Department of Rhetoric & Writing
Department of Rhetoric & Writing

RHE 309K • Rhe Of Environmental Action-Wb

43670 • Ferris, Ian
Meets TTH 3:30PM-5:00PM • Internet; Synchronous
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Environmental issues are all around us. Quite literally, we are environed (ie surrounded) by issues of climate change, air and water pollution, energy transition, commercial agriculture—the list goes on. One of the incredibly valuable ways that we might begin engaging with these issues is to research what experts in various fields are saying and how. At the same time, we can turn our attention not only outward to our surroundings and the voices of others, but also toward our own positions within and connections to such issues in the environments that we inhabit. This movement between exploring our environments, voices in conversation around key issues, and our own current and potential roles within those issues provides an entryway into a fundamental concept in this course: how to attune to and act as writers in increasingly fraught environments.

Being a rhetoric course, our focus is first and foremost to use environmental action as a lens through which we can study and develop our rhetorical capacities—our abilities to both strategically decode and design arguments and other forms of persuasion. But conversely, we will also use rhetoric as a series of lenses to better understand and cultivate our capacities for environmental action. Each member of the class will have the opportunity to develop a research profile on a locally-pressing environmental issue of their choice, conduct primary research through fieldwork to more deeply immerse themselves in the issue as a researcher and writer, and then compose and publish a digital argument on their chosen issue meant to move a real audience toward a form of environmental action. Questions that we will ask along the way will include: What are the historical and local contexts of these global issues? Who are the stakeholders that play a part in and are affected by them? How are others taking up environmental causes through their writing, and what can we learn from them? How does researching and writing about these issues transform our own connections to our environments? And how can we as writers meaningfully engage with local environmental issues? This course will challenge us to take our writing practice beyond the classroom, looking to our local environments not only through secondary research but through primary research that locates us literally and figuratively “in the field.”


Major (50%): Environmental Issue Profile (15%), Field Report (15%), Digital Argument (20%)

Minor (50%): Short Rhetorical Analyses (10%), Progressive Annotated Bibliography (10%), Writers’ Profiles, Conferences, and Peer Reviews (10%), Reading Responses (10%) Fieldwork Practice (5%), Digital Argument Prospectus (5%)

Required Texts

Required Textbook: Becoming Rhetorical – Jodie Nicotra

Handbook (Free, Online): UNC Chapel Hill Writing Center Resources

RHE 309K • Rhe Of Internet Influencers-Wb

43600 • Schuster, Sarah
Meets MWF 1:00PM-2:00PM • Internet; Synchronous
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The 2010s were an age of influence--and influencers. In the past several years, social media has positioned itself to be an unexpected goldmine for users with (seemingly) enviable lifestyles, making them overnight entreprenuneurs. Besides the pleasure that Instagram, Twitter, TikTok and other social media users derive from watching influencers lead lavish lives, the rise of influencing and influencer marketing has caused some to question the ways in which we present ourselves online. Stories of influencers have also come to meld with stories of scams, leading authors, culture critics, and readers question: What does it mean to be an “influencer”? What does it mean to influence, and what does it mean to sell—or scam? What does it mean to “brand” oneself on social media? How does one reproduce oneself as a brand? What does it mean to present one’s life as authentic online, while also engaging in “sponcon,” or sponsored content? What is the line, in other words, between real and fake (or not-real)? What happens when we each reproduce such modes of living and surveilling our friends, family, and community on social media, and how have all of these melded figures made us reevaluate digital media?


This course will ask students to consider the way influencing and “confidence games” have permeated American culture and discourse since before digital media. We will explore and consider ways in which social media has shifted our conception of what is public and what is private, what is disclosure and what is surveillance. We will consider issues of image-making, and the unsteady ground on which building an image can coincide with building a façade. We will explore critical questions around the ways in which stories of influencing, influencers, and confidence men have changed in relation to their historical context, and the anxieties and tensions that these stories oblate, reify, and negotiate. We will analyze how conning, class, and social status have played out in the realm of the social media “influencer,” and we will consider the many-valenced term “influence” as it relates to both “legitimate” and “illegitimate” forms of influencing, self help, and social media marketing. What role does the truth play in these scenarios, and what does it mean to be selling the fantasy of your own life? Is influencing someone the same as scamming them? What does it mean to sell a lifestyle, and what’s the difference between self-help --and helping one’s self?


Required Textbooks


Nicotra, Jodie. Becoming Rhetorical: Analyzing and Composing in a Multimedia World. Cengage, 2018.

The Little Longhorn Handbook. Norton, 2014.


Grading & Assessment

Blog Posts – 10%

Short Writing Assignments -- 25% (5% each)

Short Paper & Presentation 20% (paper 15%, presentation 5%)

Rhetorical Analysis 20%

Final Project 25%

RHE 309K • Rhetoric Of The Essay-Wb

43610-43635 • Piekarski, Krzysztof • Internet; Synchronous
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The essay as a form is the platypus of the writerly kingdom. As Walt Whitman once proclaimed, [it] contains multitudes. This course will be an in-depth exploration of the different structures and rhetorical poses authors have taken across five hundred years of the form's contemporary existence. Far from the five paragraph format developed to torture high school students, the essay in a master's hands opens up rather than closes down exploration of its target, which often includes the author. We will study and read deeply the essay from across centuries in an attempt to understand:


  1. Are some topics more susceptible to the essay's charms? If so, why?
  2. Are there essential ingredients that need to be used in an essay? What are they? What needs to be avoided?
  3. How do we evaluate a successful essay from a mediocre one?
  4. How does the essay interrogate fact from fiction from imaginative reverie?
  5. How does the essay rank as a tool of a powerful rhetorician? How does it differ from a political speech in its ambitions and aims and structures?
  6. What role does the author's use of "I" take in engaging essays?


We will read selected essays from across the essay's deep tradition and respond to them in class discussion. Students will also be expected to interrogate topics of their own choosing and write several essays of their own for analysis and to improve their rhetorical prowess.


Assignments and Grading

Grading will be based on the Learning Record Portfolio System. The typical breakdown is:


40% portfolio completion

15% Essay 1

15% Essay 2

15% Quizzes

15% Class participation


Note: the reading in this course will be significant, and class discussion mandatory.


Texts and Course Readings

The Best American essays of the Century, ed. Joyce Carol Oates.

The Next American Essay, ed. D'Agata, John.

The Lifespan of a Fact. D'Agata, John.

Let's Talk About Love. Wilson, Carl.

Several Short Sentences About Writing. Verlyn Llinkenborg.

Draft 4. McPhee, John.

RHE 309K • Rhetoric Of Beauty-Wb

43580 • Allan, Samantha
Meets MW 2:30PM-4:00PM • Internet; Synchronous
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“Beauty was not simply something to behold; it was something one could do.” - Toni Morrison, The Bluest Eye


Many people begin thinking about their relationship to beauty at a startlingly young age. From magazines, to billboards, to the hyper-aestheticized annals of Instagram, the beauty industry dazzles and accosts us, conditioning the way we see, value, and interact with each other and with ourselves. At times, the criteria for determining what it means to be beautiful can feel so absolute—in part, because it is so pervasive—that we forget the role we play in building, challenging, and reshaping that criteria to address the term’s abuses. Negotiating the rhetoric of beauty can mean fighting injustice in the work place, raising our expectations for interpersonal relationships, and divorcing ourselves from the idea that how we look determines what we’re worth. It can also open new pathways for creativity and fulfillment. 


This course will explore the way our society constructs, upholds, resists, and markets beauty standards. In particular, it will focus on the complicated role of beauty in feminist discourse. Questions of interest might include: how does the pursuit of beauty empower and inspire us, and in what ways does it exert unwelcome pressure upon our lives? Does the beauty industry succeed in creating inclusive community spaces, and what happens when the rhetoric of self-care becomes commodified into a skin-care routine? In what ways might beauty assist in gendering our experiences with age, youth, and the passing of time? How are definitions of beauty conditioned by racism, classism, and gender essentialism, and what is being done to challenge these definitions? What should be?




Participation (10%)


Journal Entries – 3 (15%)


Short Papers (20%) including:

  1. Short analysis 1 (10%)

-                       2. Short analysis 2 (10%)


Annotated Bibliography (15%)


4-6 Page Rhetorical Analysis (20%)


Final Project (20%)


Required Text:


Glenn, Cheryl. The New Harbrace Guide: Genres for Composing. Cengage Learning, 2018. 


All other materials will be provided on Canvas by the instructor.

RHE 309K • Rhetoric Of Disasters-Wb

43625 • Nelson, Lauren • Internet; Asynchronous
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Warming temperatures, acidified oceans, hurricanes, tsunamis, nuclearization, the end of the world: what makes a disaster a disaster? In this course, we will analyze various types of media to understand how disaster is depicted rhetorically and to what extent this rhetoric interacts with class, race, geography, and scale. Is there a difference between ‘man-made’ and ‘natural’ disasters? How are disasters represented in news media, books, television, and film? How might understanding the qualities of disaster as well and their rhetorical depiction in popular culture influence how we respond to them? How are disasters differently constituted when different communities are involved? How does that affect our past, present and future? We will explore how disaster is a foundational part of contemporary media’s rhetoric and how disaster rhetoric is central to understanding both our increasingly globalized world and the rapidly changing climate.

Students will be required to purchase the following textbook: Mark Longaker and Jeffrey Walker, Rhetorical Analysis: A Brief Guide for Writers, 2011 (Pearson, 1st edition). The remainder of thematic readings will be available for download from the class’s secure Canvas site. In addition, students will be required to screen a handful of films and documentaries as part of the course ‘readings.’

Writing assignments:

Weekly Canvas discussion posts, one 4-page rhetorical analysis on a shared text, one 4-page rhetorical analysis on a disaster-related text of your choice, and a final independent research paper that either proposes a solution to a disaster scenario of your choice or evaluates how solutions-based rhetoric impacts how a specific disaster of your choice is represented, understood, or felt (either by nearby communities or on a larger scale).

Method of assessment:

This course will use contract grading for assessment. At the start of the course, students will be provided with a detailed checklist of requirements that outlines how to receive a full passing and ‘default’ grade, which I will set at a “B.” Students will be provided with detailed instructions as to how to exceed the ‘default’ “B” and earn an “A.” This means that earning an “A” will primarily be related to the rigor and length of each students’ major assignments. For example, the prompts for each of the major unit assignments will contain additional requirements that the student must complete in order for their assignment to be counted as ‘above and beyond work.’ I will build two tiers into each major assignment prompt and students will decide whether they want to undertake the challenge of writing towards the higher tier. A higher tier would potentially entail a combination of (1) longer word count (2) additional research or alternative research (3) mixed-genre or multi-modal component (4) more rigorous critical/theoretical analysis (5) a comparative component (i.e. a comparative rhetorical analysis of two objects).

RHE 309K • Rhetoric Of Hamilton-Wb

43585 • Akcamete, Aycan
Meets TTH 8:00AM-9:30AM • Internet; Synchronous
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The 2015 rap musical by Lin-Manuel Miranda Hamilton: An American Musical has immediately become a major hit and a success. Receiving mainly positive criticism for its non-white casting and mesh of hip hop, R&B, soul styles, this hip-hop story on one of the founding fathers creates many notions and ideas pertinent to American identity. In this class, we will explore the topics of nation-building, immigration, and the U.S. exceptionalism as constructed by the musical and extend it to the outside resources to expand our understanding, definitions, as well as controversies surrounding these three topics. The main questions we will answer are: How does Hamilton make arguments about American nation, immigration, and the U.S. exceptionalism? What stories and narratives does the musical construct with regards to American identity, and what arguments are implied in these stories? How is the historical narrative of Hamilton extend to today’s America in 2020? We will also discuss how or whether Hamilton invents, reinvents or fails to invent stories, myths and narratives surrounding American life and identity.


In this class, students will develop analytic skills, critical thinking skills, and research skills through these discussions, together with the rhetorical skills of argumentation and analysis. They will be asked to write weekly posts, provide weekly feedback to their peers, and compose short and long writing assignments to learn more about American identity. Finally, they will have the option to create a persuasive paper or make a creative project about American identity in Hamilton, where they will use the argumentation/rhetorical skills they have developed.


Course Reading List:

  1. Everything’s an Argument, Lunsford and Ruszkiewicz
  2. Access to Hamilton songs on Spotify or any other platform.
  3. The remainder of readings will be available for download from the class’s secure Canvas site. 



Major Assignments                             

  • Writing a Narrative
  • Rhetorical Analysis
  • Proposal Argument

 Participation Assignments

  • Canvas Discussion Board Posts (weekly posts + peer review)
  • Short Writing Assignments
  • Creative Project
  • Peer review for Project 3
  • Any in-class assignment that requires a Canvas Discussion Board post during/after class.



  • In this course, I will make use of Labor Contract Grading. In this system of grading, students will sign up for a contract to get a certain grade, for which the expectations and criteria for each assignment and for participation assignments will be provided by the instructor. In other words, if students meet the contract for the assignments and for the class, they will get the grade. The more work they put, the higher grade they can get.

RHE 309K • Rhetoric Of Horror-Wb

43660 • Aman, Jane
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
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For over a century, American audiences have been captivated by the terrifying, horrifying, and taboo in film. This class will investigate what makes the horror genre such a mainstay in American film. It will also ask in what ways horror films respond to cultural events and anxieties. What kinds of rhetorical tools and appeals do horror films use to shape or respond to public discourse? How and why do horror movies craft their arguments about American life and culture? For instance, how does Jordan Peele’s Get Out (2017) shape its commentary on the insidiousness of white liberalism? How are film makers like John Carpenter responding to and creating arguments about the excesses of 80’s culture in cornerstone slasher films like Halloween (1978)? Why did/do these arguments continue to resonate with audiences today? In addition to placing horror films in their historical and cultural context, we will analyze horror film rhetoric through a variety of lenses, such as issues of race, gender, and disability. Students will learn to respond to horror films through rhetorical analysis and film criticism. Ultimately, we will seek to answer the question: what makes the horror genre truly horrifying?

The course will be split into four distinct units focusing on the History of Horror, Gender and Horror, Race and Horror, and Body Horror. In each unit, students will be asked to watch and respond to at least three classic horror films. Each unit will be punctuated with either a short or longform writing assignment. Students will learn to think critically and independently and conduct thoughtful, responsible research using a variety of databases, web resources, and topic-specific resources. Additionally, students will be asked to think of film as rhetorical, place film in context, respond to and analyze rhetorical maneuvers in film, compose lengthy, college-level papers and/or multimodal assignments that convey original arguments and analysis, revise ideas and compositions in response to constructive feedback from the instructor and peers, correctly document use of research materials using MLA citation, and present ideas effectively and convincingly in front of peers. An important note: Due to the content of the films we will be analyzing, this course will address a number of potentially triggering topics.


Assessment Breakdown



Movie Review- 10%

Rhetorical Analysis 2.1- 5%

Rhetorical Analysis 2.2- 10%

Rhetorical Analysis 3.1- 5%

Rhetorical Analysis 3.2- 10%

Final Project- 25%

Peer Review- 10%

Weekly Discussion Posts- 15% 

Participation- 10%



Course Reading List 

  1. Becoming Rhetorical: Analyzing and Composing in a Multimedia World by Jodie Nicotra
  2. 2. The remainder of readings will be available for download from the class’s secure Canvas site, through the UT Library, or on a variety of movie streaming services.

RHE 309K • Rhetoric Of Illness-Wb

43665 • Winnega, Brie
Meets TTH 3:30PM-5:00PM • Internet; Synchronous
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In the midst of the recent Covid-19 outbreak this spring, one reporter from The Guardian asks, “Now [that] the WHO has declared Covid-19 a pandemic, what will it mean for the way the outbreak is treated and prepared for?” (Davey 2020). Another reporter writing for The New Yorker argues that President Trump’s March 11 speech about the “foreign virus” carried an exceptionally nationalistic tone, exemplifying his inadequate response to the disease (Glasser 2020). As many of these news reports indicate, our rhetoric often has important effects on the way our society responds to public health emergencies. In the case of a pandemic, rhetoric can impact the means through which whole governments initiate policy changes. At the individual level, it can impact how we advocate for a loved one who is sick, how we give instructions about care needs, and how we tell our own stories.


This course will explore some of the ways people talk about illness. Students will be asked to discuss and unpack the meaning and significance of words such as “cure,” “diagnosis,” “disease,” and “immunity.” As a class, we will engage with a variety of genres ranging from personal narratives, to healthcare pamphlets, to news reports and social media – all with an eye toward what type of rhetoric is deployed and what it is intended to accomplish.


Since this is a research-based and writing-intensive course, students will be asked to identify and research over the duration of the semester a topic of interest related to rhetoric of illness. They will draft and revise numerous writing assignments related to their topic, critically analyzing how rhetoric is deployed in their choice of cultural artifacts related to the course theme. Finally, they will use what they have learned to invent their own arguments around cultural constructions of illness.



Required Texts

  • Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument. 2012.
  • Style Guide from UNC Writing Center: [available online]

  • Other course content available via Canvas.



  • Participation (10%)
  • Paper 1 Literature Review (15%)
  • Paper 2.1 Rhetorical Analysis (10%)
    • Paper 2.2 Revision (15%)
  • Paper 3.1 Analytical Essay (15%)
    • Project 3.2 Revision (25%)
  • Minor Writing Assignments (10%)

RHE 309K • Rhetoric Of Public Thinkers-Wb

43650 • Walker, Kiara
Meets MW 1:00PM-2:30PM • Internet; Synchronous
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In early 2019, Foreign Policy released their 10th annual list of 100 global thinkers offering a

“spotlight on the most influential people in the world—for better or worse.” The list, a statement on those who “had a profound impact on the planet in the last 12 months,” included politicians (Alexandria Ocasio-Cortez and John McCain), activists (The Women of the #MeToo Movement and The Parkland Students), artists and entertainers (Donald Glover and Lena Waithe), academics (Mary Claire-King and Douglas Irwin), readers’ choice (Michelle Obama and Jordan Peterson) and an animal (Koko the Gorilla). While the role of the public thinker has often been described as in decline during the twenty-first century, such a list—its existence and range—speaks to the mainstream presence and fixation on this role. 


