Maxson—RCL Syllabus—1
Rhetoric and Civic Life (CAS 137H)
Section # 006
Mon, Wed: 1:25-2:15pm 318 Sackett Building
Fri: 1:25-2:15pm 001 Sparks Building
Fall 2015
Instructor: J. David MaxsonE-mail:
Office: 316 Sparks Bldg (Cube 4F)Office Hours: Mon & Wed. 2:30-3:30pm
Course Website: sites.psu.edu/rclmaxson
Course Description
Rhetoric and Civic Life (RCL) is a year-longhonors course offering comprehensive training in oral, written, visual, and digital communication for the twenty-first century. It unites these various modes under the flexible art of rhetoric and uses rhetoric both to strengthen communication skills and to sharpen awareness of the challenges and advantages presented by oral, written, visual, and digital modes.
RCL I focuses particularly on two critical academic capacities: analyzingand contextualizing.In this semester,studentslearn to rigorously examine the rhetoric surrounding them, compellingly present their findings in various modes, and thoughtfully contextualize their research.
Course Material
Rhetoric and Civic Life, Second Custom Edition for Penn State.Crowley and Hawhee.Custom textbook. ISBN: 9781269958486
The Boom: How Fracking Ignited the American Energy Revolution and Changed the World, by Russell Gold. ISBN: 9781451692297
Office Hours
Office hours are available during scheduled time and by appointment via email.
Major Assignments
The major assignments for Rhetoric and Civic Life I are:
Unit One: 25% of Final Grade
•Civic Artifact Speech (12.5% of final grade)
•Rhetorical Analysis Essay (12.5% of final grade)
Unit Two: 30% of Final Grade
•RCL TED Talk (15% of final grade)
•Paradigm Shift Paper (15% of final grade)
Unit Three: 20% of Final Grade
•History of a Public Controversy Project (20% of final grade)
Attendance, Participation and Blogging: 25% of final grade
•Passion and RCL Blogs (17% of final grade)
•“Elevator” Pitches (3 % of final grade)
•Participation and Attendance (5% of final grade)
Grading Scale
A = 95 to 100, A- = 90 to 94.99, B+ = 87 to 89.99, B = 83 to 86.99 B- = 80 to 82.99, C+ = 77 to 79.99, C = 70 to 76.99. D = 60 to 69.99, F = 59.99 and below.
Note: The Penn State grading scale does not allow the option of awarding grades of C-, D+ or D- grades. This grading scale is recommended by the Penn State College of Liberal Arts. Instructors are not required to “round up” according to this scale.
Participation
Participation in this class is strongly encouraged, which is why it counts for 5% of the final grade (see below). Participation has several dimensions, not the least of which is presence in class. This doesn’t simply mean bodily presence but actual attunement to the class discussion. Engaged, vocal contributions (questions, discussion points, etc.) are considered central to the success of the class. Also valuable is recognizing when it’s time for other students to contribute. There will be opportunities to contribute in small-group discussion. All in-class activities represent opportunities to work out ideas.
Attendance/Lateness
Attendance is required. You are permitted three absences without a grade penalty, and I do not distinguish between excused and unexcused in counting those three. More than three absences will result in a 2% deduction off your final course grade for each absence beyond the allotted three. This grade deduction will be independent of grades received on course work.
Be on time to class. Three late arrivals equal one absence. Students will bring the reading material to class on the day it is assigned or risk being counted absent for that day. Students who come to class without having completed the assigned reading or writing may be counted absent as well. Barring extenuating circumstances, a poor attendance record can affect your participation grade as well as your overall final grade.
Academic Integrity/Plagiarism
Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts (Faculty Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and will be reported to the University’s Judicial Affairs office for possible further disciplinary sanction. It is your responsibility to know what constitutes academic dishonesty. For more information on University policies, please see the following website: .We will discuss proper citation practices in class, and I welcome questions on this issue at any time before assignments are due.
Disability Support Services & Special Circumstances
The Pennsylvania State University encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities.
If you have a registered disability or any other special circumstance, please let me know about it within the first week of class. We can then devise a plan for how to approach the semester.
Statement on Nondiscrimination
The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. It is the policy of the University to maintain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, gender identity or veteran status. Discrimination or harassment against faculty, staff, or students will not be tolerated at The Pennsylvania State University.
Mobile Devices
Please silence your mobile devices before entering class. Unauthorized use of mobile devices during class will result in a deduction of points from your participation grade.
Course Resources
a resource for all sections of RCL where you can find course-wide announcements and social media feeds. There, you can also find successful RCL assignment examples from previous years.
