| Wks. 1-2: January 16th & 23th |
 Readings:
 Ehninger, "On
Systems of Rhetoric,"
Scott, "A Synoptic View of Systems of Western
Rhetoric," and
Ehninger, "II. A Synoptic View of..."
Kinneavy, "Discourse and the Field of English" (communications triangle)
Kinneavy, "A Pluralistic Synthesis of Four Contemporary Models of Teaching
Composition" (Moffett, Britton, D'Angelo, Kinneavy)
Darnton, "What is the History of Books?" (Recommended)
Fulkerson, "Four Philosophies of Composition."
Berlin, "Contemporary Composition: The Major Pedagogical Theories."
Kott, "The Sexual Triangle."
Kristeva, "The Ethics of Linguistics." (Recommended)
Serres, "Platonic Dialogue" concerning "the excluded third."
Hayles, "Boundary Disputes: Homeostasis, Reflexivity, and the Foundations of Cybernetics."
Discussion:
Rhetorics, some definitions (e.g., from Aristotle, Quintilian, Burke,
Booth, Barthes, Derrida, Valesio, DeMan, Young, Scott, Ehninger, Perelman,
et. al.)
Moving from Definitions to Systems, Topologies, Maps of the Field and Text/s (e.g., Scott, Ehninger, Kinneavy, Berlin, et. al.), and of the Body(es), and of NOise and Interruptions, and of the Beyondness of the Body in Virtual and nonHuman(istic) spaces.
Life is a try-angle, a threesome, and we human beings would control the threesomeness of it all and yet some more. This evening we will examine un/just how we control Logos (language, discourse, etc.) to have a field or discipline and un/just how we exclude (by[e] way of too much of Logos) in the name of knowing, doing, and making (Aristotle). Nes, We will be concerned with human beings, as well as all so-called organic and inorganic stuffs, and their relationships with Logos.
Supplementary Reading:
Jacques Derrida,
"Structure, Sign, and Play";
deMan, "Semiology and
Rhetoric"
View Mark Tansey's "Derrida Queries deMan".
 For a suggestive discussion of what we will have been un/doing, go to
Class Notes #1-2a | #1-2b | #1-2c | #1-2d | #1-2e |
Readings:
Plato, the Gorgias, Phaedrus, Sophist. || Gorgias, "On the Nonexistent, Or On Nature" and "Encomium of Helen."
Discussion:
Either there is Some Thing Or there is No Thing: What's the Difference (DifferAnce)? The Consequential un/Kinds of Violence! The Differend! What to do with 'Phrases in Dispute'? (Lyotard)
Supplementary Reading, to be read in this order:
J. Poulakos,
"Rhetoric, the
Sophists, and the Possible";
Schiappa,
"Neo-Sophistic Rhetorical Criticism or the Historical Reconstruction of
Sophistic Doctrines?";
J. Poulakos,
"Interpreting Sophistical Rhetoric: A Response to
Schiappa";
Schiappa,
"History and
Neo-Sophistic Criticism: A Reply to Poulakos";
Schiappa,
"Sophistic Rhetoric: Oasis or Mirage?";
Vitanza,
"The Sophists?"
Class Notes #4 |
| Wk. 7: February 27th ... rebeginning In Medias Res |
| Wk. 8: March 6th ... Good Reasons (Revised), Ethnography Revised |
10: March 20th--Spring Break--
| Wk. 13/14: April 10th/17th (CCCC interruption) |
Readings:
Freire, Paulo. Pedagogy of the Oppressed.
Supplementary Readings:
Berlin, James. "Freirean Pedagogy in the U.S.: A Response." JAC 12 (Fall 1992): 414-421.
Berlin, James. "Into the Classroom." In Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Urbana, IL: NCTE, 1996. 115-145.
Discussion:
I. Freire, Literacies (Semiotics), Revolutions, in the Proto-Classless Room.
Class Notes #13 |
Reading:
Lyotard, Jean-Francois. The Postmodern Condition.
Supplementary Readings:
Readings, Bill. The University in Ruins.
Discussion:
I. Lyotard vs. Habermas, Crisis of Representation/Ligitimation (Nihilism, deligitimation), Metanarratives: The Liberation of Humanity & The Speculative Unity of all Knowledge, Pragmatics, Crisis of Consensus, Ligitimation by Paralogy (as opposed to performitivity of consensus), little narratives, Education? II. Postmodern Condition (realism, postmodernism, modernism). III. Absence of Culture and National Identity. Community of Dissensus. Globalization. And Education?
Class Notes #15 |
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