Department of Middle Eastern Studies
Department of Middle Eastern Studies

Rasha Diab


Assistant ProfessorPh.D., Composition and Rhetoric, 2009, University of Wisconsin-Madison

Rasha Diab

Contact

Courses


E 387R • Feminism, Historiog, Rhetrc

35625 • Fall 2016
Meets TTH 12:30PM-2:00PM PAR 310

Graduate Seminar: Feminism, Historiography, and Rhetoric

Overview

As we undertake this study of the history of rhetoric, we will consider a variety of rhetorical practices from antiquity until modern times, recovering rhetorical practices of women from the West, Near East, and Far East including women like, Enheduanna, Aspasia, Christine de Pizan, Mary Astell, Sojourner Truth, Rigoberta Menchú, Gertrude Simmons Bonnin, and many others. We will also explore how rhetoric theorists revisit the economy and ideologies that support/impede the perspectives and practices of women rhetors.

In addition to exploring the rhetorical practices of women speakers/writers, this seminar focuses on the intersection of feminist scholarship, historiography, and the study of rhetoric across cultures. The three lines of inquiry converge to underline a commitment to re-visit and re-tell the history of rhetoric, an investment that we see slowly emerging in the late 1970s and gaining momentum since the late 1990s. To explore the rationale and telos of this convergence, we will recover women’s contributions to and perspectives on rhetoric (theory and practice) and re-examine our conception of the rhetor, definition of and expectations for rhetorical practices, and stances that women adopt/adapt to realize their goals and aspirations.

The ultimate goal of our exploration is to

  • build on your knowledge of feminisms and the critique of the canon;
  • deepen your appreciation of how rhetors respond to, critique, and challenge the affordances and constrains of their communities; and
  • address on-going controversies that energize rhetorical studies, reflecting on the possibilities and limits of historiographic methods and assumptions.

Readings

- A Reader:

  • Selected articles/book chapters written by Deborah Atwater, Reem Bassiouney, Lindal Buchanan, Sue Carter, Rebecca Dingo, Wendy Hesford, Gwen Pough, Malea Powell, Elaine Richardson, and Eileen E. Schell
  • Selected primary texts from Gloria Anzaldua, Mary Cavendish, Christine de Pizan, Audre Lord, Sojourner Truth, and Alice Walker

- Books

  • Ballif, Michelle, ed. Theorizing Histories of Rhetoric. Carbondale: Southern Illinois UP, 2013.
  • Glenn, Cheryl. Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance. Carbondale: Southern Illinois University Press, 1997.
  • Jarratt, Susan. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois University Press, 1991.
  • Pough, Gwendolyn. Check it while I Wreck it: Black Womanhood, Hip Hop Culture, and the Public Sphere. Boston: Northeastern University Press, 2004.
  • Rami?rez, Cristina Devereaux. Occupying our Space: The Mestiza Rhetorics of Mexican Women Journalists and Activists, 1875-1942. Tucson: The University of Arizona Press, 2015.
  • Rawson, K., and Eileen E. Schell. Rhetorica in Motion: Feminist Rhetorical Methods & Methodologies. Pittsburgh, PA: University of Pittsburgh Press, 2010.
  • Royster, Jacqueline Jones, and Gesa Kirsch. Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies. Carbondale: Southern Illinois University Press, 2012.

- Journal Special Issues

  • Hesford, Wendy S., and Eileen E. Schell. "Configurations of Transnationality: Locating Feminist Rhetorics." College English 70.5 (2008

Requirements

Besides regular attendance and reflective engagement, you will be expected to

  • Lead class discussion (10%),
  • Present a book report (10%) (Reading list will be provided),
  • Conference Proposal (10%) (You will choose a conference relevant to your area of study),
  • Seminar Paper (70%): Develops your conference proposal into a researched, seminar-length paper to be handed in by the end of the semester. During the semester, research reports, exchange of early drafts and conference with me will provide opportunities to share ideas and to get feedback.

RHE 330E • Peacemaking Rhetoric

44150 • Fall 2016
Meets TTH 3:30PM-5:00PM PAR 103

Very often we invoke peace as a desirable state of being and of the world. But, what is peace? What does it take to be peaceful? To what extent does our criticism of violence help us get closer to peace? What does peace have to do with rhetoric? We will use these questions to begin our explorations of the rhetoric of peacemaking. The discipline of rhetoric has an enduring investment in countering injustice and pursuing justice and peace.

In this course, we will explore this enduring investment. In specific terms, we will study the (1) relation between rhetoric, violence, and peacemaking, (2) ways in which our rhetorical practices can cause/exacerbate conflict or guide us to peacemaking, and (3) rhetorical choices, practices and stances that are consistent with developing peaceful communication styles.

As we reflect on the rhetoric of peacemaking, we will read scholarship on the rhetoric of nonviolence, reconciliation, and (human) rights. We will also read/read about illustrative speeches, texts, and rhetorical practices that critique injustice and advocate for justice and peace.

