This is a course in the rhetorical criticism of public address; in other words, analyzing the use of symbolic communication—primarily persuasive argument—in public settings on issues of political, social and cultural significance. Our central topic of focus is political rhetoric – public address by American politicians and other public figures, communication that not only pursues specific political and public policy objectives, but also functions to define US politics as an institution, and the “American people” as a distinct political culture. As we analyze political rhetoric throughout US history, we will pursue a goal much more philosophically important: our development as observant, critical and active citizens in a democratic political culture.
In pursuit of this goal, we will approach political rhetoric from a variety of theoretical and critical perspectives that may be understood most broadly under the heading of “rhetoric,” the art, science and philosophy of how public discourse is constructed and performed to have suasory effects on an audience – what Aristotle defined in the Rhetoric as “the ability, in a particular case, to identify the available means of persuasion.” A rhetorical perspective of communication considers a number of important variables: the relationship between communicators, messages and audiences; the power of language and other forms of symbolism to construct meaning, identity and ideology; and ways of examining texts to understand their potential for public effects. We will explore how the power of rhetoric is used (and sometimes abused) to influence the beliefs, values and attitudes of public audiences (especially our perceptions of “political reality” and of ourselves as citizens) in ways that can enhance or degrade the democratic potential of discourse in the public sphere.
OBJECTIVES
By the end of this course you will be able to:
Describe the role of political rhetoric in shaping US politics, public policy and political culture.
Explain rhetorical theories, concepts and methods for examining political public address.
Analyze patterns, arguments and persuasive strategies used in political public communication messages.
Interpret meaning(s) constructed through political rhetoric in terms of its surrounding context.
Evaluate the social and political consequences, implications, and outcomes of political rhetoric.
Conduct communication research using rhetorical theories and critical methods.
COURSE CHALLENGE AND HONORS
Let's get this out of the way: this class is hard. But it's worth it.
This class is cross-listed in the Honors College curriculum. This means that your classmates include those who are Honors College students and those who are not.
For Honors College students: This course is designed to challenge you. As a course in the Honors curriculum, you will be expected to complete some unique and some modified versions of course readings and assignments. Please see the Honors addendum to this syllabus for more details.
For non-Honors College students: Please know that the standard curriculum for this course is designed first and foremost to be experienced successfully by any Mizzou undergraduate student, regardless of Honors status, and regardless even of (non-)Communication major status. If you find this course particularly challenging, it is not because you aren’t an Honors student (I promise you, even Honors students will need to put in work to achieve success). Of course, if you are interested in taking part in any of the additional or alternative activities that the Honors College students are working on, just let me know and we’ll get you participating in them!
For all: There is no necessary relationship between, for example, mastery of critical rhetorical analysis on the one hand and prior grade point average or personal academic success on the other. This course involves content regarding concepts and theories of rhetoric, of course, but success in this class is less about understanding and remembering these concepts and more about applying them in higher-order thinking applied to situations with potentially ambiguous, multiple “correct” answers. This is challenging for everyone. Thinking is hard, critical thinking takes more work, and critically analyzing and evaluating other people's arguments can be so taxing that most humans don't bother to do it.
So, in the grand tradition of the liberal arts education, this course is about “brain exercise”: working our gray muscles out so that they grow stronger and can accomplish more. Prepare to feel the burn!
ASSIGNMENTS AND GRADING
The breakdown of course grade weights is as follows (…so, keep track of your progress!). Please note that assessment rubrics are available for all assignments, based on a 100-point scale. Consult these rubrics to see how your work will be evaluated.
Course Assignments, Standard Section
Course Assignments
Weight:
MOQs (Multiple Option Quizzes)
10%
Speech Responses
10%
Two Critical “Quizzes”
20%
Restaurant / Movie Review
5%
Critical Project: Text Selection Proposal
5%
Critical Project: Descriptive Textual Analysis
5%
Critical Project: Contextual Analysis
15%
Critical Project: Method Selection & Research Summary
10%
Critical Project: Final Product
20%
evaluated.
Course Assignments, Honors Section
Course Assignments
Weight:
MOQs (Multiple Option Quizzes)
10%
Critical Case Study Presentation and Discussion
10%
Two Critical “Quizzes”
20%
Restaurant / Movie Review
5%
Critical Project: Text Selection Proposal
5%
Critical Project: Descriptive Textual Analysis
5%
Critical Project: Contextual Analysis
15%
Critical Project: Method Selection & Research Summary
10%
Critical Project: Final Product
20%
LEARNING RESOURCES
Required Readings
This course will use this textbook, made available to you on Canvas via Autoaccess (and billed to your Mizzou account for this semester):
Foss, S.K. (2026). Rhetorical criticism: Exploration and practice (6th). Waveland Press.
All other course readings will be posted to the class Canvas site.
Student Drop-In Hours:
Mondays and Wednesdays 1:30 to 3:00 PM
and otherwise by appointment
My e-mail address is here! Please use it. If you have any questions, problems, concerns, ideas, suggestions, recipes, home improvement tips... I'll reply to email usually within 24 hours any time between 9:00 AM - 5:00 PM on weekdays (possibly longer lag on weekends).
However, unless it is an emergency, I don’t communicate by text message with students – 180 folks each semester makes it a bit tricky to manage. Sorry.
Canvas: Navigation and Technical Support
Be sure not to skip the "Getting Started" module of the course -- lots of important information to help you meet your responsibilities and succeed in the course!
If you have difficulty logging into Canvas, do not see our class in your course list, or have any other technical difficulties, please contact Mizzou Tech Support at (573) 882-5000, click here to email them, or click here for live chat. The "Help" link on the far left Canvas menu also offers access to 24/7 Canvas help chat support.
Writing With Research Sources
Properly citing your sources is a core skill in research-based writing not only for ethical reasons (see above), but also as a form of communication for the benefit of readers who might want to follow up on your work by reading more. Adequate arguers use evidence, skilled arguers use evidence from quality sources, and excellent arguers show their work.
This course, as is the case for all courses in the Department of Communication, requires students to use the source citation style provided by the American Psychological Association (APA), 7th edition. You should use APA-formatted source citations whenever you quote from or paraphrase a source, and use APA style to format your References list of sources at the end of your written work. Check out these excellent help resources from Purdue University's Online Writing Lab for assistance.
I'm also a big fan of Chelsea Seburn's Smart Student YouTube channel, which is filled with super-helpful tutorials on all sorts of academic research, writing and study skills.
Please be aware of the following fantastic student support resources on campus that all work with online students – your tuition pays for most all of them, so get your money’s worth!
Mizzou Student Support Services – click the link for access to a variety of student services including Student Health, the Wellness Resource Center, the Counseling Center, the Disability Center, and a wide range of community and cultural centers.
INSTRUCTOR
Stephen A. Klien, Ph.D.
Office: Switzler 314
Student Drop-In Hours:
Tuesdays, Wednesdays and Thursdays 12:30 to 1:45 PM
I am a Teaching Professor in the Political Communication area and Associate Chair for Assessment and Program Enhancement for the Department of Communication. I frequently teach Introduction to Communication, Public Speaking, Argument and Advocacy, and Internship. I also have professional experience in faculty development, and I currently serve as a Faculty Fellow for MU’s Teaching for Learning Center (T4LC) specializing in the evaluation of teaching. My present research focuses on how the implementation of career exploration assessments in the Communication curriculum improves career self-efficacy and self-determination in undergraduate students. My current work is also focused on the development of training resources for improving the collection, interpretation and use of student feedback survey data by faculty. My past research involved the criticism of contemporary political rhetoric, with particular attention paid to the constitution of public character and citizen agency. This work focused on the rhetorical construction of ideology and agency by conservative popular media, as well as on the constitution of citizen agency in post-9/11 war films. In my spare time I enjoy hanging out with my family: my wife Laura Zangori (on the College of Education faculty in Science Ed), young adult kids Ali and Zach, and a variety of four-legged furry children. I also enjoy playing Dungeons & Dragons (5th edition) and RPG video games (e.g., Assassin's Creed, Skyrim, Dragon Age, The Witcher, Mass Effect, Red Dead Redemption 2).
