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ENGLISH 450—RHETORICAL STUDIES      

_____________________________________________________________________________________________  Instructor  &  Course  Information   Instructor: Brother Brugger (rhymes with “cougar”) Teaching Assistant: Kitty Pezzella (pez11001@byui.edu) Semester: Winter 2014 Days/Time/Place: MWF 7:45 – 8:45 a.m. (Section 1) in Smith 468 MWF 9:00 – 10:00 a.m. (Section 2) in Smith 468 Office & Hours: MWF 10:00 – 11:00 a.m. in Smith 388

TuTh 9:30 – 10:30 a.m. (and/or by appointment) Office (/ E-+: 496-4370—Please don’t call me at home.

bruggerw@byui.edu Note: You must have access to BYU – I e-mail. If you prefer another e-mail server, you should arrange with your carrier to forward your campus e-mail. _____________________________________________________________________________________________ About  Your  Sleep-­‐Deprived  Instructor   Born and raised in Southern California, Brother Brugger converted to the LDS Church in 1983. Following a mis-sion to Paraguay, he earned B.A. and M.A. degrees from Brigham Young University, as well as M.Phil. and Ph.D. degrees from Drew University. Prior to his full-time teaching position at BYU – I in 1993, he was a (bored) tech-nical writer in Utah. In addition, he’s taught at Brigham Young, Seton Hall, Fairleigh Dickinson, Drew, and Utah Valley Universities. He’s married and the father of six children. _____________________________________________________________________________________________ Caveat   The format, content, policies, and procedures of this course may be subject to change should extenuating circum-stances arise. Such changes will only be implemented with collective (and/or majority) student consent, and stu-dents will be notified in writing of any significant changes. _____________________________________________________________________________________________ Course  Description  (Courtesy  of  the  English  Department—mostly) “Theoretical foundations of reading and writing processes; the application of theory to an individual’s reading and writing; connections among reading, writing, and critical thinking.” By the way: requires a minimum of 30 pages of critical writing using MLA documentation. Prerequisites: successful completion of English 251, 314, and 325. _____________________________________________________________________________________________ Course  Outcomes  (Again,  courtesy  of  the  English  Department)   1. Students will demonstrate an ability to review, analyze, and practice principles of classical and contemporary rhe-torical theory. 2. Students will learn and apply multiple rhetorical approaches via the identification of, and catering toward, select audiences, various purposes, and several media.

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3. Students will demonstrate comprehension of layout, design, and publishing principles. 4. Apply the Y – daho Learning Model to prepare, teach one another, and ponder/prove. _____________________________________________________________________________________________ English 450 is designed to provide you with an extensive yet solid foundation upon which to build. Its primary goal is expose you to the wonderful and wacky world of rhetoric, or as we often refer to it, “rhet. crit.” (OK, only I refer to it as this.) It’s kinda fun, even though it may sound gross. We simply study tenets of an abstract theory (com-prised of incomprehensible notions), apply them to unreadable texts, and arrive at ridiculous conclusions. On a more serious note, the immediate goal of English 450 is to help you see—and filter—the rhetoric that is all around you (just like asbestos, radiation, and bacteria). Given the complexity of modern communication and the influence of the media, I’m interested in helping you evaluate the mass of information filling your modern life. That done (or at least begun), you’ll learn to be a more adept rhetorician yourself. In other words, rhetorically speaking, you’re both sender/receiver, advocate/critic, proponent/opponent, assassin/target:

“They should have employed better rhetoric.”