 

Major Assignments and Grading

Two researched and substantially revised papers: 60% (30% each)

Two presentations: summarizing research undertaken and major findings: 10% (5% each)

Participation & Short Writing Assignments: class participation/leading class discussions, responses to freewriting prompts, and/or short writing assignments: 20%

Portfolio: comprises a revised research paper and another short writing 10%

 

Required Texts

A packet of readings,which will include:

  • Chapters/Articles written like Erik Doxtader’s “Reconciliation—A Rhetorical Conception” or With Faith in the Works of Words: The Beginnings of Reconciliation in South Africa 1985-1995; Ellen Gorsevski’s Peaceful Persuasion: The Geopolitics of Nonviolent Communication; John P. Lederach’s The Moral Imagination: The Art and Soul of Building Peace; and James J. Kimble “John F. Kennedy, the Construction of Peace, and the Pitfalls of Androgynous Rhetoric.”
  • Speeches/Texts written by politicians like John F. Kennedy’s “The Strategy of Peace,” national leaders like Mahatma Gandhi’s speech on the eve of the last fast and Martin L. King’s “I have a Dream”, and recognized activists like Rigoberta Menchú’s I, Rigoberta Menchú

RHE 330D • Rhet Inventd/Revised/Retold

43355 • Spring 2016
Meets TTH 12:30PM-2:00PM GAR 2.112

In this course, we will examine how rhetoric has been theorized, taught, practiced and revisited. Throughout its history, different voices have shaped what rhetoric is and its function in a community. At times, these different understandings of rhetoric expanded and at others narrowed rhetorical territory. Moreover, social, political, intellectual, historical changes can facilitate and mandate a revision and a retelling of rhetoric.

In this course, we will revisit and critically engage the contribution of key figures exemplifying rhetoric in antiquity; medieval; renaissance; enlightenment periods. We will also explore modern times, needs and challenges, studying how the work of, for example, Kenneth Burke, Chaim Perelman, Lucie Olbrechts-Tyteca, Jacquline Royster and others impact our conception of rhetoric today.

Focusing on how rhetoric is revisited and retold, we will explore some influential revisions of rhetoric. These revisions continue to expand rhetoric’s territory beyond that conceived in antiquity. We will investigate revisions that uncovered women’s rhetorical contributions (Royster; Glenn); different rhetorical traditions; the intersections of culture, race, nation, etc. and rhetoric. For example, we will explore how scholars continue to shed light on the nuances of rhetoric especially when it intersects with facets of our experiential, relational and material lives including culture, ability, race, etc.

 

Assignments and Grading

Students’ performance will be assessed based on an achievement rubric detailed at the beginning of the semester.   

Major assignments will include:

  • Two researched, peer reviewed, and substantially revised research papers
  • Short assignments
  • Participation (class participation, oral report/leading class discussion/individual or group presentation)
  • Attendance (attendance policy detailed at the beginning of the semester)

 

Required Texts and Course Readings

  • A history of rhetoric book
  • A course reader including selections from Cheryl Glenn’ s Rhetoric Retold, Andrea Lunsford’s Reclaiming Rhetorica, Molly Wertheimer’s Listening to Their Voices, Carol Lipson and Roberta Binkley’s Ancient Non-Greek Rhetoric and Rhetoric Before and Beyond the Greeks.

RHE 330E • Comparative Rhetoric

43365 • Spring 2016
Meets TTH 3:30PM-5:00PM PAR 304

What does culture have to do with rhetoric? This question taps into a crucial force that impacts rhetorical practices and scholarship, and this intersection of rhetoric and culture has attracted the attention of scholars especially since second half of the 21st century, resulting in the development of comparative rhetoric. In this course we will study the conception, development and practice of rhetoric in different and mainly non-Western cultural traditions. For example, we will survey research on rhetorical traditions like ancient Indian, Egyptian, and Rhodian, demonstrating how they predate, relate to and differ from those in Greece and Rome. We will also discuss the objectives, achievement, and potential of research in comparative rhetoric as well as challenges posed by this kind of research. 

 

Course Requirements, Assignment and Grade Distribution

Class Activities and Discussions (20%)

  • Participating in and/or leading class discussion
  • Peer review workshops
  • Oral report/presentation of research
  • Short Assignments

Short Papers (20%)

  • Writing five short response/reflection papers to further explore and engage topics and questions addressed in class.

Two Research Papers (30% each)

  • Further explore and reflect on issues raised by the course drawing on outside research.  Both papers will involve producing multiple drafts.

 

More detailed instructions, expectations and grading criterion will be provided at the beginning of the semester, and might be modified based on students’ performance.

 

Attendance

Attendance policy will be detailed at the beginning of the semester.

Potential Texts

  • Selections from George Kennedy’s Comparative rhetoric (1998)
  • Selections from Carol Lipson and Roberta Binkley’s two edited collections titled Rhetoric before and beyond the Greeks (2004)and Ancient Non-Greek Rhetorics (2009)
  • Packet of readings

RHE 330E • Peacemaking Rhetoric

43365 • Fall 2015
Meets TTH 3:30PM-5:00PM PAR 208

Very often we invoke peace as a desirable state of being and of the world. But, what is peace? What does it take to be peaceful? To what extent does our criticism of violence help us get closer to peace? What does peace have to do with rhetoric? We will use these questions to begin our explorations of the rhetoric of peacemaking. The discipline of rhetoric has an enduring investment in countering injustice and pursuing justice and peace.

In this course, we will explore this enduring investment. In specific terms, we will study the (1) relation between rhetoric, violence, and peacemaking, (2) ways in which our rhetorical practices can cause/exacerbate conflict or guide us to peacemaking, and (3) rhetorical choices, practices and stances that are consistent with developing peaceful communication styles. 

