Instructor: Dr. Mark Meister
321D Minard Hall
231-7635
Office Hours: Tues./Thurs. 3:00-5:00 pm, Wed. 2:00-4:00 pm
Objective and Context:
This course is designed to provide the undergraduate student a basic introduction into the issues, theories, and terminologies associated with rhetorical/critical study. Among these issues are: the rationale for a rhetorical/critical perspective, an application of rhetorical/critical theory, concepts, and perspectives, and an understanding of the inter-relationship between rhetoric and culture. Thus, rhetoric and culture are intrinsically linked in both implicit and explicit ways. To understand the relationship between rhetoric and culture, this class will focus on environmental communication as the context for engaging the relationship between rhetoric and culture. By understanding the rhetorical strategies of environmental discourse, and through criticism of them, we can better understand and appreciate the relationship between rhetoric and culture.
Ultimately, it is my hope that a greater appreciation of rhetoric and culture results from this class. Most significantly, however, I hope that students will come to further appreciate our environment and nature and become activated to not simply disregard it as a “static” thing to be used and abused.
Required Texts:
Anderson, A. (1997). Media, culture and the environment. New Brunswick, NJ: Rutgers University Press.
Gill, A. (1994). Rhetoric and human understanding. Prospect Heights, IL: Waveland.
Waddell, C. (Ed), (1998). Landmark essays on rhetoric and the environment. Mahwah, NJ: Lawrence Erlbaum.
Course Policies:
1. Attendance is vital for students to perform satisfactorily in this course. Each student is expected to come to class fully prepared to discuss the assigned subject matter. I expect students to notify me when they are unable to attend a class session.
2. All due dates as listed on this syllabi are absolute. If you know you will be gone on the date an assignment is due, you must make-up the assignment prior to the assigned due date.
3. Any students with disabilities who need accommodation in this course are encouraged to speak with me as soon as possible to make appropriate arrangements for these accommodations.
4. All assignments, except those designated by me, need to be typed, double-spaced, and generally clear of typographical , grammatical, and syntactical errors. In the essays written for this course, understanding of APA reference guidelines is necessary. All written assignments of more than one typed page also require a staple. No plastic folders are needed.
5. Plagiarism is a serious academic offense. I have been known to persecute, to the fullest extent allowed by university policy, those who knowingly and willingly cheat on exams, pawn an other’s work off as their own, and/or embellish source criteria.
Course Assignments
One Group Presentation (100 pts.) In groups of 4 or 5, students will present an assigned reading. Each presentation should last between 5 and 10 minutes, and should include an outline of the presentation to be distributed to all class members.
Two Critical Reaction Essays (150 pts. each) Each student is required to write two essays during the semester that illustrate an understanding of the concepts discussed in class. These essays require no outside research, rather, they are to demonstrate critical insight and understanding of course material. More information on these essays will be provided, but suffice it to say, that each essay ranges in length from 5-8 pages.
One Critical Research Project (200 pts.) Each student is required to fully research and critically assess an environmental communication context or “text.” This assignment requires outside research, and it is designed to be a “working” project throughout the semester. I will periodically ask for “updates” on the progress of this assignment. I will provide more information on this assignment early in the semester, so that students can begin their research. Suffice it to say, that the length of this assignment should be at least 12 to 18 pages, with additional pages of bibliographic reference.
Four Quizzes (50 pts. each) During the semester, four quizzes will be given to provide students with the opportunity to demonstrate their knowledge of course material. These quizzes will vary in their format: some maybe multiple choice, while others will be short-answer essay.
Course Grading:
800 total points are possible in this class. I grade each assignment on the following scale: 92-100% (A), 85-91% (B), 84-75% (C), 74-65% (D), below 64% (F).
Thus, the following scale is use to assign final grades based on assignment totals: 736-800 (A), 735-680 (B), 679-600 (C), 599-520 (D), 519-0 (F).
Course Schedule and Assignments (Tentative):
Unit One: Context and Theory
Day Class Activity Assignment
8-25 Orientation and Overview Read pp. 1-3 (Gill), xi-xix (Waddell), 1-15 (Anderson)
8-27 Intro. to Environmental Communication (EC)
9-1 Rhet./Critical Study and EC Read pp. 5-18, 239-251 (Gill)
9-3 Gill readings/discussion Read pp. 19-34 (Gill)
9-8 Gill readings/discussion Read pp. 35-54 (Gill)
9-10 Gill readings/discussion/Research Project
9-15 Rhetoric and the context of Nature Read pp. 209-225 (Waddell)
9-17 Waddell readings/discussion Read pp. 55-74 (Gill) & 107- 124 (Waddell)
9-22 Assign Essay one, Gill & Waddell Read pp. 75-93 (Gill)
discussion
9-24 Gill & Language discussion/Review Read pp. 35-54 (Waddell)
9-29 Waddell discussion/Quiz One Read pp. 95-108 (Gill) & 75- 105 (Waddell)
10-1 Gill & Waddell readings/discussion Read pp. 109-127 (Gill)
10-6 Library Orientation/Prep. for Research Projects
10-8 Film: Spirit and Nature. Essay One due
10-13 Gill & Waddell discussion Read pp. 129-150 (Gill)
10-15 Gill readings/discussion Read pp. 151-169 (Gill) & 195-208 (Waddell)
10-20 Gill & Waddell discussion/Quiz Two Read pp. 171-195 (Gill)
10-22 Work on Research Projects
10-27 Gill readings/discussion, assign Essay Two
10-29 Postmodernism and Rhetorical Theory Read pp. 197-236 (Gill)
11-3 Gill readings/discussion, assign group presentations
Unit Two: Application and Criticism
11-5 The Process of Criticism Re-read pp. 239-251 (Gill), 75-105 (Anderson)
11-10 Rhetoric, Media, and Nature Read pp. 17-44 (Anderson)
assign Essay Two
11-12 Group Presentations Read pp. 45-73 (Anderson)
11-17 Group Presentations
11-19 Work on Research Projects Read pp. 107-135 (Anderson)
11-24 Group Presentations Read pp. 137-168 (Anderson)
11-26 No class (Thanksgiving Break)
12-1 Anderson readings/discussion, Quiz Three Read pp. 177-210 (Anderson)
12-3 Anderson readings/discussion, Essay Two due
12-8 Anderson readings/discussion Read Meister CQ article
Meister & Japp CR article
12-10 EnviroPop discussion/Global EC Concerns
Critical Research Projects due
12-15 10:00-12:00 pm Quiz Four
Additional Materials for Reference:
Meister, M. & Japp, P.M. (1998). Sustainable development and the global economy: Rhetorical implications for improving the quality of life. Communication Research, 25,399-421.
Meister, M. (1997). “Sustainable development” in visual imagery: Rhetorical function in the Jeep Cherokee. Communication Quarterly, 45, 223-234.
Conference on Communication and the Environment Homepage:
http://www.yorku.ca/academics/meisner/coce/
Environmental Communication Resource Center, School of Communication, Northern Arizona University Homepage:
The Center for Environmental Communication Studies, University of Cincinnati Homepage:
http:///ucaswww.mcm.uc.edu/communication/cece/cecs.htm
Kenneth Burke’s Definition of Human Being:
http://www.siu.edu/departments/english/acadareas/rhetcomp/burke/human/index.html
Second Nature Homepage: