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Heather Lettner-Rust, Longwood University Part I: INTRODUCTION 1.The Nature of Rhetorical Criticism Rhetoric / Rhetorical Criticism 2.With an unparalleled talent for distilling sophisticated rhetorical concepts and processes, Sonja Foss highlights ten methods of doing rhetorical criticismthe systematic investigation and explanation of symbolic acts and artifacts.
A deep understanding of rhetorical criticism equips readers to become engaged and active participants in shaping the nature of the worlds in which we live.
A list of additional samples of essays in which the method from each chapter has been used can be viewed here.
Generative Criticism Encountering a Curious Artifact / Coding the Artifact / Searching for an Explanation / Creating an Explanatory Schema / Assessing the Explanatory Schema / Formulating a Research Question / Coding the Artifact in Detail / Searching the Literature / Writing the Essay / Sample Essays: Toward a Theory of Agentic Orientation: Rhetoric and Agency in Run Lola Run (Sonja K.
Here at the DRC, we are introducing a new series of posts featuring Digital Lesson Plans.
Tracey Patton, University of Wyoming Essential reading alongside traditional rhetorical theory texts. Daniel Brown, Grove City College Fosss text is the gold standard for rhetorical criticism.
Sarah Jedd, University of Wisconsin I believe I have used every edition of this excellent work over the years but the Fifth Edition is clearly the best one . I have used it through many editions because her basic premise is inquiry and how to assist students in making rhetoric useful beyond the classroom.Over multiple editions, this transformative text has taught the lively art of rhetorical criticism to thousands of students at more than 300 colleges and universities.Insights from classroom use enrich each new edition.Foss provides instructions on how to write coherent, well-argued reports of analytical findings, which are then illustrated by sample essays.A chapter on feminist criticism features the disruption of conventional ideologies and practices.The aim of our Digital Lesson Plan series is to solicit and share classroom activities and assignments that teach some aspect of digital rhetoric, broadly interpreted.These “digital lessons” have been designed and tested by instructors, and the hope is that they will serve as practical models and jumping-off points for readers to adapt to their own teaching contexts.Class Subject: The Arts of Persuasion (general education course on rhetorical theory, course theme was Digital Rhetoric(s)) Activity Topic: Neo-Aristotelian analysis, Twitter hashtag analysis Length of Activity: 30-55 minutes Required Materials: or other Twitter programs (like Tweet Deck); Suggested Readings: – 3.1 (November 2014): 12-16. Learning Objectives: Students will: – Construct the steps of a Neo-Aristotelian analysis – Evaluate the appropriate conditions to engage in Neo-Aristotelian analysis and adjust Neo-Aristotelian methods to analyze digital case studies – Assess digital tools to collect and analyze social media – Practice Neo-Aristotelian analysis using Twitter hashtags Learning Assessments: Students participate in a large group discussion at the beginning of the class to review Neo-Aristotelian concepts from the reading.After the activity, another large group discussion focuses on the students’ findings regarding the use of digital tools for social media research, the affordances and constraints of Neo-Aristotelian analysis, and the rhetorical characteristics of identified hashtags. This chapter provides a brief overview of Neo-Aristotelian criticism’s origins as well as a process for how to conduct a Neo-Aristotelian analysis.The learning objectives for this activity align with the first major assignment for the class, Analyzing Twitter with Aristotle, so in this class activity students were able to practice the skills needed to successfully complete the assignment. I then asked students to review “The Meat of the Matter,” an example of a Neo-Aristotelian analysis of a contemporary pop culture figure.I asked students to consider the following questions as they read both texts: I began class with a large class discussion intended to review concepts from “Neoaristotelian Criticism” by Foss and to answer the questions I provided to frame their reading.