Perspectives on Rhetoric

Perspectives on Rhetoric University of Colorado at Denver and Health Sciences Center (UCDHSC) CMMU 4021/5021 Section 001 Spring, 2007 MW 1:00-2:15 WC 140

CONTENTS OF SYLLABUS

CLAS academic policies: 8 Grading: 4 Pronunciation guide: 6 Important dates: 8 Rationale for the course structure: 5 Mission statement: 1 Required activities: 3 Objectives: 2 Schedule: 4 Policies: 6 Structure of the course: 2 Prerequisites: 2 Textbooks: 2 Professor’s contact information: 1 Units and reading: 6 Professor’s vita: 11 Web site of Communication Dept.: 1

PROFESSOR

Dr. Sonja K. Foss Office: 102-D Plaza Building Office Hours: Unless I have a meeting or other obligation, I usually can be found in my office between 11:00 and 12:45 and 2:30 and 3:45 on Mondays and Wednesdays; I am also available by appointment at other times. Telephone: Office: 303-556-5526; Home: 303-355-5320 Fax: 303-355-6325 E-mail: [email protected] (For more information on the professor, see the final pages of the syllabus or go to my Web site, SonjaFoss.com)

COMMUNICATION DEPARTMENT AND MISSION STATEMENT

Department Web site: www.cudenver.edu/CLAS/communication

This course is designed to contribute to the Communication Department’s mission statement: “To create a learning environment in which students develop the skills, knowledge, and abilities necessary to use communication to create a more civil and humane world.” By civil and humane, the Department means a way of communicating that is rooted in an acceptance and appreciation of others and that involves communicating in ways that express respect for and acknowledgment of others regardless of their station in life, wealth or lack of it, politics, religion, ethnicity, race, or any other quality. This 2 course will introduce you to multiple rhetorical strategies by which symbols can be used to create civil or uncivil worlds.

COURSE OBJECTIVES

This course is designed to introduce students to some of the major theories of rhetoric from classical through contemporary times. Theories explored will be those of classical Greek and Roman rhetoricians such as Aristotle and Cicero, I. A. Richards, Chaїm Perelman and Lucie Olbrechts-Tyteca, Richard Weaver, Kenneth Burke, bell hooks, Jean Baudrillard, and Michel Foucault.

COURSE PREREQUISITES

There are no prerequisites for this course.

REQUIRED COURSE MATERIALS

The textbooks for the course are: (1) Contemporary Perspectives on Rhetoric, 3rd ed., by Sonja K. Foss, Karen A. Foss, and Robert Trapp; (2) Readings in Contemporary Rhetoric by Karen A. Foss, Sonja K. Foss, and Robert Trapp; and (3) A reading packet on reserve in the library or available via e- mail.

STRUCTURE OF THE COURSE

The structure of this class is different from traditional university classes. I will deliver only a few lectures at the beginning of the semester, and then you will be free to move through the course at your own pace. It is possible for you to complete the course requirements several weeks before the end of the semester.

Here’s how the course will work: There are eight major units of material that comprise the course. For each unit, you will be asked to engage in four activities:  Read: Read the chapters relevant to the unit  Present: Present the major ideas in the chapters orally to a classmate  Listen: Listen while one of your classmates presents the major ideas in the chapters to you  Apply: Apply your knowledge of the concepts covered in the unit by taking a quiz or writing a think piece on the chapters

What happens during class? During class sessions, some of you will be summarizing chapters, some of you will be listening to chapters, and some of you will be taking exams. Once you complete all of the activities you came to class to do, you are free to leave. I will be available as a resource to answer questions about ideas in the chapter you don’t understand, to monitor the oral summaries of the chapters, to dispense quizzes when you are ready to take them, and to grade quizzes. There are a few days during the semester when I will not be able to attend class (see schedule at the end of the syllabus). On those days, you will not be able to complete any of the above activities. 3 So, for example, let’s say you are ready to complete the unit on Kenneth Burke. You would find the chapters on Burke in the textbooks and read them. You then would find the section in the “Guide for Presentations” on Burke, locate those concepts in the chapters, and take notes about them that will enable you to present those ideas to a classmate. You then will listen as a classmate talks about the ideas in that chapter to you. When you feel ready, you will take a quiz on Burke, or you may go home and write a think piece on his ideas, choosing as the topic for your think piece one of the questions in the Burke section of “Think Piece Topics.”

