Course Syllabus
CODE number: CMM 211G Rhetoric Fall 2016
Number of ECTS Credits: 6 Contact Details for Professor: Gabriele Cosentino, PhD. E-mail: [email protected] Office Hours: Mondays 10 -11 am (to reserve adequate time to each student, please write me in
advance to schedule appointment)
Course Schedule: 11h30am-1pm Mondays and Wednesdays Veco 1
Course Prerequisites: None
Course Description:
This course is an introduction to rhetoric which places a particular emphasis on the
rhetorical dimension of popular culture. By attending this course, students will come to understand
how rhetorical theory and its practical implications have been critical components of effective
communication, both throughout history as well as in contemporary cultural forms disseminated by
the media. By studying the building blocks of rhetoric, as first codified by ancient Greek and
Roman rhetoricians, and by progressively gaining an understanding of its more current forms,
students will be provided with the necessary critical tools to analyse various forms of persuasive
messages, from public speeches to commercial messages, from entertainment to political
propaganda. In the second part of the semester the course will have a strong focus on the
presidential debates leading up to the 2016 US general elections. Such critical engagement on
current rhetorical practices, with a particular emphasis on the political communication strategies of
both institutional and subcultural actors, will give students the opportunity to assess the social and
cultural implications of persuasive messages.
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Learning objectives
The major learning objectives of the course:
These learning outcomes are in line with the following Discipline Learning Outcomes for the
Bachelor in Communications Sciences as ratified by the NVAO (Accreditation Organisation of the
Netherlands and Flanders): DLO 1, 2, 3, 5, 6, 8, 9.
Primary:
3. Describing and comparing theories, concepts, authors and paradigms of various domains within
the communication science.
5. Initiating, planning and executing basic and applied research around communicators, channels,
messages or recipients, starting from a defined mission and report back to colleagues and the
general public.
6. Detecting and analysing organisational and social communication processes to support
troubleshooting.
Secondary:
1. Have a thorough knowledge of the scientific dimensions, types and components of
technologically mediated and not mediated communication.
2. Distinguish various media critically and thoughtfully, based on characteristics, audience, users,
effects and applicability.
8. Reflect critically on the role of media and communication in social, cultural, economic,
psychological, technological, political, legal and other contexts. 9. Assessing the impact of social, cultural, economic, psychological, technological, political, legal
and other factors on communication processes.
The Specific Learning Outcomes of the course
Acquired Knowledge: • By the end of the course students will become familiar with the theories, issues and problems related
•
to the function of persuasive arguments and messages as delivered in public speeches and via
contemporary media outlets
Have a solid grasp of rhetorical theories and practices
Applying Knowledge: • Gain an appreciation for and a deeper understanding of the function of rhetoric in various fields,
•
•
•
including advertising, entertainment and politics
Understand and assess the social and political impact of rhetoric
Analyze a speech or a text from a linguistic, structural and rhetorical perspective
Have a solid understanding of the design, execution and presentation of research
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Judgment:
• Develop a clear ability to employ rhetorical strategies effectively in both written and oral
•
•
assignments.
Compose a comprehensive research paper based on the rhetorical analysis drawn from various
sources into a cohesive whole, relying on carefully selected primary and secondary sources
Actively participate in debates and discussions
Communication:
• Advance, defend, argue informed opinion on a variety of topics
Attitudes:
• Develop a professional attitude throughout the semester by demonstrating the attitudes that are
•
•
compatible with a future working/internship environment, including dependability, promptness and
initiative
Develop confidence in one’s level of competence and performance
Be open and able to work in a large group dynamic whenever necessary and acknowledge different
points of view
COURSE CALENDAR
This section provides an overview of the topics and material to be presented and discussed in class
weekly. It also indicates readings that can assist students in furthering their knowledge of the
themes covered and refine their analysis of rhetoric. The reading questions provided at end of each
section are meant to assist the study and to guide the class discussion. Each week the classes will
feature both lectures and seminar style section with in class discussion and exercises. The following
schedule might be subjected to changes, which will be notified beforehand.
WEEK 1
Introduction to Rhetoric
Class presentation and syllabus introduction
Video screenings: How Trump answers a question
Michelle Obama Democratic National Convention speech
Readings: Mercieca, J. (2016), ‘The rhetorical brilliance of Trump the demagogue’.
The Conversation. Available at: https://theconversation.com/the-rhetorical-brillianceof-trump-the-demagogue-51984
Appelbaum, Y. (2016) ‘Michelle Obama's Speech for the Ages’. The Atlantic.
Available at: http://www.theatlantic.com/politics/archive/2016/07/a-speech-for-theages/493010/
ThinkProgress (2016) ‘Donald Trump May Sound Like A Clown, But He Is A
Rhetoric Pro Like Cicero’. Available at: https://thinkprogress.org/donald-trumpmay-sound-like-a-clown-but-he-is-a-rhetoric-pro-like-cicero-ac40fd1cda79#.
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WEEK 2
Rhetoric and the Rhetorical Tradition: an Historical Overview
Brummett, Chapter 1
Further reading: Leith, S. (2011) You are Talkin’ to Me? Rhetoric from Aristotle to
Obama. Profile. (45-74)
Newman S. (2001), ‘Aristotle's Definition of Rhetoric in the Rhetoric: The
Metaphors and their Message’. Written Communication, 18 (1): 3-25. (CS)
Reading questions: What is rhetoric? How did rhetorical practices evolve throughout
history?
WEEK 3
Rhetoric and Popular Culture: and Introduction
Brummett, Chapter 2
Barthes, R. (1972) Mythologies (selected chapters)
Reading questions: What is popular culture? What are the rhetorical strategies
employed by popular culture artefacts? Are there ways in which we can say that
popular culture is a site for struggle?
WEEK 4
Rhetorical Methods in Critical Studies: Nerd Subculture
Brummett, Chapter 3
Kendall, L. (1999) ‘Nerd nation: Images of nerds in US popular culture’.
International Journal of Cultural Studies, 2: 260 - 283. (CS)
Further reading: Possamai, A. (2001) ‘Cultural Consumption of History and Popular
Culture in Alternative Spiritualities’. Journal of Consumer Culture, 2: 197 - 218.
(CS)
Ivie, R. (2005) ‘Democratic Dissent and the Trick of Rhetorical Critique’. Cultural
Studies Critical Methodologies, 5: 276 - 293. (CS
Reading questions: What does the critics look for in identifying the texts of popular
culture? What is about texts that influence people?
WEEK 5
Varieties of Rhetorical Criticism: Feminism
Brummett, Chapter 4
Further reading: Dhaenens, F. (2012). ‘Queer cuttings on YouTube: Re-editing soap
operas as a form of fan-produced queer resistance’. European Journal of Cultural
Studies, 15(4): 442-456.
Reading questions: How can rhetorical criticism serve “real life” politics and social
movements? What are the different perspectives that critics rely on as they reveal
meanings? How do patriarchal language and image perpetuate inequality?
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WEEK 6
WEEK 7
3/10
5/10
Varieties of Rhetorical Criticism Part 2
Brummett Chapter 5
Video screening: The Wizard of OZ, 1939
Further reading: Payne D (1989) ‘The Wizard of OZ. Therapeutic rhetoric in a
contemporary media ritual’. Quarterly Journal of Speech, 75: 25-39.
Kort-Butler, L. (2012). ‘Justice league?: Depictions of justice in children’s
superhero cartoons’. Criminal Justice Review, 38(1): 50-69.
Reading question: What is narrative/dramaticist criticism?
Mid-term review
Mid-Term Exam
(research papers topics are submitted as part of the midterm exam)
No class
WEEK 8
Focus on Presidential Debates: Clinton vs Trump (Part 1)
Leith, S. (2011) You are Talkin’ to Me? Rhetoric from Aristotle to Obama. Profile.
(Excerpts)
Video screening: First Presidential Debate
Further readings: Robinson, J. and Topping, D. (2013), ‘The Rhetoric of Power: A
Comparison of Hitler and Martin Luther King, Jr.’. Journal of Management
Inquiry, 22 (2): 194-210.
Reading questions: What are the rhetorical strategies employed by politicians
during televised debates? What is the appeal of Donald Trump rhetoric? How does
Hillary Clinton fare as a political debater?
WEEK 9
Focus on Presidential Debates: Clinton vs Trump (Part 2)
Video screening: Second Presidential Debate
Ross, Janneel (2016), ‘Just how unique is the political rhetoric of the Donald
Trump era?’ Washington Post. Available at: https://www.washingtonpost.com/
news/the-fix/wp/2015/12/07/is-our-out-of-control-political-rhetoric-really-all-thatextraordinary/
Brownstein, R. (2016) Donald Trump Rhetoric of White Nostalgia. The Atlantic.
