Outline

Overview

This unit will introduce students to contemporary theories and practices of rhetoric, examining the work of Kenneth Burke and Chaïm Perelman, among others. It will trace the development of contemporary rhetoric from the classical era, comparing these approaches through examples of social, political, and popular rhetoric across a range of genres. Students will develop a better understanding of the relationship between rhetoric and writing and how to apply rhetorical principles to the analysis, interpretation and production of a range of texts.

Unit details and rules

Academic unit	English and Writing
Credit points	6
Prerequisites ?	12 credit points at 1000 level in Writing Studies
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Benjamin Miller, benjamin.miller@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Case Study An essay with rhetorical theory supporting relevant case studies	25%	Mid-semester break Due date: 24 Apr 2025 at 23:00	1125 words
Outcomes assessed:
Presentation	Interactive Oral Assessment A one-on-one discussion with a marker to critically reflect on the unit.	25%	Multiple weeks Due date: 20 May 2025 at 10:00	1125 words, equivalent
Outcomes assessed:
Online task	Edbauer Quiz A compulsory, online quiz completed in class, worth 0% #earlyfeedbacktask	0%	Week 03 Due date: 11 Mar 2025 at 10:00	5 questions
Outcomes assessed:
Assignment	Theoretical Analysis A short essay on Rhetorical Ecologies and another relevant theory.	25%	Week 06 Due date: 03 Apr 2025 at 23:00	1125 words
Outcomes assessed:
Assignment	Critical Reflection An essay using the method of Burkean analysis and reflection	25%	Week 10 Due date: 09 May 2025 at 23:00	1125 words
Outcomes assessed:
= hurdle task ? = AI allowed ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

The assessments in WRIT2000 fall into three categories:

An early feedback task: This 0% quiz will be completed in class in week 3. Results give teachers an early indication of any required support, and potential engagement issues. The task itself connects students to a major reading for the first essay assignment.
Essay assignments: There are three written essays, each 1125 words and worth 25% of the final grade for the unit. These tasks are connected. In the first, you review core theories in the unit. In the second, you build on those theories to present an analysis. In the third, you reflect on your analysis.
Interactive Oral Assessment: The final task of the unit (worth 25% of your final grade) will involve a 10-minute discussion with your tutor where you reflect on your assignments in the unit. It is listed as a hurdle task, meaning you can fail the unit if you do not pass the task.

Assessment criteria

INTERPRETATION OF GRADES

Marking rubrics will be provided for each task and you will receive specific feedback on all assessments completed in WRIT2000. As a general rule, the following text describes the broad standards for work in each grade category:

85%+ (High Distinction)

a deep understanding of material; nuanced analysis of focal texts or issues;
indicates awareness of complexities and qualifications in argumentation;
demonstrates careful thought about an argument’s critical or historical context;
provides properly referenced evidence of wide-ranging scholarly reading.

The writing is characterized by creativity, clarity, and independent insight. A HD is distinguished from a D by an awareness of subtleties, nuances, and qualifications.

75-84% (Distinction)

an sophisticated understanding of material; analyses issues appositely;
presents a well-argued, coherent case;
careful thought about an argument’s critical or historical context;
provides referenced evidence of reading beyond what is strictly required for the task.

The writing is characterized by clarity and independent insight. A D is distinguished from a C by theoretical understanding and a range of intellectual enquiry.

65-74% (Credit)

evidence of independent reading and thinking about issues and their contexts;
clear understanding of relevant critical considerations and conceptual issues;
quotes and summarises to support analysis;
attempts a clear and referenced critical or theoretical argument.

A C is distinguished from a P by independent discussion, clarity of writing and an attempt at critical argument.

50-64% (Pass)

evidence of having read and thought about relevant texts or issues;
there may be errors, tangents, or a lack of clarity about the argument;
may present simplistic comment or unsubstantiated assertions;
may contain some referencing errors.

