Persuasion in Ancient Greece

Andrew Scholtz, Instructor

Syllabus (Assignments here)

select a category... Expectations (rules & regulations) - Academic Honesty Updating of Course-Related Pages Learning Objectives (Goals) Required Texts Online Course Materials E-mail Contact Attendance Late Assignments Assessment of Student Work (grading) In-Class Use of Laptops Participation, Reading, Preparation   Participation etc. - General   Participation etc. - Study Guides Journal Entries Quizzes Oral Presentations Papers

• This syllabus mostly addresses procedures, expectations, and so on. For an overview of the focus, philosophy, and approach of the course, see Overview page. For the due dates etc. of assignments, Assignments.

Expectations (rules and regulations)

General

BY ENROLLING IN THIS COURSE, you agree to abide by expectations set forth in this syllabus and in other course-related documents.

Expectations include:

• Adherence to the the University's standards and regulations regarding academic honesty (see further below)
• Respectful and courteous treatment of others participating in this class, both while class is in session and between meetings. That means:
  • No distractive, discourteous, disrespectful, or offensive (racially, sexually, etc.) action or speech, as prohibited by the Code of Student Conduct.
  • No unnecessarily disruptive comings or goings in/out of class.
  • No distractive use of electronic devices (see below).
  • No activity not related to class.

Failure to abide by these expectations could result in appropriate disciplinary action.

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Academic Honesty

By enrolling in this course, you: (a) agree to abide by the provisions of the University's University Bulletin > Academic Policies and Procedures for All Students > Student Academic Honesty Code; and (b) consent to submit all written work to Turnitin.com or other, similar anti-plagiarism databases for textual similarity review.

What is academic honesty? It is the ability to say that:

• Your work is substantially yours
• You have pointed out how you have relied on the words, ideas, research, etc. of others
• You have done nothing to interfere with the work of fellow students or of the instructor

I have more on academic honesty elsewhere notably, the Honesty & Research Page for this site. You will need to consult that page. For the purposes of this syllabus, I can briefly note that you need especially to be careful about your research and writing. All borrowings of ideas or words, all help that books and/or articles provide you with, needs to be cited. The downloading, or purchasing of papers, or having others do the work for you — that will get you in a lot of trouble.

Penalties for academic dishonesty, even for minor infractions, can be severe. For this course "Category I Violations" (less severe offenses: University Bulletin: Academic Policies and Procedures for All Students > Category I Violations) typically entail:

• Final course grade of F
• Notation filed in student's record.

"Category II Violations" (more severe offenses: University Bulletin: Academic Policies and Procedures for All Students> Category II Violations) can result in a student being expelled from the University

More at:

• Persuasion in Ancient Greece Honesty & Research Page (this site)
• University Bulletin: Academic Policies and Procedures for All Students

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Updating of Course Pages

Course-related materials maintained by the instructor will remain substantially unchanged throughout the semester, but may need to be modified or updated from time to time. As instructor, I therefore reserve the right to alter, as needed and in reasonable ways, details of the assignment schedule etc. etc.

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Learning Objectives (Goals)

SUNY GenEd (General Education) Student Learning Outcomes

H Requirement — Humanities

"Students in H courses will demonstrate an understanding of human experience though the study of literature or philosophy."

By taking this course, you should gain a grasp not just of the basic historical facts but of new ways to understand those facts and related phenomena, including issues, at once timeless and timely, of persuasion, public speech, and political power.

For the philosophy of the course, see further on Overview page.

C Requirement — Composition

"Students in C courses will demonstrate

1. "The ability to write effectively and coherently, in ways appropriate to the discipline and the level of the course.
2. "The ability to revise and improve their writing in both form and content."

More under Papers, this page.

O Requirement — Oral Communication

"Students in O courses will demonstrate

1. "Proficiency in oral presentations.
2. "The ability to improve oral presentations in response to critiques.
3. "Skill in listening to and critiquing oral presentations."

More under Oral Presentations, this page.