Available at: http://www.theatlantic.com/politics/archive/2016/06/trumps-rhetoricof-white-nostalgia/485192/
Further reading: Lakoff, G. (2016) Understanding Trump. Available at: https://
georgelakoff.com/ 2016/07/23/understanding-trump-2/
WEEK 10
Simulational Selves, Simulation Culture
Brummett Chapter 8
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Video Screening: Groundhog Day (1993)
Baudrillard, J. (1988) ‘Simulacra and Simulations’ in Poster, M. (ed). Jean
Baudrillard, Selected Writings. Stanford University Press.
Further reading: Tzanelli R. (2004), ‘Constructing the ‘cinematic tourist’: The
‘sign industry’ of The Lord of the Rings. Tourist Studies, 4: 21 - 42. (CS)
Murphy, S. (2004), ‘Live in Your World, Play in Ours’: The Spaces of Video Game
Identity’. Journal of Visual Culture, vol. 3: 223 - 238. (CS)
Reading questions: What do we mean by simulation?
October 31- November 4th
Fall Break
WEEK 11
Focus on popular culture: Commencement speeches
Video screening:
David Foster Wallace 2005 Kenyon College Commencement Speech
Steve Jobs Stanford 2005 Commencement Speech
Bistodeau, K. (2014). ‘Steve Jobs’ use of Ethos for Persuasive Success in His 2005
Stanford Commencement Address’. Communication and Theatre Association of
Minnesota Journal, 41 (6): 67-90.
Sirvent R. and Baker N. (2014), ‘The Problem with Wise Old Fish: An Analysis of
Rhetorical Strategy in David Foster Wallace’s Kenyon College Commencement
Address’. Reconstruction, 14 (2). Available at: http://reconstruction.eserver.org/
Issues/142/Sirvent_Baker.shtml
Reading questions: What are the rhetorical tools employed by commencement
speeches work? What makes a good commencement speech? How do
commencement speech turn into staples and commentaries of popular culture?
WEEK 12
Focus on popular culture: Movie Speeches
Video screening: The King’s Speech
Rhetorical Analysis of The King’s Speech http://sites.psu.edu/
rclsydney5616/2013/10/14/the-kings-speech-a-rhetorical-analysis/
Analysis of: “Inch by Inch” speech by Al Pacino in Any given Sunday
Students Presentations
Reading questions: What makes a memorable movie speech? What critical
perspectives can be employed to analyse a speech in a movie?
14/11
All Research Papers are due
WEEK 13
Visual Rhetoric
Sallow, Chapter 9
Further reading: Kemp, M. (2012). Christ to Coke. How Image Becomes Icon.
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Oxford. (Chapter 6, 8 and 9)
Reading questions: Do visual images guide how people find meaning in them?
What images of fetishism, voyerism and narcissism do the visual images seem to
communicate regarding ideal beauty and self-image? How do images gain iconic
status?
Students Presentations
WEEK 14
Conclusions
No readings. Feedback on research papers will be provided.
Students Presentations
Final Exam Preparation
WEEK 15
Final Exam (Date to be announced)
Course Materials
The course material consists of powerpoint presentations, required readings and suggested
readings. Powerpoint presentations for the first part of the semester will be made available before
the midterm exam, and the powerpoint presentations for the second part of the semester will be
made available before the final exam. Course materials (syllabus, slides, support materials,
important messages, etc) will be uploaded on the Vesalius website, Pointcarré (http://
pointcarre.vesalius.edu/). Students are expected to visit the site regularly to keep abreast of course
changes and evolutions. The professor is expected to upload relevant material in a timely manner.
Textbook
Title: Brummett, B. (2015) Rhetoric in Popular Culture. Sage.
The textbook companion web site has a wide collection of articles: https://studysites.uk.sagepub.com/brummett4e/main.htm
Videos: A number of videos will be watched and debated in class.
