Introduction to Classical Rhetoric:

(Classical Techniques/Contemporary Arguments)

Fall 2015
INSTRUCTOR: Dr. Scott Whiddon
01
OFFICE: Haupt Humanities 12
TELEPHONE: 233-8298
E-MAIL: swhiddon@transy.edu

SECTION: WRC 2354TIME: 9:30-10:45am

ROOM: Beck 3050

OFFICE HOURS: Monday/10-noon (by appointment only)

Tuesday/1:30-3pm
Wednesday/1pm-3pm
Thursday/1:30-3pm
Friday 10-noon (by appointment only).
NOTE: My office hours are also dedicated to writing center work,
working with advisees, helping interns, etc. While drop-ins are
welcome, I urge you to schedule appointments at least 2 days in
advance.
REQUIRED TEXTS: Well use links from our course blog (as well as
posted PDFs) to access both classical and contemporary texts. You
are required to bring either a print or digital (not phone-based
something readable!) version of each days reading to class. It is also
up to you to find ways of annotating such digital/web-based texts.
COURSE DESCRIPTION: This class is intended to offer 1) an
introduction to classical rhetorical techniques via close reading of
primary and secondary texts and 2) a chance to develop your skills in
rhetorical analysis through careful reading, writing/revising, and inclass, guided discussion.
Of the many definitions of the word rhetoric, the one most applicable
to this particular course is the art of persuasion, and Aristotle defines
rhetoric as the art of discovering the means of persuasion available
for any occasion. For the 1st half of the term, we will read about
principles of persuasion developed by ancient Greeks and Romans
such as Plato, Aristotle, and Cicero. As argued by philosophers such as
Heidegger, Aristotles Rhetoric is perhaps the earliest work of
hermeneutics a consideration of audience response in interpretation;
it predates the aesthetic tradition (one of the prime concerns of literary
studies) and provides grounding for reader-response theory (which

considers the subjective nature of audience-interaction as well as

cultural context).
We will also read a variety of contemporary texts and examine how
classically oriented methods of persuasion are used (for better or
worse). As participants, you will compose two formal papers grounded
in classical rhetorical analysis. Paper 1, due near mid-term, will be a 35 page essay that analyzes the rhetorical strategies of an op-ed piece
from the New York Times (all students have free access to the NYT via
the library). Paper 2 will be a longer, more detailed analysis of a
written or visual text (7-9 pages). Detailed instructions for each
assignment will be available soon.
You will also give a 15-minute formal presentation at the end of the
term (based on your 2nd paper) so that you can gain experience in
sharing your work before an audience.
You will also give a 10-12 minute collaborative presentation (activityfocused) on one of the logical fallacies during the 1st half of the term.
GRADING:
Collaborative/Fallacy Presentation: 15%
Terms and Concepts Exam: 15%
Paper 1 (drafts/revisions/final product): 20%
Paper 2 (drafts/revisions/final product): 20%
Paper 2 Presentation: 15%
Quizzes/In-Class Assignments/Class Participation: 15%
Failure to satisfactorily complete any one of the requirements will
result in an F for the course. For example: an F for class
participation means an F for the course, regardless of how well you
complete the other requirements. Also, please note that a C grade
connotes satisfactory work and is the average grade for a class of this
type/level. A and B grades connote honors-level work.
ATTENDANCE/LATE WORK POLICIES: Because the class runs largely
by discussion, attendance is mandatory. Missing two classes will result
in a lowering of the participation grade. Missing three or more will
result in a lowering of the final grade. If you know you will be absent

on a day that a major assignment is due (especially for universityapproved events), please make arrangements with me in advance. I
urge you to exchange email addresses with a few classmates early in
the term so that if you are absent, you can get notes and stay up to
speed with due dates, changes in schedule, etc. You are responsible
for all materials covered in class regardless of your absence. I do not
give make-up quizzes, nor do I allow students to make up inclass writing assignments. I do not appreciate late work.
However, I do understand that occasionally problems occur. You have
the option of turning ONE major written assignment if you contact me
at least 24 hours before the essay is due via email. We will establish a
new, non-negotiable due date then. However, once a major
assignment is two class periods late, you will earn a zero.
PEER REVIEW: In order for this class to be effective, it is important
that every member of the class participate in peer review workshops.
At points in the semester (see schedule), class participants will
exchange drafts-in-progress of major work in order to help develop
well-supported, reasoned, persuasive arguments. This participation
involves reading and responding in an honest, engaged, and serious
manner to your peers writings. With that in mind, I will assess
workshop participation based on your interaction with your peers
drafts as well as your preparedness. Well also use peer review
workshops as a time to talk a bit about writing in different academic
disciplines.
ON ACADEMIC INTEGRITY: Academic integrity is central to the
mission of this institution. Without honest effort, a learning community
has no substance or validity. All students are expected to maintain the
highest standards of academic honesty. No excuses will be accepted
for plagiarism, cheating, or any other act, which suggests that students
have not fulfilled their academic responsibilities in this course. See the
TU website for university policies on academic integrity.
AMERICANS WITH DISABILITIES ACT: Qualified students with
disabilities needing appropriate academic adjustments should contact
me as soon as possible to ensure that their needs are met in a timely
manner. For questions or concerns call
the Universitys Services Coordinator of Disability Services at 2338215.

