SEMINAR IN RHETORICAL CRITICISM
C&J 538
Fall 2005
Course Objectives:
Every day, we encounter a multitude of symbols that
affect us in various ways. This
course is a survey of methods for analyzing symbols to understand how they
impact us and how we use them to socially construct our world. In the process, you will become
acquainted with rhetorical criticism as a qualitative method for answering
research questions in communication and will have the opportunity to apply
critical methods to the analysis of various texts and artifacts.
Instructors:
246-2991 (home and fax)
225 Communication and Journalism
Building
277-2641
and
2130 Mesa Vista Hall (Women
Studies)
277-9119; 277-3854
Office Hours:
Mondays, Wednesdays 10:00-11:30
WS office
Thursday: 2:30-3:30 C&J office
I will be in both offices at
other times as well; the above times are ones you can count on me being
there. I can also be reached by
e-mail and at home by phone (between 8:00 a.m. and 9:00 p.m.).
217-8598 (Cell)
C&J 243
277-1879
Office hours by appointment
Textbook:
Rhetorical Criticism: Exploration & Practice, 3rd edition, by Sonja K. Foss
(available in the UNM bookstore).
Assignments:
1. Original
essay of criticism using cluster analysis (10 pages). Everyone will do cluster analysis in a short essay to
beginÑto get a sense of doing criticism, to share insights, and to learn a
basic process that underlies much of criticism: clustering. (15
points)
2. Three
original essays of criticism (approximately 14-20 pages long), in which you analyze
texts using 3 of the remaining 8 methods of criticism discussed in the
course. You must do (1)Ñfantasy
theme or feminist. You then will
get to skip of one of the remaining assignments: (2)Ñgeneric or ideological; (3)Ñmetaphoric or narrative; or
(4)Ñpentadic or generative. Doing
all four assignments will result only in extra praise, not extra points.
The first assignment aboveÑfeminist or
fantasy-theme--must be done with a partner so you experience the possibilities
of collaboration and brainstorming. The second and third essays must be written
by yourself, though I encourage you to use your partner for brainstorming,
feedback, and the like. Due dates
are listed in the schedule.
You may find it helpful to select a
"real-life" focus for your essays--a focus that allows you to use
criticism in a way that you might use it in your professional or personal
life. The following options are
only some suggestions for possible real-life applications:
(1)
Consultants to a business or non-profit organization that is seeking to improve
its public image or increase sales; as critics, you would analyze the
organization's public relations materials--brochures, videos, sales
presentations, corporate reports, products, marketing campaigns, etc.
(2)
Consultants to a business or non-profit organization seeking to improve its
internal communications; as critics, you would analyze the organization's
internal letters, memos, handbooks, etc.
(3)
Film, television, art, music, or architecture critics; as critics, you would
analyze current examples of the chosen medium, as if writing a column for a
newspaper.
(4)
Political consultants for a candidate's campaign; as critics, you would analyze
the campaign materials produced.
(5)
Advertising consultants; as critics, you would analyze the ads for a particular
product or campaign.
(6)
Restaurant critics; as critics, you would analyze various Albuquerque
restaurants as if you were writing a newspaper column.
(7)
Newspaper columnists; as critics, you would analyze various aspects of life in
Albuquerque and/or New Mexico (for example, the renovation of downtown, the
rebuilding of the Big I, a public sculpture, a new building, etc.).
(8)
Concerned parents; as critics, you would analyze texts or artifacts (music,
fashion, tattoos, body piercing, magazines, video games, etc.) with which your
children are involved to decide how they might be affecting them.
You may also choose to analyze the same artifact for all
3 essays, which will give you a sense of the different insights that emerge
across different methods.
I hope you will think about your essays in this class as
possible conference papers/papers for publication. I will be happy to help you revise your work for this
purpose.
3. Participation: Includes attendance, helpfulness at ÒhelpÓ sessions (5 points). Much of the learning comes from hearing
how others approach and interpret an artifact.
Grading: Points
will be totaled and grades distributed as follows (I do give pluses and
minuses). Participation in class
discussions and attendance will be considered in borderline cases.
Essay #1 (cluster) 15
Essay #2 (fantasy theme or
feminist) 30
Do any 2 of the following 3
for a total of 100 points:
Essay #3 (generic or
ideological) 50
Essay #4 (metaphoric or
narrative) 50
Essay #5 (pentadic or
generative) 50
Participation
5
Total 150
Grade Distribution:
A+ 145-150
A 140-144
A- 135-139
B 125-129
B-
120-124
C+ 115-119
C 110-114
C-
105-109
D+ 100-104
D
95-99
D-
90-94
Policies:
1. All
papers submitted must be typed, and attention should be paid to form (including
grammar, punctuation, spelling, and general appearance) as well as to
content. You may use either the MLA
Handbook for Writers of Research Papers or the Publication Manual of the American
Psychological Association. Either style format is
acceptable for essays of criticism.
2. Essays not turned in on the date due will be given a grade lower than the one deserved. For example, an "A" paper submitted late will be given a grade of "B."
3. Ž Qualified students with disabilities who need appropriate academic adjustments should contact me as soon as possible to ensure your needs are met in a timely manner.
Schedule
August 25 Introduction
to course and to each other;
September 1 Generative criticism
Cluster criticism
Getting started: selecting an artifact, coding,
interpreting
READING: Chapters 12 & 4
Material artifacts:
September 8 Reports
on cluster criticism
DUE: Essay #1 (cluster analysis)
Material artifacts:
Feminist
analysis: Reading, Chapter 6
Material artifacts:
In-class
analysis: fantasy-theme and
feminist
Material
artifacts:
September 29 [Karen
in Copenhagen]
Advice from peer rhetorical critics: Adolfo Garcia, Alice Hopkins-Loy, Kris Kirschbaum, Anchalee Ngampornchai, Elizabeth Root, Monica Yancey;
Work with partners
on fantasy-theme or feminist analysis
Material artifacts:
Material artifacts
Mon., October 10 DUE: Essay #2 (to KarenÕs C&J mailbox)
Material
artifacts:
READING: Chapter 8
Material
artifacts:
DUE: Essay #3 (generic or ideological)
Material artifacts:
November 10 Narrative
criticism
READING: Chapter 10
Material
artifacts
November 17 No
class: National Communication
Association Convention]
Wed., November 23 DUE: Essay #4 (metaphoric or narrative)
November 24 No
class: Thanksgiving
December 1 Pentadic
criticism
READING: Chapter 11
Material Artifacts:
December 8 Generative
criticism and help session
READING: Review Chapter 12
Material Artifacts:
Monday, Share
one of your last 3 essays of criticism with the class
December 12 DUE: Essay #5 (pentadic or narrative)
5:30-7:30 Material
Artifacts: