History of Rhetoric II:

1701 until the present

English 4030/5020
Wednesday, 6:00-8:30p.m.
Nathaniel A. Rivers l nrivers1@slu.edu
Rhetoric, in the most general sense, is the energy inherent in
emotion and thought, transmitted through a system of signs,
including language, to others to influence their decisions or actions.
-George Kennedy, A Rhetoric of Motives.

Course Introduction
Rhetoric, simply defined, is the use of symbols to
produce an effect (e.g., a verbal command to Stop, a
red traffic light, or a Journey song imploring us Dont
Stop Believing). Right off the bat, though, its pretty
helpful to think of rhetorics rather than rhetoric. As any
cursory history of rhetoric reveals, rhetorics evolve in
response to both time and place. The rhetoric of Ancient
Greece differed from that of Republican Rome just as
Republican Roman rhetoric differed from the rhetoric of
Imperial Rome. And this is just the rhetoric of a few
locales. Rhetoric continued and continues to evolve over
time and in other places. Indeed, we could go as far as to
say that each time and place has its own unique
rhetoric(s). The period from the dawn of the
Enlightenment up to the present, which is the focus of
this course, has been no different. Indeed, this course
tackles the history of rhetoric by defining rhetoric, after
John Muckelbauer, as the art of never finally answering
the question, What is rhetoric?
Taking the plurality and evolution of rhetorics as a
given, then, this course focuses particular attention on
how technologys own evolution has played a part in the
evolution of rhetoric. How have communication
technologies such as the printing press, the telegraph,
the telephone, and the internet all shaped symbolic
action? How have transportation technologies like air
travel and the automobile and technologies of the body
such as medicine and cosmetic surgery all done the
same? While we start in 1701 (exactly), our investigation
of rhetoric will attend to how Kenneth Burke, the great
20th century thinker, saw rhetoric: as the work of
identification. This work is important, Burke argues,
because people are inherently divided. For any group (a
class, a community, a congregation, a corporation) to
cohere, rhetoric must be at work. Combining this
understanding of rhetoric and the above epigram, which
argues for rhetoric as a kind of energy, with the courses

focus on technology, we will explore how various

technological developments have shaped both the
identification and division of peoples for the last 300+
years.
We will also take a closer look at both Kennedys
and Burkes definitions of rhetoric; they are certainly not
the only ones nor without their critics. Additionally, we
will see how the brief definition of rhetoric with which
we begin the semester might not be definitive. In what
ways might rhetoric exceed the traditional boundaries of
symbolic action within which it is often contained? And
how has this excess, this evolutionary mutation, been
shaped by the technologies in, on, and around us? To
return to Muckelbauer, In other words, even if rhetoric
is the art of never finally answering the question, What
is rhetoric? this art would necessarily include all
attempts to finally answer that question.
Perhaps unsurprisingly, this history of rhetoric
course will proceed in a chronological fashion. That said,
the present often appears in the past, and the past stays
with us as we move toward the present. There is a fair
amount of time travel in this course. For each period of
time, we will take a look at the technologies, in
particular the communication technologies, in and
around which rhetoric takes place:

1700s: the paper machine, the steam engine, and

the distillery
1800s: the telegraph, the railroad, and industrial
fermentation
1900s: the telephone, the airplane, and steroids
2000s: the smartphone, a manned mission to
mars, and nanotechnology

Nathaniel Rivers I English 4030/5020 I 1

Course Texts

Here is the general course rubric:

The Rhetorical Tradition. Eds. Patricia Bizzell

and Bruce Herzberg.
Communication in History: Technology, Culture,
Society, 6/E. Eds. David Crowley and Paul
Heyer.

Course Assignments
There is a range of projects and assignments throughout
the semester, which each attempt to create a unique
engagement with rhetorics and their technologies. We
begin the semester with the Rhetoric Q&A essay, which
has students draft a working definition of rhetoric by
asking some specific question of it (e.g., How do
technologies such as letter writing and text messaging
shape interpersonal rhetoric? How has diplomatic
rhetoric responded to the telegraph and to Wikileaks?).
A follow-up assignment of sorts, the Rhetorical Object
Analysis, has students investigate and describe the active,
rhetorical role played by a particular technology in the
history of rhetoric. Students enrolled in 5030 will be
required to composed a publication ready article, and
will be asked to engage contemporary treatments and
responses to the primary historical material around
which the course is built.
In addition to course projects, students complete a
variety of in-class exercises and participate in online
discussions, which will take place via Twitter (#rhet2).
We might also very well use Twitter to foster backchat
during presentations and the occasional film screening.
To help guide online discussion, each student will be
responsible for leading a weeks discussion. This
discussion can take any number of forms (posing
questions, sharing links) but it should address and
integrate all of the assigned readings for that week.
Assignment
Rhetoric Q&A Essay
Rhetorical Object Analysis
Participation and Attendance
Total

Points
30
30
40
100

Course Grading Scale

Final grades are calculated according to the following:
A
AB+
B
BC+

93-100 points
90-92 points
87-89 points
83-86 points
80-82 points
77-79 points

C
CD+
D
F

73-76 points
70-72 points
67-69 points
60-66 points
59 points and below

A
B
C
D
F

Achievement outstanding relative to the level

necessary to meet course requirements.
Achievement significantly above the level necessary
to meet course requirements.
Achievement meeting the basic course
requirements in every respect.
Achievement worthy of credit even though it does
not fully meet the basic course requirements every
respect.
Performance failing to meet the basic course
requirements.

Core Course Policies

Technology Expectations

ability to interact with the course website and

other websites
access to word processing, visual design,
podcasting, and web design software
a suitable email account checked regularly for
course-related business
a Flash drive or other means to backup
coursework

Routine work with technology is a component of this

course. Students need not be technological experts to
succeed in this course, but digital technology interaction
is integral and computer problems are not valid excuses for
incomplete work. Practice the core principle of digital data
work: redundant backup. Digital technology will fail; be
prepared for that eventuality.
Personal Technology Devices
Students may use laptops, cell phones, and other digital
devices during class, provided that they do not disrupt
other students learning. This is not a trick. This course is
situated in an increasingly connected multimedia
environment. Each student is responsible for his or her
own engagement with class meetings, and thus his or her
resultant success or failure.
Availability of Online Material
Because of the nature of the course, some material
posted to the course website may be publicly accessible
through the Web. (A students grades and personal
information will not be shared publicly.) Additionally,
any material posted to the course website may be used
anonymously for teaching or published research
purposes. For these reasons, students are encouraged to
select usernames that are different from their real names.
Collaborative Work
Because one of the most salient features of digital
technology is its social aspect, teamwork and group
Nathaniel Rivers I English 4030/5020 I 2

projects are required elements of the course. Student

teammates are responsible for updating each other and
the instructor about project development and progress.
Additionally, student teams are responsible for
negotiating all aspects of their work, including planning,
drafting, revising, file managing, scheduling, and leading
tutorials and presentations. When a group project is
assigned, students will complete activities that foster
successful collaboration. After the conclusion of group
projects, individuals complete forms to assess the
contributions of group members and the global
performance of the team.

Course Goals
4000-Level Rhetoric, Writing and Technology Courses
Design multimodal arguments and persuasive
messages for complex situations, including
academic, public, and professional
Situate various theories of rhetoric, writing, and
pedagogy within their own historical contexts
and in relation to ours
Use disciplinary knowledge in rhetorical history,
writing theory, and pedagogy, to respond to
particular situations and audiences

Attendance
As a summer seminar driven by student discussion,
attendance and participation in all facets of the course is
essential. Given the vital importance of student
participation, I expect every student to attend every class.
If an absence is unavoidable, students are asked to
discuss it with me beforehand so that alternative
arrangements can be made.

SLU Statement of Academic Integrity

The University is a community of learning, whose
effectiveness requires an environment of mutual trust
and integrity, such as would be expected at a Jesuit,
Catholic institution. As members of this community,
students, faculty, and staff members share the
responsibility to maintain this environment. Academic
dishonesty violates it. Although not all forms of
academic dishonesty can be listed here, it can be said in
general that soliciting, receiving, or providing any
unauthorized assistance in the completion of any work
submitted toward academic credit is dishonest. It not
only violates the mutual trust necessary between faculty
and students but also undermines the validity of the
Universitys evaluation of students and takes unfair
advantage of fellow students. Further, it is the
responsibility of any student who observes such

dishonest conduct to call it to the attention of a faculty

member or administrator.

Student Conduct
This courses code of student conduct is informed by
Saint Louis Universitys own code of student conduct,
best encapsulated by the following statement:
All members of the University community are
expected to contribute to the development and
sustainability of community through word and
action. Our community is characterized by respect
for the dignity of others, honesty, and the pursuit of
truth.
Insults, slurs, or attacks of any kind are not allowed in
this class (this includes f2f meetings and on the course
site). Any student who engages in this type of behavior
in the classroom will be permanently removed from the
class. This code of conduct is equally important to
maintain during group meetings outside of class. In
order to have an effective teaching and learning
environment we must practice both respect and
tolerance, without question. The remainder of the
universitys code of student conduct can be found at
http://www.slu.edu/x24293.xml.

English as Second Language

Help is available at the ESL Resource Center, where
tutors are specialized to work with second-language
concerns. They work with any international student,
undergraduate or graduate, who wishes to seek
assistance. In one-on-one consultations and workshops,
our ESL writing coaches provide feedback and offer
strategies to improve your writing at every stage, from
brainstorming for ideas to polishing final drafts. We also
offer workshops and individual assistance in other
language-related areas, including TOEFL test-taking
strategies, multi-media projects, grammar, research, and
conversation skills. For more information, to make or
cancel an appointment contact Christian Rayner at 314977-3052 or visit http://www.slu.edu/x49411.xml.

Students with Special Needs

In recognition that people learn in a variety of ways and
that learning is influenced by multiple factors (e.g., prior
experience, study skills, learning disability), resources to
support student success are available on campus.
Students who think they might benefit from these
resources can find out more about:

Nathaniel Rivers I English 4030/5020 I 3

Course-level support (e.g., faculty member,

departmental resources, etc.) by asking the
course instructor.
University-level support (e.g., tutoring/writing
services, Disability Services) by visiting the
Student Success Center (BSC 331) or by going
to www.slu.edu/success.

Students who believe that, due to a disability, they could

benefit from academic accommodations are encouraged
to contact Disability Services at 314-977-8885 or visit
the Student Success Center. Confidentiality will be
observed in all inquiries.
Course instructors support student accommodation
requests when an approved letter from Disability
Services has been received and when students discuss
these accommodations with the instructor after receipt
of the approved letter.

Nathaniel Rivers I English 4030/5020 I 4