“Mom, could you please take me to the craft store? I want to make a gift for my friend’s birthday.”

Remember the simple question: “what does it mean?” In this case, the message is clear. My daughter wants to make a gift for her friend and she needs supplies. Since she is not driving yet, I am the chauffeur, and she needs my help. A cheerful countenance, bright eyes, and petitioning hands all tell me that she is (1) excited to surprise her friend with an unexpected, homemade present and (2) hopeful that I will assist.

The challenge of understanding texts is more difficult than understanding face-to-face conversations, live action, or recorded action. In face-to-face conversations, we are able to take the actual words that are being spoken and factor in the facial expressions, vocal modulations, and body language to accurately determine meaning. Live speeches, movies, and documentaries all allow the spectator to watch the speaker as if they were talking in person. Recorded audio lectures are a bit more difficult to interpret because the listener cannot see the speaker; however, the speaker’s intent can be generally gauged from the rising or falling voice, the pauses, the speed of delivery, the repetition of key phrases, and the emphasis on certain points. Although sometimes other issues are simmering under the surface, most parents sitting across the breakfast table from their children will be able to accurately interpret the speaking child’s requests and concerns.

The Message is More than Information

In some respects, reading texts is like all other forms of communication. There is an addresser, a message, and an addressee. In both oral and written communication, the addresser assumes that he will be understood. The message is more than information. The addresser has presumably structured the message to achieve a certain goal: influencing the addressee to respond in some manner.

In the scenario with my daughter, she wanted me to make time during the daily to take her to the store. She wanted to influence me. The Lord of the Rings movies are not just entertainment; the producer structured the message so that the ring reminds me of my own temptations. He wanted to influence me. The professor who delivers the mp3 lecture on “American Political Thought” is not just passing on facts; he communicates his interpretation of facts and either persuades me to adopt or reject his position. He might even convict me to find a few books at the library for further understanding of the issues. He wanted to influence me.

Ambiguities Get in the Way

So, too, the author of a text, whether as antiquated as the Dead Sea Scrolls or as recent as yesterday’s Wall Street Journal, wanted to communicate in such as way that his message was understood. He called his reader to action. He influenced. But the problem with written communication is that we can’t stop the conversation and ask for clarification. If there were several craft stores in my town, and my daughter didn’t specify which one she wanted to go to, I could interrupt the dialogue to ask her whether she meant Joann Fabrics, Michael’s Crafts, or Hobby Lobby. I cannot interrupt a written conversation to clarify ambiguities. I can’t say, “You’ve got to be kidding!?” or “I just don’t get it…what are you talking about?”

Time Gets in the Way

Another issue that makes interpreting texts more difficult than interpreting face-to-face conversations is the problem of time. In almost every case of literary communication, the sender (addresser) is distant in space and time from the receiver (the addressee). I might be able to leave a question or comment on the Wall Street Journal blog and receive timely feedback, but I certainly cannot write the authors of the Dead Sea Scrolls to clarify a misunderstanding. Does the text stand alone, or do I have other means of interpreting what the author meant? I do have other options for understanding. These three methods for interpreting textual meaning will help me answer the simple question, “what does it mean?”

Get Behind the Text

The primary question of this interpretation method is “what did the author mean then?” The text itself is not the focus…the text is a window into the intention of the author and into the historical events at the time. Behind-the-text readings generally ask questions like:

• What did the author intend to accomplish by writing this text?
• Did the events in the book really happen?
• What did those events mean historically?

Get in the Text

“What does the text actually say?” is the primary question of this method of interpretation. Unconcerned with historical events or concerned about errors that might arise from trying to figure out the author’s intent back then, this approach takes more of a literary view of the text. The text is viewed as a cultural artifact. In-the-text questions include:

• What did the author say?
• Do the literary tools that the author used support his point?
• What is the effect of the author’s message on me today?

Get in Front of the Text

Finally, a reader can get “in front of” the text to determine meaning. In this method, the reader is not focused on the intent of the author or the impact on the particular reader, but the one who uses this method looks at the variations in interpretations. He recognizes that every reader can potentially interpret the text differently simply because readers are situated in different cultures and different times. Under this method, the Gentiles in 3rd Century A.D. Corinth might interpret chapters 15-17 of the Gospel of John quite differently than the readers of evangelical 21st Century America. The content alone is not important. People in different cultures bring different presuppositions to the text which impacts how they answer the simple question, “what does it mean?” Questions of this method might be:

• What did medieval knights on Crusade think this text meant?
• What was the culture like during the Crusades in Europe?
• What presuppositions do Christian knights bring to the text?

All Three Methods are Viable

Each of these methods has validity. You can combine the methods, or use one method for a particular text and another for a different text. My personal preference is to get behind the text because I enjoy history, but I could get behind-the-text to examine ancient Greece as it impacted Homer’s Odyssey as well as front-of-the-text to try to understand how my Western Civilization forbears like the Puritans understood Homer’s Odyssey. The choice is yours. Allow your homeschool teens to experiment by trying each of the methods in interpreting the texts that they read. Just make sure that you are also involved in discussing their understanding and offering possible counterpoints as you help them discover the not-so-simple answers to the simple question, “what does it mean?“

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In my next post, we’ll talk about training our children for influence.

Tags: communication, homeschool, interpret, interpretation, lectures, speeches, understanding conversations, understanding texts

In “How Do You Measure Mastery?”, the first post of this series on preparing to transition to the supervised study of subjects, I compared classical homeschooling to Indy car racing and defined the finish line, the driver, and the crew. Today, we’ll talk about the car, and I’ll share my personal “must-know” checklists for teaching language, critical thinking, and communication skills .

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The Car

An Indy Car driver does not learn to drive in an expensive race car. He probably drove his Daddy’s tractor, dirt bike, or old beat up Chevy around the farm before he was invited to drive a million dollar vehicle. Simple concepts precede complex concepts.

We use different vehicles for different purposes. Indy Cars are made to travel on a wide oval track, Formula One cars travel on tight European city streets, and good ‘ole boy stock cars are made for intentional frequent crashes! Mountain bikes have fat tires for scaling rocky uphill terrain. Racing cycles are lightweight with thin tires for speed and manueverability on pavement. Gargantuan cruise ships carry loads of vacationers while shrimp boats are perfect for fishing and hauling seafood. So, too, there are different purposes and rules for using language, thinking critically, and communicating effectively. Whether you are transitioning to a classical model or just beginning, you need to decide what basic rules of operation you want to teach your child for each particular skill.

What content will you teach your children?

Now if you were expecting me to lay out a full “scope and sequence” for teaching the trivium, I’m sorry to disappoint you. When I go to home school curriculum fairs and see the words “scope and sequence,” my eyes glaze over, and my brain goes numb. In my opinion, scope and sequence is a phrase invented by professional educators to intimidate home school parents into thinking they need experts to tell them what’s best for their children!

Besides, anyone who tells you what to teach by grade level is advocating a public school model, not a classical model. Remember you just need to focus on the big picture: teach three skills! You don’t need a 12 year plan, and in fact, you need frequent pit stops to reevaluate progress, so I suggest you make short-term plans. Personally, I like to reevaluate progress about every 12 weeks, and I always end up adjusting the course as a result to better meet my goals. Here are my short lists of “must-know” content for the three skills.

