Wabash College RHE 370: U.S. PRESIDENTIAL RHETORIC Spring 2015 MWF, 10‐10:50am Baxter 212
Professor: Jeffrey P. Mehltretter Drury, Ph.D. Office: Fine Arts S205 Office Phone: (765) 361-6296 Home Phone: (989) 402-5333 (text message or voicemail between 9am and 9pm) E‐mail: [email protected] Office Hours: Tu, 1-2pm; Th, 10-11am; W, 2-4pm, by appt., or chance drop-in between 9am & 4pm. On Tuesdays, I may not be available until 1pm.
Course Overview The president of the United States has become, by many estimates, the most powerful person in the world. This course presumes that such power in contemporary mediated society is connected to the rhetorical efforts of the president, using this premise as a starting point to explore how contemporary presidents use rhetoric to govern (with particular attention to the relationship between presidents and the American people). The course material will include presidential rhetoric but also theoretical and rhetorical criticism essays that explore the operations of that rhetoric. This course focuses on the discourse of elected presidents who speak in an official capacity, not on election campaigns.
Course Objectives This course reflects the curricular goals of the Rhetoric Department and contributes to your fulfillment of the principles embodied in the Wabash Mission Statement: 1. RHETORIC AS A LIBERAL ART: This course will help you to make connections between the rhetoric and politics of contemporary presidents and interpret the nature and character of presidential rhetoric in your daily life. 2. WRITTEN AND ORAL EXPRESSION: The various assignments will contribute to your oral and written communication skills. 3. RHETORIC AND DEMOCRATIC PRACTICES: This course focuses on the rhetorical features of the president’s role in a representative democracy. 4. CRITICAL THINKING: Through the detailed study of presidential rhetoric, this course will contribute to your abilities in analytical reasoning and argumentation. 5. INTELLECTUAL INQUIRY: With its attention on research, this course contributes to information literacy. 6. METHODOLOGIES OF RHETORICAL STUDIES: This course introduces students to models of critical analysis of presidential rhetoric. 7. ENGAGING DIFFERENCE HUMANELY: This course requires you to engage difference humanely by considering the president’s relationship to citizens from various cultural backgrounds and groups.
Required Materials Required readings are available on the RHE 370 Canvas site. You will be required to print these materials and should allocate approximately $25 (500 pages, single-sided) for printing.
Assignments You will complete the following assignments (you will receive more precise criteria in class): Attendance and Scholarly Conduct (50 pts., 10%): Attendance and scholarly conduct are crucial to the course objectives. This will be a seminar style course, in which we discuss the assigned material and work toward applying it to contemporary examples of presidential rhetoric. My hope and expectation is that everyone (including me) demonstrates intellectual curiosity and an earnest desire to learn from one another. To facilitate this environment, it is your responsibility to attend class and sign the attendance sheet. Beyond just showing up, scholarly conduct includes having read the assigned readings and actively participating. You will earn at best a “C” for this aspect of your grade if you consistently attend class but do not get involved. You will likely fail this aspect if you attend class but are doing other things (e.g. texting, checking Facebook, napping, playing games, etc.). Arriving late or leaving early count as half an absence. Each absence beyond 3 will result in a 3 point reduction from your grade. More than 10 absences may result in failure of the course. If you will miss class for College-sanctioned events, please talk to me as soon as you know and, when possible, get me a printed copy of your travel schedule. Please also refer to “Creating an Inclusive Classroom” on the next page for more details. Reading Responses (75 pts., 15%): To assist your preparation for class, you will post responses to the assigned reading through Canvas. Rhetorical Analysis: You will work on an extended rhetorical analysis concerning a presidential rhetoric “text.” Because each assignment builds on the previous, culminating in a final essay, you must complete each assignment in the order below to pass the course. Topic Proposal (25 pts., 5%): This 1-2 page proposal will justify the presidential rhetoric text you have chosen for the project. Preliminary Annotated Bibliography (25 pts., 5%): This is a preliminary bibliography that you will use to guide your literature review section. Context & Method Paper (50 pts., 10%): This 4-5 page paper will review the context of your chosen rhetoric and the method and/or theories you will use to analyze it. Essay Draft & Final Essay (125 pts., 25%): This 15-20 page paper will be a formal critical analysis of presidential rhetoric, including an introduction, literature review, description of context, analysis, conclusion/implications, and bibliography. Peer Review (25 pts., 5%): You will provide constructive feedback about one of your classmates’ papers to help him improve the essay draft. Discussion Leading (50 pts., 10%): During the final month of the course, you will be assigned one class meeting dedicated to a scholarly article (chosen in consultation with me) related to your research project. You will generate a minimum of four discussion questions that you submit in advance of class and then will guide the discussion that day in class. Exam (75 pts., 15%): You will be tested on theories of presidential rhetoric through an in- class exam. You will receive a review guide in advance.
