Submission guidelines are posted to the GCC Web site: http://www.ecu.edu/cs-acad/gcc/index.cfm

1.  Course prefix and number: 2. Date:

2. 

3.  Requested action:

New Course
X / Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #
X / Required / Elective

4.  Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

X / On-campus (face to face) / X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)

5.  Justification. Identify the committee or group (e.g., Graduate faculty of the Department of English) that conducted the assessment of curriculum and student learning. Explain why the unit wishes to offer or revise the course. Include specific results from the unit assessment that led to the development or modification of the course. If applicable, cite any accrediting agency/ies and reference the specific standard/s.

After a comprehensive review of the curriculum and required courses in the PhD program along with assessment data related to the placement of graduates and the program's applicant pool, the graduate faculty involved in the PhD program determined the need for two courses in the History and Theory of Rhetoric to bring our PhD program in line with other equivalent programs and to prepare our PhD students for competitive positions in the job market. As a result of this assessment, we are revising 7615 (which currently covers 2500 years of rhetorical history and theory) in order to limit the scope of the course. The revised course will cover history and theory of rhetoric from the ancients (beginning with oral traditions of rhetoric) to the Enlightenment. This revision will provide students with more in-depth knowledge of key texts, themes, and concepts that form much of the theoretical foundation for the field of rhetoric.
The Doctoral Program Steering Committee, the Graduate Committee, and the Graduate Faculty approved this course on November 25, 2012 and December 3, 2012.

6.  Course description exactly as it should appear in the next catalog:

7615. History and Theory of Rhetoric I (3) Examination of key texts and concepts in the history of rhetoric from the ancients to the Enlightenment.

7.  If this is a course revision, briefly describe the requested change:

The course title and content will be revised in order to limit the historical coverage of this course by focusing on texts from the ancient classical traditions to the Enlightenment. The revisions consist of adding more historical texts during this time period and more secondary academic scholarship that provides the context for primary source texts.

8.  Course credit:

Lecture Hours / 3 / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain. / s.h.
Total Credit Hours / 3 / s.h.
15

9.  Anticipated annual student enrollment:

10.  Changes in degree hours of your programs:

Degree(s)/Program(s) / Changes in Degree Hours
N/A / N/A

11.  Affected degrees or academic programs, other than your programs:

Degree(s)/Program(s) / Changes in Degree Hours
N/A / N/A

12.  Overlapping or duplication with affected units or programs:

X / Not applicable
Documentation of notification to the affected academic degree programs is attached.

13.  Council for Teacher Education (CTE) approval (for courses affecting teacher education):

X / Not applicable
Applicable and CTE has given their approval.

14.  University Service-Learning Committee (USLC) approval:

X / Not applicable
Applicable and USLC has given their approval.

15.  Statements of support:

a. Staff

X / Current staff is adequate
Additional staff is needed (describe needs in the box below):

b. Facilities

X / Current facilities are adequate
Additional facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources

X / ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached

16.  Course information (see: Graduate Curriculum and Program Development Manual for instructions):

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable).

Pernot, Laurent. Rhetoric in Antiquity. Trans. W.E. Higgins. Washington D.C.: The Catholic University Press. 2005. ISBN: 97808132140780; required
Herrick, James. The History and Theory of Rhetoric. 5th ed. Boston, Pearson, 2013. ISBN: 9780205566730; required
Plus selected primary readings and articles from secondary sources.

b. Course objectives for the course (student – centered, behavioral focus)

If this is a 5000-level course that is populated by undergraduate and graduate students, there must be differentiation in the learning objectives expected.

Upon completion of this course, students will be able to:
1.  Analyze the audiences and components of the three genres of rhetoric (forensic, deliberative, epideictic).
2.  Assess the relations between the oral traditions of the presocratics and the genre of epideictic.
3.  Compare and contrast a platonistic argument from one based on sophistic principles.
4.  Demonstrate Aristotle’s distinction among rhetoric, dialectic, and logic and explain the significance of these distinctions.
5.  Evaluate the components of the ancient rhetorical curriculum (the Progymnasmata) and articulate the primary aims of the curriculum.
6.  Describe the five canons of rhetoric (invention, disposition, memory, style, and delivery) and explain the relationship among the canons.
7.  Discuss the relation between ethics and rhetoric.
8.  Explain the transformation of rhetoric with the rise of scientific discourse.
9.  Develop a research project that applies rhetorical concepts from the readings.

c. Course topic outline

The list of topics should reflect the stated objectives.

