RHETORIC AND SOCIAL CONTROVERSY

COMM. STUDIES 270.003- FALL 2008

M, W, F 311 PEABODY HALL

VITALS
Instructor: Julia Scatliff O’Grady
Contact: jsogrady@unc.edu or 919-599-6110
Office: 303 Bingham Hall (in last row)
Office Hours: Wednesdays, 12-2 pm or by appointment

BY THE END OF THE SEMESTER, YOU WILL:

Grow to better understand basic rhetorical history and its significance.
Gain facility in rhetorical theory and practices.
Construct and enact critical arguments.
Read and interpret academic research.
Engage deftly in critical/rhetorical discussions and thought.
Communicate honestly, directly and effectively with your classmates and me.

COURSE DESCRIPTION
In this course, you will choose one speech and get to know it intimately over the course of the
semester. You will learn how to bring a critical eye to rhetorical artifacts that illuminate aspects
of social controversy and how to “situate” or make sense of them within their historical and
cultural moments. You will develop critical instincts by engaging actual examples of rhetorical
criticism. In sum, you are encouraged to read deeply, think critically, write incisively, and engage
with confidence in our intellectual community.

This course is designed to be communication-intensive. To facilitate the overall success of the

course, you are expected to:

(1) attend class sessions fully prepared to discuss the material

(2) ask questions relevant to course materials
(3) engage in dialogue about the material with other students and the instructor
(4) turn in all assigned work on time and in a professional form
(5) communicate with fellow students and the instructor outside of class

COURSE MATERIALS
Readings can be accessed on Blackboard (http://blackboard.unc.edu). Please print up copies of all
readings no later than January 28, 2009.

Strongly Recommended (Choose one):

Keith, William M. & Lundberg, Christian O. The EssentialGuide to Rhetoric. New York:
Bedford/St. Martin’s. 2008.

Stoner, Mark, and Sally Perkins. Making Sense of Messages: A Critical Apprenticeship in
Rhetorical Criticism. Boston: Allyn & Bacon, 2005.

COMMUNICATION
I will respond to email/phone requests between 10 am-3 pm M-F. If you email or call any other
time, expect a response after 10 am M-F. If you are concerned about a grade, you must contact
me within 24 hours of the grade’s posting on Blackboard. Changes or additions to the syllabus
will be made 48 hours in advance. Please feel free to call or email me with brief questions. If your
question requires more in-depth conversation, do not hesitate to come to my office hours or make
an appointment.

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CLASS CALENDAR
WEEK ONE DIVE IN
January 12 How Do I Navigate 270?
PREP: Bring a copy of the syllabus to class.

January 14 What is Rhetoric?

PREP: Read Martin Luther King, Jr. “I Have A Dream” and Dyson selections.

January 16 Prep for the Inaugural Address

PREP: Read Frank and McPhail. “Barack Obama’s Address to the 2004
Democratic National Convention: Trauma, Compromise, Consilience, and the
(Im)possibility of Racial Reconciliation.”

WEEK TWO LIVING IN AN HISTORIC MOMENT

MLK Jr. Holiday No Class

January 20 Inauguration
Watch and Critique The Inaugural Address and Supplementary Events

January 21 What is Rhetorical Criticism?

Due: Homework One A

January 21/22/23 One-on-One Meetings

January 23 What is Social Controversy? What is a glandular reaction?

PREP: Using the library’s journal article database, select NCLive/EbscoHost,
select the “Mass Communication and Media Complete” database, then search
for the journal Quarterly Journal of Speech. Read the abstracts for the first 20
articles. List the articles that deal with what you would consider to be a social
controversy? Make brief notations for each entry.

WEEK THREE I AM A MESSAGE ANALYST.

January 26 Choose a Speech.
PREP: Review the top 100 speeches of the twentieth century and/or identify a
speech on your own.

January 28 How do I begin the journey to become a message analyst?

PREP: Bring completed 270 article notebook/folder to class for review

January 30 How do I engage in critical thinking?

Due: Homework 1B

WEEK FOUR I DELVE INTO CLOSE ANALYSIS

February 2 How can I discern meaning from my text?
PREP: Hauser, “Experiencing Meaning in Rhetoric”

February 4 What is close analysis and how do I do it?

PREP: Campbell and Burkholder, “Descriptive Analysis”

February 6 How can I help my peers with their close analysis?

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PREP: Review peer Homework (1B) and return with comments.

WEEK FIVE I BEGIN TO UNDERSTAND MY TEXT IN A CONTEXT.

February 9 What is a rhetorical situation?
PREP: Bitzer, “The Rhetorical Situation”

February 11 Is there really just one situation?

PREP: Vatz, Richard, “The Myth of the Rhetorical Situation”

February 13 How do I gain clarity about the situation of my speech?

PREP: Summarize the rhetorical situation of your speech.

WEEK SIX WE GET SERIOUS ABOUT RESEARCH.

February 16 Portfolio Workshop One
How do I figure out what other people have said about my text?
PREP: Bring in your initial bibliography.

February 18 Portfolio Workshop Two

How do I research context? How do I organize my stuff?
How do I deal with citations?
PREP: Come prepared to discuss your initial research.

February 20 Portfolio Workshop Three

Due: Homework Two

WEEK SEVEN I WILL BUILD AN ARGUMENT.

February 23 How do I make an argument?
PREP: Brockriede, Wayne,“Rhetorical Criticism as Argument.”

February 25 How do I interpret other rhetorical scholars’ arguments?

PREP: Cox, J. Robert, “The Fulfillment of Time: King’s ‘I Have a Dream’
Speech (August 28, 1963).”
PREP: Harriman, Robert, “Time and the Reconstitution of Gradualism in King’s
Address: A Response to Cox.”

February 27 Peer Review Workshop

PREP: Review peer Homework (2) and return with comments.

Week Eight ARE WE ALL ON THE SAME PAGE?

March 2 Midterm Review

March Forth Midterm

March 6 Narrative Paradigm

PREP: Fisher, Walter R. "Narration as a Human Communication Paradigm: The
Case of Public Moral Argument."

SPRING BREAK
March 7-15, 2009

WEEK NINE WHAT IS GENRE?

March 16 PREP: Jamieson, Kathleen Hall & Campbell, Kathleen Kohrs

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“Rhetorical Hybrids: Fusions of Generic Elements”

March 18 Genre, Part 2

PREP: What genre(s) are represented in your speech?

March 20 Expanding Our Understanding of Rhetorical Criticism

PREP: Blair, Carole, and Neil Michel. "Commemorating in the Theme Park
Zone: Reading the Astronauts Memorial."

March 23 or 24 Portfolio Seminar @ JS O’Grady’s Home (11 Ellen Place 27514)

WEEK TEN DRAMATISM.

March 23 Dramatism
PREP: Ott, Brian L. and Eric Aoki, “The Politics of Negotiating Public Tragedy:
Media Framing of the Matthew Shepard Murder.”

March 25 Let’s really understand the Pentad.

PREP: Use the Pentad to interpret your speech.

March 27 How to navigate Homework 3 with finesse

PREP: Choose a search model. Write 2-3 paragraphs articulating how it will
work with your speech.

WEEK ELEVEN I CONTINUE TO WORK WITH DRAMATISM AND FACE THE IDEOGRAPH.
March 30 Dramatism
PREP: Tonn, Mari Boor, and Valerie A. Endress. "Hunting and Heritage on
Trial: A Dramatistic Debate over Tragedy, Tradition, and Territory."

April Fool’s Day Ideology

PREP: McGee, Michael Calvin. "The `Ideograph': A Link Between Rhetoric
and Ideology."

April 3 Prepare for the home stretch: Homework 4 and the Portfolio.
DUE: Homework 3

WEEK TWELVE METAPHOR

April 6 PREP: Lakoff, George and Mark Johnson. Metaphors We Live By.

April 8 PREP: Scour your speech for metaphors and similes.