If you are interested in discussing the theorists with me and other interested students, I have designated some days as discussion days on particular theorists. These discussions will take place in one corner of the classroom; you still will be able to read, present, listen, and apply on those days. These discussion days are indicated on the schedule at the end of the syllabus.

DESCRIPTION OF REQUIRED ACTIVITIES

Here’s a more detailed description of each of the activities you will do for each unit:

Read: Read the chapters relevant to a unit on your own and take notes using the “Guide for Presentations” as a guide. You may take notes either on the computer or in longhand. If you have questions about concepts discussed in the chapters, feel free to ask me during class sessions, during my office hours, or via e-mail. You must read the chapters and complete the units in the order in which they are presented in the textbook. If you are choosing not to complete all of the units, you will skip some units, of course, but still must complete the units you choose to do in the order in which they come in the textbooks.

Present: Present an oral summary approximately 10 minutes in length of the major concepts in the unit to a classmate. Both you and your listener will sit down for this presentation. Use the “Guide for Presentations” to tell you which concepts from the chapters you should cover for a unit. You may use notes (they may be either handwritten or typed), but you may not use the textbooks during your presentation. At the end of your presentation, your listener will print his or her name at the bottom of your notes and will submit them to me. That way, I will know that you have completed your presentation of the chapter and that your partner has listened to your presentation. (You may submit the notes after you have taken the quiz because you can use the notes for the quiz. Just don’t forget to turn them in.) These presentations must be completed in class. If you know someone in the class, you might want to pair up with her or him and complete your work at a similar pace so that you will have someone available to whom to present when you are ready.

Listen: Serve as the listener for a classmate’s presentation of the chapter. This is a way to reinforce your learning. You are to listen carefully and ask questions if you do not understand something your classmate says. At the end of the presentation, print your name at the bottom of the notes from which the person spoke. Submit the notes to me so I will know you have listened to a classmate present on that unit. Your name indicates that you believe your classmate knows the material presented. (You may submit the notes after your partner has taken the quiz using the notes. Just don’t forget to turn them in.) These presentations must be completed in class. Again, pairing up with someone and working at that person’s pace may facilitate your in-class work; that way, you’ll have someone available to present when you are ready to listen.

Apply: Depending on the options you select, you will have a choice of a quiz or a think piece: 4

 Quiz: The quiz is a short-answer quiz that asks you to apply concepts from the unit to a rhetorical artifact such as a speech, an ad, a song, and the like. The artifact will be given to you when you take the quiz. You must answer 4 of the 5 questions correctly in order to proceed to the next unit. You may use the notes you used for your presentation to a classmate while taking the quiz; you may not use the textbooks. If you do not satisfactorily complete the quiz, you may not take it again on the same day. You must wait until the next class session to re-take the quiz.

 Think piece: Think pieces are short papers (approximately 3 pages long) formulated in response to questions I have prepared. For topics for think pieces, see the handout “Think- Piece Questions.” For your think piece, choose just one of the questions on the list to answer. Think pieces are designed to allow you to expand and/or apply principles and concepts to facilitate your understanding of them. The term think piece is used to suggest solid, thorough analysis and the integration of ideas and concepts, not mere opinions or casual preparation. Satisfactory completion of the think piece means that it would warrant a grade of A or B in a traditional class setting.

GRADING

Your grade in the course will depend on the number of units you cover:

To receive a grade of A, you must satisfactorily complete:  8 units: Classical rhetoric, Richards, Perelman and Olbrechts-Tyteca, Weaver, Burke, hooks, Baudrillard, and Foucault  Deliver 8 presentations and listen to 8 presentations  Produce 8 application assignments, choosing one of these options:  7 quizzes on 7 of the units and 1 think piece on the remaining unit  8 quizzes on the 8 units

To receive a grade of B, you must satisfactorily complete:  7 units: You may choose from among the units of classical rhetoric, Richards, Perelman and Olbrechts-Tyteca, Weaver, Burke, hooks, Baudrillard, and Foucault. You must cover, however, Burke and Foucault.  Deliver 7 presentations and listen to 7 presentations  Produce 7 application assignments, choosing one of these options:  7 quizzes on the 7 units  6 quizzes on 6 of the units and 1 think piece on the remaining unit

