ClassInfo

COMM 3601: "Introduction to Rhetorical Theory" is an exploration of the theoretical systems used to direct the creation of everyday practices of public discourse. This is a large-lecture introductory survey course designed to acquaint undergraduate students with rhetorical theory: what it is, what it does, how it ought to be applied to, and illuminates a range of present-day events. It surveys a range of rhetorical tools and methods and sets out to assist students to find a clear purpose for using rhetorical theory and to develop a structured approach to objects of criticism. It is intended to prepare students for upper-division and special topics courses in Communication Studies, although lessons are also designed to prepare them for speech, research, and writing assignments encountered in future classes across CLA.

This course leverages three core understandings of rhetoric: as spoken/written persuasion, as ideologically-charged representation, and as the available means of maintaining/undoing power hierarchies. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens into twenty-first-century America where what is persuasive often conflicts with truth, facticity, and principles of greater class, racial, and gender equality.

(When instruction is remote/online) Each week, our two (synchronous) classes are divided between a review and discussion of course content (early week) and activities/writing lessons (late week session) that prepare students for the paper assignments in this (and other) classes. The major grading criteria for the class include quizzes, exams, and short written papers, all of which are administered online (Canvas). The primary reading for this course will be posted on "the un-textbook," a digital resource created by the instructor of record (https://the-un-textbook.ghost.io)

COMM 3601: "Introduction to Rhetorical Theory" is an exploration of the theoretical systems used to direct the creation of everyday practices of public discourse. This is a large-lecture introductory survey course designed to acquaint undergraduate students with rhetorical theory: what it is, what it does, how it ought to be applied to, and illuminates a range of present-day events. It surveys a range of rhetorical tools and methods and sets out to assist students to find a clear purpose for using rhetorical theory and to develop a structured approach to objects of criticism. It is intended to prepare students for upper-division and special topics courses in Communication Studies, although lessons are also designed to prepare them for speech, research, and writing assignments encountered in future classes across CLA.

This course leverages three core understandings of rhetoric: as spoken/written persuasion, as ideologically-charged representation, and as the available means of maintaining/undoing power hierarchies. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens into twenty-first-century America where what is persuasive often conflicts with truth, facticity, and principles of greater class, racial, and gender equality.

(When instruction is remote/online) Each week, our two (synchronous) classes are divided between a review and discussion of course content (early week) and activities/writing lessons (late week session) that prepare students for the paper assignments in this (and other) classes. The major grading criteria for the class include quizzes, exams, and short written papers, all of which are administered online (Canvas). The primary reading for this course will be posted on "the un-textbook," a digital resource created by the instructor of record (https://the-un-textbook.ghost.io)

COMM 3601: "Introduction to Rhetorical Theory" is an exploration of the theoretical systems used to direct the creation of everyday practices of public discourse. This is a large-lecture introductory survey course designed to acquaint undergraduate students with rhetorical theory: what it is, what it does, how it ought to be applied to, and illuminates a range of present-day events. It surveys a range of rhetorical tools and methods and sets out to assist students to find a clear purpose for using rhetorical theory and to develop a structured approach to objects of criticism. It is intended to prepare students for upper-division and special topics courses in Communication Studies, although lessons are also designed to prepare them for speech, research, and writing assignments encountered in future classes across CLA.

This course leverages three core understandings of rhetoric: as spoken/written persuasion, as ideologically-charged representation, and as the available means of maintaining/undoing power hierarchies. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens into twenty-first-century America where what is persuasive often conflicts with truth, facticity, and principles of greater class, racial, and gender equality.

(When instruction is remote/online) Each week, our two (synchronous) classes are divided between a review and discussion of course content (early week) and activities/writing lessons (late week session) that prepare students for the paper assignments in this (and other) classes. The major grading criteria for the class include quizzes, exams, and short written papers, all of which are administered online (Canvas). The primary reading for this course will be posted on "the un-textbook," a digital resource created by the instructor of record (https://the-un-textbook.ghost.io)

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!

Theoretical systems to explain/direct creation of public discourse. Traditional rhetoric to contemporary perspectives. Using theory to explain practice of public discourse.

COMM 3601 is a course in the history and theory of rhetoric. In its long and distinguished history, rhetoric was thought of as the art of persuasion in public contexts, especially in political and legal settings. Rhetoric prepared students for positions as leaders in government and as lawyers and judges. At many points in the past, the primary purpose of education was to prepare and enable students to become active citizens and leaders of their nations. Speaking effectively is obviously an essential skill to being a political leader or a lawyer. To study the history of rhetoric is, therefore, to study the history of citizen involvement in politics and the courts. Throughout this course, we will study the political role that rhetoric played - from its crucial contribution to the birth of democracy in Athens in the fifth century BCE; through the Roman Republic of Cicero's time, which became a model for our founding fathers; then in Renaissance Italy, when Machiavelli taught that what is persuasive is often more important to effective rule that what is true and right; and into twenty-first century America where what is persuasive often conflicts with what is true and right. We will also study rhetoric from a philosophical point of view. It seems impossible to think about rhetoric without raising some fundamental questions, such as "What is the relationship between language and reality or, at least, between language and our knowledge of reality?" "What ethical obligations should we assume when we attempt to persuade someone about a matter on which experts disagree?" Throughout history, philosophers and rhetoricians have debated these matters. To study the history and theory of rhetoric is, then, to study epistemology (theories of knowledge) and moral philosophy (theories of ethics). Finally, from Ancient Athens through the Renaissance (a period of roughly 2100 years), rhetoric was the central discipline, the organizing subject, in schools throughout Europe. No subject before or since has occupied such an important place in the curriculum. Rhetoric was not taught (as it often is today) as a skill only - as teaching someone how to deliver a speech or write a paper. The question at the center of the rhetoric course was, "What does one need to know and be able to do to persuade someone in our culture?" Therefore, according to Cicero, the orator needed comprehensive knowledge of the culture in order to be an effective speaker. We will study the role of rhetoric in the history of education in the West. Indeed, to study rhetoric is to study the history of Western civilization, especially the history of what we know today as the liberal arts. In short, not only will this course prepare you as a political commentator and an ethical watchdog, it will prepare you for Cash Cab!