English 891TT, Fall 2016
Introduction to Rhetorical Theory
University of Massachusetts Amherst
INSTRUCTOR: David Fleming
CLASS MEETINGS: W 5:00 - 7:30 pm, Bartlett 131
CLASS MOODLE SITE: https://moodle.umass.edu/course/view.php?id=30122
CLASS EMAIL LIST: firstname.lastname@example.org
OFFICE: Bartlett 267
OFFICE HOURS: W 3-4 pm, Th 2:30-4:00 pm, & gladly by appt.
PHONE: 545-2972 (o)
Description | Assignments
| Calendar | Bibliography | Map
of the Aegean | Timeline | Greek
Alphabet | Rhetoric
The study of rhetoric is traditionally concerned with how messages are crafted by authors to achieve desired effects in audiences. The oldest rhetorical theories were arts of public speech, but rhetoric has also been important as a school subject devoted to eloquence more generally, including arts of written composition. Today, rhetoric is probably best known as a term of political abuse; but, in the academy, it survives in a variety of approaches for looking at the suasory functions of discourse. Whether revived or moribund, capacious or narrow, rhetoric is one of the best developed and most powerful verbal disciplines available to us.
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This course is a graduate-level introduction to that discipline. It will be divided into two parts: In the first, we’ll look at the development of ancient rhetorical theory and pedagogy in classical Greece, especially as that development can be traced in the works of Plato, Aristotle, their forerunners, and their successors. In the second part, we’ll test the usefulness of rhetorical theory in contemporary life and examine modern and postmodern developments, especially as these have grappled with the new conditions of our lives and new ways of thinking about language, education, and community.
Work in the course will include the following components:
- Reading and Discussion : Expectations for reading will be high. I will provide guidance, but most of the responsibility here will be yours. Most weeks a substantial amount of reading will be assigned, and you are asked to read assigned text(s) carefully, completely, and actively. To prepare and enrich our discussions of those readings, I ask that you help lead them: twice during the semester, each of you will be responsible for designing discussion questions about the reading(s) for that week, posing those questions in class, and helping us walk through them. I will be available for consultation regarding this task, and we will use Moodle to collaborate on it as a group. Those not leading discussion will be responsible for preparing well for it and helping conduct it, both beforehand, on Moodle, and in class. There will also be at least two class meetings when more “traditional” Moodle responses to the reading will be due.
- Midterm Paper : At mid-semester, you will turn in a 5-10 page (double-spaced) paper surveying some subset of scholarship on the history, theory, and/or pedagogy of ancient rhetorics. There are two options for this paper. In option A, you will summarize and synthesize 4-6 article-length sources treating a particular problem, issue, term, figure, or text that has arisen in our readings and/or discussions. In this option, in other words, you will identify a topic of interest to you, locate a handful of scholarly articles concerning that topic, and then summarize and synthesize them. Try to include at least one recent source, i.e., from the last decade or so. In option B, you will select a single academic journal that specializes in rhetoric (e.g., Rhetoric Society Quarterly, Rhetoric Review, Rhetorica, Philosophy and Rhetoric, Advances in the History of Rhetoric, Peitho) and then summarize and synthesize 4-6 articles from the last decade that are relevant to our class readings/discussions and of interest to you. In this option, in other words, you will identify a journal, locate a handful of recent, relevant articles from that journal that interest you, and then summarize and synthesize them. Regardless of which option you choose, you will want to gesture at some point toward a larger research project that you might undertake later in the semester. Papers will be due in class on October 26, when each of you will share some part of your project with the rest of us in a brief presentation. (This assignment shares some features with a traditional “annotated bibliography” assignment – click here for an example from the Writing Program. Click here for journals in composition-rhetoric.)
- Semester Project : As the semester progresses, you will need to develop and pursue a more substantial research project relevant to this course. The project should come out of our reading and discussion, but the type of project and motivation behind it are otherwise unrestricted. The topic should be rich and complex; and it should be something that you’re genuinely curious and excited about. The project can be historical, critical, philosophical, philological, curricular, bibliographic, or some other type; it can be a proposal for a longer project, a resource of some kind, or a conventional seminar paper. There will be opportunities to try out ideas and formulate plans for this assignment as the semester proceeds; I’m always happy to meet individually with you about it. Your work on this project will be “published” in three different forms, the first two serving as intermediate steps toward the last. back to top
- a 1-2 page (DS) written proposal turned in on Nov. 16 (week 11);
- a 4-5 page (DS) progress report turned in on Dec. 14 (week 15); and
- a final paper of c. 15-20 pp (DS) due Dec. 21, one week after our last meeting.
(Summer 2016: See this "note to students" for information about course texts, including a reading assignment for our first meeting on 9/7.)
Most of the readings in the course will come from the following texts, all available for purchase through Amazon. They are listed here in the order in which we’ll read them. At least one copy of each book has been placed on 3-day loan at W. E. B. Du Bois Library. There are many acceptable editions of the Plato texts; the version of Aristotle listed here is one, however, that I highly recommend. Note that the Havelock, Jarratt, Murphy & Wiese, Lipson & Binkley, Rickert, and Gries texts are all available as free e-books through UMass Libraries.
- Havelock, Eric A. Preface to Plato. Cambridge, MA: Harvard UP, 1963.
- Plato. Gorgias. Donald J. Zeyl, trans. Indianapolis: Hackett Publishing, 1987.
- Plato. Phaedrus. Alexander Nehemas & Paul Woodruff, trans. Indianapolis: Hackett Publishing, 1995.
- Jarratt, Susan C. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois UP, 1998.
- Aristotle. On Rhetoric: A Theory of Civic Discourse. 2nd ed. George A. Kennedy, trans. New York: Oxford UP, 2006.
- Murphy, James J., & Cleve Wiese, eds. Quintilian on the Teaching of Speaking and Writing: Translations from Books One, Two, and Ten of the “Institutio oratoria.” 2nd Edition. Carbondale: Southern Illinois UP, 2015.
- Lipson, Carol S., & Roberta A. Binkley, eds. Rhetoric Before and Beyond the Greeks. Albany: SUNY P, 2004.
- Burke, Kenneth. A Rhetoric of Motives. Berkeley: U of California P, 1969.
- Fahnestock, Jeanne. Rhetorical Style: The Uses of Language in Persuasion. New York: Oxford UP, 2011.
- Rickert, Thomas. Ambient Rhetoric: The Attunements of Rhetorical Being. Pittsburgh: U of Pittsburgh P, 2013.
- Gries, Laurie E. Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics. Logan: Utah State UP, 2015.
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||topics and assignments
||Havelock, Preface to Plato, Part I
||Plato, Gorgias and Phaedrus
||Jarratt, Rereading the Sophists
||Aristotle, On Rhetoric
||Aristotle, On Rhetoric
||Murphy & Wiese, Quintilian on the Teaching of Speaking and Writing
||Lipson & Binkley, Rhetoric Before and Beyond the Greeks
||mid-term papers due
||Burke, A Rhetoric of Motives back to top
||Fahnestock, Rhetorical Style
||Friday schedule followed; semester project proposal due
||Thanksgiving: no class
||Rickert, Ambient Rhetoric
||Gries, Still Life with Rhetoric
||last day of class; progress reports on semester projects
||semester projects due