1. Students will learn the fundamental ways in which signs produce and extend meanings, and be able to relate in writing, on tests and in discussions how signs are fundamental to human communication. Students will be able to explain how and why we make choices about the significance of value and meaning of signs within the multiple fields of discourse addressing culture and society, including but not limited to art, advertising, film, journalism, politics and literature. They will demonstrate this ability in writings, and during speeches and discussions and exercises. 2. Students will develop an understanding of and be able to explain why certain forms of discourse are appropriate to certain topics, and why such forms come to be both received and debated over the significance and value of certain ideas and cultural practices. This study of discourse will extend across the disciplines of various fields, including but not limited to anthropology, history, journalism, psychology, religion, the sciences, politics, and philosophy. They will demonstrate this ability in writings, speeches, discussions and exercises.
3. Students will develop an informed sense of how various techniques of rhetorical strategy are put to use in the service of particular cultural ideas. Such forms point to the ways that rhetoric serves both the social status quo, as well as arguments proceeding against dominant ideas and their values. They will demonstrate this knowledge both analytically and critically, as well as applying such skills to their in their own arguments in essays, speeches, discussions and exercises.
4. Students will be able to recognize and respond to various forms of public address in which discourse about various issues reflects the capacity of speakers to manipulate signs and their symbolic values as they relate to the expectations of particular audiences.1. Students will learn the fundamental ways in which signs produce and extend meanings, and be able to relate in writing, on tests and in discussions how signs are fundamental to human communication. Students will be able to explain how and why we make choices about the significance of value and meaning of signs within the multiple fields of discourse addressing culture and society, including but not limited to art, advertising, film, journalism, politics and literature. They will demonstrate this ability in writings, and during speeches and discussions and exercises. 2. Students will develop an understanding of and be able to explain why certain forms of discourse are appropriate to certain topics, and why such forms come to be both received and debated over the significance and value of certain ideas and cultural practices. This study of discourse will extend across the disciplines of various fields, including but not limited to anthropology, history, journalism, psychology, religion, the sciences, politics, and philosophy. They will demonstrate this ability in writings, speeches, discussions and exercises.
3. Students will develop an informed sense of how various techniques of rhetorical strategy are put to use in the service of particular cultural ideas. Such forms point to the ways that rhetoric serves both the social status quo, as well as arguments proceeding against dominant ideas and their values. They will demonstrate this knowledge both analytically and critically, as well as applying such skills to them in their own arguments in essays, speeches, discussions and exercises.
4. Students will be able to recognize and respond to various forms of public address in which discourse about various issues reflects the capacity of speakers to manipulate signs and their symbolic values as they relate to the expectations of particular audiences.
As this the last of the Comp/Oral series, the main aim of this semester is to give a final shape and polish the skills of the students in both writing and in speech.
As this the last of the Comp/Oral series, the main aim of this semester is to give a final shape and polish the skills of the students in both writing and in speech.
Kim Flachmann and Michael Flachmann, Nexus: A Rhetorical Reader for Writers. 2nd Edition. New York: Pearson, 2014.
Kim flac h comic nand Michael fl full n, Nexus: A rhetorical reader for writers. 2ND edition. New York: Pearson, 2014.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Weekly work, study questions Drafting workshopsWeekly work, study questions Drafting workshops weekly work, study questions drafting workshops |
15 | Written to engage with the chapter readings and/or handouts |
| Essays (4)Essays (4) essays (4) |
20 | response to an issue or topic from readings |
| Essay, research (1)Essay, research (1) essay, research (1) |
15 | Research project |
| Final presentationFinal presentation final presentation |
15 | Based on research project |
| SpeechesSpeeches speeches |
35 | In response to an issue or topic from readings |
