Ball State University
English 695
Three Hours
Medieval and Early Modern Rhetoric
Dr. Webster Newbold
Spring Semester 2007
Thursday 2:00-4:40 RB 285
Office: RB 2108 Phone: 8377
revised Jan 11, 2007
Description
This course presents Western rhetorical
theory and practice from the fifth into the seventeenth century, preceded
by an overview of Greco-Roman classical rhetoric. We will focus on several
major rhetoricians and primary texts as exemplars of the various periods,
as well as explore new interpretations of the role of women in the rhetorical
tradition. The course offers insight into the vocation and impact of rhetoric
in the medieval and early modern period, and the contributions it has made
to theory and practice in education, literature, philosophy, psychology,
law, and politics. It will also explore the implications medieval and early
modern rhetoric have for contemporary writing pedagogy.
Purpose
The course seeks to make available
to graduate students in composition/rhetoric and literature further training
in the roots of our rhetorical traditions, with an opportunity to become
acquainted with several influential sources. It is especially hoped that
modern students of rhetoric will evaluate the features of the art in relation
to contemporary scholarship and teaching and their own instructional practice.
Content
Topics to be covered include
 |
Review of Classical rhetoric |
|
Medieval transformations in rhetorical
theory and practice |
|
Humanistic reform of rhetoric and education
in the Early Modern period |
|
Case studies of discourse and rhetoricians in historical/cultural
contexts |
|
Speculations about implications of medieval
and Early Modern rhetoric for contemporary teachers and scholars |
Requirements
Attendance at and preparation for (do that reading!) all sessions
Two seminar papers (4 - 6 pages each, double spaced) due as assigned
One longer essay on medieval or Renaissance topic of student's choosing
(8-15 pages, double spaced)
Final Exam
Seminar papers have two main functions: to promote discussion of important concepts and issues for a given topic and to demonstrate the student's well-considered logos on the topic. In other words, seminar papers should
1) describe the most important features of the topic and
2) express the student's own thinking on the topic's importance in relation to other texts, issues, authors, or general questions covered in the course.
The longer essay is an opportunity to go into depth on any topic relevant to the course, and requires research.
The final exam will consist of a selection of essay topics, which should allow the student to expand on an area of particular interest and knowledge
Main Text
Patricia Bizzell and Bruce Herzberg. The Rhetorical Tradition: Readings from Classical Times to the Present. 2nd ed. Boston: St. Martin's, 2001.
Other sources will be made available during the course; there may be a charge for reproductions.Methods of evaluating student performance
Course grades will be determined by written papers and exams as well as student "investment." Evaluation of individual assignments and participation will be indicated with letter grades A, B, C, etc.
Weights of the assignments are as follows:
20% Seminar papers (each)
30% Long essay
20% Final Exam
10% Investment (attendance, participation,
reading, etc.)
Evaluation of the course
Students will anonymously evaluate the course at its conclusion.
Special Considerations
If you need course adaptations or accommodations because of a disability, if you
have emergency medical information to share with me, or if you need special
arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible. My office location and hours are available via the
course home page link (top left of this page).