Writing and Speaking Help
Students are encouraged to draw upon the University’s resources to develop their skills in writing and speaking. Students can consult with peer writing tutors through Penn State Learning and get help with their oral communication skills and presentations from peer mentors at the Undergraduate Speaking Center, sponsored by the Penn State College of Liberal Arts. Keep in mind that these resources are free are useful for students at all levels!
RCL Blogging Assignment
For the Fall semester of Rhetoric and Civic Life, you will create two distinct blog categories: Your Passion Blog and RCL Blog. Your weekly entry for each of your two blog categories will be due before each of the tenofficialblogging sessions. We will spend some time in each blogging session reading and responding to one another’s blog posts. Indeed, thoughtful commenting on others’ blogs will be a significant component of your final blog grade.
Blogging details at a glance:
•Two blog categories to maintain: Passion (500 words per session) and RCL (300 words per session)
•Blogging runs for a 10-session period
•Blogs are due before each Friday class session
•50% of blog grade is participation; the other 50% is reserved for the quality of blog entries and commenting.
UNIT ONE: ANALYZING RHETORIC
Assignment 1: Analysis of Civic Engagement Artifact
Select an artifact that frames the civic in a rhetorically compelling way. It could be anything from a corporate advertisement to a notice about an event or involvement opportunity happening on campus. This artifact could be contemporary or historic. Then, plan a three- to four-minute speech about the artifact based on RCL course material and discussions. For more on this assignment visit the course website.
Assignment 2: Rhetorical Analysis Essay
This four- to five-page, double-spaced essay will widen the scope of your analysisby comparing your chosen civic artifact to anotherpiecethat makes appeals (similar, different or opposing)connected to the topic. In this essay you will compare and contrast the two artifacts paying particular attention to the distinct ideologies and commonplaces that make the persuasive arguments float. For more on this assignment visit the course website.
UNIT TWO: CONDUCTING AND PRESENTING RESEARCH
Assignment 3: Paradigm Shift Research Paper
In this 7-10 page paper, your job is to identify, discuss, and analyze a “paradigm shift.” In addition to recognizing a certain kind of change and analyzing its potential meanings, you might trace the significant moments of this shift as well as discuss possible ramifications in terms of where our culture is heading and how we have come to view or value certain things. For more on this assignment visit the course website.
Assignment 4: RCL TED-style Talk
For this assignment, you will develop a 4-5 minute “TED-style” talk that draws from the research on your paradigm shift paper, which you will perform and record in the One-Button Studio in Pattee’s Media Commons with classmates in attendance. Part of this assignment will focus on the dynamic performance of the presenter and their ability to convey information in a compelling manner.
UNIT THREE: UNDERSTANDING AND PRESENTING CONTROVERSY
History of a Public Controversy Video Project
Working in small groups, students will create a 7-10-minute video that explores, depicts, and makes an argument about the history of a controversy. The objectives of this assignment are to integrate the rhetorical skills you have been developing thus far in the course, especially with regard to the variety of rhetorical modes available in a digital context. The main goal of the project is to enrich your viewers’ understanding of a controversy by presenting new information about it in a lively, compelling, and well-organized way by asking and addressing “framing questions” that give this issue enduring heft and dimension (we will discuss framing questions in class). For general requirements and visual guidelines for this project visit the course website.
Grades for this project will be influenced by self and peer evaluation of intellectual, research, technological, and interpersonal contributions.
FALL 2015 SCHEDULE
# / Date / Lecture Content / Reading and Work DueM 8/24 / Introduction to Rhetoric and Civic Life, and Introduction to Unit One
(Feat. Sarah Adams)
W 8/26 / Discuss Ch. 1 and 2 of RCL
(Feat. Kyle King) / Read Ch. 1and 2 of Rhetoric and Civic Life (RCL).
F 8/28 / Setting up Blogs
(Feat. Sarah Adams)
-Remember that class meets in 001 Sparks / Read “About Blogging” and “Unit One: Analyzing Rhetoric” tabs on course website.
M 8/31 / Re-introductions, Rhetorical Proofs, Ideology, and Commonplaces / Read Ch. 3 of RCL; bring list of 3 potential civic artifacts.
W 9/2 / Kairos and the Rhetorical Situation Effective Speech Delivery and Preparation / Read Ch. 4 of RCL
F 9/4 / Effective Speech cont., Blogging
-Remember that class meets in 001 Sparks / Read Ch. 1 The Boom
Write and post two ideas for passion blog; for RCL blog, discuss the relevance of kairos to an advertisement or civic event (300 words).
M 9/7 / NO CLASS—LABOR DAY / Read Ch. 2 The Boom
W 9/9 / 5 Canons of Rhetoric, Elevator Pitches, / Read Ch. 5 of RCL; read “elevator pitch” materials under Resources tab. Start drafting elevator pitch. Review commentary on RCL and Passion blog ideas.
