Course Syllabus

Instructor:  Dr. Julia Voss Contact Info:  jvoss@scu.edu or via Slack DM

Class Meeting Times: TR 10:20-12:00 Location:  St. Joseph Hall 309

Office Hours:  W 3:30-4:30 & R 12:15-1:15 Location:  St. Joseph Hall 203

Course Description and Goals: Rhetorical Interventions in Public Life

Most of us are familiar from academic contexts with the rhetorical principles of ethos, pathos, and logos, and the idea appealing to an audience. Or--when we consider the wider world of public and civic life--we associate rhetoric either with moving political speeches or with persuasive sleight of hand designed to mislead. Although these ideas and techniques--rooted in classical Greek rhetoric--certainly exist, they exclude some of the most omnipresent, diverse, and varied examples of rhetoric throughout history and surrounding us in the world today. This course explores different ways of defining and practicing rhetoric, looking at voice, space, performance, agency, materiality and other factors, as well as familiar persuasive texts like speeches, drawn from different time periods and rhetorical traditions. The goal of this course is to encourage you to recognize and shape rhetoric in your own life, honing your critical perspective on rhetoric in the world around you and guiding your formation as a rhetorical agent. This focus on rhetoric meshes well with ENGL 20's status as an Advanced Writing course: the questions about rhetorical techniques, audience, purpose, exigency, and agency that make up the subject matter of this class will guide your work on the course's major assignments, for which assigned readings and in-class sample texts will serve as models. 

Rhetoric Learning Objectives

1. Learn about rhetors and rhetorical traditions from across time/region/culture, and the articulate the (dis)connections between them.
2. Identify, contextualize, and interpret rhetoric operating in contemporary public life. 
3. Use rhetorical strategies and knowledge to intervene in contemporary life. 

Advanced Writing Learning Objectives

1. Read and write with a critical point of view that displays depth of thought and is mindful of the rhetorical situation of a specific discipline. (supports learning goals of: Critical Thinking, Complexity, Communication)
2. Compose texts that demonstrate intellectual and creative rigor, engagement, and clear purpose (supports learning goals of: Critical Thinking, Complexity, Communication)
3. Independently locate, deliberately select, and appropriately use and cite evidence that is ample, credible, and smoothly integrated into an intellectually honest text appropriate for a particular discourse community (supports learning goals of: Complexity, Communication, Information Literacy.
4. Demonstrate an understanding of their writing processes as modes of learning and intentionally manipulate those processes in response to diverse learning tasks (supports learning goals of: Critical Thinking, Complexity, Intentional Learning)

Course Materials

• All readings available on Camino. Bring to class print or digital copies the reading, writing, etc materials being discussed or worked on that day
• Slack account with access to engl20: Intro to Rhetoric workspace
• Eli Review account for drafting, getting feedback, and revising major course assignments
• Purdue OWL Research & Citation Resources

Course Components & Grade Breakdown

2 Rhetorical Artifact Analyses --15% each (30% total)

Select a contemporary figure, event, or other concrete case represented in a specific artifact to analyze in using the rhetorical theories we've learned about during weeks 1-4 and weeks 5-7. You'll write these for the rhetorically-engaged audiences of Present Tense and Harlot: A Revealing Look at the Arts of Persuasion, whose readers look for short-form, in-depth rhetorical analysis of current events and culture. Selected course readings (especially from these publications) will serve as models to guide selection of cases, organization of text, and style/design of writing.  

Supports Rhetoric learning objectives 1, 2
Supports Advanced Writing learning objectives  1, 2, 3, 4

Rhetorical Intervention Project -- 20%

2 options: 

1. Based on our readings, develop an original theory of rhetoric (using Yergeau, Alexis, Lacey, Nicotra, and/or Brown & Rivers as models) that draws on the sources of rhetorical knowledge we've studied (traditions, experiences, texts) and synthesizes these with existing models to describe the characteristics of this rhetorical practice, articulate its origin and relationship to other forms of rhetoric (including sources outside our course readings), and discuss its impact on the world
2. Reclaim a rhetorical figure/movement touched on in our readings that isn't well known to the public, or that is misrepresented (for example, on Wikipedia), using Royster's work with Wells and/or Abraham's work with Salaita as examples. Using the coverage of this person/movement in our course readings as a jumping off point, research their life and work in order to write a robust entry on them that foregrounds their work as a rhetorician/contributions to rhetoric. Figures/movements not covered in class readings are also possible -- please consult with me about this option!

Project focuses on

• explanation of the gap, misconception, or problem created by the current state of rhetorical theory in this area (citing both class readings and independent research)
• clear explanation of what constitutes this rhetoric, including examples drawn from your own experience, popular culture/current events, historical texts, etc as appropriate
• connection of your original rhetorical theory or figure/movement to rhetorical theory and/or history to show how it fills this gap (citing both class readings and independent research)
• encouragement of lively discussion of your ideas-in-progress by peers (via deliberate questions, delivery techniques, etc)

Project will include a Proposal, annotated bibliography (for instructor feedback), presentation (for peer & instructor feedback), and draft (for instructor feedback) leading up to the final draft, which will be submitted as part of the Final Portfolio.

