Very Rough Draft

One of the most heavily utilized learning instruments in academia, the syllabus functions as a means for teachers to communicate knowledge to their students in a given discipline, while at the same time establishes and satisfies a clear and explicit course objective. ••• (Contract) The purpose of this essay is to determine the effectiveness of a chosen syllabus, which will be critiqued using Aristotle’s definition of effective rhetoric. According to Aristotle, effective rhetoric has ethos, which is the credibility of the rhetor on the subject and how he presents himself through the syllabus; it has pathos, which is the use of emotion to achieve a desired result from the audience (in this case, students); lastly, it has logos, which is how reasonable the teacher’s objectives, arguments, and expectations are. (Citation: Why Rhetoric reading) The syllabus examined is written by Dr. Jim Cullen, a teacher at The Ethical Culture Fieldston School, in the class “Empire as a Way of Life” – a history discipline.
(look at professor)

*Why did you choose this syllabus*

The objective of the course is outlined explicitly by the syllabus, “To help students understand the transhistorical forces that govern their lives as well as an appreciation of the way contingency shapes the fate of human experience.” (p.1) Additionally, “The long-range hope is to foster participation in civic life with an understanding of the challenges they face and a sense of humility, decency, and determination to improve the lives around them.” (p.1) However, there is another objective that is not explicitly stated, which is to have the students to transcend the misguided notion that empires are solely “oppressive states”, when in reality, some (such as the American Empire and British Empire) allow freedoms and offer sanctuaries for the persecuted. This allows the student to have a more accurate and complete understanding of history and different types of empires, rather than just think of them in just an •••• The syllabus successfully connects the students to knowledge in the course *and ultimately fulfills the course’s objectives* because it contains pathos (moral imperative; motivational = are they consistent with professor’s constructed character? Self-reliance/ how is this persuasive and how persuasive is this?), logos (Logos= reasonable/feasible for audience, in line with teacher, how is this persuasive, how persuasive is this? Absence of rules assumes Self-reliance/expertise?), and ethos (P.h.D, History dept. chair, 20 yrs. experience, former college professor, published multiple books/how does he present himself through the syllabus? How is this persuasive/how persuasive is it?).

Conclusion: Gives readings, then questions the facts and deciphers the strengths and weaknesses of empires, constructing a frame of reference that enables students to make modern society a better place.