As we reflect on the rhetoric of peacemaking, we will read scholarship on the rhetoric of nonviolence, reconciliation, and (human) rights. We will also read/read about illustrative speeches, texts, and rhetorical practices that critique injustice and advocate for justice and peace.

 

Major Assignments and Grading

  • Two researched and substantially revised papers: 60% (30% each)
  • Two presentations: summarizing research undertaken and major findings: 10% (5% each)
  • Participation & Short Writing Assignments: class participation/leading class discussions, responses to freewriting prompts, and/or short writing assignments: 20%
  • Portfolio: comprises a revised research paper and another short writing 10%

 Required Texts

A packet of readings,which will include:

  • Chapters/Articles written like Erik Doxtader’s “Reconciliation—A Rhetorical Conception” or With Faith in the Works of Words: The Beginnings of Reconciliation in South Africa 1985-1995; Ellen Gorsevski’s Peaceful Persuasion: The Geopolitics of Nonviolent Communication; John P. Lederach’s The Moral Imagination: The Art and Soul of Building Peace; and James J. Kimble “John F. Kennedy, the Construction of Peace, and the Pitfalls of Androgynous Rhetoric.”
  • Speeches/Texts written by politicians like John F. Kennedy’s “The Strategy of Peace,” national leaders like Mahatma Gandhi’s speech on the eve of the last fast and Martin L. King’s “I have a Dream”, and recognized activists like Rigoberta Menchú’s I, Rigoberta Menchú,

RHE 379C • Feminist Histories Of Rhetoric

43395 • Fall 2015
Meets TTH 12:30PM-2:00PM PAR 308

Are there women rhetors? Are there female theorists of rhetoric? What do rhetoric scholars have to say about these two questions? In this class, you will mainly focus on finding out answers to these three questions.  In this exploration the class will focus on three central concepts: feminist scholarship; historiography; and rhetoric. We will study feminist historiography of rhetoric that seeks to recover the work of female rhetors and theorists of rhetoric. They reread and rewrite the history of rhetoric to

  • recover the contribution of women to rhetoric,
  • reexamine our definition(s) of rhetoric, and
  • revise our understanding of the functions, forms and goals of rhetoric.

As they take a rhetorical approach to the study of rhetoric, feminist scholars analyze a variety of rhetorical practices from antiquity until modern times, recovering rhetorical practices of women from the West, Near East and Far East including women like, Enheduanna, Aspasia, Christine de Pizan, Mary Astell, Sojourner Truth, Rigoberta Menchú, Zitkala-Ša and many others.

Assignments and Grading

  • Two researched and substantially revised papers (70% of the total grade).
  • Two presentations (10%): Overview of research undertaken and major findings.
  • Participation (20%): Class participation/leading class discussions, responses to freewriting prompts, and short writing assignments.

Required Texts and Course Readings

All reading materials will be made available on Blackboard. Readings will include:

  • Chapters from edited collections and books like  Lindal Buchanan and Kathleen J. Ryan’s Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies; Eileen Schell and Kim Rawson’s Rhetorica in Motion; Andrea Lunsford’s Reclaiming Rhetorica: Women in the Rhetorical Tradition; Chandra Mohanty’s Feminism Without Borders: Decolonizing Theory, Practicing Solidarity; Jacqueline Jones Royster and Ann Marie Mann Simpkins’ Calling Cards: Theory and Practice in the Study of Race, Gender, and Culture; Jacqueline Jones Royster’s Traces of a Stream: Literacy and Social Change among African American Women.   
  • Primary Texts include speeches, articles, and hymns like Sojourner Truth’ “Ain’t I a woman;” an article by Zitkala-Ša; a hymn by Enheduanna; an excerpt from Rigoberta Menchú’s testimonio.

RHE 321 • Principles Of Rhetoric

43750 • Spring 2015
Meets TTH 11:00AM-12:30PM MEZ 1.208

The study of rhetoric, one of the original seven Liberal Arts (along with logic, grammar, arithmetic, geometry, astronomy, and music), has a  long and proud history, stretching back to the 5th century BCE and up to the present day.  Both a productive and interpretive art, it is decidedly cross-disciplinary: the principles of rhetoric (audience, context, kairos, exigency, ethos, pathos, logos, and so forth) are consistently employed, for example, not only in literary analysis but in law, politics, education, science, and religion.

This course introduces students to common rhetorical principles and to the disciplinary history of rhetoric and writing studies.  Assignments in the class will offer students the chance to identify and apply these rhetorical principles while composing, interpreting, and presenting “texts”—oral, print, and/or electronic.   The course will meet all necessary requirements to qualify as an writing flag course.

At the end of the term, students should be able to:

(1) Write an effective rhetorical analysis.

(2) Write a responsible argument relevant to a contested issue.

(3) Discourse about some of the major issues in the field (such as: What is the relationship between truth and language? How do technologies of communication affect discourse? What is "good" public argument? What constitutes a quality rhetorical education? and so on.)

(4) Situate the significance of some of the canonical figures in rhetorical studies.

(5) Apply the basic principles of rhetorical study, as mentioned above, to contemporary situations.

RHE 330D • Rhet Inventd/Revised/Retold

43805 • Spring 2015
Meets TTH 2:00PM-3:30PM PAR 306

In this course, we will examine how rhetoric has been theorized, taught, practiced and revisited. Throughout its history, different voices have shaped what rhetoric is and its function in a community. At times, these different understandings of rhetoric expanded and at others narrowed rhetorical territory. Moreover, social, political, intellectual, historical changes can facilitate and mandate a revision and a retelling of rhetoric.

In this course, we will revisit and critically engage the writings of key figures exemplifying rhetoric in antiquity; medieval; renaissance; enlightenment periods. We will also explore modern times, needs and challenges, studying how the work of, for example, Kenneth Burke, Chaim Perelman, Lucie Olbrechts-Tyteca, Jacquline Royster, Susan Jarratt and others impact our conception of rhetoric today.

Focusing on how rhetoric is revisited and retold, we will explore some influential revisions of rhetoric. These revisions continue to expand rhetoric’s territory beyond that conceived in antiquity. We will investigate revisions that uncovered women’s rhetorical contributions (Royster; Glenn); different rhetorical traditions; the intersections of culture, race, nation, etc. and rhetoric. For example, we will explore how scholars continue to shed light on the nuances of rhetoric especially when it intersects with facets of our experiential, relational and material lives including culture, ability, race, etc.

Requirements and Grading Policy

Students’ performance will be assessed based on an achievement rubric detailed at the beginning of the semester.   

Major assignments will include:

-       Two researched, peer reviewed, and substantially revised research papers

-       Short assignments

-       Participation (class participation, oral report/leading class discussion/individual or group presentation)

-       Attendance (attendance policy detailed at the beginning of the semester)

Texts May Include (but will not be limited to):

-       A history of rhetoric book

-       Primary readings will include Aristotle’s Rhetoric, Plato’s Gorgias, Cicero’s De Oratore

-       A course reader including selections from Keith Gilyard, Cheryl Glenn, Martin Bernal, Krista Ratcliffe, Susan Jarrett, LuMing Mao, Jackie Royster, and others.

RHE 330E • Peacemaking Rhetoric

44815 • Fall 2014
Meets TTH 3:30PM-5:00PM PAR 208

Very often we invoke peace as a desirable state of being and of the world. But, what is peace? What does it take to be peaceful? To what extent does our criticism of violence help us get closer to peace? What does peace have to do with rhetoric? We will use these questions to begin our explorations of the rhetoric of peacemaking. The discipline of rhetoric has an enduring investment in countering injustice and pursuing justice and peace.

 In this course, we will explore this enduring investment. In specific terms, we will study the (1) relation between rhetoric, violence, and peacemaking, (2) ways in which our rhetorical practices can cause/exacerbate conflict or guide us to peacemaking, and (3) rhetorical choices, practices and stances that are consistent with developing peaceful communication styles.

As we reflect on the rhetoric of peacemaking, we will read scholarship on the rhetoric of nonviolence, reconciliation, and (human) rights. We will also read exemplary speeches critiquing injustice and advocating for justice and peace.

Major Assignments and Grading

Two researched and substantially revised papers: 70% (35% each)

Two presentations: overview of research undertaken and major findings: 10% (5% each)

Participation: class participation/leading class discussions, responses to freewriting prompts, and short writing assignments: 20%

Required Texts

A packet of readings,which will include:

  • Chapters from books like Erik Doxtader’s With Faith in the Works of Words: The Beginnings of Reconciliation in South Africa 1985-1995; Ellen Gorsevski’s Peaceful Persuasion: The Geopolitics of Nonviolent Communication; and Colleen E. Kelley and Anna L. Eblen’s Women Who Speak for Peace; and John P. Lederach’s The Moral Imagination: The Art and Soul of Building Peace.
  • Journal articleslike Do Kyun Kim’s “Embodied Hope: Nonviolent Rhetoric and Peacemaking Actions” and James J. Kimble “John F. Kennedy, the Construction of Peace, and the Pitfalls of Androgynous Rhetoric.”
  • Speeches like John F. Kennedy’s “The Strategy of Peace,” Mahatma Gandhi’s  speech on the eve of the last fast, and Martin L. King’s “I have a Dream.”

RHE 330E • Comparative Rhetoric

44820 • Fall 2014
Meets TTH 12:30PM-2:00PM PAR 308

What does culture have to do with rhetoric? This question taps into a crucial force that impacts rhetorical practices and scholarship, and this intersection of rhetoric and culture has attracted the attention of scholars especially since second half of the 21st century, resulting in the development of comparative rhetoric. In this course we will study the conception, development and practice of rhetoric in different and mainly non-Western cultural traditions. For example, we will survey research on rhetorical traditions like ancient Indian, Egyptian, and Rhodian, demonstrating how they predate, relate to and differ from those in Greece and Rome. We will also discuss the objectives, achievement, and potential of research in comparative rhetoric as well as challenges posed by this kind of research. 

Course Requirements, Assignment and Grade Distribution

 Class Activities and Discussions (20%)

- Participating in and/or leading class discussion

- Peer review workshops

- Oral report/presentation of research

- Short Assignments

Short Papers (20%)

- Writing five short response/reflection papers to further explore and engage topics and questions addressed in class.

Two Research Papers (30% each)

- Further explore and reflect on issues raised by the course drawing on outside research.  Both papers will involve producing multiple drafts.

More detailed instructions, expectations and grading criterion will be provided at the beginning of the semester, and might be modified based on students’ performance.