This course will take a closer look at the rhetoric of and surrounding public thinkers with the aim of understanding how the title of public thinker is constructed rhetorically and what makes public thinkers persuasive for an intended audience. In doing so, we will work together to approach significant questions about public thinkers through a rhetorical lens, such as: What is a public thinker? How does one become designated as such? What role and function do these thinkers serve in society? How do public thinkers respond to and reflect society? How has the role of public thinkers changed over time, especially in response to changes in media? How do we understand, define, and approach contemporary public thinkers? Throughout the course, students will focus on chosen contemporary public thinker(s) in order to explore how public thinkers have been conceived of across time, analyze how audiences respond to and uptake persuasion from public thinkers, and present a position on the state of contemporary public thinkers.


Assessment Breakdown:

Short Writing Assignments: 20%

Definition Paper: 10%

Rhetorical Analysis: 10%

Rhetorical Analysis Revision: 15%

Proposal: 5%

Final Project and Reflection Essay: 20%

Final Presentation: 5%

Peer Review(s): 5%

Participation: 10%


Required Texts:

Everything’s an Argument. Lunsford and Ruszkiewicz, Bedford/St. Martin’s

RHE 309K • Rhetoric Of Responsibility-Wb

43595 • Colclough, Sarah
Meets MWF 12:00PM-1:00PM • Internet; Synchronous
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"A famous philosopher once said “with great power, comes great responsibility.” Yet “responsibility” is a nebulous concept, despite the term’s prominence in our era’s most fiercely debated issues. To what extent are individuals “responsible” for recycling when a handful of corporations produce most of the world’s pollution? If Facebook is responsible for sharing misinformation, does the responsibility to curb the problem fall on the company, its users, or the government? What responsibilities does the U.S. owe to non-U.S. citizens fleeing a geopolitical crisis that U.S. military intervention may have exacerbated? In short, what do individuals, groups, and institutions “owe” to one another and future generations?

This course takes a closer look at the concept of “responsibility.” In this writing intensive class, students will select and research a contemporary controversy to examine how “responsibility” is attributed in times of crisis. Possible topics range from whistleblowing, #MeToo, the Second Amendment, online “cancel culture,” climate change, media coverage of mass shootings, immigrantion and refugees, the Second Gulf war, Medicaid for All, and student loan debt. Assigned texts may include news articles, films, podcasts, and multimedia. Our purpose is not to establish a single, definitive definition of “responsibility,” but to take the fluidity of the term as an opportunity to investigate how the term functions rhetorically -- and its effects -- across multiple high-stakes conversations.

Assignments and Grade Breakdown:
Participation (In-Class Participation, CWFs): 10% 4 Short Writing Assignments: 25%
Peer Review: 5%
Project 1: Evaluation Argument Essay 15%
Project 2: Annotated Bibliography 15%
Project 3: Rhetorical Analysis Essay 15%
Project 4: Counterargument Essay 15%

Glenn, Cheryl. The New Harbrace Guide: Genres for Composing. Third Edition, Cengage Learning, 2017.
Lunsford, Andrea A. and John J. Ruszkiewicz. Everything’s an Argument. Sixth edition, Bedford/St. Martin's, 2012.
Roberts-Miller, Trish. Demagoguery and Democracy. The Experiment, 2017. Other course material to be provided by the instructor on Canvas."

RHE 309K • Rhetoric Of Suburbia-Wb

43630 • Booth, Andrew • Internet; Asynchronous
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Master-planned communities, McMansions, strip malls, chain restaurants, megachurches: these are all archetypical images of American suburbia, a place where more than half of all Americans live. Yet despite their formative impression on American culture and society over the past seventy years, the suburbs are often dismissed with an eye-roll and chalked up as cookie-cutter and clichéd. But perhaps it is the everyday nature of the suburbs that makes them so important to think about critically. We’ll begin the course by asking ourselves, “How do suburban spaces shape the identity and values of an individual, of a neighborhood, or of a city?” In short, this course will treat the suburbs as texts, spaces that are rhetorically constructed and deeply rooted in ideologies of race, consumerism, and nostalgia.


In this course we’ll first examine representations of suburbia in film and read some critical texts that analyze American suburbs. Then, after acquainting ourselves with some rhetorical theory, principles, and terminology, we’ll examine a suburb, critically analyzing its physical spaces and places. Finally, we’ll write persuasively and put forth our own critical arguments about suburbia in the American cultural, political, and societal landscape. If everything works, examining suburbia through a rhetorical lens will allow us to develop skills that will be useful in not only understanding how suburbia has shaped American values and ideology, but it will also allow us to better engage in current critical conversations about suburbia as they relate to American society, politics, and culture.




  • Assignment 1: Mapping Suburbia (10%)
  • Assignment 2: Rhetorical Analysis of a Place/Space (10%)
  • Assignment 3: Rhetorical Analysis of a Suburb (15%)
  • Assignment 4.1: Proposal Argument (10%)
  • Assignment 4.2: Revision of Assignment 4.1 (15%)
  • Assignment 5: Presentation (10%)
  • Short Writing Assignments—4x (20%)
  • Participation (10%)



Required Texts:


Everything’s an Argument, Lunsford and Ruszkiewicz, 7th edition (without readings)

RHE 309K • Rhetoric Of Texas-Wb

43640 • Mendez, Sierra
Meets MW 11:30AM-1:00PM • Internet; Synchronous
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To a fierce degree, Texas holds to its identity and history as a state. Grandiose and independent, Texas exists as a place and also an ideal. This class is for students interested in exploring the rhetorical production and utilization of place: how identity, culture, history, and geography are made to shape the spaces we live in and, therefore, shape us. In class and for assignments, students will engage with a variety of texts from museum exhibits to maps to historical markers to restaurants to music that we might examine what "Texas" has been made-to-be. We will think critically about stories and sights we hear and see everyday and their connections to state political identity, state policy, nationhood, borders, and citizenship. Course papers are intended to nurture students’ ability to write professionally and thoughtfully about rhetorical sites and situations with particular attention to multiple and varied audiences. Creative projects are intended to allow students to explore rhetorical practices and thought processes through making. 


Grade Distribution

Weekly Activity 10%

Weekly Reading 10%

Unit 1 Paper 25%

Unit 2 Paper 25%

Final Project 30%


Reading list

The primary text for this class will be Becoming Rhetorical by Jodie Nicotra and The Little Longhorn Handbook. 

Other readings will include texts found at UT Library Archives, news articles related to recent debates over history and memorialization, and pages excerpted from: 

Gone to Texas by Randolph B. Campbell

Empire for Slavery by Randolph B. Campbell

The Conquest of Texas by Gary Clayton Anderson

An Indigenous People’s History of the United States by Roxanne Dunbar-Ortiz

Lies My Teacher Told Me by James W. Loewin 

Texas: The Great Theft by Carmen Tafolla

Foreigners in their Native Land by David J. Weber and Arnoldo de León

History Ahead: Stories Beyond Texas Roadside Markers by Dan K. Utley and Cynthia J. Beeman

Inventing Place: Writing Lone Star Rhetorics edited by Casey Boyle and Jenny Rice

With His Pistol in His Hand by Americo Paredes

RHE 309K • Rhetoric Of The Gospels-Wb

43575 • Buckley, Tom
Meets TTH 9:30AM-11:00AM • Internet; Synchronous
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This course will treat the gospels as rhetorical texts, rooted in time in place and shaped by the communities they were written for. Students are expected to apply rigorous historical method and careful literary analysis to gain a nuanced understanding of how the leader of a Jewish renewal movement became the object of devotion in earliest Christianity. We’ll explore the strategies each gospel writer uses to achieve purpose for his audience, considering the information the writer selects for presentation; the ordering and apportioning of that information; and the language used. By studying the gospels in this way, we’ll be prompted to consider how these texts — both canonical and non-canonical — emerged from the communities following Jesus. We’ll also consider the form of the gospel itself — what it is, what it is not — as we explore the conventions that governed the first-century Mediterranean world (both social and literary).

In addition to examining the gospels, we’ll consider more recent — and vigorous — arguments about the historical Jesus, as offered by organizations like the Jesus Seminar, and as presented in documentaries like PBS’s From Jesus to Christ and ABC’s The Search for Jesus, in attempting to gain a fuller understanding of the gospels. By exploring both the original arguments and the responses to those arguments, we’ll observe the ongoing conversation that exists regarding the quest for Jesus and the role the gospel writers played in crafting his story.