Other Goals

Discipline Specific

To explore:

1. Ancient Greek (especially Athenian) conceptualizations of, and attitudes to, persuasion.
2. How the aforementioned found expression in politics, literature, art, culture generally.
3. The role played by persuasion and speech in the development of democracy at Athens.
4. Differences and continuities between ancient and modern ways of viewing persuasion.
5. To gain "hands-on" familiarity with our subject matter through:
   1. Staged debate
   2. Composition and oral delivery of speeches, etc.

Critical Thinking, etc.

To read, think, speak, and write with a view to strengthening the following core skills:

1. Critiquing arguments.
2. Formulating and defending arguments.
3. Structuring the presentation of arguments.
4. Framing arguments in accessible, clear, and persuasive language

• More on:
• Writing Issues
• Writing Issues, Critical Thinking
• Assessment Criteria (critical thinking, writing) on Major Papers page
• SUNY Critical Thinking Rubric
• SUNY Writing Best Practices

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Required Texts, Print & Online

• REGARDING REQUIRED TEXTS, it is recommended that we all work from the same editions, as we shall be dealing mostly with translations, which can vary widely in quality.

Papers need to be written using legitimate editions (published books, vetted web sites, etc.). See more at papers, but a safe bet will always be to use translations recommended by me.

Finally, I've made available via Bartle Library Course Reserves (in the Library's Newcomb Reading room, just off the Library North coffee kiosk) as many req'd print texts as the University has, for the most part in editions noted below:

Texts for Purchase from Campus B&N Bookstore:

Aeschylus. The Oresteia. Trans. Robert Fagles. New York: Penguin Books, 1984. Print. ISBN 9780140443332.

Aristophanes. Acharnians; Lysistrata; Clouds. Trans. Jeffrey Henderson. Focus Classical Library. Newburyport, Mass.: Focus Pub./R Pullins, 1997. Print. ISBN 9780941051583.

---. The Birds and Other Plays. Trans. Alan H. Sommerstein and David Barrett. Penguin Classics. Harmondsworth and New York: Penguin, 2003. Print. ISBN 9780140449518.

Plutarch. The Rise and Fall of Athens. Trans. Ian Scott-Kilvert. Marmondsworth, Middlesex and New York: Penguin Books, 1960. Print. ISBN 9780140441024.

Thucydides. On Justice, Power, and Human Nature: Selections from Thucydides’ History of the Peloponnesian War. Trans. Woodruff, Paul. Indianapolis: Hackett, 1993. Print. ISBN 9780872201682.

Additional readings online to be accessed via:

• myCourses > Spring 2017 - Persuasion in Ancient Greece [ ([course number]) > PDF Course Readings
• This "Bingweb" site

More information (plus links) on how to get to those readings on:

• Assignment Schedule
• Study guides

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Online Access, Dual Web Sites

This course employs two separate web sites:

1. The "Bingweb" web site (where this syllabus resides), and,
2. The myCourses course site.

The "Bingweb" web site will provide access to course-related information and materials of a non-secure, mostly static character, including:

• Syllabus (i.e., this document)
• Assignment schedule
• Study guides
• Lectures / instructor's PowerPoints
• Various other informational pages

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The myCourses course site (myCourses > Spring 2017 - Persuasion in Ancient Greece) is mostly for materials and links OF A SECURE NATURE, things that should NOT be accessible to the general public via internet or Google: Journals, Turnitin links, etc.

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E-mail Contact

You're going to need to check their respective BU E-mail addresses (UserName@binghamton.edu) on a regular (at least daily) basis, as that will be the principal medium for instructor-student communication outside class.

My E-mail is ascholtz@binghamton.edu. For my office hours, schedule, etc., visit the "Contact" page.

Attendance, Absence, Tardiness

Attendance is required, as is prompt arrival at class; learning cannot happen if we are not there on time and participating. Attendance will be taken and will figure into the participation grade. Students missing 7 or more classes without valid excuse (see following) will not be able to pass the course. A pattern of tardiness can and will count as absence(s) at my discretion.

To leave class early unexcused will count as absence; any graded exercise due that day in class will count as zero. (Don't leave after quizzes!)

