Goal: To extend your knowledge of the rhetorical criticism literature beyond assigned course readings.

An annotated bibliography provides readers with a coherent bibliography related to a specific, well-defined subject that includes an abstract of each cited text. The bibliography will be preceded by an introduction that describes the specific topic of the bibliography and the potential uses of it by readers; i.e., the introduction acts as a rationale for the bibliography.

Articles from the course bibliography that I have not assigned are acceptable readings.

The proper form for each citation will be: 1) Precise bibliographic citation in MLA or APA format, followed by 2) an abstract of the text or article. (Note: I randomly check entries; if you copy material from the articles or if you copy abstracts from the journals, I will fail the entire assignment.)

50 points require 6 articles; 100 points require 10 articles; in both cases, a 1-2 page summary explaining how the articles relate to each other is required. Place the summary in front of the abstracts.

EXAMPLE CITATION:
 

Bizzell, Patricia, and Bruce Herzberg, eds. The Rhetorical Tradition: Readings from Classical Time to the Present. Boston: Bedford Books, 1990.

A comprehensive set of readings of important rhetorical theorists organized into five historical/chronological periods: classical, Medieval, Renaissance, Enlightenment, and Twentieth Century. Each period is introduced by the editors with a theoretical and historical overview of the epoch, which is then followed by representative original selections. Most selections are complete, however, some are edited, so the reader must be careful when working with these pieces to understand exactly what she is reading any particular time. The book presents a useful and wide-ranging selection of original readings, and gives particular assistance to those interested in the "lost" years of the Medieval, and Renaissance periods of rhetoric. The text includes a useful and complete indexing of terms to all portions of the text. Finally, the text will be valuable to my study of George Campbell's "faculty psychology" approach to message creation.