Supports Rhetoric learning objectives 1, 2, 3
Supports Advanced Writing learning objectives  1, 2, 3, 4

Portfolio -- 30%

Create a final portfolio of your work for this class, including your final learning reflection on your development as a writer and rhetorician/rhetorical thinker. The portfolio will include revised versions of your 2 Rhetorical Artifact Analysis projects, and the final written version of your Rhetorical Intervention Project (informed by the feedback you receive on it from me and your peers).

Supports Rhetoric learning objectives 2, 3
Supports Advanced Writing learning objectives  2, 4

Learning Goals -- 5%

To take an active role in your learning in this class, you'll set goals for your own learning about rhetoric as a topic and writing as a practice at the beginning of the course. You'll check in on your progress toward these goals twice throughout the quarter to note your progress and/or make any changes based on your growing knowledge as the term progresses. 

Supports Advanced Writing learning objective 4

Participation & Engagement -- 15%

This is an active learning course where you learn by doing (talking, reading, writing, commenting, etc), not by lecturing. To understand, apply, and speak back to our course readings in preparation for assignments, this course includes a variety of participation channels: 

• Slack Posting/Homework:
  • Most class days (unless otherwise noted),  you'll post a response on the #readings-discussion channel. These posts are due by 8am on the day that reading will be discussed in class. In addition to creating some accountability for daily readings, we'll also use these posts as jumping off points for in-class activities.
  • On some days I'll also ask you to post examples of rhetoric in action before class in the #artifacts channel. These posts will be due before class on the assigned day. 
  • Participation rate expectation: 75%, i.e. you're accountable for completing pre-homework Slack posts for MOST (3/4) of the class meetings where they're assigned (UPDATED 1/16/2020)
• In-Class Contributions & Engagement:
  • Class meetings will be spent discussing readings in large and small groups, applying theories to sample artifacts in writing and spoken format, reading/listening/watching sample rhetorical performances, and giving feedback on each other's work in progress.
  • Each day that we discuss rhetorical theory readings, we'll conclude by adding that day's ideas to our on-going record of our study of rhetoric in the #defining-rhetoric Slack channel. The focus here will be on comparison and synthesis: how do the ideas encountered in today's readings and activities relate to prior ideas, seeking to identify how new ideas agree with, extend, and/or disagree with ideas previously discussed. 
  • I recognize that participation and engagement look different for different people: not everyone jumps to speak in each class discussion, or enjoys the parry and thrust of debate. Participation and engagement also includes: taking thorough notes that will inform our daily wrap-ups of the rhetorical theory we've engaged with, writing and/or sharing in class Slack posts written either outside or inside class, offering generative examples or cases to examine, doing real-time online research to add information to a discussing happening in real time in class, assisting a classmate, and other activities.
  • So that evaluation of in-class contributions and engagement is fair and transparent, you'll fill out a VERY SHORT (2-3 minute) self-report on your participation and engagement following each class period using this form. Forms are due at the end of the day for each class meeting, and are your responsibility to complete. 
  • Participation rate expectation: 75%, i.e. you're accountable for participating in some constructive way during MOST (3/4) class meetings (UPDATED 1/16/2020)
• Peer Feedback: 
  • As a writing-intensive class, you'll regularly provide feedback on classmates' work in progress.
  • We'll use the Eli Review platform to compose assignments and conduct peer review, which provides tools for making peer review more specific, rigorous, and reliable and documents the kind of feedback given/received and its impact on the final written product. 
  • Participation rate expectation: 100%, i.e. you're accountable for participating in EVERY peer feedback exercise (UPDATED 1/16/2020)

Supports Rhetoric learning objectives 1, 2,
Supports Advanced Writing learning objective 4  

Grading

Projects will be graded using rubrics to calculate percentages (rounded to the nearest whole number) and converted into letter grades, following SCU standard grade conversions:

Resources

Office Hours: To delve deeper into topics we discuss in class, prepare for assignments, get additional feedback on drafts, check your progress in the course, or anything else related to this class or your SCU experience, I strongly recommend that you meet with me outside of class, either during office hours or by scheduling a time to meet. This is a valuable way to get the most out of English 20, prepare effectively for assignments, and benefit from the mentoring opportunities provided by SCU's focus on student learning. 

HUB Writing Center: In addition to developmental activities, peer review workshops, and instructor feedback that are part of this course, SCU's HUB Writing Center offers additional support for writing assignments, including the ones in English 20. I encourage you to use their services, which follow the model of peer review and feedback used for in-class writing workshops and instructor conferences.