To receive a grade of C, you must satisfactorily complete:  6 units: You may choose from among the units of: Classical rhetoric, Richards, Perelman and Olbrechts-Tyteca, Weaver, Burke, hooks, Baudrillard, and Foucault.  Deliver 6 presentations and listen to 6 presentations  Produce 6 application assignments, choosing one of these options:  6 quizzes on the 6 units.  5 quizzes on 5 of the units and 1 think piece on the remaining unit 5

To receive a grade of D, you must satisfactorily complete:  5 units: You may choose from among the units of: Classical rhetoric, Richards, Perelman and Olbrechts-Tyteca, Weaver, Burke, hooks, Baudrillard, and Foucault.  Deliver 5 presentations and listen to 5 presentations  Produce 5 application assignments, choosing one of these options:  5 quizzes on the 5 units  4 quizzes on 4 of the units and 1 think piece on the remaining unit

A grade of F will be given if fewer than 5 units are completed.

Graduate students: Graduate students must write one additional think piece on any of the units they complete. This means that, for one unit, graduate students will complete both a think piece and a quiz on that unit.

The last day to complete work on any of the units is Wednesday, May 2.

RATIONALE FOR THE STRUCTURE

Why is the course structured in this way?

 One of the primary goals of a university education is to encourage you to develop self-directed learning or life-long learning skills. As self-directed learners, individuals have the ability to identify and set personally meaningful goals for their own learning; develop and use a wide range of learning strategies appropriate to different learning tasks; work independently and/or with others to achieve their learning goals; and persist to overcome obstacles in order to achieve their learning goals. This course is designed to help you develop these skills in a semi- structured environment in which you can experiment with learning preferences and methods.

 The traditional educational format of lectures by a professor is no longer appropriate for the learning styles and preferences of most students. This course is designed to help you learn in ways that fit you.

 Traditional classrooms often do not promote learning and instead encourage students to focus on earning good grades. At the end of the course, you may have earned a decent grade but may have learned very little. The focus of this course is on learning the subject, not learning to pass an exam or to get a good grade. It is designed to promote deep learning.

 Learning is a cooperative endeavor between a professor and a student. I have contributed a textbook, a plan for learning, and my expertise, available at any time for clarification and discussion. You also bring resources to the learning experience, and the format of this course is designed to encourage you to value yourself and one another as resources for teaching and learning. 6

UNITS AND READING

Below are the reading assignments that must be completed for each of the units. Please note that we are not covering all of the chapters in the textbooks, so be sure that you are reading the appropriate chapters and completing the correct units.

 Classical rhetoric: Contemporary Perspectives on Rhetoric, chapter 1 (pages 1-18) and Reading packet, all.

 I. A. Richards: Contemporary Perspectives on Rhetoric, chapter 2 (pages 19-50) and Readings in Contemporary Rhetoric, chapters 1, 2, and 3 (pages 1-34).

 Chaїm Perelman and Lucie Olbrechts-Tyteca: Contemporary Perspectives on Rhetoric, chapter 4 (pages 81-116) and Readings in Contemporary Rhetoric, chapter 6 (pages 57-91).

 Richard M. Weaver: Contemporary Perspectives on Rhetoric, chapter 6 (pages 155-186) and Readings in Contemporary Rhetoric, chapters 9, 10, and 11 (pages 130-59).

 Kenneth Burke: Contemporary Perspectives on Rhetoric, chapter 7 (pages 187-232) and Readings in Contemporary Rhetoric, chapters 12 and 13 (pages 160-98).

 bell hooks: Contemporary Perspectives on Rhetoric, chapter 9 (pages 265-298) and Readings in Contemporary Rhetoric, chapters 16-20 (pages 222-54).

 Jean Baudrillard: Contemporary Perspectives on Rhetoric, chapter 10 (pages 299-338) and Readings in Contemporary Rhetoric, chapters 21, 22, and 23 (pages 255-82).

 Michel Foucault: Contemporary Perspectives on Rhetoric, chapter 11 (pages 339-78) and Readings in Contemporary Rhetoric, chapters 24 and 25 (pages 283-318).

