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SYLLABUS
With
Appendix on Discussions and Presentations
Class Format
The class sessions will be devoted primarily
to discussion of the readings (see Schedules)
by all members of the class with occasional short informal lectures by the
instructor. The instructor and students as discussion leaders (see below)
will submit topics or questions for posting on the web page not later than
one session prior to that in which they are scheduled to be discussed.
For guidelines for preparing qurestions/topics and leading discussion and participating
in discussions, please study the section on Discussion in the Appendix to this
syllabus, below. Each student will make three spoken presentations of
the results of their written work to the class (for preparation, see
below, the Appendix, under Presentation, and for the dates of your presentations,
see Schedules).
Required Texts
NB: As the class will involve frequent reference to the exact wording and mode of citation of the texts, it will necessary to use the translations and editions specified here.
Homer, Iliad, R. Lattimore, trans., Chicago 1965.
--------, Odyssey, R. Fitzgerald, trans., New York 1998.
Aeschylus, Agamemnon, R. Lattimore, trans., Chicago
1953.
Sophocles, Oedipus the King, D. Grene, trans., Chicago 1942.
Euripides, Hippolytus, D. Grene, trans., Chicago 1942.
Aristotle, Poetics, H. G. Apostle, E. Dobbs and M. Parslow, trans.
and commentary, Peripatetic Press 1990.
Thucydides, History of the Peloponnesian War, R. Warner, trans.,
Penguin 1972.
Plato, Symposium, C. Gill, trans., Penguin 1994.
--------, The Last Days of Socrates (Apology, Crito, Phaedo), H.
Tredennick, trans., Penguin 1993.
Fulwiler, T. & A. R. Hayakawa, The College Writer's Reference,
4th ed., Prentice Hall 1999.
Readings (see Schedules)
Class Discussions
Each class session will be devoted primarily
to discussion of topics/study questions on the assigned reading for
the date. Students assigned (under Schedules
of Discussions) to lead the discussions will prepare the questions/topics
and e-mail or give me an electronic copy to be posted on this site (DiscussionQs) at
least one class period ahead of the scheduled discussion.
Thorough reading and preparation are crucial
for effective leadership and participation in class discussions. For help
in these assignments, please study the section on Discussion in the "Appendix
on Class Discussions and Presentations" (below).
Participation in discussions is an exercise
of your own appreciation and analysis of the readings, and, therefore,
your preparation need not include modern scholarship beyond the preface
and notes to the translations. You are encouraged to argue any point you
wish about the reading under discussion as long as your argument appeals to reason, logic, the text,
and other relevant evidence.
Papers and Class Presentations
This section of Humanities
is an intensive writing session and will concentrate of the writing and revising of three short papers: 1) a 2-page essay on the art of a Homeric simile of your choosing; 2) a 4-5-page essay arguing a thesis on some matter covered in the assigned readings (there will be individual conferences to decide on the topics and theses); a written outline of one or two chapters of Aristotle's Poetics.
The first two papers will be exercises in the improvement of skills in the
mechanics and style of prose and in textual interpretation. These are
not research papers and will require no use of the vast modern scholarship
on Greek literature, history, and philosophy. For all aspects of writing
you are encouraged to become familiar with the required The College
Writer's Reference and to consult it for the first draft of papers
and in solving problems in rewriting. My marginal critique of your paper may use the editing symbols at the back of The College Writer's Reference. I may occasionally devote some
class time to a common problem in writing, but the majority of instruction
will take place in our individual communications. Each paper will entail
a first draft (not a rough draft, but the best you can do), which will
be critiqued, graded, and returned, and a final draft in which the quality
of the work and the grade may be improved. The final grade for a paper will be an average of the grades of the two drafts. After the first draft of a
paper, the student or I may schedule a conference for further
instruction. I encourage the additional use of the Writing Lab generally and may
suggest that individuals get additional help there. 3) All students will give short
formal spoken presentations of the essays and the outline of part of the Poetics at assigned times during the semester (see Schedules).
The presentations of the esays will be exercises in public
speaking from a short outline or set of notes and not in reading from
your prose text. The presentation of the matter from the Poetics consist of projecting the outline on a screen and explaining its points. For guidelines on these assignments, see below, the section
on "Presentations" in the Appendix to the Syllabus. For the dates of your
presentations, keep an eye on Spoken Presentations under Schedules.
Logophile's Journal
Throughout the semester students will
keep a glossary of new (to the individual student) English words encountered in daily reading. There
should be at least five entries per week and the journal submitted in
hard copy (if you wish, you may print it off a computer and submit it
in binder) at each Friday session of the class. Each entry will consist
of six elements: 1) the word, 2) its phonology, 3) its etymology, 4) its
definition, 5) quotation of the sentence in which the word appeared, and 6)
a full citation of the source.* This will require a "collegiate"
size dictionary (e.g. Webster's, Random House--or you might consult a dictionary on the Burling Library page). By this time you should
have invested in a large English dictionary as a lifetime possession. The ultimate resource on English
words is the complete Oxford English Dictionary (accessible through the Burling Library web page).
*E.g., absquatulate (ab-squat'-chu-late)
[a factitious word, simulating a L. form (cf. abscond, gratulate)
of American origin, and jocular use.] To make off, decamp. "He [an
old bull-walrus] heard us, and lazily awakening, raised his head and prepared
to absquatulate." J. Lamont, Seahorses xi, p. 179.
Examinations and Grading
Impromptu quizzes may be given at any time on the
assigned readings.
On the class session of Friday, October 13, there will be a fifty-minute
mid-term exam requiring the identification and analysis of a few short,
significant passages from the works read and discussed in the prior weeks.
That is, for each passage you will be asked to 1) identify, where applicable,
the author, the work, the speaker, the person addressed, and the immediate
context; 2) write a paragraph or two relating the passage to its broader
context, a major theme of the work, or the work as a whole.
On Wednesday, December 13, at 9:00 am, there will be
a final exam of the same nature and length as the mid-term and covering the works read since the mid-term.
Exams and quizzes will account for one third of the semester
grade, the esays, outline, and presentations one third, and participation in the class
one third. Participation is calculated from your prompt attendance and well-prepared
engagement in the discussions. If you must be absent because of illness
or other unavoidable circumstance, please let me know and have the Health
Center or Office of Student Affairs notify me. Promptness is expected in the completeness of all assignments by the deadlines posted under "Schedules." The Faculty has approved
absences occasioned by the varsity sports schedule, but please inform me beforehand of your individual occasions. If a varsity sports roadtrip precludes your submitting an assignment at the specified deadline, then the assignment is due before your departure. Please let me know beforehand, if a religious holy day requires you to be absent from a class. The submission of all written assignments is a prerequisite for passing the course.
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APPENDIX TO
SYLLABUS: CLASS DISCUSSIONS AND PRESENTATIONS
Reasoned and coherent
discussion and spoken presentation of intellectual matters are skills
which, like writing, must be studied and practiced. The following notes
are offered as help in preparing for and participating in these spoken
academic exercises.
Discussion
When names, definitions, sights and other sense-impressions are rubbed
together and tested amicably by people employing question and answer
with no malicious rivalry, suddenly there shines forth understanding.
Plato, Letters, VII, 344b
The advantages of successful class discussion
as a mode of teaching and learning are proven. While lecturing has its
peculiar benefits, the active character of open discussion by well prepared
leaders and participants can sometimes stimulate particular interest in
the subject. This interest can come in part from the participant's feeling
of "having stock" in the course. The opportunity for discussion
can be an incentive to careful observation, analysis and evaluation of
written evidence. The play of ideas among discussants can lead to a collective
learning that is greater than the offerings of any individual in the group.
Not least of all, successful discussion in class is an exercise that can
sharpen the skill of serious conversation so useful in a wide variety
of forums.
While there are differing forms of class
discussion with variously sophisticated demands, these notes concern the
type of prepared discussion in which a student leader or facilitator prepares
and distributes topics well ahead of time in the form of assertions or
questions, and then leads the discussion.
Leaders
Effective leadership requires careful
reading and comprehension of the readings on the topic and the preparation
of suitable points of discussion, usually in the form of study questions
or assertions, about these readings. The leader may get some direction
in choosing suitable points by asking what the significant theme of the
text is and how it can be approached in a way that fits the goals of the
course. The leader should put the chosen questions/topics points in logical order and give them
to the participants early enough to allow them to read, analyze and take
notes in preparation for the discussion.
The leader may offer assertions about the
written evidence which he is prepared to defend in discussion with the
group. The assertion must not be of something simple or factual, and is
best if it tends to provoke argument and evidence to the contrary. For
example,one could easily evoke discussion with this assertion: "After reading Book I of the Iliad , I am
convinced that Agamemnon is justified in depriving Achilles of his prize,
Briseis of the fair cheeks." More often, the points for discussion
are given in the form of study questions. The questions should be about
basic unifying themes, but not so general as to give little direction
or focus. "What is worth noting about Book I of the Iliad
?" is far too broad, while "Why do Agamemnon and Achilles come
into conflict ?" is too broad and also seems to be a leading question,
that is, a question which may suggest that the leader has in mind one
or more simple answers. Avoid this "read my mind" type of question.
It is not necessary, and often not possible, for the leader to have a
"right" answer or a complete understanding of the text. A better line
of questioning is that for which the details and sub-themes of the readings
provide numerous answers and evoke thought, and even expression of feelings,
on the reader's part. Here the broad questions might be interspersed with
some specific ones that clarify the conversation or move it along. Such
a line of questioning might be: "Homer himself does not engage in
overt character portrayal, but allows his characters to be developed from
what they say and do, and what others say to and about them. How would
you sum up the characters of Achilles and Agamemnon with reference to
the actions and speeches in Bk. I of the Iliad? How do their different
characters account for their conflict? Are there reasons
for the conflict other than character? If you feel sympathetic with Agamemnon
or Achilles, can you explain that feeling in terms of Homer's text and
your own experience and values? If your feelings are ambivalent, how would
you explain that?"
Many of the same criteria for instructive
points of discussion apply to a variety of disciplines. In historical
studies, as in literary criticism, the best topics and points for discussion
are those that are timeless, universal, relevant to human history in general
and our own lives in particular. For the fragmentary evidence and frequently
unscientific writings of ancient history, questions of historiography
usually yield rewarding discussion - What is the historicity, i.e., historical
(rational and scientific) reliability, of an account of a particular subject?
How does an account measure up to the historical standards of its own
time? The standards of the broader spectrum of ancient historiography?
Of modern historical criteria? Given our particular values and experience,
what degree of objectivity can we have in judging historical evidence
and others' accounts of that evidence? Methodology: How does the historian
use or abuse formal elements such as logic and rhetoric for his historiographical
purposes. Exercises in organizing information by synthesis, comparison,
induction, and providing some analysis of it: E.g., "As we look at
separate inscribed texts of laws or charters for the colonies of
Greek city-states, what can we say are the common points they cover? What
points are unique to each document? What are the similarities and differences
in the terms of the charters, and can you account for any of the differences?
If on the basis of these three documents you were to draw general rules
about the purpose of Greek colonization and the relationship of colony
and mother-city, what would they be?" The didactic nature of history:
"Does a given historian have didactic purpose in the whole or the
parts of his work? What is the subject or nature of the lesson? How does
the historian convey this lesson and with what success? Given a body of
documentary evidence which has no overt didactic purpose (e.g. a series
of Athenian decrees), what lessons can we draw from them?"
As discussion leader you should give some
thought to the process as well as the material of your task. Try to be
relaxed even if response to your questions is not immediately forthcoming.
Since you have distributed your points at an earlier class period, you
are entitled to expect your fellows to be prepared and you may call on
individuals. The flow of the discussion is not the responsibility just
of the leader but of the entire group. You may need to intercede to keep
the discussion on the point, but don't try to over-determine its course
if it seems headed in a profitable direction. The line of a discussion,
like many learning processes, is not highly predictable. If participants
make uncorroborated observations or opinions, the leader should ask them
to give evidence and argument. "Why?" may often be a useful
question. "What do you all think?" is usually too vague a question. As leader you should ask participants to try to explain statements
which are not clear. At some point you may decide that a line of thought
has been pursued far enough and introduce a transition to a subset of
the same question or a new question altogether. In the interest of broad
participation or because of a shortage of time, the leader may want to
limit answers ahead of time by such qualifying cues as "Could you
take about a minute to tell us ..." or "If you were to give
one example of..." At some point it might be desirable to shift the
discussion to a more abstract level by a cue such as "If you were
to draw a general principle from the examples given,..." or to a
more concrete level by asking for specific examples. Finally, if the discussion
of a topic has been rather lengthy, the leader may want to have someone
summarize its main points before ending the session or moving on to a
new topic.
The leader is not altogether different from
other participants in the discussion and may occasionally add a point
of his own. But a discussion leader should not, even in the face of grudging
participants, get into a lecture or presentation on the question at hand.
Nor should the leader too frequently play judge and settle disagreements
by giving the canonical point of view. All the duties of the leader presume
that he is an attentive listener, keeping track of what is being said
and not being preoccupied with what he is going to do next. This requires
close familiarity with the reading and careful preparation of his own
study questions.
Participants
A good class discussion requires good preparation
by the participants as well as the leader. When study questions are given
in advance, everyone should have some contribution that is worth hearing
and taking seriously. This will be the case if the observation or opinion
is backed up by evidence or correct argument. Participants should use
the study questions as a guide to reading and preparation, but they should
also have their minds open for other ideas, either for their own enlightenment
or to share with the rest of the class, if there is time after the leader's
agenda. In generating instructive material for the discussion the participant
should try to move up through the steps of observation, analysis, and
evaluation, but remember that contribution at any of these levels is worthwhile.
Good preparation for discussion requires taking at least brief notes and
marking specific passages to be cited or quoted as examples or key evidence
for the understanding of the larger questions of the text.
Once the discussion starts, the participant
should keep in mind the objective of the topic and listen carefully to
others, following the line of thought and taking a judicious note or two
in preparation for augmenting or evaluating what has been said, or making
a relevant new offering. This will produce a unified and coherent conversation
rather than a series of disjointed points. Nothing will thwart a discussion
quicker than a class of individuals who are habituated to listening and
responding only to the instructor, each sitting there in inflexible isolation
waiting to make a predetermined point. The eye contact and address of
the participants should be not to the instructor, and not necessarily
to the discussion leader but to the group and appropriate members of the
group. Nor should a participant be looking to the instructor for reaction
to what he or someone else is saying. A discussion cannot fail if everyone
has prepared and regularly makes some well considered contribution. Non-participation,
especially by one who is otherwise a leader, has a deadening effect on
discussion. Domination by one or a small minority can have a similar effect.
One ought to have a sense of self-restraint, but there is some truth to
the assertion that it is only the passivity of the discussion leader and
other members of the class that allows lop-sided participation. So take
your share of the time, make good use of it, and allow others to do the
same. Help make the discussion work as you would want others to do when
you are leading it. No mere observer has the right to complain that his
time is being wasted by a bad discussion.
Instructor
Unless leading the discussion, the instructor
will generally be like any other participant. Nevertheless, the instructor, qua instructor, may intervene
vocally to clarify a point, give direction to the discourse, and correct
errant lines of argument or blatant errors. He might also be called upon
by the discussants for similar purposes. When the agenda of the discussion
leaders is finished, the instructor may add some commentary or ask some
questions of his own on the assigned reading. It will be profitable occasionally
for the instructor to ask the class to evaluate the exercise of discussion
by assessing its successes and failures and possible reasons for them.
Spoken Presentations
A number of good ends are served by class
members presenting the results of their term research to the group. Obviously
it allows the class to share in a variety of knowledge about the subject
of the course beyond that of the readings, lectures and discussions. Further,
the presenter is acquiring the extremely useful skill of formal public
speaking from brief notes or an outline. The task of distilling the main
points and evidence of the research for spoken delivery will serve as
a useful check on the organization of the written form of the work.
Once the student has the research written up in a fairly advanced draft,
the determination of what of this material should be presented in the allotted time can begin. Time is a premium here and none of it can be
wasted on repetitiousness, redundancy, and other kinds of wordiness. The
informative objectives as well as the order of presentation will be the
same for the written and the spoken form. It will not be possible, however,
for every detail of an extended paper to be presented vocally in the allotted
time. The process of distilling the paper for spoken presentation is one
of testing tentative notes or outlines in timed "dress rehearsals" of the speech. This practice will also allow the presenter to become increasingly
comfortable and coherent in transferring the cues of his notes into speech
and he will soon fit the desired points within the limited time. A good
presentation presupposes a good paper, but without translation of the
paper's clarity and organization, and without effective delivery of its
ideas it is possible to make a poor presentation of a good paper. While
it is probably more profitable to practice speaking from notes or outline,
a more time-consuming and difficult route to the same result is to memorize
the speech. This is an exercise with its own peculiar usefulness, but
it is quite a different thing from speaking from notes, and the two do
not easily mix. A memorized speech also requires special oratorical skill
if it is to seem spontaneous and lively. Most students have found this route perilous at first try.
In my experience the most common problems
of elocution are excess wording, non-semantic sounds and words, colloquialism
or slang, and excessive informality or witticism (a bit can be a virtuous).
A recent broadcast commercial exemplifies some of these problem very succinctly:
"Uh, this Eisenhower guy, was he like in a band or something?"
An author's interest in a subject inevitably
grows with the writing of a good paper about it. The projection of this
interest to the audience will be enhanced by eye contact, gestures, and
expressiveness suitable to the subject. The presenter should freely use
chalkboard, maps or other visual aids when appropriate, but it is advisable
to include these in the dress rehearsal. The smooth coordination of speech
and visual props can be tricky, and ill-timed or nervous pointing to an
illustration can be distracting. It may help you a great deal to write
cues for the slides and other visual aids in your notes or outline, especially
if you are using multiple visual aids, two screens, or dual images on
a single screen..
A logical and profitable sequel to a spoken
presentation is a period for questions and discussion. The presenter can
prepare for this to some extent by trying to anticipate logical questions.
If he has researched the topic well, he should be able to do reasonably
well here. But the speaker should not expect to be able to answer every
good question, as they will not all be readily answerable, especially
in the fragmented realms of ancient history and literature. The audience
for its part can prepare for this exercise by following the presentation
closely and making discrete notes on possible questions or points of discussion.
ENDNOTE
This appendix owes much of its thought (not
its wording, unless by mischance) to a Faculty Summer Seminar in Oral
Skills--notice that this term is not used above; such skills are highly
useful but cover a rather broader and more clinical range than needed
in homiletics--conducted in 1992, to its discussions, and to its readings
of published articles and collected reports of earlier such seminars.
These articles and reports are not listed here but are on file in the
office of the Associate Dean of Grinnell College.
G.V. Lalonde
Revised 8/17/06
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