Assignments and Grading

  • Rhetorical Analysis of Mark and Matthew (20%)
  • Analysis of “Q” Passage (20%)
  • Research Paper on the First Century Mediterranean World (20%)
  • Refutation of Historical Jesus Argument (20%)
  • Midterm exam (10%)
  • Final exam (10%)


There are four principal texts:

  • Gospel Parallels (5th edition), Burton H. Throckmorton Jr., Thomas Nelson.
  • The Gospels and Jesus (2nd edition), Graham Stanton, Oxford University Press.
  • The Historical Jesus — the LIfe of a Mediterranean Jewish Peasant, John Dominic Crosson, Harper One.
  • Misquoting Jesus, Bart D. Ehrman, HarperOne.

In addition, a course packet includes excerpts from six sources: John P. Meier, A Marginal Jew—Rethinking the Historical Jesus; E.P. Sanders, The Historical Figure of Jesus; Marcus J. Borg and N. T. Wright, The Meaning of Jesus—Two Visions; Bart D. Ehrman, Jesus, Interrupted: Revealing the Hidden Contradictions in the Bible (And Why We Don’t Know About Them); Bernard Brandon Scott, Hear Then the Parable—A Commentary on the Parables of Jesus; and Dale C. Allison, Marcus J. Borg, John Dominic Crossan and Stephan J. Patterson, The Apocalyptic Jesus—A Debate.

RHE 309K • Rhetoric Of The Job Search-Wb

43615 • Gossi, Drake
Meets TTH 5:00PM-6:30PM • Internet; Synchronous
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Getting a job these days is tough. First, you must decide on what jobs to apply to, and where. Then comes the process of creating various application materials, followed by adapting them to each individual job site’s unique specifications. As if all that wasn’t difficult enough, you must do your best to imagine not only what questions the hiring manager will ask, but also how to respond to them. Should you be modest? Funny? Honest? What if they ask you whether you have experience in something that you don’t have experience in? Worse still, even if the interview goes well, your future boss will inevitably Google you, and who knows what a “deep search” of your name will turn up.


As the cliché goes, getting a job is a full-time job in itself. But the process shouldn’t have to be stressful. In fact, this course aims to reduce job-seeking anxiety by offering you three opportunities. The first is to prepare job application materials for two different dream jobs, both of which will be in different industries. The second is to research how different industries interview applicants differently. The third is to populate the web with content that will make you look good when your future boss Google’s you.




  • Resume portfolio (self-inventory, two different resumes, reflection, video resume, presentation of video resume) 25%
  • Job interview research (both primary and secondary research into how the interview process reflects the values of two different professions) 25%
  • Reputation management portfolio (Daily Texan op-ed, book review, Yelp review, etc., genre analysis) 25%
  • Revision 15%
  • Participation 10% (reading responses, peer reviews, in-class writing assignments, etc.)


Required Text


  • Becoming Rhetorical: Analyzing and Composing in a Multimedia World, by Jodie Nicotra, 1st Edition


RHE 309K • Rhetoric Of The Outlaw-Wb

43645 • Fischer, Liz
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
show description

In this course, we will explore topics in rhetoric through representations of the “outlaw” in literature, film, and popular culture, as well as in public discourse and politics. We will be reading excerpts from critical and literary texts, watching clips of films and considering the American fascination with the rebel, the criminal, the deviant. We will pay particular attention to how representations of the outlaw make arguments about acceptable relationships of individuals to society and about who can exercise power. How do different archetypes of the outlaw—such as social bandits, rebels, and—relate to each other? How do the rhetoric they use and the rhetoric used to talk about them differ? How do “outsider” perspectives gather and create authority? 

Grading breakdown:

  • Short Writing and Blog Posts: 25%
  • Defining “Outlaw” Essay: 15%
  • Rhetorical Analysis: 15%
  • Final essay first draft: 15%
  • Final essay revision: 20%
  • Participation: 10%
    • In-class exercises: 5%
    • Peer Review: 5%

Required texts:

  • Everything’s an Argument (8th edition) by Andrea Lunsford, John Ruszkiewicz, and Keith Walters
  • The Outlaw Bible of American Literature by Alan Kaufman, Barney Rosset
  • Purdue OWL as a writing handbook

RHE 309K • Rhetoric Of Time Travel-Wb

43675 • Mendenhall, Margaret
Meets MW 4:00PM-5:30PM • Internet; Synchronous
show description

If you could travel to the future, what would you want to know? If you could go back in time, what would you change? If you’re stuck in a time loop, what do you have to fix about yourself to get out? Our chances of actually travelling in time are slim to none—so why do we find these hypothetical questions so fascinating? We constantly tell stories about exploring the future, revisiting the past, or reliving the present. But it’s not just fiction: from global warming projections to public apologies to eulogies and convocations, we often rely on depictions of past, present, or future events to make our arguments more convincing.


This course investigates how speculative explorations of time work as tools for persuasion. We will analyze fictional time travel narratives, examining how stories that seem to be about the past or future often make implicit arguments about social or moral change in the present. In addition, we’ll observe how the future, past, and present are invoked as rhetorical strategies in argumentative writing. In addition to building critical reading skills through exploring these topics, students will learn to write effective and responsible arguments by composing their own argumentative essays about the central questions of the course.


Required books


Lunsford and Ruszkiewicz, Everything’s an Argument

All other readings will be made available on Canvas by the instructor.




Discussion Posts and Participation – 10%

Short Writing Assignments (3) – 15%

Research Synthesis – 10%

Paper 1: Rhetorical Analysis 1 – 15%

Paper 2.1: Rhetorical Analysis 2 – 10%

Paper 2.2: Revision – 10%

Paper 3: Argument – 25%

Paper 3: Peer Review – 5%

RHE 309K • Rhetoric Of Witchcraft-Wb

43655 • Butler, Tia
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
show description

Witchcraft, witches, and magic are components of the supernatural which have become a part of contemporary culture and are represented throughout Western history and popular culture. Accusations of sorcery and witchcraft, moreover, have also historically been employed to rob others of power. Witchcraft and magic are implicated in social, economic, and political histories, and are heavily tied into gender construction and the history of women, along with questions of race and religion in other social minorities. In this course, we will investigate the rhetoric surrounding the Witch Hysteria of the early 15th and 16th centuries to understand how this early form of prejudice against those who are different can still be traced to rhetoric used today to either demonize those considered to be heretical or social minorities, or simply as rhetoric used to delegitimize political probes, as in the case of the Mueller probe or other conservative and reactionary causes.


Grading/ Assessment –

Short Writing Assignments           20%

Participation                               10%

  • Archival Assignment           10%

2.1 Rhetorical Analysis Paper       10%

2.2 RA Revision                          15%

3.1 Proposal Paper                      15%

3.2 Proposal Revision                   20%

Peer Review                                Invaluable


Required Texts

  • Becoming Rhetorical: Analyzing and Composing in a Multimedia World, Jodie Nicotra
  • The Little Longhorn Handbook, 2nd Edition
  • I, Tituba, Black Witch of Salem, Maryse Conde
  • Other materials will be available on Canvas

RHE 309K • Rhetoric Of Women's Work-Wb

43590 • Echternach, Julia
Meets MWF 9:00AM-10:00AM • Internet; Synchronous
show description

Course Description

This course focuses on three central topics:

  • Concepts for thinking about women’s work and social change
  • The role of women’s work in our lives
  • Rhetorical strategies for using writing to create change in our lives and our society


As we live through a global pandemic and question what our communities will be like a week from now, let alone a year, a decade, or a century from now, we can learn a lot from women writers, artists, and organizers who use rhetoric to survive multiple intersecting systems of inequality and uncertainty, and to demand and create the society that they want to live in. For the women whose writings we will read, analyze, and respond to in this class, unjust working conditions have always been a part of their reality – and yet they have used creative expression to challenge the forces that constrain their lives, to dream of a different world, and to labor that world into being. We will use our time in class to understand how women workers have made sense of gender, race, sexuality, (dis)ability, colonization, capitalism, and globalization; to look at how they use language and rhetoric affect their audiences and affect us; to learn about ourselves and our communities through journaling; and to develop our abilities to write, speak, and express ourselves persuasively.



  • Participation (10%)
  • Weekly Journal Responses (20%)
  • Rhetorical Analysis Paper (20%)
  • Opinion-Editorial Paper (20%)
  • Counter-Story Paper (20%)
  • Autobiography Paper (10%)


Required Texts

  • Course Reader.
  • Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students. Pearson, any edition.
  • The Little Longhorn Handbook. Norton, 2014.

RHE 309S • Crit Read/Persuas Writ-Nsds-Wb

43680 • Hooker, Tristin
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
show description

The more expert you become in a subject, the more difficult it can be to explain your ideas and work to others outside your immediate area. Yet, giving a compelling, persuasive explanation of your work is what allows it to continue, or even to be real for the broader public. This is nowhere more true than in the natural sciences, where the need for effective communication of scientific ideas in a way that is comprehensible and persuasive in public settings has never been clearer. In this course you will develop your understanding and mastery of rhetoric—the art of persuasion—as it applies to science. 