Grade Scale Grade Points Percent Grade Points Percent A 465-500 93%-100% C+ 385-399 77%-79.9% A- 450-464 90%-92.9% C 365-384 73%-76.9% B+ 435-449 87%-89.9% C- 350-364 70%-72.9% B 415-434 83%-86.9% D 300-349 60%-69.9% B- 400-414 80%-82.9% F <300 <60%
Policies and Expectations
Creating an Inclusive Classroom: I am committed to your success in the class and to fostering an inclusive space. Please let me know if there is anything I can do to help you thrive in this course. Come talk to me if you’re having trouble with the readings, wrestling with how to take notes, or want to generally discuss how to maximize your learning. If there are circumstances that affect your performance in this class—be they personal, health, family, or other—please let me know as soon as possible so that we can collaboratively determine how to proceed.
Wabash College is dedicated to full access for all qualified students, as am I. If you have a documented disability (or believe you may have a disability) that might affect your work in this class, please contact Heather Thrush (Center Hall 112A, 6347, [email protected]), Coordinator of Student Engagement and Retention, and then discuss your situation with one of us as soon as possible.
This course may involve class discussion about many personal and political issues. Often these discussions will require you to set forth your own ideas that reflect your biases and are not necessarily agreeable to everyone else. As gentlemen, you should carefully consider the effects your rhetoric may have and refrain from overly hostile or disrespectful comments seeking to shut down or “win” arguments. Additionally, you should strive to use inclusive language that considers numerous viewpoints and experiences.
Reading Assignments: It is in your best interest to complete reading assignments on time. Class meetings will largely build on, not duplicate, readings. I highly recommend that you take reading notes to supplement class notes.
Written Assignment Guidelines: You must type written assignments using standard font (double-spaced, 11- or 12-point) and 1” margins. Be sure to proofread written work before submitting it. Please staple or paperclip multiple page paper submissions. Electronic submissions must be in .doc or .rtf format and uploaded via Canvas rather than e-mail.
Written Assignment Late Policy: If you do not turn in a written assignment when it is due, you will be penalized 5% per 24-hour period that it is late (for example, if the paper is due at 9:45am on Thursday, turning it in at any point between 9:46am on Thursday and 9:45am on Friday would result in a 5% deduction), for a maximum penalty of 50%. This policy does not apply to Position Papers.
Assignment Feedback: In general, I will provide detailed written feedback in response to the papers you write in this class. Many of these comments are meant to prompt your continued reflection on and engagement with the material while also providing thoughts for how to improve on future assignments. I hope that you will find this helpful as you progress through the course and please keep in mind that the quantity of feedback alone (i.e. getting a lot of comments) in no way speaks to the quality of your work.
Emergency Procedures: In case of a fire, we are to proceed from the classroom, go downstairs to the nearest exit, and move away from the building. You should join me and your classmates once outside. In the event of a severe weather storm, we are to proceed to the basement and shelter in the basement hallway.
Professor Communication: Apart from face-to-face interaction through office hours or meetings, my preferred mode of communication with you is e-mail. Please get in the habit of checking your official Wabash e-mail once a day and I will do the same. If you e-mail me, you should expect an e-mail response within 24 hours (turnaround may be longer on weekends). E-mails after 9pm should expect a response the following day.
The Gentleman’s Rule: The Gentleman’s Rule should guide your conduct in this course. This means that all work you produce is your own original work, not “borrowed” from someone or somewhere else, recycled from previous courses, or completed with other students (unless explicitly permitted), friends, and parents. It also means that all written and oral work drawing upon other sources must explicitly reference them using standard formats (MLA or APA).