Tuesdays, Wednesdays and Thursdays 12:30 to 1:45 PM
and otherwise by appointment
My e-mail address is here! Please use it. If you have any questions, problems, concerns, ideas, suggestions, recipes, home improvement tips... I'll reply to email usually within 24 hours any time between 9:00 AM - 5:00 PM on weekdays (possibly longer lag on weekends).
However, unless it is an emergency, I don’t communicate by text message with students – 180 folks each semester makes it a bit tricky to manage. Sorry.
Student Learning Accommodations:
Please let me know if you have accommodations determined with the MU Disability Center (573-882-4696) as soon as possible at the start of the course, and feel completely free to remind me when necessary during the semester. I will do whatever I can to provide you with necessary resources and assistance.
Important note: As a neurodivergent educator, I understand from personal experience how difficult it can be to disclose a personal struggle and request help. Please know that you will find a supportive listener in me, and that I am willing to work with you during moments of difficulty regarding cognitive difference or mental or emotional wellness. That said,
I cannot provide help unless you communicate with me, so please reach out as soon as possible.
Special learning accommodations must be arranged through the MU Disability Center.
Commitment to Inclusion, Diversity and Equity:
Lots of research tells us that students learn more successfully in an inclusive space. I believe that all of my students deserve to be at Mizzou and deserve an opportunity to succeed in my class. I also know that our University community, and my students in particular, embody a complex and rich diversity of identities. That diversity is a benefit to our community. My classroom is a space where inclusion is a priority, diversity is embraced, and equity should be expected.
Dimensions of diversity can include race, ethnicity, national origin, sex, gender identity and expression, sexual orientation, age, intellectual and physical ability, socio-economic class, income, faith and non-faith perspectives, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community, and will be respected in my classroom.
If you experience discrimination or sexual violence, you are encouraged (but not required) to report the incident to the MU Office of Institutional Equity. Learn more about your rights and options at the MU Office of Institutional Equity or call 573-882-3880. You also may make an anonymous report online.
Please don’t hesitate to let me know if there’s anything you need me to do (or do better) to help you feel included and treated equitably in my class. It’s my job, and you deserve it.
Late Work:
Pain for you, pain for me. Timely assignments get timely and thoughtful feedback. Late assignments screw up your schedule and mine, and so get shoved to the back burner, and no one likes that.
At the same time, life happens. It’s inevitable.
So, to balance the needs of accountability and flexibility, here’s the policy:
All written assignments have posted deadlines. Any assignment turned in after the contracted "Late Work" period will be considered "Missed Work." See the course contract syllabus addendum for more details. I am committed to working with each of you to help you respond successfully to difficult circumstances, but I can’t help if I don’t know what’s going on. It’s your job to let me know.
Extensions beyond the due date must be discussed with me before any excused submission will be allowed and considered "On Time." Depending on the nature of the exigent circumstances, such late submissions may be assessed as "Late Work." Submission of late work beyond the two-day period that are not discussed with me in advance will not be accepted.
Accidental submission of a blank assignment form, a corrupted file, or a failed upload will not be recognized as a valid reason warranting an excused late assignment. Nearly all COMM 2500 students have experience submitting assignments online using a Learning Management System (LMS) like Canvas, usually dating back to high school. Online assignment files should always be double-checked immediately after submission in order to avoid any misunderstanding or confusion. Sadly, enough past students have used this excuse dishonestly that exceptions cannot be made, especially since the error is so preventable.
pla·gia·rized, pla·gia·riz·ing, pla·gia·riz·es v. tr.
To use and pass off (the ideas or writings of another) as one's own.
To appropriate for use as one's own passages or ideas from (another). v. intr.
To put forth as original to oneself the ideas or words of another.
Plagiarism is anathema to a liberal education and is a significant breach of your ethical responsibility as a member of the Mizzou community. Any evidence of plagiarism or other violations of academic integrity in your oral or written work for this course will be met with swift, sure and serious response – at a minimum, failure of the assignment in question with zero (0) credit and an "Option A" referral to the Office of Academic Integrity. For more detailed information, please consult the MU Office of Academic Integrity.
Instances of plagiarism can include, but are not limited to:
using phrases or sentences with language verbatim, or even slightly changed, from a source without quotation marks and a source citation;
paraphrasing the specific ideas or content points from a source in your own words without a source citation;
structuring the sequence of ideas in an argument using the same sequence used by a source without appropriate attribution;
using the words or ideas of another student's work in your own written work without acknowledgement and citation;
using artificially-generated written or visual content from an AI chatbot or similar app, such as ChatGPT.
If you ever have questions or concerns regarding how to avoid academic dishonesty, especially when writing with research sources, please don’t hesitate to ask me. You can also check out the "Learning Resources" tab on this Syllabus for a number of help resources to prevent plagiarism and use APA source citation style effectively.
Short version: don’t lie, cheat or steal. Thanks.
Use of Generative AI for Learning Work in Class
As of August 2023, the University of Missouri explicitly prohibits “unauthorized use of artificially generated content,” which includes, but is not limited to, both “use of artificial intelligence tools or other tools that generate artificial content in taking quizzes, tests, examinations, or other assessments without permission from the instructor” and “submitting work for evaluation as one’s own that was produced in material or substantial part through use of artificial intelligence tools or other tools that generate artificial content without permission from the instructor” (MU Office of Academic Integrity, 2023).
Generative AI (or “gen-AI”) may be used with prior instructor permission and appropriateattribution, based on the requirements provided in my more detailed course AI policy, available here. If you follow the rules, there are lots of ways you might leverage AI tools in this class!
Use of generative AI for unapproved purposes and/or without required documentation constitutes a violation of academic integrity, which will result in the work being assessed with a zero grade and with a report to the MU Office of Academic Integrity.
During this course we will engage in active, critical discussion of public issues and controversies. Such discussions can form the core of a robust educational experience that will equip you for an active, engaged public life. We will also disabuse ourselves of the notion that “argument” is tantamount to “negative interpersonal conflict”… an equation held primarily by those who don’t really understand argument.
As we develop our rhetorical skills and critical sensibilities, let us approach such discussions with maturity, sensitivity and a willingness to engage different identities and issue positions that run counter to our own. If everyone agreed there would be no need for argument, and our democratic culture would stagnate and crumble… and who wants that?
Special note: In our currently polarized political culture, it is particularly important to recognize the importance of facticity and the legitimate role of both scholarly research and mainstream professional journalism as sources of credible information about public issues. I am committed to open classroom discussion from the full spectrum of political perspectives, and political ideology plays absolutely no role in my assessment of student performance.
That said, the following are crucial premises for our class:
While genuine disagreements can and do exist regarding points of fact, value and policy, it is essential that we evaluate disagreements and arguments based on the quality of the evidence and reasoning, not based solely on pre-existing assumptions or preferences.
Information is not “fake news” merely because one dislikes or feels uncomfortable with it. It is “fake news” if it is demonstrably (a) factually incorrect, and (b) produced by a source with a vested interest in providing misinformation. In particular, while mainstream journalism certainly has its shortcomings, it should not be rejected out of hand as “biased” without careful examination and conclusions drawn from solid evidence. You might not like what they report, but that doesn't mean it's "biased" or "fake."
A person is not “biased” or does not “have an agenda” merely because they have a different identity or hold a contrary position from the one you have. For example, objective factual reporting on a politician’s wrongdoing is not an instance of “bias.” It’s an instance of responsible journalism. Respecting one’s personal or cultural identity is not “political” and does not “serve an agenda.” It is an instance of being an ethical, empathetic, decent person.