April 10 PREP: Foust, Christina. “A Return to Feminine Public Virtue: Judge Judy and
the Myth of the Tough Mother.”

WEEK THIRTEEN FEMINISM, POSTMODERNISM, MATERIALITY, AND VISUALITY

April 13 PREP: Dubriwny, Tasha N. "First Ladies and Feminism: Laura Bush as
Advocate for Women's and Children's Rights."

April 15 Deep Reading Day: We will review technique and finesse.

Due: Homework 4

April 17 PREP: Hariman, Robert, and John Louis Lucaites. "Public Identity and

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Collective Memory in U.S. Iconic Photography: The Image of 'Accidental
Napalm'."

WEEK FOURTEEN PRESENTATIONS!

April 20 Final Presentations

April 22 Final Presentations

April 24 Final Presentations

WEEK FIFTEEN THE LAST DAY

April 27 Final Exam Review, Turn in Portfolios
Due: A one-page course evaluation letter addressed to JS O’Grady, along
with the required components of the portfolio.

WEEK SIXTEEN
May 4, 12 noon Final Exam

COURSE ASSIGNMENTS AND EVALUATION

400 points are possible in the course, and they are accumulated as follows:

Homework Assignments 40 %
Class Participation 10 %
Midterm 20 %
Final Exam 20 %
Final Portfolio 10%

HOMEWORK ASSIGNMENTS (40 PERCENT OR 160 POINTS)

Although we will explore many different kinds of rhetorical artifacts this semester, you will
choose and interpret one speech closely. This speech will serve as your primary text for the
semester. During a one-on-one meeting, we will meet to discuss your text, context and research
plan. I must sign off on your text, context, and approach. You can:

A. Choose a speech from the Top 100 Speeches of the Twentieth Century
(http://www.americanrhetoric.com/top100speechesall.html.)
B. Identify any other speech that exhibits the rhetoric of social controversy.

The rhetor will become a new friend (or enemy). If all goes well, you might even have imaginary
conversations with him or her as you wrestle with your homework assignments and final analysis.
The speech must be interesting enough to you that you can listen to it over and over again and
stay awake.

When you choose your speech, you embrace both text and context. That means, you must not
only be interested in the particular speech but are willing to delve into the context in which the
speech was delivered. If you choose a speech by Franklin Delano Roosevelt, you must be
interested in mining the political context of that era and previous rhetorical research on the
particular speech. Whatever speech you choose, please attach the complete text. If you choose a

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speech outside of the top 100, you will either find the text or transcribe it yourself. Transcription
can be a little tedious and it is not difficult to do.

Top 100
If you choose one of the Top100 speeches, you can be assured that I will approve your speech.
You can also be assured that there is plenty of research and commentary about this speech. You
will be delving into a more defined landscape. Because your context is historical, so too will be
your research.

A Speech of Your Own Selection

The speech you choose initially may or may not be appropriate. We may have to go through a
couple of rounds to get it right. While it may take a little more time at the beginning, I will be
happy to go through this process with you. I am eager to see your creativity and self-direction in
the speech you choose.

RHETORICAL CRITICISM PORTFOLIO COMPONENTS

4 Homework Assignments (40 points each totaling 160 points, or 40% of your course grade)
The homework assignments are intended to move you through important processes of rhetorical
criticism--identifying and refining critical research questions, learning progressively about your
chosen speech and its context, and trying out different theoretical concepts for analysis. You
should stay on top of these assignments and complete them all on time. There's a bottom line
here--do the homework. Note: The first homework will be counted at 5% for each section. The
remaining three will be 10% each assignment.

Each homework assignment must be posted on Blackboard before the beginning of class.
Homework must be typed and stapled. All homework assignments must have a signed copy of
the Honor Pledge. All homework assignments will help you participate more effectively in class
and achieve a higher quality final analysis.

Homework #1: Two pages total (double spaced).

A: Two pages (double spaced) (5%) Watch the 2009 Presidential Inauguration and associated
events/analysis. Take careful notes. Apply initial concepts and discussions from class and engage
in rhetorical scholarship. Record actual text and detail from the Inauguration and surrounding
events so your analysis is specific and thorough. Put forward a concise argument about what you
witnessed. Cite any references.

B: Two pages (double spaced) (5%) Choose a speech for your semester project. In your written
homework, identify the speech, the rhetor, the occasion, the date, and the audience. Explain why
you chose the speech, focusing on aspects of it that you find interesting or important. Explain
why you think others might also find it important. Identify a critical question and one possible
argument. Identify the possible challenges. Attach the complete speech text or provide a web
address, if not in the Top 100 speeches.

Homework #2: Four pages (double spaced) (10%).

Based on what you've learned about the rhetorical situation, write in as much detail as you can
about the rhetorical situation of your speech, focusing on exigence, audience, and constraints.
You will need to do some research here, so make sure that you are citing your sources. Also
identify any new critical research question(s) that you believe might be important.

Homework #3: Four pages (double spaced, excluding works cited list). (10%)
Now, you will apply a particular "search model" to write a new analysis of your speech. Identify

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what this search model has allowed you to see about your speech that you hadn't before. Using
narrative, genre or dramatism as a search model, write a new analysis of your speech. Identify
what this search model has allowed you to see about your speech that you haven't before. Also,
describe what you've learned about the rhetorical situation since the last homework assignment
(making sure to cite your sources). And identify any new critical research question(s) that you
believe might be important.

Homework #4: Final Analysis (Eight to ten pages, excluding works cited list) (10 %) You
have now worked on a speech all semester. You have read about and tried out a number of
theoretical concepts in rhetoric as "search models" for critical analysis. Think about the research
question that you think is the most important one to answer about your speech. Identify one
concept or search model (like ethos, or legitimation) or concept set (like ethos, pathos, and logos
or ideology) that you think is particularly important to helping you to answer that question.
These decisions (the speech, the research question, and the theoretical concept) will form the
basis for your analysis. Do your best to write a critical essay like those we have read in 270.003.
Your essay should include the following:

An introduction in which you identify and describe: your speech, background about the artifact
(including situational elements that may be useful in understanding your analysis), and your
research question. The introduction should also make an argument for the significance of your
analysis on the basis of the importance of the artifact and/or the potential importance of your
chosen mode of analysis of that artifact.

The body of the analysis should define or describe the theoretical concept or approach you have
chosen and an explanation of why you have chosen it. You may need to consult additional
sources for this beyond what we have read in class. So, for example, if you've chosen the
narrative paradigm, you might want to do some further reading on the N.P. to help you in laying
out that theoretical perspective. The body of your analysis should also include, as its central
element, a richly textured critical reading of the artifact, in which you offer arguments about the
artifact, identifying features of it that might not have been evident to a first-time reader, viewer,
or listener. This critical reading should rely upon the theoretical concept(s) you've chosen. You
may incorporate a discussion of the rhetorical situation as elements of it contribute materially to
your critical argument.

The conclusion of your essay should reinforce the claims you have made in the body of your
essay and discuss any implications of those claims.

Your analysis should include a works cited list, and of course, all quotations or ideas borrowed
from your artifact or from any other work should be cited throughout your essay according to
MLA style manual standards. Please remember that scholarly sources (scholarly books, peer
reviewed journals) will be the only legitimate sources. Established news sources or historical
works should be used for background and situational elements. The speech itself, of course, will
be your most important basis of argument in the central portion of the essay. Wikis and blogs
should be used only with extreme caution. And remember, most books--sources of the most fully
developed, fully researched, sustained thinking--are often the best sources, and most are not
online.

Obviously, your analysis builds substantially on your homework assignments throughout the
course. Please use those in any ways you find useful or productive. Of course, you can add to or
modify what you did in those assignments, and material from them will likely need to be revised
to "fit" into your final essay. But if you've done a good job on the homework assignments, some

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of them will be crucially important to producing a good final essay.
The most important thing is that you make your case persuasively by supporting your claims and
illustrating your analysis. Please avoid repetitiveness, extraneous material and giant margins.

During the last three days of class, each person will present his or her portfolio project. I expect
everyone in class to participate in a rousing Q & A session to follow each presentation. I will
evaluate your presentation, your participation in presentation Q & A, and include this evaluation
in your portfolio grade.

Final Portfolio
You will submit all homework assignments, your journal, and a rewrite of Homework 4. You will
also include a one page evaluation letter addressed to JS O’Grady.

THE MIDTERM & FINAL

The midterm and the final provide an opportunity for you to synthesize and express what you
have learned. You will be tested on reading comprehension, class discussions, key concepts and
terms (and their applications). Only the most dire emergency or illness will afford a reschedule.
If you plan to leave early for spring break, you must let me know during the first two weeks of
class.

PARTICIPATION (40 POINTS OR 10% OF THE COURSE GRADE)

I will evaluate your participation in class and you will evaluate yourself. How?

You Will Keep A Journal (20 points)

You will keep a 270 journal. At a minimum, your journal will include:
(1) all writing assignments in the class calendar
(2) keep a summary of your own class participation and reactions to other comments

Our Intellectual Community (20 points)

I expect you to come to each class with a copy of that day’s assignment. Come
prepared with talking points and questions. Your comments and insights are
crucial to this course's success. Each class will provide an arena for practicing
critical thinking and argumentation. You are expected to risk opinions, question,
and critique. You are expected to respect each other and the process of inquiry by
engaging alternative perspectives, challenging others’ interpretations and
judgments, and inviting counter-argument. You will do so with an appreciation for
both difference and points of agreement. Remember, there are very few (if any)
"right" or "wrong" answers generated through critical inquiry--only those that are
well justified and those that are not. You will enhance your participation grade
mightily by showing up prepared with items to share.

I expect you to talk. If you have a hard time talking in class discussions, come see me
during the first two weeks of class. Your grade will suffer if you do not participate. So,
let’s come up with some strategies early in the semester to work out a plan. This class is
not a public speaking class and I expect you to share what you are learning.

Our class will be free of any distractions caused by cellular technologies or improper use
of laptops. Please turn your ringers off (not to vibrate). If you plan to use a laptop for
note taking, you will write me a letter of commitment agreeing only to use the laptop for
work relevant to 270.003 while in class.

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EXPECTATIONS
PDF Notebook
I expect you to print up all of the assigned articles and put them in a folder or notebook. You will
bring your notebook to class for review.

Attendance
I will not count 2 unexcused absences. If you must miss class --for any reason--- you do not need
to contact me by email or phone to let me know why you will be or were absent. It is your
responsibility to get caught up when you return to health or from a funeral or any other reason
that made it impossible for you to attend class. If you are absent beyond the two unexcused
absences, plan to bring in a doctor’s note or some other proof that your absence was legitimate.
Attendance will be taken in every class and absences will affect your participation grade.

I will not be able to meet with you individually after you miss a class or post my lecture notes on
Blackboard. Meet with a fellow student. While I must say all of these grumpy things, I do
understand that there are a lot of challenges in everyday life. If you have reason to believe that
you will miss a number of class sessions for any reason during the semester, please come and talk
with me.

Homework and Written Assignments

I do not accept late assignments without prior arrangement at least one class period in advance of
the due date except in cases with extremely extenuating circumstances. In such cases, the grade
will be lowered 10 percentage points for each day it is late, including weekends and holidays.

In completing assignments, you are expected to follow the University Honor Code, as described
in the University of North Carolina, Chapel Hill Undergraduate Bulletin. Full acknowledgment
must be made when you quote, paraphrase, or use the work of others. For guidelines on proper
documentation techniques, consult the MLA Style Manual or The Writing Center's web site. It is
the responsibility of the student to read and understand any policies, laws, rules, or procedures
that could affect the student's final grade for this course, which are not specifically outlined in this
syllabus. These are contained in the UNC-CH Undergraduate Bulletin.

