RHETORIC 233

Instructor: Jon Stone

CRN: 37326

Summer II Session

M – Th, 11-12:15

SOUND WRITING: Advanced Composition, Sonic Culture, and the Music of Rhetoric

SOUND WRITING is a course designed to meet the University’s requirements for advanced composition. We will arrive at and practice our study of composition and writing through an exploration of the notion of soundness in both the sonic sense and in the sense that “sound” can be used to describe something reasonable, carefully organized, and reliable. This will include discussions about the relationship between voice and identity, the function of music in communication and everyday life, and the use of sound as a material for composition. We’ll think about how ways of listening are part and parcel to ways of writing and rhetoric and focus on the ways that good or sound argument is based in an understanding of the various audiences and communities we participate in.

Music comes into play as a way of thinking carefully about-and drawing corollaries to-the rhetorical principles of invention, arrangement, style, memory, delivery, audience, genre, and performance. Each of these principles can also be found in musical practices. Music will give us a familiar jumping-off point from which to think about the rhetorical situation and about the ways in which persuasion is both an overt and unconscious part of everyday communication.

Here are a few questions that are central to the class:

*       How do compositions resonate with their audience?

*       How do we listen critically?

*       How might musical terminology inform the flow and layering of

written argumentation?

*       How does auditory filtering intersect with rhetorical awareness?

*       And how does voice-in all of its valences-influence writing?

The course is open to anyone. Students with little or no experience studying music or sound should feel comfortable registering for the course and will be in good company.

Course Description:  Foundations of Education  

Foundations of  Education (EPS 201) seeks to engage students in a critical, interdisciplinary analysis of the relationship between school and society. The EPS 201 course examines the foundations of American education from the early nineteenth century to the present. EPS 201 seeks to equip students to make informed judgments about policies and practices in schools. It considers some of the challenges of: formulating and justifying aims and policies in American education; organizing the social context of the public school system; designing and systematizing the curriculum; and organizing teaching-learning processes. These tasks are examined by perspectives provided through: History; Sociology; Social Philosophy; and Philosophy of Education. The central questions explored throughout this foundations course are:  What should be the purposes of public education?      Who should be educated and how?  What essential knowledge and values should each student learn in school?  Who should control the curriculum?  What are the goals of social foundations? The goals of social foundations are to provide: “interpretive, normative, and critical perspectives within education that rely on the resources and methodologies of humanities, particularly history and philosophy, and the social and behavioral sciences. Its primary objectives are to sharpen students’ abilities to examine and explain educational proposals, arrangements, and practices, and to develop a disciplined sense of policy-oriented educational responsibility. “If foundations instruction is to have a genuine impact on teachers’ meaning construction in professional practice, the students must be engaged in forming and articulating meaning for themselves in their social foundations coursework” (Steven Tozer, 1993).

Term: Summer 2013

Delivery Method: Online

Dates: Jun 10, 2013–Aug 1, 2013

Meeting Time:Tues7:00 PM–9:00 PM

SCAN 463 – Ibsen in Translation

T Th  12:30-1:50 PM

3 or 4 credit hours

Dr. Theo Malekin

This course is dedicated to the major works of Henrik Ibsen, one of the most important playwrights in the history of modern drama.  Adapting an international and comparative perspective, the course situates Ibsen’s plays within the modern European and American drama tradition.   Same as CWL 463, THEA 483, ENGL 455

SCAN 252 – Viking Sagas in Translation

M W F  11:00-11:50 AM

3 credit hours

Dr. Theo Malekin

This course will explore Old Norse/Icelandic literature in translation, including the various “kings’ sagas,” family sagas, mythical-heroic sagas, and romances.

(This course satisfies the General Education Criteria for a Literature and the Arts, and Western Comparative Culture course.)  Same as CWL 252 / MDVL 252.

CW 200- Reading for Writers

Fall 2013,  M W F  

Reading for Writers is a literature class designed specifically for writers of poetry and prose fiction meant to teach students how to identify and discuss the mechanics and craft elements of short stories and poems with the aim of expanding the student writer’s “toolbox” when approaching her/his own work.  Much of the discussion about short stories and poetry will thus be about identifying and applying practical, descriptive approaches that are useful for interpreting and writing poems and stories.  To accomplish this, weekly readings will span genres, languages, nationalities/ethnicities, and time periods, giving students a broad survey of “what’s out there,” “how it all works,” and “how it’s done well” while also giving students a common, sophisticated language for discussing writing in a workshop setting or advanced literature class.  This class satisfies a literature requirement in the Creative Writing major.

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Anna S. Ivy

Academic Advisor, English and Creative Writing

200 English Building

608 S. Wright St., MC-718

Urbana, IL 61801

(217) 333-4346

aivy@illinois.edu