Feeling challenged and even sometimes unsettled by contrary points of view is an important way that we learn and grow. Education is not about telling you only what you want to hear. All of us will experience times in our life in which, no matter how we have learned something or how closely we identify with a position or conclusion, we will be incorrect. And being incorrect is not necessarily (indeed, not even typically) an indictment of who we are as a person. Reasonable people are open to the possibility that they might be wrong and someone else might be right. Reasonable people are open to being convinced of another’s argument.
That said, however, communication that harasses, marginalizes or expresses hate toward others runs contrary to both Mizzou’s policy and its educational mission, and will not be tolerated in this class. Please see above: this is not a “political” or “ideological” position. This is a basic commitment to respecting one another’s humanity, and it is University of Missouri policy.
Intellectual Pluralism and/or Conflicts with the Instructor:
The University community welcomes intellectual diversity and respects student rights... as do I. Students who have questions or concerns regarding the atmosphere in this class (including respect for diverse opinions) may contact Department of Communication chair Dr. Lissa Behm-Morawitz or divisional director; the director of the Office of Students Rights and Responsibilities; or the MU Equity Office.
Likewise, if you have a concern about me and/or the course that you feel uncomfortable bringing to me directly, please contact Dr. Behm-Morawitz. All students will have the opportunity to submit an anonymous evaluation of the instructor at the end of the course.
POLICIES
List of accessibility and privacy policies of all required technology in the class
Please let me know if you have accommodations determined with the MU Disability Center (573-882-4696; click here for email) as soon as possible at the start of the course, and feel completely free to remind me when necessary during the semester. I will do whatever I can to provide you with necessary resources and assistance.
Intellectual Pluralism
The University community welcomes intellectual diversity and respects student rights. Students who have questions or concerns regarding the atmosphere in this class (including respect for diverse opinions) may contact Department of Communication chair Dr. Lissa Behm-Morawitz or divisional director; the director of the Office of Students Rights and Responsibilities; or the MU Equity Office.
For more specific and important MU policies, as well as links to important support resources as Mizzou Tech Support, the MU Libraries, and others, please click here.
For all other policies
Please visit the MU Policies & Expectations page to learn more about the University’s policies, such as Academic Integrity, Intellectual Pluralism, Executive Order No. 38, Statement of Nondiscrimination, Copyright and Acceptable Use.
COURSE SCHEDULE
This schedule is subject to change when warranted by the instructor. I will notify the class of such necessary changes as soon as possible. Please consult the course Canvas site for the most recent and accurate schedule.
If you find this sentence during the in-class Syllabus Scavenger Hunt, yell out "Found It!" before any other team does and your team will get a prize.
Tentative Course Schedule
MODULE (WEEKS)
TOPIC
READINGS / LESSONS (COMPLETE BEFORE CLASS!)
ASSIGNMENTS
Week 1
January 21-26, 2026
Tuesday, January 21
Introduction to the Course
Thursday, January 23
What is "criticism?"
Readings:
Course Syllabus
Hornaday (2018)
Learner Information Survey due!
Bring in an example of media criticism! (film, TV, game, etc.)
Week 2
January 27 - February 9, 2026
Tuesday, January 28
What is "rhetoric?"
Reading:
Herrick (2017), chap. 1
MOQ #1
Thursday, January 30
How is a text "rhetorical?"
Texts:
Trump (2016), RNC nomination acceptance address
Speech Response #1
Week 3
February 3 - 9, 2026
Tuesday, February 4
What is "rhetorical criticism?"
Reading:
Foss chaps. 1
Thursday, February 6
The rhetorical criticism research project
Reading:
Foss chap. 2
MOQ #2
Restaurant/Movie Review due Sunday, 2/9!
Week 4
February 10 - 16, 2026
Tuesday, February 11; Thursday, February 13
What is "authoritarian populism?"
Readings:
Gonzalez, M.J-T. (2024, November). Fear, grievance, and the other: How authoritarian populist politics thrive in contemporary democracies. The Othering & Belonging Institute, University of California - Berkeley.
Tuesday: pp. 1-22
Thursday: pp. 23-31; review Trump RNC (2016)
MOQ #3
MOQ #4
Week 5
February 10 - 16, 2026
Tuesday, February 18
Neo-Aristotelian Criticism
Readings:
Foss chap. 3
MOQ #5
Thursday, February 20
Text:
Wallace (1963), "Segregation Forever"
Speech Response #2
Week 6
February 23 - March 9, 2026
Tuesday, February 24
Generic Criticism
Readings:
Foss chap. 7
MOQ #6
Thursday, February 26
Critical Project Work Day: no class meeting, homework details TBA
Critical Project: Text Selection Proposal due Friday, 2/27!
Week 7
March 3 - March 8, 2026
Tuesday, March 3
Class cancelled
Speech Response #3
Thursday, March 5
Generic Criticism, part 2
Text:
Trump (2017), 1st inaugural address
Week 8
March 9 - 15, 2026
Tuesday, March 10
Cluster Criticism
Readings:
Foss chap. 4
Text:
Review Trump (2017), 1st inaugural address
MOQ #7
Thursday, March 12
Text:
Nixon (1969), "The Silent Majority" address
Speech Response #4
Week 9
March 16 - 22, 2026
Tuesday, March 17
Metaphoric Criticism
Readings:
Foss chap 9
MOQ #8
Thursday, March 19
Text:
Reagan (1963), "A Time for Choosing"
Speech Response #5
Rhet Crit "Quiz" #1 due Friday, March 20!
Spring Break, March 21-29!
Week 10
March 30 - April 5, 2026
Tuesday, March 31
Persona Criticism
Readings:
Cohen (1998) chap 14
MOQ #9
Thursday, April 2
Text:
Nixon (1969), "The Great Silent Majority"
Speech Response #6
Critical Project: Descriptive Analysis due Sunday, April 5!
Week 11
April 6 - 12, 2026
Tuesday, April 7
Narrative Criticism
Readings:
Foss chap 10
MOQ #10
Thursday, April 9
Text:
Buchanan (1992), RNC Address
Speech Response #7
Critical Project: Contextual Analysis due Sunday, April 12!
Week 12
April 13 - 19, 2025
Tuesday, April 14
Critical Project Discussion
Readings: N/A... but be prepared to discuss your project progress, thoughts on your critical perspective for analysis
Critical Project: Method Selection and Research Summary due Sunday, April 19!
Thursday, April 16
Critical Project Work Day: no class meeting, homework details TBA
Week 13
April 20 - 26, 2025
Tuesday, April 21
In-class film: A Face in the Crowd (1957)
Critical Project: Rough Outline Draft of Final Project due Sunday, April 26!!
Thursday, April 23
Week 14
April 27 - May 3, 2025
Tuesday, April 28; Thursday, April 30
Critical Project Workshop Week -- details TBA
5
xxx
Week 15
May 4 - 10, 2025
Tuesday, May 5
Honors and Capstone Research Presentations
Thursday, May 7
End-of-Semester Student Feedback Surveys
Closing Ceremonies
Critical Project: Final Research Poster or Video due Thursday, May 7!!
Finals Week
May 11 - 15, 2026
Friday, May 15
Rhet Crit Quiz #2 due Friday, May 15, 2026, 5:00 PM!
The syllabus page shows a table-oriented view of the course schedule, and the basics of
course grading. You can add any other comments, notes, or thoughts you have about the course
structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.
Course Summary:
Course Summary
Date
Details
Due
This course content is offered under a CC Attribution Non-Commercial Share Alike license. Content in this course can be considered under this license unless otherwise noted.
This course content is offered under a CC Attribution Non-Commercial Share Alike license. Content in this course can be considered under this license unless otherwise noted.