fall 2013 syllabus: social advocacy and ethical life (sael 200)

7/27/2019 Fall 2013 Syllabus: Social Advocacy and Ethical Life (SAEL 200)

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SAEL 200: Social Advocacy and Ethical LifeSec. 001: MWF 8:30-9:20, Room: Callcot 202

Sec. 004: MWF 10:50-11:40, Room: Petigru 111Instructor: Cynthia Bateman

Contact Information:Office: Humanities Office Building, Room 323Email:[email protected] Hours: Mondays 4:00-6:00, Fridays 12:00-1:00, and by appointment

Course Overview:Social Advocacy & Ethical Life is addressed to the nature and relationship of ethics andforms of expression in a variety of socio-political contexts. Students in the course willhave an opportunity to critically investigate theories of ethics and principles of spokenadvocacy, and to apply their inquiry in a cumulative series of exercises and

performances. Both critical and practical, the work undertaken in this course offers achance for students to: 1) question the meaning and importance of contemporary callsfor civility, engaged citizenship, and deliberation; 2) investigate the roots, power, andlimits of ethical discourse and its relevance to social and political decision-making; and3) develop a working understanding of the principles of social advocacy and the ways inwhich communication constructs, supports, and remakes the grounds of ethicalinteraction.

Learning Outcomes:Upon the successful completion of this course, students will be able to:

Define the idea of social advocacy, identify distinct forms of advocacy, anddemonstrate an understanding of the respective values and limits of suchcommunicative practices in a variety of social, political, and cultural situations;

Define sources and functions of ethical reasoning and explain its importancein the development of individual and collective life, identify key ethicalconcepts and recognize the kinds of social and political issues that provokeethical questions, and critically analyze and engage ethical controversies thatshape personal and social norms of responsibility;

Understand, perform, and critically assess the ways in which social advocacycan invent, shape, and upset personal and collective ethical commitmentsand the ways in which ethical frameworks enable, promote, and guide

advocacy; Understand and explain the fundamental concepts and frameworks that

enable social advocacy, including principles of argumentation, ethical forms ofpersuasion, theories of the rhetorical situation and audience interaction, andmodes of listening;

Apply and demonstrate the basic concepts of ethical social advocacy throughthe performance of speeches that address a variety of ethical issues andwhich engage audiences with diverse and conflicting ethical commitments;
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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which issues are composed of different if not competing opinions about whatis good, valuable, or appropriate; 3) the speech lays the groundwork for thecourses concern for the motives of advocacy and the role of argumentationand audience analysis in its performance and evaluation. The assignment is75 points.

3. Making a Case: This assignment asks each member of the class to developand present a 5 - 6 minutes speech that proceeds from a specific claimabout an issue and which endeavors to generate interest from an audience.Working with the issues taken up in the discovering an issue speech, thegoal of this speech is to move from providing information about a problem tomaking a specific claim about the meaning, significance, and/or appropriateresolution of an ethical issue. In this respect, the speech may contend thatone perspective about an issue is rooted in a stronger argument than itscounterparts or that the issues different sides are limited and require a newapproach. This work serves several goals: 1) the speech requires theapplication of argumentation theory, including the formulation and

development of a claim that takes a position on the ethical significance of anissue; 2) the speech affords a working understanding of the rhetoricalsituation, an opportunity to invite an audience to listen critically and to presenta case that engages the interests of those with different views of the issueunder consideration; 3) the speech provides the chance to reflect critically onthe specific ethical choices and dilemmas entailed in addressing an issueabout which people disagree. The assignment is worth 100 points.

4. Debating for Judgment: The aim of the assignment is to undertake a debateover a single issue or problem and to do so in a manner that invites anaudience to undertake deliberation and judgment about the merits andimplications of the question under consideration. This is a collaborativeexercise in which class members will work in pairs. Each debate will consistof a ten (10) minute performance. The goal of the debate is not to win but tocollaborate in a manner that enables the ethical practice of deliberation. Tothis end, partners will work together to develop and compose speeches thatprovide contrasting and clashing views about the meaning, significance andbasis for deliberation over a particular ethical issue. This effort affords anopportunity to: 1) consider the different sides of the issue, specifically with aneye to how they form a controversy and how we might begin to understandthe connections between the arguments that compose the controversy; 2)apply principles of ethical clash and consider how the process of clash cancreate space to define the meaning and significance of values; 3) open amoment of deliberation in which speakers and audiences reflect on andperhaps revise their own ethical and moral commitments. The assignment isworth 100 points.

Writing1. Critical Speech Analysis: Each student in the course will write one critical

analysis of a Discovering an Issue speech given by another member of theclass. This paper (2-3 pages) will be addressed to the ethical assumptions,


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claims, and implications of a particular speech, with specific attention paid tothe types of ethical-moral reasoning that are employed in the speech and howsuch reasoning might be heard by a diverse audience. Papers are due nolater than one week after the last speech for the speaking assignment isdelivered.The paper is worth 50 points.

2. Reasoning about an Ethical Issue: Each student in the course will developand compose a five-page paper addressed to an ethically significant social,political, or cultural issue. Working from a clear and directed thesis, the papershould 1) detail the issue in question, 2) explain its ethical significance in lightof one or more appropriate ethical theories, and 3) draw from relevant ethicaltheories in order to build a case for how the issue can be productivelyaddressed or resolved. The issue addressed in the paper will be the same asthat for Speaking Assignment #3 Making a Case. See weekly schedule fordue date. The paper is worth 100 points.

3. Addressing Ethical Controversy: Each student in the course will developand compose an eight-page paper that investigates specific ways in which

ethical claims provoke opposition and how this opposition can be productivelyaddressed. This paper will first involve a substantial revision of paper #2(Reasoning about an Ethical Issue) based on instructor feedback and coursereadings. In addition, the paper will 1) detail two significant objections to theposition defended in the paper, 2) identify how these objections are rooted inspecific forms of ethical thought, and 3) draw from specific ethical theories todevelop replies to these objections. See weekly schedule for due date. Thepaper is worth 75 points.

4. Short Response Papers: Each student will write two short papers (1-2pages) responding to particular readings throughout the semester. Eachresponse will consist of a concise summary of the reading followed by thestudents response to the reading (note: the paper should be 2/3 summaryand 1/3 student response). These papers are worth 30 points each (60 pointstotal).

5. Video Responses: Each student will write a response to six of the eightvideos posted to our course website. Each response will be written in the formof a comment directly on the online post. Responses should demonstrate thestudents attempt to apply readings and in-class discussions to the video.Videos will be posted on Saturdays and responses are due by the start ofclass on the following Fridays. These responses are worth 10 points each (60points total).

Course Policies:

Attendance: Students are expected to attend every class meeting inaccordance with the University Attendance Policy. Success in this courserests heavily on engaged participation. If you are not present, you cannotparticipate as student, speaker, or audience member. Also see the sectionbelow on course policies regarding make-up speeches.


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Class Preparation: All readings should be completed by the day for whichthey are assigned. All students are expected to bring copies of the readings toclass on the day that they are discussed. On days that you deliver orworkshop a speech, all preparatory forms must be completed. Speechoutlines must be submitted before speaking.

Grading Scale: The following scale will be used for the calculation andassignment of all grades in the course.

Total possible points: 670

A: 100%-90% (670-603)

B+: 89-86% (602-576)

B: 85-80% (575-536)

C+: 79-76% (535-509)

C: 75-70% (508-469)

D: 69-60% (468-402)

F: Below 60 (


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courtesy includes not interrupting other speakers and refraining from the useof profanity and intentionally inflammatory and/or insulting language. Simplyput, while you are always free to disagree with the instructor and one another,you will do so respectfully or you will be dismissed from class for the day andmarked absent. (Refer to the Carolina Creed for additional information on

appropriate campus behavior:http://www.sa.sc.edu/creed/). Academic Responsibility, Integrity and Ethics: The Carolina Community

holds that It is the responsibility of every student at the University of SouthCarolina to adhere steadfastly to truthfulness and to avoid dishonesty, fraudor deceit of any type in connection with any academic program. Any studentwho violates this rule or who assists others to do so will be subject todiscipline. Dishonesty will constitute:

o Giving or receiving unauthorized assistance, or attempting to give orreceive such assistance, in connection with the performance of ANYacademic work.

o

Unauthorized use of materials or information of any type including theuse of any obtained through electronic or mechanical means.o Access to the contents of any test or examination prior to its

administration.o Unauthorized use of another persons work without proper

acknowledgement of source, regardless of whether the lack ofacknowledgment was unintentional.

o Intentional misrepresentation by word or action of any situation of fact,or intentional omission of material fact, so as to mislead any person inconnection with any academic work.

o Please visit the following link for a thorough explanation of USCs

honor code:http://www.sc.edu/policies/staf625.pdf

Email Etiquette: The best way to reach me is via email. In order to receivethe fastest response possible, please format your email as followsinclude atopic in the subject line, a greeting, and sign the message with your first andlast name (I may have three Amys in class. Which one are you?) I willrespond to emails received between the hours of 8:00am and 7:00pmMonday-Friday the same day I receive them. I will respond to emails receivedoutside of this window the next day. Emails sent after 7:00pm on Friday willbe returned the following Monday.

Students with Disabilities:Any person who because of a disability may

need special arrangements or accommodations to meet the requirements ofthis course should consult with the instructor as soon as possible. The Officeof Disability Services may be reached at (803) 777-6142, or atwww.sa.sc.edu/sds/.
http://www.sa.sc.edu/creed/http://www.sa.sc.edu/creed/http://www.sa.sc.edu/creed/http://www.sc.edu/policies/staf625.pdfhttp://www.sc.edu/policies/staf625.pdfhttp://www.sc.edu/policies/staf625.pdfhttp://www.sc.edu/policies/staf625.pdfhttp://www.sa.sc.edu/creed/


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How to Submit an Assignment:All assignments for this course will be submittedelectronically via Dropbox unless otherwise noted. Specific information aboutsubmission instructions is available on our course website.

Additional Resources:

USC Writing Center- The Writing Center offers help in developing, organizing,proofreading, and clarifying your papers. Their services are free to universitystudents so take advantage of them! The Writing Center is located in ByrnesBuilding, room 703. Please call (803) 777-2078 or visithttp://artsandsciences.sc.edu/write/ to make an appointment.

USC Counseling Services provides students with confidential access to speak withtrained counselors for any number of reasons including stress, anxiety,depression, etc. This service is available at no cost to registered students.Counseling Services is located on the seventh floor of Byrnes Building. Pleasecall (803) 777- 5223 to make an appointment.

OWL- The Purdue Online Writing Lab (or OWL) is a great resource for a variety

of writing issues such as MLA and APA format and guides to avoiding plagiarism.Please visit OWL athttp://owl.english.purdue.edu/

***This syllabus may be altered at any time throughout the semester at the instructorsdiscretion. Changes will be announced in class and on our website.***

SAEL 200/Fall 2013Instructor: Cynthia Bateman

Daily Schedule*

Week 1: Getting Acquainted Monday, Aug. 26

rd:

o Reading: Nietzsches On Truth and Lies in a Nonmoral Sense o Video: Butler and Schiff at Occupy New York (posted to website for

reflection) Wednesday, Aug. 28

th:

o Reading: Braidottis The Politics of Life Itself and New Ways of Dyingo Assign Speech #1

Friday, Aug. 30

th

:o Discussion question: How do the readings for this week connect to

questions of ethics and advocacy?o In-class reading: Declaration of Independenceo Suggested reading: Intro to Public Speakingchapter 2

Week 2: On Rhetoric Monday, Sept. 2

nd: No Class
http://artsandsciences.sc.edu/write/http://artsandsciences.sc.edu/write/http://owl.english.purdue.edu/http://owl.english.purdue.edu/http://owl.english.purdue.edu/http://owl.english.purdue.edu/http://artsandsciences.sc.edu/write/


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Wednesday, Sept. 4th:o Reading: Aristotles Rhetoric(pp 19-33 from from Book I), The Essential

Guide to Rhetoric, chapter 1o Video: What Aristotle and Joshua Bell Can Teach Us About Persuasion

(posted to website for reflection)

Friday, Sept. 6

th

:o Reading: Naass Turning(pp. 1-20)o Discussion question: How can reading Aristotle and Naas through one

another open more spaces for us to discuss rhetoric? What are somerelationships between rhetoric and persuasion?

Week 3: Speech 1 Monday, Sept. 9th:

o In-class: delivery of speecheso Speech outlines due with delivery of speecho Assign: One-page written response (formal) to one of the assigned

readingso Readings: Havels A Word About Words, Gearharts The Womanization

ofRhetoric Wednesday, Sept. 11

th:

o In-class: delivery of speecheso Speech outlines due with delivery of speech

Friday, Sept. 13th

:o In-class: delivery of speecheso Speech outlines due with delivery of speech

Week 4: Understanding Discourses of Advocacy and Ethics Monday, Sept. 16th:

o Reading:Althussers Ideology and Ideological State Apparatuses (Notestoward an Investigation)

o Video: David Ickes Animal Rights Bill (posted to website for reflection) o Due: Written response

Wednesday, Sept. 18th:

o Reading: Gadamers Man and Language, The Essential Guide toRhetoric, chapter 2

o Assign: Speech #2 Friday, Sept. 20

th:

o Discussion question: How do concepts of language enter intodiscussions and performances of advocacy and ethics? (RevisitNietzsches ideas from On Truth and Lies here)

o Suggested reading: Intro to Public Speakingchapter 3

Week 5: Advocating Norms and Values, Part I Monday, Sept. 23

rd:

o Reading: Burkes Permanence and Change (pp. 5-36)


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o Assign: One-page written response (formal) to one of the assignedreadings

o Video: JK Rowlingss Commencement Speech (posted to website forreflection)

Wednesday, Sept. 25th:o

Reading: Burkes Language As Symbolic Action (pp. 44-62) Friday, Sept. 27th:o Discussion Question: Following your viewing of JK Rowlingss speech,

how might we discuss Burkes concepts of trained incapacities andterministic screens as failures (where failures are those things fromwhich we grow and develop)?

Week 6: Advocating Norms and Values, Part II Monday, Sept. 30th:

o Reading: Blumenbergs An Anthropological Approach to theContemporary Significance of Rhetoric, Brockreide and Ehnigners

Toulmin on Argumento Due: Written responseo Video: Clinton at the 2013 Women in the World Summit (posted to

website for reflection) Wednesday, Oct. 2nd:

o In-class reading: Clintons Remarks at Women in the World Summit,TheEssential Guide to Rhetoric, chapter 4

Friday, Oct. 4th:o Discussion question: How does the idea and practice of advocacy reveal

the precariousness of our lives? How does advocacy depend on anddevelop through arguments?

o Assign: Essay 1: Critical Speech Analysis

Week 7: Speech #2 Monday, Oct. 7th:


Wednesday, Oct. 9th:o In-class: delivery of speecheso Speech outlines due with delivery of speech

Friday, Oct. 11th:


Week 8:Exploring Values, Part I Monday, Oct. 14th:

o Reading: Barads Posthumanist Performativityo Video: Birds of Paradise Mating Dances (posted to website for reflection)o Due: Essay 1 (Critical Speech Analysis)

Wednesday, Oct. 16th:


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o Assign: Speech 3 (Making a Case) and Essay 2 (Reasoning About anEthical Issue)

o Discussion question: How might an attention to boundary-makingpractices (as explained by Barad) disrupt our conversations about ethicsand advocacy?

o

Suggested reading: Intro to Public Speakingchapter 6 Friday, Oct. 18th: No Class

Week 9:Exploring Values, Part II Monday, Oct. 21st:

o Reading: Mill, On Liberty(pp 41-55)

o Video: Charlton Heston My Cold DEAD Hands (posted to website forreflection)

Wednesday, Oct. 23rd:o Reading: Rawls, Theory of Justice (pp 3-24)

Friday, Oct. 25th:

o

Discussion question: In what ways do the concepts of freedom andjustice serve as boundary-making practices? (Revisit Braidottis notion ofan ethics of nonreciprocity here)

Week 10: Exploring Values, Part III Monday, Oct 28th:

o Reading: Nozicks The Experience Machine, Matt Killingsworth TEDTalk, Cameron Russell TED Talk

o Video: Malcolm X A Persons Deeds (posted to website for reflection) Wednesday, Oct 30

th:

o Reading: Sontags Against Interpetationo In-class reading: Vonneguts Harrison Bergeron

Friday, Nov. 1st:o Discussion question: In what ways do values such as happiness and

beauty contribute to our formations of ethical theories and our participationin and performance of acts of advocacy?

o Due: Essay 2 (Reasoning About an Ethical Issue)

Week 11: Speech #3 Monday, Nov. 4

th:

o In-class: delivery of speecheso Speech outline with delivery of speech

Wednesday, Nov. 6th:o In-class: delivery of speecheso Speech outline with delivery of speech

Friday, Nov. 8th:o In-class: delivery of speecheso Speech outline with delivery of speech

Week 12:Difficulty of Expression


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Monday, Nov 11th:o Reading: Bitzers The Rhetorical Situation

Wednesday, Nov. 13th

:o Reading: VatzsThe Mythical Status of Situation

Friday, Nov. 15st:o

Reading: Goodnights Controversyo Assign: Speech 4 (Debating for Judgment) and Essay 3 (Addressing

Ethical Controversy), pair up for speech 4

Week 13: Emotion Monday, Nov. 18th:

o Readings: Aristotles Rhetoric(excerpt from Book II),o Assign: Thought web for Essay 3

Wednesday, Nov. 20th:o Speech 4 conference with partner

Friday, Nov. 22th

:o

Discussion question: What role does emotion play in ethical advocacy?What is the relationship between emotion and rhetoric?o Speech 4 conference with partner

Week 14: On Virtue Monday, Nov. 25th:

o Reading:Aristotles Nicomachean Ethics (pp 1-36)o Due: Thought web for Paper 3

Wednesday, Nov. 27th: No class Friday, Nov. 29

th: No class

Week 15: Speech #4 Monday, Dec. 2

nd:

o In-class: delivery of speecheso Speech outline due with delivery of speech

Wednesday, Dec. 4th:

o In-class: delivery of speecheso Speech outline due with delivery of speech

Friday, Dec. 6th

:o In-class: delivery of speecheso Speech outline due with delivery of speecho Course evaluationso Due: Essay 3 (Addressing Ethical Controversy). You must submit Essay 3

to your Dropbox no later than noon (12:00pm) on Wednesday, December11th. You can, of course, submit your essay earlier if you wish.

*Schedule subject to change at instructors discretion.


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fall 2013 syllabus: social advocacy and ethical life (sael 200)

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