Course Assessment
The final grade will be based on the following components:
• Attendance and Participation: 5%
• Mid-Term Exam: 25%
• Research Paper: 30%
• In-class Presentation of Research Project: 15%
• Final Exam: 25%
• Total: 100%
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Grading Scale of Vesalius College
Vesalius College grading policy, in line with the Flemish Educational norms, is as follows:
Description of activities and grading criteria
Participation
Attendance is mandatory and active participation is vital to the student’s progress. Students are
Letter grade
Scale of 20
Scale of 100
A
17.0-20.0
85-100
A-
16.1-16.9
81-84
B+
15.3-16.0
77-80
B
14.5-15.2
73-76
B-
13.7-14.4
69-72
C+
13.1-13.6
66-68
C
12.3-13.0
62-65
C-
11.5-12.2
58-61
D+
10.7-11.4
54-57
D
10.0-10.6
50-53
F
0-9.9
0-49
expected to attend classes on time and take notes. Participation means attending class and actively
contributing to class discussions. Students who are absent are responsible for finding out what was
covered in class. See school policy for justified absences. Unjustified absences will negatively
affect the participation grade. Also, the classroom in this course is a digital detox zone, the use of
laptops, tablets and cell phones is not allowed, and their use during class time will negatively
impact the attendance and participation grade.
Research Proposal and Research Paper Instructions
Research proposal
Students should are expected to start their research project with a proposal, and then write a
comprehensive research paper on a case study. Students are allowed to choose one of the following
topics, and are encouraged to find a personal angle and a methodological approach to these topics in
their own research project, which will be discussed and approved by the instructor:
Rhetoric and rhetorical tradition
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Rhetorical strategies in political debates
Rhetorical analysis of political speeches
Rhetorical analysis of commencement speeches
Rhetorical analysis of movies speeches
Rhetorical analysis of popular cultural texts, practices and artefacts
The rhetoric of subcultural practices
The research project proposal will be part of the midterm exam, students will be asked to
present their research proposal in a 2 pages essay question. A good research proposal is an
important step towards writing a well structured and researched paper.
A good research proposal should include:
A clear research Identify a clear focus for your research via a case study, the more
question
specific and narrow the better. The research question should be as clear
and simple as possible. The research question may be empirical or
factual question: eg. What are the rhetorical strategies employed by
Donald Trump? What rhetorical tools are required by a good
commencement speech?
Proposal outline The outline should provide an indication of how the student is going
investigate the research question. The student has to explain how she/he
is going to research the topic at hand. This entails an identification of the
selected: case study, sources, theoretical approach/concepts and
methodological approach in the analysis. In the outline you should:
introduce the case study, identify sources for data or findings, describe
how the case study engages with the theoretical models covered in class
and address some basic methodological questions.
A tentative
layout
The tentative structure and headings similar to those appearing in the
final paper.
Research Paper
Your research paper is due at the beginning of class on November 14th. No late
submissions are accepted. A hard copy should be submitted in class. Please submit an electronic
copy via email ([email protected]) and on Turnitin as well. When submitting to
Turnitin, postings should be entitled with your surname and the issue covered (for example
“Cosentino_Rhetoric”). Extensions will not be granted except for attested emergency situations. Having a
computer problem, attending to a wedding or doing an internship are not considered emergency
situations. Students are responsible to start well in advance and have backups of their work. This
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policy will be strictly enforced. NOTE: your paper only counts as accepted if you handed in
both a hard and electronic copy. Failure to do so will negatively impact your grade.
Your research paper must be structured in 5 sections, distinguishable by clear headings and
subtitles (see the table below for more details). Make sure that each section is coherent and that the
argument draws on and follows the selected subtitle.
An ideal outline for the paper should be as follows:
Introduction
Introduction should introduce the topic or case study, explain and
emphasize its importance, introduce the research questions and discuss
its significance. It should clearly identify the cose of the research (what
does the paper seek to explain or address?) and provide factual
background information on the selected topic (what? when? who?...). A
well-framed research question should help to frame the literature review.
Theoretical
Framework /
Literature
Review
The second part reviews the literature and proposes a theoretical
explanation (why is such phenomenon happening?) for the selected topic.
It summarises the main assumptions of the selected theoretical approach.
It offers a clear explanation of the selected topic through the lens of this
theoretical approach. Studies that focused on similar research questions
can be also used as justification for the selection.
Methodology
The third part presents and discusses the methodology applied in the
research, the rationale for case selection, and the data analysed. This
section should address the following questions: Why a particular
methodology was selected? How does it link back to the theoretical
framework?
