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Syllabus
CAS 475: Studies in Public Address (3): History and criticism of public discourse; intensive analysis of selected public addresses and social movements. Prerequisite: CAS 100.
Overview
CAS 475, Studies in Public Address, is a survey of great speeches and debates from the early twentieth century to the present day. In this class, you will closely examine some of the most famous (and infamous) speeches in U.S. history, and you will read and write critical analyses of those speeches. As we examine and reflect upon some of the most important speeches of the past century, we will:
- Investigate their historical context, the problems, controversies, and events that inspired them, and how they were received at the time.
- Assess their broader political or cultural significance.
- Evaluate their rhetorical artistry.
- Illuminate their legacy and their relevance to ongoing political and social controversies.
By examining some of the most important speeches of the past century, you will gain a better understanding of American history and politics and the persistent issues and controversies that have shaped our nation’s history. You also will learn more about the rhetorical principles that distinguish the great speech from the ordinary speech and ethical speech from demagoguery and propaganda. Finally, you will come to better appreciate America’s unique tradition of free speech and the relevance of historical debates to today’s political, economic, and social controversies. As you study the history of American public address, you will become a more informed citizen and a more critical consumer of speeches in the “marketplace of ideas.” You might even find inspiration to “speak out” yourself!
This course is divided into two parts: Historical Studies in Persuasion and Demagoguery, and Genres and Issues in Rhetoric and Public Address. In the first part, which includes Lessons 2-8, we will examine some of the most celebrated speeches of the twentieth century, but also some of the most notorious, infamous, even “demagogic” speeches in U.S. history. These include speeches by presidents like Theodore Roosevelt and John Kennedy, but also speeches by rabble rousers like Huey Long and Joseph McCarthy. Some, like Martin Luther King, Jr.’s famous "I Have a Dream" speech, literally changed the course of history. Our study of these important speeches will proceed chronologically, from the turn of the twentieth century up through the early 1970s, when the Watergate scandal rocked the nation.
In the second half of the course we will focus mostly on speeches delivered in the past fifty years-speeches that are historically significant, but that also represent some particular genre (or type) of speeches or illustrate some principle or theoretical issue in rhetorical studies. In this part of the course, we will reflect on how campaign speeches have changed over the years, the role of religion in American politics, and the rhetoric of war, to mention just a few of our topics. By the end of the course, you will have a better understanding of what rhetorical critics call the "canon" of great speeches in American and the principles that distinguish the great speaker-the speaker who uses the art of rhetoric to inspire, motivate, or educate-from the demagogue who deceives and manipulates audiences.
Course Objectives
Upon successful completion of this course you will be able to:
- Appreciate the role of speech and debate in the American democratic tradition.
- Develop a more sophisticated understanding of the rhetorical principles underlying the art of public speaking.
- Distinguish between responsible persuasion in a free society and propaganda or demagoguery.
- Become familiar with those speeches that experts consider part of the canon of “great speeches” in American history.
- Increase your knowledge of American history and politics and the role of speech in shaping our history, politics, and cultural traditions.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Software
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Buying Software section of the Course Materials page.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
identifies readings that are available electronically on E-Reserves through the library.
Part I: Historical Studies in Persuasion and Demagoguery
Part II: Genres and Issues in Rhetoric and Public Address
| READINGS: |
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| ACTIVITIES: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Assignment Descriptions
Discussion Forums
Your assignment in eight of our fifteen weeks this semester will be to respond to one of two questions posted on the Discussion Forums to develop a “discussion thread” that stimulates critical thinking and in depth dialogue. You will also be required to respond to at least two of your classmates’ threads. Professionalism and common courtesy are expected during the discussion dialogues. Please review the Discussion Forum Guidlines.
Quizzes
Your assignment in the remaining seven lessons of the course will be to complete a brief quiz on the speeches and critical essays assigned for that week. These quizzes will combine multiple choice and true/false with short answer questions, and they will test your command of both the historical information and the rhetorical principles and concepts discussed in the readings.
Papers
Paper 1: History Case Study
You will choose a speech or a set of speeches in the required textbook that have not been assigned as part of the regular readings for the class. Your goal will be to shed light on that speech—following the example of the critical essays we will read for class —by investigating its historical context, the biography of the speaker, the substantive and stylistic qualities of the speech itself, the response of its immediate and removed audiences, and its impact and legacy.
Since every speech in our textbook is considered one of the 100 “top speeches” of the twentieth century, you might develop your essay as a response to these sorts of questions: Why do you think this speech was voted one of the “top 100” speeches of the century? What is it about the speech that made it so historically significant? Is the speech itself noteworthy for its artistry or style? Do you think it deserves its reputation as one of the “top 100” speeches of the twentieth century?
This paper should be about five pages (1250 words) in length, and it should include a minimum of five bibliographic sources. Sources should be cited in accordance with either the APA or MLA style manual, and the paper should include a list of References or Works Cited (not counted as part of the five pages). More information on these style manuals can be found at the Purdue Online Writing Lab, at http://owl.english.purdue.edu/owl/section/2/.
More details about this assignment will be provided at the end of the commentary for Lesson 1.
Paper 2: Rhetorical Genre Analysis
Your second paper for this class will be a genre analysis. Again, you will select a speech or set of speeches from the textbook that have not been assigned as part of the regular reading for the class. This time, however, you will analyze that speech or those speeches as instances of a particular type or genre of speech, drawing upon the existing rhetorical literature about that genre as well as other case studies in genre analysis.
In genre analysis, the questions guiding your analysis will be somewhat different. Instead of asking “why was this speech chosen as one of the top 100 speeches of the last century,” you now will ask: Is this speech typical of other speeches of its type? If so, what makes it a good example of its type? If not, what makes it different or even unique? Again, since every speech in our text has been judged one of the “top 100” of the last century, we might presume that they all have some qualities that make them worthy of analysis. Yet among those speeches are many different types of speeches, ranging from campaign speeches, to inaugural addresses, to war addresses, to keynote addresses at political conventions or protest rallies. The fact that all of the speeches are deemed historically significant says little about whether they are typical or unique examples of their generic types.
The requirements for this paper are the same as those for Paper 1: Five pages (1250) in length, with five sources and citations in conformance with either APA or MLA. Again, you should include a list of References or Works Cited.
Grading
Grade Point Breakdown
| Assignments | Points |
|---|---|
| Discussion Forums (8 x 15 points each) | 120 points |
| Quizzes (7 x 15 points each) | 105 points |
| Paper 1: Historical Case Study | 100 points |
| Paper 2: Rhetorical Genre Analysis | 100 points |
| TOTAL | 425 points |
Grading Scale
| Grade | Points | Percent |
|---|---|---|
| A | 404-425 | 95-100 |
| A- | 383-403 | 90-94 |
| B+ | 370-382 | 87-89 |
| B | 353-369 | 83-86 |
| B- | 340-352 | 80-82 |
| C+ | 319-339 | 75-79 |
| C | 298-318 | 70-74 |
| D | 255-297 | 60-69 |
| F | 0-254 | 0-59 |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
Late Policy
Late work will not be accepted unless arangements have been made with the instructor prior to the due date. If an emergency arises that prevents you from completing your work on time, please let your instructor know as soon as possible before the due date so that she can make arrangements for you to keep up in the course. Note that if the instructor agrees to accept a late asignment, it will receive at least a ten percent grade reduction.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
- Accommodating Disabilities:
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
- Graduation: Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
- Additional Course Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.