Attendance

Attendance policy will be detailed at the beginning of the semester.

Potential Texts

- Selections from George Kennedy’s Comparative rhetoric (1998)

- Selections from Carol Lipson and Roberta Binkley’s two edited collections titled Rhetoric before and beyond the Greeks (2004)and Ancient Non-Greek Rhetorics (2009)

- Packet of readings

RHE 330E • Peacemaking Rhetoric

45150 • Spring 2014
Meets TTH 2:00PM-3:30PM PAR 308

Very often we invoke peace as a desirable state of being and of the world. But, what is peace? What does it take to be peaceful? To what extent does our criticism of violence help us get closer to peace? What does peace have to do with rhetoric? We will use these questions to begin our explorations of the rhetoric of peacemaking. The discipline of rhetoric has an enduring investment in countering injustice and pursuing justice and peace.

In this course, we will explore this enduring investment. In specific terms, we will study the (1) relation between rhetoric, violence, and peacemaking, (2) ways in which our rhetorical practices can cause/exacerbate conflict or guide us to peacemaking, and (3) rhetorical choices, practices and stances that are consistent with developing peaceful communication styles.

As we reflect on the rhetoric of peacemaking, we will read scholarship on the rhetoric of nonviolence, reconciliation, and (human) rights. We will also read exemplary speeches critiquing injustice and advocating for justice and peace.

Major Assignments and Grading

Two researched and substantially revised papers: 70% (35% each)

Two presentations: overview of research undertaken and major findings: 10% (5% each)

Participation: class participation/leading class discussions, responses to freewriting prompts, and short writing assignments: 20%

Required Texts

A packet of readings,which will include:

  • Chapters from books like Erik Doxtader’s With Faith in the Works of Words: The Beginnings of Reconciliation in South Africa 1985-1995; Ellen Gorsevski’s Peaceful Persuasion: The Geopolitics of Nonviolent Communication; and Colleen E. Kelley and Anna L. Eblen’s Women Who Speak for Peace; and John P. Lederach’s The Moral Imagination: The Art and Soul of Building Peace.
  • Journal articleslike Do Kyun Kim’s “Embodied Hope: Nonviolent Rhetoric and Peacemaking Actions” and James J. Kimble “John F. Kennedy, the Construction of Peace, and the Pitfalls of Androgynous Rhetoric.”
  • Speeches like John F. Kennedy’s “The Strategy of Peace,” Mahatma Gandhi’s  speech on the eve of the last fast, and Martin L. King’s “I have a Dream.”

RHE 379C • Feminist Histories Of Rhetoric

45185 • Spring 2014
Meets TTH 11:00AM-12:30PM PAR 103

Are there women rhetors? Are there female theorists of rhetoric? What do rhetoric scholars have to say about these two questions? In this class, you will mainly focus on finding out answers to these three questions.  In this exploration the class will focus on three central concepts: feminist scholarship; historiography; and rhetoric. We will study feminist historiography of rhetoric that seeks to recover the work of female rhetors and theorists of rhetoric. They reread and rewrite the history of rhetoric to

  • recover the contribution of women to rhetoric,
  • reexamine our definition(s) of rhetoric, and
  • revise our understanding of the functions, forms and goals of rhetoric.

As they take a rhetorical approach to the study of rhetoric, feminist scholars analyze a variety of rhetorical practices from antiquity until modern times, recovering rhetorical practices of women from the West, Near East and Far East including women like, Enheduanna, Aspasia, Christine de Pizan, Mary Astell, Sojourner Truth, Rigoberta Menchú, Zitkala-Ša and many others.

Assignments and Grading

  • Two researched and substantially revised papers (70% of the total grade).
  • Two presentations (10%): Overview of research undertaken and major findings.
  • Participation (20%): Class participation/leading class discussions, responses to freewriting prompts, and short writing assignments.

Required Texts and Course Readings

Chapters from edited collections and books like  Lindal Buchanan and Kathleen J. Ryan’s Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies; Eileen Schell and Kim Rawson’s Rhetorica in Motion; Andrea Lunsford’s Reclaiming Rhetorica: Women in the Rhetorical Tradition; Chandra Mohanty’s Feminism Without Borders: Decolonizing Theory, Practicing Solidarity; Jacqueline Jones Royster and Ann Marie Mann Simpkins’ Calling Cards: Theory and Practice in the Study of Race, Gender, and Culture; Jacqueline Jones Royster’s Traces of a Stream: Literacy and Social Change among African American Women.

Primary Texts include speeches, articles, and hymns like Sojourner Truth’ “Ain’t I a woman;” an article by Zitkala-Ša; a hymn by Enheduanna; an excerpt from Rigoberta Menchú’s testimonio.

 

RHE 330D • Rhet Invented/Revised/Retold

44855 • Fall 2013
Meets TTH 3:30PM-5:00PM PAR 308

In this course, we will examine how rhetoric has been theorized, taught, practiced and revisited. Throughout its history, different voices have shaped what rhetoric is and its function in a community. At times, these different understandings of rhetoric expanded and at others narrowed rhetorical territory. Moreover, social, political, intellectual, historical changes can facilitate and mandate a revision and a retelling of rhetoric.

