Instructors will give students a representative sample of current theories of critical discourse analysis, rhetorical genre analysis, and pragmatics analysis, as well as case study readings focused on enduring struggles between marginal and mainstream groups. The course will cover selected key concepts from these three theoretical orientations:
Theory
Rhetorical Genre Theory
Critical Theory
Pragmatics
Any single version of the course will apply the three theoretical perspectives and related analytical approaches to both readings and empirical research on a salient enduring struggle.
Writing
Speaking
Instruction will primarily be lecture and discussion format, with group work, peer editing, and student presentations based on readings and their research. Some instructors and students may include viewing and analyzing recorded meetings or interviews.
Evaluation will be based on course objectives and will be carried out in accordance with Douglas College policy. Ninety-five percent of students’ evaluation will be based on written work on which students receive feedback and instruction on their writing.
A sample of how assignments might be structured follows below:
Exact means of assessment and their percentages for course grade will be specified in the instructor’s course outline.
Writing Competency Bar: A student must achieve a grade of C- or better (on first submission) on both the term paper and research paper in order to achieve a grade of better than P for the course.
At the end of the course, the successful student will be able to satisfy the following learning objectives:
Reading:
Analysis:
Research:
Writing
Speaking
Textbooks and Materials to be Purchased by Students
The course material will introduce students to primary sources by key theorists. Course materials will include instructor-designed course packages composed of theoretical and research-oriented readings.
The following list is an example of potential selections for one reading package for a version of the course on the struggle for the environment::
Edward Corbett: (1971) “A Brief Explanation of Classical Rhetoric,” Classical Rhetoric for the Modern Student
Richard Coe: (1990) “Persuasion” and “Argument,” Process, Form, and Substance
Kenneth Burke: (1969) “Identification” and “Identification and Consubstantiality,” A Rhetoric of Motives
Lloyd Bitzer: (1980) “The Communication Function,” Rhetoric in Transition (Ed. E.E. White)
Carolyn Miller: (1994) “Rhetorical Community: The Cultural Basis of Genre,” Genre and the New Rhetoric
Amy Devitt, Mary Jo Reiff, and Anis Bawarshi: (2004) “Using Genres to read Scenes of Writing,” Scenes of Writing: Strategies for Composing with Genres
Catherine Schryer: (1994) “The Lab vs. the Clinic: Sites of Competing Genres,” Genre and the New Rhetoric
Aviva Freedman: (2006) “Pushing the Envelope: Expanding the Model of RGS Theory,” Rhetorical Genre Studies and Beyond
Janet Giltrow: (2002) “Meta-Genre,” The Rhetoric and Ideology of Genre
Green: (1989) “What is Pragmatics?” Pragmatics and Natural Language Understanding
Clark: (1992) “Audience Design in Language Use: Chapters 7, 8, 9,” Arenas of Language
Holland and Lave: (2001) “History in Person: An Introduction,” History in Person: Enduring Struggles, Contentious Practices, Intimate Identities
Foucault: (1972) “The Discourse on Language,” Appendix to The Archaeology of Knowledge
Bourdieu: (1991) “ Description and Prescription,” Language and Symbolic Power
Case studies selected from the following:
James Cantrill (1996): “Gold, Yellowstone, and the Search for a Rhetorical Identity.” Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Craig Waddell (1996): “Saving the Great Lakes: Public Participation in Environmental Policy.” Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Zita Ingham (1996): “Landscape, Drama and Dissensus: The Rhetorical Education of Red Lodge, Montana.” Green Culture: Environmental Rhetoric in Contemporary America (Herndl and Brown)
Gregg Walker (2004: “The Roadless Areas Initiative as National Policy: Is Public Participation an Oxymoron?” Communication and Public Participation in Environmental Decision Making (Depoe, Delicath, Aepli Elsenbeer)
Steve Schwarze (2004): “Public Participation and (Failed) Legitimation: The Case of Forest Service Rhetorics in the Boundary Waters Canoe Area.” Communication and Public Participation in Environmental Decision Making (Depoe, Delicath, Aepli Elsenbeer)
ENGL 1130 and one first-year course from the following list: Criminology, History, Humanities, Philosophy, and Political Science;
OR
Other courses with instructor permission.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
| Institution | Transfer Details for CMNS 3100 |
|---|---|
| Kwantlen Polytechnic University (KPU) | KPU ARTS 2XXX (3) |
| Langara College (LANG) | LANG ARTS 2XXX (3) |
| Simon Fraser University (SFU) | SFU CMNS 332 (3) |
| Thompson Rivers University (TRU) | TRU SSEL 3XX (3) |
| Trinity Western University (TWU) | TWU COMM 3XX (3) or TWU ENGL 3XX (3) |
| University of British Columbia - Vancouver (UBCV) | UBCV ENGL_V 2nd (3) |
| University of Northern BC (UNBC) | UNBC ENGL 3XX (3) or UNBC POLS 3XX (3) |
| University of the Fraser Valley (UFV) | UFV ENGL 2XX (3) |
| University of Victoria (UVIC) | UVIC ENSH 2XX (1.5) |
| Vancouver Island University (VIU) | No credit |