We’ll look at how scientists work to persuade one another, the general public, and the institutions that invest in and fund further research. We will look at a variety of texts, genres, and media to identify typical moves and strategies scientists and science writers employ, as well as common difficulties they encounter in the process. You will have the opportunity to look closely at the way persuasion works in your particular field, and to work with other natural sciences students to find what’s common and what’s particular in writing and persuasion across the sciences. 

Our goal will be to help you develop both as an analyst and as a user of rhetoric in the sciences and in broader public discourse, through a variety of media. In our work together we will challenge ourselves to understand why some arguments are more persuasive than others, and how those strategies make science—and the public—as we know it. 


  • Project 1: Analyzing a scientific argument
  • Project 2: Analyzing how projects get investment and funding
  • Project 3: Translating an argument to a public 
  • Project 4: Engaging with advocacy and policy 

Required Texts

  • How to Write and Publish a Scientific Paper 8th Edition by Barbara Gastel and Robert A. Day
  • Acting in an Uncertain World: an Essay on Technical Democracy by Michel Callon, Pierre Lascoumes, and Yannick Barthe 
  • Additional materials provided by the instructor

RHE 309S • Crit Read/Persuasv Writ-Hon-Wb

43685 • Moura De Oliveira, Claudio
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
show description

In this class we will examine the concept of failure. We will question conventional definitions of success and failure and rethink the culture of competition that awards winners and rejects losers. We will investigate what success has to offer and how rethinking failure can open up opportunities for creativity, cooperation and novelty. Navigating an ocean of accomplishments, victories and triumphs, this class will direct its focus to defeats, losses and embarrassments in order to reimagine prosperity. Through understanding the rhetorical constructions behind the idea of success, students will build projects that will analyze failure, challenge it, and then argue for a reconceptualization of an approach.

Professionalization and professional writing will be at the core of the writing practice in this class, as well as critical discussions and journaling. Students will work on  critically discussing topics proposed in readings and will write papers that will at the same time reimagine success and failure and practice professional writing formats.


You will be required to complete the following assignments this term:

.  Project 1: Job Interview Question + Revision

.  Project 2: Interview and reflection on a personal view of Failure and Success

.  Project 3: Analysis of Reputation Management + Revision

.  Project 4:  Cover Letter and Personal Statement + Revision

.  Discussion Posts and Reflections



  • They Say I Say, Cathy Birkenstein and Gerald Graff

.  UNC Chapel Hill's Handbook: available at

  • Additional readings as provided by the instructor.

RHE 314 • Comptr Programmg Humanities-Wb

43690 • Boyle, Casey • Internet; Asynchronous
show description

This course introduces students to the fundamentals of computer programming and provides exploratory practice in computation as a rhetorical activity. Working through in-class lectures, readings,  discussions, exercises, and course projects, students will gain familiarity with programming concepts and practice in computational processes. Designed for Liberal Arts majors with no programming experience, the course aims to introduce computational processes through exercises in programming (Python 3.0), group work and versioning (i.e. GitHub), and analysis of programming (discussion forums and commenting on/with code). In addition to the hands-on exercises, students will also participate in readings and discussions that will help orient the Liberal Arts major towards understanding computation as a rhetorical practice. NOTE: This course will be self-paced and asynchronous.

Required Materials 

Exploratory Programming for the Arts and Humanities, Nick Montfort

Geek Sublime: The Beauty of Code, the Code of Beauty, Vikram Chandra

Regular access to a computer capable of running Windows 10 or Mac OS 10.14 and access to the command line/terminal.

RHE 315 • Intro To Visual Rhetoric

43695 • Hill, Angela
Meets MWF 10:00AM-11:00AM • Internet; Synchronous
show description

In today’s multimedia world, effective arguments often rely on images to persuade audiences. Everyday we encounter visual rhetoric that tries to persuade us to think about this problem, purchase that product, travel to this destination, and/or accept that truth. In this course, we will examine how pictures persuade by analyzing advertisements, fashion photography, political campaign posters, public service announcements, graphic novels, and war photography. Students in the course will have the opportunity to explore a wide range of images; analyze combinations of text, imagery, and other graphics, both in print and in multimedia formats; and locate their own examples of visual rhetoric to present and interpret. By studying visual rhetoric, students will enter into an exciting area within the discipline of Rhetoric and they will hone their skills as writers, researchers, and rhetors.

RHE 315 • Intro To Visual Rhetoric-Wb

43700 • Holland, Cindy-Lou
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
show description

Photographs are a primary means of influencing the thoughts, feelings, and beliefs of humans in the modern world, but what is it about images that affects us so much? How are images so persuasive? Of course, their content is a factor, and additional layers of social meaning can contribute to an image’s force, but pictures have a suasive power all their own that goes beyond the power of their content. In this class we will take a deep dive into the structural logics of the picture-space and sensitize ourselves to the multiple layers of meaning that images use to persuade viewers. Students in the course will have the opportunity to make and analyze hundreds of images to help hone their observational skills, develop a “photographer’s eye,” and invent a picture-vocabulary. Studying visual rhetoric, in particular the rhetorical force of the picture-space, will help students understand why they themselves respond to certain kinds of images and why sending images out into the world should be considered an act with ethical implications.

RHE 321 • Principles Of Rhetoric-Wb

43720 • Ferreira-Buckley, Linda
Meets MWF 2:00PM-3:00PM • Internet; Synchronous
show description

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 analyses but in law, politics, education, science, and religion.


This course will introduce you to common rhetorical principles and to the disciplinary history of rhetoric and writing studies. Assignments in this class will offer you the chance to identify and apply these rhetorical principles while composing, interpreting, and presenting "texts"—oral, print, and/or electronic. (We’ll work on revision and peer review though out the course.) Assignments will include one major collaborative project, six 2-page papers, rhetorical exercises, a midterm and final exam.


You’ll read and discuss significant works from major historical periods (including Classical, Medieval/Renaissance, Early Modern/Modern, and Contemporary) and examine the development of rhetorical practices specific to oral, print, and electronic technologies of interaction. You’ll also do rhetorical analyses of different kinds of texts (e.g., political speeches, advertisements, judicial decisions) to engage with both mainstream and culturally specific rhetorics  (feminist, African American, Native American, queer, etc.) and to read, discuss, and apply at least two different contemporary rhetorical approaches.



TEXTS (tentative)

Crowley & Hawhee, Classical Rhetoric for Contemporary Students

Bizzell & Herzberg, The Rhetoric Tradition

Course packet of readings


Six short papers (& revisions to each): 60%

Collaborative project 20%

Midterm exam 10%

Final exam 10%

Exercises, peer reviews & class participation: mandatory

RHE 321 • Principles Of Rhetoric-Wb

43715 • Izaguirre, Jose
Meets MW 2:30PM-4:00PM • Internet; Synchronous
show description

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 SWC/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 321 • Principles Of Rhetoric-Wb

43710 • Hsu, Vox
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
show description

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 SWC/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 321 • Principles Of Rhetoric-Wb

43705 • Charney, Davida
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
show description

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 SWC/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 325M • Advanced Writing-Wb

43725 • Longaker, Mark • Internet; Asynchronous
show description

The first thing many people notice about your writing is its style. Do you break any grammar rules? Are your sentences easy to read? Can you occasionally turn a phrase? Your style says a lot about you. It earns your reader’s trust. It keeps your audience interested. It emphasizes your main ideas. In many ways, therefore, your style is the substance of your writing.

In this class, we will practice writing in various styles, paying close attention to correctness, clarity, and elegance. Writing non-fiction, such as reviews and essays, you will craft your style to suit your audience, your genre, and your situation. You will also copy-edit prose, your own and your classmates’. Finally, you will revise your writing with stylistic goals in mind.

The following assignments will improve your writing style and will determine your final grade:

  • 10 homework assignments, completed in groups: 5%
  • Quizzes on grammar, editing, and stylistic figuration: 25%
  • 2 presentations on grammar rules and stylistic figuration: 10%
  • 2 copy-edits of another student’s writing: 20%
  • 2 non-fiction narrative essays: 40%

Breakdown of the grade for each non-fiction essay: Each non-fiction narrative essay is worth 20% of the final grade. That 20% is broken up into 3 discrete segments, each making up a percentage of your final grade: (1) a proposal describing and exemplifying the genre you will write: 5% of the final grade; (2) a complete and polished first submission of the essay: 5% of the final grade; (3) a proposal that explains how the essay will be revised in light of comments received from your instructor and fellow students: 5% of the final grade; (4) a second submission that demonstrates changes in line with your revision proposal: 5% of the final grade.

RHE 328 • Magazine Writing/Publishing

43730 • Buckley, Tom
Meets W 4:00PM-7:00PM • Internet; Synchronous
show description

This course is designed to give students an understanding of the magazine field from the perspective of both writers and editors. The course offers a broad core of practical knowledge while also exploring issues related to the field. In the first part of the course, students will learn how to generate story ideas; research appropriate magazine markets to pursue; conduct interviews; sell their ideas (and themselves) in query letters; develop the best format for presenting their information; and, finally, organize the materials, write, and revise the article itself, and send it off for publication.