In this course, we will revisit and critically engage the writings of key figures exemplifying rhetoric in antiquity; medieval; renaissance; enlightenment periods. We will also explore modern times, needs and challenges, studying how the work of, for example, Kenneth Burke, Chaim Perelman, Lucie Olbrechts-Tyteca, Jacquline Royster, Susan Jarratt and others impact our conception of rhetoric today.

Focusing on how rhetoric is revisited and retold, we will explore some influential revisions of rhetoric. These revisions continue to expand rhetoric’s territory beyond that conceived in antiquity. We will investigate revisions that uncovered women’s rhetorical contributions (Royster; Glenn); different rhetorical traditions; the intersections of culture, race, nation, etc. and rhetoric. For example, we will explore how scholars continue to shed light on the nuances of rhetoric especially when it intersects with facets of our experiential, relational and material lives including culture, ability, race, etc.

Requirements and Grading Policy

Students’ performance will be assessed based on an achievement rubric detailed at the beginning of the semester.   

Major assignments will include:

-       Two researched, peer reviewed, and substantially revised research papers

-       Short assignments

-       Participation (class participation, oral report/leading class discussion/individual or group presentation)

-       Attendance (attendance policy detailed at the beginning of the semester)

Texts May Include (but will not be limited to):

-       A history of rhetoric book

-       Primary readings will include Aristotle’s Rhetoric, Plato’s Gorgias, Cicero’s De Oratore

-       A course reader including selections from Keith Gilyard, Cheryl Glenn, Martin Bernal, Krista Ratcliffe, Susan Jarrett, LuMing Mao, Jackie Royster, and others.

E 387M • Intercultural Rhetoric

35780 • Spring 2013
Meets MW 5:00PM-6:30PM PAR 302

Intercultural Rhetoric: From Incommensurability to Rhetorical Possibilities

What does culture have to do with rhetoric and writing? A careful examination of this question taps into the complex concept culture and uncovers a crucial force, informing and impacting rhetoric and writing practices and scholarship. That is why, the intersection of rhetoric/writing and culture has attracted the attention of scholars especially since the late 1960s, resulting in the development of contrastive rhetoric and comparative rhetoric. These two bodies of knowledge have two varied disciplinary orientations, yet they seem to converge in numerous ways.

Both seek to explore the role of culture in the practices and pedagogies of rhetoric and writing. To a great extent culture continued to be defined as “received culture.” However, current scholarship has more expansive definitions of culture and its influence on how we conceive, theorize and practice rhetoric and writing. This shift to a more nuanced and a fuller understanding of culture coincided with (a) increasing interest in other rhetorics, (b) reflections on the canonization of rhetoric and increasing interest in revisionist historiography, (3) re-visiting the role of continuity and discontinuity in shaping rhetorical agendas.

Course Objectives and Goals

This course has three focuses:

(1) studying the rise and convergence of comparative rhetoric, contrastive rhetoric, intercultural rhetoric, and transnational rhetoric,

(2) exploring rhetoric as manifest in different traditions and

(3) understanding the role of comparative/contrastive/intercultural/transnational rhetoric in current scholarship in rhetoric and writing theory, history of rhetoric, and their teaching.

In this seminar, we will

  • trace the development, growth and transformation of contrastive, comparative, and intercultural rhetoric, drawing on different bodies of literature
  • reflect on how interest in transnational rhetoric
  • converges with comparative and contrastive rhetoric and
  • affirms yet poses some challenges to the study of the intersection of culture, nation, and rhetoric.
    • Finally, we will engage the two main dimensions of intercultural rhetoric as we explore the disciplinary and instructional possibilities and challenges of (inter)cultural rhetorics.

Potential Books & Journal Special Issues

Ulla Connor, Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing (Cambridge University Press, 1996)

Ronald L. Jackson II Elaine B. Richardson (eds.), Understanding African American Rhetoric: Classical Origins to Contemporary Innovations (Routledge, 2003)

 Carol Lipson and Roberta Binkley (eds.),  

  • Rhetoric before and beyond the Greeks (SUNY, 2004) and
  • Ancient Non-Greek Rhetorics (Parlor Press, 2008)

Lu Ming Mao, Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric (Utah State University Press, 2006)

Ernest Stromberg (editor), American Indian Rhetorics of Survivance, Word Medicine, Word Magic (University of Pittsburgh Press, 2006)

Victor Villanueva, Bootstraps: From an American Academic of Color (National Council of Teachers of English, 1993)

Writing, Rhetoric, and Latinidad. College English (Vol. 71, No.6, July 2009)

Feminist Rhetorics and Transnationalism . College English (Vol.70, No.5, May 2008).

Cross-Language Relations in Composition College English (Vol. 68, No. 6, July 2006)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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RHE 330E • Peacemaking Rhetoric

44430 • Spring 2013
Meets MW 3:30PM-5:00PM PAR 208

Very often we invoke peace as a desirable state of being and of the world. But, what is peace? What does it take to be peaceful? To what extent does our criticism of violence help us get closer to peace? What does peace have to do with rhetoric? We will use these questions to begin our explorations of the rhetoric of peacemaking. The discipline of rhetoric has an enduring investment in countering injustice and pursuing justice and peace.

In this course, we will explore this enduring investment. In specific terms, we will study the (1) relation between rhetoric, violence, and peacemaking, (2) ways in which our rhetorical practices can cause/exacerbate conflict or guide us to peacemaking, and (3) rhetorical choices, practices and stances that are consistent with developing peaceful communication styles.

