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Bateman 1 SAEL 200: Social Advocacy and Ethical Life Sec.

009: MWF 3:30-4:20, Room: Gambrell 103A Sec. 010: MWF 4:40-5:30, Room: Gambrell 103A Instructor: Cynthia Bateman Contact Information: Office: Humanities Office Building, Room 323 Email: cynthiaabateman@gmail.com Office Hours: Wednesdays 2:30-3:30, Thursdays 11:30-1:00 Course Overview: Social Advocacy & Ethical Life is addressed to the nature and relationship of ethics and forms of expression in a variety of socio-political contexts. Students in the course will have an opportunity to critically investigate theories of ethics and principles of spoken advocacy, and to apply their inquiry in a cumulative series of exercises and performances. Both critical and practical, the work undertaken in this course offers a chance for students to: 1) question the meaning and importance of contemporary calls for civility, engaged citizenship, and deliberation; 2) investigate the roots, power, and limits of ethical discourse and its relevance to social and political decision-making; and 3) develop a working understanding of the principles of social advocacy and the ways in which communication constructs, supports, and remakes the grounds of ethical interaction. Learning Outcomes: Upon the successful completion of this course, students will be able to:  Define the idea of social advocacy, identify distinct forms of advocacy, and demonstrate an understanding of the respective values and limits of such communicative practices in a variety of social, political, and cultural situations; Define sources and functions of ethical reasoning and explain its importance in the development of individual and collective life, identify key ethical concepts and recognize the kinds of social and political issues that provoke ethical questions, and critically analyze and engage ethical controversies that shape personal and social norms of responsibility; Understand, perform, and critically assess the ways in which social advocacy can invent, shape, and upset personal and collective ethical commitments and the ways in which ethical frameworks enable, promote, and guide advocacy; Understand and explain the fundamental concepts and frameworks that enable social advocacy, including principles of argumentation,

Bateman 2 ethical forms of persuasion, theories of the rhetorical situation and audience interaction, and modes of listening; Apply and demonstrate the basic concepts of ethical social advocacy through the performance of speeches that address a variety of ethical issues and which engage audiences with diverse and conflicting ethical commitments; Critically assess the ethical responsibilities entailed in social advocacy and the conditions under which advocacy may be an ethical responsibility.

Course Materials:  Required pdf’s posted on our class website.  Our class website: http://sael200s14.wordpress.com/ Bookmark this site, subscribe to the blog, and visit it often! You are responsible for any and all information posted on the website.  You will also need access to a college-level dictionary. Course Structure and Required Assignments: In this course, we will engage in a variety of activities, including lecture, lecture-based discussion, group activities, student speeches, and critical evaluation of contemporary discourse. Over the semester, students in this course will be asked to undertake and complete the following assignments. Each assignment will be detailed in handouts posted to our course website and discussed in class. Speaking: 1. Imagining Advocacy: For this assignment, each member of the course will develop, compose, and deliver a 3 ½ - 4 minute speech addressed to a social, political, and/or cultural problem that provokes their interest and for which they are willing to advocate. The assignment is worth 50 points. 2. Discovering an Issue: In this second speaking assignment, each member of the class will choose and research a significant socialpolitical-public issue and then develop and deliver a 4 ½ - 5 minute speech addressed to the history, contours, and ethical importance of that issue. The assignment is 75 points. 3. Making a Case: This assignment asks each member of the class to develop and present a 5 ½ - 6 minutes speech that proceeds from a specific claim about an issue and which endeavors to generate interest from an audience. Working with the issues taken up in the “discovering an issue” speech, the goal of this speech is to move from providing information about a problem to making a specific claim