Below 50% (Fail)

Work may fail for any of the following reasons:

no evidence of having read course material or assessment instruction closely;
sloppy, inconsistent presentation; excessive generality in answering a question;
inappropriate expression; writing style that is difficult to understand; incoherent general structure; inadequate referencing.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

You may be eligible to submit late work without a formal extension if you have attempted to submit a simple extension request, special consideration, or if you are finding it difficult to create an Academic Plan (eg, awaiting appointments). In these situations, please email the unit coordinator for advice.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	What is Contemporary Rhetoric	Lecture (1 hr)
Week 02	Rhetorical Ecologies	Lecture (1 hr)
Week 02	Social Networks (Edbauer)	Tutorial (2 hr)
Week 03	New Rhetoric	Lecture (1 hr)
Week 03	Plural Audiences (Perelman)	Tutorial (2 hr)
Week 04	Postcolonial Rhetorics	Lecture (1 hr)
Week 04	Rhetoric as Violence (Rodriguez)	Tutorial (2 hr)
Week 05	Feminist Rhetorics	Lecture (1 hr)
	Writing in WRIT2000	Independent study (1 hr)
	Habits of Exclusion (Royster)	Tutorial (2 hr)
Week 06	Case Study: Presidential Rhetorics	Lecture (1 hr)
Week 06	Practising Analysis - Trump vs Clinton, Abbott vs Gillard	Tutorial (2 hr)
Week 07	Case study: Decolonising Australian Literature	Lecture (1 hr)
Week 07	Practising Analysis - A.B. Original, Araluen's Dropbear	Tutorial (2 hr)
Week 08	Case Study: Memoir as Feminist Rhetoric	Lecture (1 hr)
Week 08	Practising Analysis - Haydar's The Mother Wound (excerpt)	Tutorial (2 hr)
Week 09	Rhetorical Problems with Universities	Lecture (1 hr)
Week 09	Problems with Education (Burke)	Tutorial (2 hr)
Week 10	Critical Reflection as an Alternative Rhetoric	Lecture (1 hr)
Week 10	Writing a Burkean Critical Reflection	Tutorial (2 hr)
Week 11	Interactive Oral Assessments, Reflecting on WRIT2000	Lecture (1 hr)
Week 11	Preparing for an Interactive Oral Assessment	Tutorial (2 hr)
Week 12	Interactive Oral Assessment (book an individual time with your tutor in Week 12 OR 13)	Individual study (2 hr)
Week 13	Interactive Oral Assessment (book an individual time with your tutor in Week 12 OR 13)	Individual study (2 hr)

Attendance and class requirements

Attendance/Participation: For the purposes of WRIT2000, attendance refers to participation in face-to-face and online activities. According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to participate in 90% of their classes. If you participate in less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold. If you need to vary your attendance/participation during the unit, contact your tutor or coordinator – we will do our best to find a fleible solution to help you complete the unit.
Lecture recording: All lectures will be delivered live on campus, often by guest lecturers. As a small unit of study, these face-to-face interactions are excellent opportunities to learn from experts and emerging innovators in the field of rhetoric/communication.
Preparation: Students should commit to spend approximately one hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction. The best preparation for WRIT2000 is reading the set texts and conducting independent research into the relevant rhetorical concepts that are mentioned in the set readings.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings will be made available online via the LMS/Canvas site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand and apply a range of rhetorical theories for constructing meaning in written, spoken, and nonverbal communication
LO2. trace the development of contemporary rhetoric by analysis of speeches, literature, and popular media
LO3. demonstrate improved critical writing and interpretation abilities through an understanding of how rhetoric is constructed in various textual practices and discourse communities
LO4. understand the role of rhetoric in meaning-making .

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Students have commented that they enjoy learning more about rhetorical theories. The assessment has been redesigned for 2025 to provide more time before the first essay is due, which will allow for more time to engage with new theories. To compensate for the later due date of the first task, an early feedback task will be used in week 3 (compulsory but worth 0%), so that teachers in the unit can make early contact with students. As generative AI continues to prevent teachers from assessing outcomes for take-home tasks, an Interactive Oral Assessment is being used in 2025, which will provide a supportive environment to students to extend their thinking about rhetorical theories and writing.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

WRIT2000: Contemporary Rhetoric

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links