Skills for Rhetoric (Student) [Student ed.] 089051710X, 9780890517109

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First printing: May 2013 Copyright © 2013 by James P. Stobaugh. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher, except in the case of brief quotations in articles and reviews. For information write: Master Books®, P.O. Box 726, Green Forest, AR 72638 Master Books® is a division of the New Leaf Publishing Group, Inc.

ISBN: 978-0-89051-711-6 ISBN: 978-1-61458-323-3 (ebook) Cover design by Diana Bogardus. Interior design by Terry White. Scripture quotations taken from The Holy Bible, New International Version®, Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.TM Used by permission of Zondervan, All rights reserved worldwide. Permission is granted for copies of reproducible pages from this text to be made for use within your own homeschooling family activities or for small classrooms of 10 or less students. Material may not be posted online, distributed digitally, or made available as a download. Permission for any other use of the material needs to be made prior to use by email to the publisher at [email protected]. Printed in the United States of America Please visit our website for other great titles: www.masterbooks.net For information regarding author interviews, please contact the publicity department at (870) 438-5288 Acknowledgments I thank my four children and my distance learning students, including Chris Lloyd, Nick Concepcion, J.B. Ruutleman, Abigail Miller, Daniel McHenry, Marissa Lin, Hannah Huynh, Sarah Leavitt, Austin Allen, Zach Blackford, Daniel Greenidge, Alouette Greenidge, John Micah Braswell, Jonathan Knudsten, Sean Tracy, Laurel Fish, John Doughtery, Megan Norman, and Julia Pershe, who so graciously allowed me to use their essays. Finally, and most of all, I want to thank my best friend and lifelong editor, my wife, Karen. “Come, let us glorify the Lord and praise His name forever . . .” (Psalm 34:3)

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Contents

Using Your Teacher Guide........................................................................................................................... 4 Grading Record Options............................................................................................................................. 5 Preface ........................................................................................................................................................ 6 Introduction................................................................................................................................................. 9 1. Writing Task: Part One.............................................................................................................................. 11 2. Writing Task: Part Two..............................................................................................................................18 3. Writing Task: Eyewitness Account.............................................................................................................24 4. Writing Skill: Firsthand Experience..........................................................................................................30 5. Writing Skill: The Descriptive Essay.........................................................................................................36 6. Writing Skill: Persuasive vs. Coercive Essay..............................................................................................42 7. Writing Skill: Persuasive Advertisement Essay..........................................................................................48 8. Writing Skill: Summary Report.................................................................................................................55 9. Writing Skill: Précis................................................................................................................................... 61 10. Writing Skill: The Character Profile......................................................................................................... 67 11. The General Analysis Essay....................................................................................................................... 73 12. The General Synthesis Essay..................................................................................................................... 80 13. Literary Analysis........................................................................................................................................ 86 14. Evaluation Essay........................................................................................................................................ 92 15. The Cause/Effect Essay.............................................................................................................................. 98 16. The Comparison/Contrast Essay............................................................................................................. 104 17. The Problem/Solution Essay................................................................................................................... 110 18. The Definition Essay............................................................................................................................... 116 19. The Explanatory Essay............................................................................................................................. 122 20. Fact, Inference, and Opinion................................................................................................................... 128 21. Historical Profile...................................................................................................................................... 134 22. Writing the Research Paper..................................................................................................................... 140 23. Research Paper: Pre-writing.................................................................................................................... 143 24. Research Paper: Thesis Statement........................................................................................................... 149 25. Research Paper: Preliminary Bibliography and Works Cited Page........................................................ 155 26. Research Paper: Taking Notes (Part One)............................................................................................... 161 27. Research Paper: Taking Notes (Part Two) and Preliminary Outline...................................................... 168 28. Research Paper: Designing a Working Plan............................................................................................ 174 29. Research Paper: The Introduction (Part One)........................................................................................ 180 30. Research Paper: Introduction (Part Two)................................................................................................ 187 31. Research Paper: The Body (Part One)..................................................................................................... 193 32. Research Paper: The Body (Part Two)..................................................................................................... 200 33. Research Paper: The Conclusion............................................................................................................. 207 34. Research Paper: Rewriting and Submission............................................................................................ 214 Appendix 1: Thinking Challenge............................................................................................................ 220 Appendix 2: Spiritual Development of the Student................................................................................ 223. Appendix 3: Special Needs Strategies...................................................................................................... 224. Appendix 4: Essay Evaluation.................................................................................................................. 225. Chapter Tests............................................................................................................................................ 226

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Using Your Teacher Guide

How this course has been developed: 1. Chapters: This course has 34 chapters (representing 34 weeks of study). 2. Lessons: Each chapter has four instructive lessons, taking approximately 45 to 60 minutes each, with an exam or writing assignment due on Friday. 3. Grading: Depending on the grading option chosen, the parent/educator will grade the daily concept builders, and the weekly tests and essays. 4. Course credit: If a student has satisfactorily completed all assignments for this course, it is equivalent to one credit of writing and one credit of speech.

Throughout this course you will find the following: 1. Chapter learning objectives: Always read the “First Thoughts” and “Chapter Learning Objectives” in order to comprehend the scope of the material to be covered in a particular week. 2. Concept builders: Students should complete a daily concept builder Monday through Thursday. These activities take 15 minutes or less and emphasize a particular concept that is vital to that particular chapter topic. These will relate to a subject covered in the chapter, though not necessarily in that day’s lesson. Answers are available in the teacher guide. 3. Weekly essay tests: Students will write one essay per week. These are available in the teacher guide and online. 4. Daily prayer journal: Students are encouraged to write in a prayer journal every day. A parent/educator may include this in the overall grade. If so, it is encouraged that the grade be based on participation rather than on the content, since this is a deeply personal expression of a student’s walk with God. 5. Final project/portfolio: Students will correct and rewrite their weekly essays for their final portfolio. 6. Research paper: Starting in chapter 22, students will begin the process of preparing a research paper. This will be due at the end of the course.

Grading Record Options (See chart on following page.) This course has been developed to allow two grading options for a parent/educator. This allows one the flexibility to adjust the usage of the course content to individual situations and varying requirements. For ease of grading, Option A includes the grading of the weekly essay and/or speech, weekly essay exam, portfolio, and the final research paper. Option B includes the grading of the weekly essay and/or speech, weekly essay exam, portfolio, concept builders, and the final research paper. Both provide a total weekly score of 100 points for a course total of 3,500 possible points. Dividing the total score at the end of the course by 35 will provide a percentage grade for the student. You may use the standard system (90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, below 60 = F), or you may use your own personal grading system. An additional option includes additional credit for the student’s prayer journal, which can be done at the educator’s discretion and be added into the overall score of Option A or Option B. An additional 10 percent bonus can be awarded for the prayer journal, in the extra credit column.

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week

Option A

Option B

Essays = 50/Exams = 50

Essays = 40/Exams = 40/CB = 20

Essay/Speech

Essay Exam

Essay/Speech

Essay Exam

CB

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Final Portfolio

22 23 24 25 26 27 28 29 30 31 32 33 34

Subtotal Research Paper Total Divide by 35 for grade

Divide by 35 for grade

Extra Credit Final Grade

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Preface

The rise of relativism has had disastrous results. British historian Philip Johnson laments “the great vacuum” that has been filled with totalitarian regimes and facile thinking. Rhetoric ferrets out truth. If there is no truth, can there be any sense of authority? And can a society survive if there is no authority? Without a legitimate, honest, well-considered rhetoric, will history be reduced to the pleasure principle? Literary criticism, at least in the area of the written classics, forces us to dance with reality. In some ways, American evangelical Christianity’s loss of rhetorical skills — and I think rhetoric is akin to apologetics — has presaged disaster in many arenas. Without rhetoric, we Christians have no tools to engage modern culture. In some ways, we have lost mainline denominations to neo-orthodoxy, and we have lost universities to liberals. Where is a modern Jonathan Edwards? A modern C.S. Lewis? Good thinking and good talking may redeem the Church from both the overzealous

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and the skeptic. Rhetorical skills may help us regain the intellectual and spiritual high ground we so grievously surrendered without a fight.1 George Marsden in The Soul of the American University and Leslie Newbigen in Foolishness to the Greeks both conclude that we Christians have conceded much of American culture to modernism by our inability to merge thought and communication in a clear thought and inspiration. We fail to persuade modernist culture. Without the main tool to do battle — rhetoric — evangelicals allow orthodoxy to be sacrificed on the altar of relativism. In conclusion, Skills for Rhetoric is more than an English course: it is an attempt to equip you to participate in apologetics.

1

Alister McGrath, Evangelicalism and the Future of Christianity (Downers Grove, IL: InterVarsity Press, 1995).

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Weekly Implementation Schedule — Suggestions 1. Have students write in a prayer journal at least three times/week. Journal writing is one the best forms of reflection. The prayer journal should be a narrative of their spiritual journey. Encourage the entries to be mechanically correct, but the primary purpose is to pique creativity and spiritual formation. In Skills for Rhetoric, students are invited to journal through 1 and 2 Kings. 2. Have students produce a Final Portfolio for Chapters 1–21; the research paper will be added last. The Final Portfolio should include corrected essays, speeches, literary reviews, writing journal, vocabulary cards, pictures from field trips, and other pertinent material. In this teacher’s edition, teachers will be prompted to engage students in progress discussions. 3. Guide students through the research paper process in Chapters 23–34. As students proceed through the process, teachers will be prompted on how to complete all requisite components of the research paper. At the end of each chapter, parent/educators will be prompted to engage students in progress discussions.

4. Make sure students submit the Final Portfolio and complete the Research Paper. The final portfolio should include corrected essays, speeches, literary reviews, writing journal, vocabulary cards, pictures from field trips, and other pertinent material. The research paper will include: a cover sheet, outline with thesis statement, the paper itself, a works cited (bibliography) page, and appropriate footnotes. Throughout the research process, you can collect and comment on the preliminary bibliography, preliminary outline with thesis statement, notes, revised outline, first draft with footnotes, rewrites, and works cited page. Working the research in stages tremendously aids the process for students, keeps parents/educators apprised of student progress and/or frustrations, and aids the final evaluation. Learning good strategies and techniques for research is a vital tool for future success in any writing program.

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Introduction I am profoundly enthusiastic about the future. Not only do I trust in our Mighty God, I am greatly encouraged by what I see in this generation. God is doing great things in the midst of students. There is much need in our physical world. In his seminal work The Dust of Death,1 social critic Os Guinness prophetically argues that “western culture is marked . . . by a distinct slowing of momentum . . . a decline in purposefulness. . . . Guinness implies that ideals and traditions that have been central to American civilization are losing their compelling cultural authority. In short, there is no corpus of universally accepted morality that Americans follow. As Dallas Willard in The Divine Conspiracy2 states, “. . . there is no recognized moral knowledge upon which projects of fostering moral development could be based.” In his poem “The Second Coming,” William Butler Yeats writes: The best lack all conviction, while the worst Are full of passionate intensity, Turning and turning in the widening gyre; The falcon cannot hear the falconer. In the beginning of the 21st century, America is spinning out of control. She is stretching her wings adventurously but is drifting further away from her God. America is in trouble. How do we know? You are America’s first generation to grow up when wholesale murder is legal; the first generation to access 130 channels and at the same time to access almost nothing of value. In 1993, in their book The Day America Told the Truth,3 James Patterson and Peter Kim warned that 87 percent of Americans do not believe that the Ten Commandments should be obeyed and 91 percent of them tell at least one lie a day. Unfortunately, I doubt things are any better today than they were over ten years ago. The challenge, the bad news, is that this is a time when outrage is dead. Whatever needs to be done, you and your friends are probably going to have to do it. I think the good news is that we are turning a corner. I believe that in the near future Americans will be 1 2 3

Os Guiness, The Dust of Death (Downers Grove, IL: InterVarsity Press, 1973). Dallas Willard, The Divine Conspiracy (San Francisco, CA: HarperCollins Publishers, 1997). James Patterson and Peter Kim, The Day America Told the Truth (NY: Simon & Schuster Publishers, Inc., 1993).

looking to places of stability and strength for direction. Besides, by default, those people whose lives are in reasonably good shape, who have some reason to live beyond the next paycheck, will have an almost inexorable appeal. Those who walk in the Light will draw others into the very same Light. My prayer is that these curricula will help you walk in the Light in a modest way. I believe that God is raising a mighty generation at the very time that many 21st-century Americans are searching for truth — at the very time they are hungry for things of the Lord. You will be the culture-creators of the next century. You are a special generation, a special people. Young people, I strongly believe that you are the generation God has called for such a time as this to bring a Spirit-inspired revival. God is stirring the water again at the beginning of this century. He is offering a new beginning for a new nation. I believe you are the personification of that new beginning. You are part of one of the most critical generations in the history of Western culture. Indeed, only Augustine’s generation comes close in importance to your generation. In both cases — today and during the life of Augustine, Bishop of Hippo — civilizations were in decline. Young Augustine lived through the decline of the Roman world; you are living through the decline of American cultural superiority. Even though the barbarians conquered Rome, the Christians conquered the barbarians. Similar to Anne Bradstreet and other young Puritans who settled in 1630 Boston, you will need to replace this old, reprobate culture with a new Godcentered, God-breathed society, or our nation may not survive another century. While I was a graduate student at Harvard University in the mid-1970s, I attended a chapel service where the presenter self-righteously proclaimed that we Harvard students were the next generation of culture creators. Indeed. Perhaps he was right — look at the moral mess my generation created! Evangelical scholars Nathan Hatch and George Marsden argue, and I think persuasively, that you young people will be the next generation of elites: important politicians, inspired playwrights, and presidents of Fortune 500 companies. Skills for Rhetoric

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I profoundly believe and fervently hope that you young people will also be the new elite of culture creators. I define “elitism” as the ability and propensity of an individual or a group to assume leadership and culture creation in a given society. In his essay “Blessed Are the History-Makers,”4 theologian Walter Bruggemann reminds us that culture is created and history is made by those who are radically committed to obeying God at all costs. Will you be counted among those who are radically committed — being smart, but above all, loving, worshiping, and being obedient to the Word of God? In 4

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your generation and for the first time in 300 years of American cultural history, the marriage of smart minds and born-again hearts is becoming visible. This combination is potent indeed and has revolutionary implications for 21st-century cultural America. Now, as in the Puritan era, a Spirit-filled elite with all its ramifications is exciting to behold. This book is dedicated to the ambitious goal of preparing you to be a 21st-century world changer for the Christ whom John Milton in Paradise Lost called “the countenance too severe to be beheld” (VI, 825).

—James Stobaugh

Walter Brueggemann, Hope Within History (Atlanta: John Knox Press, 1973), p. 49.

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Writing Task: Part One Chapter 1 Style (Writing and Speaking): Components of Writing and Planning Public Speaking Task: Types and Purposes of Speeches and The Outline

First Thoughts The heart of Skills for Rhetoric is the notion of rhetoric, which is the ability to communicate effectively through the written and spoken word. Written and spoken are the crucial concepts of understanding rhetoric. Rhetoric is a discipline demanding that the writer dutifully follow rules of grammar, logic, and communication to explain, describe, and clarify. Quality rhetoric is important and necessary. Greek philosophers proffered that a democracy demands a responsible, well-considered rhetoric. It is absolutely necessary that we participate in legitimate conversation about important issues. Rhetoric will help us do that.

Chapter Learning Objectives In chapter 1 we examine the basic components of rhetoric: speaking and writing.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a one- or two-page essay of your choice or an essay on the topic “My Many Virtues.” Next, underline the thesis statement, italicize the introduction, put in bold letters the transitions, and, finally, type/write the CONCLUSION IN CAPITAL LETTERS. Emphasize the following elements of essays: starting point, purpose, form, audience, voice, and point of view. This essay should include an outline with thesis statement, a rough draft, several revisions, a final copy, and five new (circled) vocabulary words. Your essay must pay particular attention to style (focus, content, organization). Compose a one-minute speech on the topic “My Many Virtues” and present it in front of an audience. Entice and earn your audience’s interest with your introduction, fulfill the promise that you make in the introduction, and then present your audience with a final conclusion(s).

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Lesson 1

Rhetoric as Heart of Apologetics

Daily Assignment •

Students will complete Concept Builder 1-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 1-A

Pre-writing Phase: The Thinking Game State problem/issue Five Sentences: The South saw the end of slavery expansion as being tantamount to the very end of slavery and therefore the end of their way of life. Likewise, the North saw slavery expansion as a threat to the free labor/free soil concept that people should be rewarded for hard work. Also, the growth of more efficient transportation, massive immigration, and abolitionism exacerbated an already fragile situation. The Cane Ridge Revival and Second Great Awakening promised Americans new freedoms that they did not yet have. Finally, the political system did not seem to be able to solve the problem. Two Sentences: Slavery expansion, reform movements, and fears of immigration caused great disunity in the United States. The political system could not solve these problems. One Sentence: Because of many different reasons, by 1860 the United States was irreparably divided, and the political system could not bring the nation together. Name three or more subtopics of problem The uneasiness and fear generated by problems in the middle period of American history The problem of slavery The problem of immigration Name three or more subtopics of the subtopics Uneasiness and fear

Immigration

Abolitionism Transportation explosion

Assimilation

Slavery

Free soil/free labor

Free labor

Roman Catholicism

Immorality 12

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What information must be known to solve the problem or to answer the question? Evidence must be gathered to support the above problems. State the answer to the question/problem Five sentences: The American Civil War was caused by many things. For one thing, the fear of slavery expansion in the North and the fear of its cessation in the South caused great anxiety in all of the United States. Next, immigration and fear of immigration exacerbated the already disturbed American society. Add this to the Second Great Awakening and Reform movements whose impact promised Americans unprecedented freedom, and the nation was ripe for war. It came when the American political system could no longer solve its problems, as it had so adroitly done in the first part of the 19th century. Two sentences: America was in a great upheaval caused by massive immigration, the Second Great Awakening, radical reform movements, and violent debate around slavery expansion. Ultimately, though, the Civil War was caused by the inability of the political system to solve these problems. One Sentence: America at the middle of the 19th century was in an uproar, and the inability of the political system to calm that uproar caused the Civil War. Stated in terms of outcomes, what evidences will I see to confirm that I have made the right decision? Once the military conflict solved the problems that the political system could not solve, the nation was reunited. Once the problem/question is answered/solved, what one or two new problems/answers will arise? Why did it take so long for the nation to be reunited after the Civil War ended? The Reconstruction era was particularly violent.

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Lesson 2

Style (Writing and Speaking): Overview Daily Assignment •

Students will complete Concept Builder 1-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 1-B

Pre-writing Phase: Thesis Match the following thesis statement and its description. B The American Civil war was caused by many different reasons.

A. T  his is a very good thesis statement. It clearly states the purpose of this essay.

 he American Civil War was no doubt the worst D T war ever fought!

B. T  his statement merely restates the essay topic. It is too general.

A  While many antebellum issues like immigration and the reform movement added to the causes of the American Civil War, the main cause was slavery expansion.

C. The thesis does not invite speculation. It informs.

C  You the reader will be surprised when I tell you about the causes of the American Civil War!

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D. T  his statement is too general and, some would argue, inaccurate. The author of this essay is probably not credentialed to make such a broad generalization.

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Lesson 3

Writing Tips

Daily Assignment •

Students will complete Concept Builder 1-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 1-C

Building an Outline Create an outline on the topic “My Many Virtues:” Suggested Outline I. Introduction Among my many virtues are . . . II. Body A. Virtue 1 Example B. Virtue 2 Example

III. Conclusion

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Lesson 4

Public Speaking: Overview Types and Purposes of Speeches The Speech Outline

Daily Assignment •

Students will complete Concept Builder 1-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 1-D

Top Ten Most Frequent Essay Problems Problem Sentence

Problem #

I believe that Nazi Germany started World War II.

3

Nazi Germany started World War II.

Hitler attacked Stalin in 1941; he destroyed most of Russia’s military.

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Hitler attacked Stalin in 1941; furthermore, he destroyed most of Russia’s military.

The German army attacked on July 22, 1941, but the Russian army is not ready.

4

The Germany army attacked on July 22, 1941, but the Russian army was not ready.

The German soldier attacked the railroad station with a black SS uniform.

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The German soldier with a black SS uniform attacked the railroad station.

The surprise attack completely affected the outcome of the first year of fighting.

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The surprise attack completely affected the outcome of the first year of fighting.

The German army loved to fight and overwhelming its enemies.

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The German army loved fighting and overwhelming its enemies.

You should know that Germany almost captured Moscow in 1941.

2

Germany almost captured Moscow in 1941.

Every soldier finished their tour of duty.

1

Every soldier finished his tour of duty.

Hitler and his generals enjoyed his victories.

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Hitler and his generals enjoyed their victories.

Ultimately the German army won the Kiev campaign because they tried to.

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Ultimately the German army won the Kiev campaign because they tried.

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Correct Sentence

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Chapter 1 Test Read the following essay several times in preparation for critiquing it. Evaluate the effectiveness of the introduction, the thesis, the transitions, and the conclusion. How can we react to rejection? Hopefully, we keep our eyes focused on Jerusalem and do not allow rejection to side-track us. We may be tempted to stop and annihilate a few Samaritans, but remaining firm in our resolve to possess the land, to journey to the end of our quest, and to reach Jerusalem will be far more rewarding. Refusing to allow rejection to destroy us and choosing not to react in hatred will ease our journey toward our “Jerusalem.” Ruth Graham was once attacked by a jellyfish in the ocean. Many weeks later she naturally found that she had a well-deserved aversion to the ocean. However, she knew she had to return to the sea. The longer she waited the more difficult it became. She loved the ocean, but she knew that as long as she swam, there would be a chance that she would experience the same pain again. She returned to the ocean. Life is a lot like the sea — full of unseen hazards and venomous creatures. Hurting and fearful after undeserved rejection, we are tempted to call it quits, to stay out of the ocean altogether. However, life is in the ocean, and the road to our spiritual Jerusalem leads through treacherous waters. Returning to the ocean can help us face our hurts and fears. Perhaps the most common form of rejection we experience is self-rejection. Self-rejection is very dangerous because it negates the work of the Cross in our lives. In many churches there is so much emphasis on humility that we pretend to be humble by practicing self-rejection. However, true humility evokes love, kindness, and self-control. Self-rejection evokes sadness, depression, anger, and perhaps even violence. We fall into the trap of self-rejection when we listen to the voices that call us worthless and unlovable. We can then fall into the traps of success, popularity, power, or excessive work as antidotes. There is no antidote to poor self-esteem except a profound realization that God loves us.

Chapter 1 Test Answer The use of a rhetorical question in the introduction is an effective tool for inviting the reader into a problem that needs a solution. The introduction is the place to explain references to “Jerusalem” and “Samaritans” for readers who are not familiar with the author’s use of symbolism. In the body, the author effectively develops his exposition by using the metaphor of a jellyfish and the ocean. Lack of effective transitions is a problem in this paper: There is no clear transition between the author’s introductory paragraph and the first paragraph of the body. At the end of the first paragraph, the author could have stated something like, “Often we can follow the lead of others when we are faced with rejection. Ruth Graham is one such person.” To transition to the second body paragraph the author could have concluded the first with something like, “Ruth refused to allow the ocean’s rejection, through the jellyfish, to prevent her from returning to it.” The second body paragraph could have begun with, “Similarly, life is . . .” as a transition and could have ended with, “There is another kind of rejection that we will encounter in our journey.” Then, the last paragraph could have begun with “Another form of rejection. . . .” Even though there is a lack of transitions, the author does keep the main theme alive by repeating the emphasis on “rejection.” Finally, the conclusion is weak because it offers no closure and because it is not properly set up with a transition; it leaves the reader hanging — wondering if the author was clear about the purpose of the essay.

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Writing Task: Part Two Chapter 2 Style (Writing and Speaking): Paragraph - Topic Sentence/Thesis Public Speaking Task: Selecting your Topic, Researching Your Topic, and Knowing your Audience

First Thoughts As you write, it is imperative that you know the purpose of your essay and that you have identified your audience. Why are you writing this essay? Who will read what you write? What expectations do you bring to this paper? What expectations do your readers bring? The purpose of your essay will probably fall into four categories: persuasive, expository, descriptive, and narrative. Persuasive essays argue a point. Descriptive essays describe a person, place, or thing. Expository essays give information and explain. Narratives are stories. When you think about your audience, ask yourself these questions: What prejudices exist in your audience? What is the age range of your audience? Background? Are they friends? Enemies? Who are they? What terms must you define to prevent misunderstanding and to fully inform the audience of what you mean when you use a particular word or set of words? Will you need to write in a formal or informal style?

Chapter Learning Objectives In chapter 2 we continue to examine the basic components of rhetoric: speaking and writing.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write two 75-word essays on the topic, “The importance of finishing my chores before I go to soccer/ballet/ practice.” The first essay is written for your team. The second essay is written for your parents. Write as precisely as possible. This essay should include an outline with thesis, rough draft, final copy containing five new (circled) vocabulary words, and cue cards (index cards). Give a copy to instructor/parent to evaluate. Prepare and then present one speech for two audiences on the topic, “The importance of finishing my chores before I go to soccer/ballet/practice.” The first speech is presented to your team. The second speech is presented to your parents. Speech preparation includes an outline with thesis, rough draft, final copy containing five new (circled) vocabulary words, and cue cards (index cards), oral practice for speech delivery. Give a copy to instructor/parent to evaluate.

Final Project Correct and rewrite all essays and place them in your Final Portfolio. 18

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Lesson 1

Summary Daily Assignment •

Students will complete Concept Builder 2-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 2-A

Identifying Paragraphs I The struggle is daily. There are choices we make, people we talk to, and sights that we see. This all is unavoidable, and goes on outside of us but mostly inside. This struggle forces us to choose between the hard way of the Cross, or the easy broad path leading to destruction. George Herbert (1593–1633) one of the 17th-century poets, wrote a beautiful poem titled, “The Collar.” This poem is written in the first person about himself, and not only identifies the struggle between good and evil, but in it he also faces the struggle, and in the end, he wins. The poem begins with the words, “I struck the board, and cried, ‘no more! I will abroad.’ “ Here, Herbert is fearfully running away from God and telling him “no more,” and to leave him alone. He knows that he has been given free will: “My lines and life are free; free as the road, loose as the wind, as large as store.” But he is not sure he wants to use it: “Shall I still be in suit?” Next, he begins to struggle with what he has lost. “Have I no harvest but a thorn to let me blood, and not restore what I have lost with cordial fruit? Is the year only lost to me? Have I no bays to crown it? No flowers no garlands gay? All blasted? All wasted?” But telling himself that that cannot be all, “Not so, my heart; but there is fruit, and thou hast hands,” he begins to calm down, and see what he has really been given. Then the struggle changes, from being a struggle between running away or staying and having to let go. “Leave thy cold dispute of what is fit and not; forsake thy cage, thy rope of sands, which petty thoughts have made.” Here, Herbert writes beautiful examples of how we are often tied up in things that we think are important. But in reality if we shake them off, we find that they are of no use to us at all. He goes on to say, “tie up thy fears,” which is another example of leaving behind something that we do not need and cannot enter the Kingdom with. The poem ends very simply in submission. “Me thoughts I heard one calling, ‘Child;’ and I replied, ‘my Lord.’ ” At that point there is no struggle, he is at complete peace. Leaving behind the struggle to immerse oneself in complete submission is an idea at which some people would laugh. But not George Herbert. When he wrote this poem, he knew that it was a beautiful action. And so it has been captured onto paper, for all of us.

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Lesson 2

Style (Writing and Speaking): Paragraph Topic Sentence/Thesis Statement Daily Assignment •

Students will complete Concept Builder 2-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 2-B

Identifying Topic Sentences A topic sentence expresses the main idea or purpose of a paragraph. All the other sentences in the paragraph support that main idea. Underline the topic sentences in the following essay. The Lost Tools of Learning Dorothy Sayers That I, whose experience of teaching is extremely limited, should presume to discuss education is a matter, surely, that calls for no apology. It is a kind of behavior to which the present climate of opinion is wholly favorable. Bishops air their opinions about economics; biologists, about metaphysics; inorganic chemists, about theology; the most irrelevant people are appointed to highly technical ministries; and plain, blunt men write to the papers to say that Epstein and Picasso do not know how to draw. Up to a certain point, and provided that the criticisms are made with a reasonable modesty, these activities are commendable. Too much specialization is not a good thing. There is also one excellent reason why the veriest amateur may feel entitled to have an opinion about education. For if we are not all professional teachers, we have all, at some time or another, been taught. Even if we learnt nothing — perhaps in particular if we learnt nothing — our contribution to the discussion may have a potential value. However, it is in the highest degree improbable that the reforms I propose will ever be carried into effect. Neither the parents, nor the training colleges, nor the examination boards, nor the boards of governors, nor the ministries of education, would countenance them for a moment. For they amount to this: that if we are to produce a society of educated people, fitted to preserve their intellectual freedom amid the complex pressures of our modern society, we must turn back the wheel of progress some four or five hundred years, to the point at which education began to lose sight of its true object, towards the end of the Middle Ages. . . When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society. The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is there is now so much more to learn than there was in the Middle Ages. This is partly true, but not wholly. The modern boy and girl are certainly taught more subjects — but does that always mean that they actually know more? (www.gbt.org/text/sayers.html) 20

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Lesson 3

Public Speaking: Overview Selecting and Researching Your Topic and Knowing Your Audience Daily Assignment •

Students will complete Concept Builder 2-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 2-C

Introduction Choose the best introduction for this essay.

A

It is off topic.

B

Begins the essay with a much too broad topic.

C

This definition is the best. It has a catchy beginning and includes a thesis statement.

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Lesson 4

Speech Writing

Daily Assignment •

Students will complete Concept Builder 2-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 2-D

The Conclusion Choose the best conclusion for this essay.

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A

This conclusion has a divergent argument

B

This conclusion is best. It offers closure and a summary.

C

This conclusion is similar, but is tangential — it introduces a new thought.

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Chapter 2 Test You have been hired by a consulting firm to edit a speech written by a politician to be presented at an American Agricultural Convention. Help him out. Mr. Secretary, delegates, and esteemed visitors, welcome. I am very grateful to be here! Only yesterday morning, while eating my Coco Puffs , Pop-Tarts, and drinking a Pepsi, I was suddenly so grateful for the farmers in America! What a great job you do! Papaya fruits, mustard, figs and dates, corn — they are all provided to the American consumer, thanks to you! Day in and day out, you walk behind those plows, spreading those seeds, hoeing those weeds. Thank you! I know how hard you work and that is why I am going to introduce a bill to remove price supports for milk products. It is vital that you are rewarded for your hard work. And those dangerous chemicals! If I have my way, I will push through legislation that will remove all those life-threatening chemicals. Why, in a year or so, you will only have ladybugs to protect you from pests and critters! Finally, my good friends, let’s limit exports. Yes, why should American consumers suffer for us to feed people overseas? Prices for American consumers will drop, too, with fewer grain exports. There will be supply and less demand.

Chapter 2 Test Answer The speechwriter shows that he is totally unfamiliar with the audience; he would probably get booed off the platform. First, the politician should not mention that he ate processed food yesterday — it would be different if he ate eggs, bacon, and toast — all products raised by American farmers. Next, American farmers do not grow papaya fruits or mustard and they grow very few figs and dates. Also, modern farmers do not walk behind plows — they use high-tech machinery to perform all those agricultural tasks. Next, farmers are in favor of price support for products like milk but not in favor of chemical controls (within reason) because chemicals help them kill bugs and pests that eat their crops. Finally, farmers are not in favor of limiting exports — they make a lot of money exporting grain to countries around the world.

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Writing Task: Eyewitness Account Chapter 3 Style (Writing and Speaking): Paragraph - Introduction Public Speaking Skill: The Speech Introduction and Converting the Eyewitness Account to a Speech

First Thoughts An eyewitness account is an essay that attempts to recreate an event as it actually happened. Using powerful imagery and precise language, the eyewitness account recreates an event in precise language. The reader vicariously experiences the described event.

Chapter Learning Objectives In chapter 3 we learn how to write and then rewrite an eyewitness account.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a one-page eyewitness account of “How My Family Eats Dinner.” Using vivid imagery and precise language, recreate this event in your essay. This essay should include an outline with thesis statement, rough draft, several revisions, and a final copy with five new (circled) vocabulary words. Give a copy to instructor/parent to evaluate. In front of an audience, present a 3- to 5-minute eyewitness account of how your family eats dinner. The eyewitness speech, like the eyewitness account/essay, requires that you give the reader generous metaphors and imagery to describe your person, place, or event. For this assignment, you don’t actually have to be present to be an eyewitness, but you must write as if you were. There is no argument to defend; there is no story to write. You are merely an eyewitness — a neutral, dispassionate observer of a human event. That does not mean that you cannot search for metaphors or compare to other scenes what is happening in your scene so that your audience can understand what you are observing.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Eyewitness Example

Daily Assignment •

Students will complete Concept Builder 3-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 3-A

Eyewitness Account An eyewitness account is an essay that attempts to recreate an event as it actually happened. Using powerful imagery and precise language, the eyewitness account recreates an event in precise language. The reader vicariously experiences the described event. Record an eyewitness account using the following chart. What happened?

Tall ships visited Boston Harbor in 1976.

Who participated?

My friends and I at Harvard University left Harvard Yard and visited Boston Harbor.

When did it happen?

July 1976

Where did it happen?

Boston Harbor

Why did it happen?

America’s Bicentennial

How did it happen?

Ships traveled up from New York

What is the significance of the event?

It was a once-in-a-lifetime opportunity to see some beautiful ships and to be part of an historical event

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Lesson 2

Style (Writing and Speaking): Paragraph Introduction Daily Assignment •

Students will complete Concept Builder 3-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 3-B

Sequencing An eyewitness account has a sequence, or logical order. One event leads to another event and so forth. Complete the following sequence chart. First Event

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The tall ships visited Boston Harbor in 1976.

Event 2

My friends and I left Widener Library at Harvard to visit the ships.

Event 3

Along the way, we stopped at Elsie’s for lunch.

Event 4

We arrived at Boston Harbor and looked at the tall ships all day.

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Lesson 3

Public Speaking: The Engaging-Story Approach And The Eyewitness Speech Daily Assignment •

Students will complete Concept Builder 3-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 3-C

Sharing Memories No doubt there are family members who have eyewitness memories of interesting, even historical, events. Use the spider diagram below to create an eyewitness account of an important event in the life of a loved one. Answers will vary

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Lesson 4

Sample Speech: The Engaging-Story Approach Daily Assignment •

Students will complete Concept Builder 3-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 3-D

Reliability Rate the elements of this excerpt. 1 being the least true. 5 being the most true. Then, rate the overall reliability of the passages by giving the passages a reliability rating. Answers will vary

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Chapter 3 Test ESSAY (100 points) Based on the picture below, write a one-page eyewitness account of Abraham Lincoln’s assassination.

Chapter 3 Test Answer The student should describe the scene unfolding, the stage, and Lincoln’s box. Then, after setting the scene, the student should describe — as if he was there — the assassination itself. All aspects of an essay should be present. Careful evaluation will aid the student’s progress as a writer. Answers will vary.

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Writing Skill: Firsthand Experience Chapter 4 Style (Writing and Speaking): Paragraph - Main Body Public Speaking Skill: The Speech Main Body and Converting the Firsthand Experience to a Speech

First Thoughts A firsthand experience is a detailed description and analysis of a significant event. Unlike the Eyewitness Account, the Firsthand Experience is not merely observation. The opening of the essay must establish the setting of the event. In the rest of the paper the author presents a detailed description of the actual event. The more imagery offered to the reader, the better.

Chapter Learning Objectives In chapter 4 we will examine how to write a firsthand experience essay.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a firsthand experience of a life-changing event. This subject essay/oration should be on two pages and include an outline with thesis statement, rough draft, several revisions, and final copy with five new (circled) vocabulary words. Give one copy to teacher/parent. Present a 2- to 3-minute firsthand experience speech on some experience that changed your life.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Essay: Firsthand Experience Daily Assignment •

Students will complete Concept Builder 4-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 4-A

Setting Use the following chart to determine the setting of the previous passage. Character Descriptions The speaker — probably a young pastor — and Forrest — an older, ill man.

Time Period At the end of Forrest’s life

Setting In a private residence, at the end of Forrest’s life

Physical Features The young pastor is nervous; Forrest steadies his hand

Geographic Location Somewhere in the USA, probably close to an urban setting

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Lesson 2

Style (Writing and Speaking): Paragraph Main Body Daily Assignment •

Students will complete Concept Builder 4-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 4-B

Style (Writing and Speaking): Paragraph (C) Main Body Which paragraphs belong in the body of this essay?

Body Paragraphs

Does it belong?

The Japanese could be the most cosmopolitan people in Asia, if not the world. They are so dependent on world markets that it imports virtually all of its iron ore, bauxite, oil, copper, and nickel. Japan relies on foreign supplies for over 90 percent of its coal, natural gas, and lead. Over 85 percent of its total energy is imported from abroad. It is perhaps the greatest importer of agricultural goods. Japan is second only to the United States in terms of the total value of its industrial exports. It is the world’s greatest exporter of automobiles; it has the greatest number of merchant ships in the world.

Yes or No

Yamato emperors expanded their rule over all of the main islands of Japan except Hokkaido. This ultimately brought great upheaval in Japanese society. Likewise a great smallpox epidemic of 735–737 indelibly changed early Japan. Perhaps one-third of the population perished in those two years.

Yes or No

Yet the Japanese people are more intimately tied to their ancient ancestral roots than they are to events in the rest of the world. Third and fourth-generation Japanese, when asked where they are “from,” still name the “old home” of their ancestors. Their lives are tied more closely to the ancient rural agricultural rhythms than to the modern industrial cities where they reside. (Louis G. Perez, The History of Japan. Westport, CT. Greenwood Press. 1998. www.questia.com/ ).

Yes or No

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Lesson 3

Public Speaking Task: The Main Body and the Firsthand Speech Daily Assignment •

Students will complete Concept Builder 4-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 4-C

Drawing Conclusions I Writers rarely state all the facts. They expect readers to draw conclusions from the facts, from the narrative. By inferring, or figuring out, what is happening, readers become better interpreters of the literary event. What can you infer from the following passage? What conclusions can you draw?

Facts

Inferences

“I have seen God face to face.” Genesis 32:30. This is one of the most intense sections of Scripture in the Old Testament. Imagine! Enveloped in eerie darkness, humankind is fighting desperately with Almighty God. There is something of fury, something of evil, in the intense struggling. All of Jacob’s ample trickery, all of his pseudospirituality, is struggling with the Perfect God. The wrestlers groan, gasp for breath, and cry as each pushes to even greater efforts. Silhouetted against the rising moon, at times the two figures seem to lose all temporal location. For a moment, generations upon generations of Christians are standing on that hill, struggling, for all they are worth, with Almighty God. Paul, the Pharisee, is struggling alongside Jacob. He snickers as Stephen screams in mortal pain. Peter is pushing against God, even as he denies Him three times. The fire, into which he peers cannot warm his heart, cannot dry the tears that grow out of his betrayal. We see anxious Martin Luther, tired Martin Luther; who has struggled with God all night. We see Luther courageously nailing his 95 theses on the Wittenberg Door. We see Wesley preaching to the prison inmates of 18th-century England; there is brokenness etched on his face. And we take our place on that hill, for we have struggled — we are struggling — we will struggle — with God. The night is not over.

There is a God.

Jacob or has a big decision to make because he is struggling with God Jacob has “betrayed someone” and is afraid of coming home. The author wants us to compare Jacob’s struggle to other historical struggles. The author wants us to feel the struggle ourselves.

Conclusions In this passage, Jacob, one of the patriarchs, is coming home to face the music, so to speak, with his brother Esau. He is very disturbed. Skills for Rhetoric

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Lesson 4

Sample Speech: Main Points Daily Assignment •

Students will complete Concept Builder 4-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite the final drafts of their assigned essay and speech.

CONCEPT BUILDER 4-D

Achieving Unity Every paragraph and every essay will have unity if all its sentences support the main idea. Cross out the sentences that do not belong in this essay. Samurai Warriors As the effective influence of the imperial court gradually waned from the 9th century through the 12th century, power moved away from the emperor to local warriors (bushi or samurai). The warriors were typically landholders, many minor landholders, yeoman farmers really. They were not necessarily rich noblemen. They lived in small, fortified compounds, and they offered the surrounding peasant communities succor and protection. Often warriors served as local district officials, judges, even priests. They were, however, quintessential warriors. Much of their time was devoted to the cultivation of warfare. As a result they were very effective administrators and warriors. With their land holdings, military skills, and administrative skills, the warriors were a powerful presence in Japanese society. At time, samurai families joined together for protection into larger groups based on kinship ties. The emperor, with no standing army, relied on samurai families to maintain local law and order. By the middle of the 13th century, samurai had become so valuable to the emperor that he appointed a “head samurai” called a shogun. A shogun was a military governor, so to speak, who answered directly to the emperor. He was responsible for maintaining peace in the provinces. He arbitrated differences between rival samurai and other divergent groups. In the 1870s Japanese leadership sent a group on a diplomatic mission around the world. Under the leadership of Iwakura Tomomi, they were to learn about technologically advanced countries of the West. The Iwakura mission’s direct observation of the West left them feeling challenged but hopeful and it seemed possible that Japan could catch up with the Western nations. In 1232 the shogun promulgated the Joei Code. It clarified the duties of samurai and other officials. The code also restrained unruly samurai by requiring them to respect the rights of the religious temples and shrines. This era, called the Hojo era, saw the spread of Buddhism. Buddhism stressed personal salvation for ordinary believers. This was in direct contrast to much Japanese thinking that emphasized the needs of the community above the needs of the individual. There were a series of civil wars that resulted in great turmoil from 1300–1400. Real unity did not occur until a new religious movement emerged, Shintoism. Japan lost World War II but emerged as one of the premier economic powers of the post-World War II world.

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Chapter 4 Test ESSAY (100 points) Write a one-page firsthand-experience essay describing the first time you rode a bicycle without training wheels.

Chapter 4 Test Answer Answers will vary. Evaluator: Please carefully evaluate students’ essays in order to aid writing development.

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Writing Skill: The Descriptive Essay Chapter 5 Style (Writing and Speaking): Paragraph - Conclusion Public Speaking Skill: The Speech Conclusion and Converting the Descriptive Essay to a Speech

First Thoughts The descriptive essay describes a person, place, or thing. In the age of media mania, good old-fashioned prose description has taken a hit. We would much prefer to take a photograph of a sunset or to record a song by our favorite artist than to describe these things with prose. However, since the whole area of apologetics is at stake, it is critical that we maintain that skill. If we can’t describe a sunset, then how do we expect to explain grace to an unsaved person?

Chapter Learning Objectives In chapter 5 we will write a descriptive essay of someone who helped us mature as a Christian.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

In a two-page essay, describe a person who had a great impact on your maturation as a Christian. Emphasize the following elements of descriptive essays: starting point, purpose, form, audience, voice, and point of view. This description essay should include an outline with thesis statement, rough draft, several revisions, and final copy with five new (circled) vocabulary words. Your essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 2- or 3-minute descriptive speech of a person who had a great impact on your maturation as a Christian. A descriptive speech must by definition be full of numerous and well-constructed descriptions. A descriptive speech normally describes its subject ad nauseum. You should look for numerous ways, with multiple metaphors, to help your reader grasp what/who you are describing.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Descriptive Essay

Daily Assignment •

Students will complete Concept Builder 5-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 5-A

Writing with Sensory Words Write with words that appeal to the senses. The ample, double-dipped, chocolate ice cream cone, held in my disheveled clad hand, smashed against my two front teeth with a hissing sound. The oily, frigid mixture slipped down my throat and cooled my clammy skin. The zesty feeling that resulted was hilarious!

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Lesson 2

Writing Style: Paragraph — Conclusion Daily Assignment •

Students will complete Concept Builder 5-B.

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Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 5-B

Drawing Conclusions II Answer these questions true or false. True or False. Robert Frost likes to play in the snow. True or False. Someone must have hurt Frost. True or False. Frost seems to be unhappy as he writes this poem. True or False. Frost is writing a poem about fire and ice. True or False. Frost is writing a poem about love and hatred.

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Lesson 3

Public Speaking Skill: The Conclusion Daily Assignment •

Students will complete Concept Builder 5-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 5-C

Tone Complete the diagram below.

Diction (word usage) Destruction, Hate

Tone Anger

Details Feeling Hatred and Desire

Images Fire and Ice

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Lesson 4

Sample Descriptive Speech

Daily Assignment •

Students will complete Concept Builder 5-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite. the final drafts of their assigned essay and speech.

CONCEPT BUILDER 5-D

Life Application Descriptive essays draw you into life itself. In the space below, write a poem, draw a picture, or write an essay describing an incident that deeply affected your life. Answers will vary.

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Chapter 5 Test ESSAY (100 points) In a one-page essay, describe the following strange invention and speculate upon its use(s).

Chapter 5 Test Answer Answers will vary, but students will write an expository essay offering metaphors and other figurative language to describe the object. Check for proper essay form. As evaluator, what you do with student writing is crucial to the student’s development as a writer.

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Writing Skill: Persuasive vs. Coercive Essay Chapter 6 Style (Writing and Speaking): Paragraph - Unity and Coherence Public Speaking Skill: Delivery and Converting the Persuasive Essay to a Speech

First Thoughts A persuasive essay persuades the reader to embrace a particular course of action. Its sole purpose is to persuade. The writer must not digress to write anything that does not advance that sole purpose.

Chapter Learning Objectives In chapter 6 we learn the difference between coercive and persuasive essay and speech.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

In American society today there is much discussion about the separation of church and state. The First Amendment to the Constitution of the United States of America reads: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Some people argue that “under God” in the Pledge of Allegiance is a violation of the First Amendment. They argue that this phrase moves beyond persuasiveness and becomes coercion. Write a 1- or 2-page essay arguing a position concerning this debate. This essay should include an outline with thesis statement, rough draft, several revisions, and a final copy with five new (circled) vocabulary words. The essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 3-minute coercive speech and persuasive speech on the same topic. A speech is based on an essay, but it is not an essay. There is immediacy in a speech that forces the presenter to be precise and economical in his language. In the speech introduction, clarify the goal of the speech. What are you trying to accomplish? What action do you wish to have result from this speech? A cessation of a behavior? The origination of a behavior? What is your proposition? What does your audience need to believe to be persuaded to your position? Will you be able to provide the proof to accomplish this task?

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Persuasive Essay/Speech

Daily Assignment •

Students will complete Concept Builder 6-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 6-A

The Persuasive Essay The goal of persuasion is to convince someone to adopt a position or an opinion. Refer to the persuasive essay/speech and complete the chart.

Problem A community is facing a terrible adversary — King Hezekiah — and the community is tempted to trust in facile solutions. Today many of us face the same thing.

Solution In Jesus Christ there is whole. In this God, of whom we bear witness with our words and lives, we, like the faithful Israelites, find wholeness, health, and life. This news is good news!

End Result The speaker is asking the audience to accept the generalization that people find their wholeness and life in Jesus Christ alone.

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Lesson 2

Style (Writing And Speaking): Paragraph — Unity And Coherence Daily Assignment •

Students will complete Concept Builder 6-B.

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Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 6-B

Paragraph—Unity and Coherence Read carefully the following passage and underline words that add coherence to this paragraph: First, Chinese civilization began around 2500 to 2000 B.C. Contrast this timeline with Western European civilization that began around 1000 B.C. and European-American civilization that began in A.D. 1600. A rich culture thrived in the lower Huang He (or Yellow River) Valley of north China. However, what makes the civilization unique in world history is its continuity through over 4,000 years. No other civilization can make that claim! Thus, Chinese scholars, from China’s earliest pre-history, maintained a cultural identity separate from contiguous neighbors. The Chinese kept voluminous records since very early times. Therefore, they always had a sense of a unique cultural identity. Chinese history, until recently, was written mostly by royal patrons and scholars. Thus, there is a definite political bias in most Chinese history. Very little social history emerged. Therefore, we know very little about common people in early Chinese history. Also, historians described a Chinese political pattern of dynasties, or political kingdoms, one following another in a cycle of birth and death.

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Lesson 3

Public Speaking: Delivery and Converting the Persuasive Essay to a Speech Daily Assignment •

Students will complete Concept Builder 6-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 6-C

Author’s Bias 1. Does Hughes sound as if he is frustrated or happy with his world?

Hughes is frustrated with the racism so prevalent in his world.

2. What sort of images does he offer for “a dream deferred?” Are they pleasant or unpleasant images?

A dried up raisin; rotten meat. Are they pleasant or unpleasant images? Very unpleasant.

3. What does he mean “or does it explode?” Why does he put these words in italics?

Hughes wants to call attention to them and to remind the reader that even the most patient response has an end.

4. Would it matter to the reader that Langston Hughes is an African-American poet? Why or why not?

The reader understands better why the poet is so negative and frustrated.

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Lesson 4

Student Sample

Daily Assignment •

Students will complete Concept Builder 6-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 6-D

My Own Bias Answers will vary.

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Chapter 6 Test ESSAY (100 points) In a one-page essay, even though the student already has four pairs of soccer shoes, the student should persuade his parents to give him money to purchase the latest kangaroo-leather, soccer shoes costing $189.

Chapter 6 Test Answer A persuasive paper inevitably begins with an argument in favor of a position and then offers arguments to support it. The answers to the essay above will vary.

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Writing Skill: Persuasive Advertisement Essay Chapter 7 Style (Writing and Speaking): Paragraph - Transitional Devices Public Speaking Skill: Delivery and Converting the Persuasive Advertisement Essay to a Speech

First Thoughts The most common persuasive writings concern advertisements. Advertisements commonly rely upon the three appeals of Aristotelian rhetoric to convey their message: logos, pathos, and ethos. Logos pertains to the logical cognitive function of the argument itself; pathos involves the emotion stirred up in the audience, and ethos concerns the credibility of the advertisement. Advertisements may not include all three appeals or draw equally from them, but they are present in the advertisement in one form or another.

Chapter Learning Objectives In chapter 7 we will explore persuasive advertisements.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a one-page persuasive advertisement essay for your favorite vacation spot. This essay should include an outline with thesis statement, rough draft, several revisions, final copy with five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Create a persuasive advertisement speech for your favorite vacation spot.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Ethos, Logos, Pathos

Daily Assignment •

Students will complete Concept Builder 7-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 7-A

Writing with Emotion II Using the chart below illustrate an important, emotional experience that you had. Answers will vary.

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Lesson 2

Style (Writing and Speaking): Paragraphs — Transitional Devices Daily Assignment •

Students will complete Concept Builder 7-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 7-B

Writing Skill: The Persuasive Advertisement Essay

Ethos They weren’t heroic figures

Logos Pyle describes these soldiers in great detail

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Message

Pathos They were good boys

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Lesson 3

Sample Essay Emphasizing Transitions

Daily Assignment •

Students will complete Concept Builder 7-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 7-C

Persuasive Techniques Persuasive writers and speakers trying to persuade the reader of the value of a particular position, attitude, or action. The reader is not interested in fairness or objectivity. Match these statements with the Persuasive Technique.

Statement

Persuasive Technique

B. Harvard students are all snobs.

A. F aulty Reasoning: Writers makes statements that draw readers to a conclusion that is not supported by facts.

C. E ither I will go to college or I will fail at everything I try.

B. S tereotype: A writer makes unsubstantiated generalizations about groups of people.

D. I drive a car that only the richest people drive.

C. C  ause and Effect: A writer suggests that some cause leads to an effect that in fact is erroneous.

A. S tudents will do well on the SAT I if they will only take five or six practice exams.

D. S nob Appeal: A writer encourages his reader to adopt a position with the promise that the reader will be joining an “elite group.”

E. I know that the election of our president is the cause of my pastor leaving our church.

E. E ither/Or Fallacy: A writer argues that the reader must accept his position or there will be an effect when in fact the outcome is far more complicated.

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Lesson 4

Public Speaking: Delivery and Converting the Persuasive Advertisement Essay to a Speech Daily Assignment

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Students will complete Concept Builder 7-D.

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Prayer journal

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

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CONCEPT BUILDER 7-D

Argumentation In persuasive writing, argumentation is the technique of choice to persuade the reader to accept a position. In the following argument identify these three things. 1. The thesis: the purpose of the argument. 2. The counter argument: what the other side believes. 3. The conclusion: a summary or restatement of the thesis. I heartily accept the motto, — “That government is best which governs least”; and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe, — “That government is best which governs not at all”; and when men are prepared for it, that will be the kind of government which they will have. Government is at best but an expedient; but most governments are usually, and all governments are sometimes, inexpedient. The objections which have been brought against a standing army, and they are many and weighty, and deserve to prevail, may also at last be brought against a standing government. The standing army is only an arm of the standing government. The government itself, which is only the mode which the people have chosen to execute their will, is equally liable to be abused and perverted before the people can act through it. Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for, in the outset, the people would not have consented to this measure. —Henry David Thoreau.

The thesis: the purpose of the argument.

I heartily accept the motto — “That government is best which governs least”; and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe — “That government is best which governs not at all”; and when men are prepared for it, that will be the kind of government which they will have.

The counter argument: what the other side believes.

The objections which have been brought against a standing army, and they are many and weighty, and deserve to prevail, may also at last be brought against a standing government. The standing army is only an arm of the standing government.

The conclusion: a summary or restatement of the thesis.

Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for, in the outset, the people would not have consented to this measure.

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Chapter 7 Test ESSAY (100 points) In a one-page essay, analyze your favorite advertisement being careful to discuss the logos, pathos, and ethos of the ad.

Chapter 7 Test Answer Answers will vary. A typical soft drink commercial, for example, will appeal more to the emotions (pathos) than to the mind (logos) or to credibility (ethos). This is the reason advertisers use images and rhetoric that may have nothing directly to do with the product.

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Writing Skill: Summary Report Chapter 8 Style (Writing and Speaking): Sentences - Overview Public Speaking Skill: Overcoming Fear and Converting Summary Essay to a Speech

First Thoughts A summary report is an abbreviated version of a written piece, nonfiction or fiction. Typically, the summary report avoids any value analysis of the piece’s argumentation (as a précis would). However, if instructed to do so, you may use a summary report as the first step of serious literary or historical analysis.

Chapter Learning Objectives In chapter 8 we will look at summary essays. We will focus on the difference between a summary and a précis.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Summarize your favorite book, being sure to include all aspects of a good summary. Remember: a summary is an overview — not an analysis — of something. Your essay will include the following literary elements: plot, theme, characters, setting, and tone. This expository essay should be a two-page essay and should include an outline with thesis statement, rough draft, several revisions, final copy with five new (circled) vocabulary words. Give a copy to instructor/parent to evaluate. In front of an audience, present a one-minute summary of your favorite book. A summary speech has an introduction, body, and a conclusion. It carefully highlights salient components of the book that make it a good book, or, in this case, your favorite book. When you present your speech, give particular attention to your delivery. You will gain further confidence as you practice the speech out loud — not silently — if possible in the very room where you will present it. Most importantly, though, pray. Prepare yourself. Memorize a Scripture verse and silently quote it to yourself as you prepare.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Ethos, Logos, Pathos

Daily Assignment •

Students will complete Concept Builder 8-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 8-A

Writing Skill: Summary Report Using the chart below, summarize a movie, play, or book that you have read. Answers will vary.

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Lesson 2

A Summary

Daily Assignment •

Students will complete Concept Builder 8-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 8-B

Combining Sentences with Conjunctions Rewrite the following sentences: 1. The mayor is not a mean man. He has limits. (Join with but) The mayor is not a mean man but he has limits. 2. He was sure there would be an end to the war. The enemy surrendered. (Join with when) He was sure there would be an end to the war when the enemy surrendered. 3. I really want to go to Dallas, Texas. I want to watch the Steelers beat the Cowboys. (Join with and) I really want to go to Dallas, Texas, and watch the Steelers beat the Cowboys.

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Lesson 3

Style (Writing and Speaking Skill): Sentences — Overview Daily Assignment •

Students will complete Concept Builder 8-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 8-C

Conciseness Write concisely. Avoid sentences that have unnecessary words. Mark the sentence that is the most concise sentence. 1. _______ I believe that the Germans caused World War II. ___X___The Germans caused World War II. 2. _______ Mary, who was young, published her first novel at age 12. ___X___Mary publisher her first novel at age 12. 3. ___X___Although, I never visited Hong Kong, my wife tells me it is beautiful.

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_______I never visited Hong Kong. My wife tells me it is beautiful.

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Lesson 4

Public Speaking: Overcoming Fear and Converting a Summary Essay to a Speech Daily Assignment •

Students will complete Concept Builder 8-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 8-D

Summary: Poetry Summarize this poem by Robert Frost. Frost describes a wall and how he and his neighbor regularly repair that wall. Good fences make good neighbors!

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Chapter 8 Test ESSAY (100 points) In a one-page essay, summarize the Book of Esther (in the Bible).

Chapter 8 Test Answer Among other things, the Book of Esther is a story of justice. Justice fell on Mordecai who was a Jew working in the king’s palace. Esther received justice for being faithful to God. Jewish captive Mordecai, a righteous relative of Queen Esther, heard two guards planning to assassinate the king of Babylon. He had two hard choices. He could let the king who conquered his country die or he could inform him of this evil plot and save him. Mordecai told the king of the guard’s plan. The king hanged the guards on the gallows. Mordecai was praised and was promised further rewards, but the king forgot his promise. An acquaintance of Mordecai, the Babylonian Haman hated the Jews, and most of all he hated Mordecai. Haman was on his way home from a party when he saw Mordecai sitting by a gate. Haman noticed that Mordecai was not afraid of this Babylonian overlord, which infuriated Haman. He plotted to kill Mordecai by persuading the king to kill all Jewish people, including Mordecai. However, the king, with the help of Esther his queen, saw through Haman’s evil plan and hanged him on the gallows on which Haman had planned to hang Mordecai. As a reward, Mordecai was placed on top of the royal horse, clothed in royal garments, and lead through the streets while being praised. Again, justice fell on the wicked and the righteous. Out of Haman’s own personal hatred, he sought to destroy Mordecai. However, it was not steadfast Mordecai who was destroyed. Instead it was Haman. (Peter)

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Writing Skill: Précis Chapter 9 Style (Writing and Speaking): Sentences - Emphasis Public Speaking Skill: Presentation Aids and Converting a Précis to a speech.

First Thoughts A précis is a summary of a literary work in which the author’s story or argument is accurately and fairly reproduced, but in your own words. If there is a story, the précis recounts the basic narrative. If it is a non-fiction piece, the basic arguments are reiterated. In either case, the précis is significantly smaller than the extant piece. A précis employs all levels of critical thinking — analysis, synthesis, and evaluation.

Chapter Learning Objectives In chapter 9 we will look at précis essays

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a précis of your favorite book, being sure to include all aspects of a good précis. This subject essay should be on two pages and include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. Give a copy of your paper to your teacher/parent. Convert a précis of your favorite book into a speech. Remember, in your speech you will need to follow the same guidelines established in the “Writing Skills” section of this lesson. A précis speech is based on a précis manuscript. Identify the salient points of your favorite book and emphasize them. For example, if you were presenting a précis speech on “Charge of the Light Brigade,” you would be wise to memorize the refrain and maintain eye contact with your audience as you repeat phrases from it numerous times. It would also allow you to catch your thoughts as you progress through the speech.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Writing Task: Précis

Daily Assignment •

Students will complete Concept Builder 9-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 9-A

Writing Task: Précis Write a précis of this excerpt from Frederick Douglass’s autobiography. 1. A rearrangement of ideas:

Douglass discusses his birthplace and early life.

2. A crystallization of the text:

Douglass obviously does not approve of slavery or slaveholders.

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Lesson 2

Preparation of the Précis

Daily Assignment •

Students will complete Concept Builder 9-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 9-B

Vernacular Language One should use formal language in most essays. Rewrite the following colloquial (everyday, informal) sentences in a more formal way. Write in more formal words:

Write in more colloquial language:

You are one cool dude! You are a very competent person!

The day was not very good. Answers will vary

I like the sweet chick! I like the very nice young lady.

It has been a perfect day! Answers will vary

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Lesson 3

Style (Writing and Speaking Skill): Sentence — Emphasis Daily Assignment •

Students will complete Concept Builder 9-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 9-C

Active Reading Answer the following questions from The Adventures of Huckleberry Finn by Mark Twain. Clarify: Why does Twain begin his book this way? Huck Finn’s unique perspective offers a great opportunity for Twain to develop dramatic irony and increase humor. Visualize: Twain is writing to an audience that does not have televisions or computers. Twain has to use language to paint a picture for his audience. Write two. “The widow she cried over me, and called me a poor lost lamb, and she called me a lot of other names, too, but she never meant no harm by it.” “Miss Watson, a tolerable slim old maid, with goggles on, had just come to live with her, and took a set at me now with a spelling-book.” Connect: Describe someone in your life who is like the Widow Douglas. Answers will vary. Predict: What do you think will happen to Huck Finn? Answers will vary. Question: Why does Twain use colloquial language? To disarm characters and readers. It also is funny! Evaluate: What narrative technique does Twain employ? What advantage does it offer him? First-person narration is the perfect way to develop humorous situations.

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Lesson 4

Public Speaking Task: Presentation Aids Daily Assignment •

Students will complete Concept Builder 9-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 9-D

Précis: Poetry Write a précis of the poem “Mending Wall” by Robert Frost (Concept Builder 8-D). Frost uses an image of a wall to describe human relationships.

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Chapter 9 Test ESSAY (100 points) In a one-page essay, compare and contrast the following two passages. Which one is a précis? Which is a summary? Why? ESSAY A Gene Forrester, the narrator of A Separate Peace, returns to Devon, his private high school in New Hampshire. As he walks around Devon School, the reader realizes that something terrible happened there. When Gene comes to rest at the foot of a huge tree overhanging a riverbank on the edge of campus and pauses to reflect, our story begins in a flashback to the summer between Gene’s junior and senior years. The reader quickly meets the main character of the story and its hero, Gene’s best friend, Finny. Finny is a boy who stands out from the crowd. He’s brave to the point of foolhardiness, outspoken, athletic, bright, funny — yet, Finny is also an enigma. He challenges the other boys to make a leap from the fateful tree on the riverbank into cold waters. This challenge, repeated throughout the book, ultimately proves to be Finny’s destruction. ESSAY B The story is a story within a story, or a frame story. Gene is remembering a particular school year that occurred years before. However, the story is really about Gene, not the happenings at Devon School. Unlike his friends, who seem to remain static characters, Gene grows and matures as a protagonist. The entire novel, in fact, is about Gene’s maturation. He comes to a sort of peace within himself. He learns that peace is a state of mind unrelated to outside circumstances.

Chapter 9 Test Answer Essay A is a summary; Essay B is a précis. Essay A is merely a recapitulation of the story. Essay B is both a recapitulation and some cursory analysis of the story.

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Writing Skill: The Character Profile Chapter 10 Style (Writing and Speaking): Sentences - Expanding Sentences Public Speaking Skill: Presentation Aids and Converting a Character Profile to a Speech

First Thoughts In a character profile, writers highlight the salient components of a person’s life. They not only describe the physical appearance of the character, they also offer personality insights.

Chapter Learning Objectives In chapter 10 we will learn how to write character profiles.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a character profile of a close friend. Your essay should include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. In front of an audience, present a character profile of a close friend.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Character Profile

Daily Assignment •

Students will complete Concept Builder 10-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 10-A

Character Profile I Read the following character profile and complete the diagram following.

Plot Crisis Virgil is obviously very ill.

Character Profile of Virgil

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Character Description

Reactions of Other Characters

Virgil is old and physically challenged. He apparently is suffering from dementia.

Paul and the pastor are sympathetic but insistent upon sharing something with Virgil.

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Lesson 2

Writing Style: Sentences — Expanding Sentences Daily Assignment •

Students will complete Concept Builder 10-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 10-B

Character Profile II Outline a character profile of someone very special to you. Answers will vary.

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Lesson 3

Public Speaking: Presentation Aids and Converting a Character Profile to a Speech Daily Assignment •

Students will complete Concept Builder 10-C.

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Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 10-C

Character Profile III Outline a character profile of yourself. In your profile, highlight your own personality and how others have made you the way you are. Answers will vary.

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Lesson 4

Student Essay Character Profile: Annika Marisa Lin Daily Assignment •

Students will complete Concept Builder 10-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 10-D

Elaboration Label examples from the following excerpt (one passage has two labels): 1. Definition 2. Statistics and Examples 3. Explanations

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Chapter 10 Test ESSAY (100 points) Write a one-page character profile of your favorite pet.

Chapter 10 Test Answer As I stepped into our yard I quietly moved toward my dad’s kennel. Dad’s prize-winning bird dogs, Sandy and Jim (my namesake), were delighted to see me. Jim was a purebred boxy male setter with caramel-colored spots on a short white hair base. His most distinguishing feature was his voice that sounded more like a bloodhound than a prize-winning quail dog. Sandy was an impressive black and white long hair setter who my father claimed was smarter than my dim-witted Uncle Homer. Sandy could locate a covey of quail faster than any dog I had ever known; Uncle Homer diurnally could barely locate his false teeth. Sandy deeply loved me. She was older than I, and my father claimed that raising me had fulfilled her frustrated maternal instincts that had been severely curtailed when my father had Sandy spayed. On this morning they wanted something I did not have: they supposed that I was the harbinger of a bird hunting expedition or at least a romp over to Mr. Stalling’s pasture to harass his two yearlings. While my father loved unconditionally and unimaginatively never wavered on that score, not even jokingly, my grandmother loved unconditionally in a whimsical, mischievous way. While Jim and Sandy were undeniably my father’s dogs, they, like the rest of us, recognized and accepted my grandmother’s peremptory influence over everything. Unfortunately, they had embraced Helen’s teasing love rather than my father’s steady, consistent love. I sincerely apologized to Jim and Sandy, and I vigorously scratched their prickly ears. Sincere appeasement accomplished nothing. Sandy and Jim rudely snubbed the young offspring of their master by turning their backs and growling. (James Stobaugh)

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The General Analysis Essay Chapter 11 Style (Writing and Speaking): Sentences - Writing Complete Sentences Public Speaking Skill: Converting a General Analysis Essay into a Speech.

First Thoughts Analysis is a higher-level thinking process. To analyze a problem is to take it apart and understand its parts. Analysis identifies patterns in data and separates parts as a means of recognizing heretofore hidden meanings. Analysis thinking also identifies different meanings of the data.

Chapter Learning Objectives In chapter 11 we will write analysis essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Analyze your family by comparing each family member to an animal. Carefully defend your choice. This essay should include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. The essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Give a three-minute analysis speech where you compare each family member to an animal. In your speech, employ as many rhetorical questions as you can.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Analysis Essay

Daily Assignment •

Students will complete Concept Builder 11-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 11-A

Analysis I Analysis is a higher-level thinking process. To analyze a problem is to take it apart and understand its parts. Analysis identifies patterns in data and separates parts as a means of recognizing heretofore hidden meanings. Analysis thinking also identifies different meanings of the data. Analyze the following charts and answer accompanying questions: What one observation can you make from these charts? Several things. There were immigrants from Northern and Western Europe in the beginning but this changed at the end of the 19th century. When did most immigrants arrive? Sometime before 1860. During which decade did the same immigration originate between two different areas? 1891–1900 What can you infer from the fact that Asian immigration was never as much as European immigration? Asians were not initially welcome in this country.

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Lesson 2

Writing Style: Sentences — Writing Complete Sentences Daily Assignment •

Students will complete Concept Builder 11-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 11-B

Analysis II Analyze the following charts and answer accompanying questions: Why was unskilled labor the largest immigration group consistently throughout this time period? Probably they were the ones who most needed the opportunity that America offered. How well have immigrants assimilated in American society? Unskilled labor was always the most populated category, which means that most immigrants started at the bottom of the ladder and worked their way up.

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Lesson 3

Public Speaking: Converting a General Analysis Essay into a Speech Daily Assignment

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Students will complete Concept Builder 11-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

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CONCEPT BUILDER 11-C

Analysis III The structure of an analysis paper, like other academic essays, is traditionally three-part: an introduction in which you introduce your topic and present your thesis; body paragraphs in which you support and explain your analysis with specific evidence and a conclusion that wraps up your paper. You will use this essay again at 12-C. Identify the three parts of this essay in the chart below: Introduction (I), Body (B), Conclusion (C).

I

One of the worst monetary investments in the early 17th century was an investment in the Virginia Company. The Virginia Company was a stock-option company set up to raise funds for new colonizing enterprises. It was a bust for its investors. Its first and only real undertaking was the Jamestown investment. The Jamestown investment proved to be an extraordinarily bad because it lost vast amounts of money for its investors. Principally, this was due to the unwillingness of the early colonizers to do the necessary work of providing for themselves. At the same time, and in defense of the early settlers, the investors never really provided enough capital for adequate supply of the venture. Nevertheless, how extraordinary that the United States, whose business is business President Calvin Coolidge once said, started as a bad business venture! With very little prospect of profit, the English were much slower than the French, Spanish, Dutch, and even the Portuguese to explore and then to settle the New World. While Drake and others participated in exciting adventures, virtually no Englishman undertook a serious exploration of the New World (except John Cabot). Nonetheless, by 1607, 20 years after the ill-fated colony at Roanoke disappeared, England had a firm geopolitical claim to North America.

B

Jamestown, Virginia, was the site of the first permanent British settlement in North America. It was founded on May 14, 1607, and was located on a peninsula (later an island) in the James River in Virginia. It was named in honor of King James I. From the beginning the colony was unsure about its reason for existence. Ostensibly, it was founded for the sole purpose of making profit for its investors. One quick way to make money in the 17th century, of course, was to prospect gold. This possibility was especially appealing to the yeoman (middle class) farmer and second or third son of an aristocratic family (who had scant hope of inheriting any money in England) both of whom made up the majority element of early British settlers. Gold was and still is hard to come by in southeastern, tidewater Virginia. Finally, after starvation took over half the colony, the new colonists discovered that the cultivation of tobacco was about as good as gold. It was then grown everywhere — including the streets of Jamestown.

C

No one knows why the early profiteers would choose such an unhealthy place as Jamestown for a settlement. No self-respecting Native American would be caught dead near the place. Situated in an unhealthful marshy area, the colony always had a small population because of a high death rate from disease. What disease did not kill, fire often did. In 1608 Jamestown was accidentally burned, and two years later it was about to be abandoned by its inhabitants when Thomas West, Lord De La Warr, arrived with new energy and new supplies. Other fires occurred in 1676 and 1698. Jamestown fell into decay when the seat of government of Virginia was moved in 1699 to the Middle Plantation (later Williamsburg). By this time quick profit had been abandoned for more long term endeavors — like fishing and agriculture. However, from the beginning the Jamestown experiment was an experiment in profit making.

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Lesson 4

Saturday Morning Television: An Analysis Daily Assignment •

Students will complete Concept Builder 11-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 11-D

Cause and Effect Analysis is a good way to show how one event or action directly results in another event or action. Carefully read this passage and complete the accompanying diagram: Cause:

Cause:

Europeans brought diseases for which the Native Americans had no immunity

European revenge, enabled by advanced weaponry, destroyed the Native Americans

Effect: Native American Powhatan Tribe was annihilated.

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Chapter 11 Test ESSAY (100 points) Write a one-page analysis of the best day you have ever experienced.

Chapter 11 Test Answer Answers will vary.

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The General Synthesis Essay Chapter 12 Style (Writing and Speaking): Sentences - Writing Clear Sentences Public Speaking Skill: Converting a General Synthesis Essay into a Speech

First Thoughts Whenever you report to a friend the things other friends have said about a movie or your pastor’s sermon, you engage in synthesis. We synthesize information naturally to understand the connections between things; for example, you have probably stored up a mental data bank of your favorite ice cream flavors. You access that data bank every time you visit an ice cream parlor.

Chapter Learning Objectives In chapter 12 we will write synthesis essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Last year, almost a million-plus evangelical Christians graduated from high school. Many of them have gone to college and will become the next generation of leaders. Speculate about what effect this influx of graduates will have on American society and culture. This essay should include an outline with thesis statement, rough draft, revised draft, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. While attending a local state university, you have written a very impressive paper entitled, “A Case for the Mosaic Authorship of the Pentateuch.” Your unbelieving professor is so impressed that he wants to speak to you privately. You recognize this invitation as an opportunity to share the gospel with this professor. Write a three-minute synthesis speech organizing and presenting evidence for the Mosaic authorship of the Pentateuch.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Family Mission Statement

Daily Assignment •

Students will complete Concept Builder 12-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 12-A

Synthesis The following is an imaginary problem. Complete the chart to find a solution (synthesis): Answers will vary.

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Lesson 2

Writing Style: Sentences — Writing Clear Sentences Daily Assignment •

Students will complete Concept Builder 12-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 12-B

Problem/Solution Chart Most decisions are a synthesis of data and a resulting solution outcome. Complete the following problem/ solution chart concerning a problem you are facing. An example is provided. Answers will vary.

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Lesson 3

Public Speaking: Converting a Synthesis Essay to a Synthesis Speech Daily Assignment •

Students will complete Concept Builder 12-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 12-C

Comparison/Contrast A primary form of synthesis is the comparison and contrast essay. Reread Concept Builder 11-C and compare and contrast that article with the article below.

Colonists

Origination

Religious Emphasis

Government

For profit

Secondary

Monarchy

Plimoth (Pilgrims)

Religious freedom

Primary (separatists)

Monarchy with a constitution

Boston (Puritans)

Religious freedom

Primary (Puritans)

Monarchy

Jamestown

Conclusion Similarities/Differences Jamestown is very different from the other two.

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Lesson 4

Synthesis Essay Example

Daily Assignment •

Students will complete Concept Builder 12-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 12-D

Predicting When you read a story, watch a movie, or listen to a speech, you are figuring out what will happen next. This is a synthesis exercise — you are gathering data, and then predicting an outcome. Read the following story and predict an outcome. Answers will vary.

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Chapter 12 Test ESSAY (100 points) Write a one-page synthesis of the best vacation your family has experienced. In other words, speculate upon what would be a perfect vacation as you think about your best vacation.

Chapter 12 Test Answer Answers will vary.

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Literary Analysis Chapter 13 Style (Writing and Speaking): Sentences - Writing Clear Sentences Public Speaking Skill: Converting a Literary Analysis Essay into a Speech

Chapter Learning Objectives In chapter 13, we will learn how to write literary analysis. Literary analysis is writing about literature. It is analyzing, taking apart, the components of a literary piece and explaining what they mean. But it is more than that. A first cousin to literary analysis is apologetics, the art of defending the faith. When one learns to analyze literature, one is gaining the same cognitive skills to defend Christianity. Is there any wonder, then, that the greatest apologist of the 20th century — C. S. Lewis — was an English teacher?

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a rough draft, revised draft, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Create a thinking game and concept map of your favorite literary piece. Use this outline to create a 1- to 3-minute speech to an audience.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 13-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 13-A

Literary Analysis: Alliteration Read this poem by Eve Merriam and give three examples of alliteration: 1. Spack, flack, flick, fleck 2. Spatter, scatter, clatter 3. Galosh, slosh, galosh

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Lesson 2

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 13-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 13-B

Literary Analysis: Characterization Read the following passage from “Pecos Bill” by Edward S. O’Reilly and complete the chart. Refer to Lesson 1 for additional guidance.

Pecos Bill Protagonist Pecos Bill

Internal Conflict Loved Slue Foot Sue Conflict Many great natural obstacles blocked his way

Antagonist Many natural phenomenon (e.g., a tornado)

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Lesson 3

Writing Style: Sentences — Sentence Variety Daily Assignment •

Students will complete Concept Builder 13-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 13-C

Literary Analysis: Plot Complete the following chart using the short story “Pecos Bill.”

Plot Exposition Pecos Bill is born into a normal family but develops into quite an extraordinary young man Rising Action Faces bad men, tornadoes, etc. Overcomes all! Crisis Falls in love Falling Action Bill sees Sue Resolution The reader is unsure if they get together

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Lesson 4

Public Speaking: Literary Analysis Daily Assignment •

Students will complete Concept Builder 13-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 13-D

Literary Analysis: Narration Identify the narration in the following passages:

Passage My mother, who walked three miles a . . . manifestly refused to be.

Mrs. Smith walked three miles a day . . . manifestly refused to be.

Narration First Person

Limited Omniscient

Mrs. Smith . . . did not visit her doctor.

Third Person Objective

Mrs. Smith . . . When she did visit the doctor, he too was afraid of her!

Omniscient Narration

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Chapter 13 Test ESSAY (100 points) Using appropriate “language of analysis,” write a one-page literary analysis of the following excerpt from “The Cask of Amontillado” by Edgar Allan Poe.

Chapter 13 Test Answer Students should use the language presented in the introduction of this chapter. The characters are well developed in a short amount of time. The setting is well described. The plot concerns an internal conflict and external conflict, and it is well presented. The tone (i.e., suspense) is developed brilliantly through the narration. Overall, it is a well-written short story — all the elements of a short story are present.

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Evaluation Essay Chapter 14 Style (Writing and Speaking): Using the Dictionary vs. Thesaurus Public Speaking Skill: Converting an Evaluation Essay into a Speech

First Thoughts Evaluation is a higher-level thinking process. To evaluate a problem is to judge the worth of the material. Of course you must use some sort of rating system or criteria to evaluate something. Sometimes the rating criterion is given to you; other times, you must set your own criteria. Then you must use evidence to show that the topic does or does not fit your criteria. You should deal with what the implications are for whether it fits or does not fit (or fits some but not others of ) your criteria. Finally, you must make a value judgment concerning the mate-rial’s veracity.

Chapter Learning Objectives In chapter 14 we will learn how to write evaluation essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Evaluate the significance to world history of an important individual. Include an outline with thesis statement, rough draft, revised draft, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). In a 3-minute speech, evaluate the significance to world history of a well-recognized individual.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 14-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 14-A

Evaluation Evaluation Criteria

Response

Does the narrator appear to be sane?

He is lucid and rational.

Does the narrator have an “axe to grind?”

Clearly he is malevolently driven by revenge.

Is the narrator reliable? Can the reader believe his narration? Answers will vary — I think he is.

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Lesson 2

Writing Style: Words — Using the Dictionary vs. the Thesaurus Daily Assignment •

Students will complete Concept Builder 14-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 14-B

Writing Generalizations Every writing project requires the writer to make decisions about how he/she will write his/her essay. Use the following charts to guide you as you organize and write your essay this week: Evaluate the significance to world history of an important individual. Person you will evaluate: Martin Luther King Jr. Purpose:  to inform: Dr. King was a great Civil Rights leader.  to argue: Dr. King was distracted by the Vietnam War.  to entertain: Dr. King was a great pastor.  to analyze: Dr. King used nonviolence to bring great change. Audience: • Will my readers know this person? Yes. • Will they like him/her? Most do. • What level of language is most appropriate for my audience? High School Level. Form  Essay — The writing event will be an essay.  Letter  Sermon  Play

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Lesson 3

Public Speaking: Converting an Evaluation Essay Into A Speech Daily Assignment •

Students will complete Concept Builder 14-C.

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Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 14-C

Building a Story Recall a conversation you overheard in the last few days and build a story around the words. Use the diagram below to organize your story. Answers will vary.

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Lesson 4

Evaluation Criteria for Choosing the Right Curriculum Daily Assignment •

Students will complete Concept Builder 14-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 14-D

Making Judgments Do you think Jonathan’s punishment was fair? Why or why not? Answers will vary.

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Chapter 14 Test ESSAY (100 points) Using reference books, write an analysis essay of the causes of America’s involvement in World War II. Then, write an essay speculating about what would have happened if America had not entered the war (synthesis essay). Finally, evaluate whether or not America was justified in entering the war on the side of the Allies. Make each essay from 75–150 words.

Chapter 14 Test Answer Sample Analysis Essay: World War II may have begun in Europe, but 1939 Depression-era America was not yet ready to fight. Preoccupied with domestic problems, Americans had no intention of entering another European War as we had done in 1917. Let the Europeans fight their own war! These Americans were called “Isolationists,” and without a doubt they were the majority of Americans. Most scholars believe that both Russia and England would have lost World War II without American support. The outbreak of World War II in Europe proved to be an important turning point in the development of American foreign policy. This shift echoed the American of 1889 who now wished to be left alone and out of European politics. Most American sympathies, however, lay with the underdogs — Great Britain and France — and it was difficult to remain neutral, especially after France fell in 1940 and Great Britain was about to fall. The situation in Asia was no better. In the early 1930s Japan began her conquest of China and vigorously continued her efforts in 1937 with her attack on Nanking, “the rape of Nanking.” President Roosevelt responded slowly to these threats. His domestic problems were all he could bear and, besides, from the beginning, Roosevelt saw Hitler as a greater threat. Roosevelt supported non-violent means to control Japanese aggression. By 1941, America had imposed an embargo on certain goods — notably scrap iron. These measures persuaded Japan to take a great gamble. Japan could either retreat from her world conquest and lose face, or she could make a bold gamble and attack the United States. She chose the latter course of action. On December 7, 1941, America was attacked at Pearl Harbor by the empire of Japan. The next day, December 8, 1941, the same day that the United States declared war on Japan, Germany declared war on America. Now, the whole world was at war. The Japanese attack on American soil at Pearl Harbor motivated America in a way no one expected. America brought her entire industrial might to bear on the Axis (Japan-Italy-German) powers. It took four years to do so, but by August 1945, World War II had ended

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The Cause/Effect Essay Chapter 15 Style (Writing and Speaking): Words — Connotation vs. Denotation Public Speaking Skill: Converting a Cause/Effect Essay into a Speech

First Thoughts What causes exorbitant fuel prices? What caused the American Civil War? A cause/effect paper invites you to consider a problem, define the problem, and offer a solution to the problem. Cause/effect papers are the most common and perhaps the most fun to write. There are two strategic points that are critical to a cause/effect paper. First, you must be clear about whether you are going to discus causes or effects or both. Secondly, you must be clear about the order of the causes or effects you’re going to discuss. Not all causes/effects are of equal importance or impact. Will you begin with the most important or the least important cause/effect? Decide and then stick with your decision for the rest of your paper. Also, you may discuss the most important causes/effects and concede that there are less important causes/ effects that you will have to overlook. Finally, one of the most challenging parts to writing cause/effect essays is ending them. Be careful to avoid a “preachy” attitude but feel free to lobby hard for one or two causes/effects or to even suggest a new one no one has noticed. Be careful, though, to avoid making this a cause/solution essay. Solution is beyond the scope of this particular essay.

Chapter Learning Objectives In chapter 15 we will learn how to write cause/effect essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Evaluate the last time you made some bad choices. What were the causes of these bad choices? What was the outcome? This essay should include an outline with thesis statement, rough draft, revised draft, final copy, and five new (circled) vocabulary words. Give a copy to instructor/parent to evaluate. Convert a cause/effect essay into a speech.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Cause/Effect Essay

Daily Assignment •

Students will complete Concept Builder 15-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 15-A

Cause/Effect Essay Read Chapter 15 “First Thoughts,” and then consider the following 1912 essay on the causes of racial skin differences and complete the accompanying graph.

Skin Color Changes Causes A. You have noticed, yourself, that when you expose the skin of your face or arms to the hot sun, you become freckled or tanned. This tanning, or browning, of the outer layer of the skin protects the more delicate coats of skin below from being scorched or injured by the strong light. B.  When you are playing and running with your schoolmates, you see that their faces grow very red, and even their hands. Why is this? Because the heart has been pumping hard and has sent the red blood out toward the skin. The red color shines through the outer part of the skin. C. The pigment in the Native American skin, or the African-American’s, prevents the red blood underneath from shining through, as it does through a Caucasian. Effect: Different Skin Tone

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Lesson 2

Writing Style: Words—Connotation vs. Denotation Daily Assignment •

Students will complete Concept Builder 15-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 15-B

Connotation/Denotation What is the main purpose of this poster? To inspire Americans to buy war bonds and to support the war effort. In what way does the above poster connote negative things about the enemies of the United States in World War II? The enemies of America are demonized. The Axis leaders are presented in caricature fashion. How would you feel if you were an Italian American, German American, or Japanese American when you view this poster? I would feel okay unless others began to show prejudice toward me.

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Lesson 3

Public Speaking: Converting the Cause/Effect Essay to a Speech Daily Assignment •

Students will complete Concept Builder 15-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 15-C

Analyzing Emotional Appeal Word/Concept

Denotation

Connotation

Purpose

lousy

Something bad

Unfair, prejudicial

Caulfield wants the reader to feel sorry for him

occupied

To own a place

His parents were too busy to give him attention

To evoke sympathy from the reader

David Copperfield

A Charles Dickens’s character who rises from poverty to riches

To imply that Dickens’s characters always have happy endings — something he is not sure he will have

Again, Caulfield likes to exaggerate to entertain his reader. But it is at someone else’s expense.

crap

Animal or human waste

Something that is unjust and unnecessary

This vitriolic comment is to remind the reader of the depth of Caulfield’s hurt and disdain

I don’t feel like it

The speaker does not have the strength to do the task.

Sort of like saying “whatever”

He wants the reader to believe that he does not dwell on insignificant things

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Lesson 4

Student Essay

Daily Assignment •

Students will complete Concept Builder 15-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite the final drafts of their assigned essay and speech.

CONCEPT BUILDER 15-D

Celebration Of The Self Answers will vary.

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Chapter 15 Test ESSAY (100 points) In a one-page essay, discuss the reason gasoline prices are so high in the United States.

Chapter 15 Test Answer Answers will vary. Students could mention the problem of supply and demand, the conflict in the Middle East, or even greediness among gasoline producers. Check for cause/effect thinking in the essay.

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The Comparison/Contrast Essay Chapter 16 Style (Writing and Speaking): Words — Standard and Substandard English Public Speaking Skill: Converting a Comparison/Contrast Essay into a Speech

First Thoughts We can really understand only those things that are familiar to us or similar to things we already understand. Therefore, a comparison/contrast paper stretches our understanding to another level. It reaches out to the familiar to help its reader understand the unfamiliar. You may compare and contrast the unfamiliar with the familiar and vice versa. You can, and probably do, use comparison/contrast to solve problems, to describe issues, to define things, and to analyze issues; comparison/contrast is useful even to make an argument.

Chapter Learning Objectives In chapter 16 we will learn how to write comparison/contrast essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Compare and contrast two personal friends. Your essay should include an outline with thesis statement, rough draft, revised draft, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. In a 2- or 3-minute speech, compare and contrast two personal friends.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Comparison and Contrast Essay

Daily Assignment •

Students will complete Concept Builder 16-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 16-A

Comparison/Contrast Essays Complete the following chart:

Books Being Compared/Contrasted: Rascal and Little Women Characteristics

Similarities

Plot

Both stories of growing up

There is no pet in Little Women.

Growing up and loss

They are similar. Both explore growing up and loss.

Mostly females

A boy, a raccoon

1860s New England

Minnesota at the turn of the century

Theme Characters Setting

Differences

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Lesson 2

Writing Style: Words — Standard and Substandard English Daily Assignment •

Students will complete Concept Builder 16-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 16-B

Standard and Substandard English Read the slang term on the left and provide the word or phrase that best describes this in Standard English.

Slang

Standard English

tight

Attractive

chilling

Hanging out; calm

my bad

My mistake

off the hook, off the chain

Unbelievable, outrageous, wild, etc.

peace out

Goodbye

bring it on

I am ready for anything

sku me

Excuse me

whas goin' down?

What are we doin` tonight?

what up?

Hello, how are you?

whatever!

I don’t care

flow

Cooperating

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Lesson 3

Public Speaking: Converting a Comparison and Contrast Essay to a Speech Daily Assignment •

Students will complete Concept Builder 16-C.

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Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 16-C

Analogies I Analogies enable writers to enrich their vocabularies. An analogy is a sort of comparison: it consists of two pairs of words that are related. You will use the same analogies in 16-D. Give a sentence that shows the relationship between these words: A. gasoline: motion Gasoline causes a vehicle to move, and therefore, to exhibit motion. B. artist: studio Artists work in a studio. C. succor: harm Succor can mitigate the results of harm. D. architect: house An architect designs a house.

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Lesson 4

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 16-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 16-D

Analogies II Match the analogy types in 16-C with the following analogies.

Analogy Type

Choose one of the following

Gasoline: motion

Wheel: race Wind: flight Stars: gas

Artist: studio

Bus: garage Mail: mailbox Surgeon: operating room

Succour: harm

Fear: anxiety Love: marriage Happiness: sadness

Architect: house

Artist: painting Smooth: hard Skier: skis

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Chapter 16 Test ESSAY (100 points) Compare and contrast the way your parents (or two other people) drive.

Chapter 16 Test Answer Answers will vary.

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The Problem/Solution Essay Chapter 17 Style (Writing and Speaking): Words — Idioms Public Speaking Skill: Converting The Problem/Solution Essay into a Speech

First Thoughts A problem/solution essay is an argumentative essay. Everything, really, about a problem/solution paper is argumentative. It argues for defining a problem in a certain way, and then it argues for a specific solution or solutions to a specified problem. This paper is most common in the social sciences and business, but it is fair to say that it is one of the most important essay types in all disciplines.

Chapter Learning Objectives In chapter 17 we will learn how to write problem/solution essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

As this century begins, Christians are becoming a declining minority in American culture and society. In a one-page essay, answer this question, “Is this a problem? Why? What are some solutions?” Your essay should include an outline with thesis statement, rough draft, revised draft, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 2- or 3-minute speech on this topic: As this century begins, Christians are becoming a declining minority in American culture and society. In a one-page essay, answer these questions, “Is this a problem? Why? What are some solutions?”

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 17-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 17-A

Problem/Solution I Problem John Smith is accused of treason

Solution He was exonerated in a New World jury. He was given compensatory damages.

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Lesson 2

Sample Problem/Solution Essay

Daily Assignment •

Students will complete Concept Builder 17-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 17-B

Problem/Solution II Problem

Solution

The settlers grew discontent and tried to mutiny

Smith stopped the rebels and sent them back to England

Problem

Solution

John Smith is captured by Native Americans

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He was to be executed but Pocahontas intervened and saved him

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Lesson 3

Writing Style: Words — Idioms Daily Assignment •

Students will complete Concept Builder 17-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 17-C

Problem/Solution III Problem The men find gold and stop working

Solution Smith tells them that if they do not work they will not eat!

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Lesson 4

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 17-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 17-D

Idioms Use the following idioms in more standard English sentences.

Idiom

Standard English

Oliver Twist was beside himself when joy when he was adopted.

Oliver Twist was very pleased when he was adopted

Buck was up in arms when his master was attacked by Native Americans.

Buck violently defended his master, Thornton, when Thornton was tacked by Native Americans

Aunt Polly took Tom Sawyer to task for his lies.

Aunt Polly scolded Tom because of his lies

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Chapter 17 Test ESSAY (100 points) Pretend that your brother/sister is borrowing your toothbrush. In a one-page essay, discuss the problem and the solution to this problem.

Chapter 17 Test Answer Students should establish that borrowing a toothbrush is a problem. Why is it a problem? Is the sibling brushing teeth with the toothbrush or cleaning the tub grout or. . . ? Next, offer a solution. Perhaps the toothbrush owner will dip the toothbrush in red pepper. . . .

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The Definition Essay Chapter 18 Style (Writing and Speaking): Words — Adjectives and Adverbs in Comparative and Superlative Cases Public Speaking Skill: Converting a Definition Essay into a Speech

First Thoughts A definition essay explains a common word or expression that is not easily defined. Definition is a method of analysis, as logical as possible, in which the subject is located in a general class and then distinguished from all other members of that class.

Chapter Learning Objectives In chapter 18 we will learn how to write definition essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

In a one-page essay, define sound. Does a tree falling in the forest make sound if no human hears it? This essay should include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. The essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 2- or 3-minute speech defining sound.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 18-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 18-A

Definition Essay What is wrong with the following definition essay/paragraph? Rewrite it in a better way. According to the Encarta Dictionary, the Pilgrims were English Puritans who founded Plymouth Colony in Massachusetts in 1620. They sought to worship God in a place and in a fashion that was more conducive to their worldview. That worldview was decidedly theistic/ Calvinistic. These religious separatists believed that the true church was a voluntary company of the faithful under the spiritual direction of a pastor. In all Puritanism, including separatism, there was not a clear distinction between what was secular and what was sacred. The Church and state were one, and the notion that they were separate was a ludicrous thought indeed to the Puritan. The Pilgrims, unlike the Puritans who settled in Boston, wanted to separate from the Church of England — not merely “purify” the church — but they did not wish to separate the Church from the state. Rewrite: The Pilgrims were English Puritans who founded Plymouth Colony in Massachusetts in 1620. They sought to worship God in a place and in a fashion that was more conducive to their worldview. That worldview was decidedly theistic/ Calvinistic. The Pilgrims, unlike the Puritans who settled in Boston, wanted to separate from the Church of England – not merely “purify” the church — but they did not wish to separate the Church from the state. These religious separatists believed that the true church was a voluntary company of the faithful under the spiritual direction of a pastor. In all Puritanism, including separatism, there was not a clear distinction between what was secular and what was sacred. The Church and state were one and the notion that they were separate was a ludicrous thought indeed to the Puritan.

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Lesson 2

Writing Style: Words — Adjectives and Adverbs In Comparative and Superlative Cases Daily Assignment •

Students will complete Concept Builder 18-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 18-B

Identifying Definition Essays What is the author defining? The author is having an identity crisis.

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Lesson 3

Public Speaking: Converting a Definition Essay into a Speech Daily Assignment •

Students will complete Concept Builder 18-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 18-C

Defining Abstract Terms Define the following terms without using a dictionary. Answers will vary.

Drawing Abstract Terms Draw pictures to illustrate the following terms. Answers will vary.

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Lesson 4

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 18-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 18-D

My Values Good writing is concerned with values. Mark the following either 1, 2, or 3 according to their value to you (1 is least valuable, 3 is most). Answers will vary.

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Chapter 18 Test ESSAY (100 points) Write a definition essay discussing one of the words/phrases below: 1. Racism 2. Prayer in schools 3. The Supreme Court 4. The FBI 5. Evangelicalism

Chapter 18 Test Answer Sample Answers will vary.

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The Explanatory Essay Chapter 19 Style (Writing and Speaking): Words — Precise Language Public Speaking Skill: Converting a Explanatory Essay into a Speech

First Thoughts An explanatory essay provides an explanation of a certain viewpoint. It is essential that the explanation simplify what is otherwise difficult to understand. When writing an explanatory essay, the audience is critical. You will have to tailor your explanation to suit your audience. An explanation is an informed opinion. Its value will be determined by the credibility of your sources.

Chapter Learning Objectives In chapter 19 we will learn how to write explanatory essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

In a one-page essay, explain what caused World War I. Include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. Your essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 3- to 5-minute speech explaining the causes of World War I.”

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 19-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 19-A

Explanatory Essay An explanatory essay explains something or advances a particular point. What is the point being argued in this essay and how does the author develop it?

Point Being Argued While minutemen were initially important to American Revolutionary War efforts, later, when Washington had a standing army, they were less important.

How the Author Develops It

Primarily though the views of Washington, the author shows how the minutemen evolved from a vital military force to an ancillary unit.

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Lesson 2

Writing Style: Words — Precise Language Daily Assignment •

Students will complete Concept Builder 19-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 19-B

Dislikes/Likes Rank the following items starting with those your parents like most and ending with those your parents like least. Answers will vary.

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Lesson 3

Public Speaking: Converting An Explanatory Essay To A Speech Daily Assignment •

Students will complete Concept Builder 19-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 19-C

Explaining Who a Person Is Discussing the motivation of a character in literature is one of the most demanding essays. Circle words on the following figure that describe yourself. Box the words that describe your mom/guardian. Check the words that describe your father/guardian. Underline the words that describe a character in your favorite novel. Finally, use the words in the boxes to label each person. For example, you might be a phlegmatic sanguine. Answers will vary.

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Lesson 4

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 19-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 19-D

Other People Explaining Who I Am Now have your parents/guardians do the same thing. Have your parents circle words on the following figure that describe you. Have them box the words that describe themselves. Finally, use the words in capital letters to label each person. Answers will vary.

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Chapter 19 Test ESSAY (100 points) In a one-page essay, explain how to build an Egyptian pyramid.

Chapter 19 Test Answer Sample The first pyramids were built around 2650 B.C. The 4th Dynasty that began in 2550–2490 B.C. was a time of great peace. The kings were able to put their energies into art. King Khufu’s Great Pyramid of Giza was built. People prayed to the sun god Re. The first religious words were written on the walls of the royal tombs. During the 5th Dynasty (2465–2323 B.C.), for the first time, high officials came from people outside of the royal family. The pyramids begin to be smaller and less solid. The ancient Egyptians built more than 90 royal pyramids, from about 2650 B.C. until about 1550 B.C. During that time, the pyramid form evolved from a series of stepped terraces that resembled the stories of a battleship to the better known, sloped pyramidal shape we see today. Pyramids, of course, were simply large tombs which stored the remains of important people — generally speaking, the larger the pyramid, the more important the person. Egyptian religious leaders argued that this was the best way to send off deceased people to their after-life. Inside the tombs/pyramids were stored important items needed on the journey to the afterlife. Building a pyramid was a great engineering feat. It required a lot of planning to build such a large and complicated structure. Normally a tertiary director coordinated the whole project. He would gather a team of engineers and thousands of workers/slaves to help him. No one knows how many workers it took to build a pyramid but presumably it took a lot. The first task for the engineers was to cut the stone from a quarry. Large sandstone blocks would be used for the interior stones with limestone on the exterior. At the same time, usually before the project was started, sandstone and lime-stone were quarried from a close source. Limestone was especially suited for the task. Limestone in its natural state was pliable and soft but hardened on exposure to air. After estimating how much stone was needed, builders quarried the sand-stone and the limestone before the project was started. The limestone was then set out in the desert to cure and harden through exposure to the air. As soon as a block was cut, it was pushed out to the work site using large, smooth beams rolling on rocks. Often the biggest problem for the workers was not starting the process — it was stopping the process! Going downhill, the block could easily accelerate out of control and needed to be controlled by ropes held around stout anchor poles bedded in the ground. The stones could also be pulled up a gentle rise by a team of oxen. Workers built up from each new base, much like skyscrapers are built today. (James Stobaugh)

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Fact, Inference, and Opinion Chapter 20 Style (Writing and Speaking): Usage — Pronoun and Subject/Verb Agreement Public Speaking Skill: Converting the Historical Profile into a Speech

First Thoughts Facts can be verified or disproved. An inference is a statement about the unknown made on the basis of the known. Opinion is a statement of a writer’s personal judgment. Students should recognize the difference between each type of writing and be able to create essays in each sphere.

Chapter Learning Objectives In chapter 20 we will write and identify fact, inference, and opinion essays.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

In a one-page essay, write about the Lord’s Supper. In your essay, examine other opinions but state what you see as the facts. This essay should include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. The essay must pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 3- to 5-minute speech on some aspect of the Christian life.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 20-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 20-A

Facts/Inference/Opinion Find an example of a fact, inference, and opinion in the following World War II German propaganda writing.

Fact

Inference

Opinion

World War II has started

Most will think it is a catastrophe. One can also infer that Germany reluctantly began this war.

England is the primary cause

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Lesson 2

Grammar Review: Usage—Pronoun and Subject/Verb Agreement Daily Assignment •

Students will complete Concept Builder 20-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 20-B

Inference I What can you infer from this 1893 illustration of Native Americans?

Inference 1

Native Americans are bloodthirsty and ruthless

Inference 2

European settlers are helpless victims

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Lesson 3

Public Speaking: Converting the Fact, Inference, Opinion Essay into a Speech Daily Assignment •

Students will complete Concept Builder 20-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 20-C

Inference II What can you infer from this World War II German poster?

Inference 1

The German Nazis are the good guys — the white knights

Inference 2

By the countenance of the man, the knight is confident and strong

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Lesson 4

Sample Student Essay

Daily Assignment •

Students will complete Concept Builder 20-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 20-D

Fact vs. Opinion Find opinions and facts in the following passage:

Facts

Opinions

even the women had to fight for their lives

savages

just as the Indian thrust his head into the room, she dashed the coals right into his face and eyes.

Quick as thought

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Chapter 20 Test FACT, INFERENCE OR OPINION (100 points) A. Tell whether the following statements are facts, inferences, or opinions: German people are naturally neater than other kinds of people. Abortion is murder. Creation science is a religious myth. Human beings evolved from a lower primate. Harvard University was founded in 1636. Harvard University is the best college in the country. Based on statistical evidence, going to Harvard Business School will guarantee a high salary. President Bush prefers gray suits to black ones. O.J. Simpson was acquitted of all charges. O.J. Simpson was really guilty. O.J. Simpson kept a low profile for a while because he was tired of all the publicity. Jesus Christ is the Son of God. ESSAY (60 POINTS) B. Write a factual essay on euthanasia. Next, write an inference essay concerning the outcomes of euthanasia. Finally, write an essay stating an opinion about euthanasia. Or do the same assignment with any topic that interests you.

Chapter 20 Test Answer Sample FACT, INFERENCE OR OPINION (100 points) A. Tell whether the following statements are facts, inferences, or opinions: German people are naturally neater than other kinds of people. Opinion Abortion is murder. Fact Creation science is a religious myth. Opinion Human beings evolved from a lower primate. Opinion Harvard University was founded in 1636. Fact Harvard University is the best college in the country. Opinion Based on statistical evidence, going to Harvard Business School will guarantee a high salary. Inference President Bush prefers gray suits to black ones. Inference or Opinion O.J. Simpson was acquitted of all charges. Fact O.J. Simpson was really guilty. Opinion O.J. Simpson kept a low profile for a while because he was tired of all the publicity. Inference Jesus Christ is the Son of God. Fact ESSAY (60 POINTS) B.  Answers will vary. Skills for Rhetoric

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Historical Profile Chapter 21 Style (Writing and Speaking): Usage — Pronouns Public Speaking Skill: Converting the historical profile into a Speech

First Thoughts In a history profile, you should write highlights giving the salient components of a historical person’s life. Normally, historical profiles will be written in your humanities classes. Whenever you write one, be certain to invest enough time in the project to bring the person(s) alive to your readers!

Chapter Learning Objectives In chapter 21 we will write a historical profile.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write a historical profile of William Wilberforce. This essay should include an outline, rough draft, thesis statement, final copy, and five new (circled) vocabulary words. Pay particular attention to style (focus, content, organization). Give a copy to instructor/parent to evaluate. Present a 1- to 3-minute historical profile of William Wilberforce.

Final Project Correct and rewrite all essays and place them in your Final Portfolio.

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Lesson 1

Sample Essay

Daily Assignment •

Students will complete Concept Builder 21-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 21-A

Historical Profile: Original Documents Read carefully this document and record important facts. Fact 1 Helen Stobaugh’s family is from West Virginia. Fact 2 Mrs. Stobaugh’s mother. Fact 3 Uncle Mark. Fact 4 The Cobb family. Note: There Are Many Other Facts.

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Lesson 2

Student Essay

Daily Assignment •

Students will complete Concept Builder 21-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 21-B

Historical Narrative A historical narrative is an account of a real-life experience. It is written by a person who actually experienced these events. Using the story written by Helen Stobaugh, complete the following chart. Author

Helen Parris Stobaugh

Type of Document

Memoir

Purpose

To help a relative understand his genealogy

Primary or Secondary Audience

Her grandson

Intended Audience

Family

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Lesson 3

Grammar Review: Usage — Pronoun Usage Daily Assignment •

Students will complete Concept Builder 21-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 21-C

Historical Profile: Character Analysis Circle words on the following figure that describe Helen Stobaugh. Under what character heading (choleric, melancholic, sanguine, phlegmatic) does she lie? Answers will vary.

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Lesson 4

Public Speaking: Converting the Historical Profile Essay into a Speech Daily Assignment •

Students will complete Concept Builder 21-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 21-D

Historical Profile: Secondary Source The following is a secondary source historical profile of Helen Stobaugh. What new facts emerge from this account? New Fact 1 Helen Stobaugh is somewhat eccentric New Fact 2 Helens Stobaugh is a benevolent racist New Fact 3 Helen Stobaugh is selfish and persistent

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Chapter 21 Test ESSAY (100 points) Write a historical profile of Winnie the Pooh.

Chapter 21 Test Answer Winnie the Pooh was created by A.A. Milne (1882–1956), who wrote the stories for his son, Christopher Robin. (Answers will vary.)

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Writing the Research Paper Chapter 22 Style (Writing and Speaking): Different writing styles will be continued to be emphasized Public Speaking Skill: You should continue to journal Writing Assignments: Over the next 12 lessons, you will write a research paper.

Final Portfolio Due You will give your instructor/parent your corrected essays, speech evaluations, and other material in an attractive, organized, and labeled folder. You will include evidence that you have produced at least three weekly journal entries (a total of 63).

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Lesson 1

The Research Paper

Daily Assignment •

Prayer journal

Lesson 2

Style (Writing and Speaking): Usage — Fewer vs. Less, Good vs. Well, and Double Negatives Daily Assignment •

Prayer journal

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Lesson 3

Public Speaking: Effective Listening

Daily Assignment •

Prayer journal

Lesson 4

Public Speaking: Controversial Subjects Daily Assignment •

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Research Paper: Pre-Writing Chapter 23 Style (Writing and Speaking): Usage Public Speaking Skill: Effective Listening

First Thoughts For the next 11 lessons you will write a research paper. At times it will seem that we are going too slow; at other times, too fast. But a research paper by definition is a long, arduous process. It is not a fast, creative essay. It is a thorough, in some cases innovative, look at an important subject or corpus of information. Enjoy!

Chapter Learning Objectives In chapter 23 we will begin the process of designing a working plan for a research paper by narrowing our topic.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

You will be assigned a research topic this week. After being assigned a paper topic, narrow that topic by using the Thinking Game (Appendix). Listen carefully to a speech or sermon and relate the main points to your teacher/parent.

Research Paper Benchmark If you complete the assignments for each lesson, by Lesson 34 you will have a complete research paper. Do not skip any step! During this lesson you will obtain/choose and narrow your research paper topic.

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Lesson 1

Background

Daily Assignment •

Prayer journal

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Students will complete Concept Builder 23-A.

CONCEPT BUILDER 23-A

Pre-Writing: Brainstorming This week you will brainstorm concerning your topic. Answers will vary.

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Lesson 2

Style (Writing and Speaking): Usage — Fewer vs. Less, Good vs. Well, and Double Negatives Daily Assignment •

Prayer journal

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Students will complete Concept Builder 23-B.

CONCEPT BUILDER 23-B

A Chronological Chart One effective brainstorming strategy is to organize information chronologically. Based on your topic, complete the following chart. One effective brainstorming strategy is to organize information chronologically. Answers will vary.

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Lesson 3

Public Speaking: Slips of Speech

Daily Assignment •

Prayer journal

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Students will complete Concept Builder 23-C.

CONCEPT BUILDER 23-C

A Thinking Game Chart Organize your topic around a visual thinking game. Answers will vary.

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Lesson 4

Public Speaking: The Gettysburg Address Daily Assignment •

Prayer journal

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Students will complete Concept Builder 23-D.

CONCEPT BUILDER 23-D

Venn Diagram The overlapping circles of a Venn diagram can help you see clearly the similarities and differences between two similar topics. Answers will vary.

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Chapter 23 Test THE THINKING GAME (100 points) Complete the Thinking Game structure on the research paper topic “The Collapse of the American Family.”

Chapter 23 Test Answer Five sentences: The social welfare system is a runaway juggernaut. We have spent over $5 trillion since 1965, and we are worse off. If all this money had given us happy, healthy families, it would have been worth it. However, the opposite is true. It has consigned untold millions of children to lives of bitterness and failure. In 1960, 5 of every 100 American births were illegitimate. By 1991, that figure was 30 of every 100, and the upward trend shows no sign of slowing. Government welfare programs dealing with the problem have also increased. However, the cost of illegitimacy is not measured only in dollars. Two sentences: A country that raises its young men without fathers is inviting chaos. It will surely reap a whirlwind. One sentence: The American family is under tremendous stress and is in danger of collapsing as a viable institution. Name three or more subtopics of problem.

I. Collapse of morality



II. Welfare state



III. Tangential problems

Name three or more subtopics of the subtopics. I. Collapse of morality Postmodernism

II. Welfare state



A. Positive-liberal state



B. John Perkins



III. Tangential problems

A. Racism B. Crime

C. No fathers

What information must be known to solve the problem or to answer the question? How big is the problem? What are its causes? State the answer to the question/problem Five sentences: In a word, the cause of the problem is the absence of viable fathers. Most historians — and social scientists — agree that a stable, two-parent American family is the key to a revitalization of American society. Whether it is 1850 Cincinnati described by the historian Mary Ryan or 1995 Los Angeles, a two-parent family brings significant bonuses to American society. Its absence creates all sorts of problems. Fathers are becoming an extinct species. Two sentences: American society must make it possible for fathers to live and prosper in American families again. There must be a re-examination of the welfare state mentality. One sentence: American society must make it possible for fathers to live and prosper in American families again. Stated in terms of outcomes, what evidences will I see confirming that I have made the right decision? When there are more two-parent families in America. Once the problem/question is answered/solved, what one or two new problems/answers will arise? How do families survive in adverse economic times?

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Research Paper: Thesis Statement Chapter 24 Style (Writing and Speaking): Usage Public Speaking Skill: Oratory

First Thoughts The first step in all pre-writing is the articulation of a thesis statement, which states the main idea of an essay. It usually appears toward the end of the introduction. The thesis statement is the main idea or point of the essay. A thesis statement is a one- or two-sentence statement or an answer to a question concerning the purpose of the writing assignment.

Chapter Learning Objectives In chapter 24 we will continue the process of designing a working plan for a research paper by writing a thesis statement.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write and then present a three-minute oratory on a subject of your choice. The Roman statesman Cicero, in “To Cerealis,”1 discusses how you should create your oratory: 1. The entrance, or the introduction 2. The narration, or the background details 3. The proposition, or the thesis 4. The division, or a brief list of your points 5. The confirmation, or the evidence for these points 6. The confutation, or anticipation of the rebuttal 7. The conclusion You will be assigned a research topic this week. After being assigned a paper topic, narrow that topic by using the Thinking Game (see Appendix).

1 www.bartleby.com/9/4/1024.html.

Research Paper Benchmark In the last chapter you determined and narrowed your topic. During this lesson you will write your research paper thesis statement. Skills for Rhetoric

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 24-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 24-A

Narrowing Your Topic: The Thesis Statement Using the diagram below, narrow the topic of your research essay. Your goal is to create a thesis statement. Answers will vary.

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Lesson 2

Using the Computer

Daily Assignment •

Students will complete Concept Builder 24-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 24-B

What is a Good Thesis Statement Given these criteria, what is wrong with the following thesis statements? Next, correct the thesis statements.

Thesis Statement

What is Wrong

Corrected Thesis Statement

Both soccer and football are popular sports but for different reasons.

So what? And it is too general

Both contact, outside, professional sports, soccer and football are popular sports, but football appeals to rural America more than soccer.

William Faulkner’s novel The Sound and the Fury is a great novel.

So What? Why?

Strong characterization makes William Faulkner’s novel The Sound and the Fury a great novel

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Lesson 3

Writing Style: Usage — Who Vs. Whom Daily Assignment •

Students will complete Concept Builder 24-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 24-C

Find the Thesis Statement Underline the thesis statement in this short essay. The U. S. Constitution, then, was birthed in the midst of discord and rebellion.

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Lesson 4

Public Speaking: The Great Oratory

Daily Assignment •

Students will complete Concept Builder 24-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 24-D

A Thesis Statement and Supporting Facts Using the essay from Concept Builder 24-C, complete the following chart.

Thesis The U.S. Constitution, then, was birthed in the midst of discord and rebellion

Argument 1

Argument 2

The nation struggled through a war that it barely won

It was only united to win the war, but separated at the end

Evidence Fought an 8-year war

Evidence Large number of Tories & Articles of Confederation

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Chapter 24 Test WRITING A THESIS STATEMENT (100 points) Write a thesis statement for the following essay by Mark Twain, from his book entitled Christian Science (1907). This last summer, when I was on my way back to Vienna from the Appetite-Cure in the mountains, I fell over a cliff in the twilight, and broke some arms and legs and one thing or another, and by good luck was found by some peasants who had lost an ass, and they carried me to the nearest habitation, which was one of those large, low, thatch-roofed farm-houses, with apartments in the garret for the family, and a cunning little porch under the deep gable decorated with boxes of bright colored flowers and cats; on the ground floor a large and light sitting-room, separated from the milch-cattle apartment by a partition; and in the front yard rose stately and fine the wealth and pride of the house, the manure-pile. That sentence is Germanic, and shows that I am acquiring that sort of mastery of the art and spirit of the language which enables a man to travel all day in one sentence without changing cars. There was a village a mile away, and a horse doctor lived there, but there was no surgeon. It seemed a bad outlook; mine was distinctly a surgery case. Then it was remembered that a lady from Boston was summering in that village, and she was a Christian Science doctor and could cure anything. So she was sent for. It was night by this time, and she could not conveniently come, but sent word that it was no matter, there was no hurry, she would give me “absent treatment” now, and come in the morning; meantime she begged me to make myself tranquil and comfortable and remember that there was nothing the matter with me. I thought there must be some mistake. “Did you tell her I walked off a cliff seventy-five feet high?” “Yes.” “And struck a boulder at the bottom and bounced?” “Yes.” “And struck another one and bounced again?” “Yes.” “And struck another one and bounced yet again?” “Yes.” “And broke the boulders?” “Yes.”

“That accounts for it; she is thinking of the boulders. Why didn’t you tell her I got hurt, too?” “I did. I told her what you told me to tell her: that you were now but an incoherent series of compound fractures ex-tending from your scalp-lock to your heels, and that the comminuted projections caused you to look like a hat-rack.” “And it was after this that she wished me to remember that there was nothing the matter with me?” “Those were her words.” “I do not understand it. I believe she has not diagnosed the case with sufficient care. Did she look like a person who was theorizing, or did she look like one who has fallen off precipices herself and brings to the aid of abstract science the confirmations of personal experience?” “Bitte?” It was too large a contract for the Stubenmädchen’s vocabulary; she couldn’t call the hand. I allowed the subject to rest there, and asked for something to eat and smoke, and something hot to drink, and a basket to pile my legs in; but I could not have any of these things. “Why?” “She said you would need nothing at all.” “But I am hungry and thirsty, and in desperate pain.” “She said you would have these delusions, but must pay no attention to them. She wants you to particularly remember that there are no such things as hunger and thirst and pain.” “She does, does she?” “It is what she said.” “Does she seem to be in full and functionable possession of her intellectual plant, such as it is?” “Bitte?” “Do they let her run at large, or do they tie her up?” “Tie her up?” “There, good-night, run along, you are a good girl, but your mental Geschirr is not arranged for light and airy conversation. Leave me to my delusions.”

www.gutenberg.org/files/3187/3187-h/3187-h.htm

Chapter 24 Test Answer Twain is poking fun at Christian Science proponents by exaggerating their distinctives. 154

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Research Paper: Preliminary Bibliography and Works Cited Page

Chapter 25 Style (Writing and Speaking): Usage Public Speaking Skill: Oratory

First Thoughts The pre-writing part of writing a research paper includes the following: selecting an interesting topic, gathering information, and limiting a subject. Presumably, your paper topic and thesis statement have already been established. Your job now is to continue the process of gathering information and taking notes. At this point, even if you create computer-generated files later, it would be advantageous to create a physical file or computer file where you can keep evidence such as magazine articles and pictures.

Chapter Learning Objectives In chapter 25 we will continue the process of designing a working plan for a research paper by compiling a Preliminary Bibliography and begin your Works Cited Page.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Prepare a preliminary bibliography of at least ten sources of information. At least one of these sources must be a primary source and at least one must be a journal article. While you may use encyclopedias and indexes in preparing this bibliography, they will not count as sources. Each bibliographic entry should be typed and contain all the necessary bibliographic information: author’s name, title, translator’s name, editor’s name, place of publication, publisher’s name, date of publication, and page numbers. At this point, format is not important. Create bibliography cards on note cards, or you may use files created on your computer’s word-processing software. Read the following biblical passages to an audience: Isaiah 6:1–8

Research Paper Benchmark So far you have determined and narrowed your topic and written your thesis statement. During this lesson you will write your research paper preliminary bibliography.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 25-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 25-A

The Preliminary Bibliography What sort of library resources should you use to research the following topics?

Resource non-fiction history books The assassination of Abraham Lincoln. a biography of Abraham Lincoln non-fiction general source How to create a Web page. website cookbook Different kinds of spaghetti sauce. a book on Italian cooking

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Lesson 2

Style (Writing and Speaking): Usage — Further vs. Farther; Than vs. As. Daily Assignment •

Students will complete Concept Builder 25-B.

•

Prayer journal.

•

Students should outline all assigned essays and speeches for the week.

CONCEPT BUILDER 25-B

Locating Material in the Library The following is the Dewey Decimal system employed by American libraries. 000-009

General Works

100-199

Philosophy

200-299

Religion

300-399

Social Science

400-499

Language

500-599

Science

600-699

Technology

700-799

Fine Arts

800-899

Literature

900-999

History

Write the Dewey Decimal category in which you will find books on the following subjects. 1. 900–999 The history of rugby. 2. 500–599 Is Pluto a planet? 3. 800–899 Literary criticism of Goethe’s Faust. 4. 500–599 Causes of lung cancer.

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Lesson 3

Public Speaking: Dramatic Readings

Daily Assignment •

Students will complete Concept Builder 25-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches

CONCEPT BUILDER 25-C

Using the Library Catalogue You should learn how to use the public library computer catalogue. For the computer catalogue entry below, answer the questions that follow. 1. What is the keyword search? Causes of the American Civil War

2. Is this resource available, and if it is, where is it? Yes, in circulation at the main library

3. Who is the publisher? Houghton Mifflin Company

4. Why is this book listed under the keyword “Causes of the American Civil War?” “Causes of the American Civil War?” Slavery was a cause of the Civil War.

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Lesson 4

Student Sample

Daily Assignment •

Students will complete Concept Builder 25-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 25-D

Using Internal Organizers of a Book

1. How many chapters? The Table of Contents



2. On what page is the Battle of Antietam? Index



3. How many soldiers were killed in the War? Appendix



4. How many Matthew Brady pictures are in the book? Index

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Chapter 25 Test PRELIMINARY BIBLIOGRAPHIES (100 points) Read the following preliminary bibliographies and decide what the topic of the research paper will be. BIBLIOGRAPHY A Annas, George J., and Michael A. Grodin, eds. The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation. New York: Oxford University Press, 1992. Astor, Gerald. The “Last” Nazi: The Life and Times of Dr. Joseph Mengele. New York: D.I. Fine, 1985. Die Auschwitz-Hefte: Texte der polnischen Zeitschrift “Przeglad lekarski” über historische, psychische und medizinische Aspekte des Lebens und Sterbens in Auschwitz. Hamburger Institut für Sozialforschung. Weinheim: Beltz, 1987. Bernadac, Christian. Les Médecins maudits: les expériences médicales humaines dans les camps de concentration. Paris: France-Empire, 1977. Breggin, Peter R. Toxic Psychiatry. New York: St. Martin’s Press, 1991. Caplan, Arthur, ed. When Medicine Went Mad: Bioethics and the Holocaust. Totowa, NJ: Humana Press, 1992. BIBLIOGRAPHY B Abrahams, Roger D., ed. Afro-American Folktales. New York: Pantheon Books, 1985. Adair, James A. “Racial Intermarriage and Christianity.” Th.M. thesis, Pittsburgh-Xenia Theological Seminary, Pittsburgh, PA. Anderson, David C. Children of Special Value. New York: St. Martin’s Press, 1971. Andrews, Lori. Black Power, White Blood: The Life and Times of Johnny Spain. New York: Pantheon Books, 1996. Asante, Molefi K., and Mark T. Mattson. Historical and Cultural Atlas of African Americans. New York: MacMillan, 1992. Barbour, Floyd B., ed. The Black Power Revolt. Boston, MA: Extending Horizons Books, 1968. Barclay, William. The Letter to the Romans. Philadelphia, PA: Westminster, 1975. Barnes, Andrew E., and Peter N. Stearns, eds. Social History and Issues in Human Consciousness: Some Interdisciplinary Connections. New York: New York University Press, 1989. Barone, Michael. “Slouching Toward Dystopia.” U.S. News and World Report. Dec. 20, 1995. Barth, Markus. Justification. Grand Rapids, MI.: Eerdmans, 1971. Barth, Karl. The Epistle to the Romans. New York: Oxford University Press. Batey, Richard A. Jesus and the Forgotten City: New Light on Sepphoris and the Urban World of Jesus. Grand Rapids, MI: Baker Books, 1994. Beane, Becky. “Crossing the Color Line.” Jubilee (The Magazine of Prison Fellowship Ministries), Spring 1996. Beasley, Leon M. “A Beginning Attempt to Eradicate Racist Attitudes.” Social Casework, Jan. 1972. Becker, John T., and Stanli K. Becker. All Blood Is Red — All Shadows Are Dark! Cleveland, OH: Seven Shadows Press, 1984. Beker, J. Christiaan. Suffering and Hope: The Biblical Vision and the Human Predicament. 2d ed. Grand Rapids, MI: Eerdmans, 1994. Note: Students should be aware that the above examples represent only one method of how a bibliography can be presented.

Chapter 25 Test Answer Bibliography A: Nazi medical experiments. Bibliography B: Racial relations in the United States. 160

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Research Paper: Taking Notes (Part One) Chapter 26 Style (Writing and Speaking): Usage - There, And/Nor/Or, There/Their/They’re Public Speaking Skill: Poetry Reading

First Thoughts Your job this week will be to begin gathering information. Place this information in sentence form into your computer files or other organizational modes. If you take notes efficiently, you can read with more understanding and thereby gather information more efficiently. This technique will also save time and frustration when you actually write your research paper. You can invest a lot of time now and things will run smoother and more efficiently later — that is, you will have less difficulty writing your first draft — or you can fudge references, skimp on note taking, and not bother to keep note files now, but eventually you will spend more time finding your sources than you do now.

Chapter Learning Objectives In chapter 26 we will begin to take notes on information to be used in the research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

For the next two lessons you will be taking notes on your topic. You will create 3 x 5 note cards, or you may create files on your computer’s word-processing software. In front of an audience, read the last ten stanzas of “The Rime of the Ancient Mariner” by the British poet Samuel Taylor Coleridge.1

1

www.classicreader.com/read.php/sid.1/bookid.143/sec.7/.

Research Paper Benchmark You should have your topic, thesis statement, and preliminary bibliography. During this lesson you will begin to take notes on your research paper topic.

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Lesson 1

Taking Notes

Daily Assignment •

Students will complete Concept Builder 26-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 26-A

Organizing Your Research Paper on the Computer Now, create your own computer organizational chart. Answers will vary.

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Lesson 2

Writing Your Paper On The Computer

Daily Assignment •

Students will complete Concept Builder 26-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 26-B

Note-taking What notes would you draw from the following passage?

Causes: Divergent Elements of American Life.

The South was a primarily agricultural land that relied on slave labor

The North was an industrial section of the country that relied on free laborers

Results: the American Civil War

With the election of Abraham Lincoln, the South was sure it could not maintain its way of life

The South decided to withdraw from the Union

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Lesson 3

Taking Notes

Daily Assignment •

Students will complete Concept Builder 26-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 26-C

Paraphrasing and Summarizing As you take notes from important sources, you will want to paraphrase (restate a passage in your own words) and/or summarize (distill the passage to its basic ideas). Paraphrase and summarize the article from 25-B.

Causes: Divergent Elements of American Life.

The main reason why so many of the people of the South wished to withdraw from the United States was that little by little the North and the South had become like two different countries.

Results: the American Civil War

For these reasons it happened that when Lincoln became president most of the slave states resolved to leave the Union, and, if necessary, to make war rather than be compelled to stay in it.

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They had come to be like two boys in a boat who want to go in opposite directions. One pulls one way with his oars, the other pulls another way, and so the boat does not get ahead.

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Lesson 4

Style (Writing and Speaking): Usage— There, And/Nor/Or, There/Their/They’re Daily Assignment •

Students will complete Concept Builder 26-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 26-D

Evaluating Credibility of Information Resources Answer these questions: 1. Is the source unbiased? It is very biased! It would reject any notion of women’s liberation!

2. Is the source up-to-date? Yes, for its age.

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Chapter 26 Test TAKING NOTES (100 points) Take notes on the following passage from Edward Everett Hale’s The Life of Christopher Columbus. Christopher Columbus was born in the Republic of Genoa. The honor of his birth-place has been claimed by many villages in that Republic, and the house in which he was born cannot be now pointed out with certainty. But the best authorities agree that the children and the grown people of the world have never been mistaken when they have said: “America was discovered in 1492 by Christopher Columbus, a native of Genoa.” His name, and that of his family, is always written Colombo, in the Italian papers which refer to them, for more than one hundred years before his time. In Spain it was always written Colon; in France it is written as Colomb; while in England it has always kept its Latin form, Columbus. It has frequently been said that he himself assumed this form, because Columba is the Latin word for “Dove,” with a fanciful feeling that, in carrying Christian light to the West, he had taken the mission of the dove. Thus, he had first found land where men thought there was ocean, and he was the messenger of the Holy Spirit to those who sat in darkness. It has also been assumed that he took the name of Christopher, “the Christ-bearer,” for similar reasons. But there is no doubt that he was baptized “Christopher,” and that the family name had long been Columbo. The coincidences of name are but two more in a calendar in which poetry delights, and of which history is full. Christopher Columbus was the oldest son of Dominico Colombo and Suzanna Fontanarossa. This name means Red-fountain. He had two brothers, Bartholomew and Diego, whom we shall meet again. Diego is the Spanish way of writing the name which we call James. It seems probable that Christopher was born in the year 1436, though some writers have said that he was older than this, and some that he was younger. The record of his birth and that of his baptism have not been found. His father was not a rich man, but he was able to send Christopher, as a boy, to the University of Pavia, and here he studied grammar, geometry, geography and navigation, astronomy and the Latin language. But this was as a boy studies, for in his fourteenth year he left the university and entered, in hard work, on “the larger college of the world.” If the date given above, of his birth, is correct, this was in the year 1450, a few years before the Turks took Constantinople, and, in their invasion of Europe, affected the daily life of everyone, young or old, who lived in the Mediterranean countries. From this 166

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time, for fifteen years, it is hard to trace along the life of Columbus. It was the life of an intelligent young seaman, going wherever there was a voyage for him. He says himself, “I passed twenty-three years on the sea. I have seen all the Levant, all the western coasts, and the North. I have seen England; I have often made the voyage from Lisbon to the Guinea coast.” This he wrote in a letter to Ferdinand and Isabella. Again he says, “I went to sea from the most tender age and have continued in a sea life to this day. Whoever gives himself up to this art wants to know the secrets of Nature here below. It is more than forty years that I have been thus engaged. Wherever any one has sailed, there I have sailed.” Whoever goes into the detail of the history of that century will come upon the names of two relatives of his—Colon el Mozo (the Boy, or the Younger) and his uncle, Francesco Colon, both celebrated sailors. The latter of the two was a captain in the fleets of Louis XI of France, and imaginative students may represent him as meeting Quentin Durward at court. Christopher Columbus seems to have made several voyages under the command of the younger of these relatives. He commanded the Genoese galleys near Cyprus in a war which the Genoese had with the Venetians. Between the years 1461 and 1463 the Genoese were acting as allies with King John of Calabria, and Columbus had a command as captain in their navy at that time. “In 1477,” he says, in one of his letters, “in the month of February, I sailed more than a hundred leagues beyond Tile.” By this he means Thule, or Iceland. “Of this island the southern part is seventy-three degrees from the equator, not sixty-three degrees, as some geographers pretend.” But here he was wrong. The Southern part of Iceland is in the latitude of sixty-three and a half degrees. “The English, chiefly those of Bristol, carry their merchandise to this island, which is as large as England. When I was there the sea was not frozen, but the tides there are so strong that they rise and fall twenty-six cubits.” The order of his life, after his visit to Iceland, is better known. He was no longer an adventurous sailorboy, glad of any voyage which offered; he was a man thirty years of age or more. He married in the city of Lisbon and settled himself there. His wife was named Philippa. She was the daughter of an Italian gentleman named Bartolomeo Muniz de Perestrello, who was, like Columbus, a sailor, and was alive to all the new interests which geography then presented to all inquiring minds.

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This was in the year 1477, and the King of Portugal was pressing the expeditions which, before the end of the century, resulted in the discovery of the route to the Indies by the Cape of Good Hope. The young couple had to live. Neither the bride nor her husband had any fortune, and Columbus occupied himself as a draftsman, illustrating books, making terrestrial globes, which must have been curiously inaccurate, since they had no Cape of Good Hope and no American Continent, drawing charts for sale, and

collecting, where he could, the material for such study. Such charts and maps were beginning to assume new importance in those days of geographical discovery. The value attached to them may be judged from the statement that Vespucius paid one hundred and thirty ducats for one map. This sum would be more than five hundred dollars of our time. Columbus did not give up his maritime enterprises. He made voyages to the coast of Guinea and in other directions.

www.classicreader.com/read.php/sid.1/bookid.1293/sec.2/.

Chapter 26 Test Answer Notes would follow the chronology of Columbus’ life: birth in Genoa, marriage in Portugal, and beginnings of sea exploration. Hale makes it clear that Columbus did not suddenly become interested in exploration — it was part of most of his adult life.

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Research Paper: Taking Notes (Part Two) and Preliminary Outline Chapter 27 Style (Writing and Speaking): Usage - Comparisons and Superlatives Public Speaking Skill: Debate

First Thoughts You started taking notes during your last lesson. You should continue to do the same during this lesson. In summary: start taking notes as soon as you receive your topic. Be careful to record all pertinent information — author, title, publication information, and page numbers. Follow the same format of note taking throughout the project. An important part of note taking is the preliminary outline. A preliminary outline will help you focus in note taking. It is the rubric of your note taking. It is the skeleton on which you build your paper. The notes, as they are placed on the preliminary outline, become the research paper itself.

Chapter Learning Objectives In chapter 27 we will continue to take notes on information to be used in the research paper and from those notes create a preliminary outline.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Create a preliminary outline and continue to take notes on your research topic. Create note cards or use files created on your computer word-processing software. Conduct some research and argue affirmatively about the following resolution: Resolved, whereas, in a time of national crisis, for the sake of national security, in the face of overwhelming danger, profiling of possible terrorists should be legal.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, and some notes. During this lesson you will create a preliminary outline and continue to take notes on your research paper topic.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 27-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 27-A

Argumentation In the following argument, identify these three things. The Thesis: the purpose of the argument. The Counter Argument: what the other side believes. The Conclusion: a summary or restatement of the thesis.

The Thesis: The purpose of the argument.

The Great Depression destroyed America’s confidence in the future

The counter argument: What the other side believes.

The New Deal failed to stop the Great Depression

The conclusion: A summary or restatement of the thesis.

Only World War II could end the Depression. However, the New Deal convinced most Americans that their government had a moral and legal right to intervene in public and private affairs if the general good of the public demanded it. America, for better or for worse, was never to be the same.

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Lesson 2

Style (Writing and Speaking): Usage — Comparatives and Superlatives Daily Assignment •

Students will complete Concept Builder 27-B.

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Prayer journal.

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Students should outline all assigned essays and speeches for the week

CONCEPT BUILDER 27-B

Sequencing I In 3-B you practiced sequencing. Now, at this point, it is important that you are able to employ some sort of time-committed order on your data. Answers will vary.

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Lesson 3

Public Speaking: Debate

Daily Assignment •

Students will complete Concept Builder 27-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches.

CONCEPT BUILDER 27-C

Sequencing II Use the chart below to organize the sequence of your research paper. This time, organize your essay according to points you will be making. Answers will vary.

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Lesson 4

Student Example

Daily Assignment •

Students will complete Concept Builder 27-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 27-D

Using Note Cards Take notes on two resources Answers will vary.

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Chapter 27 Test TAKING NOTES (100 points) Using the following portion of a research project, speculate on what notes and outline underlie this paper. Research Note: This student sample of a researched paper does not provide here the references to the sources used in its compilation, as your research will. Three Results of the French Revolution The year 1989 marked the 200th anniversary of the French Revolution. To celebrate, the French government threw its biggest party in at least 100 years. It was to last all year. In the United States, an American Committee on the French Revolution was set up to coordinate programs on this side of the Atlantic, emphasizing the theme, “France and America: Partners in Liberty.” The French, however, should be uneasy about their Revolution: whereas the American Revolution brought forth a relatively free economy and limited government, the French Revolution brought forth first anarchy, then dictatorship. The French Revolution brought forth the reign of terror, the guillotine, and the tyrant Napoléon Bonaparte. The results of this great war were chaos and disorder. Nothing good came out of this disgrace to France. Three results came from this revolution that still haunt the memories of people today. (Thesis statement) First, the French Revolution marked the end of the French aristocracy. July 14, 1789, marked a day that France will not soon forget. The mobs flocked to the Bastille Prison to free their friends and neighbors. Screaming. Threatening. They did whatever they could to inflict fear on the soldiers guarding this prison. At first, the officer in charge, Monsieur de Launay, refused to negotiate, refused to surrender. Soon, though, Luanay saw he had no choice but to surrender. He did so but only after the mob promised to let his troops go free. However, the mob could not be stopped, could not be controlled, could not be satisfied until they had their revenge. They stormed the Bastille, killing, looting, and destroying Launay and his troops, whose heads were carried on pikes in the streets of Paris. Throughout the next few years this slaughter was repeated. The French Revolution had begun. Even the king was killed. The French Revolution began as an aristocratic revolution, a revolt of the nobility against the king when he was forced to call a meeting of the Estates-General in 1789. In 1789–91, a comparatively peaceful period, the National Assembly did much to modernize France. Despite the Declaration of Rights, the reformed franchise which promoted free trade still excluded the poor; but the public maintained its faith in freedom and unity, as shown in the

first Festival of Federation, a celebration of national unity on July 14, 1790. However, the groundwork was laid for the secularization and tragedy that was to fall on France in later years. Power and special interests joined together in the bloodbath called the French Revolution, and they were not going to step apart easily. Already French leadership was turning its back on centuries of Judeo-Christian morality and tradition. By 1791, radical Jacobins had taken over the government. Louis XVI, because he had escaped and invited foreign intervention, was beheaded. A few years later his wife, the infamous Marie Antoinette, joined him at the guillotine. To re-press counter-revolutionary movements, the community of public safety, under Robespierre’s leadership, instituted what was called the Reign of Terror. In that bloodbath, about 40,000 Frenchman lost their lives, executed in many different ways, but mostly by the guillotine. This count does not include the 2,000 people who were loaded onto a boat that sank with the people in it near the city of Nantes. In addition, 100,000 people were taken captive. The Reign of Terror ended with the death of Robespierre. Finally, the French Revolution helped Napoléon rise to power. The young 30-year-old Napoléon was a member of the Jacobins. At this point the soon-to-be dictator entered the story. Napoléon Bonaparte, also known as the “little Corsican,” was born August 15, 1769, in Ajaccio, Corsica. His original [Italian] name was Napoleone. He had seven brothers and sisters. His original nationality was CorsicanItalian. He despised the French. He thought they were oppressors of his native land. His father was a lawyer and was also anti-French. One reason Napoléon may have been such a conqueror was that he was reared in a family of radicals. When Napoléon was nine, his father sent him to a French military government school. He attended Brienne in Paris. While there, he was constantly teased by the French students. Because of this treatment, Napoléon started having dreams of personal glory and triumph. In France, for at least a generation, the democratic republic government disappeared, and Napoléon came to power. (Timothy)

Chapter 27 Test Answer The title “Three Results of the French Revolution” tells it all. This is often the case in essay outlining and note-taking. Skills for Rhetoric

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Research Paper: Designing a Working Plan Chapter 28 Style (Writing and Speaking): Punctuation - Quotation Marks Public Speaking Skill: Debate

First Thoughts This week you will write a working outline, continue developing your research, and revise your outline. The research paper outline is also a plan for the research. In other words, it is an organized description of your research. Don’t even think about skipping this step.

Chapter Learning Objectives In chapter 28 we will write an outline (working plan) for our research plan.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write your outline for your research paper. The student should outline and present an affirmative speech and then a negative speech for the following resolution: Resolved, capital punishment should be banned.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, and many notes. During this lesson you will create an outline.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 28-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 28-A

How to Work with Notes Organize the following notes.

3

2

1

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Lesson 2

Outline Example

Daily Assignment •

Students will complete Concept Builder 28-B.

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Prayer journal.

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Students should outline all assigned essays and speeches for the week.

CONCEPT BUILDER 28-B

Preliminary Outline Complete the following preliminary outline for your research paper.

Title: _______________________________________________________________________________ T  hesis Statement: _____________________________________________________________________ Heading in the research essay: ___________________________________________________________ Subtopic: ___________________________________________________________________________ Heading in the research essay: ___________________________________________________________ Subtopic: ___________________________________________________________________________ Answers will vary.

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Lesson 3

Style (Writing and Speaking): Punctuation — Quotation Marks Daily Assignment •

Students will complete Concept Builder 28-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches.

CONCEPT BUILDER 28-C

Writer Self-Reflection The following are questions you will need to answer before you begin writing your research paper (owl.english. purdue.edu/owl/resource). Answers will vary.

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Lesson 4

Public Speaking: Debate (B)

Daily Assignment •

Students will complete Concept Builder 28-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 28-D

Focus Review: Choosing the Best Thesis Circle the best working thesis for the proposed research paper. Thesis C: Upheaval at the end of the French and Indian War, the growing influence of rationalism, and the affects of mercantilism all conspire to cause the American Revolution.

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Chapter 28 Test OUTLINE (100 points) Critique the following outline: Marie Antoinette: Victim or Cause of the French Revolution The purpose of my paper is to show how an historical person — like Marie Antoinette — can be both the cause and victim of a significant historical event. I. Introduction

A. Background to the French Revolution



B. Antoinette’s early life

II. Antoinette as Cause of the French Revolution

A. She was living a selfish, lavish life



B She and her husband were unwilling to share power

III. Antoinette as victim of The French Revolution

A. She was only the partner of the king and did not make many decisions.



B. She was like every other monarch in Europe, but she happened to be in the wrong place at the wrong time.

IV. Conclusion

Chapter 28 Test Answer The thesis statement is not identified, does not clarify exactly what the paper will entail, and should not begin with “The purpose of my paper. . . .” The outline has sufficient content but is not parallel in form, does not have proper capitalization, and has an inappropriate mixture of phrases and sentences (consult a writing manual such as Bedford’s Handbook for Writers, Harbrace College Handbook, or MLA Handbook for Writers of Research Papers).

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Research Paper: The Introduction (Part One) Chapter 29 Style (Writing and Speaking): Introductory Words and Phrases Public Speaking Skill: The Spoken Introduction

First Thoughts The introduction is one of the most important parts of a research paper. It invites the reader into the paper; it can also warn the reader that he is in for a difficult, if not boring, reading! Every essay creates a new world in a new universe. The new world has a tone, theme, prejudice, and, above all, an argument(s). The reader can choose whether or not to go into the world, staying in this universe for a while. It is the reader’s choice. You can help readers decide to enter your world if you have an effective introduction. What in this paper is going to change the reader’s life? What new revelation will be discovered? Let readers know that it is well worth their time to proceed. If your 3-paragraph introduction is boring, then do you really think readers will want to read your 15-page main body? The introduction, in other words, is a hook to the rest of the paper.

Chapter Learning Objectives In chapter 29 we will create an introduction for our research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write and then present a persuasive speech pro or con on this resolution: Resolved: homeschoolers should be allowed to participate in local school athletic events.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, and an outline. During this lesson, you will begin the introduction to your research paper.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 29-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 29-A

Organizing Your Research Paper on the Computer In the next few weeks you will use the following essay to answer a series of questions. Today I want you to identify the thesis statement for this essay. Thesis: Civilization in its onward march has produced only three important non-alcoholic beverages — the extract of the tea plant, the extract of the cocoa bean, and the extract of the coffee bean. Leaves and beans — these are the vegetable sources of the world’s favorite non-alcoholic table-beverages. Of the two, the tea leaves lead in total amount consumed; the coffee beans are second; and the cocoa beans are a distant third, although advancing steadily. But in international commerce the coffee beans occupy a far more important position than either of the others, being imported into non-producing countries to twice the extent of the tea leaves. All three enjoy a world-wide consumption, although not to the same extent in every nation; but where either the coffee bean or the tea leaf has established itself in a given country, the other gets comparatively little attention, and usually has great difficulty in making any advance. The cocoa bean, on the other hand, has not risen to the position of popular favorite in any important consuming country, and so has not aroused the serious opposition of its two rivals.1 1

Note: T  his paragraph is the first paragraph of a book. Therefore, it is not unusual for a thesis statement to include more than one sentence. In general, though, the purpose of this book can be summed up by the first sentence: Civilization in its onward march has produced only three important nonalcoholic beverages — the extract of the tea plant, the extract of the cocoa bean, and the extract of the coffee bean.

William H. Ukers, All About Coffee (New York: The Tea and Coffee Trade Journal Co., 1922), foreword; http://www.gutenberg.org/files/28500/28500h/28500-h.htm.

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Lesson 2

Sample Introduction

Daily Assignment •

Students will complete Concept Builder 29-B.

•

Prayer journal.

•

Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 29-B

Outline This week you will write a working outline, continue developing your research, and revise your outline. The research paper outline is also a plan for the research. In other words, it is an organized description of your research. Create an outline for the above essay. I. Introduction

Thesis: Civilization in its onward march has produced only three important non-alcoholic beverages — the extract of the tea plant, the extract of the cocoa bean, and the extract of the coffee bean.

I. Body

A. Argument 1: Universal appeal of coffee

Evidence 1: Everyone drinks it!

B. Argument 2: Some ambivalence

Evidence 2: A drug? II. Conclusion

The coffee story, in any event, is a fascinating story.

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Lesson 3

Style (Writing and Speaking): Introductory Words and Phrases Daily Assignment •

Students will complete Concept Builder 29-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speech.

CONCEPT BUILDER 29-C

Paraphrasing and Summarizing As you take notes from important sources, you will want to paraphrase (restate a passage in your own words) and/or summarize (distill the passage to its basic ideas). Paraphrase and summarize the article from 25-B. Civilization in its onward march has produced only three important non-alcoholic beverages — the extract of the tea plant, the extract of the cocoa bean, and the extract of the coffee bean. Leaves and beans — these are the vegetable sources of the world’s favorite non-alcoholic table-beverages.

Coffee is universal in its appeal. All nations do it homage.

People love coffee because of its two-fold effect — the pleasurable sensation and the increased efficiency it produces.

No “food drink” has ever encountered so much opposition as coffee.

Given to the world by the Church and dignified by the medical profession, nevertheless it has had to suffer from religious superstition and medical prejudice. During the thousand years of its development it has experienced fierce political opposition, stupid fiscal restrictions, unjust taxes, irksome duties; but, surviving all of these, it has triumphantly moved on to a foremost place in the catalog of popular beverages.

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Lesson 4

Public Speaking: Arguing a Point

Daily Assignment •

Students will complete Concept Builder 29-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 29-D

Outline Now create an outline for your research paper. Answers will vary.

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Chapter 29 Test INTRODUCTION (100 points) Create an introduction to the following essay entitled “Uninvited Guests.” We go to football games with lots of people; we take communion only with other believers. During Communion there should be a level of intensity present that far surpasses the ambiance of an ordinary social gathering. This intensity arises out of a mutual openness to one another, a mutual submission to one another. We reveal ourselves to one another; we share perhaps the deepest form of revelation available to humankind. Luke gives testimony to the power of the fellowship meal in his account of the journey to Emmaus (Luke 24:13–25). The risen Jesus meets two of His disciples on the road, and they discuss what had happened over the last few days. They did not recognize Him, even though they had walked with Him almost three years. Now keep in mind that they did not know who He was — even after He had revealed Scripture to them. No, their eyes were still closed, even after the Word had been shared. Only at the table, at the Lord’s table, so to speak, did they recognize Him. Luke is speaking, surely, to the human fact that sharing a meal, especially the Communion meal, is itself revelatory; but even more decisively, it becomes our means of disclosure, of sharing ourselves with one another in a safe environment. This self-disclosure element of the Communion meal, this agape love, this ability to be vulnerable, is vitally necessary to normal, healthy Christian growth. Its absence insures unhealthiness. This partially explains why Paul found the Corinthian practices so objectionable. The sacrament of the Lord’s Supper at Corinth was associated with a common meal that could be attended by all the members of the Christian community. This sacred rite, the Eucharist, thanksgiving meal, a forerunner of our Communion meal, took place at the end of the agape feast. The love feast, agape meal, is similar to our once-a-month fellowship lunch. Everyone shared on a basis of equal fellowship in the food that was provided. Unfortunately, the mood and temper of elitism had invaded this gathering. The art of sharing had been lost. The delicate balance of trust had been broken. The

fragile air of openness had disappeared. The rich had stopped sharing their food, but they ate it in little exclusive groups by them-selves, hurrying through it in case they had to share, while the poor had almost nothing. Instead of being a sacred ritual, the so-called Lord’s Supper had become a microcosm of the problems, prejudices, and preoccupations of the world — not of the Body of Christ. Furthermore, other divisions arose. Differences of opinions — theological or otherwise — had created divisions that were undermining the whole basis of fellowship in this Christian community. The Corinthians had forgotten a most important Christian truth: our fellowship and community is based upon a mutual commitment to, and a mutual love for, Jesus Christ. We will never agree one hundred percent with anyone, but that is not important in this context. What is important is that we can sublimate our petty differences and instead love each other for what we are, not for what we do or don’t do, for what we believe or don’t believe. A woman discovers her husband is unfaithful. Where can she find help where she’s secure with her secret? Someone has a problem with gossiping. Is there anyone who can in love hold this person accountable? Your daughter is pregnant, and she’s run away — for the third time. She’s no longer listening to you. Who can you talk to? You lost your job, and it was your fault. You blew it, so there’s shame mixed with unemployment. How do you react? The Corinthian Church, today’s Church, has become a severe, condemning, judgmental, guilt-giving people, and we claim it’s in the name of Jesus Christ. The Corinthian Church, and perhaps some of us, had begun to partake of the elements with no forgiveness in their hearts, with a judgmental attitude and no repentance. We have perverted the deep pur-poses of this most sacred of Christian celebrations. (James)

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Chapter 29 Test Answer Sample Eating and drinking are the simplest requisites for survival. No needs are simpler. Indeed, in most cultures clothes and shelter are sheer luxuries compared to the need for food and drink; starvation is, after all, the cruelest form of death. Nevertheless, eating and drinking are not simply biological occurrences. They are human occasions. We are tacitly committed to rules and regulations that govern our behavior. Everyone knows that one does not eat with elbows resting on the table — although one may wink if an occasional naughty appendage is surreptitiously placed on the edge. Knives are placed to the right of the plate and, once used, they should be placed on the right upper edge of the plate on a 45-degree angle (so as not to soil the host/hostess’s table cloth). These simple, at times picayune, rules govern our social lives. We judge each other’s worth and conduct the shank of our social interaction according to these spoken and unspoken customs. At its most basic level, the Lord’s Supper is a meal, pure and simple. As in other meals and social gatherings, there are certain rules that we observe. The violation of these rules is exactly what Paul is discussing in this Scripture reading. Just as we feel violated and disgusted if a friend violates our choice of table ethics — e.g., sneezing all over our dinner — likewise Paul is offended by the Corinthian disregard for the rules surrounding this most sacred event: the Lord’s Supper.

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Research Paper: Introduction (Part Two) Chapter 30 Style (Writing and Speaking): Using the Right Word - Being Specific Public Speaking Skill: Impromptu Speech

First Thoughts In summary, all information discussed in the essay is presented in the introduction. No new arguments may be added after the introduction is created. Don’t surprise your reader! Presume nothing. Explain everything.

Chapter Learning Objectives In chapter 30 we begin the body, the heart of the research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Finish your introduction. Deliver a 2- to 3-minute impromptu speech on the following topic: In a three-point argumentative speech, persuade a friend of yours that he/she should not date but should practice courtship.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, and an outline. During this lesson you will finish the introduction to your research paper.

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Lesson 1

Introduction

Daily Assignment •

Students will complete Concept Builder 30-A.

•

Prayer journal: Students are encouraged to write in their prayer journal every day.

•

Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 30-A

Introduction: The Beginning Which introduction is better? Why? Answer B is better because it is informative and interesting.

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Lesson 2

Background

Daily Assignment •

Students will complete Concept Builder 30-B.

•

Prayer journal.

•

Students should outline all assigned essays and speeches for the week.

CONCEPT BUILDER 30-B

The Introduction: A Road Map Read this introduction. Next, state at least three reasons America expanded its influence in the 19th century.

Reason 1

Industrial and agricultural productivity

Reason 2

Large, growing population

Reason 3

Modern navy

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Lesson 3

Style (Writing and Speaking): Using the Right Word: Being Specific Daily Assignment •

Students will complete Concept Builder 30-C.

•

Prayer journal.

•

Students should write rough drafts of all assigned essays and speeches

CONCEPT BUILDER 30-C

The Introduction: The Power of the Story What story does this author use to invite the reader into his essay? The author uses a narrative of a child waking up to draw the reader into his action.

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Lesson 4

Public Speaking: Didactic Speech Daily Assignment •

Students will complete Concept Builder 30-D.

•

Prayer journal.

•

Review the assigned text. Keep vocabulary cards.

•

This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 30-D

Introduction: Answering a Question Answer the above question(s) and you will have the start of a great introduction! The protagonist in Crime and Punishment did not have any wiggle room. He murdered someone and got away with it, but after he met the Lord, he could no longer compromise and ignore this crime. So, in other words, there are times when we simply cannot accept another point of view!

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Chapter 30 Test INTRODUCTION (100 points) Write an appropriate introduction to this essay: The Gilgamesh text says, “Once upon a time the gods destroyed the city of Shuruppah in a great flood.” At about the same time, Moses was writing the Book of Genesis, in which he likewise described a flood. These two similar testimonies were written by different people at different places on the globe. Even if a person did not believe that the Bible is inspired, this is powerful evidence that the flood was a historical event. Even the stories are similar. The protagonists in the two flood stories were given grace by their God, or gods, to make it through the flood alive. In the Gilgamesh text it was the god Ea that forewarned Utnapishtim about the flood. Likewise Utnapishtim, the man in the Gilgamesh flood, built a great boat. In the Bible, Noah did the same thing and was also fore-warned by God about the flood. Both men were told to bring animals on the ship. Could Utnapishtim be the Babylonian name for Noah? With their embellished stories, are the Babylonians telling the same story from their perspective? (Timothy) www.ancienttexts.org/library/mesopotamian/gilgamesh/

Chapter 30 Test Answer What if there is independent testimony of an event by someone completely unconnected to a particular event? Would that provide credence to the event? Certainly, separate accounts of the same event would afford further investigation. The Gilgamesh Epic is an independent testimony completely unconnected to the event of Noah’s Flood.

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Research Paper: The Body (Part One) Chapter 31 Style (Writing and Speaking): Avoid Sexist Language Public Speaking Skill: Didactic Speech

First Thoughts Finally! The day has arrived that you write the major part of your research paper. Gather your notes, preliminary bibliography, and, most importantly, your outline. Write from your outline, not your notes, not your memory. Write from the road map of your paper — the outline. You already have your introduction; now let’s begin the main part of your paper.

Chapter Learning Objectives In chapter 31 we finally begin the main part of the paper — the body!

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write the first-draft body of your research paper. Write a 2- or 3-minute didactic speech highlighting the main points of your research paper. Typically, the didactic speech is greatly informed by the outline and thesis statement.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, the outline, and the introduction to your research paper. Congratulations! During the next lesson you will begin the main body of your research paper.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 31-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 31-A

Introduction: Another Visit to the Beginning Rewrite the following introduction in a better way: I would begin the introduction differently — Revival movements have their historical roots in Protestant, Puritan, pietistic reactions to the rationalism of the Enlightenment.

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Lesson 2

Student Essay

Daily Assignment •

Students will complete Concept Builder 31-B.

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Prayer journal.

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Students should outline all assigned essays and speeches for the week

CONCEPT BUILDER 31-B

Five Ineffective Introductions Match the ineffective introduction with the example (other three are in Concept Builder 31-C).

Example

Example #

Indeed, education has long been considered a major force for American social change, righting the wrongs of our society. The Narrative of the Life of Frederick Douglass discusses the relationship between education and slavery in 19th-century America, showing how white control of education reinforced slavery and how Douglass and other enslaved African Americans viewed education while they endured. Moreover, the book discusses the role that education played in the acquisition of freedom. Education was a major force for social change with regard to slavery.

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Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created different kinds of problems for enslaved people.

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Lesson 3

Writing Style: Avoid Sexist Language Daily Assignment •

Students will complete Concept Builder 31-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches

CONCEPT BUILDER 31-C

Five Ineffective Introductions (cont.) Example

Example #

Since the dawn of man, slavery has been a problem in human history.

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Webster’s dictionary defines slavery as “the state of being a slave,” as “the practice of owning slaves,” and as “a condition of hard work and subjection.”

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Frederick Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, An American Slave, in the 1840s. It was published in 1986 by Penguin Books. He tells the story of his life.

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Lesson 4

Public Speaking: Didactic Speech Daily Assignment •

Students will complete Concept Builder 31-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 31-D

Write Your Introduction Now is the time for you to write the first draft of the introduction based on the topic assigned to you by your teacher. Answers will vary.

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Chapter 31 Test MAIN BODY (100 points) Write a main body to this introduction of an essay/sermon entitled “Hope Whispered in Every Ear”: Jesus really died on the Cross. This was not some metaphorical event, some dramatic hoax. No, He really died. Today, it seems to me, we have as much a problem believing that Jesus died as we do that He arose from the grave. Our ubiquitous media promises us eternal bliss and immortality — just put this cream on and the wrinkles will go away. Take these vitamins, and you will live forever and so on. It was not always so. Death was something our parents and grandparents had to face with more finality and frequency. The average life span was less than it is now. Medical science was not as successful with saving human life as now. Infant mortality was higher. Since there were fewer hospitals and no nursing homes, sick and dying relatives died at home. It was the custom years ago for the wake to be held in the family’s living room. Then family members were buried in a local church cemetery. Every Sunday when our grandparents went to church, they were reminded of the reality of death as they passed the marble grave markers of their loved ones. And so Jesus Christ was dead, really dead — He did not die quietly in bed with all His friends surrounding Him. No, He died a humiliating, messy, public death. And the world had no doubt of one salient fact on that first Easter morning: Jesus bar Joseph was very, very dead. (James)

Chapter 31 Test Answer Sample That Jesus was definitely dead explains why the disciples at first did not believe the women rushing from the tomb. In Luke’s Gospel, when the women rushed back to the room where the terrified Apostles had gathered in fear of being arrested, these who had been to the tomb early that morning gleefully announced that their crucified master had been raised from the dead. The 11 men listened in disbelief to the women. In his testimony, the renowned Christian thinker C.S. Lewis says that his conversion to the Christian faith was impeded as much by his lack of imagination as anything. Lewis agreed with Chesterton (another Christian thinker) who argued that in claiming to be the Son of God, Jesus was either a lunatic and a dishonest fraud, or He was speaking the truth. Lewis began to move toward Christ when his imagination was stimulated by the biblical stories — especially the story concerning a God whose dying could transform all those who believed in Him. In this critical phase of Lewis’s faith journey, he wrote the famous Narnia Chronicles. He entered the imagination of little children whose playful antics in a wardrobe transported them into the realm of a strange, new reality. It is the child in Lewis — in us all — that most profoundly knows that this tangible world of death and dying and heartbreak is not our only reality. It is into this world that the early disciples — and you and I — are invited to enter by the Apostle Paul. Where Paul moves in 1 Corinthians 15 is beyond logic: He moves into faith. “Lo! I tell you a mystery . . .” he says. His assertion of resurrection faith takes us considerably further than human logic. Reason may take us to the tomb and cause us to probe inside. Reason will cause us to accept His death — but only faith will cause us to believe in the Resurrection. And faith alone will mend a broken heart, will save a lost soul. Paul’s understanding of the resurrection in 1 Corinthians 15 defied prevailing ideas about the afterlife. To the Greek mind, death released a person’s spirit form the prison of the body. The last thing, then, a Greek would want was to be reunited with a corruptible body. So these questions were more than academic for Paul’s audience — they really wanted to know what Paul meant when he said, “We are crucified with Christ” (Gals. 2:20). They really were concerned about the afterlife. Are we? 198

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The Easter story will not be proven empirically. Our reason will take us to Saturday evening, but only our faith will take us through Sunday. This Easter story seems like fiction. The American fiction writer, Kurt Vonnegut Jr. argues that the truth can sometimes be so utterly fantastic that it seems like fiction. I would argue that the Resurrection of Jesus Christ is so wonderful that its reality completely changes our world. Easter faith invites the most significant leap of trust that one will ever make. There is a yearning deep inside us to do so. Well, Easter morning reminds us that eternal life comes with knowing Jesus Christ as Lord and Savior. We have pursued immortality with courage and fortitude. We have sought to preserve ourselves in the land of the living. But none of it really works. Sooner or later we will die. But the Easter hope is a message that leads us home to God our Father. (James Stobaugh)

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Research Paper: The Body (Part Two) Chapter 32 Style (Writing and Speaking): Avoid Pretentious Language, Evasive Language, Euphemisms; Footnote or Endnotes Public Speaking Skill: Summary

First Thoughts You are now ready to finish the core, the body, of your paper. Again, remember: the thesis is the controlling idea of your research paper. It should appear in one form or another in almost every section, if not paragraph, of the research paper. The paper should include both supportive and opposing arguments. By presenting both sides of the issue, the paper will reflect a much clearer perspective of the research topic. Notes gathered in files and organized in the outline become the skeleton of the paper. By using your notes to provide good quotes, paraphrases, and summaries, you are well on your way to writing an effective research paper.

Chapter Learning Objectives In chapter 32 we finish the body of the research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Write the first draft body of your research paper. Present a 2- or 3-minute speech on your research paper topic. Memorize the introduction and give particular attention to your main body.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, the outline, the introduction, and you should have begun the main body of your research paper. During this lesson you will finish the main body to your research paper.

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Lesson 1

Background

Daily Assignment •

Students will complete Concept Builder 32-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 32-A

The Body: A New Beginning Read this essay and circle the Body. Jamestown, a name of first rank among historic names, saw the birth of English America. Here on an island in the James River in the heart of tidewater Virginia the English carved a settlement out of the wilderness. It grew from a rude palisaded fort into a busy community and then into a small town that enjoyed many of the comforts of daily living. For 13 years (until 1620) Virginia was the only English colony on the American mainland. Jamestown served this colony as its place of origin and as its capital for 92 years — from 1607 to 1699. After its first century of prominence and leadership, “James Towne” entered a long decline, precipitated in 1700 by the removal of the seat of government to Williamsburg. Its residents drifted away, its streets grew silent, its buildings decayed, and even its lots and former public places became cultivated fields. Time passed and much was forgotten or obscured. So it was when it became a historic area, in part, in 1893, and when the whole island became devoted to historical purposes in 1934. Since these dates, the Association for the Preservation of Virginia Antiquities and the National Park Service have worked toward the preservation of all that still exists of old Jamestown, and are dedicated to learning its story more completely. Thus, the American people can more fully understand and enjoy their historic heritage of Jamestown. A great deal of study along many lines has been required and much more is still needed to fill the many gaps. Libraries have been searched for pictures, documents, and plans. Land records have been carefully scrutinized and old existing landmarks studied. Seventeenth-century buildings and objects still surviving in England, America, and elsewhere have been viewed as well as museum collections... These valuable objects are a priceless part of the Jamestown that exists today. Collectively, they form one of the finest groups of such early material that has been assembled anywhere. Although most are broken and few are intact, they would not be traded for better preserved and more perfect examples that do exist elsewhere. These things were the property and the possessions of the men and women who lived, worked, and died at Jamestown. It was because of these people, who handled and used them in their daily living, and because of what they accomplished, that Jamestown is one of our best-remembered historic places.

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Lesson 2

Style (Writing and Speaking): Avoid Pretentious Language, Evasive Language, and Euphemisms Daily Assignment •

Students will complete Concept Builder 32-B.

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Prayer journal.

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Students should outline all assigned essays and speeches for the week.

CONCEPT BUILDER 32-B

The Body: Transitions Underline three transitions (repeated thoughts or words) in the essay in 32-A. Jamestown, a name of first rank among historic names, saw the birth of English America. Here on an island in the James River in the heart of tidewater Virginia the English carved a settlement out of the wilderness. It grew from a rude palisaded fort into a busy community and then into a small town that enjoyed many of the comforts of daily living. For 13 years (until 1620) Virginia was the only English colony on the American mainland. Jamestown served this colony as its place of origin and as its capital for 92 years — from 1607 to 1699. After its first century of prominence and leadership, “James Towne” entered a long decline, precipitated, in 1700, by the removal of the seat of government to Williamsburg. Its residents drifted away, its streets grew silent, its buildings decayed, and even its lots and former public places became cultivated fields. Time passed and much was forgotten or obscured. So it was when it became a historic area, in part, in 1893, and when the whole island became devoted to historical purposes in 1934. Since these dates, the Association for the Preservation of Virginia Antiquities and the National Park Service have worked toward the preservation of all that still exists of old Jamestown, and are dedicated to learning its story more completely. Thus the American people can more fully understand and enjoy their historic heritage of Jamestown. A great deal of study along many lines has been required and much more is still needed to fill the many gaps. Libraries have been searched for pictures, documents, and plans. Land records have been carefully scrutinized and old existing landmarks studied. Seventeenth-century buildings and objects still surviving in England, America, and elsewhere have been viewed as well as museum collections. A key part of the search has been the systematic excavation of the townsite itself, in order to bring to light the information and objects long buried there. This is the aspect of the broad Jamestown study that is told in this publication, particularly as its relates to the material things, large and small, of daily life in Jamestown in the 17th century. These valuable objects are a priceless part of the Jamestown that exists today. Collectively they form one of the finest groups of such early material that has been assembled anywhere. Although most are broken and few are intact, they would not be traded for better preserved and more perfect examples that do exist elsewhere. These things were the property and the possessions of the men and women who lived, worked, and died at Jamestown. It was because of these people, who handled and used them in their daily living, and because of what they accomplished, that Jamestown is one of our best remembered historic places. 202

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Lesson 3

Public Speaking: Summary

Daily Assignment •

Students will complete Concept Builder 32-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches.

CONCEPT BUILDER 32-C

Body: The Argument Complete the following chart.

The Jamestown Settlement Argument 1

Jamestown was the main settlement at first

Argument 2

But it entered an era of decline

Argument 3

Valuable artifacts should be saved

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Lesson 4

Student Sample

Daily Assignment •

Students will complete Concept Builder 32-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 32-D

Body: The Evidence Complete the following chart.

The Reform Movement Evidence 1

Optimism is evidenced through the many reformed movements

Evidence 2

The author offers actual historical evidence

Evidence 3

The author offers actual historical evidence

Evidence 4

The author offers actual historical evidence

Evidence 5

The author offers actual historical evidence

Evidence 6

The author offers actual historical evidence

Evidence 7

The author offers actual historical evidence

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Chapter 32 Test MAIN BODY (100 points) Write a main body to this introduction of an essay/sermon entitled “We Were Hoping that He was the Man.” “Moreover, some women from our group astounded us. They arrived early at the tomb, and when they didn’t find His body, they came and reported that they had seen a vision of angels who said He was alive” (Luke 24:22–23). This extraordinary rendition of a conversation by Luke is a marvelous insight into the confusion that occurred on that first Easter afternoon. How does the Church in our day, and in Luke’s day, encounter and know the risen Christ? Or, more pointedly, why do we not know Him? Why are we right in our assessments of our life situations, but terribly wrong in our conclusions? How can we be right and blind at the same time? “Are You the only visitor in Jerusalem who doesn’t know the things that happened there in these days?” Cleopas and an unidentified disciple sarcastically ask this stranger (verse 18). However, in spite of this stranger’s obvious sheltered life, or stupidity, the disciples were desperate to tell someone — anyone — about their plight. “They crucified Him. But we were hoping that He was the One who was about to redeem Israel” (verses 20–21). Cleopas and his friend were on a trip to Emmaus. They just had to get away from Jerusalem. From those crazy women and their sensationalistic rumors. From Peter who denied the Lord and now confessed a cock-and-bull story about a resurrection. No, Jesus was dead. They had seen it with their own eyes. He was dead. Dead as a door nail. Finished. Oh, they had once hoped. In the exciting days when He was performing miracle after miracle. But that all ended on the previous Friday. No, Jesus was dead. And, while they did not believe two crazy women, a fair weather friend [Peter], and a young disciple prone to exaggeration [John], they certainly understood the pain they felt in their hearts. They certainly believed in many things. They believed the picture of Christ’s hands bleeding profusely upon the garbage lying on Golgotha hill. They believed in the sounds of Him gasping for breath as He painfully pushed up on his pain-ridden feet, trying to survive in the hell that was a crucifixion. Oh, yes, they knew what to believe. They knew that they were in trouble — no doubt Caiaphas and his henchmen would be rounding up all the disciples of Christ they could find. T.S. Eliot writes in his poem “The Hollow Men”: “Between the idea and the reality, between the motion and the act falls the shadow.” Cleopas and his friend (whom some scholars think may have been Cleopas’ wife) had run into the shadow. Theology and ideas and abstractions belong to others. They had no dreams left — only a Roman Empire and a Jewish state that wanted their blood. For small griefs you shout, but for big griefs you whisper or say nothing. The big griefs must be borne alone, inside. Or so these two travelers thought, anyway. They resented the stranger’s ignorance, but, like a survivor of a terrible accident or ordeal, they were grateful for the chance to tell him their story. But the stranger was unflappable. He compounded their bewilderment by brilliantly expounding Scripture to them. Nothing impresses a religious person more than a thorough knowledge of his corpus. Furthermore, and this was quite disconcerting; this stranger was speaking as if he were present in the aforementioned events. He presumed to know their motivations and their minds! Did he dare suggest that they misunderstood the mission of their Lord! Nevertheless, this stranger intrigued them enough that they invited him to supper. Mellowed somewhat, they asked the stranger to give the blessing. In a Galilean accent, He recited the Hallel. Suddenly, in the candlelight, they saw that the stranger had nail-scarred hands, a thorn-scarred brow: He is the Christ! The meal was not finished before they ran seven miles back to Jerusalem. Bursting in to the disciples, they excitedly proclaimed what everyone else already knew: He is indeed risen! What amazes me about this story is not that Christ ate with them, nor that they recognized him at this point. What truly bothers me is why they did not recognize Him from the beginning. We are given no indication in the text that the stranger did not look like Jesus. In fact, the implication is that the stranger looked like Jesus from the very beginning — after all he should — He was Jesus! Why did they not recognize Him? How often do we miss Jesus’ presence in our lives? On the road to Emmaus, we may be right and blind at the same time. poetry.poetryx.com/poems/784/

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Chapter 32 Test Answer Sample Doubt can lead us down a road of confusion and blindness. True, the Emmaus travelers were heavy with the bad news of life, but their reaction to that news blinded them to their salvation that walked with them on that road in those same bad times. He was there, and they did not know it. We only can see what we imagine to be true. And what is happening — admittedly — is very new. A Resurrection! Christ, too, did not evolve out of history: He created a new history. This theme is orchestrated by earlier Jewish writers: notably Jeremiah and Isaiah. In Isaiah 43, for instance, we see the nation of Israel being liberated from bondage in Babylon. After two hundred years of slavery, the remnant nation is going home. Going home! And God has some very exciting news for this beleaguered people: “I have called you by your name; you are mine. I will be with you when you pass through the waters, and when you pass through rivers, they will not over-whelm you” (verses 1–2). God is bringing His people home. He will sweep clean the record. The sins of their fathers and mothers are forgiven. The captivity is over. They are free. And not only will the future be different, but so will the past. He has rewritten their history. What was meant for bad for them now has become good. That is the incredibly good news — the Jesus — that the Emmaus travelers could not see. Their despairing doubt had blinded them to the truth. Doubt, by the way, is not all bad. Their doubt was debilitating: it was doubt based on angry disappointment. Time and time again, they had been hurt, so much, in fact, that they could not imagine that life as they knew it was now ending. I am truly shocked at how much despair there is in America. At the end of World War II, many of the victims of Nazi atrocities — concentration inmates for instance — would not leave the camps. In spite of horrible conditions, and terrible memories, the victims preferred the familiarity of bondage rather than being free. The same is true in Numbers 11. Israel rebelled against Moses because they missed “onions and spices of Egypt.” Again, they preferred the familiarity of bondage to the uncertainty of freedom. The good news of the Resurrection and of Isaiah (42) is that we can be healed by our remembrances. Thus, these Emmaus road travelers have a real crisis on their hands: the one whom they loved and by whom they were loved has deeply disappointed them. Thus, as we see above, they do not see Him even when He is right before their eyes. In effect, their theology has failed them. Based on their own sacred journeys, based on their experiences, they drew conclusions from Scripture. They found a way to justify a belief in a dead Savior, and incredibly they were not able to see the live one right in front of them. What sort of theologies do we have? Are we walking around with our own maudlin theories of God based on years and years of disappointments? The theology of the Emmaus travelers was divorced from the Word (of their Lord) because their experience demanded the self-same response. Their high views of Scripture ended on Friday afternoon. From that point on they made things up as they went along. How many of us found truth in Sunday school as a child and now reject it? Was life so hard on us that we simply gave up believing? I met such a man during college days. Although he was a brilliant man, one of the greatest American Church historians alive today, he had no faith. He had Bible knowledge but no faith. He stopped believing in God’s Word when his retarded younger brother was born to his parents. As he watched his brother struggle and finally die when he was five, this professor — in spite of his great knowledge of the Bible — had no Scripture. Bible as the Word of God ceased to exist the day they put his brother in that cold grave. In spite of Jesus’ skillful explanation of Scripture, they still did not recognize Him. True, their hearts were on fire Luke says, but exegesis — no matter how inspired — will not remove our doubt, will not lead us into correct relationship with God. They did not recognize Christ until they had a meal with Him — were reacquainted with Him on a personal basis.

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Research Paper: The Conclusion Chapter 33 Style (Writing and Speaking): Mixed Metaphors Public Speaking Skill: Enunciation

First Thoughts You are now ready to finish your paper. In a general way, your conclusion will: •

restate your topic and why it is important

•

restate your thesis/claim

Remember that once you accomplish these tasks you are finished. Done. Don’t try to bring in new points or end with a sermon or polemic. Stay focused! Stay on task! Finish with confident humility.

Chapter Learning Objectives In chapter 33 we will add a conclusion to the research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

•

Take Weekly Essay/Test

Finish your paper with an inspiring conclusion. You are now ready to correct your paper, wait a few days, and then rewrite the paper. Compose a speech that includes the following words: tongue, fang, harangue, prong, anger, hunger, bungle, and jungle, then present it to an audience.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, the outline, the introduction, and now you have even finished the main body of your research paper. During this lesson you will write a conclusion to your research paper.

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Lesson 1

Before the Essay Ends . . .

Daily Assignment •

Students will complete Concept Builder 33-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 33-A

Proofreading the Essay Carefully edit this essay. Answers will vary.

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Lesson 2

Sample Conclusion

Daily Assignment •

Students will complete Concept Builder 33-B.

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Prayer journal.

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Students should outline all assigned essays and speeches for the week.

CONCEPT BUILDER 33-B

Composition Evaluation Technique 2 Evaluate the essay in 32-A using the checklist below. Answers will vary.

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Lesson 3

Style (Writing and Speaking): Mixed Metaphors Daily Assignment •

Students will complete Concept Builder 33-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches

CONCEPT BUILDER 33-C

Composition Evaluation Technique 3 Evaluate the same essay with this evaluation technique. Answers will vary.

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Lesson 4

Public Speaking: Enunciation Daily Assignment •

Students will complete Concept Builder 33-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 33-D

Composition Evaluation Complete the following chart.

Answers will vary.

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Chapter 33 Test CONCLUSION (100 points) Write a conclusion to this essay/sermon entitled “Uninvited Guests”: Eating and drinking are the simplest requisites for survival. No needs are simpler. Indeed, in most cultures, clothes and shelter are sheer luxuries compared to the need for food and drink; after all, starvation is one of the cruelest forms of death. Nevertheless, eating and drinking are not simply biological occurrences. They are human occasions. We are tacitly committed to rules and regulations that govern our behavior. Everyone knows that one does not eat with elbows resting on the table although one may wink if an occasional naughty appendage is surreptitiously placed on the edge. Knives are placed to the right of the plate and, once used, they should be placed on the right upper edge of the plate on a 45-degree angle (so as not to soil the host/hostess’s table cloth). These simple, at times picayune rules govern our social lives. We judge the worth of each other and conduct the shank of our social interaction according to these spoken and unspoken customs. The Lord’s Supper, at its most basic level, is a meal, pure and simple. As in other meals and social gatherings, there are certain rules that we observe. The violation of these rules is exactly what Paul is discussing in this Scripture reading. Just as we feel violated and disgusted if a friend violates our choice of table ethics — e.g., sneezing all over our dinner, Paul is offended by the Corinthian disregard for the rules surrounding this most sacred event: the Lord’s Supper.

Chapter 33 Test Answer Sample We must forgive one another. Communion is a celebration of that act — a celebration of the reconciling presence of Jesus Christ. The sort of forgiveness that the Communion event demands is not easy though. Professor G. Johnstone Ross tells of an incident that occurred years ago during the celebration of the Lord’s Supper in a little mission church in New Zealand. A line of worshipers had just knelt at the altar rail when suddenly from among them a young native arose and returned to his pew. Some minutes later, however, he returned to his place at the rail. Afterward, a friend inquired why he had done this, and he replied: When I went forward and knelt, I found myself side by side with a man who some years ago had slain my father and whom I had vowed to kill. I felt I could not partake with him, so I returned to my pew. But as I sat there, my mind went back to a picture of the Upper Room, with its table set, and I heard a voice saying, “By this shall all persons know that you are my disciples, if you have loved one to another.” And then I saw a Cross with a man nailed upon it and the same voice saying, “Father, forgive them for they know not what they do.” It was then I arose and returned to the altar rail. (Macleod, Presbyterian Worship) There is nothing magical about the Lord’s Supper. Behind magic is the belief that if a certain act is correctly performed, it will produce certain consequences automatically. It is an operation in which human technique is everything and belief in a divine will is nonexistent. The Lord’s Supper was instituted with the painful suffering of our Lord. Neither is it intellectualism. It is not an academic endeavor open only to the elite, to the favored, to the healthy. It is not a memorial service for a dead Savior. It is done in remembrance of our risen Lord. As Calvin said, the Lord’s Supper is a “Spiritual Communion with the Risen Lord.” Here, as nowhere else, God gives himself to us through Christ. It is the supreme act of grace. We respond by giving ourselves to one another, by surrendering in trust to one another. There are a few uncomfortable footnotes, though, that must be mentioned. Every Christian is welcome to the table, but Paul warns, “Whoever eats and drinks without recognizing the body, eats and drinks judgment on himself ” (1 Cor. 11:29). 212

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If you are out of fellowship with your brother or sister; if you cannot love every saint in this body, then you come to this table uninvited. If you have wronged your neighbor, if you have harmed your brother or sister and you have not asked his/her forgiveness, you come to this table uninvited. If you have sinned and you have not confessed this sin before Almighty God and received His forgiveness, you come to this table uninvited. And most important, if you do not have Jesus Christ as your personal Lord and Savior — it does not matter whether you are Methodist, Baptist, or Evangelical Free — if you have not committed your whole being to Christ, then you come to this table uninvited, and you bring judgment on us all. The Lord’s Supper is a time of thanksgiving and celebration, but it is also a time of serious reflection. Do not play around with God. Communion is a divine encounter with the Almighty, not a mindless chance encounter with an unknown deity. God means business in the Communion meal. It is easy enough to hide behind our Hallelujahs and Amens (even though they are necessary), but in the Lord’s Supper, God flushes us out of our secret hiding places and demands that we be serious. Be an invited guest at this table.

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Research Paper: Rewriting and Submission Chapter 34 Style (Writing and Speaking): Summary Public Speaking Skill: Summary

First Thoughts You are almost finished with your research paper! You have finished the first draft. Now, you will need to write one to three more drafts.

Chapter Learning Objectives In chapter 34 we will finish our research paper.

Look Ahead for Friday •

Turn in a final copy of essay and speech

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Take Weekly Essay/Test

Rewrite your entire paper. Students should practice saying the following phrases aloud in a speech. Loose lips sink ships. The sixth soldier sold his soul to the shepherd. The big black bug bit the bitter bright burglar. Round and round the rugged rocks the ragged rascals ran.

Research Paper Benchmark You should have your topic, thesis statement, preliminary bibliography, a preliminary outline to guide you in your note taking, many notes, and an outline. During this lesson, you will begin the introduction to your research paper.

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Lesson 1

Assignment Cover Sheet

Daily Assignment •

Students will complete Concept Builder 34-A.

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Prayer journal: Students are encouraged to write in their prayer journal every day.

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Students should systematically review their vocabulary words daily.

CONCEPT BUILDER 34-A

Conclusion Identify the conclusion in the previous essay, “Who are the Scouts?” Now, the tales of their exploits have gone all over the world, and healthy, active people, and especially young people, have always delighted in just this sort of life and character. So, when you add the fact that the word “scout” has always been used, too, to describe the men sent out ahead of an army to gain information in the quickest, cleverest way, it is no wonder that the great organizations of Boy and Girl Scouts which are spreading all over the world today should have chosen the name we are so proud of, to describe the kind of thing they want to stand for.

Find the conclusion below. It says much for the pluck and perseverance of aviators that they have been willing to run the great risks which ever accompany their efforts. Four years of the Great War have shown how splendidly airmen have risen to the great demands made upon them. In dispatch after dispatch from the front, tribute has been paid to the gallant and devoted work of the Royal Flying Corps and the Royal Naval Air Service. In a long and bitter struggle British airmen have gradually asserted their supremacy in the air. In all parts of the globe, in Egypt, in Mesopotamia, in Palestine, in Africa, the airman has been an indispensable adjunct of the fighting forces. Truly it may be said that mastery of the air is the indispensable factor of final victory.

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Lesson 2

Sample Final Copy

Daily Assignment •

Students will complete Concept Builder 34-B.

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Prayer journal.

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Students should outline all assigned essays and speech for the week.

CONCEPT BUILDER 34-B

Conclusion Identify the type of conclusion each is: SUMMARY or EXPOSITION. EXPOSITION When the war finally came to an end on November 11, 1918, and the Central Powers were defeated, the political order and geographical map of Europe had been radically transformed. The Versailles Treaty, the treaty that ended the war, changed the future of the world. The German, Austria-Hungarian, Russian, and Ottoman empires had collapsed and new countries (e.g., Poland) were created. World War I was also partially the cause of the Russian Revolution. The humiliating terms imposed by the Versailles Treaty on German became a rallying cry for the Nazis who rose to power in the 1920s and ultimately precipitated a Second World War. SUMMARY By the end of the Second World War in 1945, the Nazi regime and its accomplices had physically annihilated about 11.5 million people: 6 million Jews, and 5.5 million non-Jews, undesirable “others” — mentally ill, disabled, political opponents, homosexuals, Slavs, Gypsies, Jehovah’s Witnesses, “Blacks,” and other “undesirables.” Identify the type of conclusion each is: SUMMARY or EXPOSITION. SUMMARY Early 21st-century Chinese society has developed out of some 3,300 years of society. For these 3,000 years, China progressed from dynasty to dynasty until it reached the present Communist Republic. The following factors more or less determined Chinese history: 1. The vastness of the land. China is a huge geographical area. 2. Aggressive neighbors. China has few natural, physical barriers to its neighbors. Thus, it had to build things like the Great Wall. 3. Large population. China’s ready labor supply delayed the industrial revolution until the 20th century. EXPOSITION As Japan emerged as a world power it found new enemies. It fought a war with China and then with Russia. Japan handedly won both wars. Joining the allies to fight Germany in World War I, Japan was able to expand its empire into the Pacific. Increasingly, virulent, fanatical nationalistic leaders began to emerge in Japan. While maintaining a fervent dedication to the emperor, samurai leadership assumed control over the government and led Japan first into war against China (1930s) and against the allies (1941–45). Japan lost both wars. Japan lost World War II but emerged as one of the premier economic powers of the post-World War II world. 216

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Lesson 3

Style (Writing and Speaking): Summary

Daily Assignment •

Students will complete Concept Builder 34-C.

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Prayer journal.

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Students should write rough drafts of all assigned essays and speeches.

CONCEPT BUILDER 34-C

Literary Review Answers will vary.

Rewrite Rewrite the following material. All punctuation has been removed. Indian history begins 4,000 years ago. India is a success story. India’s population recently exceeded 1 billion people. Yet a noted Indian historian said that “. . . although it is difficult to accept, the Indians totally lacked the historical sense.” The ancient Indians made great inroads into astronomy, physics, mathematics, all kinds of literature and arts, but never seriously took to documenting their history and their indifference has cost their posterity very dearly. The Indian history story began in the northwest around 3000 B.C., with the Indus Valley, or Harappan, civilization, when an agricultural economy gave rise to extensive urbanization and trade. The second stage occurred around 1000 B.C., when the Ganga-Yamuna river basin and several southern river deltas experienced extensive agricultural expansion and population growth.

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Lesson 4

Public Speaking: Enunciate Clearly Daily Assignment •

Students will complete Concept Builder 34-D.

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Prayer journal.

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Review the assigned text. Keep vocabulary cards.

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This is the day that students should write, and then rewrite, the final drafts of their assigned essay and speech.

CONCEPT BUILDER 34-D

Proofreading: Properties of Your Document Answers will vary.

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Chapter 34 Test REWRITE (100 points) Revise and rewrite the following essay. In James Fenimore Cooper’s The Deerslayer, Hetty Hutter symbolized religion and morality. In the whole book, she is the only character who showed an understanding of God’s Word. Cooper used her to symbolize not just religion and morality, but also humility and peace. Though at times she was referred to as “feeble-minded,” she was clearminded about God and her faith. When Hetty gave herself over to the Iroquois, she did so with the attitude of a missionary. Willing to give her life for the sake of sharing the Word of God and rescuing her father and Hurry Harry showed her courage and selflessness. They listen to her, but their lives were not changed by what she said. In other words, they were not affected by Hetty. Hetty saw God as the Creator and the Lord of all, but she did not and probably could not change anyone’s life with her knowledge of Him [God]. In a way, it seems Cooper is making fun of Christians by using a feeble-minded girl who could not convert anyone to Christ. However, even though people around her respected and loved her, they never took her seriously. (Jessica)

Chapter 34 Test Answer Sample Hetty Hutter, one of the main characters in James Fennimore Cooper’s The Deerslayer, symbolizes religion and morality. She is the only character who understands God’s Word. Hetty symbolizes not just religion and morality but also the virtues of humility and peace. In fact, though she was referred to as “feeble-minded” in one way, in other ways she was clear-minded. She alone understood about God and her faith. For example, when Hetty gave herself over to the Iroquois, she did so with the attitude of a missionary. Willing to give her life for the sake of sharing the Word of God and rescuing her father, her sacrifice showed courage and selflessness, Christ-like qualities. Ironically, Cooper is trying to belittle Hetty by making her feeble-minded. In fact, though, she is the strongest moral character in this novel.

www.4literature.net/James_Fenimore_Cooper/Deerslayer/.

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Appendix One

PRE-WRITING THINKING CHALLENGE ISSUE State problem/issue in five sentences. State problem/issue in two sentences. State problem/issue in one sentence. NAME THREE OR MORE SUBTOPICS OF PROBLEM. NAME THREE OR MORE SUBTOPICS OF THE SUBTOPICS. WHAT INFORMATION MUST BE KNOWN TO SOLVE THE PROBLEM OR TO ANSWER THE QUESTION? STATE THE ANSWER TO THE QUESTION/PROBLEM — In five sentences. —In two sentences. —In one sentence. STATED IN TERMS OF OUTCOMES, WHAT EVIDENCES DO I SEE THAT CONFIRM THAT I HAVE MADE THE RIGHT DECISION? ONCE THE PROBLEM/QUESTION IS ANSWERED/SOLVED, WHAT ONE OR TWO NEW PROBLEMS/ ANSWERS MAY ARISE? ABBREVIATED PRE-WRITING THINKING CHALLENGE What is the issue? State problem/issue in five sentences. State problem/issue in two sentences. 220

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State problem/issue in one sentence. Name three or more subtopics of problem. Name three or more subtopics of the subtopics. What information must be known to solve the problem or to answer the question? State the answer to the question/problem — in five sentences — in two sentences — in one sentence. Stated in terms of outcomes, what evidences do I see that confirm that I have made the right decision? Once the problem or question is answered or solved, what are one or two new problems or answers that could arise? The Thinking Challenge The following is an example of a Thinking Challenge approach to Mark Twain’s The Adventures of Huckleberry Finn: The Problem or The Issue or The Question: Should Huck turn in his escaped slave-friend Jim to the authorities? State problem/issue in five sentences, then in two sentences, and, finally, in one sentence. Five Sentences: Huck runs away with Jim. He does so knowing that he is breaking the law. However, the lure of friendship overrides the perfidy he knows he is committing. As he floats down the Mississippi River, he finds it increasingly difficult to hide his friend from the authorities and to hide his feelings of ambivalence. Finally, he manages to satisfy both ambiguities. Two Sentences: Huck intentionally helps his slave friend Jim escape from servitude. As Huck floats down the Mississippi River, he finds it increasingly difficult to hide his friend from the authorities and at the same time to hide his own feelings of ambivalence. One Sentence: After escaping with his slave-friend Jim and floating down the Mississippi River, Huck finds it increasingly difficult to hide his friend from the authorities and at the same time to hide his own feelings of ambivalence. Name three or more subtopics of problem. Are there times when we should disobey the law? What responsibilities does Huck have to his family? What should Huck do? Name three or more subtopics of the subtopics. Are there times when we should disobey the law? Who determines what laws are unjust? Should the law be disobeyed publicly? Who is injured when we disobey the law? What responsibilities does Huck have to his family? Who is his family? Jim? His dad? Is allegiance to them secondary to Jim’s needs? Skills for Rhetoric

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Should his family support his civil disobedience? What should Huck do? Turn in Jim? Escape with Jim? Both? What information must be known? Laws? Jim’s character? If he is bad, then should Huck save him? State the answer to the question/problem in five, two, and one sentence(s). Five Sentences: Huck can escape with Jim with profound feelings of guilt. After all, he is helping a slave escape. This is important because it shows that Huck is still a moral, if flawed, character. Jim’s freedom does outweigh any other consideration — including the laws of the land and his family’s wishes. As the story unfolds, the reader sees that Huck is indeed a reluctant criminal, and the reader takes comfort in that fact. Two Sentences: Showing reluctance and ambivalence, Huck embarks on an arduous but moral adventure. Jim’s freedom outweighs any other need or consideration. One Sentence: Putting Jim’s freedom above all other considerations, Huck, the reluctant criminal, embarks on an arduous but moral adventure. Once the Problem or Issue or Question is solved, what are one or two new problems that may arise? What if Huck is wrong? What consequences could Huck face? Every essay has a beginning (introduction), a middle part (body), and an ending (conclusion). The introduction must draw the reader into the topic and usually presents the thesis to the reader. The body organizes the material and expounds on the thesis (a one-sentence statement of purpose) in a cogent and inspiring way. The conclusion generally is a solution to the problem or issue or question or is sometimes a summary. Paragraphs in the body are connected with transitional words or phrases: furthermore, therefore, in spite of. Another effective transition technique is to mention in the first sentence of a new paragraph a thought or word that occurs in the last sentence of the previous paragraph. In any event, the body should be intentionally organized to advance the purposes of the paper. A disciplined writer always writes a rough draft. Using the well-thought-out outline composed during the pre-writing phase is an excellent way to begin the actual writing. The paper has already been processed mentally and only lacks the writing.

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Appendix Two

Spiritual Development of the Student The parent/educator should consciously stimulate spiritual/faith development in the student. Gone are the days, if they ever existed, that moral development can be separated from knowledge acquisition. Moral decisions are made by: 1. factual information and 2. values and loyalties Other insights about morality include: 1. morality is manifested in human relationships 2. moral/faith growth only occurs when there is dissonance 3. one goal is to participate in unselfish acts under authority of the Word of God in relationship with God (see Romans 12). 4. risk is involved in moral/faith growth 5. learning to think critically can accelerate moral/faith development but does not guarantee its growth Students will mature in these approximate stages: Age 0–4. Child decides what is sacred and important, usually determined by what the parent finds important. Age 5–12. Family is primary but understands that “Johnny” has different beliefs; many children commit their lives to Christ at this age. Age 12–17. Child understands faith, racial, and social classification. Age 19–Adult. I ndigenous values inculcated in the young person are no longer accepted without question. Adulthood. Individual learns from other individuals or knowledge bases and willingly changes. Adulthood. P  erson is a living example of Galatians 2:20 — “I have been crucified with Christ and I no longer live, but Christ lives in me. The life I live in the body, I live by faith in the Son of God, who loved me and gave Himself for me.” Moral and spiritual formation of students will be under the direction of the parents and/or their designated authority figure. In Skills for Rhetoric, moral and spiritual development is encouraged through discussions surrounding the speech topic, the essay topic, journal entries, and even the warm-up exercises.

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Appendix Three

Special Needs Strategies Skills for Rhetoric is an excellent course to use with students who learn differently. Students may complete the assignments according to your special instructions. The warm-up exercises, in particular, offer students an avenue to improve writing skills in an ungraded format. They can learn to express their thoughts without the added pressure of evaluation. Additionally, the parent/educator may want to help the student read with supplemental readings by providing unabridged audio books. Audio books of most works can be obtained from www.forsuchatimeasthis.com. Another strategy in working with students who learn differently is to share the reading and the speaking: students and parents enjoy literature and speaking topics by alternately reading and speaking to each other in a comfortable setting. This method is highly recommended by scholars who work with students who learn differently. Students can become more comfortable with public speaking by first experiencing intimate levels of speaking with parents and educators in a nurturing environment.

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Appendix Four

Essay Evaluation Use the following essay evaluation sheet to help grade the weekly essays. (Based on 100 point total for the essay.) 1.

Grammar and syntax: Is the essay grammatically correct? (25 points)

2.

 rganization: Does this essay exhibit well considered organization? Does it flow? Transition well? O Introduction and conclusion well stated? (25 points)

3.

C  ontent: Does this essay answer the question, argue the point well, and/or persuade the reader? (50 points)

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Chapter Tests

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Chapter 1 Test Read the following essay several times in preparation for critiquing it. Evaluate the effectiveness of the introduction, the thesis, the transitions, and the conclusion. How can we react to rejection? Hopefully, we keep our eyes focused on Jerusalem and do not allow rejection to sidetrack us. We may be tempted to stop and annihilate a few Samaritans, but remaining firm in our resolve to possess the land, to journey to the end of our quest, and to reach Jerusalem will be far more rewarding. Refusing to allow rejection to destroy us and choosing not to react in hatred will ease our journey toward our “Jerusalem.” Ruth Graham was once attacked by a jellyfish in the ocean. Many weeks later she naturally found that she had a well-deserved aversion to the ocean. However, she knew she had to return to the sea. The longer she waited the more difficult it became. She loved the ocean, but she knew that as long as she swam, there would be a chance that she would experience the same pain again. She returned to the ocean. Life is a lot like the sea — full of unseen hazards and venomous creatures. Hurting and fearful after undeserved rejection, we are tempted to call it quits, to stay out of the ocean altogether. However, life is in the ocean, and the road to our spiritual Jerusalem leads through treacherous waters. Returning to the ocean can help us face our hurts and fears. Perhaps the most common form of rejection we experience is self-rejection. Self-rejection is very dangerous because it negates the work of the Cross in our lives. In many churches there is so much emphasis on humility that we pretend to be humble by practicing self-rejection. However, true humility evokes love, kindness, and self-control. Self-rejection evokes sadness, depression, anger, and perhaps even violence. We fall into the trap of self-rejection when we listen to the voices that call us worthless and unlovable. We can then fall into the traps of success, popularity, power, or excessive work as antidotes. There is no antidote to poor self-esteem except a profound realization that God loves us.

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Chapter 2 Test You have been hired by a consulting firm to edit a speech written by a politician to be presented at an American Agricultural Convention. Help him out. Mr. Secretary, delegates, and esteemed visitors, welcome. I am very grateful to be here! Only yesterday morning, while eating my Coco Puffs , Pop-Tarts , and drinking a Pepsi, I was suddenly so grateful for the farmers in America! What a great job you do! Papaya fruits, mustard, figs and dates, corn — they are all provided to the American consumer, thanks to you! Day in and day out, you walk behind those plows, spreading those seeds, hoeing those weeds. Thank you! I know how hard you work and that is why I am going to introduce a bill to remove price supports for milk products. It is vital that you are rewarded for your hard work. And those dangerous chemicals! If I have my way, I will push through legislation that will remove all those life-threatening chemicals. Why, in a year or so, you will only have ladybugs to protect you from pests and critters! Finally, my good friends, let’s limit exports. Yes, why should American consumers suffer for us to feed people over-seas? Prices for American consumers will drop, too, with fewer grain exports. There will be supply and less demand.

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Chapter 3 Test ESSAY (100 points) Based on the picture below, write a one-page eyewitness account of Abraham Lincoln’s assassination.

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Chapter 4 Test ESSAY (100 points) Write a one-page firsthand-experience essay describing the first time you rode a bicycle without training wheels.

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Chapter 5 Test ESSAY (100 points) In a one-page essay, describe the following strange invention and speculate upon its use(s).

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Chapter 6 Test ESSAY (100 points) In a one-page essay, even though the student already has four pairs of soccer shoes, the student should persuade his parents to give him money to purchase the latest, kangaroo leather, soccer shoes costing $189.

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Chapter 7 Test ESSAY (100 points) In a one-page essay, analyze your favorite advertisement, being careful to discuss the logos, pathos, and ethos of the ad.

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Chapter 8 Test ESSAY (100 points) In a one-page essay, summarize the Book of Esther (in the Bible).

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Chapter 9 Test ESSAY (100 points) In a one-page essay, compare and contrast the following two passages. Which one is a précis? Which is a summary? Why? ESSAY A Gene Forrester, the narrator of A Separate Peace, returns to Devon, his private high school in New Hampshire. As he walks around Devon School, the reader realizes that something terrible happened there. When Gene comes to rest at the foot of a huge tree overhanging a riverbank on the edge of campus and pauses to reflect, our story begins in a flashback to the summer between Gene’s junior and senior years. The reader quickly meets the main character of the story and its hero, Gene’s best friend, Finny. Finny is a boy who stands out from the crowd. He’s brave to the point of foolhardiness, outspoken, athletic, bright, funny — yet, Finny is also an enigma. He challenges the other boys to make a leap from the fateful tree on the riverbank into cold waters. This challenge, repeated throughout the book, ultimately proves to be Finny’s destruction. ESSAY B The story is a story within a story, or a frame story. Gene is remembering a particular school year that occurred years before. However, the story is really about Gene, not the happenings at Devon School. Unlike his friends who seem to remain static characters, Gene grows and matures as a protagonist. The entire novel, in fact, is about Gene’s maturation. He comes to a sort of peace within himself. He learns that peace is a state of mind unrelated to outside circumstances.

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Chapter 10 Test ESSAY (100 points) Write a one-page character profile of your favorite pet.

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Chapter 11 Test ESSAY (100 points) Write a one-page analysis of the best vacation your family has experienced.

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Chapter 12 Test ESSAY (100 points) Write a one-page synthesis of the best vacation your family has experienced. In other words, speculate upon what would be a perfect vacation as you think about your best vacation.

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Chapter 13 Test ESSAY (100 points) Using appropriate “language of analysis,” write a one-page literary analysis of the following excerpt from “The Cask of Amontillado” by Edgar Allan Poe.

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Chapter 14 Test ESSAY (100 points) Using reference books, write an analysis essay of the causes of America’s involvement in World War II. Then, write an essay speculating about what would have happened if America had not entered the war (synthesis essay). Finally, evaluate whether or not America was justified in entering the war on the side of the Allies. Make each essay from 75–150 words.

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Chapter 15 Test ESSAY (100 points) In a one-page essay, discuss the reason gasoline prices are so high in the United States.

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Chapter 16 Test ESSAY (100 points) Compare and contrast the way your parents (or two other people) drive.

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Chapter 17 Test ESSAY (100 points) Pretend that your brother/sister is borrowing your toothbrush. In a one-page essay, discuss the problem and the solution to this problem.

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Chapter 18 Test ESSAY (100 points) Write a definition essay discussing one of the words/phrases below: 1. Racism 2. Prayer in schools 3. The Supreme Court 4. The FBI 5. Evangelicalism

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Chapter 19 Test ESSAY (100 points) In a one-page essay, explain how to build an Egyptian pyramid.

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Chapter 20 Test FACT, INFERENCE OR OPINION (100 points) A. Tell whether the following statements are facts, inferences, or opinions: German people are naturally neater than other kinds of people. Abortion is murder. Creation science is a religious myth. Human beings evolved from a lower primate. Harvard University was founded in 1636. Harvard University is the best college in the country. Based on statistical evidence, going to Harvard Business School will guarantee a high salary. President Bush prefers gray suits to black ones. O.J. Simpson was acquitted of all charges. O.J. Simpson was really guilty. O.J. Simpson kept a low profile for a while because he was tired of all the publicity. Jesus Christ is the Son of God. ESSAY (60 POINTS) B. Write a factual essay on euthanasia. Next, write an inference essay concerning the outcomes of euthanasia. Finally, write an essay stating an opinion about euthanasia. Or do the same assignment with any topic that interests you.

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Chapter 21 Test ESSAY (100 points) Write a historical profile of Winnie the Pooh.

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Chapter 23 Test THE THINKING GAME (100 points) Complete the Thinking Game structure on the research paper topic “The Collapse of the American Family.”

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Chapter 24 Test WRITING A THESIS STATEMENT (100 points) Write a thesis statement for the following essay by Mark Twain, from his book entitled Christian Science (1907). This last summer, when I was on my way back to Vienna from the Appetite-Cure in the mountains, I fell over a cliff in the twilight, and broke some arms and legs and one thing or another, and by good luck was found by some peasants who had lost an ass, and they carried me to the nearest habitation, which was one of those large, low, thatch-roofed farm-houses, with apartments in the garret for the family, and a cunning little porch under the deep gable decorated with boxes of bright colored flowers and cats; on the ground floor a large and light sitting-room, separated from the milch-cattle apartment by a partition; and in the front yard rose stately and fine the wealth and pride of the house, the manure-pile. That sentence is Germanic, and shows that I am acquiring that sort of mastery of the art and spirit of the language which enables a man to travel all day in one sentence without changing cars. There was a village a mile away, and a horse doctor lived there, but there was no surgeon. It seemed a bad outlook; mine was distinctly a surgery case. Then it was remembered that a lady from Boston was summering in that village, and she was a Christian Science doctor and could cure anything. So she was sent for. It was night by this time, and she could not conveniently come, but sent word that it was no matter, there was no hurry, she would give me “absent treatment” now, and come in the morning; meantime she begged me to make myself tranquil and comfortable and remember that there was nothing the matter with me. I thought there must be some mistake. “Did you tell her I walked off a cliff seventy-five feet high?” “Yes.” “And struck a boulder at the bottom and bounced?” “Yes.” “And struck another one and bounced again?” “Yes.” “And struck another one and bounced yet again?” “Yes.” “And broke the boulders?” “Yes.”

“That accounts for it; she is thinking of the boulders. Why didn’t you tell her I got hurt, too?” “I did. I told her what you told me to tell her: that you were now but an incoherent series of compound fractures ex-tending from your scalp-lock to your heels, and that the comminuted projections caused you to look like a hat-rack.” “And it was after this that she wished me to remember that there was nothing the matter with me?” “Those were her words.” “I do not understand it. I believe she has not diagnosed the case with sufficient care. Did she look like a person who was theorizing, or did she look like one who has fallen off precipices herself and brings to the aid of abstract science the confirmations of personal experience?” “Bitte?” It was too large a contract for the Stubenmädchen’s vocabulary; she couldn’t call the hand. I allowed the subject to rest there, and asked for something to eat and smoke, and something hot to drink, and a basket to pile my legs in; but I could not have any of these things. “Why?” “She said you would need nothing at all.” “But I am hungry and thirsty, and in desperate pain.” “She said you would have these delusions, but must pay no attention to them. She wants you to particularly remember that there are no such things as hunger and thirst and pain.” “She does, does she?” “It is what she said.” “Does she seem to be in full and functionable possession of her intellectual plant, such as it is?” “Bitte?” “Do they let her run at large, or do they tie her up?” “Tie her up?” “There, good-night, run along, you are a good girl, but your mental Geschirr is not arranged for light and airy conversation. Leave me to my delusions.”

www.gutenberg.org/files/3187/3187-h/3187-h.htm

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Chapter 25 Test PRELIMINARY BIBLIOGRAPHIES (100 points) Read the following preliminary bibliographies and decide what the topic of the research paper will be. BIBLIOGRAPHY A Annas, George J., and Michael A. Grodin, eds. The Nazi Doctors and the Nuremberg Code: Human Rights in Human Experimentation. New York: Oxford University Press, 1992. Astor, Gerald. The “Last” Nazi: The Life and Times of Dr. Joseph Mengele. New York: D.I. Fine, 1985. Die Auschwitz-Hefte: Texte der polnischen Zeitschrift “Przeglad lekarski” über historische, psychische und medizinische Aspekte des Lebens und Sterbens in Auschwitz. Hamburger Institut für Sozialforschung. Weinheim: Beltz, 1987. Bernadac, Christian. Les Médecins maudits: les expériences médicales humaines dans les camps de concentration. Paris: France-Empire, 1977. Breggin, Peter R. Toxic Psychiatry. New York: St. Martin’s Press, 1991. Caplan, Arthur, ed. When Medicine Went Mad: Bioethics and the Holocaust. Totowa, NJ: Humana Press, 1992. BIBLIOGRAPHY B Abrahams, Roger D., ed. Afro-American Folktales. New York: Pantheon Books, 1985. Adair, James A. “Racial Intermarriage and Christianity.” Th.M. thesis, Pittsburgh-Xenia Theological Seminary, Pittsburgh, PA. Anderson, David C. Children of Special Value. New York: St. Martin’s Press, 1971. Andrews, Lori. Black Power, White Blood: The Life and Times of Johnny Spain. New York: Pantheon Books, 1996. Asante, Molefi K., and Mark T. Mattson. Historical and Cultural Atlas of African Americans. New York: MacMillan, 1992. Barbour, Floyd B., ed. The Black Power Revolt. Boston, MA: Extending Horizons Books, 1968. Barclay, William. The Letter to the Romans. Philadelphia, PA: Westminster, 1975. Barnes, Andrew E., and Peter N. Stearns, eds. Social History and Issues in Human Consciousness: Some Interdisciplinary Connections. New York: New York University Press, 1989. Barone, Michael. “Slouching Toward Dystopia.” U.S. News and World Report. Dec. 20, 1995. Barth, Markus. Justification. Grand Rapids, MI.: Eerdmans, 1971. Barth, Karl. The Epistle to the Romans. New York: Oxford University Press. Batey, Richard A. Jesus and the Forgotten City: New Light on Sepphoris and the Urban World of Jesus. Grand Rapids, MI: Baker Books, 1994. Beane, Becky. “Crossing the Color Line.” Jubilee (The Magazine of Prison Fellowship Ministries), Spring 1996. Beasley, Leon M. “A Beginning Attempt to Eradicate Racist Attitudes.” Social Casework, Jan. 1972. Becker, John T., and Stanli K. Becker. All Blood Is Red — All Shadows Are Dark! Cleveland, OH: Seven Shadows Press, 1984. Beker, J. Christiaan. Suffering and Hope: The Biblical Vision and the Human Predicament. 2d ed. Grand Rapids, MI: Eerdmans, 1994. Note: Students should be aware that the above examples represent only one method of how a bibliography can be presented.

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Chapter 26 Test TAKING NOTES (100 points) Take notes on the following passage from Edward Everett Hale’s The Life of Christopher Columbus. Christopher Columbus was born in the Republic of Genoa. The honor of his birth-place has been claimed by many villages in that Republic, and the house in which he was born cannot be now pointed out with certainty. But the best authorities agree that the children and the grown people of the world have never been mistaken when they have said: “America was discovered in 1492 by Christopher Columbus, a native of Genoa.” His name, and that of his family, is always written Colombo, in the Italian papers which refer to them, for more than one hundred years before his time. In Spain it was always written Colon; in France it is written as Colomb; while in England it has always kept its Latin form, Columbus. It has frequently been said that he himself assumed this form, because Columba is the Latin word for “Dove,” with a fanciful feeling that, in carrying Christian light to the West, he had taken the mission of the dove. Thus, he had first found land where men thought there was ocean, and he was the messenger of the Holy Spirit to those who sat in darkness. It has also been assumed that he took the name of Christopher, “the Christ-bearer,” for similar reasons. But there is no doubt that he was baptized “Christopher,” and that the family name had long been Columbo. The coincidences of name are but two more in a calendar in which poetry delights, and of which history is full. Christopher Columbus was the oldest son of Dominico Colombo and Suzanna Fontanarossa. This name means Red-fountain. He had two brothers, Bartholomew and Diego, whom we shall meet again. Diego is the Spanish way of writing the name which we call James. It seems probable that Christopher was born in the year 1436, though some writers have said that he was older than this, and some that he was younger. The record of his birth and that of his baptism have not been found. His father was not a rich man, but he was able to send Christopher, as a boy, to the University of Pavia, and here he studied grammar, geometry, geography and navigation, astronomy and the Latin language. But this was as a boy studies, for in his fourteenth year he left the university and entered, in hard work, on “the larger college of the world.” If the date given above, of his birth, is correct, this was in the year 1450, a few years before the Turks took Constantinople, and, in their invasion of Europe, affected the daily life of everyone, young or old, who lived in the Mediterranean countries. From this

time, for fifteen years, it is hard to trace along the life of Columbus. It was the life of an intelligent young seaman, going wherever there was a voyage for him. He says himself, “I passed twenty-three years on the sea. I have seen all the Levant, all the western coasts, and the North. I have seen England; I have often made the voyage from Lisbon to the Guinea coast.” This he wrote in a letter to Ferdinand and Isabella. Again he says, “I went to sea from the most tender age and have continued in a sea life to this day. Whoever gives himself up to this art wants to know the secrets of Nature here below. It is more than forty years that I have been thus engaged. Wherever any one has sailed, there I have sailed.” Whoever goes into the detail of the history of that century will come upon the names of two relatives of his—Colon el Mozo (the Boy, or the Younger) and his uncle, Francesco Colon, both celebrated sailors. The latter of the two was a captain in the fleets of Louis XI of France, and imaginative students may represent him as meeting Quentin Durward at court. Christopher Columbus seems to have made several voyages under the command of the younger of these relatives. He commanded the Genoese galleys near Cyprus in a war which the Genoese had with the Venetians. Between the years 1461 and 1463 the Genoese were acting as allies with King John of Calabria, and Columbus had a command as captain in their navy at that time. “In 1477,” he says, in one of his letters, “in the month of February, I sailed more than a hundred leagues beyond Tile.” By this he means Thule, or Iceland. “Of this island the southern part is seventy-three degrees from the equator, not sixty-three degrees, as some geographers pretend.” But here he was wrong. The Southern part of Iceland is in the latitude of sixty-three and a half degrees. “The English, chiefly those of Bristol, carry their merchandise to this island, which is as large as England. When I was there the sea was not frozen, but the tides there are so strong that they rise and fall twenty-six cubits.” The order of his life, after his visit to Iceland, is better known. He was no longer an adventurous sailorboy, glad of any voyage which offered; he was a man thirty years of age or more. He married in the city of Lisbon and settled himself there. His wife was named Philippa. She was the daughter of an Italian gentleman named Bartolomeo Muniz de Perestrello, who was, like Columbus, a sailor, and was alive to all the new interests which geography then presented to all inquiring minds. Skills for Rhetoric

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This was in the year 1477, and the King of Portugal was pressing the expeditions which, before the end of the century, resulted in the discovery of the route to the Indies by the Cape of Good Hope. The young couple had to live. Neither the bride nor her husband had any fortune, and Columbus occupied himself as a draftsman, illustrating books, making terrestrial globes, which must have been curiously inaccurate, since they had no Cape of Good Hope and no American Continent, drawing charts for sale, and

collecting, where he could, the material for such study. Such charts and maps were beginning to assume new importance in those days of geographical discovery. The value attached to them may be judged from the statement that Vespucius paid one hundred and thirty ducats for one map. This sum would be more than five hundred dollars of our time. Columbus did not give up his maritime enterprises. He made voyages to the coast of Guinea and in other directions.

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Chapter 27 Test TAKING NOTES (100 points) Using the following portion of a research project, speculate on what notes and outline underlie this paper. Research Note: This student sample of a researched paper does not provide here the references to the sources used in its compilation, as your research will. Three Results of the French Revolution The year 1989 marked the 200th anniversary of the French Revolution. To celebrate, the French government threw its biggest party in at least 100 years. It was to last all year. In the United States, an American Committee on the French Revolution was set up to coordinate programs on this side of the Atlantic, emphasizing the theme, “France and America: Partners in Liberty.” The French, however, should be uneasy about their Revolution: whereas the American Revolution brought forth a relatively free economy and limited government, the French Revolution brought forth first anarchy, then dictatorship. The French Revolution brought forth the reign of terror, the guillotine, and the tyrant Napoléon Bonaparte. The results of this great war were chaos and disorder. Nothing good came out of this disgrace to France. Three results came from this revolution that still haunt the memories of people today. (Thesis statement) First, the French Revolution marked the end of the French aristocracy. July 14, 1789, marked a day that France will not soon forget. The mobs flocked to the Bastille Prison to free their friends and neighbors. Screaming. Threatening. They did whatever they could to inflict fear on the soldiers guarding this prison. At first, the officer in charge, Monsieur de Launay, refused to negotiate, refused to surrender. Soon, though, Luanay saw he had no choice but to surrender. He did so but only after the mob promised to let his troops go free. However, the mob could not be stopped, could not be controlled, could not be satisfied until they had their revenge. They stormed the Bastille, killing, looting, and destroying Launay and his troops, whose heads were carried on pikes in the streets of Paris. Throughout the next few years this slaughter was repeated. The French Revolution had begun. Even the king was killed. The French Revolution began as an aristocratic revolution, a revolt of the nobility against the king when he was forced to call a meeting of the Estates-General in 1789. In 1789–91, a comparatively peaceful period, the National Assembly did much to modernize France. Despite the Declaration of Rights, the reformed franchise which promoted free trade still excluded the poor; but the public maintained its faith in freedom and unity, as shown in the

first Festival of Federation, a celebration of national unity on July 14, 1790. However, the groundwork was laid for the secularization and tragedy that was to fall on France in later years. Power and special interests joined together in the bloodbath called the French Revolution, and they were not going to step apart easily. Already French leadership was turning its back on centuries of Judeo-Christian morality and tradition. By 1791, radical Jacobins had taken over the government. Louis XVI, because he had escaped and invited foreign intervention, was beheaded. A few years later his wife, the infamous Marie Antoinette, joined him at the guillotine. To re-press counter-revolutionary movements, the community of public safety, under Robespierre’s leadership, instituted what was called the Reign of Terror. In that bloodbath, about 40,000 Frenchman lost their lives, executed in many different ways, but mostly by the guillotine. This count does not include the 2,000 people who were loaded onto a boat that sank with the people in it near the city of Nantes. In addition, 100,000 people were taken captive. The Reign of Terror ended with the death of Robespierre. Finally, the French Revolution helped Napoléon rise to power. The young 30-year-old Napoléon was a member of the Jacobins. At this point the soon-to-be dictator entered the story. Napoléon Bonaparte, also known as the “little Corsican,” was born August 15, 1769, in Ajaccio, Corsica. His original [Italian] name was Napoleone. He had seven brothers and sisters. His original nationality was CorsicanItalian. He despised the French. He thought they were oppressors of his native land. His father was a lawyer and was also anti-French. One reason Napoléon may have been such a conqueror was that he was reared in a family of radicals. When Napoléon was nine, his father sent him to a French military government school. He attended Brienne in Paris. While there, he was constantly teased by the French students. Because of this treatment, Napoléon started having dreams of personal glory and triumph. In France, for at least a generation, the democratic republic government disappeared, and Napoléon came to power. (Timothy)

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Chapter 28 Test OUTLINE (100 points) Critique the following outline: Marie Antoinette: Victim or Cause of the French Revolution The purpose of my paper is to show how an historical person — like Marie Antoinette — can be both the cause and victim of a significant historical event. I. Introduction

A. Background to the French Revolution



B. Antoinette’s early life

II. Antoinette as Cause of the French Revolution

A. She was living a selfish, lavish life



B She and her husband were unwilling to share power

III. Antoinette as victim of The French Revolution

A. She was only the partner of the king and did not make many decisions.



B. She was like every other monarch in Europe, but she happened to be in the wrong place at the wrong time.

IV. Conclusion

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Chapter 29 Test INTRODUCTION (100 points) Create an introduction to the following essay entitled “Uninvited Guests.” We go to football games with lots of people; we take communion only with other believers. During Communion there should be a level of intensity present that far surpasses the ambiance of an ordinary social gathering. This intensity arises out of a mutual openness to one another, a mutual submission to one another. We reveal our-selves to one another; we share perhaps the deepest form of revelation available to humankind. Luke gives testimony to the power of the fellowship meal in his account of the journey to Emmaus (Luke 24:13–25). The risen Jesus meets two of His disciples on the road, and they discuss what had happened over the last few days. They did not recognize Him, even though they had walked with Him almost three years. Now keep in mind that they did not know who He was — even after He had revealed Scripture to them. No, their eyes were still closed, even after the Word had been shared. Only at the table, at the Lord’s table, so to speak, did they recognize Him. Luke is speaking, surely, to the human fact that sharing a meal, especially the Communion meal, is itself revelatory; but even more decisively, it becomes our means of disclosure, of sharing ourselves with one another in a safe environment. This self-disclosure element of the Communion meal, this agape love, this ability to be vulnerable, is vitally necessary to normal, healthy Christian growth. Its absence insures unhealthiness. This partially explains why Paul found the Corinthian practices so objectionable. The sacrament of the Lord’s Supper at Corinth was associated with a common meal that could be attended by all the members of the Christian community. This sacred rite, the Eucharist, thanksgiving meal, a forerunner of our Communion meal, took place at the end of the agape feast. The love feast, agape meal, is similar to our once-a-month fellowship lunch. Everyone shared on a basis of equal fellowship in the food that was provided. Unfortunately, the mood and temper of elitism had invaded this gathering. The art of sharing had been lost. The delicate balance of trust had been broken. The

fragile air of openness had disappeared. The rich had stopped sharing their food, but they ate it in little exclusive groups by them-selves, hurrying through it in case they had to share, while the poor had almost nothing. Instead of being a sacred ritual, the so-called Lord’s Supper had become a microcosm of the problems, prejudices, and preoccupations of the world — not of the Body of Christ. Furthermore, other divisions arose. Differences of opinions — theological or otherwise — had created divisions that were undermining the whole basis of fellowship in this Christian community. The Corinthians had forgotten a most important Christian truth: our fellowship and community is based upon a mutual commitment to, and a mutual love for, Jesus Christ. We will never agree one hundred percent with anyone, but that is not important in this context. What is important is that we can sublimate our petty differences and instead love each other for what we are, not for what we do or don’t do, for what we believe or don’t believe. A woman discovers her husband is unfaithful. Where can she find help where she’s secure with her secret? Someone has a problem with gossiping. Is there anyone who can in love hold this person accountable? Your daughter is pregnant, and she’s run away — for the third time. She’s no longer listening to you. Who can you talk to? You lost your job, and it was your fault. You blew it, so there’s shame mixed with unemployment. How do you react? The Corinthian Church, today’s Church, has become a severe, condemning, judgmental, guilt-giving people, and we claim it’s in the name of Jesus Christ. The Corinthian Church, and perhaps some of us, had begun to partake of the elements with no forgiveness in their hearts, with a judgmental attitude and no repentance. We have perverted the deep pur-poses of this most sacred of Christian celebrations. (James)

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Chapter 30 Test INTRODUCTION (100 points) Write an appropriate introduction to this essay: The Gilgamesh text says, “Once upon a time the gods destroyed the city of Shuruppah in a great flood.” () At about the same time, Moses was writing the Book of Genesis, in which he likewise described a flood. These two similar testimonies were written by different people at different places on the globe. Even if a person did not believe that the Bible is inspired, this is powerful evidence that the flood was a historical event. Even the stories are similar. The protagonists in the two flood stories were given grace by their God, or gods, to make it through the flood alive. In the Gilgamesh text it was the god Ea that forewarned Utnapishtim about the flood. Likewise Utnapishtim, the man in the Gilgamesh flood, built a great boat. In the Bible, Noah did the same thing and was also fore-warned by God about the flood. Both men were told to bring animals on the ship. Could Utnapishtim be the Babylonian name for Noah? With their embellished stories, are the Babylonians telling the same story from their perspective? (Timothy) www.ancienttexts.org/library/mesopotamian/gilgamesh/

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Chapter 31 Test MAIN BODY (100 points) Write a main body to this introduction of an essay/sermon entitled “Hope Whispered in Every Ear”: Jesus really died on the Cross. This was not some metaphorical event, some dramatic hoax. No, He really died. Today, it seems to me, we have as much a problem believing that Jesus died as we do that He arose from the grave. Our ubiquitous media promises us eternal bliss and immortality — just put this cream on and the wrinkles will go away. Take these vitamins, and you will live forever and so on. It was not always so. Death was something our parents and grandparents had to face with more finality and frequency. The average life span was less than it is now. Medical science was not as successful with saving human life as now. Infant mortality was higher. Since there were fewer hospitals and no nursing homes, sick and dying relatives died at home. It was the custom years ago for the wake to be held in the family’s living room. Then family members were buried in a local church cemetery. Every Sunday when our grandparents went to church, they were reminded of the reality of death as they passed the marble grave markers of their loved ones. And so Jesus Christ was dead, really dead — He did not die quietly in bed with all His friends surrounding Him. No, He died a humiliating, messy, public death. And the world had no doubt of one salient fact on that first Easter morning: Jesus bar Joseph was very, very dead. (James)

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Chapter 32 Test MAIN BODY (100 points) Write a main body to this introduction of an essay/sermon entitled “We Were Hoping that He was the Man.” “Moreover, some women from our group astounded us. They arrived early at the tomb, and when they didn’t find His body, they came and reported that they had seen a vision of angels who said He was alive” (Luke 24:22–23). This extraordinary rendition of a conversation by Luke is a marvelous insight into the confusion that occurred on that first Easter afternoon. How does the Church in our day, and in Luke’s day, encounter and know the risen Christ? Or, more pointedly, why do we not know Him? Why are we right in our assessments of our life situations, but terribly wrong in our conclusions? How can we be right and blind at the same time? “Are You the only visitor in Jerusalem who doesn’t know the things that happened there in these days?” Cleopas and an unidentified disciple sarcastically ask this stranger (verse 18). However, in spite of this stranger’s obvious sheltered life, or stupidity, the disciples were desperate to tell someone — anyone — about their plight. “They crucified Him. But we were hoping that He was the One who was about to redeem Israel” (verses 20–21). Cleopas and his friend were on a trip to Emmaus. They just had to get away from Jerusalem. From those crazy women and their sensationalistic rumors. From Peter who denied the Lord and now confessed a cock and bull story about a resurrection. No, Jesus was dead. They had seen it with their own eyes. He was dead. Dead as a door nail. Finished. Oh, they had once hoped. In the exciting days when He was performing miracle after miracle. But that all ended on the previous Friday. No, Jesus was dead. And, while they did not believe two crazy women, a fair weather friend [Peter], and a young disciple prone to exaggeration [John], they certainly understood the pain they felt in their hearts. They certainly believed in many things. They believed the picture of Christ’s hands bleeding profusely upon the garbage lying on Golgotha hill. They believed in the sounds of Him gasping for breath as He painfully pushed up on his pain-ridden feet, trying to survive in the hell that was a crucifixion. Oh, yes, they knew what to believe. They knew that they were in trouble — no doubt Caiaphas and his henchmen would be rounding up all the disciples of Christ they could find. T.S. Eliot writes in his poem “The Hollow Men”: “Between the idea and the reality, between the motion and the act falls the shadow.” Cleophas and his friend (whom some scholars think may have been Cleophas’ wife) had run into the shadow. Theology and ideas and abstractions belong to others. They had no dreams left — only a Roman Empire and a Jewish state that wanted their blood. For small griefs you shout, but for big griefs you whisper or say nothing. The big griefs must be borne alone, inside. Or so these two travelers thought, anyway. They resented the stranger’s ignorance, but, like a survivor of a terrible accident or ordeal, they were grateful for the chance to tell him their story. But the stranger was unflappable. He compounded their bewilderment by brilliantly expounding Scripture to them. Nothing impresses a religious person more than a thorough knowledge of his corpus. Furthermore, and this was quite dis-concerting; this stranger was speaking as if he were present in the aforementioned events. He presumed to know their motivations and their minds! Did he dare suggest that they misunderstood the mission of their Lord! Nevertheless, this stranger intrigued them enough that they invited him to supper. Mellowed somewhat, they asked the stranger to give the blessing. In a Galilean accent, He recited the Hallel. Suddenly, in the candlelight, they saw that the stranger had nail-scarred hands, a thorn scarred brow: He is the Christ! The meal was not finished before they ran seven miles back to Jerusalem. Bursting in to the disciples, they excitedly proclaimed what everyone else already knew: He is indeed risen! What amazes me about this story is not that Christ ate with them, nor that they recognized him at this point. What truly bothers me is why they did not recognize Him from the beginning. We are given no indication in the text that the stranger did not look like Jesus. In fact, the implication is that the stranger looked like Jesus from the very beginning — after all he should — He was Jesus! Why did they not recognize Him? How often do we miss Jesus’ presence in our lives? On the road to Emmaus, we may be right and blind at the same time. poetry.poetryx.com/poems/784/

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Chapter 33 Test CONCLUSION (100 points) Write a conclusion to this essay/sermon entitled “Uninvited Guests”: Eating and drinking are the simplest requisites for survival. No needs are simpler. Indeed, in most cultures, clothes and shelter are sheer luxuries compared to the need for food and drink; after all, starvation is one of the cruelest forms of death. Nevertheless, eating and drinking are not simply biological occurrences. They are human occasions. We are tacitly committed to rules and regulations that govern our behavior. Everyone knows that one does not eat with elbows resting on the table although one may wink if an occasional naughty appendage is surreptitiously placed on the edge. Knives are placed to the right of the plate and, once used, they should be placed on the right upper edge of the plate on a 45-degree angle (so as not to soil the host/hostess’s table cloth). These simple, at times picayune rules govern our social lives. We judge the worth of each other and conduct the shank of our social interaction according to these spoken and unspoken customs. The Lord’s Supper, at its most basic level, is a meal, pure and simple. As in other meals and social gatherings, there are certain rules that we observe. The violation of these rules is exactly what Paul is discussing in this Scripture reading. Just as we feel violated and disgusted if a friend violates our choice of table ethics — e.g., sneezing all over our dinner, Paul is offended by the Corinthian disregard for the rules surrounding this most sacred event: the Lord’s Supper.

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Chapter 34 Test REWRITE (100 points) Revise and rewrite the following essay. In James Fenimore Cooper’s The Deerslayer, Hetty Hutter symbolized religion and morality. In the whole book, she is the only character who showed an understanding of God’s Word. Cooper used her to symbolize not just religion and morality, but also humility and peace. Though at times she was referred to as “feeble-minded,” she was clear-minded about God and her faith. When Hetty gave herself over to the Iroquois, she did so with the attitude of a missionary. Willing to give her life for the sake of sharing the Word of God and rescuing her father and Hurry Harry showed her courage and selflessness. They listen to her, but their lives were not changed by what she said. In other words, they were not affected by Hetty. Hetty saw God as the Creator and the Lord of all, but she did not and probably could not change anyone’s life with her knowledge of Him [God]. In a way, it seems Cooper is making fun of Christians by using a feeble-minded girl who could not convert anyone to Christ. However, even though people around her respected and loved her, they never took her seriously. (Jessica)

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Integrate

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34-week study of effective communication! The vital resource for grading all assignments from the Skills of Rhetoric course, including options to help personalize the coursework for the individual student to develop:

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Rhetoric is the ancient skill of persuasive speech used by teachers, preachers, politicians, and other to influence, incite, and instruct. This course includes basic grammar and writing composition, and mastering this time-honored skill will set your students apart with distinguished written and oral abilities. This 34-week, critical-thinking course will take the student through the writing of numerous academic essays, several public speaking presentations, and an extensive research paper.

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Dr. James P. Stobaugh is an ordained pastor, a

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certified secondary teacher, and a SAT coach. He from Vanderbilt and Rutgers universities, as well as Princeton and Gordon-Conwell seminaries. An experienced teacher, he is a recognized leader in homeschooling and has published numerous books for students and teachers. He and his wife, Karen, have four homeschooled adult children.

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