I look forward to working with all of you and am excited to learn alongside you!
Course Schedule This schedule is tentative. Readings, assignments, and due dates are subject to change. You should complete reading assignments prior to the class date for which they are assigned.
Date Topic/Assignment M, Jan. 19 Course Introduction Read Nathan Silver, “Contemplating Obama’s Place in History, Statistically”; The Constitution of the United States of America, Article II, pp. 6-8.
Unit One: Theoretical Foundations T, Jan. 20 President Obama’s State of the Union Address W, Jan. 21 Studying Presidential Rhetoric Read Theodore Otto Windt Jr., “Presidential Rhetoric: Definition of a Field of Study,” Central States Speech Journal 35 (1984): 24-34. F, Jan. 23 The Rhetorical Presidency Read James W. Ceasar, Glen E. Thurow, Jeffrey Tulis, and Joseph M. Bessette, “The Rise of the Rhetorical Presidency,” Presidential Studies Quarterly 11 (1981): 158-171. M, Jan. 26 Connecting the Dots Read Martin J. Medhurst, “A Tale of Two Constructs: The Rhetorical Presidency versus Presidential Rhetoric,” in Beyond the Rhetorical Presidency, xi-xxv. W, Jan. 28 Revising the Rhetorical Presidency Read Mel Laracey, “Talking Without Speaking, and Other Curiosities,” Jeffrey K. Tulis, “On the Forms of Rhetorical Leadership,” and Stephen E. Lucas, “Present at the Founding: The Rhetorical Presidency in Historical Perspective,” in Before the Rhetorical Presidency, 18-41. F, Jan. 30 What Does Presidential Rhetoric “Do”? The Accusation Read George C. Edwards, “Presidential Rhetoric: What Difference Does It Make?” in Beyond the Rhetorical Presidency, 199-217; Rick Hampson, “JFK, Reagan Words Helped Bring Down Berlin Wall,” USA Today, November 9, 2014. M, Feb. 2 What Does Presidential Rhetoric “Do”? The Defense Read David Zarefsky, “Presidential Rhetoric and the Power of Definition,” Presidential Studies Quarterly 34 (2004): 607-619. T, Feb. 3 DUE: Topic Proposal by 5pm W, Feb. 4 Is Presidential Rhetoric Dead? Read Stephen John Hartnett and Jennifer Rose Mercieca, “‘A Discovered Dissembler Can Achieve Nothing Great’; Or, Four Theses on the Death of Presidential Rhetoric in an Age of Empire,” Presidential Studies Quarterly 37 (2007): 599-621.
Unit Two: Analyzing Presidential Rhetoric F, Feb. 6 Emphasizing the Text, pt. I Read Truman, “Special Message to Congress on Greece and Turkey: The Truman Doctrine,” March 12, 1947; Robert L. Ivie, “Fire, Flood, and Red Fever: Motivating Metaphors of Global Emergency in the Truman Doctrine Speech,” Presidential Studies Quarterly 29 (1999): 570-591. M, Feb. 9 Library Day with Jeff Beck—Report directly to main floor computer lab in Lilly Library W, Feb. 11 Emphasizing the Text, pt. II Read Hermann G. Stelzner, “‘War Message,’ December 8, 1941: An Approach to Language,” Speech Monographs 33 (1966): 419-437. F, Feb. 13 Emphasizing the Text, pt. III Read Gerald Ford, “Remarks on Taking the Oath of Office,” August 9, 1974. DUE: Preliminary Annotated Bibliography by 9pm M, Feb. 16 Emphasizing the Form/Genre, pt. I Read Karlyn Kohrs Campbell & Kathleen Hall Jamieson, Presidents Creating the Presidency: Deeds Done in Words, pp. 1-21; Clinton, “Address to the Nation on Testimony Before the Independent Counsel’s Grand Jury,” August 17, 1998; Bruce E. Gronbeck, “Underestimating Generic Expectations: Clinton’s Apologies of August 17, 1998,” American Communication Journal 2 (February 1999). W, Feb. 18 Emphasizing the Form/Genre, pt. II Read John F. Kennedy, “Radio and Television Report to the American People on the Soviet Arms Buildup in Cuba,” October 22, 1962; Richard M. Nixon, “Address to the Nation on the Situation in Southeast Asia,” April 30, 1970; Theodore Otto Windt Jr., “The Presidency and Speeches on International Crises,” Speaker and Gavel 11 (1973): 6-14. F, Feb. 20 Emphasizing the Form/Genre, pt. III Read Ronald Reagan, “Address to the Nation on the Explosion of the Space Shuttle Challenger,” January 28, 1986; George W. Bush, “Address to the Nation on the Loss of Space Shuttle Columbia,” February 1, 2003. M, Feb. 23 Visit by Dr. J. Michael Hogan, The Pennsylvania State University Read J. Michael Hogan, “Public Opinion and Journalistic Voyeurism: The Lesson of the Clinton Apology,” American Communication Journal 2 (February 1999); J. Michael Hogan, “Woodrow Wilson, ‘The Pueblo Speech’ (25 September 1919), Voices of Democracy 1 (2006): 59-82. W, Feb. 25 Emphasizing the Rhetor, pt. I Read Jimmy Carter, “Energy and National Goals,” July 15, 1979; Dan Hahn, “Flailing the Profligate: Carter’s Energy Sermon of 1979,” Presidential Studies Quarterly 10 (1980): 583-587. F, Feb. 27 Emphasizing the Rhetor, pt. II Read Image C311-7-WH64, LBJ Presidential Library, May 4, 1964; Kathleen German, “Visual Images and Presidential Leadership: A Case Study of LBJ and His Beagles,” Journal of the Communication, Speech & Theatre Association of North Dakota 21 (2008): 21-31.
M, March 2 Synthesis and Review W, March 4 Exam F, March 6 Context and Method Workshop March 9-13 No Class—Spring Break
Unit Three: Cases and Contexts of Presidential Rhetoric M, March 16 Nixon’s Vietnam Speech—A Critical Case Study, pt. I Read Richard M. Nixon, “Address to the Nation on the War in Vietnam,” November 3, 1969; Richard Newman, “Under the Veneer: Nixon’s Vietnam Speech of November 3, 1969,” Quarterly Journal of Speech 56 (1970): 168- 178; Hermann Stelzner, “The Quest Story and Nixon’s November 3, 1969 Address,” Quarterly Journal of Speech 57 (1971): 163-172. W, March 18 Nixon’s Vietnam Speech—A Critical Case Study, pt. II Read Karlyn Kohrs Campbell, “An Exercise in the Rhetoric of Mythical America,” in Reading Rhetorical Texts: An Introduction to Criticism, 121-127; Forbes Hill, “Conventional Wisdom—Traditional Form—The President’s Message of November 3, 1969,” Quarterly Journal of Speech 58 (1972): 373- 386. DUE: Context and Method Paper by 9pm F, March 20 Nixon’s Vietnam Speech—A Critical Case Study, pt. III Read Drury, “Case Study: President Richard Nixon and the Silent Majority,” Speaking with the People’s Voice, 55-62. M, March 23 Student Discussion Leading Read TBA W, March 25 Student Discussion Leading Read TBA F, March 27 Student Discussion Leading Read TBA M, March 30 Student Discussion Leading Read TBA W, April 1 Student Discussion Leading Read TBA F, April 3 Student Discussion Leading Read TBA M, April 6 Student Discussion Leading Read TBA W, April 8 Student Discussion Leading Read TBA F, April 10 Student Discussion Leading Read TBA DUE: Essay Draft by 9pm M, April 13 Student Discussion Leading Read TBA
W, April 15 Student Discussion Leading Read TBA F, April 17 No class—Central States Communication Association Convention DUE: Peer Review by 9pm M, April 20 Student Discussion Leading Read TBA W, April 22 Student Discussion Leading Read TBA F, April 24 Student Discussion Leading Read TBA M, April 27 Student Discussion Leading Read TBA W, April 29 Student Discussion Leading Read TBA F, May 1 Course Review T., May 7 DUE: Final Essay by noon