PRONUNCIATION GUIDE

Here’s how to pronounce some of the most difficult theorists’ names:  Chaim: Hyme (rhymes with rhyme)  Olbrechts-Tyteca: Ol-brécks-Tie-táy-ka  Baudrillard: Bow-dree-yárd  Michel Foucault: Michelle (just like our woman’s name—it’s not Michael) Foo-kó (second syllable rhymes with slow)

POLICIES

1. Incomplete grades: To be eligible for an incomplete grade, you must have completed successfully 75% of the course at whatever level you have chosen to work (A,B, C, or D) and have special circumstances outside of your control that preclude completion of the course. The 7 incomplete grade that will be given if the above conditions are met is an IF, which means that if you do not complete the work for the course within 12 months, your grade reverts to an F.

2. Attendance: You only need to attend class when you are ready to present an oral summary, listen to an oral summary, or take a quiz/submit a think piece. If you are working toward a grade of “A” in the class, you also must attend the three initial lectures on classical rhetoric.

3. Academic Ethics: I expect you to follow the academic honor code of UCDHSC. Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. Cheating involves the possession, communication, or use of information, materials, notes, study aids, or other devices not authorized by me in any academic exercise or communication with another person during such an exercise. Because of the structure of this course, plagiarism and cheating are virtually impossible to do in this course. If a student engages in plagiarism in the development of notes from a chapter or cheating on a quiz, he or she will receive a “0” for that unit, which means that earning a grade of “A” in the course will be impossible. For more on academic ethics, see the Academic Honor Code and Policies section under “Student Resources” on the Communication Department’s Web site: www.cudenver.edu/CLAS/communication.

4. Disability Accommodations: The faculty at the University of Colorado system has both a legal and moral obligation to provide reasonable accommodations to students with disabilities. To be eligible for accommodations, students must be registered with the UCDHSC Office of Disability Resources and Services (DRS), located at Arts Building, Room #177, phone: 303 556-3450 or TDD: 303 556-4766. The DRS staff will assist in determining reasonable accommodations as well as coordinating the approved accommodations.

5. Communication Portfolio: Some of you may have the opportunity to take the department’s Senior Seminar: Transitioning from College to Career (CMMU 4688) before you complete your degree. In the Senior Seminar, you will be asked to put together a communication portfolio—i.e., a compilation of the major projects completed in your communication courses. Major projects include literature reviews, Web sites you have designed, communication journals, and so forth. The possibility that you may one day take our Senior Seminar means that you need to keep copies of major projects that you have completed. The think piece you may write in this course should be kept for your communication portfolio. Even if you do not intend to take the Senior Seminar, a communication portfolio can be a valuable asset after you graduate and are looking for a job.

6. Extra-credit options: There are no extra-credit options in the class.

7. Cell phones and pagers: The classroom is a learning environment and should be free from pager and cellular phone interruptions.

Spring 2007 CLAS Academic Policies

The following policies pertain to all students and are strictly adhered to by the College of Liberal Arts and Sciences (CLAS).

 Every student MUST check and verify their schedule prior to the published drop/add deadlines. Failure to verify a schedule is not sufficient reason to justify a late add or drop later in the semester. It is the student’s responsibility to make 8 sure that their schedule is correct prior to the appropriate deadlines.  CLAS students must always have an accurate mailing and email address. Email is the official method of communication for all University of Colorado at Denver and Health Sciences Center business. Go to http://www.cudenver.edu/registrar to update and/or change your email address.  Students are NOT automatically added to a course off a wait list after wait lists are dropped. If a student is told by a faculty member that they will be added off the wait list, it is the responsibility of the student to complete the proper paperwork to add a course. Students are NOT automatically added to a course from the wait list after the 5th day of the semester when wait lists are dropped.  Students must complete and submit a drop/add form to make any schedule changes. Students are not automatically dropped from a class if they never attended, stopped attending or do not make tuition payments.  Late add’s will be approved only when circumstances surrounding the late add are beyond the student’s control and can be documented independently. This will require a petition and documentation from the student. Late add’s will only be approved if the student has not taken any exams, quizzes, or has not completed any other graded assignments. Independent verification of this from the professor of record will be required. Please note that the signature of a faculty member on an add form does not guarantee that a late add petition will be approved.  Late drops will be approved only when circumstances surrounding the late drop are beyond the student’s control and can be documented independently. This will require a petition and documentation from the student. Please note that the signature of a faculty member does not guarantee that a late drop petition will be approved.  Students wishing to graduate in spring of 2007 must meet with their academic advisor by the end of the drop/add period to obtain a graduation application. This application must be completed and submitted by 5 PM on January 31, 2007. You can obtain an application ONLY after meeting with your academic advisor. There are no exceptions to this policy or date.  Students are responsible for completing financial arrangements with financial aid, family, scholarships, etc. to pay their tuition. Students will be responsible for all tuition and fees for courses they do not officially drop using proper drop/add procedures and forms.  Students who drop after the published drop/add period will not be eligible for a refund of the COF hours or tuition.

