1. Define active reading and identify its two parts: a. Active reading: Reading for thorough understanding. i.

Asking questions ii. Marking the book 2. Identify and describe the three levels of reading: a. Inspectional Reading: Reading to map out the book and know whether or not to read it. Use to see if you want to read a book. i. Whats it about? ii. What is being said in detail and how? iii. Is it true? iv. What of it? b. Analytical Reading: Reading to fully digest the material. Research, following arguments in a book, nating notes fro an oral exam i. Whats it about? ii. How is it organized? iii. What problems is it trying to solve? iv. v. vi. vii. Key terms Key propositions Key arguments Solutions

viii. Evaluate: is it true? c. Syntopical Reading: Using when you need to compare/contrast authors perhaps on an oral exam. Reading for comparison by 1). Find relevant passage 2). Bring

authors to terms 3). Clarify questions 4). Define the issues 5). Analyze the discussion 3. Explain the proper purpose of education from The Lost Tools of Learning (Sayers) and What is Basic About English? (Adler) a. Sayers: To teach men to think/learn for themselves. b. Adler: To teach men to think/learn for themselves. 4. Define the following terms (Sayers, Adler): a. Trivium: i. Sayers thinks it can be tied to developmental stages leading to specialization ii. Adler: Sees components of it at any level. iii. Preliminary discipline; grammar, dialectic, rhetoric. Taught at repective ages b. Liberal Arts: i. Sayers: Grammar, logic, rhetoric preparatory to further specialization ii. Adler: Grammar logic, rhetoric taught all at once c. Grammar: the mastery of a language and ability to organize it in a way thtat makes sense. d. Logic: the ability to understand grammar in such a way to refute falsehoods, articulate truths, and be able to distinguish the two. e. Rhetoric: The combination of grammar and logic- being able to express language and thought clearly, or understanding expressed language and thought.

5. Describe the three levels of child development and line them up with the Trivium (Sayers) a. Poll Parrot: love of learning and accumulation of knowledge- copy information, Grammar b. Pert: correction or contradiction to what is being taught- asking why, Logic c. Poetic: independency in thought and action, the student becomes creative and selective, Rhetoric 6. Compare/contrast Sayers and Adlers understanding of the Trivium a. Sayers: Trivium should be taught in its respective stages b. Adler: Trivium should be taught all at once. 7. Discuss Platos Gorgias; specifically, state Gorgias definition of rhetoric and explain the problems that Socrates had with Gorgias understanding. a. Rhetoric: Persuasion in courts of law or other assemblies, concerning the just and unjust, creating belief, without knowledge b. Problems: Rhetoric concerns more than justice/injustice. Justice cannot be taught. 8. Explain how Aristotles approach to Rhetoric in chapter one avoids the problems of Gorgias a. Doesnt limit the use of rhetoric to those without knowledge. b. Classifies it as an art, because it can be practiced, taught, and deals with true knowledge. 9. Recite Aristotles definition of rhetoric, word for word. a. Rhetoric: The faculty of observing in any given case the available means of persuasion.

10. Identify the three artistic modes of persuasion a. Ethos-how the audience feels about you; appeal to speakers character b. Logos-your arguments; appeal to law c. Pathos-how you make the audience feel; their emotional response to your words; appeal to emotion 11. Distinguish between example and enthymeme and discuss their use a. Example: an induction; not definitive. Every crow Ive ever seen is black b. Enthymeme: a deduction; like a simplified syllogism in logic. All crows are black, that bird is black, that bird is a crow. 12. Identify the three divisions of rhetoric, identifying the listener, time, aim, and purpose for each a. Political i. Assembly

ii. Persuade/Dissuade iii. Expediency/Harm b. Forensic i. Jurymen

ii. Defend/Attack iii. Justice/Injustice c. Ceremonial i. Observer

ii. Praise/Blame iii. Honor/Dishonor

13. Identify the five subjects of Political Oratory a. b. c. d. e. Ways and Means Legislation War and Peace National Defense Imports and Exports

14. Define happiness and the good in an Aristotelian way, giving examples; distinguish between things admittedly good and things the goodness of which is disputed a. Happiness: Full enjoyment of the maxiumum of pleasure/ independence of life b. Good: Good for its own sake; admittedly good c. Admittedly good: All people agree that they are good. d. Disputed good: Not all people think they are good 15. Identify various means of determining the greater good a. b. c. 16. Identify the four major forms of government a. Democracy b. Oligarchy c. Aristocracy d. Monarchy 17. Define the noble, and list a variety of noble actions a. Noble: That which is good for its own sake and pleasurable Desirable in itself Can exist by itself

i.

Victory

ii. Honor iii. Continue after death 18. Identify the nine forms of virtue for which men are praised a. b. c. d. e. f. g. h. Justice Courage Temperance Magnificence Magnaminity Prudence Gentleness Wisdom

i. Liberality 19. Identify ways to heighten the effect of praise a. b. c. Only one to do something First one to do something Best one at something

20. Define wrongdoing and identify its causes a. Wrongdoing: injury voluntarily inflicted contrary to law i. ii. Vice Lack of self control

21. Flowchart the seven causes of actions of people a. Voluntary

i. Habit ii. Anger iii. Appetite iv. Reason b. Involuntary i. Nature ii. Compulsion iii. Chance 22. List some things which are pleasant and explain how this relates to forensic oratory a. b. Habits, things not forced upon us People commit acts of wrongdoing because it seems pleasant to them.

23. Identify the primary states of mind of wrongdoers a. Possible i. Wont be discovered ii. If discovered 1. No punishment 2. Light punishment 3. Worth it 24. Distinguish between universal and particular law a. Universal: Unspoken laws that everyone follows b. Particular: Specific spoken/written laws that people under a specific jurisdiction follow. 25. Describe the nature of equity

a. Justice that goes beyond the written law 26. Explain what makes one wrong worse than another a. First one, only one, almost the only one, or have done it many times. 27. Identify the five non-technical means of persuasion a. Laws b. c. d. Witnesses Contracts Tortures

e. Oaths 28. List the five canons of Rhetoric a. b. c. d. Invention Arrangement Style Memory

e. Delivery 29. List the six parts of a discourse a. b. c. d. e. f. Introduction Statement of Fact Division Proof Refutation Conclusion

30. Explain the relevance of rhetoric to Ecclesiastes 12:9-14 and 1 Corinthians 1:17-2:5

a. Rhetoric accomplishes 3 things. i. Delight ii. Direct iii. Drive the truth b. Eloquence for our own glory should not be the use of Rhetoric because God doesnt need our eloquence and ultimately it is He that ought to be glorified.

31. Write titles for each of Aristotle book 1 and be able to provide the chapter number for a given topic. 1. Aristotles approach and uses of Rhetoric 2. The definition and divisions of rhetoric, as well as the three artistic modes of persuasion 3. The three divisions of rhetoric, their audience, time, function and aim 4. The concerns and focuses of Political Oratory 5. Happiness and its constituent parts 6. The aim of political oratory and the definition of a good thing 7. Relative goodness and relative utility 8. The four types of government and how to persuade based off of type of government 9. Ceremonial Oratory 10. Wrongdoing, types of law, and causes of action in Forensic Oratory 11. Definition of pleasure 12. The characters and circumstances which lead men to commit wrong, or become the victims of wrong 13. The laws, the victims, and equity 14. Identifying the lesser of two wrongs 15. The five non-technical means of persuasion