Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
attention away from written and oral texts and towards the arguments made by the embodied rhetorical
world. That means that, among other things, we’ll be studying space/place rhetorics (from the analysis
of museums and memorials to critical regionalism), bodily rhetorics (including disability, race,
medicine, and emotion/affect), the rhetoric of everyday making (from knitting to beer brewing), and
multimodal rhetoric (with a special focus on recent scholarship on sonic rhetorics).
*Note: At some point during the semester—surprise—my wife and I are expecting a baby. Of course,
we don’t know when that will be exactly (~Sep. 26), but you will have guest instructors for two
classes: Susan Kates and Rilla Askew. When I find out, I’ll immediately let you know and your
readings will shift to something Professors Kates and Askew have provided.
Expectations and Taking Notes
Regular reading, attendance, and participation in seminar discussion. Attendance is expected and taken
into account in evaluation. But the success of this seminar depends on everyone’s full participation. As
participants, we must read the assigned material with care. I expect you to read all the material
assigned for each week's discussion. So plan ahead—take notes. In your notes, (1) Record useful
questions you have. (2) Record new key terms and theories—especially if rhetorical terms come up.
(3) Connect what you’re reading both across the week and the semester. (4) Think very carefully about
how what your reading relates to what you plan to write about in your final paper this semester. (5)
Finally, take note of how your favorite readings are written. What goes in an intro, lit review, body,
and conclusion? How are examples and theories balanced? What do theses look like? Even if you are
not leading discussion, you are being evaluated every class period on whether you come in with
questions and issues to discuss.
Assignments
1. In-Class Presentations (20%): Each of us will do all the reading assignments—there are quite a
few of them—and most of us will only be able to give them a single reading. Each week, however,
we will have a person who is responsible for doing a much more thorough job and for leading us
through a discussion of the salient issues raised by the texts. These people should come to class
with summaries, questions, and activities; issues and connections for us to explore; and/or popular
examples for us to review that illustrate issues and perspectives to organize about half of our
seminar time (90 minutes). I will be prepared to organize the rest of the time.
2. Weekly Analysis and Participation (20%): In addition to speaking up in class every class, to
prepare for class discussion, you will write thoughtful responses to the reading for each week. In
these responses, you are required to apply one or two of the theories we read about to analyze your
own example from outside of the readings. Think of this as a space to test out possibilities for the
final paper. Focus on trying to understand and explain to yourself the ideas that the authors present
and on connection those ideas to other readings in this course and your own work. Do not simply
write a summary of the reading. Responses should be ~1 single-spaced page printed page. Be sure
to bring a copy of your post to class, to prime discussion.
3. Material Analysis Midterm (20%): Our midterm for this class will be a 10-page wandering
analysis of a thing or space using the theory we’ve read.
4. Final Paper (40%): I want you to write about something you are interested in that relates to the
course. Your paper (at least 7,000 words—not including citation) should have something to do with
the rhetoric of matierality we’ve discussed. All approaches/methods are welcome, but you will
work with me to define a direction. You will present your work in progress and receive feedback
from me and your peers. A formal proposal, meetings with me, and final presentation will be
included in this grade.
Required Texts (most are cheaper used; some may be available for free if you search PDF*)
1. Hesford, Wendy et al. Precarious Rhetorics
2. Rice, Jenny Distant Publics: Development Rhetoric and the Subject of Crisis
3. Alexander, Jarratt, Unruly Rhetorics: Protest, Persuasion, and Publics
and Welch
4. Ahmed, Sara* The Cultural Politics of Emotion
5. Yergeau, Melanie Authoring Autism: On Rhetoric and Neurological Queerness
6. Ocejo, Richard Masters of Craft
7. Ceraso, Stephanie Sounding Composition
Week 1. Introduction to Material Rhetorics
Aug. 22 • Coole, Diana and Samantha Frost: “Introduction.” New Materialisms, pp. 1-43.
• Marback, Richard: “Unclenching the Fist,” pp. 46-65.
• Porrocechio, Mark and Celeste Condit: “Introduction.” Contemporary
Absences
Absences for reasons other than Provost-approved activities will be reflected in your grade. Absences
beyond two may significantly impact your final course grade. Please see me immediately if you foresee
unavoidable absences or need to discuss accommodations. There’s only 15 days of class—if you miss 5
classes you’ll fail.
Academic Integrity
Integrity in all aspects of scholarship is essential to the University’s mission. The Academic Misconduct
Code sets forth the rights and responsibilities of all students on the Norman Campus regarding academic
integrity, and provides the procedures to be followed in cases of suspected misconduct. Academic
misconduct is defined as any act, which improperly affects the evaluation of a student’s academic
performance or achievement. It specifically includes cheating, plagiarism, fabrication, fraud, destruction of
property, and bribery or intimidation, as well as assisting others or attempting to engage in such acts. It is
the responsibility of each student to be familiar with the definitions, policies and procedures concerning
academic misconduct; and unfamiliarity with the code alters none of a student’s rights or responsibilities
there under. The Academic Misconduct Code is printed with the Student Code and is also available on the
Internet at http://www.ou.edu/provost/integrity/.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious
observances and to reschedule examinations and additional required classwork that may fall on
religious holidays, without penalty.
Accessibility Statement
The Disability Resource Center provides reasonable accommodations for students with documented
disabilities. You may contact that DRC for assistance at (405) 325-3852 or TDD: (405) 325-4173. For
more information please see the Disability Resource Center website
http://www.ou.edu/drc/home.html. I invite you to meet with me if you would benefit from
instructional or curricular accommodations for any reason (including learning needs, ADHD,
depression, health condition, etc.) or if you believe other life circumstances may affect your
participation in the course. The sooner we discuss your situation the earlier we can make
appropriate adjustments or arrangements to meet your needs.