This morning I finished reading and commenting on the last of the final papers for my grad criticism course. I'll admit I've got a bit of topical whiplash, having read over the last three days fifteen essays on everything from Pericles to Reverend Billy. That's one of the difficulties, and joys, of teaching a broad methods course: a marvelous hodge-podge of stuff as people pursue their own interests. And let me tell you, these papers are good. You'll be seeing many of them at NCA and eventually in print, I'm sure of that.
As I mentioned earlier in the semester, this course was something of an experiment. Rather than focusing on method in the more typical ways it's taught in communication courses (e.g., see the table of contents of the Burgchardt book), we focused instead on strategies for working with different kinds of critical objects (e.g., single texts or artifacts, controversies, discursive fields, etc.). During each week the students leading discussion were to use that week's reading to help us collectively synthesize answers to particular questions: how does the critic justify attention to this particular critical object? what are dominant strategies for working with this critical object? what are benefits of attention to this kind of object? drawbacks or challenges? This approach tended to produce lots of listing and chart-making (see images from class, above), which in turn produced, I think, some lively discussions about what it is we critics do when we do what we do.
We also spent a few weeks talking about historical research, and especially the archive. We read Chuck Morris's forum on the politics of archival research (R&PA Summer 2006) and then I asked the students to visit an archive and write about it in light of issues raised in the forum. I think this assignment was quite successful because it allowed the students to experience the archive in a material way while at the same time reflect about what it meant for the archive to work rhetorically.
Next spring, on to topics courses: visual politics for the undergrads, and gender and rhetoric for the bridge crowd (for you non-UI folks, a "bridge" course is an advanced course that enrolls both grad and undergrad students).
But first, rest. And lots of holiday eating.