1. Torrey Academy Shakespeare

2. Course Objectives  Familiarity with 4 genres and 13 major plays of William Shakespeare  Exploration of Elizabethan and Aristotelian Dramatic theory  Aesthetic experience of practicing and performing Shakespearean theatre  Familiarity with the critical environment of Shakespeare studies  Education through dialectical interaction with the vital themes, characters, and plots of the greatest English playwright

3. Distinctives from TA Core Classes  No précis, writing labs, or formal presentations  Pull questions  Only 4 reflection essays per semester  Only 1 term paper per year  Mid or Don Rags each quarter  Quarter 4 play/Readers Theatre  1-hour long classes  Between 2 and 6 hours of course work per week, including class time

4. Pull Questions  1-page answer to a question provided by tutor (similar to reflection essay, but they can be hand written, and you can use first person)  Goal is to “pull together” your thoughts after class discussions  Kept in notebook, not turned in weekly (collected at the end of each quarter)  1 pull question per week

5. Pull Questions  From the TA Handbook, page 62: “Pull questions should answer the question fully, demonstrate an understanding of the text and the importance of the question, and should include textual citations and quotations.”

6. Reflection Essays  750-1000 words  Formal, argumentative essay answering a chosen question  Synthesizes and critiques major themes, characters, or other critical issues in one or more plays.  4 per semester

7. Term Paper  Similar to Faith term paper:  2000-3000 words  Interacts with at least 2 secondary sources  Uses an annotated bibliography  1 per year, due at the beginning of the 4th quarter

8. Mid Rags and Don Rags  Based on the Oxford model  One-on-one meeting  Tutor looks over notebook and collects all pull questions  Discussion and assessment of student’s class participation, reflection essays, progress on term paper, and ability to discuss the quarter or semester’s plays

9. Readers Theatre  Select one text during 3rd quarter  Practice major scenes throughout 4th quarter  Perform major scenes in readers theatre at the end of the 4th quarter  All practice will take place in class.

10. Questions ? Email us at torrey.academy@biola.edu

11. Welcome to the Faith of Our Fathers Orientation Get your pen and paper ready!

12. ~ There and Back Again ~ From Luke to Spenser Faith of Our Fathers

13. Ye Olde Important Reminder  Creeds of the Churches

14. Ye Olde Important Reminder  Creeds of the Churches  If you are ordering/have already ordered your books through Follett (through the link on our Booklists page), you will need to purchase Creeds of the Churches separately through another book provider (Amazon, Barnes & Noble, The Book Depository, etc.). Follett is not able to supply this book, so you will need to order it from a different book seller.

15. Ye Olde Stuff We’ll Cover Tonight  Tutors  Faith-specific course objectives  Faith-specific course components:  Writing Assignments  Presentations  Secondary sources research  Context Lectures  History Tutorials Series  Extra Credit

16. Ye Olde Stuff We’ll Cover Tonight  Tutors  Faith-specific course objectives  Course components

17. Faith Tutors  Mrs. Leilani Mueller – La Mirada  Mr. Stewart Riley – Online, Temecula Valley  Mr. Brian Walton – Simi Valley  Miss Jessica McBride – Yorba Linda

18. Faith Objectives

19. Many of the specific objectives listed in the handbook are continuations of objectives of your previous Torrey Academy classes. However, there are a few objectives that are new. Please make sure you read this page carefully to understand the major goals of the Faith of Our Fathers class.

20. Faith Objectives 1. Characterize the different genres of allegory, epic poem, essay, and homily.  Faith students read allegories and epic poetry, which you have not been introduced to thus far in Torrey Academy. The poetic/literary books that we read are: The Consolation of Philosophy, Celtic Spirituality, The Poem of the Cid, The Song of Roland, The Canterbury Tales, Pearl, Petrarch’s Canzoniere, The Divine Comedy, and The Faerie Queene.

21. Faith Objectives 2. Students will develop an understanding of World and Church history.  Some of the texts that students read are historical accounts, such as Eusebius’s History of the Christian Church and Bede’s Ecclesiastical History of the English People, and these texts provide a direct historical perspective of key regions and cultural developments.  Students also read historically important documents like Church creeds.

22. Faith Objectives 2. Students will develop an understanding of World and Church history.  To supplement their reading, Faith students are also required to complete the History Tutorial series, which provides students with historical context for each text that they read.  The first History Tutorial Lecture is about 45 minutes long, but after that, lectures average 10-20 minutes each.  You are not required to summarize these lectures, but we do strongly encourage you to take notes on your Accountability Sheets or elsewhere to encourage greater retention of the material.

23. Faith Objectives 3. Understand the historical development of major doctrines of Christian theology.  As in all Torrey Academy classes, our goal in studying theology is not simply to acquire a certain amount of mental data of who thought what and when, although you will acquire this.  Our goal in Faith is to understand, as far as our minds can reach, the Triune God and our relationship to Him as communicated to us through Scripture and creation.

24. Faith Objectives 4. Apply a historical perspective to Christianity, Christian doctrine, and the contemporary church.  From our intellectual adventures into the mind and heart of God and His Church, we will hopefully view our churches, our reading of Scripture, and our daily choices and actions in light of His truth.

25. Writing Assignments

26. Synopsis  Faith students write synopses instead of précis.  Like the précis, the synopsis is usually due on the day of the first discussion of the text.  Only one synopsis is due for each text that we read. Make sure to consult your reading schedule as some readings only require you to synopsize certain sections of a text, or may include special instructions for synopsizing.

27. Writing Assignments  There are two parts to the synopsis. First, there is the five- sentence summary. Unlike a précis, which requires a detailed summary, the summary of the synopsis is brief (exactly five sentences: no more and no fewer) and should encapsulate the main plot/point of the entire text.  The second part of the synopsis is a theme explication expanded in two paragraphs. In this section, students should identify and show the development and implications of one major theme of the text with an aim of understanding the text as a whole. The theme explication must be supported by citations and quotations.

28. Writing Assignments Reflection Essay  The reflection essay for Faith is the same as the reflection essay for Inklings and Foundations (300-500 words).  The reflection essay is usually due on the day of the last discussion of a text.  Please consult the TA Handbook for the specific requirements.

29. Writing Assignments Critical Questions  For the Dante and Petrarch readings, instead of writing a synopsis, each student will write critical questions about the poems, including a four-sentence paragraph accompanying each question that explains the importance and significance of each question.  Please see the TA Handbook description of this assignment and the assignment evaluation rubric in the appendix for more details. Tutors usually review the details of this type of assignment in the weeks before these assignments are due.

30. Context Lectures  Faith students are required to listen to and summarize context lectures like the Inklings and Foundations students.

31. Context Lectures  Faith students must listen to the four-part St. Augustine Hermeneutics Lecture series before their first class.  During the first semester, Faith students are required to listen to and summarize the three-part series on Christology and the Early Church Councils given by Dr. Fred Sanders of the Torrey Honors Institute, Biola University. Your syllabus will tell you when each lecture is due.  Listening to and summarizing these three lectures will meet the first semester context lecture requirements.  In the second semester, Faith students are free to choose any lectures from their class list in the toolbox (except those marked with an asterisk).

32. Writing Assignments Term Papers  Unlike the Inklings and Foundations classes, which require two term papers per semester, Faith only requires one term paper per semester.  The Faith term papers have the same general requirements for thesis statements, drafts, and final drafts as the other TA classes.

33. Writing Assignments  However, there are a few differences for Faith papers:  1. Faith papers have a 2000-2500 word limit.  2. Faith papers are argumentative research papers  3. Faith papers require an annotated bibliography instead of a works cited page.  4. Faith papers require the integration of at least two secondary sources.  5. Your Faith papers will be revised and refined versions of the presentation that you will give each semester in class.

34. FYI  There are four basic types of theses you can write:  1. Theological – an argument about how different Biblical principles fit together, the proper interpretation of specific biblical passages, and/or the proper application of specific passages or theological concepts.  2. Philosophical – an argument about how we should understand the world in general and/or mankind.  3. Historical – an argument about the significance of a historical event, person, or idea.  4. Literary – an argument about the significance of characters, themes, literary devices, and/or imagery employed by an author.

35. Presentations {Don’t be scared!}

36. Presentations There is a long history of oral presentations in academia. The purpose of these presentations is to convey new information discovered through research to others within the field of study. Some presenters go on to publish their findings in scholastic journals to reach an even wider audience. Our goal for student presentations is to introduce you to this tradition. We want you to research and develop a thesis, argue for your thesis with sound logic and textual support, and to present your findings in a winsome and convincing way.

37. Presentations In short, we want you to begin to see yourself as a scholar. We want you to feel capable of engaging with other scholars for the sake of discovering truth that will enlighten our minds and enrich our lives. We want to help you begin to contribute to the great conversations about theology, morality, history, and great literature that have been going on for centuries.

38. Presentations We also want you to begin to focus on developing your rhetorical skills.  Remember Dorothy Sayers’ discussion of the Trivium and the Quadrivium in “The Lost Tools of Learning”:

39. Presentations We also want you to begin to focus on developing your rhetorical skills.  Remember Dorothy Sayers’ discussion of the Trivium and the Quadrivium in “The Lost Tools of Learning”: The Trivium of the Medieval syllabus “consisted of three parts: Grammar, Dialectic, and Rhetoric, in that order…The whole of the Trivium was, in fact, intended to teach the pupil the proper use of the tools of learning.”

40. Presentations  Grammar: developing a firm grasp of language, “the medium in which thought is expressed.”  Dialectic: “Secondly, [the student] learned how to use language: how to define his terms and make accurate statements; how to construct an argument and how to detect fallacies in argument (his own arguments and other people’s). Dialectic, that is to say, embraced Logic and Disputation.”

41. Presentations  Rhetoric: “Thirdly, [the student] learned to express himself in language; how to say what he had to say elegantly and persuasively. At this point, any tendency to express himself windily or to use his eloquence so as to make the worse appear the better reason would, no doubt, be restrained by his previous teaching in dialectic. If not, his teacher and his fellow pupils, trained along the same lines, would be quick to point out where he was wrong; for it was they whom he had to seek to persuade. At the end of his course, he was required to propose a thesis upon some theme set by his masters or chosen by himself, and afterwards, to defend his thesis against the criticism of the faculty…”

42. Presentations  Rhetoric: “…By this time, he would have learned—or woe betide him—not merely to write an essay on paper, but to speak audibly and intelligently from a platform, and to use his wits quickly when heckled. The heckling, moreover, would not consist solely of offensive personalities or of irrelevant inquiries about what Julius Caesar said in 55 B.C.—though no doubt medieval dialectic was enlivened in practice by plenty of such primitive repartee. But there would also be questions, cogent and shrewd, from those who had already run the gauntlet of debate, or were making ready to run it.”

43. Presentations So what does all of this mean for you? Presentation Logistics:  The Faith presentation is a 15-20 minute explanation in front of your class of a formal outline that includes an argumentative thesis, supporting arguments, and secondary research.

44. Presentations Logistics:  After the presentation is finished, you will answer questions from your tutor and fellow students regarding your subject.  After answering questions, you will then ask your own questions, leading the class in at least a twenty-minute discussion of the text.

45. Presentations Requirements  Thesis  While the thrust of your argumentative thesis can be historical, literary, philosophical, or theological, your thesis must primarily deal with one of the Faith class texts.  At campus orientation, you will sign up to do your presentation on one of the assigned first-semester readings, usually excluding the first and last readings of the semester.  It is your responsibility to independently read your text, choose and research a related topic, and develop an argument based on your chosen text.

46. Presentations  Outline  You will expound on your thesis in a formal outline (using MLA formatting—sample outlines are available in the Resources section of your TA Toolbox).  This formal outline will give at least three major arguments in support of your thesis and/or in defense of your thesis from opponents.

47. Presentations  This formal outline will incorporate your reading of at least two scholarly secondary sources that discuss your topic.  Your tutor will provide you with a list of pre-approved secondary sources from which you will choose at least two sources for your presentation. (Check Google Groups.) If you want to use a secondary source that is not pre-approved, you must bring it to your tutor for approval before your two-week- prior thesis meeting.  Both your primary text and your secondary sources must be read by your two-week-prior thesis meeting. (Note: DO NOT wait until the week prior to your first meeting to read all of your texts.)

48. Secondary Sources  Your formal outline will incorporate your reading of at least two scholarly secondary sources that discuss your topic.  A primary source is a text that is considered expert or definitive and has endured as such through out history. All the texts we read in Faith are primary sources.  A secondary source is a scholarly text that comments upon a primary text.  A tertiary source is a collection, condensation, or distillation of primary and secondary sources, like an almanac, encyclopedia, textbook, or bibliography. Note: do not confuse “secondary source” with the generic designation “outside source.” An outside source is any book, essay, article, etc. that is not your primary source. A secondary source deals specifically with the ideas, words, and arguments of a specific author or text.

49. Secondary Sources  This is a primary source:

50. Secondary Sources  This is a secondary source: [an academic work that proposes a thesis or interpretation of another source: “The Narnia series is ordered around an understanding of the medieval conception of the cosmos.”]

51. Secondary Sources  This is also a secondary source: [a scholarly essay contrasting the role of obedience in Lewis’s Narnia series and Pullman’s His Dark Materials series.] From:

52. Secondary Sources  When wondering whether a source counts as “primary” or “secondary,” ask yourself these questions:  Do we read it for Torrey Academy? If so, it is a primary source.  What is the text about? If a source is written about another work, whether for the purpose of explicating the work’s content, arguing for an interpretation of it, or providing contextual information to deepen one’s understanding of it, then the source is generally going to be a secondary in nature. If not, it is a primary source.  Is it on the list of approved secondary sources?  What does your tutor think?

53. Secondary Sources  How does one locate secondary sources?  Libraries!  The Biola Library is an excellent resource for secondary sources. All sources listed on the approved secondary sources list are available at the Biola Library, and a provisional membership is available to you as a Torrey Academy student.  Lending Libraries: Many library systems have interlibrary loaning privileges. If your local library or other libraries in your county don’t have a book you need, another library in their system might, and they can obtain it for you. Some libraries may charge a small fee (typically less than $5 per item) for interlibrary loans, and items may take a few weeks to arrive, so plan accordingly.

54. Secondary Sources  How does one locate secondary sources?  Online!  Google Books (books.google.com) is an essential tool for locating sources electronically. Use Google books to search for books written about your primary text or author, to gain author information, and to read free books and articles written about your text and topic.  Google Scholar (scholar.google.com) operates similarly to Google Books to help you locate books, articles, and essays on your selected topic. It will link you to sites such as JSTOR and Wiley Online Library to help you locate articles written about your text and topic. (Note: While some journal databases such as JSTOR require a subscription to utilize, operation of said databases is free at the Biola Library, and pdfs can be saved and sent via email to be read and/or printed from home.) A quick Google Scholar search for the terms “Chaucer” and “chivalry” returns 16,800 results.

55. Secondary Sources  Additional tips when gathering secondary sources:  General resources can be good to help you decide on a direction for your topic and thesis, but move beyond these once you have picked a topic.  Look for sources that address your specific topic, not just the author or the book you are working with. These will likely be the most helpful sources for you. For instance, if you are looking to present on Calvin’s view of baptism, instead of searching for “Calvin,” search for “Calvin baptism.” 

56. Secondary Sources  Additional tips when gathering secondary sources:  Follow “citation trails” once you’ve found one good secondary source to locate other works written on the same topic.  Remember to utilize both books and scholarly journals. Use every avenue available to find the best sources for your topic.  Begin your research early (this means at the beginning of the semester) in order to narrow down your topic and find secondary sources that will be especially helpful for you.

57. Secondary Sources  Common mistakes: Using primary, tertiary, or “outside” sources instead of secondary sources X

58. Secondary Sources  Common mistakes: “Hmm…baptism…” The Bible! X

59. Secondary Sources  Common mistakes:  Always a primary source. Never a secondary source.

60. Secondary Sources  Common mistakes: Similarly, you cannot use one book of the Bible as a secondary source for another book of the Bible.  X

61. Secondary Sources  Common mistakes: Using non-academic sources XX ✓

62. Secondary Sources  Common mistakes: Using non-academic sources XXX

63. Secondary Sources  Common mistakes: Using sources with obvious biases

64. Secondary Sources  Common mistakes: Using sources with obvious biases

65. Secondary Sources  How to use secondary sources once you have found them:  Once you’ve gathered the sources you need to research your desired topic and form a thesis, think of the secondary sources as a conversation between scholars about the primary text. The authors are carrying on a Torrey Academy style discussion, but they know a lot more about the text than your average Torrey Academy Student.  Use your secondary sources to enhance your knowledge of your selected primary source and to form a thesis about it.  Feel free to agree or to disagree with a secondary source. In either case, however, explain why you agree or disagree. Secondary sources are there to help, not to be used in arguments from authority. Your goal is to contribute to the ongoing conversation, not merely parrot what someone else has already said.