OK, that last one may be taking it too far. But still. My hope is that you’ll learn to critique your own thinking and that of others. You’ll continue to reason carefully, to express ideas clearly—and expect that of others. You’ll fur-ther develop these competencies as you learn to recognize strong (and stupid . . . er, I mean “weak”) arguments, un-cover assumptions and values, discern appeals, evaluate evidence, recognize rhetorical patterns, and infer ideas from data. Consequently, you’ll be equipped to detect “impoverished” thought, as well as find the richest ideas and val-ues to appropriate into your own life. The ultimate goal of the course is to teach you about yourself, about other people, their ideas, and about the world you’re now inheriting. The tools you’ll use to interpret and analyze various types of communication will likely change the way you read, think, write—and live. Books (and even scripture) will open up to you in new ways. You will never watch another movie the same way. Your social and political views will probably change; in a nutshell, your perspectives on life will be altered and, I think, in very positive ways. _____________________________________________________________________________________________ Course  Content     The following are excerpts from the BYU – I English Department publication “English Department Guidelines for Classroom Readings”: On Literature: “Some literature and essays judged by scholars to have merit realistically or figuratively depicts life in language which may, paradoxically, be either beautiful or offensive or both. Nevertheless, literature and essays

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should not be judged merely by their diction and subject matter or the contents of isolated passages.” To Students: “Education is, in one sense, a dialogue, and at times your beliefs may be at odds with those of your instructors or fellow students. In both instances, your obligation, as clearly outlined in scripture (D&C 42:88), is to speak directly with the instructor or fellow students in cases of misunderstanding or conflict.” To Faculty: “Faculty should never intentionally do or say anything to undermine faith. The choices of texts and class discussions should build intellectual growth as well as spiritual understanding and maturity. . . . [T]exts which contain excessive, graphic, or extraneous profanity, sex, and/or violence are not appropriate.” _____________________________________________________________________________________________ Course  Structure

Required  Text  &  Supplies

As soon as possible, buy the book to the left (in bookstore or on-line). You’ll not have to bring it to class. Readings will be listed on the course calendar. Title: Ancient Rhetorics for Contemporary Students, 5th Edition Authors: Sharon Crowley & Debra Hawhee Publisher: Longman Year: 2012 Also, purchase something—anything—with which to back-up drafts (jump/flash/thumb drive, etc.) if you don’t have something already.

Rhetoric (Argument)

Audience

Ethos Logos

Deduction

Induction

Pathos

Types

Special

Deliberative

Judicial (Forensic)

Ceremonial

Common

Definition

Comparison

Relationship

Circumstance

Structure

Aristotelian

Rogerian

Toulminian

Style

Wording

Phrasing

Schemes

Tropes

Visual

Image

Color

Typography

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_____________________________________________________________________________________________ Course  Requirements  

Term Paper w/ Proposal. Details, topics, and assignment dates forthcoming. But, for now, understand that you’ll choose a rhetoric-related topic, and write a well-researched, substantial paper on it. Before you do any drafting, however, you’ll write a comprehen-sive proposal.

Lecture w/ PowerPoint. Consists of your thorough preparation and eloquent delivery of a (short) lecture on your topic. Essentially, you’ll use rhetoric to teach us, well, about rhetoric. This lecture will feature a conceptual PowerPoint. “Ask not what you can do to the Empire, but what the Empire can do to you.”

Argument Analysis. You’ll write a detailed analysis of a formal argument, which will address an author’s use of various rhetorical devices.

Cumulative “Rhetorical Discourse Portfolio” (or “Disco-folio” or perhaps “Rhet. Port.” or maybe just “RDP”). As the course progresses, you’ll faithfully maintain a collection of documents showcasing various rhetorical concepts. To deter procrastination, I’ll random-ly ask selected students to share their examples with the class. Anticipation + preparation = professorial satisfaction and grade exaltation.

Midterm & Final Exams. At midterm you’ll take an objective (i.e., non-essay, Scan-Tron©) exam covering various concepts presented during Weeks 2-8; at course’s end you’ll take another exam covering various concepts presented during Weeks 9-12. I’ll prepare you for these exams well in advance via detailed study guides. To ace these ex-ams, read textbook carefully, attend class regularly, take notes faithfully, memorize new vocabulary—and sit next to someone with glasses.

_____________________________________________________________________________________________ Assignment  Weights  &  Grading  Scale   I prefer to use a point system to compute grades. There will be 1000 points possible. The number of points you accumulate by the end of the semester determines your grade, which I-Learn will track. If you’re concerned about your grade-in-progress, you may contact me at any time. Here’s the final grade breakdown: Assignment Points % Term Paper 200 20 Proposal 100 10 Lecture w/ Conceptual PPT 100 10 Argument Analysis 100 10 Rhetorical Discourse Portfolio 100 10 Midterm Exam 150 15 Final Exam 150 15 Attendance/Participation/Sociability 100 10 Total 1000 100

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94% to 100% A 80% to 83% B- 67% to 69% D+ 90% to 93% A- 77% to 79% C+ 64% to 66% D 87% to 89% B+ 74% to 76% C 60% to 63% D- 84% to 86% B 70% to 73% C- Below 60% F Note: BYU – I’s definitions for final grades: � A—to achieve this grade students should master course content and then demonstrate through their own initiative a desire and ability to go beyond mastery. � B—represents mastery of material and would prepare students to be successful in next-level courses, graduate school, or employment. � C—represents exposure to all materials with a basic understanding of most concepts. Sequenced courses could be attempted, but difficulty in mastering new materials might prove challenging. � D—indicates a lack of performance and understanding in the subject matter. Sequenced courses should not be attempted. Retaking a course or remediation would be necessary to prepare for additional instruction in the subject matter. � F—represents an epic failure in the course. _____________________________________________________________________________________________ Earning  an  “A” Earning an “A” in this course will be challenging, but certainly not impossible. First, understand that the final grade which will appear on your transcript is what you earned—not what I chose to give you (there is a difference). Second, by definition, “A” students are “out-standing”; they “stand out” for their excellence. Consequently, if you seek an “A” in this class (or if, at the end of the semester, you didn’t get the grade you think you deserved) ask yourself the following questions: Attitude. Was I respectful and pleasant to both my instructor and peers? Was I inquisitive and excited about the subject matter? Did I complain about the course, grading, assign-ments, classmates, or instructor? Were concerns voiced privately, constructively, and appropriately? Responsibility. Did I take full responsibility for my performance and learning? Did I seek out the instructor for additional guidance regarding the course or assignments? As a mature adult, did I hold anyone/thing else responsi-ble for my failures, poor performance, or low grade(s)? Preparation. Was I prepared every day? Was my homework and reading done completely and punctually? Was I in class every day, on time? Participation. Did I frequently and voluntarily ask questions or make thoughtful comments? Assignments. Did I fulfill all assignments according to specifications? Did I do them to the very best of my abil-ity? Did I frequently do more than the minimum requirement? Mastery. Could I adequately explain virtually any course-related subject intelligently and insightfully? Remember, the ultimate responsibility for your education and the development of your mind rests with you—not with the instructor or institution. The University pro-vides this course as an opportunity to further develop your reading, writing, and think-ing skills. The instructor is a guide and resource—not a nursemaid. You’re engaged in this intellectual venture yourself and don’t need spoon-feeding. You’re responsible

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for doing the work, confirming assignments, and asking questions. If something is unclear, it’s your responsibility to inquire until it becomes clear. This applies to any aspect of the course. If you fail to perform as prescribed, you must graciously accept the consequences of that failure. _____________________________________________________________________________________________ Plagiarism   Plagiarism is theft, a kind of cranial cannibalism. Plagiarism of any kind can’t be tolerated in this class. If deemed intentional, you risk failing the course, as well as further disciplinary action. You commit this act whenever you: � steal another’s words or ideas and attempt to pass them off as your own � turn in work written by someone else (professional or otherwise) � borrow ideas and/or wording from outside sources without sufficient revision and

documentation � download, copy, and/or paste database or Internet files without sufficient revision and

documentation � allow others (roommates, siblings, parents, “friends,” etc.) to either write for you or make such extensive

