COM 20400: Critical Perspectives on Communication
MW 11:30-12:20, MTHW 210
Josh Boyd, Ph.D. BRNG 2274E
Office hours: M 2:30-3:30, T 12-1, and by appointment
471.1258 (home) 494.3333 (office)
We want you to learn from and enjoy this course, and we certainly don’t want you to suffer confusion. If you have questions about the course or about specific assignments, contact any of us. You are welcome to e-mail me any time or to call me at home any time before 11:00 p.m.
Teaching assistants:
John Dowd Claudia Janssen Christine Spinetta
BRNG 2161 BRNG 2274A BRNG 2163
494.9518 496.2769 494.7790
jdowd@purdue.edu cijansse@purdue.edu cspinett@purdue.edu
Sections: 4, 5, 6 Sections: 2,3 Sections: 7, 8, 9
Hours: TTH 10:30-12 TH 10-12, F 9:30-10:30 TTH 1:20-2:50
Course objectives: At the end of the course, …
1. You will be able to write a cogent and cohesive argument about communication, complete with thesis statement and support.
2. You will be able to distinguish among qualitative methods of communication research.
3. You will be able to explore relevant questions about a given sample of communication using multiple methods and perspectives.
Recitations (all in MTHW 301)
002 F 7:30-8:20 (Janssen)
003 F 8:30-9:20 (Janssen)
004 F 11:30-12:20 (Dowd)
005 F 12:30-1:20 (Dowd)
006 F 1:30-2:20 (Dowd)
007 F 2:30-3:20 (Spinetta)
008 F 3:30-4:20 (Spinetta)
009 F 4:30-5:20 (Spinetta)
Course outline
I. Critical thinking
A. Definition of terms
B. Nature of texts
C. Asking questions
D. Media criticism
E. Writing critically
II. Rhetoric
A. Origins
B. Contemporary theory
C. Metaphor
D. Identification
III. Qualitative research methods
A. Conversation analysis
B. Narrative
C. Focus groups
D. Ethnography
E. Semiotics
IV. Perspectives on communication
A. Ideological criticism
B. Modernism
C. Critical Theory
D. Postmodernism
E. Race
F. Feminism
Textbook
This course will not use a textbook. The few online readings in the class, however, are important; I expect you to have read them by their scheduled days in class.
Attendance
No attendance will be taken. You are expected to attend each class meeting. Many assignments will be given ONLY in class, and many will actually be done and collected ONLY in class (e-mailed assignments will not be accepted, early or late, unless that option is given with the assignment). There are rarely warnings for these assignments, and there are no makeups for these assignments. Let me repeat this: if you miss a daily assignment for any reason, even an excellent and valid reason, you cannot make up the assignment you missed; please don't ask. You are also responsible for turning in the assignment in the required format. Some assignments are due via e-mail, some are due in lecture, and some are due in recitation. It is up to you to turn them in the right way and on time.
There is some measure of grace: though there are 24 lecture and recitation assignments, final grades will be determined based on only 20 assignments. Every point you earn on daily assignments, even if you turn in more than 20, is yours to keep. If you earn 4 points on each of the 24 assignments (total=96 points), your daily assignment grade would not be a 4, but a 4.8 (96/20). This builds in the possibility for perfect attenders to even earn extra credit, and it also builds in lenience for a couple of missed classes. No other extra credit will be offered.
One other measure of grace: if you know in advance that you will miss a recitation, you may choose to attend an earlier recitation section—if you do, however, you are responsible for making yourself known to the instructor and handing in your assignment with your instructor and section at the top of the page. A list of all COM 204 recitation sections is on this syllabus for your convenience.
If you miss class, you are responsible for getting notes and assignments from another student. The professor and the instructors will not give out notes or assignments after the class meeting where they were initially given.
If an emergency prevents you from being in class for an exam or one of the major paper due dates, these are your options: 1) Turn in the assignment early (no penalty) or bring your T.A. or me documentation of your absence in advance; 2) Bring specific documentation of your absence within 1 week after the missed class if the absence was an unavoidable emergency (a note that you visited PUSH is not an adequate excuse); 3) Receive a 0 for the assignment.
Recitation sections
The purpose of the recitation sections is to give you the chance to clarify course content and to apply the principles introduced in the large lecture section. These applications include in-class writing assignments, discussions that involve critical thinking skills, development of major papers, and presentations of arguments. Please take advantage of the opportunities recitations provide to develop your critical thinking and writing skills and prepare your major assignments.
Plagiarism and academic dishonesty
For information on Purdue’s policy on plagiarism and academic dishonesty, please see http://www.purdue.edu/ODOS/osrr/integrity.htm. You are responsible for knowing the university policy on what constitutes academic dishonesty. Here is the short version: Do your work honorably and well. ALWAYS give credit—we will assume that everything you turn in (unless otherwise noted) is your own personal work, not borrowed work or group-created work.
If you turn in something without giving credit to others whose ideas or words you used, you will definitely receive a 0 for the assignment; additional consequences can include failure of the course and even expulsion from the university.
If you collaborate with someone else on an assignment and turn in substantially similar work, you are both guilty of plagiarism.
If you turn in work that uses someone else’s exact words with no quotation marks around them, you are guilty of plagiarism.
If you turn in an assignment with someone else's name on it, you have violated standards of academic integrity.
If you use historical information from a website but don’t cite it in your paper and in your reference list, you have violated standards of academic integrity.
If you turn in something written by someone else, expect to fail the course and be reported to the Dean of Students. Do your own work. Give credit where credit is due.
In some cases, you may be required to use Turnitin when submitting papers.
Virginia Tech clause
In the event of a major campus emergency, course requirements, deadlines, and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course: Blackboard page, my email address (boyd@purdue.edu), and my two phone numbers listed above.
Grading
An “A” in this course recognizes superior work, work that demonstrates critical thinking, that exceeds the basic requirements, and that demonstrates mastery of course objectives. Work that meets the basic requirements of an assignment adequately earns a “C.” Do not assume that turning in acceptable work is the same thing as turning in “A” work. For the exact standards by which your work in this course will be evaluated, study the rubric below. Every writing assignment will be assessed according to this rubric. This rubric helps you know what to expect and helps maintain consistency across different recitation sections, teaching assistants, and semesters. Whether earned or by a curve of final grades, at least 10% of the class will earn grades of “A.”
The course uses a 5-point grading scale. Unless academic dishonesty is involved, the minimum grade awarded on work turned in on time is a 1, and the maximum is a 5. Failure to turn in an assignment, however, results in a grade of 0 for that assignment.
Final grades are calculated using seven equal parts:
Midterm exam
Final exam
Daily assignment average counted three times
Critical thinking paper
Rhetoric paper
Daily assignment scores will be averaged to result in a score between 0 and 5, which will then be counted three times in final grade calculation. Exam percentages will be converted to the 5-point scale as follows: 95%=5, 85%=4, 75%=3, 65%=2, 55%=1. Fractional points will be awarded on exams. For example, a student receiving a 96% will actually earn 5.1 points. A student earning an 88% will earn 4.3 points. On an exam, scores below 46% will result in a grade of 0. The two major papers will receive whole numbers according to the rubric below. In order to pass the class, you must earn at least some credit for 6 of the 7 major grading areas; if you have 2 major grades of 0 in your final grade, you will fail the class.
Final grades will be determined according to the following scale (35 points possible):
31.5-35=A (no minuses)
24.5-31.4=B (24.5-26=B-, 26.1-30=B, 30.1-31.4=B+)
17.5-24.4=C (17.5-19=C-, 19.1-23=C, 23.1-24.4=C+)
10.5-17.4=D (10.5-12=D-, 12.1-16=D, 16.1-17.4=D+)
0-10.4=F
Here is an example of a grade calculation:
Tiffany earns the following grades:
Midterm exam: 78% (3.3)
Final exam: 82% (3.7)
Daily assignments: 3.4 (times 3=10.2)
Critical thinking paper: 2
Rhetoric paper: 3
Tiffany has 22.2 total points.
Tiffany’s final grade is a C.
There will be no curve on individual assignments, but final grades are usually curved to result in a better grade distribution (primarily for the “A” and “B” ranges, but also to determine pluses and minuses. The ranges offered above are only a starting point). I guarantee that at least 10% of the class will earn an A. This typically means that the A curve dips to 30 or even slightly lower.
Grade appeals
Because so much of your grade is based on writing, we have worked hard to ensure fairness and consistency in grading. All writing assignments will be graded by the same rubric, and all T.A.s have been trained to apply the rubric. So any errors in grading should be to your benefit. That is, if you receive a grade higher than you probably deserve, you get to keep it. If you have questions about daily assignment grades, you may talk with your T.A. about them--your T.A. has the authority to change the grade if you make a compelling argument, but the T.A.'s decision on daily grades is final. On the major papers, however, if you believe your grade was less than you deserved, you may formally appeal. First, take your paper and talk to your recitation T.A. If you still believe your grade is incorrect, you may appeal to me.
In order to appeal to me, your appeal must be in writing, it must cite the specific concern you have and how that concern relates to the grading rubric, and it must be turned in to me within 1 week of receiving the graded assignment back from your T.A. Appeals should include your argument for a different grade, the original graded paper, and a clean copy. Appeals must demonstrate high quality writing and high quality argument to be considered. My decision is final; be aware that if the appeal grade is lower than the original grade, that is the grade you will receive. Of approximately 5400 major papers students have written for COM 204 through fall 2008, 167 grades (3.1%) have been appealed to me. Of the 167, 103 (62%) ended up with the same grade, 52 (31%) earned a higher grade, and 13 (8%) earned a lower grade. With 52 grade changes out of 5400 papers, less than 1% of grades have been changed, which I hope speaks to the consistency of grading in the course.
Writing must meet all basic requirements in order to receive a 3. No matter how creative a paper is, it will not receive a 5 (or a 4 or even a 3) if key elements of the assignment are missing. In other words, a paper has to meet the requirements of a 3 before it can even be considered for a 4 or a 5. All written assignments will be graded against the following rubric:
Grading Rubric for COM 204
5
A 5 paper features insightful development of ideas and is clearly excellent. Writing demonstrates a very strong understanding of concepts and texts. It features a clear thesis statement, persuasive reasoning, and good support and examples. In addition, it shows insight that goes beyond the basic requirements of the assignment. Transitions help the writing flow smoothly from one idea to the next, and there are almost no errors in grammar or spelling.
4
A 4 paper is clearly competent. Writing demonstrates clear understanding of concepts and texts, but does not display novel or particularly insightful approaches. It features a clear thesis statement and appropriate support and examples. Transitions create a generally smooth flow of ideas, and there are minimal errors in grammar or spelling. This paper is good, but not exceptional.
3
A 3 paper is satisfactory: it meets the requirements of the assignment. Writing demonstrates understanding of concepts and texts, and there is a recognizable argument about communication. The thesis statement makes a claim, but support, though present, may be sketchy or underdeveloped. Transitions are somewhat awkward, and errors in grammar or spelling are present.
2
A 2 paper is unsatisfactory: it fails to meet the basic requirements of the assignment. Failing to follow the assignment automatically results in a grade no higher than 2. Other significant shortcomings that might lead to this grade include one or more of the following: writing demonstrates problems in understanding concepts and texts. The thesis statement does not make a clear claim, rendering support not well-connected to the central claim. There is not a complete argument. Examples may be irrelevant, and errors in logic may be present. The writing is disjointed and may have many distracting grammar and spelling errors.
1
A 1 paper exhibits serious weaknesses or even severe difficulties. It fails to meet the basic requirements of the assignment in multiple ways, including: writing demonstrates a failure to understand key concepts and texts. The thesis is unclear or missing, and examples may appear arbitrary, not clearly supporting claims. Errors in logic are present, and there is not sufficient development of ideas. This paper is difficult to read, full of grammar, spelling, and transition problems.
Tentative course schedule, subject to change: assignments in bold are certain. Daily assignments and topics are probable.
|
Week |
Date |
Topic |
Class Preparation |
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1 |
Monday, 1/12 |
Introduction to course |
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Wednesday, 1/14 |
Key terms |
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Fri., 1/16 |
In-class writing assignment |
Be sure to attend the correct recitation section! |
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2 |
Monday, 1/19 |
NO CLASS—Martin Luther King, Jr. Day |
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Wednesday, 1/21 |
Asking critical questions Spectrum of texts |
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Fri., 1/23 |
Writing assignment |
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3 |
Monday, 1/26 |
Spectrum of texts (continued) |
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Wednesday, 1/28 |
Media criticism Discuss CQ paper assignment |
Read CQ paper assignment on Blackboard |
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Fri., 1/30 |
Brainstorming/thesis workshop for CQ paper |
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4 |
Monday, 2/2 |
Writing: editing and proofreading Citing sources in APA style |
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Wednesday, 2/4 |
Writing: building an argument |
DUE: APA exercise |
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Fri., 2/6 |
Media criticism writing assignment |
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5 |
Monday, 2/9 |
Introduction to rhetoric |
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Wednesday, 2/11 |
Plato |
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Fri., 2/13 |
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CRITICAL QUESTIONS PAPER DUE |
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6 |
Monday, 2/16 |
Plato/Aristotle |
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Wednesday, 2/18 |
Aristotle |
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Fri., 2/22 |
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7 |
Monday, 2/23 |
Contemporary rhetorical theory |
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Wednesday, 2/25 |
Metaphor |
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Fri., 2/27 |
Discuss rhetoric paper assignment |
Read rhetoric paper assignment on Blackboard |
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8 |
Monday, 3/2 |
Identification/end of material for midterm exam |
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Wednesday, 3/4 |
Intro to qualitative research methods |
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Fri., 3/6 |
Exam review |
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9 |
Monday, 3/9 |
MIDTERM EXAM |
Study for midterm exam! |
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Wednesday, 3/11 |
Conversation analysis |
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Fri., 3/13 |
Rhetoric paper workshop |
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10 |
Monday, 3/16 |
NO CLASS--SPRING BREAK |
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Wednesday, 3/18 |
NO CLASS--SPRING BREAK |
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Fri., 3/20 |
NO CLASS--SPRING BREAK |
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11 |
Monday, 3/23 |
Narrative |
Final day to drop a class |
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Wednesday, 3/25 |
Focus groups |
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Fri., 3/27 |
Narrative exercise in class |
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12 |
Monday, 3/30 |
Ethnography |
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Wednesday, 4/1 |
Culture-centered ethnography |
RHETORIC PAPER DUE |
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Fri., 4/3 |
Ethnography proposal in class |
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13 |
Monday, 4/6 |
Semiotics |
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Wednesday, 4/8 |
Introduction to ideological criticism |
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Fri., 4/10 |
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14 |
Monday, 4/13 |
Video exercise in class |
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Wednesday, 4/15 |
Modernism |
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Fri., 4/17 |
Modernism writing exercise |
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15 |
Monday, 4/20 |
Critical Theory |
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Wednesday, 4/22 |
Postmodernism |
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Fri., 4/24 |
Postmodernism writing exercise |
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16 |
Monday, 4/27 |
Feminisms |
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Wednesday, 4/29 |
Race |
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Fri., 5/1 |
Exam review |
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Monday, 5/4 |
Finals begin |
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