As we reflect on the rhetoric of peacemaking, we will read scholarship on the rhetoric of nonviolence, reconciliation, and (human) rights. We will also read exemplary speeches critiquing injustice and advocating for justice and peace.

Major Assignments and Grading

Two researched and substantially revised papers: 70% (35% each)

Two presentations: overview of research undertaken and major findings: 10% (5% each)

Participation: class participation/leading class discussions, responses to freewriting prompts, and short writing assignments: 20%

Required Texts

A packet of readings,which will include:

  • Chapters from books like Erik Doxtader’s With Faith in the Works of Words: The Beginnings of Reconciliation in South Africa 1985-1995; Ellen Gorsevski’s Peaceful Persuasion: The Geopolitics of Nonviolent Communication; and Colleen E. Kelley and Anna L. Eblen’s Women Who Speak for Peace; and John P. Lederach’s The Moral Imagination: The Art and Soul of Building Peace.
  • Journal articleslike Do Kyun Kim’s “Embodied Hope: Nonviolent Rhetoric and Peacemaking Actions” and James J. Kimble “John F. Kennedy, the Construction of Peace, and the Pitfalls of Androgynous Rhetoric.”
  • Speeches like John F. Kennedy’s “The Strategy of Peace,” Mahatma Gandhi’s  speech on the eve of the last fast, and Martin L. King’s “I have a Dream.”

RHE 330E • Comparative Rhetoric

44235 • Spring 2012
Meets MWF 1:00PM-2:00PM PAR 208

What does culture have to do with rhetoric? This question taps into a crucial force that impacts rhetorical practices and scholarship, and this intersection of rhetoric and culture has attracted the attention of scholars especially since the late 1950s, resulting in the development of comparative rhetoric. In this course we will study the conception, development and practice of rhetoric in different and mainly non-Western cultural traditions. For example, we will survey research on rhetorical traditions like ancient Indian, Egyptian, and Rhodian, demonstrating how they predate, relate to and differ from those in Greece and Rome. We will also discuss the objectives, achievement, and potential of research in comparative rhetoric as well as challenges posed by this kind of research.  

Course Requirements, Assignment and Grade Distribution

Class Activities and Discussions (20%)

- Participating in and/or leading class discussion

- Peer review workshops

- Oral report/presentation of research

- Short Assignments

Short Papers (20%)

- Writing five short response/reflection papers to further explore and engage topics and questions addressed in class.

Two Research Papers (30% each)

- Further explore and reflect on issues raised by the course drawing on outside research.  Both papers will involve producing multiple drafts.

More detailed instructions, expectations and grading criterion will be provided at the beginning of the semester, and might be modified based on students’ performance.

Attendance

Attendance policy will be detailed at the beginning of the semester.

Potential Texts

- Selections from George Kennedy’s Comparative rhetoric (1998)

- Selections from Carol Lipson and Roberta Binkley’s two edited collections titled Rhetoric before and beyond the Greeks (2004) and Ancient Non-Greek Rhetorics (2009)

- Packet of readings

RHE 330D • Rhet Invented/Revised/Retold

44795 • Spring 2011
Meets TTH 3:30PM-5:00PM PAR 304

In this course, we will examine how rhetoric has been theorized, taught, practiced and revisited. Throughout its history, different voices have shaped what rhetoric is and its function in a community. At times, these different understandings of rhetoric expanded and at others narrowed rhetorical territory. Moreover, social, political, intellectual, historical changes can facilitate and mandate a revision and a retelling of rhetoric.

In this course, we will revisit and critically engage the writings of key figures exemplifying rhetoric in antiquity; medieval; renaissance; enlightenment periods. We will also explore modern times, needs and challenges, exploring how the work of Mikhail Bakhtin, Kenneth Burke, Chaim Perelman, Michel Foucault and others impact our conception of rhetoric today.

Focusing on how rhetoric is revisited and retold, we will explore some influential revisions of rhetoric. These revisions continue to expand rhetoric’s territory beyond that conceived in antiquity. We will investigate revisions that uncovered women’s rhetorical contributions (Royster; Glenn); different rhetorical traditions; the intersections of culture, race, nation, etc. and rhetoric. For example, we will explore how scholars continue to shed light on the nuances of rhetoric especially when it intersects with facets of our experiential, relational and material lives including culture, ability, race, etc.

Requirements and Grading Policy

Students’ performance will be assessed based on an achievement rubric detailed at the beginning of the semester.   

Major assignments will include:

-- Two researched and substantially revised research papers (7 to 10 pages), each peer reviewed
-- Short assignments
-- Participation (class participation, oral report/leading class discussion/individual or group presentation)
-- Attendance (attendance policy detailed at the beginning of the semester)

Texts May Include (but will not be limited to):

-- Primary readings will include Aristotle’s Rhetoric, Plato’s Gorgias, Cicero’s De Oratore.
-- A course reader including selections from Keith Gilyard, Kenneth Burke, Chaim Perelman, Saint Augustine, Erasmus, Glenn, Martin Bernal, Krista Ratcliffe, Wayne Booth, Susan Jarrett, George. Kennedy, LuMing Mao, Jackie Royster, and others.

RHE 330E • Comparative Rhetoric

44805 • Spring 2011
Meets TTH 12:30PM-2:00PM PAR 208

What does culture have to do with rhetoric? This question taps into a crucial force that impacts rhetorical practices and scholarship, and this intersection of rhetoric and culture has attracted the attention of scholars especially since the late 1950s, resulting in the development of comparative rhetoric. In this course we will study the conception, development and practice of rhetoric in different and mainly non-Western cultural traditions. For example, we will survey research on rhetorical traditions like ancient Indian, Egyptian, and Rhodian, demonstrating how they predate, relate to and differ from those in Greece and Rome. We will also discuss the objectives, achievement, and potential of research in comparative rhetoric as well as challenges posed by this kind of research.  

Course Requirements, Assignment and Grade Distribution

Class Activities and Discussions (20%)
- Participating in and/or leading class discussion
- Peer review workshops
- Oral report/presentation of research
- Short Assignments

Short Papers (20%)
- Writing five short response/reflection papers to further explore and engage topics and questions addressed in class.

Two Research Papers (30% each)
- Further explore and reflect on issues raised by the course drawing on outside research.  Both papers will involve producing multiple drafts.

More detailed instructions, expectations and grading criterion will be provided at the beginning of the semester, and might be modified based on students’ performance.

Attendance
Attendance policy will be detailed at the beginning of the semester.

Potential Texts
- Selections from George Kennedy’s Comparative rhetoric (1998)
- Selections from Carol Lipson and Roberta Binkley’s two edited collections titled Rhetoric before and beyond the Greeks (2004) and Ancient Non-Greek Rhetorics (2009)
- Packet of readings

E 387M • Intercultural Rhetoric

35000 • Fall 2010
Meets TTH 11:00AM-12:30PM CAL 221

What does culture have to do with rhetoric and writing? This question taps into a crucial force that impacts rhetoric and writing practices and scholarship. That is why, the intersection of rhetoric/writing and culture has attracted the attention of scholars especially since the late 1960s, resulting in the development of contrastive rhetoric and comparative rhetoric. To a great extent culture continued to be defined as “received culture.” However, current scholarship has more expansive definitions of culture and its influence on how we conceive, theorize and practice rhetoric and writing. This shift to a more nuanced and a fuller understanding of culture coincided with (a) increasing interest in other rhetorics, (b) reflections on the canonization of rhetoric, (3) re-visiting the role of continuity and discontinuity in shaping rhetorical agendas.

In this seminar, we will trace the development and transformation of contrastive, comparative, and intercultural rhetoric. We will engage the two main foci of intercultural rhetoric, namely research and education, and we will explore the disciplinary and instructional possibilities and challenges of (inter)cultural rhetorics.

Requirements

• Lead class discussion; book report
• Four short response/reflection papers
• Conference proposal
• A formal paper that further explores and reflects on an issue raised by the course

Readings

• Ulla Conner, Contrastive rhetoric
• Selections from Ulla Connor, Ed Nagelhout, and William V. Rozycki (eds.), Contrastive Rhetoric: Reaching to Intercultural Rhetoric
• Suresh Canagarajah, Resisting Linguistic Imperialism
• Clayann G. Panetta (ed.), Contrastive Rhetoric Revisited and Redefined
• Selections from Richard Graff, Arthur Walzer and Janet Atwill (eds.), The Viability of the Rhetorical Tradition
• George Kennedy, Comparative Rhetoric
• Selections from Carol Lipson and Roberta Binkley (eds.), Rhetoric Before and Beyond the Greeks; and selections   from Carol Lipson and Roberta Binkley (eds.) Ancient non-Greek Rhetorics
• R. Scallon and S. W. Scallon, Intercultural Communication
• C. Severino, Juan Guerra and Johnnella Butler (eds.), Writing in Multicultural Settings
• Packet of readings

RHE 330E • Comparative Rhetoric

44125 • Fall 2010
Meets TTH 12:30PM-2:00PM BEN 1.126

What does culture have to do with rhetoric? This question taps into a crucial force that impacts rhetorical practices and scholarship, and this intersection of rhetoric and culture has attracted the attention of scholars especially since the late 1950s, resulting in the development of comparative rhetoric. In this course we will study the conception, development and practice of rhetoric in different and mainly non-Western cultural traditions. For example, we will survey research on rhetorical traditions like ancient Indian, Egyptian, and Rhodian, demonstrating how they predate, relate to and differ from those in Greece and Rome. We will also discuss the objectives, achievement, and potential of research in comparative rhetoric as well as challenges posed by this kind of research.  

Course Requirements, Assignment and Grade Distribution

Class Activities and Discussions (20%)
- Participating in and/or leading class discussion
- Peer review workshops
- Oral report/presentation of research
- Short Assignments

Short Papers (20%)
- Writing five short response/reflection papers to further explore and engage topics and questions addressed in class.

Two Research Papers (30% each)
- Further explore and reflect on issues raised by the course drawing on outside research.  Both papers will involve producing multiple drafts.

More detailed instructions, expectations and grading criterion will be provided at the beginning of the semester, and might be modified based on students’ performance.

Attendance
Attendance policy will be detailed at the beginning of the semester.

Potential Texts

- Selections from George Kennedy’s Comparative rhetoric (1998)
- Selections from Carol Lipson and Roberta Binkley’s two edited collections titled Rhetoric before and beyond the Greeks (2004) and Ancient Non-Greek Rhetorics (2009)
- Packet of readings

Curriculum Vitae


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