revisions in your writing that it ceases to be your own work Be careful not to copy specific phrases, sentences, and/or paragraphs from other sources. Quoted, paraphrased, or summarized sources must be documented—in this class, this means M.L.A. _____________________________________________________________________________________________ Paper  Grading   A large reading/grading load has prompted me to evaluate student papers using a matrix-driven system of grading. Please be aware that you won’t receive in-depth corrections on your paper, but a detailed, comprehensive rubric indicating how you’ve fared in the areas of content, style, mechanics, and format. _____________________________________________________________________________________________ Concerns  Regarding  Specific  Assignment  Grades   Students who wish to conference with me about a graded assignment must: 1. Wait at least 24 hours before making an appointment, then . . . 2. Come to the conference with a list of suggestions for improving the assignment. _____________________________________________________________________________________________ Grade  Changes   I’ll only submit a “Change-in-Final-Grade” form if I’ve made some serious blunder, such as a mathematical error in calculating your grade (which isn’t likely, since it’s all computerized)—not if you submit assignments late, or need a certain grade to transfer, graduate, keep a scholarship, find a spouse, etc. _____________________________________________________________________________________________ Incomplete  Grades   Please know that I’m not in the habit of granting incompletes. Normally, incomplete grades are given only in exceptional or emergency circumstances, defined as an immediate family member’s death or your own documented medical emergency or hospitalization (which must be serious and chronic enough to prevent you from completing the course on time). Procrastination, poor planning, “stress,” and/or lovesickness don’t qualify, for ex-ample.

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_____________________________________________________________________________________________ Multiple  Submissions  

This term refers to the practice of “recycling” pa-pers: submitting to an instructor material you’ve written for a previous course/instructor or submit-ting material written by another individual. Every-thing you submit to me must be “fresh,” original work. Penalties parallel those for plagiarism. _________________________________________ Submission  Deadlines   In order for me to complete my work as an instruc-tor efficiently and punctually, I must set a deadline for all assignments. Assignments will be handed in at the beginning of class on the dates/times they’re due. I’ll accept late work, but will lower

points/grades for each day it’s overdue. There are no exceptions to this policy for blatant absenteeism, absolute cluelessness/mindlessness, or invalid excuses. However, these penalties may be altered or waived in circumstances clearly beyond one’s control. Know that some assignments/activities simply can’t be made up. This policy takes into account several common scenarios, including—but not limited to—untimely airline ticket purchases, baptisms, weddings, mission farewells and homecomings, etc. _____________________________________________________________________________________________ Paper  Format   Because I’ve so much student-produced material to read this semester, handwritten work is unacceptable; all work is to be word-processed and professionally presented. Keep a copy of every submitted assignment (either a hard copy or computer file) in case something disappears. _____________________________________________________________________________________________ Proofreading     As most of you are senior English majors, I expect your work to be relatively error-free; therefore be sure to careful-ly proofread it before submission. Careless errors will count against you. If necessary, have someone else (prefera-bly who’s qualified) proofread your work to catch any mistakes you miss. Take advantage of computer spelling and/or grammar programs. If you’ve questions on usage, consult a composition handbook, documentation style guide, or comparable website. _____________________________________________________________________________________________ Attendance     I’m too old to make distinctions between “excused” and “unexcused” absences—you’re upper-class(wo)men, and know the drill. I will say that attendance is expected in this fast-paced course for the entire semester, and is im-portant for your success in it. Regular attendance will inevitably enhance your appreciation of the subject matter—and your final grade. You can expect me to take roll daily, and attendance will be a determining factor in your grade. I’ll deduct 10 points per absence. Since announcements are given—and attendance taken—at the beginning of class, tardiness could also affect your performance in this course. Should legitimate emergencies arise, please inform me as soon as possible so arrangements can be made for your absence—and hand in assignments early. If you do miss class, it’s your responsibility to find out what you missed (announcements, notes, assignments, etc.) so that you’re prepared for the next class period. Consider becoming acquainted with a reliable classmate; have a trust-ed associate submit assignments on your behalf if you’re unable to yourself.