Accessibility: Everyone is entitled to equal access to learning resources in this class. Please discuss your needs with me face-to-face or electronically so that I can arrange accommodations. I am also happy to work with the the Office of Disabilities Resources to ensure your success in this class. Students who are pregnant or parenting are also entitled to accommodations--please discuss your needs with me in person or electronically.

Cowell Center: To support SCU students' mental and physical health, the Cowell Center provides on-campus medical and psychological services. If you're facing health issues, having trouble managing workload or your life, etc., contact the Cowell Center to set up an appointment. 

Undocumented and Recent-generation Resources: Many members of our community—students, faculty, and staff—are either undocumented, first-generation, or are affected by these issues. SCU's LEAD Program. serves as a clearinghouse of information, resources, and advising on issues relating to documentation.

Discrimination and Sexual Misconduct (Title IX): Santa Clara University upholds a zero-tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic/dating violence, or stalking, I encourage you to tell someone promptly. For more information, please consult the University’s Gender-Based Discrimination and Sexual Misconduct Policy at http://bit.ly/2ce1hBb. or contact the University's EEO and Title IX Coordinator, Belinda Guthrie, at 408-554-3043/bguthrie@scu.edu. Reports may also be submitted online through the Office of Student Life https://www.scu.edu/osl/report/. or anonymously through EthicsPoint https://www.scu.edu/hr/quick-links/ethicspoint/.

Course Policies

Attendance and Tardiness: Because this course involves in-class discussion, composing, and engagement, attendance is crucial. Please let me know if you must miss class for any reason, especially if circumstances arise that require missing multiple classes. If absences affect submitting course work on time, you are responsible for discussing this with me.

Deadlines and Late Work: 

• Due dates are listed on the course schedule, and in the assignment prompts. Depending on circumstances (our progress as a class, school closure, etc), deadlines may be adjusted: if this happens, you will receive ample notice in person and/or via email and Slack post (see #announcements channel), and dates will be adjusted on the course schedule and in assignment prompts. 
• To turn in late work, you must have valid documented excuse (illness, university-sponsored travel, religious observation) AND have made prior arrangements with me. Please talk to me about any circumstances that may causes extended absences and/or difficulties with deadlines.

Classroom Conduct: Always show respect for one another. SCU is a place where ideas are shared, debated, and sometimes argued over. You must be prepared for ideas or values that are very different from your own. Rude or offensive language or behavior will not be tolerated. 

Digital Devices: We'll use devices in-class for activities and to offer an electronic backchannel/repository of resources to compliment what's communicated orally in class. Having devices at your disposal, however, makes you responsible for managing your attention and using those devices productively to engage in class activities by contributing useful information, sharing ideas with the class, offering communal resources, etc. Out of respect for your classmates, your own learning, and me, please refrain from using devices to distract from our work together. 

Academic Integrity: From the SCU Undergraduate Bulletin: “The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of a dishonest act in an examination, paper, or other work required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of “F” for the course.” The bottom line is that the work you turn in must be your own. Passing off someone else's ideas or writing as your own is unethical and unacceptable. It's also often illegal, constituting fraud and/or  theft of intellectual property. 

Assignment Submission: Unless otherwise specified, you will siubmit work in progress to Eli Review and final assignments to Camino. I will return final assignments via Camino with grades and or feedback. Some assignments will have other submission instructions, which will be detailed on the course schedule and/or in assignment prompts. Notes on submission methods: 

• • • To get the most out of Eli Review, compose or copy your writing into the platform itself, do not upload files. 
    • Camino cannot read some file formats, particularly .pages files. Submit final drafts to Camino in .doc, .docx, or .pdf format, or as a Google Doc.

Mandatory Reporting Disclosure: While I want you to feel comfortable coming to me with issues you may be struggling with or concerns you may be having, please be aware that there are some reporting requirements that are part of my job at Santa Clara University. For example, if you inform me of an issue of harassment, sexual violence, or discrimination, I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s EEO and Title IX Coordinator. If you inform me that you are struggling with an issue that may be resulting in, or caused by, traumatic or unusual stress, I will likely inform the campus Student Care Team (SCU CARE).

To request assistance directly from the Student Care Team, contact them at www.scu.edu/osl/report. To the Office of EEO and Title IX directly, they can be reached at 408-554-3043/bguthrie@scu.edu. Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.com. Additionally, you can report incidents or complaints to Campus Safety Services and local law enforcement. For confidential support, contact the Counseling and Psychological Services office (CAPS), the YWCA, or a member of the clergy.

Finally, please be aware that if, for some reason, our interaction involves a disruptive behavior, a concern about your safety or the safety of others, or potential violation of University policy, I will inform the Office of Student Life. This is to keep OSL apprised of incidents of concern, and to ensure that students can receive or stay connected to the academic support and student wellness services they need.