In the second half of the course, students will publish an issue of a magazine, acting as writers, editors, and designers responsible for its content – and beholden to a publisher. They'll identify a niche audience, formulate an editorial vision, and write, revise, edit, fact-check, and generally take part in all aspects of the publication. In short, they'll perform all the editorial functions of a magazine staff. They'll work individually and in teams, devising departments, assigning stories, gathering art, selling ads. They'll write headlines and captions, crop pictures, fit copy, and design layouts. And they'll engage in discussions about issues of advertising, media ethics, and publisher control.


No previous journalistic experience is necessary.


Course Requirements

Three articles during the first half of the course (profile, issue of conflict, feature); various tasks associated with publishing a magazine in the second half of the course. During the second half, students will also continue to revise the three articles from the first half of the course.


Grading Policy

Three articles, with revisions: 25% each

Shorter exercises: 15%

Participation in second half of the course: 10%


Required Texts

Writer's Market 2010, Robert Lee Brewer (Editor)

Writing for Magazines: A Beginner's Guide, Cheryl Sloan Wray

RHE 328 • Writing For Entrepreneurs-Wb

43740 • Spinuzzi, Clay
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
show description

Peter Drucker once said, “the entrepreneur always searches for change, responds to it, and exploits it as an opportunity.” Entrepreneurs discover and conceptualize problems, then look for opportunities to solve those problems with innovative solutions—solutions that could involve new products, services, processes, or principles. Such innovations can range from household gadgets to industrial processes to viral phone apps.


To be successful in achieving her or his vision, an entrepreneur must develop, extend, and hone complex arguments to interest stakeholders in the vision (and to adapt that vision to the needs of the stakeholders). From developing an idea to researching the market, from sketching out the business model to describing the value proposition, from gathering customer feedback to pitching a product, entrepreneurs must perform many small arguments that form a larger coherent argument.


How do they do that? In this class, we will learn, analyze, and practice some of the many types of arguments that entrepreneurs use. We will apply basic rhetorical concepts to these arguments to better analyze and construct them, and we will read articles from rhetoric, marketing, management, and related fields to better understand their context.


Students do not need an entrepreneurship background, nor do they need to have a winning idea. Our focus won't be on creating the next big thing (although you might!) but on figuring out how successful entrepreneurs argue and what texts they use to make those arguments successful.


Course Requirements and Grades

This course has 5 major projects:

  • Project 1: Develop an innovative idea using the Design Thinking approach, resulting in a set of prototypes and other process documents. Write a 4-page report describing your choices and how the results suggest an innovation. The innovation can be a product, service, or process. Include all process documents as an appendix. (15%)
  • Project 2: Develop and describe a business model built around the innovation, using heuristics (at minimum, the Business Model Canvas, Value Proposition Canvas, Environment Analysis, and SWOT analysis). Write a 1500-word report discussing the heuristics and any changes you made to the innovation as a result. Include all heuristics as an appendix. (25%)
  • Project 3: Research possible markets for the innovation, using primary and secondary research. Iterate the P1 idea and P2 heuristics based on the results. Write a 6-page report describing the results of your market research. Include all revised heuristics as an appendix. (20%)
  • Project 4: Develop and test an MVP. Develop a minimally viable product (MVP) and collect data. Write a 1500-word report describing your MVP, how you tested it, and how these results led you to iterate. (15%)
  • Project 5: Pitch the business and innovation to potential investors, partners, or distributors, using an appropriate slide deck; a 6-minute presentation; and a 3-minute Q&A. (Group project, 15%)


In addition, 10% of your grade will be based on reading responses.


Required Texts

  • Blank, The Startup Owner’s Manual
  • Day, Innovation Prowess
  • Osterwalder & Pigneur, Business Model Generation
  • Reis, The Lean Startup
  • Design Thinking “mixtapes” at
  • Course packet of readings (in Canvas and linked on schedule)

RHE 328 • Writing For Nonprofits-Wb

43735 • Sackey, Donnie • Internet; Asynchronous
show description

This course equips students with the intellectual, analytical, and persuasive skills necessary for writing in non-profit organizations. We’ll dedicate much time toward analyzing, understanding, and building communication strategies in nonprofit contexts by researching and examining the rhetorical practices made by different organizations across a variety of texts (e.g. from mission statements to newsletters to grants). First, we’ll assess our knowledge regarding how these genres work, for whom and why. Second, we’ll consider methods for learning about the capacities and needs of an organization. Throughout the semester, we’ll have guests from local Austin-area nonprofits, who can help us better understand how writing happens in their organization. This feedback will be helpful as we assemble the former two skills in order to produce the genres associated with nonprofits. This will entail writing proposals, telling stories, working across different media, and developing the assessment measures that are necessary for gauging the success of our communication work. By the end of the semester, you should have a greater awareness of how writing happens in these settings and even leave with a greater level of confidence in pursuing a career in non-profit work.

Note: Although we will work with a group of community partners, students are encouraged to take advantage of and build-upon existing relationships with non-profits. Feel free to contact Dr. Sackey before the beginning of the course to talk over ideas.

Required Materials
Barbato, Joseph and Danielle S. Furlich. Writing for a Good Cause: The Complete Guide to

Crafting Proposals and Other Persuasive Pieces for Nonprofits. New York: Fireside, 2000. (ISBN


Heath, Chip and Dan Heath. Made to Stick: Why Some Ideas Survive and Others Die. New York:

Random House, 2007. (ISBN 978-1-4-0006428-1)

Pallotta, Dan. Charity Case: How the Nonprofit Community Can Stand Up For Itself and Really Change the World. San Francisco: Jossey-Bass, 2012. (ISBN 978-1118117521)


Assignments and Grading

  • Genre Assessment Paper – 15%
  • Capacity-Needs Assessment – 20%
  • Proposals – 10%
  • Portfolio– 40%         
  • Participation – 15%

RHE 330C • Rhetorc/Risk/Envrmtl Justce-Wb

43745 • Sackey, Donnie
Meets MW 1:00PM-2:30PM • Internet; Synchronous
show description

This course will explore the intersection of rhetoric, social justice, and environment through the theoretical lens of environmental justice. Environmental justice is a framework for analyzing and addressing the inequalities in environmental conditions (benefits and burdens) among communities of varying race/ethnicity and economic class. At the same time, environmental justice presents a deep challenge to mainstream environmental and sustainability frameworks. Within the confines of this course, environmental justice also provides a challenge to rhetoric and writing studies. We will spend the duration of the course making sense of what is that challenge. The course will be divided thematically into interrelated sections that explore different aspects of environmental justice.


Through this course, you will: a) develop theoretical frameworks for understanding how environmental injustice is produced locally, regionally, and globally; b) become more knowledgeable about local environmental justice organizations and initiatives; c) gain a better grasp of rhetorical and communicative strategies necessary for addressing environmental justice from the community, government, science, and legal perspectives; d) conduct advanced research by developing a research question; locating, evaluating, and integrating primary and secondary resources; and placing project in the context of relevant scholarship; e) write with fluency, clarity, and style; f) explore opportunities for local community engagement; and g) develop strategies for communicating risk across digital media.



Smartphone (or device for recording video images); if you do not have access, please to not allow this to prevent your enrollment in the course. Please email me.


Video Editing Software (iMovie, Final Cut Pro, Adobe Premiere, etc.)


Filmic Pro (Apple App Store/Google Play Store); $14.99

A headphone audio/charging adapter (Apple/Android). Price will vary.


A neutral-density filter compatible with your smartphone. This is optional but recommended for mobile filming. The price will vary depending on how much you’d like to spend.

Assignments and Grading


Reading Responses - 15%

Multiple written responses to required readings posted to our course site (300-500 words posted in Canvas). Responses will be opportunities to critically and creatively engage course readings and case studies as well as provide the starting point for much our class discussion.


Locating Environmental Justice - 25%

The purpose of this paper is to perform an assessment of an existing environmental risk. Students are encouraged to think about risks that are local to the community of Austin/Travis County, they may also consider risks that scale beyond these boundaries and draw connections between local, regional, and global environments. This can be a formal research paper or a work of creative nonfiction. We’ll develop your ideas as you move along.


Risk Communication Campaign - 25%

This project builds upon work from the risk analysis assessment. Students will produce a factsheet that introduces a general audience to the risks associated with a particular environmental justice issue.


Documenting Environment & Risk - 35%

This will be a documentary short film. The film will be no shorter than 7 minutes, but no longer than 30 minutes. The recommended length is 15 minutes. You’ll shoot this with your smartphone, but additional equipment will be provided.

RHE 330C • Rhetoric/Data Visualization

43750 • Charney, Davida
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
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Decisions on public policy, business deals, and problems in your personal and social life all depend on numerical evidence. In today's political climate, quantitative data claims from experts are under fire and sometimes even rejected out of hand. Such challenges are not new. As Mark Twain said, "there are lies, damned lies, and statistics." Of course all forms of evidence are open for interpretion and challenge. But quantitative data may be the most persuasive evidence due to methods that are are open for inspection, correction, and debate every step of the way. 


