Students worked in small groups to analyze Berry's essay "Waste" using the following questions.
Vocabulary
·
Iconoclastic
·
Aphorism
·
Reciprocate
·
Husbandry
·
Dissent
·
Ubiquitous
·
Symbiosis
·
Affluence
·
Desecrate
Reason, Relate, and Record
1)
Based on your experience, what is the value of
growing a family garden? What can be learned from the experience? How might it
affect family culture? How might it affect the economy of the nation?
2)
Why does Berry refer to flag burning? What point
is he making and why is this likely to be rhetorically effective?
3)
Why does Berry use lists in the first two
paragraphs? What rhetorical effect does this have?
4)
What is the rhetorical effect of Berry’s use of
the word “Creation”?
5)
Which words does Berry surround with quotation
marks? What is the rhetorical effect?
6)
What does Berry mean by “food economy”?
7)
Why does Berry include the images of “classrooms
full of children who lack the experience and discipline of fundamental human
tasks” and “various institutions full of still capable old people who are useless
and lonely”? According to Berry, what has caused this human waste? Why did he
focus his readers’ attention on these particular populations of people?
8)
Which sentences convey Berry’s main ideas? How
many main ideas does the essay have?
9)
Which of the sentences is the thesis statement?
10)
Write a rhetorical précis for Berry’s essay.
Extra Credit: Conduct
a word study on “waste”.
Note: To receive extra
credit, your word study must be insightful and demonstrate that you have taken
the subject to heart.Include the following elements, each with a principle reasoned.
1)
Key roots from the etymology
2)
2 scriptural passages that reflect different
ideas about waste
3)
1 quotation from a living prophet
4)
Berry’s definition of waste (What does he mean
by human waste?)
5)
Your personal application of what you have
learned.
Homework: Students should be about halfway done with their Berry questions by the start of class.
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