Core F Rhetoric Quarter 3, Week 1

Transcription

1 Core F Rhetoric Quarter 3, Week 1 Certain new theologians dispute original sin, which is the only part of Christian theology which can really be proved. Some... in their almost too fastidious spirituality, admit divine sinlessness, which they cannot see even in their dreams. But they essentially deny human sin, which they can see in the street. The strongest saints and the strongest skeptics alike took positive evil as the startingpoint of their argument. If it be true (as it certainly is) that a man can feel exquisite happiness in skinning a cat, then the religious philosopher can only draw one of two deductions. He must either deny the existence of God, as all atheists do; or he must deny the present union between God and man, as all Christians do. The new theologians seem to think it a highly rationalistic solution to deny the cat. ~G.K. Chesterton, Orthodoxy 1. Senior Thesis - Source List (due Thursday 1/11) Assemble sources for your Senior Thesis. This is critical, as your first set of notes will be due the second week of school! Carefully study the following detailed instructions (and refer to the Resource Requirements in your Senior Thesis Guide for full details): You should include at least 7 sources. Sources must be either academically credible books (academic credibility to be evaluated by student and approved by tutor) or peer-reviewed journal articles. In addition, note the following: One source must be a primary source through an interview (see details in Section IV). One source must be a book from the BC era that you read and discussed in PEP core classes. One source must be a book from AD that you read and discussed in PEP core classes. Scripture must be used, but it does not count as one of the 7 sources. However, theological works or commentaries on Scripture do count and are encouraged. No web sites, web articles, encyclopedias, dictionaries, magazines, popular-level books, etc. may be used as sources (unless specific exception is granted by tutor for a special purpose; e.g., using a magazine to illustrate a trend in current thinking might be allowed, but NOT citing a magazine as a reliable authority on that trend). If you cannot find academically credible books or peer-reviewed journal articles on your topic, then you need to adjust or change your topic. When evaluating the academic credibility of a book, be sure you can answer yes to at least one of

2 the following questions: - Is the book published by a university press? - Does the book s author have advanced degree(s) in the book s subject area? - Does the book have recommendations from other experts in its field? - Does the book have a bibliography? When you have collected your sources (as in, they are physically present on your desk), create an MLA-formatted Works Cited page with a full citation for each source. Point deductions will be taken for all deviations from MLA style (remember, even details like period placement are included in this!). See the Purdue OWL website for MLA instructions and models. 2. Literature (due Thursday 1/11) - Read and annotate LOTF ch Answer the Study Guide questions, compliments of Courtney Lindner. 1. This book is an allegory, a term which comes from the Greek word allegoria or speaking otherwise. Watch the youtube video at this link Based on the 3 chapters you have read, what do you think is the deeper message of the author? 2. Watch the interview with William Golding at this link: What is one thing you learned from the interview? 3. Look up the name Beelzebub in a good dictionary. Who was Beelzebub? Who, or what, is the author alluding to with the title Lord of the Flies? What might this allusion say about the novel? 4. In what ways does the setting and environment of the island allude to the Garden of Eden of Genesis? Read Genesis 2:15-17, 25; 3:1-24. What parallels do you see between these passages and the novel s first two chapters? What predictions can you make based on this? 5. What role do the littluns play? Are they important in and of themselves? What might the invention of words like Samneric and littluns say about the society on the island? 6. What types of governments do you think Ralph and Jack represent? 7. What do you think the building and maintaining of the fire symbolizes and what is its significance? 8. Who has the best leadership qualities at this point, Jack, Ralph, or Piggy? Why? What attitude should a leader have toward his followers according to Luke 22:24-26, 1 Peter 5:1-3 (look up and quote the verses in your answer)? Do any of the boys exhibit this? 9. What does the change in the boys appearances in chapter 3 tell us about the society on the island?

3 10. Juxtaposition is the placing of two things side by side, generally to draw attention to or emphasize differences between the two things. Throughout most of chapter 3, Golding juxtaposes Jack and Ralph. Describe how he does this and what becomes clear about the two boys in these passages. 3. Rhetoric (due Tuesday 1/16) - Read and annotate Rhetoric Alive! Chapter 9 (p ). 4. Senior Thesis: 15 Notes (due Tuesday 1/16) - Complete your first 15 notes. Rather than notecards, you will be taking your notes on note pages on your computer. Format as follows: - As always, include an MLA heading in the top left corner. - Centered on the first line of the document, write out your research question. - Following the discussion and instruction given in class, fit your research question into the following formula. Include it in your notes submission as instructed below. I am learning about/studying/working on because I want to find out who/what/when/where/whether/why/how in order to help my audience understand how/why/whether. - On the next line, write the MLA citation of one of your sources. (You should be able to pull this from your previously-submitted Source List.) - On the next lines, take your notes from that source. Each note should be a separate number or bullet point, and each note should be substantial a few sentences or a short paragraph. Use the following code to distinguish the kinds of information you record: For a QUOTE: put in quotation marks. For a PARAPHRASE: mark with no special punctuation. But be very careful that it is restated in your own words, including using different vocabulary, reorganizing the information, changing the syntax, etc. For your OWN THOUGHTS about the source: put in parentheses. Whether your quote, paraphrase, or write your own thoughts, include the page number from which you got the idea, if the original source includes page numbers. - If you want to include notes from a second source, write the MLA citation of the new source and start a new list of notes beneath it. - When you ve reached the required number of notes for that week s assignment, print your document. 4. Literature (due Thursday 1/19) - Read and annotate LOTF ch. 4-6.

4 - Answer the Study Guide questions, compliments of Mrs. Lindner, posted below. 1. In your reading from this week (or last week) of LOTF find a sentence or passage where diction (word choice) plays an important role in enabling the reader to participate in the author s world and which leads the reader to feel a certain way or experience a certain mood based on the connotative value of the words. Explain your choice. Include page number. Now take the same sentence or passage and change 1-3 words, creating a different feeling or mood to the passage. Explain the effect of the change. 2. In chapter 4 Jack seems to become a different person when he paints his face, creating a mask. From what does Jack liberate himself when he puts on the face paint? 3. What is happening between Ralph and Jack? What does their conflict represent? Think about how each uses his power and for what purpose. 4. What theme is Golding developing in the opening paragraph of chapter 5? 5. Interpret the statement: Simon became inarticulate in his effort to express mankind s essential illness. 6. At the end of chapter 5, the boys discuss how grownups would have solved all their issues. What is ironic about this statement? Do you think this is true how would a group of grownups fare in a similar situation? What are the grownups engaged in at the time of the novel? How does reminding the reader of the larger setting reinforce the theme of the novel? 7. If only they could get a message to us If only they could send us something grownup a sign or something. In the second paragraph of Chapter 6, Golding writes, But a sign came down from the world of grownups, though at the time there was no child awake to read it. Why do you think that Golding tells the reader about the dead parachutist while the boys are sleeping? So far in the novel, the events have unfolded through one of the boy s perspectives, but not this time. Why? 8. Talk about clothes. What is happening to clothes on the island? How is the relationship to clothes mirrored in other social changes that emerge now, stealthily, in the novel? 9. Read Romans 1:20-23, 2: What is Paul saying about people s knowledge of God and sin? Using references from the book, explain whether you think Golding agrees, wholly or in part, with the passage from Romans. Are there characters who illustrate Paul s statements? 10. Compare and contrast Ralph and Simon. Both seem to be good characters. Is there a difference in their goodness? 11. Weekly Imitation: We will be resuming the imitation exercises which we began last semester. Imitate the exact syntax of the following passage while using your own words and meaning. Be attentive to detail and stay as close to the original as you can where there is an -ing adjective, use an -ing adjective; where there is alliteration, use alliteration; etc. Life became a race with the fire and the boys scattered through the upper forest. To keep a clean flag of flame flying on the mountain was the immediate end and no one looked further. Even the smallest boys, unless fruit claimed them, brought little pieces of wood and threw them in. The air moved a little faster and became a light wind, so that leeward and windward side were clearly differentiated. On one side the air was cool, but on the other the fire thrust out a savage arm of heat that crinkled hair on the instant. Boys who felt the evening wind on their damp faces paused to enjoy the

5 freshness of it and then found they were exhausted. They flung themselves down in the shadows that lay among the shattered rocks. The beard of flame diminished quickly; then the pile fell inwards with a soft, cindery sound, and sent a great tree of sparks upwards that leaned away and drifted downwind. The boys lay, panting like dogs.