All written work must be typed, double-spaced, in 12 point Times Roman, with margins no
greater than 1.25 in. (including top and bottom margins). Papers must be stapled. See also
“Guidelines for Preparing Papers.” It is recommended that you make an appointment with the
writing center if you have any concerns about the development of ideas, organization, and overall
writing quality (962-7710). If you have specific questions about grammar, call the Grammar
Hotline at 962-4060. Please note: the overall quality of your submitted work, as well as
grammar, punctuation, proper MLA format, etc., is considered in each grading matrix.
Work that does not reflect such quality is subject to a minimum of one letter grade
reduction.

Academic Dishonesty
For your benefit and the benefit of your classmates, cheating and plagiarism will not be tolerated.
If I determine that a student violated standards of academic honesty, that student will receive no
credit for that assignment and will be reported to the Dean of Students.

Academic dishonesty includes: handing in another’s work or part of another’s work as your own,
purchasing or otherwise obtaining research, papers, or speeches written by another and turning
that work in as your own (plagiarism), turning in one of your old assignments for a current class,

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or turning a current assignment into two different classes (double submission), or using a paper
you have done previously. Using unauthorized notes or study aids or otherwise illegitimately
obtaining answers for an examination also represents a breach of academic integrity.

Plagiarism usually refers to representing the words or ideas of another person as your own.
Referring to a lack of knowledge will not relieve you of responsibility. Please ask if you have a
question about citation. Remember: With few exceptions, if it is not your thought, you must not
allow us to think that it is. Students who are unfamiliar with how to cite sources should purchase
the MLA style manual.

Grading Scale
94-100% = A
90-93% = A-
86-89% = B+
83-85% = B
80-82% = B-
76-79% = C+
73-75% = C
70-72% = C-
65-69% = D+
60-64% = D
< 60% = F

A: Excellent work, showing an in-depth, critical understanding; incorporates connections

between course themes and topics into critical and reflexive claims (analysis); exceeds all of the
aspects of the assignment. If applicable: citations are fully (and accurately) documented; excellent
research methods and/or quality of resources. There is excellent grammar and
punctuation/editing. Critical work exposes more than is immediately available from a cursory
reading of a text.

B: Good to excellent work in most (but not all) areas of the assignment; shows a critical
understanding of the topics and concepts; makes key connections between various aspects of
course materials (synthesis); begins to articulate a relevant claim, but may not fully explicate
argumentative elements or makes some generalizations or assumptions. If applicable: minor
citation errors and/or above-average quality of resources. Above-average grammar and
punctuation/editing. Critical work exposes more than is immediately available from a cursory
reading of a text.

C: Fair to Good work in most (but not all) areas of the assignment; demonstrates an
understanding of most topics and concepts (summary); may not show a critical understanding of
the issues; claims made are lacking adequate warrants or include broad generalizations or
assumptions. If applicable: several citation errors and/or sub-par or questionable quality of
resources. Demonstrates an average understanding of the standard conventions of grammar and
punctuation/editing. May tend to state the obvious.

D: Fair to poor work on the assignment; lacks an understanding of topics and concepts, does not
demonstrate critical understanding, leaves significant gaps in the assignment, makes broad
generalizations or assumptions, and may be missing a claim altogether. If applicable: numerous
citation errors and/or omissions and/or sub-par or questionable quality of resources. Does not
abide by standard conventions of grammar and punctuation/editing. May seem rushed or
incomplete.

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F: Poor work – does not fulfill the assignment in any way, and/or indicates the student’s failure to
grasp or to apply correctly the concepts of the course, and/or fails to cite other works used, and/or
was submitted to complete the requirements of another course without my prior knowledge and
consent.

BLACKBOARD READINGS
Bitzer, Lloyd F. "The Rhetorical Situation." Philosophy and Rhetoric 1 (1968): 1-14.

Blair, Carole, and Neil Michel. "Commemorating in the Theme Park Zone: Reading the Astronauts
Memorial." At the Intersection: Cultural Studies and Rhetorical Studies. Ed. Thomas Rosteck. New
York: Guilford, 1999. 29-83.