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Excusable Absence

IF YOU ARE ILL or otherwise cannot make class, or expect not to be able to make a given class or classes, for VALID REASONS (religious observance, job interview, important family function, etc.), please contact me AS SOON AS POSSIBLE via E-mail to receive credit for missed classes and to reschedule in-class assessments (quizzes and the like) and the like. Otherwise, I won't be able to ehlp you.

• Think of it this way: Excusably absent from class Thursday, makeup Friday or Monday. Tuesday ordinarily too late.

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Non-Excusable Absence

Includes:

• Oversleeping / alarm-clock malfunction
• Absentmindedness (keep track of class- and assignment-schedules)
• Car problems and the like (reliable transportation is your responsibility)
• Long-weekends, vacation "extenders," travel reservations
• Unexcused early departure from class-meeting (counts as absence)

For more on attendance, see the University Bulletin > Harpur College of Arts and Sciences - Undergraduate Information > Attendance.

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Late Assignments

Without a written excuse from a doctor or equivalent, failure to submit asignments on time, or to attend a graded in-class assessment (quiz or the like), will result in a grade of zero for the materials or exercise in question.

That applies generally, though with special emphasis to group oral reports, as it will be particularly difficult for me to reschedule those. Yes, if you're validly indisposed (with the requisite documentation), we'll try to work out some kind of accommodation. Do not, however, "double schedule" interviews, appointments, etc. for when you're due to be presenting in class.

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Assessment of Student Work (grading)

participation	15% (includes in-class discussion, student feedback)
major papers	50%
short paper-ppt	2%
epideixis	3% (combining oral and written components)
oral report	15%
journal entries	5%
quizzes	10%

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In-Class Use of Laptops, Other Devices

Use of laptops and similar devices in class is encouraged, but under the following restrictions:

• Laptops, smart phones, other electronic devices to be used ONLY for note-taking, other class-related use — nothing else!
  • By enrolling, you implicitly consent to my monitoring of device use during class, i.e., don't be surprised if I look over your shoulder.
  • No audio recording in class without my permission, and only for your personal use
  • No audio or video recording recording will be permitted
• All such devices to be turned OFF and placed OUT OF SIGHT during quizzes or similar in-class exercises (tests, exams, etc.)
  • See further Academic Honesty section of this syllabus.

Those who fail to abide by the above conditions will lose the privilege of using such devices, even for valid purposes, in class.

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Participation, Reading, Preparation, etc.

General

Assigned readings and associated journal entries must be done, and on time, which is to say, by class on the date indicated on the assignment schedule. (Online journal entries to be submitted at least one hour prior to class.)

I am not planning any online discussion forums. Rather, in-class discussion will be partly structured, partly unstructured; partly led by me, partly by you. This participatory part of the grade will count a full 15%. Discussion will mostly center on issues and topics listed on the schedule of assignments and on study guides.

• INSTRUCTOR'S CALLING ON STUDENTS
  • Don't be surprised when I call on you in class. I do this a lot; it actually works well
    • My in-class questions rarely put you on the spot
    • Open-ended, the questions solicit response, reaction, engagement
    • They often seek response to the comments of your fellow students — they seek to generate dialogue
• RESPECT FOR ONE'S OWN AND OTHERS' THOUGHTS
  • Our communication in class has to be class-related, orderly, and respectful
  • At the same time, it must happen. We're engaging in dialogue, not showing off. Participation "A"s aren't about genius thoughts; there're about being part of the process of brainstorming and vetting ideas

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Study Guides

You should understand that study guides are part of assigned reading and need to be read themselves.

• Designed to be user friendly, especially for those new to ancient Greece, study guides introduce readings and related material, including background (historical, etc.) crucial to make sense of it all
• Study guides clue you in to important topics for discussion in class and for journal entries

Study guides can be accessed via the "Assignments" page next to each reading assignment. Plus, there is a section devoted to them on the Site Index.

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Journal Entries via myCourses

To get you thinking, to document reading, and to prepare for discussion, you will respond to assigned (i.e., homework) readings via the myCourses Journal for this course: myCourses > Spring 2017 - Persuasion in Ancient Greece [ ([course number]) > Journal.

• Note that all journal entries are private, i.e., visible only to you and me.