F 9/11 / Rhetorical Analysis
-Remember that class meets in 001 Sparks / Read Ch. 3 The Boom
Write and post RCL and Passion blogs before class. For RCL blog, post a draft of your elevator pitch.
M 9/14 / Elevator Pitches and Class Feedback / Read Ch. 4The Boom
Review blog feedback.
W 9/16 / Elevator Pitches and Class Feedback
F 9/18 / Sample Civic Artifact Speeches, Arrangement / Read Ch. 5 The Boom
Write and post in both blogs before class. For RCL Blog, write a full outline of your civic artifact speech.
M 9/21 / Rhetorical Analysis Essay and Formal Essay Writing / Read Ch. 6 The Boom
Review blog feedback.
W 9/23 / Identifying Civic Artifacts / Continue working on Unit One Assignments
F 9/25 / Review Sample Rhetorical Analysis Essay, Blog, and Draft Workshop
-sign up for next week’s conferences / Read Ch. 7 The Boom
Write and post in both blogs before class. For RCL Blog, post a full draft of your rhetorical analysis essay.
M 9/28 / No Class—Individual Conferences / Read Ch. 8 The Boom
W 9/30 / No Class—Individual Conferences
F 10/2 / MLA Citation and Essay Formatting / Read Ch. 9 The Boom
Write and post in both blogs before class. For RCL Blog, write up a revision plan for your Unit One Assignments.
M 10/5 / Civic Artifact Presentations
W 10/7 / Civic Artifact Presentations
F 10/9 / Blogging / Read Ch. 10 The Boom
Write and post in both blogs before class. For RCL Blog, reflect on your own performance or consider what you should practice before you present. Be specific about what can be improved and what you did well.
M 10/12 / Civic Artifact Presentations
W 10/14 / Intro to Unit Two, Raymond Williams / Read Raymond Williams[essay on ANGEL]
F 10/16 / Blogging / Final Draft of Rhetorical Analysis Essay Due. Write and post in both blogs before class. For RCL Blog, name and discuss two possible paradigm shift ideas.
M 10/19 / Intro to Library Resources, In-class Research / Read Ch. 11 The Boom
Review feedback on your paradigm shift ideas.
W 10/21 / The Good, the Bad, the TED Talk / Watch a sample TED Talk and come prepared to discuss the constraints and possibilities of this particular genre.
F 10/23 / Review student TED Talks and Research Papers, Delivery and the Five Canons, Blogging / Read Ch. 12 The Boom
Post in both blogs before class. RCL Blog, review two TED Talks. What makes them (or keeps them) from being successful?
M 10/26 / Elevator Pitches
W 10/28 / Visual Modes of Communication / Read Ch. 6of RCL
F 10/30 / Discuss Visual Aids, Visit One-Button Studio
-sign up for next week’s conferences. / Write and post in both blogs before class. For RCL Blog, develop a detailed script or outline and include visual aids for TED Talk.
M 11/2 / No Class—Individual Conferences / Read Ch. 13 The Boom
W 11/4 / No Class—Individual Conferences
F 11/6 / Intro to Unit 3, Blogging / Write and post in both blogs before class. For RCL Blog, write up revision plan for TED Talk and paradigm shift essays based on conference feedback.
M 11/9 / History of Public Controversy, Discuss “Framing Questions”
-set up teams for TED Talks and History of Public Controversy projects. / Refine and practice TED Talks
W 11/11 / TED-style Talks in Media Commons / Outside group email minutes from group meeting.
F 11/13 / TED-style Talks in Media Commons / Outside group email minutes from group meeting.
M 11/16 / TED-style Talks in Media Commons / Outside group email minutes from group meeting.
W 11/18 / TED-style Talks in Media Commons / Outside group email minutes from group meeting.
F 11/20 / Outside Group Meetings—Class Will Not Meet
Use this time to finalize your Group Work Plans and respond to blogs. / Write and post in both blogs before 1:25pm. For RCL Blog, discuss how stasis theory might work to discover or to deepen the “framing questions” for your chosen controversy.
Group Work Plan emailed to me by 2:30pm
11/22-28 / NO CLASS—THANKSGIVING BREAK
M 11/30 / Copyright and Fair Use Principles / Paradigm Shift essays due in class.
W 12/2 / Photo and Information Pacing
F 12/4 / Group Workshops—Class Will Not Meet
M 12/7 / In Class Group Time
W 12/9 / In Class Group Time
F 12/11 / History of a Public Controversy Presentations
M 12/14 / Class Will Not Meet / Final cuts of the History of a Public Controversy project and peer evaluations are due by 2:00pm.