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_____________________________________________________________________________________________ BYU  –  I  Attendance  Policy  (Approved  by  President’s  Council  October  2007)   “You are responsible to attend and participate in classes. This includes preparing for class, participating in small and large group discussions and activities, thinking and writing about what you learned in class, and being tested. Your success in learning at BYU – I will flow directly from your level of participation, and you miss learning oppor-tunities if you don’t attend or fail to participate. Plan to be in class and participate fully. Individual teachers, de-partments or colleges may adopt attendance standards for classes or programs.” If you feel you must miss class because of illness or family matters, you should notify your teachers as soon as possible. Absences may impact your grade whether or not you make prior arrangements. In certain circumstances you may be required to miss class to attend or participate in a University-sponsored event. Your sponsoring teacher will help you follow the proper pro-cedures to notify your other teacher(s) that you will be missing class. There are no ‘excused’ absences in the sense that you are relieved from academic work assigned during any absence. You are always required to meet the stand-ards of the course as set by the teacher.” _____________________________________________________________________________________________ Attitude   In terms of attitude, I expect you to be respectful and courteous to me, just as I’ll behave professionally toward you. Admittedly, I’ve several pet peeves. One is murmuring—resist the temptation, even when your stress level esca-lates; I’m really not intentionally trying to make you miserable. Two (through Eight): I’ve a low tolerance for such disrespectful behaviors as (2) racist or sexist comments; (3) inappropriate humor or laughter; (4) asides to other class members; (5) napping; (6) reading the Scroll or other unrelated material; (7) using the Internet inappropriately (i.e., computer game playing, mindless web surfing, online shopping—unless it’s for me), e-mailing, using cell phones in class; or (8) any other physical manifestation of boredom.

Do Have: Do NOT Have: Clean, well-groomed appearance Shorts/capris; leotards/capes Modest clothing (nothing revealing or form-fitting)

Frayed, torn, ripped or patched jeans/pants

Neat, clean, and modest hairstyles Flip-flops or other casual footwear Chin dimples Sideburns below the earlobe, stubble,

beards Caps or hats in campus buildings Short dresses/skirts (knee-length or longer) Extreme hairstyles (including unnatural

colors)

A good attitude also includes treating your fellow classmates well. Specifically, this means taking their ideas seri-ously, commenting constructively, and being sensitive to their feelings. Also, please know that I expect you to un-derstand and adhere to BYU – I’s honor code and its dress and grooming standards as discussed in the University catalog (http://www.byui.edu/StudentHonor/). Failure to heed these “house rules” will result in a breach of the trust necessary to sustain a collaborative educational environment. In sum, a poor attitude will adversely affect your grade. On the other hand, a positive attitude may enhance it.