66. Your Presentation  Annotated Bibliography  As a part of using secondary sources, you will write an Annotated Bibliography to accompany your outline and term paper instead of a Works Cited page.  A Works Cited page simply lists the texts that you cited in your paper.  An Annotated Bibliography lists all the texts that contributed to the development of your paper/presentation regardless of whether or not you ended up citing them.  An Annotated Bibliography also has a brief description of each source that includes information about the source’s merit and pertinence.

67. Your Presentation  Presentation Preparation Meetings  After signing up for your presentation text at campus orientation, you will then schedule your presentation meetings with your tutor.  All students must meet with their tutors at least two weeks prior to their presentations. For this meeting students must:  Have completely read their primary text.  Have read at least two secondary sources chosen from a tutor- provided list.  Bring a typed copy of your thesis and at least three supporting arguments to discuss with your tutor.

68. Your Presentation  Presentation Preparation Meetings  All students must also meet with their tutors one week prior to their presentations. For this meeting you must:  Bring a typed copy of your outline and annotated bibliography. This should not be thought of as a rough draft. You will discuss your argument with your tutor and he or she may suggest changes for you to consider. You may revise your outline as needed during the following week.

69. Your Presentation  Google Groups  Two days prior to your scheduled presentation, you must compose and post a set of questions in your class group that you will use to lead discussion on the day of your presentation.  Presentation Day  On the day of your presentation, you must bring to class copies of your outline, including your annotated bibliography, for all of your classmates and your tutor.  You will give your 15-20 minute presentation, receive questions and feedback, and then lead discussion.  All students must come prepared to discuss the presenter’s posted questions.

70. Your Presentation  Presentation Evaluation  Preparation – 25%  Meeting all pre-presentation requirements as specified  If you meet none of the preparatory requirements, it will be impossible for you to earn more than 75% on your presentation.  Affect – 25%  Affect: the manner in which the author physically expresses the presentation content.  Poise, eye contact, volume, articulation, facial expressions, body language, dynamic tone, and length of the presentation.

71. Your Presentation  Presentation Evaluation  Rhetorical Honor – 50%  Logical construction of arguments, flow of ideas, textual and contextual detail, winsomeness, holistic and honorable treatment of opposing arguments, sound refutation of opposing arguments.  Actively directs audience toward virtue (sound thinking, desire for wisdom, more careful thoughts and speech, cultivation of love, virtuous actions, etc.).  Argues honestly and honorably.  For more information about presentation evaluation, see the Oral Presentation and Presentation Outline rubrics in the appendices of the TA Handbook.

72. Extra Credit

73. Hands Projects  You may perform and/or create a creative work (music, poetry, play, manuscript, sculpture, painting, etc.) that pertains to the Faith curriculum.  Because of the amount of time and energy involved, Hands Projects can increase your semester grade by up to 5% (your tutor will decide what your proposed project could be worth).  All Hands Projects must be approved by your tutor in advance.  Some examples:  Research and perform a Gregorian Chant  Research allegorical poetry and write your own  Create an illuminated Psalter  Memorize a canto from The Divine Comedy  Write a symphonic interpretation of Augustine’s conversion

74. History Tutorial Integration Essays  Along with each History Tutorial are included Integration Questions to help you integrate the historical content with the texts that you are reading.  Students may choose to answer one Integration Question per lecture for extra credit.  Integration Essays should meet all the requirements of Reflection Essays (tutors will use Reflection Essay rubrics to grade Integration Essays).  Each essay is worth up to 50 points, with a maximum total limit of 250 points per semester (approximately 5%).

75. Ye Olde Questions? Email us at torrey.academy@biola.edu