Spring 2007 Important Dates

 January 16, 2007; First day of Class  January 18, 2007; Last day to be added to a wait list  January 18 – January 31, 2007; Students are responsible for verifying an accurate spring 2007 course schedule via the SMART registration system. Students are NOT notified of their wait-list status by the university. All students must check their scheduled prior to January 31, 2007 for accuracy. 9  January 19, 2007 at 5PM; Wait lists are dropped. Any student who was not added to a course automatically from the wait list by this date and time MUST complete a drop/add form to be added to the class. Students are NOT automatically added to the class from the wait list after this date and time.  January 22, 2007; First day an instructor may approve a request to add a student to a course using the Schedule Adjustment Form (drop/add form).  January 25, 2007; Last day to add a course using the SMART Web Registration system. Students MUST check their registration to verify what classes they are enrolled in.  January 31, 2007 at 5 PM; Last day to add structured courses without a written petition for a late add. This is an absolute deadline and is treated as such. This deadline does not apply to independent study, internships, and late-starting modular courses.  January 31, 2007 at 5 PM; Last day to drop a spring 2007 course with a full tuition refund and no transcript notation. Drops after this date will appear on your transcript. This is an absolute deadline and is treated as such.  January 31, 2007 at 5 PM; Last day to completely withdraw from all spring 2007 courses with a full tuition refund and no transcript notation. Drops after this date will appear on your transcript. This is an absolute deadline and is treated as such.  January 31, 2007 at 5 PM; Last day for students to apply for Spring 2007 Graduation. Students MUST see their CLAS advisor to obtain a Graduation Application.  January 31, 2007 at 5 PM; Last day to request pass/fail option for a course.  January 31, 2007 at 5 PM: Last day to request a no credit option for a course.  January 31, 2007 at 5 PM: Last day to register for a Candidate for Degree.  January 31, 2007 at 5 PM: Last day to petition for a reduction in thesis or dissertation hours.  April 2, 2007 at 5 PM; Last day for Non-CLAS students to drop individual classes or withdraw from all classes without a petition and special approval from the student’s academic Dean. This is treated as an absolute deadline.  April 13, 2007 at 5 PM; Last day for CLAS students to drop individual classes or withdraw from all classes without a petition and special approval from the student’s academic Dean. This is treated as an absolute deadline.  No schedule changes will be granted once finals week has started. There are NO exceptions to this policy.

COURSE SCHEDULE

Wed., Jan. 17 Introduction to course and to one another Definition of rhetoric

Mon., Jan. 22 Classical theories of rhetoric: Lecture by professor Reading: Contemporary Perspectives, pgs. 1-18

Wed., Jan. 24 Classical theories of rhetoric: Lecture by professor 10 Reading: Packet, pgs. 2-14

Mon., Jan. 29 Classical theories of rhetoric: Lecture by professor Reading: Packet, pgs. 15-25

Wed., Jan. 31 Individual demonstration of mastery of units

Mon., Feb. 5 Individual demonstration of mastery of units

Wed., Feb. 7 Individual demonstration of mastery of units

Wed., Feb. 14 No class: Professor attending the Western States Communication Association conference in Seattle

Mon., Feb. 19 No class: Professor attending the Western States Communication Association conference in Seattle

Wed., Feb. 21 Individual demonstration of mastery of units Optional discussion: Classical rhetoric and Richards