Analysis
including (1)
secondary
sources/
literature
review; (2)
primary sources
The fourth part analyses the selected case study through your selected
theoretical and methodological lens. This part should reveal a personal
and critical understanding of the sources and methodologies discussed in
the literature review. It should point to the significance of the proposed
study based on the research question and it should integrate primary
research findings with the secondary literature in a coherent way. The
analysis supports the research question.
C o n c l u d i n g A summary of your argument sustained by a critical analysis of theories,
remarks
concepts and events. This section links back to the introduction,
addresses the research question and the main points discussed in the
analysis section. This section also could pave the way for further
research, pointing to the gaps that this study highlights and explains what
can be done to fill them.
Bibliography
The bibliography should include separate sections for primary and
secondary sources. This section should include clear documentation of
sources using Harvard style. At least 7 peer reviewed academic
references.
Length
3000 Words (excluding the cover page and the bibliography)
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Research papers should be submitted in Times New Roman font, 12 points type, 1,5 spaced with 2
cm margins.
Feedback
Feedback to the students' individuals research projects will be provided in three different stages: for
the research proposal, for the in-class presentation and for the final paper.
Grading Criteria
The following criteria will be applied in assessing your research paper and proposal:
• A well-framed research question that is linked to the literature review;
• Evidence of understanding of the concepts, ideas, theories and methodologies linked to the
research question;
• Provision of a clearly focused topic, a logical and well-organized analysis;
• Grammatically correct text;
• Clear documentation of your sources, including both primary and secondary sources (see below
for more details).
System of Bibliographic Referencing
There are many systems for the citation of references. For this course, I expect you to use the
Harvard style of referencing which is a name and date system. In the Harvard system, the author’s
surname, year of publication and, for direct quotes, page number are cited in the text of your work.
Full details of the books/articles are included in a bibliography at the end of the assignment.
Student can find a detailed Harvard Guide at the following website: http://libweb.anglia.ac.uk/
referencing/referencing.htm. Please, also consult the following short guide for “Acknowledging,
Paraphrasing, and Quoting Sources”, available at: http://writing.wisc.edu/Handbook/
Acknowledging_Sources.pdf.
Harvard Style of Referencing - Examples
In-text citation:
Both unities of discourses and objects are formed “by means of a group controlled
decisions” (Foucault, 2011:32).
Habermas acknowledges the crucial function of language as a “medium of domination and social
force” (1974:17, in Forchtner, 2011:9).
In your reference list:
How to quote books:
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Held, D. (1980). Introduction to Critical Theory: Horkheimer to Habermas. Berkeley: University of
California Press.
How to quote chapters in edited books:
Wæver, O. (1995), ‘Securitization and Desecuritization’, in Ronnie, D. L. (ed.) On Security, New
York: Columbia University Press, pp. 46-86.
How to quote articles:
Foucault, M. (1982), ‘The Subject and Power’. Critical Inquiry, 8(4): 777-795.
How to quote electronic sources:
Thatcher, M. (1992), Europe’s Political Architecture, Speech in the Hague delivered on the 15th
May 1992, available at the Margaret Thatcher Foundation: http://www.margaretthatcher.org/
speeches/displaydocument.asp?docid=108296, retrieved on 8 June, 2012.
Oral Presentation of Research Projects
A good presentation demands insight, effort and professionalism. Your presentation should
demonstrate depth, complexity, and a complete grasp of content, while you should be creative,
careful, and professional in the delivery. You should prepare a Powerpoint or another form for
visual presentation (eg. Prezi), which should last about 15 minutes. Time yourself when you
rehearse the presentation to make sure that you will be able to present all of the points above within
the allotted time, as well as allowing 3/5 minutes for Q&A. You should send me the Powerpoint file
or the Prezi link at least 24 hours before the presentation and turn in (directly after you finish
presenting) a folder containing your printed presentation notes/slidesThe structure of your
presentation should reflect that of your research paper. Failure to hand in printed version of the
presentation will result in a lower grade.
Mid Term and Final Exams
The mid-term and final exams will cover both lecture notes and assigned readings.
Suggested readings are useful in the preparation but not required for the exams. The midterm will
cover the required material from the first part of the semester, the final exam the material from the
second part. The format of both the midterm and the final exams will be: 2 short essay questions (1
page long answer) and 1 long essay question (2 pages long answer). In the midterm, the long essay
question will address the research proposal.
