This course has four main objectives: First, as the title indicates, you should leave the course with a general knowledge of some of the major public rhetorical perspectives that define the "American" character. Such events include speeches, public documents, laws, and declarations, as well as some popular cultural texts such as films, music, and television. Second, you should have developed a keener understanding of the relationship between rhetorical discourse and the objects articulated and reified through discourse. Third, you should develop a sense of the many ways in which history acts as a rhetorical force on the development of the present through the reification of objects and ideas. Finally, you should leave with an understanding of the ways in which particular ideas and subjectivities have been systematically excluded from our cultural discourses.
One of the guiding assumptions of this course were stated clearly by Walter Benjamin in the first essay we will read, "Theses on the Philosophy of History": "To articulate the past historically does not mean to recognize it 'the way it really was.' It means to seize hold of memory as it flashes up at a moment of danger." In other words, one studies historical documents not to re-create or re-view the past but in order to better understand the present and more directly impact the future. In this course we will approach historical documents from this perspective.
Additionally, this course will emphasize questions of cultural, racial, ethnic, economic, and sexual diversity. In particular, students should expect to be challenged by historical perspectives on American rhetoric that resist mainstream and dominant interpretations.
Required Texts:
Howard Zinn, A People's History of the United States (New York: Harper Collins, 1980).
Ben Attias, 345 Reader and Sourcebook, available at the Northridge Copy Center on Reseda.
Course Requirements
(1) Class Participation:
Because this is a discussion-oriented class, class participation is mandatory. I expect everyone to do the readings and come to class prepared with something to say about them; high grades in participation will go to those students who are always not only prepared with something to say but who are willing to "go out on a limb" to take positions on the issues discussed. Additionally, a willingness to listen and respond to others is encouraged. Most significantly, those who receive high participation grades will be prepared to connect issues together across class periods. Class participation will count towards 10% of your grade.
Another 10% of your grade will be determined by your participation on a discussion list on the Internet. Thus, it is required that you get an Internet account and use it to post messages on the newsgroup which has been formed for this course (csun.class.sp345). The Computer Center will provide you with an internet account and will assist you in learning how to post messages to the newsgroup. We will use electronic mail and news as a "virtual classroom" in which we will continue class discussions outside of our regularly scheduled meeting times. If you are unfamiliar with the internet or require special assistance please attend one of the Computer Center's special training sessions which will be offered periodically throughout the semester.
(2) In-Class Presentation on Required Readings:
Each student will sign up to deliver a short (3-5 pages) formal presentation on one or several of the assigned readings. Presentations will begin February 29th (subject to change depending upon class size). The presentation, both oral and written, will count towards a total of 30% of your final grade. Your presentation should be a short think-piece which summarizes the reading and takes a position or stance on the issues that arise there. The position taken by each student will serve as the starting point for class discussion that day. The type of reading you select will determine in part the kinds of arguments you can make. If you are presenting on a speech or a popular cultural document, your think-piece should be a rhetorical criticism of that piece. If your text is a rhetorical critique itself, you should take a position on the author's thesis -- not necessarily "for" or "against," but your position should offer evidence of your arguments on the author's thesis and its connection to the issues discussed in the course.
(3) Special Topics Research Paper
Each student will write a critical-analytical research paper (5-7 pages) on a specific topic in American rhetorical history. This paper will begin as a review of one of the books listed below. I am open to suggestions of books which are not on the list, but please seek my approval first. Read the text, do some outside research on the topic, and then write a critical-analytical essay in which you make an original argument about the issue in the context of American rhetorical history.
Students will present their research in a semiformal presentation which will be scheduled during the last two weeks of the semester. Your presentation should introduce students to the topic you researched and make an argument that is significantly informed by the readings you have been assigned. The total percentage for this presentation, both written and oral, will be 30%.
(4) Midterm Exam
On March 26th you will take a midterm exam covering the issues raised in the first unit. This will be a combination objective & short essay quiz which will test you understanding of rhetorical perspectives on reading American history. This is worth 20% of your final grade.
Keep in mind that while I am not evaluating your attendance in this course, you are always the one responsible for what goes on in class each day. I will not take off points for missing class discussions, but you do so at your own risk. Keep in mind that even without marking attendance there is a statistically significant correlation between those students who miss class often and those who receive grades of D and F.
ACADEMIC HONESTY
Cheating and plagiarism in any form will not be tolerated. If you are uncertain what constitutes academic honesty, please consult the current university catalog and/or your therapist.