High school students enrolled in this Rhetoric 1 course will study and practice the art of rhetoric: persuasive writing and speaking. Using Rhetoric Alive! Book 1—which explores the principles of winsome speech as developed by Aristotle—the course guides students through a study of the theory and application of the essential components of persuasion: the 3 appeals, the 3 types of speech, and the 5 canons of rhetoric (see below). Along the way, students encounter, discuss, and analyze classic examples of rhetoric, spanning from Pericles’s “Funeral Oration” to Martin Luther King Jr.’s “Letter from Birmingham Jail.” Students also develop their own rhetorical skill through workshops, imitation assignments, and oratory presentations. This course equips students to speak and write persuasively with wisdom and eloquence.
|3 appeals||3 types of speech||5 canons|
|Ethos (speaker’s credibility)||Deliberative (exhort or dissuade)||Invention|
|Pathos (audience’s emotion)||Ceremonial (praise or blame)||Organization|
|Logos (argument’s reasoning)||Judicial (accuse or defend)||Style|
Students will be asked to write various works including fables, speeches, analogies, essays, poetry, and reflections. These assignments enable students to practice cumulative rhetorical skills with heavy emphasis on applying the principal elements studied. Additionally, students will analyze numerous works of notable orators and discuss them during class sessions, thereby avoiding common errors and striving toward the true and just.
As is the goal with rhetoric, this course aims to equip students for wise, eloquent speaking and writing. As such, both active participation in class discussion and completion of projects are essential for growth in this area. Mrs. Shaltanis will facilitate the conversion as students explore virtuous ideas and dialogue in a safe, restful setting. Students are expected to contribute each week and will be encourage to stretch their comfort levels.
Placement: Please read about our new process above.
- Incoming students should have a working knowledge and familiarity with the informal fallacies (a good preparation would be Scholé Academy’s Informal Logic course or The Art of Argument text), and an ability to apply the principles of formal argument construction (along the lines of Scholé Academy’s Formal Logic course or The Discovery of Deduction text). Students who have additionally completed Scholé Academy’s Persuasive Writing course or The Argument Builder text are also well prepared to embark on this journey into Rhetoric 1.
- Students should also be familiar with professional writing standards and adhere to MLA formatting guidelines for all written submissions in Rhetoric 1. MLA style is widely accepted for college students, and mastery of a style (like MLA) is essential for college-bound students.
High School Credit: This course is the equivalent of one high school credit in speech and debate, composition, or language arts.
At Scholé Academy, we have carefully considered how we should engage our contemporary culture as those who believe that Christ is the Truth (John 14:6), and that all truth has its source in him. We think it is important to provide our upper school students (in grades 7-12) with tools and opportunities for critically examining various cultural trends, issues and mores through the lens of orthodox, Christian beliefs. Being confident in the truth revealed to us in creation, the Scriptures, and the tradition of the church, we are not afraid to follow the truth and its implications nor to address error and falsehood. … Read more about our Faith & Culture.
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
- After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
- Gorgias, Plato
- MLA Handbook 8th Edition
*Required texts are not included in the purchase of the course.
Phaedra Shaltanis has taught in private and classical schools for over 25 years and has educated her four children in the classical tradition, which has been the monumental joy of her life. After college graduation, she began teaching high school Writing, Literature, Spanish, and Art in classical schools. Her involvement with Scholé Academy includes teaching American Literature, British Literature, Western History, Rhetoric I, Formal Logic and Well-Ordered Language Levels 1 and 2. She is enthused to serve as the Humanities department chair and appreciates guiding parents and teachers toward restful education. In her Dallas community, she currently directs a high school university-model program, trains and mentors teachers, conducts seminars on classical education, builds curriculum, supports parents, and provides fine art instruction at a classical high school. She and her husband hope to support classical education as avenues present themselves. firstname.lastname@example.org
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
Read the Student-Parent Handbook.
Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.
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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.
This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.