Sample Units
Unit 1: Introduction
·  Herrick: Chapter 1: An Overview of Rhetoric
·  Pernot: Chapter 1: Rhetoric Before Rhetoric
Unit 2: Oral Traditions and Epideictic genres
·  Swearingen, “From Song to Speech,” Rhetoric Before and Beyond the Greeks. Ed. Carol Lipson et al. Albany, NY: State Univ. of New York P., 2004. 213-225
·  Havelock, Eric, “Orality and Literacy, An Overview.” Language & Communication 9.2/3 (1989): 87-98. (Joyner databases)
·  Hesiod, Works & Days
Unit 3: Sophistic Rhetoric & Deliberative & Forensic Genres
·  Herrick, Chapter 2
·  Pernot, Chapter 2 & 3
·  Excerpt from Isocrates, “Against the Sophists.” & “Antidosis,” 72-79. (pdf)
·  Gorgia, “Encomium to Helen”
·  Jarratt, Susan & Rory Ong. “Aspasia: Rhetoric, Gender, and Colonial Ideology.” Reclaiming Rhetorica: Women in the Rhetorical Tradition. Ed. Andrea Lunsford. Pittsburgh: U. of Pittsburgh P., 1995.
Unit 4: Platonist Rhetoric, Memory and Mimesis
·  Herrick, Chapter 3: “Plato Versus the Sophists: Rhetoric on Trial.”
·  Pernot, Chapter 3: “The Athenian Movement”
·  Plato, The Republic; Gorgias
·  Yamagata, N. “Plato, Memory & Performance,” Oral Tradition 20.1 (2005): 111-129.
Unit 5: Rhetoric, Dialectic and Invention
·  Herrick, Chapter 4: “Aristotelian Rhetoric,”77-84.
·  Aristotle, except from “Rhetoric”
·  Perelman, Chaim, “Rhetoric & Dialectic”
·  Yameng, Lu. “Invention & Inventiveness: A Postmodern Redaction.” Perspectives on Rhetorical Invention. Eds. Janice Lauer & Janet Atwill. Knoxville, U. of Tenn. P., 53-68.
Unit 6: Classical Pedagogy in the Hellenic World
·  Pernot, Chapters 4 & 5: “The Hellenistic Globalization” & “The Roman Way”
·  Quintilian, excerpts from Institutio Oratorio
·  Cicero, “excerpts from “De Inventione”
·  Fleming, “The very Idea of the Progymnasmata.” Rhetoric Review 22.2 (2003): 105-20.
Unit 7: Style, Delivery, & Literary Discourse
·  Pernot, Chapter 6: “Innovation in the Tradition”
·  Longinus, excepts from “On the Sublime”
·  Hermogenes, “On the Forms of Style”
·  Augustine, Bk 4, “De Doctrina”
Unit 8: Medieval Rhetoric
·  Herrick, Chapter 6: “Rhetoric in Christian Europe”
·  Geoffrey of Vinsauf, “Poetria Nova”
·  Woods, Marjorie Curry, “The Teaching of Writing in Medieval Europe”
·  Catherine of Siena, excerpts from her letters
Unit 9: Enlightenment Rhetorics and the Rise of Science
·  Herrick, Chapters 7 & 8
·  Locke, John, Essay Concerning Human Understanding
·  Campbell, George, Philosophy of Rhetoric
·  Sheridan, Thomas, A Course of Lectures on Elocution
·  Blair, Hugh, Lectures on Belles Lectures
·  Smith, Adam, Lectures on Rhetoric and Belles Lectures

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

Assignments
Annotated Bibliography & Proposal 30%
Major Paper 40%
Leading class discussion (2 @ 10% each) 20%
Blackboard Posts & Class discussion 10%
Grading Scale
A = 90 – 100
B = 80 – 89
C = 70 – 79
F = below 70
The final project grade will be composed of both the written and class presentation of your project.

Approved by GCC April 2012; posted summer of 2012