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Viewing: CRD 702 : Rhetoric and Digital Media

Last approved: Wed, 01 Jun 2016 08:19:04 GMT

Last edit: Wed, 20 Apr 2016 15:14:50 GMT

Change Type
CRD (Communication Rhetoric & Digital Media)
Dual-Level Course
Cross-listed Course
Rhetoric and Digital Media
Rhet Digital Media
College of Humanities and Social Sciences
CHASS Dean’s Office (16HSS)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
David Rieder
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Seminar1515NoThis course is required for CRDM first year students.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: COM/ENG 514 or 516 or ENG 515, Doctoral student

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
CRDCommunication, Rhetoric and Digital MediaRequired
Critical study and evaluation of the conceptual vocabulary of rhetoric and its relationship to digital communication and digital media.

This CRDM core course CAF was created before the program started in 2005. Much has changed in the past 10 years, and the changes in this CAF reflect new ways the course has been taught in the past few years, and includes expertise of newly hired CRDM core faculty as well.


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

Faculty will be teaching this course as part of their regular course load. No new faculty are required to teach this course, as the Departments of Communication and English have as many as five faculty qualified to teach it (Gallagher, Ingraham, Rieder, Winderman, and Zagacki). No special resources needed.

Rhetoric is the ancient but also very contemporary study of how human beings influence each other.  As such, this course is part of the core curriculum in the doctoral program in Rhetoric, Communication, and Digital Media. The course provides in-depth coverage of rhetoric as an historically rooted but evolving humanistic perspective covering argumentation and figuration, performance and text, and delineating its connections to logic, aesthetics, politics, and ethics. Recently, rhetoric has been the center of much interdisciplinary attention, as many disciplines have taken a “rhetorical turn” in their foundational conceptions— visual design, anthropology, economics, history, philosophy, and sociology, for example. Rhetorical studies have firm departmental homes in both Communication and English departments nationwide, and the course features work being done in both locations on the import and impact, as well as the material consequences of digital technologies. This work includes attention to visual modes of communication as well as to text and interaction.

Student Learning Outcomes

By the end of this course, students will be able to . . .

1. Use the conceptual vocabulary of both classical and contemporary rhetoric to interrogate and explicate digital communication and digital media.

2. Creatively reformulate and critique the rhetorical vocabulary by producing, examining, and engaging with a variety of digital media and communication tools.

3. Evaluate current and evolving approaches to research and criticism of digital communication and digital media.

4. Identify, summarize, and criticize major trends and works in current rhetorical theory and criticism.

Evaluation MethodWeighting/Points for EachDetails
presentation30%You will develop a formal, in-depth presentation of the key issues and ideas in the readings due the period during which you present. Your presentation must include a critical evaluation, which can be delivered in the form of a concluding argument or as a claim that informs the exposition throughout your time. You are required to use PowerPoint, Prezi, or another professional software program. You will be evaluated for your ability to develop a well-organized and clear presentation of the key issues/ideas in the reading/s as well as to engage critically with some part of those readings. Your presentation will coincide with the presenter who offers 5 questions for that day (see assignment sheet and description of “Three questions for the class” below) with another classmate. Your grade will be based on the criteria described above. A minor portion of your grade will be based on how well you and your fellow presenter have coordinated the presentation and the 3 questions.
Homework15%You will develop 3 questions for the class about the reading/s due that week. They are due on Tuesday evening, the day before the Wednesday class period. The questions will be used as the basis for some of the in-class discussion that week. They will be evaluated for 1) the extent to which they generate conversation (how well do you know your audience?), 2) represent insight, depth of engagement, and/or breadth of association with other readings/ issues discussed in class, and 3) coincide with the 25-minute presentation preceding your questions that day.
Project55%Proposal (15%)
You (and your team) are required to submit a formal 3-5 page proposal about the project you plan to develop. The proposal should offer as detailed a description of the project as possible. It should include a description of the scholarly exigence, claim, and supporting arguments you plan to develop.

Project (40%)

The final project will demonstrate your engagement with some of the ideas studied during the seminar. The form of your engagement is open-ended: you can develop anything from a full-length seminar paper (20-25 pgs) to an experimental media project. Digital projects can include websites and blogs to original game mods; they can include original IPhone/IPad apps to multimedia projects. Your final project can be a collaboration with as many as two other classmates.
TopicTime Devoted to Each TopicActivity
Week 1Week 1Introductions

Gilles Deleuze. “Spinoza and Us”
Richard Lanham. Chapter 1 & 2, Economics of Attention
YouTube video about “Rain Room”
Week 2Week 2Richard Lanham. Finish Economics of Attention
C.M. Condit. “The Functions of Epideictic.”
James Jasinski. “Epideictic Discourse.”
L.W. Rosenfield. “The Practical Celebration of Epideictic.”
Week 3Week 3Doug Eyman. Digital Rhetoric
Week 4Week 4Collin Brooke. Lingua Fracta
Week 5Week 5Bruno Latour. “Where are the Missing Masses? The Sociology of a Few Mundane Artifacts.” Shaping Technology: Building Society Studies in Sociotechnical Change. Eds. Wiebe E Bijker and John Law. Cambridge: MIT Press, 1992. Print.

"Introduction." Latour, Bruno and Peter Weibel, eds. Making Things Public: Atmospheres of Democracy. Cambridge: MIT Press, 2005. Print.

Latour, Bruno and Albena Yaneva. “’Give Me a Gun and I Will Make All Buildings Move’: An ANT’s View of Architecture.”Explorations in Architecture: Teaching, Design, Research. Ed. Reto Geiser. Basel: Birkhäuser, 2008. 80-89. Print.

Nathaniel Rivers. “Tracing the Missing Masses: Vibrancy, Symmetry, and Public Rhetoric Pedagogy.”

Nathaniel Rivers. “Geocaching in Public Rhetoric and Writing Pedagogy”
Week 7Week 7K. Hayles. How We May Think
Week 8Week 8Sarah Arroyo. Participatory Composition
Ulmer, Gregory. “The Miranda Warnings.”
Week 10Week 10Thomas Rickert. Ambient Rhetoric
Week 11Week 11
Gil, Jose. “Paradoxical Body.”
Kendon, Adam. “Western Interest in Gesture from Classical Antiquity to the 18th C.”
Massumi, Brian and Gilles Deleuze. “Interview: Of Microperception and Micropolitics.”
Noland, Carrie. “Inscription and Embodiment.”
David Rieder. “Plumbing the Paradoxical Depths”
David Rieder. “From GUI to NUI.”
Week 12Week 12David Rieder. Excerpts from Suasive Iterations
Arduino, the Documentary
Week 13Week 13James Jasinski. “Style”
Gilles Deleuze. “The Refrain.”
Richard Lanham. Excerpts from Analyzing Prose.
Week 14Week 14J. Ridolfo. Rhetoric and the Digital Humanities
Week 13Week 15Final proposals
Week 16Week 16Final presentations
mlnosbis 2/16/2016: No conflicting/overlapping courses. No consultation required.

ghodge 2/17/2016 Ready fpr ABGS reviewers.

ABGS Reviewer Comments:
-Is not clear how the % evaluation translates to a letter grade on the CAF or the syllabus.

ghodge 2/24/2016 Ask instructor to add to the syllabus the grade scale, even if they plan to use the default scale in syllabus tool.
mlnosbis (Tue, 08 Mar 2016 18:41:38 GMT): Rollback: Please add the grade scale to the syllabus.
Key: 1202