Wed., Feb. 28 Individual demonstration of mastery of units

Mon., Mar. 5 Individual demonstration of mastery of units

Wed., Mar. 7 Individual demonstration of mastery of units

Mon., Mar. 12 Individual demonstration of mastery of units Optional discussion: Perelman/Olbrechts-Tyteca and Weaver

Wed., Mar. 14 No class: Precursor to spring break

Mon., Mar. 19 Spring break

Wed., Mar. 21 Spring break

Mon., Mar. 26 Individual demonstration of mastery of units

Wed., Mar. 28 Individual demonstration of mastery of units

Mon., April 2 Individual demonstration of mastery of units

Wed., April 4 Individual demonstration of mastery of units

Mon., April 9 Individual demonstration of mastery of units Optional discussion: Burke and hooks 11

Wed., April 11 Individual demonstration of mastery of units

Mon, April 16 Individual demonstration of mastery of units

Tues., April 17 Communication Days keynote presentation: 2:30-3:45

Wed., April 18 No class: Professor lecturing at San Francisco State University

Wed., April 25 Individual demonstration of mastery of units Optional discussion: Baudrillard and Foucault

Wed., May 2 Individual demonstration of mastery of units

ABOUT YOUR PROFESSOR: SONJA K. FOSS

EDUCATION

Ph.D., Communication Studies: Northwestern University, Evanston, Illinois, 1976. M.A., Speech (Rhetoric and Public Address: University of Oregon, Eugene, Oregon, 1973. B.A., Romance Languages: University of Oregon, Eugene, Oregon, 1972.

PROFESSIONAL EXPERIENCE

Professor, Department of Communication, University of Colorado at Denver, Denver, Colorado, 1997-present. Chair, Department of Communication, University of Colorado at Denver, Denver, Colorado, 1997-2004 and spring, 2005 Senior Research Associate, Department of Human Communication Studies, University of Denver, Denver, Colorado, 1996- 1997. Associate Professor, Department of Communication, Ohio State University, Columbus, Ohio, 1990-1996. Awarded tenure, June, 1992. Visiting Associate Professor, Department of Communication, St. Louis University, St. Louis, Missouri, 1989-1990. Associate Professor/Assistant Professor, Department of Speech, University of Oregon, Eugene, Oregon, 1986-1989. Awarded tenure and promoted to Associate Professor, April, 1988. Associate Professor/Assistant Professor, Department of Speech Communication, University of Denver, Denver, Colorado, 1980-1986. Awarded tenure and promoted to Associate Professor, June, 1986. Visiting Professor, Department of Speech Communication, University of Georgia, Athens, Georgia, Spring, 1985. Instructor, Graduate Program in Communication, Norfolk State University, Norfolk, Virginia, 1978-1980. Assistant Professor, Department of Performing Arts and Communication, Virginia Polytechnic Institute and State University, Blacksburg, Virginia, 1977-1978. Customer Service Representative, Banta West (book manufacturing company), Sparks, Nevada, 1976-1977. Teaching Assistant, Department of Communication Studies, Northwestern University, Evanston, Illinois, 1974-1976.

GRANTS AND AWARDS

Named Gender Scholar of the Year (with Karen A. Foss) by the Southern States Communication Association, 2005. 12 Outstanding Book Award of the Organization for the Study of Communication, Language, and Gender for Feminist Rhetorical Theories, 2000. $1000 Coca Cola Grant for Research on Women, Department of Women's Studies, Ohio State University, 1996. Francine Merritt Award for contributions to women in communication, Women's Caucus, Speech Communication Association, 1993. Faculty Member of the Year, Department of Communication, Ohio State University, 1992. $3000 Faculty Research Award to pursue research project, "Development of a Theory of Visual Imagery as Persuasion," University of Oregon, Summer, 1988. Earl Bradley Award for best dissertation written in the area of rhetoric and public address, Northwestern University, 1976. Teaching fellowship, Northwestern University, 1974-1976. Four-year Oregon State Scholarship, 1968-1972. Member, Phi Beta Kappa.