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_____________________________________________________________________________________________ Participation   This is defined as your overall effort and contribution to the class. Obviously if you don’t attend class, sleep through it, or otherwise fail to take advantage of this opportunity, your final grade will reflect such apathy. Since any class is better when students contribute meaningfully to discussion, I’ll ask you, periodically, to share what you feel is important or enlightening with the class. What you think matters to me—and probably your peers as well. Class participation also implies preparedness (i.e., completing reading assignments before class, etc.). _____________________________________________________________________________________________ Policy  Regarding  Electronic  Devices  in  the  Classroom   “The BYU – I Learning Model envisions students who have come to class pre-pared to share ideas, rather than merely receive them. Learning occurs through discussion, in which each student listens carefully to the comments of others and seeks the opportunity to add, as inspired, to what is being said. Participating in such a discussion requires careful attention, as though one were with a friend, one-on-one. It is to promote such a learning environment that the University requires, as general policy, that electronic devices be turned off during class time. These devices include laptop computers, cell phones, and all other electronic devices.” “Instructors may, for the sake of achieving special learning objectives or to meet individual student needs, authorize the use of specific electronic devices in their classrooms. However, it is recommended that the use of laptops for note-taking not be allowed, except for occasional lectures. In the Learning Model environment, thinking about what is being said in the classroom and seeking the opportunity to add a comment is more important than transcribing the discussion. Impressions that come in class can be noted by hand. When the class is over, students will find that their handwritten notes, along with ideas brought to remembrance by the Spirit, will allow them to write detailed reflections. Those reflections will be richer because of the students’ active participation in the class discussion.” _____________________________________________________________________________________________ Disabilities  Act  Compliance     In compliance with the Americans with Disabilities Act, all qualified students (i.e., those who have documented learning, emotional, and/or physical disabilities as defined by applicable disability law) enrolled in this course are entitled to “reasonable accommodation.” It’s the student’s responsibility to disclose to the instructor any special need(s) he/she may have before the end of the first week of class. In order for students to qualify for reasonable accommodation they must contact Richard Taylor—Office of Services for Students with a Disability (http://www.byui.edu/Disabilities/), located in 158 McKay Library (East Wing)—who’ll give qualified students a letter to submit to teachers. He may also be reached at (208) 496-1159 or taylorr @byui.edu. _____________________________________________________________________________________________ Grievances     I make every reasonable effort to consider your attitudes, values, beliefs, and feelings as I choose material to teach course-related concepts. Sometimes, in getting you to think dialec-tically, I play the “devil’s advocate”; other times I may challenge your thinking directly (yet politely). In the unlikely event that I offend you or, in your opinion, I overstep my bounds, please come talk to me about it. Make an appointment and come prepared to talk maturely, adult to adult. I promise to listen to your concern, to take it seriously, and to explain my actions, if necessary. Follow this New Testament advice, offered by the Savior: “[I]f thy [B]rother [Brugger] shall trespass against thee, go and tell him his fault between thee and him alone” (Matthew 18:15). Finally, consider this excerpt from a 1995 Scroll article:

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There are several steps students can take if they have any concerns about a teacher, his/her teaching method, or the way students are treated in the classroom. The first and most effective way is to talk to the teacher directly. “This step solves 90% of prob-lems between teachers and students,” [Max] Checketts [former academic vice presi-dent at BYU – I] said. “If students don’t understand what is being taught, they should go directly to the teacher for clarification. Students have the right to contact the pro-fessor and make an appointment with him or her to discuss concerns. Going to some-one above the teacher first is a waste of time,” Checketts said. “Students will have better luck if they start at the bottom; it’ll save a lot of extra headaches. Students end up talking to the teacher anyway. Teachers have the right to hear student concerns about them first. By going to someone above them, students are not giving teachers the opportunity to represent themselves fairly. However, if a teacher is unwilling to listen, students can call the department chair, who’ll medi-ate between them. Again, it’s best to start with the teacher. This concept is the inspired counsel Jesus gave in Mat-thew 18:15-16,” Checketts said. Another concern students have is the subject material being presented to the class. “[BYU – I] can’t skip teaching sensitive issues. We’re a Church school and we must give the same education as one would get at another [university]. What better place could there be to deal with sensitive matters? [BYU – I] has the difficult task of balancing the influence of the Church with the influence of academics,” Checketts said. _____________________________________________________________________________________________ Answers  to  FAQs   Question: “Will we be doing anything important in class today?” Answer: We do something important in class every day. Question: “Can we go early?” Answer: Not today. (Repeat daily.) Class is over when I utter the special code word, “Ska-doosh!” Question: “I missed class. What did we do?” Answer: It’s your responsibility to keep up. Get notes/handouts from a reliable classmate. Question: “Will this be on the exam?” Answer: Anything seriously discussed in class or in the course texts is fair game for exams. Question: “When will we get our papers back?” Answer: To be honest, it’ll take some time getting papers back to you. I go through them carefully, so I need a reasonable amount of time to grade them. In addition, I’ve other personal, familial, ecclesiastical, and professional responsibilities impinging on my time. Therefore, please don’t expect me to return stuff overnight. Realistically, it may take me several class periods. (Other, smaller, stuff, however, will be promptly returned.) Question: “What’s my grade in here?” Answer: I dunno, but I-Learn does. Question: “What about extra credit?” Answer: