Update May 8

We are continuing to watch the tv series based on McCullough's book John Adams. We are skipping a few scenes in the film which contain moments of nudity.  Meanwhile, students should continue to read John Adams, searching for clues that will help them on the final exam essay question: What do you learn from John and Abigail Adams about what it means to be a Christian citizen?

Homework:
Read through page 144 in John Adams.

Update May 5

No new homework.

Today we had a guest teacher who taught about the differences between classical and Rogerian argument.

Update May 2

Today we worked on the final essay question regarding how Christians approach argument. We subdivided the topic into the following:
1) tactics
2) topics
3) purpose
4) assumptions

We also raised these questions:
1) What role does faith play in argument?
2) What kind of evidence does a Christian use in argument?
3) How does a Christian communicate with a secular world?
4) When is scriptural and prophetic evidence appropriate and helpful?

Homework:
Please read through page 93 of John Adams.

Update April 30

We discussed the final exam (see separate post). Students should begin preparing now for the exam. They may write the mini-essays ahead of time and seek feedback. In class over the next couple of weeks we will be focusing our discussions on the essay topics. Today we addressed the question of What is argument?

Homework:
Read John Adams through page 59.

Final Exam

Please compose a series of five mini-essays reflecting on each of the following questions. In responding to them, review all that you have learned this year about rhetoric. You will want to review the class syllabus (see attached) and your notes.

·         What is argument? What are the resources of language and how do they contribute to argument?

·         In what ways does a Christian argue differently?

·         Which arguments from our readings this year have been most meaningful to you? Why? What have you learned from them about argument?

·         What have you learned from John and Abigail Adams about what it means to be a Christian citizen?

·         How do you envision yourself using what you have learned about argument this year to further God’s work in your life? What are you willing to do right now in your life to pledge your allegiance to God and country?

On the days of the final exam, May 20-21, please be prepared to present for 2 minutes on the most important insights you gained from writing the essays.

 

Essay Grading Criteria

Depth & Density—Your ideas should reflect depth and density of thought and ideas.

Artful expression—You should demonstrate your ability to draw on the resources of language (i.e., organization, syntax, diction, imagery, tropes, appeals) to effectively and artfully communicate your witness of truth.

Evidence—Your essays should balance abstract ideas with concrete examples and evidence. When appropriate, use the four-part evidence analysis format.

Open-heartedness—Your essays should reveal sincere and personal reflection on your learning and your life. Remember, “out of the abundance of the heart” the pen writeth.

Technical Accuracy—Your essays should be grammatically clean. Each essay should also meet the length requirement of 300-500 words. Essays should be typed and in MLA format. Sources should be cited appropriately.

Update April 28

Students wrote final reflections on Uncle Tom's Cabin, including Stowe's concluding remarks. All personal reflections and word webs will be collected in class tomorrow.

The following page numbers reflect reading assignments for which journals are needed:

• 35
• 53
• 73
• 93
• 113
• 133
• 153
• 173
• 193
• 202
• 218
• 236
• 257
• 276
• 289
• 305
• 379

The last five will be collected tomorrow.

Homework: In class we also began reading John Adams (McCullough). Please read through page 35 by tomorrow.

Update April 23

Today and tomorrow we are having independent reading time. Students need to finish reading Uncle Tom Cabin by Monday.

Update April 21

We had guest teachers on Friday and today. Today's discussion focused on portrayals of Uncle Tom since the publication of the novel. Friday's discussion focused on criticisms of the novel as being too sentimental. For homework, please read Uncle Tom's Cabin through page 320.

Update April 15

We have been working on a word study of "bondage" in relation to our reading in Uncle Tom's Cabin.

Homework: Read through page 276 in Uncle Tom's Cabin.
Consider how you can be a modern-day abolitionist in striving to overcome personal or societal bondage.

Update April 2

We continued watching the Abolitionists documentary. By tomorrow, students should read through page 236. They should also do another word web.

Personal responses and word webs will be turned in on Friday.

Update March 31

We write personal reflections for the readings pp. 153-173 and pp.173-193 in Uncle Tom's Cabin. We did a word web together, and added an element to them. Along with the etymological roots, students should identify multiple words using each root. For one of the roots, students should explain briefly how the meaning of the word is related to the etymological root.

Homework:
Read through page 202 in Uncle Tom's Cabin.

Update March 28

By Monday, please read through page 193 of Uncle Tom's Cabin and do a corresponding word web.  In class we are continuing our study of the documentary on American abolitionists.

Update March 27

In class we are watching a documentary on the abolitionist movement.  Students should read Uncle Tom's Cabin through page 173 by tomorrow and do an accompanying word web.

Update March 25

We have been reading from Uncle Tom's Cabin. By tomorrow, students should read through page 153. They should also complete another word web on a vocabulary word selected from the assigned reading.

In class, we have been reading arguments defending slavery written in the mid-1800s.

Update March 19

Students should have read through page 53 in Uncle Tom's Cabin by today. We are taking a reader-response approach to this novel, trying to understand why it was a best-seller of the 19th century and how it was able to turn the tide of popular opinion on slavery in America.

In class, students will write a personal reflection on each reading assignment. They will also create a word web for one vocabulary word from each reading assignment.

A word web includes the following:
1) word
2) part of speech
3) definition
4) sentence from Uncle Tom's Cabin showing how it is used in context
5) synonym and antonym (must be the same part of speech)
6) etymological word parts ("roots"), each with a picture representing the meaning of the root and other words that also use the same root

By studying etymology, student can enhance their vocabulary more rapidly and meaningfully than by memorizing word lists.

Update March 17

We read together from Uncle Tom's Cabin. By tomorrow, please read through page 35.

Update March 4

We are working on revising our Huck Finn rhetorical analysis essays. Second drafts will be due on Thursday.

We looked at some model student papers to see how the four-part quotation analysis functions. We also examined transition sentences.  Students should ensure they have a clear thesis statement which tells specifically what Twain is saying about American society.

Homework: Work on your essay.

Update Feb. 28

First draft of Huck Finn rhetorical analysis essays due today.

We enjoyed a presentation by Dr. Steven Walker on humor in the Bible.

An address by Dr. Walker from a BYU-ID devotional can be found at the following link:
http://www2.byui.edu/Presentations/transcripts/majorforums/2003_07_17_walker.htm

His recent book is available on amazon:
http://www.amazon.com/Illuminating-Humor-Bible-Steven-Walker/dp/1620321483

Update Feb. 25

Students are working on their rhetorical analysis essays of Huckleberry Finn. We discussed rhetorical strategies typically associated with satire or which are predominant in the novel:

1. irony
1. verbal irony--irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning.
1. understatement--a figure of speech in which a writer or speaker deliberately makes a situation seem less important or serious than it is
2. dramatic irony--irony that is inherent in speeches or a situation of a drama and is understood by the audience but not grasped by the characters.
3. situational irony--irony involving a situation in which actions have an effect that is opposite from what was intended, so that the outcome is contrary to what was expected.
2. juxtaposition or parallel scenes/characters/situations
3. exaggeration
1. caricature--where particular aspects of a character are exaggerated to create a silly or comic effect, often the follies of an individual or a stereotype are amplified for critical examination
4. parody-- an imitation of a particular writer, artist or a genre exaggerating it deliberately to produce a comic effect
5. allusion--a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers, but relies on the reader's familiarity to "fill in" the unstated significance of the reference.
6. symbolism

Homework: Continue working on your essay outline. We moved the due date for the first draft from Thursday to Friday this week.

Update Feb. 21

We discussed the questions from Lectures on Faith related to Twain. Students were officially assigned the rhetorical analysis essay on Huck Finn, the first draft of which will be due next Thursday.  Students began creating T-charts for their essays.