The first part of this class will build up the concepts and rhetorical strategies that underlie quantitative data.  You will learn to interpret and evaluate the way data is presented across media, including words; static images, graphs and tables; and dynamic online presentations including interactive and animated displays.


In the biggest part of the class, you will practice producing and presenting data in valid and persuasive ways. In a series of assignments across the term, you will collect, code, analyze, interpret, and present data. The data-collection projects will involve your own attitudes and activities concerning writing in college, such as finding and reading sources, writing papers, and consulting with peers in the University Writing Center. You will work in a small group on one set of data to apply analytic techniques such as descriptive and inferential statistics and to design graphic representations of the data.  The cap for the semester will be giving a presentation of your findings that includes graphics and visuals.


By taking this course, you will improve your ability to judge the data you see in other courses and in public and social media and to use data responsibly and effectively in your own work.




Robert Abelson, Statistics as Principled Argument, Taylor and Francis, 1995.

Joanna Wolfe, Data Visualization, in press.




Quantitative Grade (50%)

5% Collect observational data by completing activity logs and surveys

5% Code nominal data from UWC consultation transcripts, activity logs, or open-ended survey questions

10% Interpret, critique and user-test graphical data

15% Analyze dataset with descriptive and inferential statistics

15% Design PowerPoint (or equivalent) visuals and graphics, including tables and figures

Writing Grade (35%)

15% Activity journal and report

15% Observational process report

5% Group Oral Presentation


15% Peer review, discussion board posts, quizzes

RHE 330D • Augustine And Christian Rhe-Wb

43755 • Longaker, Mark
Meets MWF 9:00AM-10:00AM • Internet; Synchronous
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Augustine, bishop of Hippo is widely acknowledged as a major figure in the early Catholic church. He was also a practitioner and teacher of rhetoric. In this class, we will compare Augustine's writings on rhetoric and Christian doctrine with the works of other rhetoricians such as Libanius of Antioch and Marcus Tullius Cicero. We will situate all of these works in the context of the late imperial Roman empire, and we will ask whether Augustine's work should be understood as a rejection of pagan rhetoric, an effort to theorize and practice a Christian rhetoric), or an extension of the ancient rhetorical and philosophical traditions.



Augustine's “De Doctrine Christiana”, “Contra Academicos”, “De Magistro”, and sermons on the Christian. gospels. The anonymous “Rhetorica. ad Herennium”, selected orations by Libanius of Antioch, and Cicero's “Academica”.


Major Assignments:

One theoretical essay, peer-reviewed in class and revised according to instructor feedback: 20% of final grade


One comparative essay, peer-reviewed in class and revised according to instructor feedback: 20% of final grade


One analytical digital project: 40% of final grade


Daily discussion forum.posts: 20% of final.grade

RHE 330D • Feminist Rhetoric-Wb

43758 • Diab, Rasha
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
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What is the relation between feminism, rhetoric, and the history of rhetoric? In this course we will explore (1) when and how this intersection becomes evident and (2) focus on rhetors who make this intersection evident. As we address both points we will find ourselves concerned with questions like: Who is a rhetor? How/Why are rhetors recognized? How/Why this recognition impacts the history of rhetoric?


Feminist rhetoric means different things. For example, it addresses power asymmetry and centers issues, experiences, and perspectives relevant to women and marginalized groups. Additionally, feminist rhetoric can seek to recover the contributions of women and marginalized groups to the practice and study of rhetoric. Moreover, feminist rhetoric can call for re-vision, or a re-examination of who we recognize as a rhetor, what issues and domains activity we deem rhetorical, and how we define and study rhetoric to foreground or crop out the issues, experiences, and perspectives of marginalized groups.


The first part of the course will introduce some iterations of feminist rhetoric (e.g., recovery projects, feminist causes, critiques of the recovery projects and exclusionary feminist rhetoric). This introductory part will set the table for the main focus of the course, namely rhetoric centering excluded perspectives and causes. The second part will center rhetors who advocated for feminist causes. The class will focus on two case studies from two different historical periods.


Assignments and Grading

  • Participation in team work 30%
  • Substantially revised research paper (30% of the total grade).
  • Presentations (10%): Overview of research undertaken and major findings.
  • Class Participation (20%): Class participation/leading class discussions, responses to freewriting prompts, and short writing assignments.
  • Writing Portfolio (10%)


Required Texts and Course Readings


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


Primary Texts include excerpts from varied texts from different historical periods and regions of the world. These texts will include hymns (e.g., Enheduanna), letters (e.g.,Hildegard of Bingen), speeches (e.g., Sojourner Truth), fiction (e.g., Christine de Pizan and Mary Shelley), poetry (e.g., Mohja Kahf), autobiographical essays (e.g.,Zitkala-Ša), and testimonio (e.g., Rigoberta Menchú).


Select chapters from history of rhetoric books and edited collections like Andrea Lunsford’s Reclaiming Rhetorica: Women in the Rhetorical Tradition; Eileen Schell and Kim Rawson’s Rhetorica in Motion; Chandra Mohanty’s Feminism Without Borders: Decolonizing Theory, Practicing Solidarity; George Kennedy’s Classical Rhetoric and Its Christian and Secular Tradition from Ancient to Modern Times, James Herrick’s The History and Theory of Rhetoric; Michael J. MacDonald’s The Oxford Handbook of Rhetorical Studies; Carol Lipson and Roberta Binkley’s Rhetoric before and beyond the Greeks & Ancient Non-Greek Rhetorics.

RHE 330D • Rhe Latinx Social Mvmt-Wb

43759 • Izaguirre, Jose
Meets MW 11:30AM-1:00PM • Internet; Synchronous
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This course provides a rhetorical historical survey of Latinx social movement(s) in the Americas from the 19th to the 21st centuries. Although scholarship has recognized forms of resistance, subversion, protest, and re-existence in Latin America since colonization arrived in the Americas in the fifteenth century, this historical survey will use the conceptual lens of “social movement(s)” to ground our study of the aesthetic and strategic contours of the political (re)imaginings of Latinx persons during the modernity/coloniality era. By analyzing a combination of secondary and primary sources, we will trace and explore the similarities and differences between Latin American social movement rhetorics over time, their poetic (inter)connectedness, and the ways in which (de)coloniality (un)marks their political forms.


Although our focus will be on “social movement(s)” and on their rhetorical (re)configurations over time, we will also put our focus on the institutional(ized) forms of power creating and subtending the conditions of social movement rhetorical actions. That is, throughout the course we will also be attending to the ways in which rhetorics from “below” rub up against rhetorics from “above.” In so doing, we will investigate how Latin American rhetorics create and are in tension with intersecting forces of oppression (i.e., race, sexuality, class, (dis)ability) and how their interanimation have influenced one another throughout history.


Assignments and Grading



Grade Percentage

Class Participation


Social Movement Blog Post


Reading Reflections


Project Proposal


Annotated Bibliography


Revision Reflections


Final Paper






Texts and Films

Acuña, Rodolfo A. Occupied America: A History of Chicanos. 8th ed. Boston: Pearson, 2015.

Antebi, Susan, and Beth E. Jörgensen. Libre Acceso: Latin American Literature and Film through Disability Studies. SUNY Press, 2015.

Bedolla, Lisa Garcia. Latino Politics. John Wiley & Sons, 2015.

Ceresa, Robert M. Cuban American Political Culture and Civic Organizing: Tocqueville in Miami. Springer, 2017.

Chavez, Karma R. Queer Migration Politics: Activist Rhetoric and Coalitional Possibilities. University of Illinois Press, 2013.

Gómez, Alan Eladio. The Revolutionary Imaginations of Greater Mexico: Chicana/o Radicalism, Solidarity Politics, and Latin American Social Movements. Austin: University of Texas Press, 2016.

Harvest of Empire The Untold Story of Latinos in America, 2020.

Inclán, María de la Luz. The Zapatista Movement and Mexico’s Democratic Transition: Mobilization, Success, and Survival. Oxford University Press, 2018.

Langer, Erick Detlef, and Elena Muñoz. Contemporary Indigenous Movements in Latin America. Rowman & Littlefield, 2003.

Latner, Teishan A. Cuban Revolution in America: Havana and the Making of a United States Left, 1968–1992. UNC Press Books, 2018.

Pérez, Emma. The Decolonial Imaginary: Writing Chicanas into History. Bloomington: Indiana University Press, 1999.

Rodriguez, Phillip, David Ventura, Alison Sotomayor, Claudio Rocha, and L. L. C. City Projects. The Rise and Fall of the Brown Buffalo. Los Angeles, California: City Projects, LLC, 2018.

Rousseau, Stéphanie, and Anahi Morales Hudon. Indigenous Women’s Movements in Latin America: Gender and Ethnicity in Peru, Mexico, and Bolivia. Springer, 2016.

Wanzer-Serrano, Darrell. The New York Young Lords and the Struggle for Liberation. Philadelphia: Temple University Press, 2015.