These are important but not difficult. They are graded: if you do the work, an easy A:

• You get full marks if you. . .
  • Do the reading for real
  • Using the Study Guide prompt, write about 100 words (no penalty for excessive length, I just may not have time to read in entirety)
  • Show me you've read and have thought critically about the reading
  • Submit your entry via myCourses no later than the morning of class
  • Please avoid sloppy writing (poor spelling, grammar); these aren't texts. You are, though, invited to brain storm ideas. I want to see that you've read and have thought; not that you're "right."

Note that I may take comments from entries and use them unsourced (anonymously) and edited in class. Look out for my responses (privately shared with you) to your invidual entries. Grading will happen at the end of the semester.

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Quizzes

There will be TWO FACT-BASED QUIZZES (no exams!) — multiple choice IDs dealing with readings and lecture / discussion: titles of readings, authors' names, relevant terms. The purpose of these will be to encourage you to keep up with the material. No essays, no interpretation.

Note that, in addition to the readings themselves, the terms page should be of use here, along with lectures and study guides, not to mention your notes.

These quizzes are important, a full letter's-worth of grade (10%). Take good notes, pay attention in class, keep track of basic text facts as appropriate — authors, titles, approximate dates, situations, subject matter, main characters, etc. I do not quiz for obscure details, precise dates, or the like.

For the timely making up of quizzes missed with valid excuse, please click here.

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Oral Presentations

In fulfillment of the requirements for O-"Oral" GenEd courses, there will be two oral presentations as follows:

Group Oral Reports

Each of you will participate in ONE group-presented oral report over the course of the semester, that in partial fulfillment of the oral aspect of this "J" course. These are a group effort, but you are individually graded based on her/his contribution as reflected in final result ALONG WITH detailed self- and group-critique.

A key component of the exercise is the Group Report Personal Journal, in which you will report on your own and your colleagues contributions to the group effort. It will include a group- / self-critique.

That journal entry must be filed within 24 hours of your group report— more here.

If you're a student audience member, you must also comment in class on using special forms to be distributed by me. These in-class assessments will be based on criteria supplied on the "Group Oral Reports Audience Comments Rubric" page.

Details are provided on the dedicated Group Oral Reports page.

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Sophistic Epideixis

Each of you will compose and orally deliver to the class a 5-minutełong prooimion — intro section — of a sophistic epideixis, that in partial fulfillment of the "O" (oral) and "C" (composition) components of this class.

This will be a dual-purpose assignment:

• A short oration to practice oral delivery
• A short essay to be submitted in word-processed form

TOPIC: Your choice. LAYOUT, STYLE: MLA. RESEARCH, DOCUMENTATION: As little as you please, even none. Still, as this is to be run through Turnitin, you must acknowledge your sources (if you use any) as normally. Only you're not required to use sources — more here.

Papers

In fulfillment of the requirements for C-"Composition" GenEd courses, there will be FOUR papers, due dates etc. as per Assignments and Papers pages:

1. A short, diagnostic paper (= about one page double-spaced)-plus-PowerPoint (all in one package) on Plato's Gorgias. That's to serve as a way for us to get to know one another better. You'll be writing a brief response paper into the notes area of a very short PowerPoint whose slides will summarize your paper's two or three main points. More here.
2. A brief, two-page "sophistic epideixis," in other words, a short paper of a sophistic-rhetorical character (epideixis was the term used by sophists and orators for their "demonstration" or "sample speeches"), and one you'll perform in class (at or near the end of the semester) — thus a dual purpose assignment in partial fulfillment of the oral and compositional aspects of this "J" course. More here.
   
3. Two longer papers. These papers will be of a critical-reflective character (will exercise your critical-thinking skills), but will need to show some research (not a lot!) outside of assigned readings. Unlike the others, these major papers will as well involve multiple submission (rewrites) and multiple grading. More here.

Note, finally, that late submission of papers will not be tolerated without valid excuse. That means signed documentation from a physician or the like. Unexcused late submission will result in grades of F. (For more on extensions, click here.)

More at. . .

• Gorgias Essay-PowerPoint
• Major Papers
• Sophistic Epideixis
• Guide to Research, Academic Honesty, etc.
• Sample paper
• Writing issues

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