Grading Criteria
The following criteria will be applied in assessing exam responses:
• Capacity to grasp and convey factual, conceptual and theoretical knowledge;
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• Capacity to synthesise and to apply concepts and theory to concrete cases;
• Capacity to develop a systematic argument based on theory and practice.
Additional Course Policies
Late Assignments and Make Up Exams
Late papers and make up exams will not be accepted unless there are serious legitimate reasons.
For medical reasons, provision of a signed medical note is required, and notice must be given
at least five days prior to the deadline.
Academic Integrity
Academic dishonesty is NOT tolerated in this course. Academic honesty is not only an
ethical issue but also the foundation of scholarship. Cheating and plagiarism are therefore serious
breaches of academic integrity. Following the College policy, cheating and plagiarism cases will be
communicated in writing to the Associate Dean for Students and submitted to the Student Conduct
Committee for disciplinary action. If you refer to someone else’s work, appropriate references and
citations must be provided. Grammar, spelling and punctuation count, so use the tools necessary to
correct before handing in assignments. !13
Further Description of Assessment Activities
Grading Rubrics for In Class Exams:
A
B
C
D
F
Accuracy
The author
pertinently and
succinctly
addresses the
question
Overall, the
answer
accurately
addresses the
question. Some
minor
omissions or
imprecisions
The answer
meets the
basic
requirements
for this
assignment.
There are
however
some
imprecisions
Major flaws
and
imprecisions
The answer
sheet is left in
blank or it fails
to address the
question.
Completeness
The answer
addresses all
aspects of the
question and
provides an
answer with
an excellent
level of detail
Some minor
omissions or
imprecisions
The answer
sufficiently
addresses the
question
The answer is
incomplete and
fails to address
the question
The answer is
left in blank or
fails to address
the question.
Evidence of
Reading
Excellent
reference to
and
application of
course
material
Good reference
to and
application of
course material
Average
reference to
and
application of
major course
material
Little reference
to and
application of
course material
The answer
lacks any
reference to
course material
The answer
highlights a
good level of
critical
thinking and
independence
of thought
The answer
shows some
evidence of
critical
thinking and
independent
thought
The answer
engages only to
a limited extent
critically with
facts and
literature and
shows little
evidence of
independent
thinking
The answer
lacks critical
reflection and
independence
of thought
Critical
The answer
Thinking demonstrates
(if applicable) an excellent
level of
critical
thinking and a
creative
application of
independent
thought
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Grading Rubric for Oral Presentations
Excellent
Good
Average
Unsatisfactory
Factual
information
Used many facts
to support all
arguments
Used some facts
to support all
arguments
Used few facts to
support arguments
Did not present facts
to support arguments
Comprehension
Demonstrated
thorough
understanding of
information
Demonstrated
accurate
understanding of
information
Demonstrated
minimal
understanding of
information
Demonstrated
misunderstanding of
the information
Persuasiveness
All arguments
were logical and
convincing
Most arguments
were logical and
convincing
Some arguments
were logical and
convincing
Few arguments were
logical and convincing
Delivery
Communicated
clearly and
confidently;
maintained eye
contact; excellent
voice inflection
and delivery rate
Communicated
clearly; frequent
eye contact; good
voice and
delivery rate
Seldom
communicated
clearly; poor eye
contact; poor voice
and delivery rate
Failed to communicate
clearly; no eye
contact; monotone
delivery
Rebuttal
Addressed all
audience’s
questions
Addressed most
of audience’s
questions
Addressed some of Did not address
audience’s
audience’s questions
questions
100 / 100
75 / 100
50 / 100
25 / 100
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Grading Rubric for Research Papers
Criterion
Description
Points
Introductio Explain Choice of Topic and why it is academically relevant
n and
Clear and Concise Research Question / Research Statement
Research
Question / Outline of structure of the paper and main argument
Statement /
Puzzle
( /8 Points)
/2
Literature
Review
The literature review identifies the relevant (i.e. to the chosen topic) arguments and
debates in the literature and places the student’s own topic in the wider academic
context
/3
( /12
Points)
It compares, contrasts and synthesizes the main authors and arguments
/3
It evaluates strengths and weaknesses of the literature and identifies clear gaps the
student’s paper addresses
/3
Based on the Literature Review, the student also identifies major theories and core
concepts that have been applied by authors to the topic at hand and applies some of
them in the analysis part of the paper (see Analysis / Discussion criteria)
/3
The student chooses, explains and justifies an appropriate method to tackle the
research question
/4
The student demonstrates the ability to select and present suitable data for the analysis
/4
Analysis /
Discussion
Extensive Analysis and Arguments supported by strong empirical examples and data
/8
Use and synthesis of a good number of sources and references to support key
arguments directly addressing the research question
/8
( /32
Points)
The student explains and shows awareness of appropriate theoretical debates that have
been used in the literature to examine similar problems and applies some concepts to
the analysis
/8
Critical and dialectic (thesis/antithesis/synthesis) evaluation of strengths and
weaknesses of core assumptions and arguments of other authors in non-prejudicial and
open-minded manner
/8
The paper is structured in a coherent and logical way – with clear subsections –
supporting the clarity of the argument and analysis
/10
A coherent line of argumentation, linking empirical examples back to answering the
main research question.