Campbell, Karlyn K., and Thomas R. Burkholder. "Descriptive Analysis: The First Stage of Criticism.”
Critiques of Contemporary Rhetoric. Belmont, CA: Wadsworth, 1997. 17-48.

Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic 302 (2008): 56-63.

Cox, J. Robert, “The Fulfillment of Time: King’s ‘I Have a Dream’ Speech (August 28, 1963).” Texts in
Context: Critical Dialogues on Significant Episodes in American Political Rhetoric. Ed. Michael C. Leff
and Fred J. Kauffeld. Davis, CA: Hermagoras Press, 1989. 181-204.

Dubriwny, Tasha N. "First Ladies and Feminism: Laura Bush as Advocate for Women's and Children's
Rights." Women's Studies in Communication 28 (2005): 84-114.

Dyson, Michael Eric. I May Not Get There With You: The True Martin Luther King, Jr. New York: The
Free Press, 2000.

Fisher, Walter R. "Narration as a Human Communication Paradigm: The Case of Public Moral Argument."
Communication Monographs 51 (1984): 1-22. (CMMC).

Foust, Christina R. "A Return to Feminine Public Virtue: Judge Judy and the Myth of the Tough Mother."
Women's Studies in Communication 27 (2004): 269-293.

Frank, David A. & McPhail, Mark L. “Barack Obama’s Address to the 2004 Democratic National
Convention: Trauma, Compromise, Consilience, and the (Im)possibility of Racial Reconciliation.” Rhetoric
and Public Affairs 8 (2005): 571-594.

Harriman, Robert, “Time and the Reconstitution of Gradualism in King’s Address: Response to Cox.”
Texts in Context: Critical Dialogues on Significant Episodes in American Political Rhetoric. Ed. Michael
C. Leff and Fred J. Kauffeld. Davis, CA: Hermagoras Press, 1989. 205-218.

Hariman, Robert, and John Louis Lucaites. "Public Identity and Collective Memory in U.S. Iconic
Photography: The Image of 'Accidental Napalm'." Criftical Studies in Media Communication 20 (2003):
35-66. (CMMC)

Hauser, Gerard A. Introduction to Rhetorical Theory. Prospect Heights, IL: Waveland, 1986.

King, Martin Luther, Jr. "I Have a Dream." American Rhetoric.

http://www.americanrhetoric.com/speeches/mlkihaveadream.htm.

Lakoff, George and Mark Johnson. Metaphors We Live By. Chicago: University of Chicago Press, 1980.

Lewis, William F. "Telling America's Story: Narrative Form and the Reagan Presidency."
Quarterly Journal of Speech 73 (1987): 280-302.

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COMM. STUDIES 270.003- FALL 2008
M, W, F 311 PEABODY HALL

McGee, Michael Calvin. "The `Ideograph': A Link Between Rhetoric and Ideology." Quarterly Journal of
Speech 66 (1980): 1-16. (CMMC).

Ott, Brian L. and Eric Aoki, “The Politics of Negotiating Public Tragedy: Media Framing of the Matthew
Shepard Murder.” Rhetoric and Public Affairs 5 (2002): 483-505.

Tonn, Mari Boor, and Valerie A. Endress. "Hunting and Heritage on Trial: A Dramatistic Debate over
Tragedy, Tradition, and Territory." Quarterly Journal of Speech 79, no. 2 (1993): 165.

Vatz, Richard. “The Myth of the Rhetorical Situation.” Philosophy and Rhetoric 6, no. 3 (1974):154-161.

ACKNOWLEDGEMENTS
Thank you Carole Blair, Robbie Cox, Jessica Fifield, Natalie Fixmer, Letia Frandina, David Montgomerie,
Billie Murray, and Ali Neff for your insights and resources in the creation of this syllabus.
Thank you Bill Balthrop for your guidance this semester.

270.003 JS O’GRADY 12