing/Major Projects: There will be two major projects for the course that
ask for application of classical rhetoric to topics covered, and a collaboratively
written proposal and final paper/presentation. These projects will be evaluated
on the effectiveness of your interpretations/arguments, your use of evidence,
appropriateness to chosen audiences, and the effectiveness of your rhetorical
choices (including prose). You will be expected to provide high levels of
thinking in all assignments, and to produce quality written and/or multimodal
products. In addition, you will also be expected to become familiar with
processes of revision and use critical analysis to improve your arguments. I
expect each student to provide substantive feedback to their peers on all
projects, and to meet with me at least twice during the quarter to discuss their
writing (see “Conferences” below). Working collaboratively on a final project
that requires both written and visual forms will ask you to think more largely
about revision, delivery, and developing ideas. In all of these projects, you will
be encouraged to think, write, and compose in mediums beyond traditional
writing assignments (visual, auditory, etc.); simply discuss with me what you
have in mind and we’ll brainstorm some alternative methods of presentation
for your arguments. The focus for all assignments, though, will be on becoming
rhetorically effective and on meeting course goals.
Discussion Assignment: Once during the quarter and with a partner, you’ll
be asked to pick an event or moment from the current news as it relates to
how “change” is argued for, and critically analyze the rhetorical messages
given in that event in terms of one rhetorical canon or principal we have
analyzed during the quarter. (i.e. How is ethos used to argue for change? Or,
how does the argued change use kairos? Or commonplaces?) In one, single-
spaced page (or the equivalent in other modes), identify the news event you’re
discussing, summarize what you believe important in that event, and then
analyze the message given in terms of your chosen rhetorical concept or term.
Post this analysis to the class’s discussion forum on Blackboard, and be
prepared to: 1) offer a brief presentation on what you wrote, and 2) offer the
class some questions that might lead discussion on the event you’ve chosen.
Conferences: Twice, and on days you decide, you will be asked to conference
with me concerning a project before it gets turned in for a grade. You may do
choose to do this by submitting a draft of your project to me at least 48 hours
beforehand, or you may set up a time to meet during office hours. You may
also set up a conference to discuss an assignment you’ve already completed
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and received a grade on, one you might choose to revise for a different grade,
but you must meet with me to be allowed to do this.
Grading:
Class Participation (includes Discussion Assignment): 20%
Paper One: 25%
Paper Two: 25%
Final Group Projects (Paper + Presentation): 30%
Policies:
Writing Guidelines:
1. All papers must be typewritten and double spaced on a computer or word
processor. No hand-written papers will be accepted.
2. Following the Modern Language Association, margins will be of the
standard size: 1” from the top and bottom of the page and 1” from
the left and right margins. Times New Roman size twelve font will be
used (no others).
3. Starting on the second page, pages should be numbered in the upper,
right margin.
4. The upper, left-hand corner of the first page should look as such:
Your name
FSEM 1111-60
Jeff Ludwig
Assignment and Draft #
Due date
5. Skip one line and place your title in the center of the first page. Do not
underline or put the title in quotation marks. Do not bother with cover
pages.
6. We also follow MLA for citation format. Consult any handbook for general
guidelines, and http://www.mla.org for further information.
7. Cover Sheets: Before every scheduled peer workshop or teacher
conference, attach a Cover Sheet to guide reader response. Include brief
explanations of the following:
Purpose:
Possible Audience:
Look for this as you read:
What I need your help with:
effect on both learning and your grade. In the event of excessive absences
(20% of class meetings or more), you should consider dropping the course and
re-enrolling at another time. Missing 20% of the classes will affect your
grade (except in the case of University sanctioned events), and may cause you
to fail the course. If you miss class, you are personally responsible for learning
about any missed material or assignments, either from classmates or from the
course website.
Late Work: Assignments are due when they are due. (See the Course
Schedule.) Late work will be accepted only at my discretion, and often only if
you have communicated with me in advance of any possible delayed work. You
may, however, expect to receive one or more of the following: a lowered grade,
delayed instructor response, or no credit. In-class work and class participation
cannot be made up.
“Weak” engagement means that the student comes to class but that either
he or she does not seem prepared or that his or her presence detracts from
the quality of class experience for others. The student consistently and
deliberately disengages from classroom activities and discussion. This
disengagement may take the form of sleeping, reading a paper, talking or
texting on a cell phone, or surfing the Internet while others in the class
discuss or work in small groups or as an entire class.
Schedule:
This is a preliminary schedule for you to get a feel for how class will be
structured, what texts we’ll be analyzing, and our goals for each particular
week. A more detailed Course Schedule will be posted and updated on the
class’s Blackboard, under “Course Schedule.” Check there (OFTEN) for
updates and homework.
November 8th: Chancellor’s Dinner, 6pm, Gottesfeld Room, Ritchie Center, 4th
floor