This is a simple post with a simple point. It’s worth highlighting to students that news reports of who said what might appear to be objective, but the words used to describe conversations and disagreements carry a lot of baggage. Consider the nuances of these different verbs:

• acknowledged
• added
• advised
• agreed
• alleged
• answered
• argued
• asserted
• assumed
• assured
• attributed
• believed
• claimed
• confirmed
• contended
• conveyed
• counseled
• denied
• derided
• disagreed
• joked
• lamented
• leaked
• muttered
• noted
• pointed out
• promised
• proved
• purported
• quipped
• reassured
• recounted
• refused
• refuted
• rejected
• responded
• said
• shouted
• stated
• suggested
• theorized
• wrote

The first thing I’m going to do, after basic introductions, is introduce them to the concept of rhetoric as the study and practice of the art of persuasion, not the common definition of “empty or insincere speech.” [See, for example, the intro to Andy Cline’s online Rhetoric Primer, or Jack Lynch’s much more brief definition.] We’ll go over the importance of audience: writers write for readers. I’ll discuss the three divisions of rhetoric identified by Aritostotle, sometimes referred to as deliberative, forensic, and epideictic. [See this section of Aristotle’s On Rhetoric.] Our first focus will be on epideictic rhetoric: the rhetoric of praise or blame. [See this section of On Rhetoric.] Praise or blame is something we’ll be hearing a lot in the months leading up to the 2004 election, so I figure this is a good place to start. Students will choose a candidate, a campaign proposal, or an event and write (probably as an in-class essay) an encomium, a vituperation, or an apologia for a specific audience of their choice.

I’m considering using two quotes as epigraphs for the course:

• “Democracy begins in conversation.” -philosopher John Dewey
• “Go f— yourself.” -Vice President Dick Cheney

Course Description

The theme of this course is “American Dialogues,” and we will focus our attention on political discourse in the contemporary American public sphere. Some fear that American citizens are not well served by the prevailing political discourse, that it is more focused upon butting heads and scoring quick points with the media than it is with thoughtful consideration of the issues. We will use a variety of critical tools to consider the messages of political campaigns, the information published by news outlets, and the commentary provided by a wide range of individuals.

In this course, you will develop your skills as a careful, thoughtful, and effective reader and writer. You will become better at the kinds of reading and writing expected of you as a college student, in your professional career, and as an American citizen. You will learn what it means to identify or construct an issue to write about, to consider and reconsider that issue as you investigate it further, and to craft the best available means of support and expression given your audience and your purpose. You will learn a set of language- and logic-based concepts and a vocabulary of language analysis and rhetorical strategy. As you learn more about how language and persuasion work, and as you learn to recognize and use more features of style and argument, you have a greater range of choices to make in crafting your own writing.