Instruction will primarily be lecture and discussion format, with group work, peer editing, and student presentations based on readings and their research. Some instructors and students may include viewing and analyzing recorded meetings or interviews.
Instructors will give students a representative sample of current theories of critical discourse analysis, rhetorical genre analysis, and pragmatics analysis, as well as case study readings focused on enduring struggles between marginal and mainstream groups. The course will cover selected key concepts from these three theoretical orientations:
Theory
Rhetorical Genre Theory
- the rhetorical situation
- the persuasive appeals
- complex audience analysis: reception theory
- identification and division
- genre theory and genre analysis
- classical and conciliatory arrangements
Critical Theory
- discourse/discursive formations
- language and identity construction
- ideology
- linguistic appropriation
- dialogism/interdiscursivity
- linguistic and symbolic capital
Pragmatics
- audience design
- background knowledge/knowledge structures
- politeness and modality (face-saving language)
- the cooperative principle
Any single version of the course will apply the three theoretical perspectives and related analytical approaches to both readings and empirical research on a salient enduring struggle.
Writing
- genre features of academic writing (summary, essay, research paper genres)
- invention and revision strategies
Speaking
- features of academic presentations
- strategies for addressing an academic audience
At the end of the course, the successful student will be able to satisfy the following learning objectives:
Reading:
- read and understand academic discourse about social, political and cultural aspects of language and conflict
- recognize and understand the basic concepts of rhetorical genre theory, critical theory, and pragmatics (theory readings)
- recognize and understand how these course concepts have been applied to analysis of enduring struggles
Analysis:
- apply course concepts to the analysis of empirical data gathered on one salient enduring struggle
- apply course concepts to the analysis of discourse and primary texts/genres deployed in one salient enduring struggle
Research:
- collect data by interviewing research informants involved in the public debate of an enduring struggle
- collect data by observing and recording a public meeting, debate, or hearing on an enduring struggle
- develop relevant categories for interpreting empirical data (thematic/qualitative and quantitative)
Writing
- write, draft, and revise coherent essay summaries of course readings
- write, draft and revise a term paper on a major course concept based on relevant readings
- write, draft and revise a unified and coherent academic research paper that combines readings with empirical research
- provide constructive criteria-based peer feedback on drafts of classmates鈥 writing assignments
Speaking
- prepare a five-minute oral presentation of a research project
- deliver (extemporaneously) an uninterrupted, five minute oral presentation that conveys information and interest
Evaluation will be based on course objectives and will be carried out in accordance with 黑料吃瓜网曝一区二区 policy. Ninety-five percent of students鈥 evaluation will be based on written work on which students receive feedback and instruction on their writing.
A sample of how assignments might be structured follows below:
- 2 summaries of course readings (2 x 10%)
- 1 critical summary based on two course readings (15%)
- Term paper on a major course concept (20%)
- Research paper: analysis of the genres, speech, and discourses that constitute one enduring struggle (35%)
- Oral presentation (10%)
Exact means of assessment and their percentages for course grade will be specified in the instructor鈥檚 course outline.
Writing Competency Bar: A student must achieve a grade of C- or better (on first submission) on both the term paper and research paper in order to achieve a grade of better than P for the course.
Textbooks and Materials to be Purchased by Students
The course material will introduce students to primary sources by key theorists. Course materials will include instructor-designed course packages composed of theoretical and research-oriented readings.
The following list is an example of potential selections for one reading package for a version of the course on the struggle for the environment::
Edward Corbett: (1971) 鈥淎 Brief Explanation of Classical Rhetoric,鈥 Classical Rhetoric for the Modern Student
Richard Coe: (1990) 鈥淧ersuasion鈥 and 鈥淎rgument,鈥 Process, Form, and Substance
Kenneth Burke: (1969) 鈥淚dentification鈥 and 鈥淚dentification and Consubstantiality,鈥 A Rhetoric of Motives
Lloyd Bitzer: (1980) 鈥淭he Communication Function,鈥 Rhetoric in Transition (Ed. E.E. White)
Carolyn Miller: (1994) 鈥淩hetorical Community: The Cultural Basis of Genre,鈥 Genre and the New Rhetoric
Amy Devitt, Mary Jo Reiff, and Anis Bawarshi: (2004) 鈥淯sing Genres to read Scenes of Writing,鈥 Scenes of Writing: Strategies for Composing with Genres
Catherine Schryer: (1994) 鈥淭he Lab vs. the Clinic: Sites of Competing Genres,鈥 Genre and the New Rhetoric
Aviva Freedman: (2006) 鈥淧ushing the Envelope: Expanding the Model of RGS Theory,鈥 Rhetorical Genre Studies and Beyond
Janet Giltrow: (2002) 鈥淢eta-Genre,鈥 The Rhetoric and Ideology of Genre
Green: (1989) 鈥淲hat is Pragmatics?鈥 Pragmatics and Natural Language Understanding
Clark: (1992) 鈥淎udience Design in Language Use: Chapters 7, 8, 9,鈥 Arenas of Language
Holland and Lave: (2001) 鈥淗istory in Person: An Introduction,鈥 History in Person: Enduring Struggles, Contentious Practices, Intimate Identities
Foucault: (1972) 鈥淭he Discourse on Language,鈥 Appendix to The Archaeology of Knowledge
Bourdieu: (1991) 鈥 Description and Prescription,鈥 Language and Symbolic Power
Case studies selected from the following:
James Cantrill (1996): 鈥淕old, Yellowstone, and the Search for a Rhetorical Identity.鈥 Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Craig Waddell (1996): 鈥淪aving the Great Lakes: Public Participation in Environmental Policy.鈥 Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Zita Ingham (1996): 鈥淟andscape, Drama and Dissensus: The Rhetorical Education of Red Lodge, Montana.鈥 Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Gregg Walker (2004: 鈥淭he Roadless Areas Initiative as National Policy: Is Public Participation an Oxymoron?鈥 Communication and Public Participation in Environmental Decision Making (Depoe, Delicath, Aepli Elsenbeer)
Steve Schwarze (2004): 鈥淧ublic Participation and (Failed) Legitimation: The Case of Forest Service Rhetorics in the Boundary Waters Canoe Area.鈥 Communication and Public Participation in Environmental Decision Making (Depoe, Delicath, Aepli Elsenbeer)
ENGL 1130 and one first-year course from the following list: Criminology, History, Humanities, Philosophy, and Political Science;
OR
Other courses with instructor permission.