PUBLICATIONS Books

Foss, Sonja K., and William Waters. Destination Dissertation: A Traveler’s Guide to a Done Dissertation. Boulder, CO: Rowman & Littlefield, in press. Foss, Sonja K., Karen A. Foss, and Robert Trapp. Contemporary Perspectives on Rhetoric. Prospect Heights, Illinois: Waveland, 1985; second edition, 1991; third edition, 2002 Foss, Karen A., Sonja K. Foss, and Robert Trapp, eds. Readings in Contemporary Rhetoric. Prospect Heights, Illinois: Waveland, 2002. Foss, Karen A., Sonja K. Foss, and Cindy L. Griffin, eds., Readings in Feminist Rhetorical Theory. Long Grove, Illinois: Waveland, 2004. Foss, Sonja K., Karen A. Foss, and Cindy L. Griffin. Feminist Rhetorical Theories. Long Grove, Illinois: Waveland, 1999. Foss, Sonja K. Rhetorical Criticism: Exploration and Practice. Prospect Heights, Illinois: Waveland, 1988; second edition, 1996; third edition, 2004. Foss, Sonja K., and Karen A. Foss. Inviting Transformation: Presentational Speaking for a Changing World. Prospect Heights, Illinois: Waveland, 1994; second edition, 2003. Foss, Sonja K., and Karen A. Foss. Instructor's manual to accompany Inviting Transformation: Presentational Speaking for a Changing World. Prospect Heights, Illinois: Waveland, 1994, 2003. Foss, Karen A., and Sonja K. Foss. Women Speak: The Eloquence of Women's Lives. Prospect Heights, Illinois: Waveland, 1991. Foss, Karen A., and Sonja K. Foss. Instructor's manual to accompany Women Speak: The Eloquence of Women's Lives. Prospect Heights, Illinois: Waveland, 1993.

