Course Description

This course examines the ways rhetoric structures, supports, and sustains particular discourse communities. We will discuss the theoretical foundations of literate practices, and we will explore the rhetorics of educational institutions, ethnic and religious groups, political, socio-economic, and environmental communities, and gendered identities. We will engage interdisciplinary issues related to language and writing conventions found in various cultural contexts. In order to promote a critical understanding of these discursive practices, we will study the conventions of dominant and marginalized ideologies. We will develop an understanding of rhetorical features and their underlying belief systems, an awareness of competing rhetorics and their influences in and outside the academy, and an ability to participate effectively in different discourse communities. We will research, analyze, and contextualize language and literacy practices to understand the connections between rhetoric and cultures by engaging in qualitative/ethnographic/case study research of specific topics related to discourse communities.

Course Orientation

• We will study and understand how the rhetoric of cultures influences discursive practices
• We will use language critically and consciously in academic and professional communities
• We will try to understand the changing relationships between language and cultures. We should be able to contextualize the nature of discourse communities
• We will write papers which are grounded in our own cultural, social, and political subjectivities. This will enable us to gain critical understanding about the influence of cultural perspectives on language and discourse.
• We will conduct informed research and analysis of literate practices in different discourse communities. This will enable us to produce scholarly papers designed toward publication within the discipline.

Course Requirements

Active participation in class discussions (10%)

Studying rhetoric and cultures means studying ourselves, studying those around us, and studying texts. Because we are all part of the "debate" it is important to partake in that discussion. Therefore, I expect everybody to provide frequent input that will further our understanding of each other, of texts that we read, of literacy issues, and of the writing that we will do.

Response Notes/Informal writing  (20%)

We'll do a lot of writing in this class. Much of it will be in response to readings that we will be doing, others will be responses to your explorations of culture and context. All of them are intended to increase your understanding of literacy practices in a variety of settings. You are expected to write a one-page, typed, double-spaced entry for every class that explores the readings beyond a summary but instead shows your engagement with the text, looks at connections among various readings, and provides a starting point for class discussions.

Discussion leader for in-class discussion (5%)

Understanding and learning takes place in all kinds of environments but especially when you are actively engaged in the process. To provide you with opportunities for active learning, and to emphasize the connections between oral and written language, you will lead a class discussion on one of the readings for class.

Oral Presentation (10%)

Reading, writing, and speaking are closely connected. It'll be important for you to be able to express yourself clearly and convincingly not only in writing, but also when you give a talk. Your oral presentation will be part of the learning and literacy process. It will be based on your field research

Collaborative project (15%)

You'll be working with one or two other people on a writing project that is important to all group members and that will result in a book critique (of a book that we haven't read in class. This is intended to help you work with others, do research in a variety of fields, and collaborate on a writing task. You are encouraged to present the research for this project at the Graduate Student Symposium, 3/30-3/31.

Short papers (10%)

You'll write two formal short papers which are intended to show your insights into some of the topics we will discuss in class. They should be about 3-4 pages long.

Paper based on field research (30%)

For this paper, you'll need to do field research. The topic of your paper will be closely connected to our course goals, and you'll need to choose your topic based on issues dealing with literate practices in a contextualized discourse community. This paper should be about 15-20 pages.

Required Readings

Wendy Bishop. Ethnographic Writing Research.

Victor Villanueva. Bootstraps: From an American Academic of Color.

Shirley Brice Heath. Ways with Words.

Course pack: you will find the course pack at Cline library (reserve material) or you can check out a copy from my office.

Grades

A: Outstanding work (90-100 %)

B: Above average work (80-89%)

C: Average work (70-79%)

D: Below average work (60-69%)

F: Failing Grade (0-59%)

Attendance Policy

This class can only be successful if you participate and attend. For this reason, you are expected to be in class every time we meet. If you miss more than two classes, it will lower your grade. If you need to miss a class, you are responsible for finding out about readings, assignments, etc.

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