*
Tentative Schedule
Please keep track of the following dates; note that this schedule is
subject to change. You are required to keep up with changes,
regardless of your presence or absence in class.
Sept 8: Syllabus/Meet participants/What is Rhetoric? exercise. Assign
Rideau
essay. Assign Presentation 1/group sign up sheet.
Sept 10: Go over requirements for Paper 1. In-class exercise: reading a
text rhetorically.
Sunday, Sept 13: Transylvania University Convocation, 7pm. Haggin.
Recommended.
Sept 15: Gorgias, Against the Sophists + Presentation 1: Hasty
generalization
Sept 17: Isocrates, selected readings + Presentation 2: Post hoc ergo
propter hoc
Sept 22: Plato, The Crito + Presentation 3: Non sequitor
Sept 24: In-class workshop to help with Paper 1: Bring source
text to class.
Presentation 4: Argument ad hominem
Sept 29: Aristotle, selections from Rhetoric + Presentation 5: Argument
ad populum.
Oct 1: Aristotle, day 2. Case study #1: Letter from Birmingham Jail
and readings
from Cicero, TBA + Presentation 6 (Begging the
Question)
Note: There will be a required WRC
information/professionalization event on either Sept 29 or Oct
8. More details soon.
Oct 6: Case Study #2 (syllogisms and enthymemes): Jefferson, The
Declaration of
Independence; Stanton, Womens Declaration of
Citizenship; Douglass, Independence Day Speech at Rochester,
1852 + Presentation 7 (Appeal to Ignorance)
Oct 8: SW away from campus for conference
Oct 13: In-class workshop/Paper 1
Wednesday, Oct 14: Required Creative Engagements Event
(Genaro Ky Li Smith Reading)
Oct 15: Midterm Exam (in class)
Oct 20: Fall Break

Oct 22: Paper 1 due; Discuss requirements for Proposal, Paper 2, +

Presentation 2. Assign student sample readings.
Oct 27: Discuss student sample readings in class (proposals/projects).
Brainstorm topics in small groups. Assign Case Study Readings.
Oct 29: Case Study 3, Day One. Readings TBA.
Oct 27: Case Study 3, Day Two. Readings TBA.
Oct 29: Proposals Due/Discuss proposals in-class.
Nov 3: Case Study 4, Day One. Screen The Farm: Life Behind Bars at
Angola.
Nov 5: Case Study, 4, Day Two. Readings TBA.
Nov 10: Case Study 4, Day Three. Readings TBA.
Nov 12: Source Workshop/In-Class
Nov 17: Peer review Paper 2 (intro/thesis/forecasting statement);
talk about presentation requirements
Nov 19: Required conference
Nov 24: Required conference
Nov 26: Thanksgiving
Dec 1: TBA day/In case of weather
Dec 3: Final peer review session/full draft
Dec 8: Presentations/Round 1
Dec 10: Presentations/Round 2/Final Essays due by class time
Reading Day: Presentations/Round 3
A final note: This course can be viewed as a gateway to the WRC
program here at Transylvania as well as a foundation for
professionalization in the fields of rhetorical theory, communication
studies, and composition theory/pedagogy. For example, the
presentations at the end of the term are modeled after the types of
activities that go on at a typical academic conference. By the end of
the term, youll have practiced some important professional/academic
skills.
Furthermore, this course is connected to the overall goals of liberal
education. Even if you never write a rhetorical analysis ever again
after this term, the reading/viewing/writing/speaking skills that well
develop as a group are critical in terms of what might be called
informed citizenship. Our case studies are meant to help develop

our understanding of the classical texts/terms/techniques from earlier

in the course. The course is designed so you have multiple
opportunities to contribute.