Bateman 3 about the meaning, significance, and/or appropriate resolution of an ethical issue. The assignment is worth 100 points. 4. Debating for Judgment: The aim of the assignment is to undertake a debate over a single issue or problem and to do so in a manner that invites an audience to undertake deliberation and judgment about the merits and implications of the question under consideration. This is a collaborative exercise in which class members will work in pairs. Each debate will consist of a ten (10) minute performance. The assignment is worth 100 points. Writing 1. Critical Speech Analysis: Each student will write one critical analysis of a speech of his or her choosing. This paper (600 words minimum) will be addressed to the ethical assumptions, claims, and implications of a particular speech, with specific attention paid to the types of ethical-moral reasoning that are employed in the speech and how such reasoning might be heard by a diverse audience. The paper is worth 40 points. 2. Researched Analysis Project: Each student will complete a researched analysis of a significant social, political, or cultural issue. This analysis will consist of three parts, spaced throughout the semester and building upon one another: a. Part 1: A research proposal (300 words minimum) with accompanying annotated bibliography (ten sources minimum). The proposal and annotated bibliography are worth a cumulative total of 75 points. b. Part 2: In line with the “Discovering an Issue” speech, part 2 consists of a researched essay (1200 words minimum) that addresses the history, contours, and ethical importance of the issue under consideration. This paper is worth 50 points. c. Part 3: In line with the “Making A Case” speech, part 3 consists of a researched essay makes a specific claim about the meaning, significance, and/or appropriate resolution of the issue under consideration (2400 words minimum). In addition to a persuasive argument about the issue, part 3 also includes a significant revision of the essay submitted for part 2. This paper is worth 100 points. 3. Weekly Reading Quizzes: On assigned days (see schedule for dates), each student will write a 300 word minimum response to the guided reading question of his or her choice (see web postings for list of guided reading questions). There are 10 quizzes for the entire semester. Each quiz is worth a possible 10 points. I will count your best eight scores and drop the other two, for a total of 80 possible quiz points. Course Policies:

Bateman 4  Attendance: Students are expected to attend every class meeting in accordance with the University Attendance Policy. Success in this course rests heavily on engaged participation. If you are not present, you cannot participate. Also see the section below on course policies regarding make-up speeches. Class Preparation: All readings should be completed by the day for which they are assigned. All students are expected to bring copies of the readings to class on the day that they are discussed. On days that you deliver or workshop a speech, all preparatory forms must be completed. Speech outlines must be submitted at the time of speaking. Grading Scale: The following scale will be used for the calculation and assignment of all grades in the course.

Total possible points: 670

A: 100%-90% (670-603) B+: 89-86% (602-576) B: 85-80% (575-536) C+: 79-76% (535-509) C: 75-70% (508-469) D: 69-60% (468-402) F: Below 60 (<401)

Make-Up Speeches: In order to complete our work and deliver a full complement of speeches, all students must be diligent in presenting their speech on the day it is assigned. It is almost impossible to allow make-up speeches in class. For this reason, unexcused missed speeches may be performed only outside of class (i.e. office hours) and for no more than 50% credit. Students can make up their speech in class for full credit only if there is clear and authoritative documentation that attendance was prevented by: bereavement;

Bateman 5 disabling illness; accident or disabling injury; legal obligation; university authorization. Classroom Conduct: Because this is a discussion-based class it is most beneficial for you to engage in classroom conversations with the instructor and with one another. Please speak freely and often, i.e., it is not necessary to raise your hand and wait to be acknowledged in order to speak. Having said that, I do expect that you will exercise common courtesy when communicating with the instructor and your classmates. Please refer to the Carolina Creed for additional information on appropriate campus behavior: http://www.sa.sc.edu/creed/). Academic Responsibility, Integrity and Ethics: The Carolina Community holds that “It is the responsibility of every student at the University of South Carolina to adhere steadfastly to truthfulness and to avoid dishonesty, fraud or deceit of any type in connection with any academic program. Any student who violates this rule or who assists others to do so will be subject to discipline.” Dishonesty will constitute: o Giving or receiving unauthorized assistance, or attempting to give or receive such assistance, in connection with the performance of ANY academic work. o Unauthorized use of materials or information of any type including the use of any obtained through electronic or mechanical means. o Access to the contents of any test or examination prior to its administration. o Unauthorized use of another person’s work without proper acknowledgement of source, regardless of whether the lack of acknowledgment was unintentional. o Intentional misrepresentation by word or action of any situation of fact, or intentional omission of material fact, so as to mislead any person in connection with any academic work. o Please visit the following link for a thorough explanation of USC’s honor code: http://www.sc.edu/policies/staf625.pdf  Email Etiquette: The best way to reach me is via email. In order to receive the fastest response possible, please format your email as follows—include a topic in the subject line, a greeting, and sign the message with your first and last name (I may have three Amy’s in class. Which one are you?) I will respond to emails received between the hours of 8:00am and 7:00pm Monday-Friday the same day I receive them. I will respond to emails received outside of this window the next day. Emails sent after 7:00pm on Friday will be returned the following Monday.

Bateman 6  Students with Disabilities: Any person who because of a disability may need special arrangements or accommodations to meet the requirements of this course should consult with the instructor as soon as possible. The Office of Disability Services may be reached at (803) 777-6142, or at www.sa.sc.edu/sds/.

Additional Resources:  USC Writing Center- The Writing Center offers help in developing, organizing, proofreading, and clarifying your papers. Their services are free to university students so take advantage of them! The Writing Center is located in Byrnes Building, room 703. Please call (803) 777-2078 or visit http://artsandsciences.sc.edu/write/ to make an appointment.  USC Counseling Services provides students with confidential access to speak with trained counselors for any number of reasons including stress, anxiety, depression, etc. This service is available at no cost to registered students. Counseling Services is located on the seventh floor of Byrnes Building. Please call (803) 777- 5223 to make an appointment.  OWL- The Purdue Online Writing Lab (or OWL) is a great resource for a variety of writing issues such as MLA and APA format and guides to avoiding plagiarism. Please visit OWL at http://owl.english.purdue.edu/ ***This syllabus may be altered at any time throughout the semester at the instructor’s discretion. Changes will be announced in class and on our website.***

SAEL 200/Fall 2013 Instructor: Cynthia Bateman

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Daily Schedule* Week 1: What questions are we asking and how are we asking them?  Monday, Jan. 13th: o Reading: Shafer-Landau’s The Fundamentals of Ethics, pp. 1-17.  Wednesday, Jan. 15th: o Reading: Lucas’s The Art of Public Speaking, chapters 1-2  Friday, Jan. 17th: o Video: Butler and Schiff at Occupy New York o Reading: Lucas’s The Art of Public Speaking, chapters 4 and 15 Week 2: What do rhetoric and argumentation do? Part I  Monday, Jan. 20th: No Class  Wednesday, Jan. 22nd: o Reading: Aristotle’s Rhetoric (pp 19-33 from Book I), Havel’s “A Word About Words”  Friday, Jan. 24th: o Assign Speech 1 o Video: Charlton Heston “My Cold DEAD Hands” and Dalton Sherman’s keynote speech o Reading: Keith and Lundberg’s The Essential Guide to Rhetoric, chapters 1, 2, and 4 Week 3: What do rhetoric and argumentation do? Part II  Monday, Jan. 27th: o Reading: Blumenberg’s “An Anthropological Approach to the Contemporary Significance of Rhetoric,” Brockreide and Ehnigner’s “Toulmin on Argument”  Wednesday, Jan. 29th: o In-class: delivery of speeches o Speech outlines due with delivery of speech o Reading: Lucas’s The Art of Public Speaking (APS), chapter 3  Friday, Jan. 31st: o In-class: delivery of speeches o Speech outlines due with delivery of speech o Video: “What Aristotle and Joshua Bell Can Teach Us About Persuasion” o Assign: Critical Speech Analysis Week 4: How are advocacy and ethics related?  Monday, Feb. 3rd: o Assign Speech 2 and Researched Analysis Project, Parts 1 and 2 o Reading: Plato’s Euthyphro  Wednesday, Feb. 5th:

Bateman 8 o Reading: Lucas’s The Art of Public Speaking (APS), chapter 16 o Declaration of Independence (we will read this in class together)  Friday, Feb. 7th: o Reading: Stanton’s “The Solitude of Self,” Lucas’s The Art of Public Speaking (APS), chapters 5 and 6 o Video: Gary Yourofsky's "Why Vegan?" Week 5: What is social transformation and how does it take place?  Monday, Feb. 10th: o Due: Critical Speech Analysis o Reading: Butler’s “The Question of Social Transformation”  Wednesday, Feb. 12th: o Reading: Goodnight’s “Controversy”  Friday, Feb. 14th: o Reading: Lucas’s The Art of Public Speaking (APS), chapters 9 and 10 o Video: “Severn Suzuki Speaking at UN Summit 1992” Week 6: Speech Week #2  Monday, Feb. 17th: o In-class: delivery of speeches o Speech outline with delivery of speech  Wednesday, Feb. 19th: o In-class: delivery of speeches o Speech outline with delivery of speech  Friday, Feb. 21st: o In-class: delivery of speeches o Speech outline with delivery of speech Week 7: How did we get here (and where are we at)?  Monday, Feb. 24th: o Due: Researched Analysis Project, Part I o Reading: Foucault’s “The Discourse on Language”  Wednesday, Feb. 26th: o Reading: Foucault’s “The Discourse on Language”  Friday, Feb. 28th: o Video: “Clinton at the 2013 Women in the World Summit” Week 8: For whom do we speak and how?  Monday, Mar. 3rd: o Assign Speech 3 and Researched Analysis Project, Part 3 o Reading: Njambi’s “Dualisms and Female Bodies in Representations of African Female Circumsion”  Wednesday, Mar. 5th:

Bateman 9 o Reading: Njambi’s “Dualisms and Female Bodies in Representations of African Female Circumsion”  Friday, Mar. 7th: o Video: David Icke’s “Animal Rights Bill” o Due: Researched Analysis Project, Part 2 Week 9: Spring Break  Monday, Mar. 10th:  Wednesday, Mar. 12th:  Friday, Mar. 14th: Week 10: Equality  Monday, Mar. 17th: o Reading: Terrell’s “What It Means to be Colored in the US” o Video: The Black  Wednesday, Mar. 19th: o Reading: Sontag’s “Against Interpetation” o In-class reading: Vonnegut’s Harrison Bergeron  Friday, Mar. 21st: o No class, instructor at conference Week 11: Speech Week #3  Monday, Mar. 24th: o In-class: delivery of speeches o Speech outline with delivery of speech  Wednesday, Mar. 26th: o In-class: delivery of speeches o Speech outline with delivery of speech  Friday, Mar. 28th: o In-class: delivery of speeches o Speech outline with delivery of speech Week 12: Justice and Freedom  Monday, Mar. 31st: o Reading: Rawls, Theory of Justice, pp 3-24. o Assign: Speech 4, pair up for speech 4  Wednesday, Apr. 2nd: o Reading: Mill’s On Liberty, pp 41-55.  Friday, Apr. 4th: o Video: Bush’s “Axis of Evil” and Michael Franti and the Spearhead’s “Bomb the World” Week 13: Happiness  Monday, Apr. 7th: o Readings: Ahmed’s The Promise of Happiness, pp. 1-20  Wednesday, Apr. 9th:

Bateman 10 o Speech 4 conference with partner  Friday, Apr. 11th: o Speech 4 conference with partner Week 14: Where have we been; where are we going?  Monday, Apr. 14th: o Reading: Mandela’s “I Am Prepared to Die”  Wednesday, Apr. 16th: o Reading: Mandela’s “I Am Prepared to Die”  Friday, Apr. 18th: o Video: Obama on Mandela’s death Week 15: Speech Week #4  Monday, Apr. 21st: o In-class: delivery of speeches o Speech outline due with delivery of speech  Wednesday, Apr. 23rd: o In-class: delivery of speeches o Speech outline due with delivery of speech  Friday, Apr. 25th: o In-class: delivery of speeches o Speech outline due with delivery of speech Week 16: Finals  Monday, Apr. 28th o Due: Researched Analysis Project, Part 3 o Course evaluations *Schedule subject to change at instructor’s discretion.