RHE 330E • Peacemaking Rhetoric-Wb

43765 • Diab, Rasha
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
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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 330E • Rhetoric And Narrative-Wb

43770 • Hsu, Vox
Meets TTH 3:30PM-5:00PM • Internet; Synchronous
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“The truth about stories is, that’s all we are.” – Thomas King


            History comes to us through stories—about who we are, whose land we occupy, and why we are here. Current events, too, are deliberated through stories. Journalism, political campaigns, and even scientific findings compete to shape public narratives. Climate change is a plot that connects rising seas levels, extreme weather events, and the spread of disease to human impact. Stories, then, are never neutral and inevitably affect the shape of our lives. The futures we create depend on whether and how storytellers cast individuals and states as responsible actors. Cultural evolution emerges from our collective ability to imagine and narrate new ways of engaging with the earth and with one another. What, then, are the ethics of reading, sharing, and composing stories? Our class will attend to this question, focusing on how narratives create shared norms as well as how they enable and constrain social change. Throughout the semester, students will expand their understanding of rhetoric and narrative by:

  • Exploring a diverse range of storytelling strategies and how they participate in normalizing and resistive politics
  • Applying analytical lenses from rhetorical, critical race, gender, and disability studies to examine how narrative affects social engagements and structures
  • Exploring how social inequities are embedded in a wide range of cultural settings through narrative
  • Considering the possibilities and limitations of storytelling as a strategy for social and institutional change
  • Practicing their analytical skills on small case studies and an extended project
  • Becoming active members of a classroom community that facilitates one another’s intellectual and emotional growth


Assignments and Grading*

  • Two brief (1-2 paged) Response Papers with which you will initiate class discussion (30%)
  • Narrative Investigation – you will examine a prevalent narrative of your choosing for its underlying assumptions and present your findings to the class. This may be done individually or in small groups. (20%)
  • Final Project – either a narrative-based undertaking or a critical examination of a narrative or narratives and their consequences for people’s lives (40%)
  • Participation (10%)

* If any student finds that the nature of the assignments or the grading policy inhibits their ability to learn, I encourage them to speak with me so that we can find alternatives.


Required Texts and Course Readings

Possible readings include:

  • Excerpts from: Jeong-Hee Kim, Understanding Narrative Inquiry; Herman et al., Narrative Theory: Core Concepts and Critical Debates; Eduardo Bonilla Silva, Racism Without Racists; Aja Martinez, Counterstory: The Rhetoric and Writing of Critical Race Theory; Delgado and Stefancic, Critical Race Theory: An Introduction; Zeynep Tufekci, Twitter and Tear Gas; Sujatha Fernandes, Curated Stories; and Eli Clare, Brilliant Imperfection

Articles: LeAnne Howe, “The Story of America”; Kimberlé Crenshaw, “Demarginalizing the Intersections of Race and Sex”; Jim Corder, “Argument as Emergency, Rhetoric as Love”; Walter Fisher, “Narration as a Human Communication Paradigm”; Krista Ratcliffe, “Rhetorical Listening”; Romeo García, “Creating Presence from Absence and Sound from Silence”; LeMaster et al., “Unlearning Cisheteronormativity at the Intersections of Difference”; Margaret Price, “The Bodymind Problem and the Possibilities of Pain”; and Alyson Patsavas, “Recovering a Cripstemology of Pain”

RHE 330E • Rhetoric And The Law-Wb

43760 • Hill, Angela
Meets MW 1:00PM-2:30PM • Internet; Synchronous
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The image of Justice, represented as a blindfolded woman holding a scale and double-edged sword, is ubiquitous. How does this figure function rhetorically and what relation does it have to the actual creation and practice of law? We often hear about law doing justice, but how is justice done, seen, and understood? And what happens when we view law as neither blind nor balanced, especially in relation to social differences, such as gender, race, class, ability, and nationality? To address these questions, the course specifically examines the historical and enduring relationship between women, as gendered subjects (and objects), and law, as a man-made system. Drawing on court cases, social movements, awareness campaigns, film, and legal theory and history, we will analyze the multiple connections linking representations of justice, claims of democracy, and ongoing tensions within the law. In other words, throughout the semester, we will study legal rhetoric and practice as well as gender, race, class, ability, and nationality, in constituting the law and subjects before the law.


The course is also designed to enhance your reading and writing skills. Reading might appear to be a straightforward activity requiring no special training, but the analytical reading expected in academic contexts is a skill that must be learned and cultivated. Likewise, writing analytically is an advanced skill that requires instruction and exercise. These scholarly activities – close reading and analytical writing – are interconnected: to write well, students must be able to analyze the substance and structure of other people’s arguments. This course will develop and test skills in these two vital academic areas.


This course will expand students’ knowledge of law, rhetoric, and American history by:

  • Providing multiple theoretical approaches for thinking about the law
  • Probing the social foundations and effects of legal decision-making
  • Analyzing the nature, form, and content of American jurisprudence
  • Enhancing students’ understanding of diversity, differential treatment of social groups, and the response to subsequent social inequities by these groups
  • Exploring diversity through the multi-layered operation of power, prestige, and privilege
  • Developing students’ critical thinking, close reading, and analytical writing skills


Assignments and Grading

  • Two researched, peer reviewed, and substantially revised papers (60%)

  • Short writing assignments (20%)
  • Participation (15%)
  • Attendance (policy detailed at the beginning of the semester) (5%)



Required Texts and Course Readings

  • The course reader will include:
  • Selections from Martha Chamallas, Introduction to Feminist Legal Theory; Lawrence Friedman, Crime and Punishment in American History; Margot Canaday, The Straight State: Sexuality and Citizenship in Twentieth-Century America; Amy Brandzel, Against Citizenship; and Isaac West, Transforming Citizenships: Transgender Articulations of the Law
  • Articles/Chapters such as Austin Sarat and Thomas Kearns, “Introduction: Rhetoric of Law”; Marouf Hasian Jr. and Geoffrey Klinger, “Sarah Roberts and the Early History of the ‘Separate but Equal’ Doctrine: A Study in Rhetoric, Law, and Social Change”; James Boyd White, “Law as Rhetoric, Rhetoric as Law: The Arts of Cultural and Communal Life”; Gerald Wetlaufer, “Rhetoric and its Denial in Legal Discourse”; Robert Cover, “Violence and the Word”; Sharmila Rudrappa, “Madness, Diasporic Difference, and State Violence: Explaining Filicide in American Courts”; and Kimberle Crenshaw, “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory, and Antiracist Politics”

RHE 360M • Rhet/Writ For Teachers Of Eng

43775 • Buckley, Tom
Meets TTH 8:00AM-9:30AM • Internet; Synchronous
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Designed for students planning a career teaching English, this course will introduce you to scholarship in composition that informs the teaching of writing today. Theories will be examined in terms of their assumptions about the nature of language and learning. Among the topics we'll discuss are the writing process; the rhetorical situation; the relationship between language and identity; the place of grammar and usage; curriculum for basic and developmental writers; collaborative learning; and creating and evaluating assignments.


Although this isn't a methods course, it will have a practical orientation: we'll discuss the implications of each approach for designing courses and for evaluating writing. In addition to reading about writing, you'll write about writing. You'll compose a number of writing assignments, each to be revised after receiving written critiques both from me and from your peers. You'll also write critiques of your peers' work as a way to sharpen your own analytical abilities and to develop the ability to offer writers detailed, pointed, tactful advice. Additionally, you'll keep a reading journal; do writing, style, and grading exercises; and investigate a contemporary educational debate on the issue of your choice. A mid-term exam will allow you to demonstrate your understanding of the information studied.


This class is not for the timid or narrow-minded. Participation is a must as we try to hash out in a conversational setting important questions about contemporary education.


RHE 368C • Writing Center Internship-Wb

43790 • Batt, Alice
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
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RHE368C is a course designed to prepare you to serve as a peer tutor in the University Writing Center (UWC). During the first part of the term, you will study issues related to writing center theory and practice. You will analyze the goals and practices of writing centers, examine elements of contemporary rhetorical and composition theory, survey syllabi and assignments from various courses, learn and apply research methods, and review grammar, mechanics, and usage. During the final weeks of the term, you will work under supervision for six hours per week as a consultant in the University Writing Center. The class meets twice during that internship period to critically reflect upon your consulting experiences and support each other’s continued learning.



  • Blog Entries
  • Discussion Board Posts
  • UWC Observation Reports
  • Grammar Assignments/Quizzes
  • Research Project
  • Presentation
  • Letter to the Next Class of UWC Interns


BOOKS (Do not buy until after first class)

  • Gillespie, Paula and Neal Lerner. The Longman Guide to Peer Tutoring, 2e
  • Murphy, Christina and Steve Sherwood. The St. Martin’s Sourcebook for Writing Tutors, 4e
  • Ryan, Leigh. The Bedford Guide for Writing Tutors.
  • Rafoth, Ben. Multilingual Writers and Writing Centers
  • Praxis: A Writing Center Journal