Current Grad Classes - Fall 2015
Tuesday/Thursday, 9:40-11:05 am
This course in interpersonal communication emphasizes both communication theory and
real life applications of the course content. Class material will be explored through
exercises and discussion designed to develop and/or enhance skills such as: perception,
the effective presentation of ideas and emotions, and maintaining healthy relationships.
Practical application within the classroom should increase the likelihood of retention
and use of the concepts outside of the classroom as part of a life-long process. This
life-long process should include growth and movement toward quality-based, satisfying
interaction with others as well as recognizing circumstances where interpersonal behavior
Spitzberg, B.H., & Cupach, W.R. (Eds.). (2010). The dark side of close relationships II. Mahwah, NJ: Routledge.
Stewart, J. (2013). U&ME: Communicating in moments that matter. Chagrin Falls, OH: Taos Institute Publications.
Monday/Wednesday, 2:30-3:45 pm
Examination of notable public discourse from the founding of the republic to the present;
religious and secular foundations of American rhetoric, with emphasis on the rhetoric
of American social movements such as the American revolution and the 20th-century civil rights movement.
Reid, Ronald and Klumpp, James (2004) American Rhetorical Discourse, Third Edition. Waveland Press.
Tuesday/Thursday, 1:00-2:25 pm
This course provides an opportunity to explore the various means by which we define
what constitutes culture and how we acquire our cultural identities. Self-perception
and the perception of the "other" will be discussed as factors that serve to problematize
the communication that occurs between (and within) groups. This course will focus
on communication that occurs among the domestic populations of the United States;
however, international relationships will be discussed to a limited degree. My main
goal is to provide a practicum for developing the initial stages of effective interpersonal
and intercultural communication competence. A second goal is to introduce you to
various theories (from within as well as outside of the Communication discipline)
that attempt to explain intercultural interaction.
Martin, J., & Nakayama, T. (2013). Experiencing intercultural communication: An introduction
(5th ed.). Boston, MA: McGraw-Hill.
Additional class readings as assigned.
Audio Production for Film and Video
Tuesday/Thursday, 2:40-5:10 pm
This course is designed primarily for students in the film and video production sequence.
Emphasizing practical applications of sound recording techniques, signal processing,
structuring and design, the course requires extensive "hands-on" work as well as discussions
of various theories concerning the relationship of sound to image.
Pro Tools 101 An Introductions to Pro Tools 11; ISBN13: 978-1285774848
Class time will be used for demonstrations and lectures. Students also will be required
to work outside class time, producing assigned projects on the Pro Tools Digital Audio
Workstations in the Department of Communication editing labs.
Wednesday, 1:00 – 4:00 pm
This course is designed to expand the student’s knowledge of cinematography so that
she will have a better understanding of the tools and procedures necessary for solving
the multitude of problems, aesthetic and technical, that confront the image-maker.
While it is impossible to provide for the kind of day-to-day production work that
is required in order to become truly skilled, the course includes a number of exercises,
and a final project, in which to apply the concepts learned in class.
Thursday, 9:40-12:40 pm
This course will examine science fiction and post-apocalyptic styles of international
and U.S. narrative film from 1950 to present. The course will ask how contemporary
cinema has dealt with uncertainties of modern day life, including, but not limited
to, a possibility of extinction. It will argue that science-fiction cinema is singularly
important to cultural understanding of humanity.
Tuesday/Thursday, 11:20-12:45 pm
The course will examine the theory, techniques, and ethics of documentary storytelling
in film and television, exploring the special nature of documentary writing that distinguishes
the form from fictional programs. Students will be expected to develop the skills
and standards they need to be effective creators and critical viewers of documentaries
and to understand the importance of the form in the functioning of an educated democracy.
“Documentary Storytelling: Creative Nonfiction on Screen” by Sheila Curran Bernard;
Third Edition; ISBN-13: 978-0240812410
The course is about conceiving and planning documentaries—all the work that must
be done before one turns on the camera. Although this is not a production course,
students often use the semester to plan films that they go on to produce later. The
course also has value for those who have no filmmaking ambitions, because case studies
of documentaries and the filmmakers’ decision processes can shed light on many different
forms of writing and editing.
Sem Political Comm
Tuesday, 5:30-8:30 pm
In this course, you will examine selected case studies involving the great presidential
and political advocates, the pivotal issues of particular time periods, and special
topics of interest to students of political rhetoric, public affairs, and history.
Specifically, the course will allow you to develop and to enhance your abilities as
a critical scholar by giving you the opportunity to analyze various forms of significant,
political discourse—rhetoric that is important historically, theoretically, conceptually,
Understanding the nature of political discourse depends on having both theoretical
and practical experiences. Thus, we will be reading a lot and writing a lot. Theories
and descriptions of political discourse will be developed through the readings, lectures,
and class discussions. The practical component will be developed through in-class
assignments and research papers.
You are expected to read thoroughly each week’s assignments. You need to come to
class prepared to ask and to answer provocative questions, prepared to discuss the
readings in a meaningful way and, most important, prepared to exhibit rhetorical sensitivity
to the classroom community. Failure to read, to participate, and to treat your colleagues
professionally limits the discussion potential and the construction of knowledge you
need to do well in the class.
Monday, 5:30-8:30 pm
This class focuses on applying literacy principles to real life health phenomenon,
in clinical encounters, as well as in community and public health contexts with an
emphasis on underserved and vulnerable populations.
-Describe the relationship between health literacy, health communication, and health
-Identify and explain theories, models, and concepts of health literacy that influence
-Differentiate theoretical domains of health literacy (e.g., fundamental, media, e-health/m-health,
scientific, cultural) as they apply to specific health contexts and health behaviors.
-Appraise data to determine relationships between health factors (e.g., health behavior,
outcomes, healthcare quality/access) and health literacy for targeted populations.
-Identify and evaluate the effectiveness of health literacy strategies, research methods,
and measurement tools to determine the optimal approach for health literacy interventions.
-Examine a health literacy intervention that integrates and utilizes health literacy
strategies, research data and methods, and measurement tools to address health literacy
barriers for targeted populations.
-Oral Health Literacy: Workshop Summary (2013)
-Informed Consent and Health Literacy: Workshop Summary (2015)
-Health Literacy and Numeracy: Workshop Summary (2014)
-And additional readings as assigned by instructor
The course will be organized in seminar style. Students will carry responsibilities
of researching and sharing topics throughout the term, and will also participate centrally
in two research projects.
Seminar in Communication Theory: Bodies and Technologies
Wednesday, 5:30-8:30 pm
This course examines current theoretical approaches to the study of the interface
between bodies and technologies. Using feminist theory, posthumanism, and affect theory,
we will examine a variety of technologies, including imaging technologies (x-rays, MRIs, etc), biotechnologies (genetics, cloning), reproductive technologies (in-vitro, test tube babies), surveillance technologies (body scans, face recognition), information technologies (internet, binary data codes), and new technologies (iPad, social networks, mobile and touch technologies). We will specifically complicate
a divide between human and non-human animals and between the boundaries of bodies
and technologies. The course will examine technologies as assemblages which bodies
as useful, normal, diseased, or pathological.
Hayles, N. Katherine. How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. University of Chicago Press, 2008.
Haraway, Donna Jeanne. Modest− Witness@ Second− Millennium. FemaleMan− Meets− OncoMouse: Feminism and Technoscience. Routledge, 1997.
Treichler, Paula A., Lisa Cartwright, and Constance Penley, eds. The visible woman: Imaging technologies, gender, and science. NYU Press, 1998.
COMM / ENGL 7/8815
Seminar in the History of Rhetoric
Monday, 5:30-8:30 pm
In this cross-listed seminar we are going to trace the developments of rhetoric and
the teaching and practice of writing and speaking from the Renaissance to the beginning
of the 20th century. The course is equally divided into three units: The Renaissance, British-Scottish,
and early American.
For the first unit, we will read Peter Mack’s Renaissance Rhetoric: 1380-1620 as our guide while also reading excerpts from Desiderius Erasmus (De Copia and Ciceronianus) and Peter Ramus (Arguments Against Quintilian), and conclude the unit with Don Paul Abbot’s “Reading, Writing, and Rhetoric in
the Renaissance”. We will then move on to the Scots and Brits beginning with John
Ward’s System of Oratory (1759) and Thomas Sheridan’s A Course of Lectures on Elocution (1762), followed by George Campbell’s Elements of Rhetoric (1776), Hugh Blair’s Lectures on Rhetoric and Belles Lettres (1783), Richard Whately’s Elements of Rhetoric (1826), and we will conclude this unit with Linda Ferreira-Buckley’s “Writing Instruction
in Eighteenth- and Nineteenth-Century Great Britain: Continuity and Change, Transitions
and Shifts”. We will begin the third unit with a rhetorical analysis of the Declaration
of Independence, informed by excerpts from, among others, Wilbur S. Howell’s Eighteenth Century British Logic and Rhetoric. Next is John Q. Adams’s Lectures on Rhetoric and Oratory (1810), which we will read along with Ronald Reid’s “The Boylston Professorship of
Rhetoric and Oratory, 1806-1904.” We will also read and analyze excerpts from Adams’s
Amistad defense before the Supreme Court. After Sarah Grimke’s Letters on the Equality of the Sexes and the Condition of Woman (1837), we will engage rhetorics that more specifically concern themselves with the
teaching of composition, including selected readings from Alexander Bain’s English Composition and Rhetoric (1866), Henry Day’s Art of Discourse (1867), David J. Hill’s The Science of Rhetoric (1877), and Adams Sherman Hill’s The Principles of Rhetoric (1895). We will conclude the semester with Herbert Wicheln’s “The Literary Criticism
of Oratory” and Thomas P. Miller’s The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns.
As for assignments, students will write a 4-5 page summary / response for each unit,
offer a class presentation on one of the texts / authors (or on a topic relevant to
one of the units), and write a substantial semester research paper (that includes
an annotated bibliography) on a topic that is relevant to one of the units.
Desiderius Erasmus, On Copia of Words and Ideas, Marquette UP, 1963 (978-0874622126)
Lynn Gaillet, ed., Scottish Rhetoric and Its Influences, Routledge, 1997 (978-1880393277)
Golden and Corbett, eds., The Rhetoric of Blair, Campbell, and Whately, SIUP, 1990 (978-0809316021)
Peter Mack, Renaissance Rhetoric 1380-1620, Oxford UP, 2013 (978-0199679997)
Thomas P. Miller, The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns,U of Pittsburgh Press, 2011 (978-0822956235)
Walter Ong, Ramus, Method, and Decay of Dialogue, U of Chicago Press, 2005 (978-0226629766)
Peter Ramus, Arguments in Rhetoric Against Quintilian, James Muprhy, ed., SIUP, 2010 (978-0809330140)
Topics in Rhetoric: The African American Prophetic Tradition
Andre E. Johnson
Thursday, 5:30-8:30 pm
Students in this survey class will examine the prophetic rhetorical tradition of African
Americans. By engaging in a careful reading of texts that make up the African American
oratorical and literary canons, students will examine how the African American prophetic
tradition builds, forms, and transforms its audiences and communities. Moreover, students
will also study how this rhetoric critiques, challenges and charges all of society
to live up to the ideals which it espouses and finally how speakers adopt a “prophetic
persona” in the delivery of these messages. In addition, the class will place emphasis
on the rhetorical strategies used and how these strategies changed and/or remained
the same over time.
Foner, Phillip. Lift Every Voice: African American Oratory 1787-1900 (University of
Alabama Press, 1998)
Houck, Davis W. and David E. Dixon: Rhetoric, Religion, and the Civil Rights Movement
(Baylor University Press, 2006)
Johnson, Andre E. The Forgotten Prophet: Bishop Henry McNeal Turner and the African
American Prophetic Tradition (Lexington Books, 2012)
Logan, Shirley Wilson. With Pen and Voice: A Critical Anthology of Nineteenth-Century
African American Women (Southern Illinois, 1995)
Simmons, Martha and Frank Thomas. Preaching with Sacred Fire: An Anthology of African
American Preaching (W.W. Norton, 2010)
West, Cornel and Christa Buschendorf. Black Prophetic Fire. (Beacon Press, 2014)