/10
Formal
Aspects
( /10
points)
Correct use of language (spelling, grammar, expression)
/3
Correct citation and bibliography
/3
Appropriate Number of Sources
/4
Conclusion
s
Stating in clear and succinct manner the result of the analysis and main answer to the
research question
/4
( /10
points)
Critical, open-minded and non-defensive evaluation the validity of the student’s own
arguments and results to explore further avenues of research
/6
TOTAL
Final and Overall Comments:
Total
Methods
( /8 Points)
Structure
( /20
Points)
Comments
/4
/2
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Major Learning Objectives, Teaching Methods, Testing and Feed-back Questionnaire
(Communication Studies)
Major
Learning
Objectives
Course
Learning
objectives addressing
the Major Objectives
(choose
the
most
important ones that
your course actually
addresses)
To acquire knowledge of
Communication Studies as a
science and understand and
compare
the
academic
literature of different fields
of Communication studies
(human, mass, corporate,
intercultural, political and
business
communication,
journalism studies, strategic
communication, and media
production, research and
development).
• By the end of the
To acquire knowledge of
Communication Studies as a
science and understand and
compare
the
academic
literature of different fields
of Communication studies
(human, mass, corporate,
intercultural, political and
business
communication,
journalism studies, strategic
communication, and media
production, research and
development).
• Gain
To know and be able to
apply the main social
science research methods in
the design and execution of
communication
projects,
independently or in a team.
Methods used to
Teach
Course
Objectives
Methods (and
numbers/
types
of
assignments)
used to test
these learning
objectives
Type, Timing and
Numbers
of
Feedback given to
Student
Lectures,
seminar
Mid
term
and
final
exams
Feedback on
test, after exam,
twice per
semester
an
appreciation for and
a
deeper
understanding of
the function of
rhetoric in various
fields, including
advertising,
entertainment and
politics
Lectures,
seminar
Mid
term
and
final
exams
Feedback on
test, after exam,
twice per
semester
• Have a solid grasp
Lectures,
seminar
Mid
term
and
final
exams
Feedback on
test, after exam,
twice per
semester
course students will
become familiar
with the theories,
issues and problems
related to the
function
of
p e r s u a s i v e
arguments and
messages as
delivered in public
speeches and via
contemporary
media outlets
of rhetorical
theories and
practices
a Assistance
i n • C o m p o s e a Feedback on final paper
comprehensiv at the end of semester
c o m p r e h e n s i v e preparation for paper
e research
research paper based
paper based on
on the rhetorical
the rhetorical
analysis drawn from
analysis drawn
various sources into a
from various
cohesive whole,
sources into a
relying on carefully
cohesive
selected primary and
whole, relying
secondary sources
on carefully
To be highly skilled in
s elected
oral
and
written • Analyze a speech or a
primary and
communication and be
text from a linguistic,
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secondary
able
to
successfully
structural and
sources
address
diverse
rhetorical perspective
audiences.
To know and be able to
apply the main social
science research methods
in the design and
execution
of
communication projects,
independently or in a
team.
• Compose
Course code and course name: Rhetoric CMM 211G
Instructor: Gabriele Cosentino
Summary:
Number of assignments used in this course: 4
Number of Feedback occasions in this course (either written or oral): 4
Number and Types of of Teaching Methods:
Does your course require graded student oral presentations?: Yes
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