Articles

Foss, Sonja K. “Response” to “Intercollegiate Debate as Invitational Rhetoric: An Offering.” Contemporary Argumentation and Debate, 21 (2000), 95-97. Foss, Sonja K., Cindy L. Griffin, and Karen A. Foss. “Transforming Rhetoric Through Feminist Reconstruction: A Response to the Gender Diversity Perspective.” Women’s Studies in Communication, 20 (Fall 1997), 117-35. Foss, Sonja K., and Eileen Berlin Ray. “Introduction: Theorizing Communication from Marginalized Perspectives.” Communication Studies, 47 (Winter 1996), 253-56. Foss, Sonja K. “Re-Sourcement as Emancipation: A Case Study of Ritualized Sewing.” Women’s Studies in Communication, 19 (Spring 1996), 63-84. Chryslee, Gail J., Sonja K. Foss, and Arthur L. Ranney. “The Construction of Claims in Visual Argumentation: An Exploration.” Visual Communication Quarterly, 3 (Spring 1996), 9-13. Foss, Sonja K., and Cindy L. Griffin. “Beyond Persuasion: A Proposal for an Invitational Rhetoric.” Communication Monographs, 62 (March 1995), 2-18. Foss, Sonja K. “A Rhetorical Schema for the Evaluation of Visual Imagery.” Communication Studies, 45 (Fall-Winter 1994), 213-24. Foss, Sonja K., and Karen A. Foss. “The Construction of Feminine Spectatorship in Garrison Keillor’s Radio Monologues.” Quarterly Journal of Speech, 80 (November 1994), 410-26. Foss, Karen A., and Sonja K. Foss. “Personal Experience as Evidence in Feminist Scholarship.” Western Journal of Communication, 58 (Winter 1994), 39-43. 13 Foss, Sonja K. “Pauli Murray.” In The Rhetoric of American Women: Critical Studies and Sources. Ed. Karlyn Kohrs Campbell. Westport, Connecticut: Greenwood, 1994, pp. 319-30. Foss, Sonja K. “Revisioning the Public Speaking Course.” Women’s Studies in Communication, 15 (Fall 1992), 53-65. Foss, Sonja K. “The Construction of Appeal in Visual Images: A Hypothesis.” In Rhetorical Movement: Studies in Honor of Leland M. Griffin. Ed. David Zarefsky. Evanston, Illinois: Northwestern University Press, 1993, pp. 211-25. Foss, Sonja K., and Cindy L. Griffin. “A Feminist Perspective on Rhetorical Theory: Toward a Clarification of Boundaries.” Western Journal of Communication, 56 (Fall 1992), 330-49. Foss, Sonja K., and Marla R. Kanengieter. “Visual Communication in the Basic Course.” Communication Education, 41 (July 1992), 312-23.. Foss, Sonja K “Rhetorical Criticism as the Asking of Questions.” Communication Education, 38 (July 1989), 191-96. Foss, Sonja K. “Constituted by Agency: The Discourse and Practice of Rhetorical Criticism.” In Essays to Commemorate the 75th Anniversary of The Speech Communication Association. Ed. Gerald M. Phillips and Julia T. Wood. Carbondale: Southern Illinois University Press, 1990, pp. 33-51. Foss, Karen A., and Sonja K. Foss. “Incorporating the Feminist Perspective in Communication Scholarship: A Research Commentary.” In Doing Research on Women’s Communication: Alternative Perspectives in Theory and Method. Ed. Carole Spitzack and Kathryn Carter. Norwood, New Jersey: Ablex, 1989, pp. 65-91. Foss, Sonja K. “Judy Chicago’s The Dinner Party: Empowerment of Women’s Voice in Visual Art.” In Women Communicating: Studies of Women’s Talk. Ed. Barbara Bate and Anita Taylor. Norwood, New Jersey: Ablex, 1988, pp. 9-26. Foss, Sonja K., and Karen A. Foss. “What Distinguishes Feminist Scholarship in Communication Studies?” Women’s Studies in Communication, 11 (Spring 1988), 9-11. Foss, Sonja K., and Ann M. Gill. “Michel Foucault’s Theory of Rhetoric as Epistemic.” Western Journal of Speech Communication, 51 (Fall 1987), 384-401. Foss, Sonja K. “Body Art: Insanity as Communication.” Central States Speech Journal, 38 (Summer 1987), 122-31. Radich, Anthony J., and Sonja K. Foss. “Economic Impact Studies of the Arts as Effective Advocacy.” In The Economic Impact of the Arts: A Sourcebook. Ed. Anthony J. Radich. Denver, Colorado: National Conference of State Legislatures, 1987, pp. 77-103. Foss, Sonja K. “Ambiguity as Persuasion: The Vietnam Veterans Memorial.” Communication Quarterly, 34 (Summer 1986), 326-40. Foss, Sonja K. “Women Priests in the Episcopal Church: A Cluster Analysis of Opposition Rhetoric.” Religious Communication Today, 7 (September 1984), 1-11. Foss, Sonja K. “A Female Perspective on the Research Process.” Women’s Studies in Communication, 7 (Fall 1984), 73- 76. Foss, Sonja K. “Retooling an Image: Chrysler Corporation’s Rhetoric of Redemption.” Western Journal of Speech Communication, 48 (Winter 1984), 75-91. Foss, Sonja K., and Anthony J. Radich. “Metaphors in ‘Treasures of Tutankhamen’: Implications for Aesthetic Education.” Art Education, 37 (January 1984), 6-11. Foss, Karen A., and Sonja K. Foss. “The Status of Research on Women and Communication.” Communication Quarterly, 31 (Summer 1983), 195-204. Foss, Sonja K. “Criteria for Adequacy in Rhetorical Criticism.” Southern Speech Communication Journal, 33 (Spring 1983), 283-95. Foss, Sonja K. “Abandonment of Genus: The Evolution of Political Rhetoric.” Central States Speech Journal, 33 (Summer 1982), 367-78. Foss, Sonja K. “Rhetoric and the Visual Image: A Resource Unit.” Communication Education, 31 (January 1982), 55-66. Foss, Sonja K., and Anthony J. Radich. “The Aesthetic Response to Nonrepresentational Art: A Suggested Model.” Review of Research in Visual Arts Education, 12 (Fall 1980), 40-49. Foss, Sonja K. “The Equal Rights Amendment Controversy: Rhetorical Worlds in Conflict.” Quarterly Journal of Speech, 65 (October 1979), 275-88. Foss, Sonja K. “Teaching Contemporary Feminist Rhetoric: An Illustrative Syllabus.” Communication Education, 27 (November 1978), 328-35. Foss, Sonja K. “Feminism Confronts Catholicism: A Study of the Use of Perspective by Incongruity.” Women’s Studies in Communication, 3 (Summer 1979), 7-15. Foss, Sonja K. “The Feminists: A Rhetorical Analysis of the Radical Feminist Movement.” University of Michigan Papers in Women’s Studies, 2 (1976), 79-95.