Diane’s “Must-Know” Checklist for Language Skills:

• How to read (alphabet, phonetic method)

• How to spell (spelling rules)

• How to write (handwriting – print, cursive, and later typing)

• How to punctuate and capitalize

• How to use proper grammar (all 8 parts of speech)

• How to decipher unfamiliar vocabulary

Diane’s “Must-Know” Checklist for Critical Thinking Skills:

• How to classify, describe, compare, and contrast

• How to identify and complete sequences

• How to identify and interpret analogies

• How to solve problems (math equation and word problems, puzzles)

• How to structure logical arguments (syllogism, fallacies)

• How to think inductively (particular to general) and deductively (general to particular)

• How to perform an experiment using the scientific method (including prediction)

• How to analyze literature

• How to research a topic

Diane’s “Must-Know” Checklist for Communication Skills:

• How to have conversations (face to face, telephone, letters)

• How to write a proper sentence and vary the structure (compound, complex, phrasing)
  

• How to write a correct paragraph, transitions, introduction, and conclusion

• How to add stylistic elements (dress ups, openers, decorations, triples)
  

• How to take notes (key word outline, stick & branch, annotation)

• How to write essays, reports, abstracts, research papers, and speeches

• How to footnote, write bibliographies, and edit

• How to develop a thesis statement and prove it with evidence

• How to give a speech (all 10 NCFCA categories)

• How to listen well and interpret meaning

Each family will teach content in differently. Let’s take an example. Learning how to research and develop arguments are two components of critical thinking. These skills can be taught in various ways. For instance, my husband, David, is an attorney who often finds himself before a federal judge. Learning how to research and debate a national or international resolution meets my husband’s criteria for teaching research skills, developing an argument, listening well, and giving a speech. Consequently, participation in our local debate club is mandatory for the Lockman kids! Whereas, your husband may be an engineer who believes research is best learned in a lab setting and communicated in a research paper. Tailor the content and methods to best meet your family’s abilities and preferences.

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In the final post of this series on mastery, I’ll share my 12 week pit stop plan for evaluating progress in acquiring the three skills of language, critical thinking, and communication.

For your convenience, I’ve prepared my “must-know” checklists for you in pdf format, so click on this link and print out your copy today!

The five canons or principles of classical rhetoric form a template for developing and critiquing speeches and written compositions. In canon one, INVENTION, the orator or writer determines the debatable idea, discovers the logical arguments, and develops the thesis for his speech or essay. Canon two, ARRANGEMENT, divides the speech or essay into the following parts: an introduction, a statement of facts, an outline, the proof, the refutation, and the conclusion. The third canon, STYLE, was known as elocutio (from loqui “to speak”), and of the five canons, style is the most difficult to define since each orator or writer expresses a unique creative energy. Breathtaking style is one of those nebulous things that is challenging to describe, but you know it when you see it! If invention is what you say, and arrangement is how you organize what you say, then style is how you say it.

What is your Purpose?

Ancient orators defined three levels of style: (1) low or plain, (2) middle or forcible, and (3) high or florid. In preparing the speech, the orator first decided his purpose. Was he going to instruct in the debatable idea? If so, he chose to use the low or plain style with his apprentices or students. His relationship with these individuals was more intimate, and there was no need to impress with sophisticated language or creative pleas. The instructional speech was more like a conversation in that practical information was passed along using normal, everyday language.

Perhaps the orator wanted to persuade an audience to act for the public good or judge a defendant as in political or legal speeches. In that case, he would choose the middle or forcible style of communication. An orator delivering a persuasive speech would probably speak to a larger audience which would have included many members whom he did not personally know or some who may have been enemies. The language for such an audience and purpose would be particular to the specific points of the debatable idea. Urging the audience to adopt his position, the skilled orator would choose convincing words and figures of speech such as metaphors and similes to coax his audience to his point of view.

Finally, many ceremonial occasions demanded oratory. Public holidays, religious festivals, weddings, funerals, and graduations require a lighter touch than the persuasive speech. Themes such as honor, patriotism, and faithfulness might be expounded. For such events, the orator would choose language to charm and entertain.

How will you Arrange the Words?

Which words will you select? The choice of and arrangement words in ancient times depended on the purpose of the speech and the audience to whom the speech was directed. Anyone who puts so much time and effort into preparing a speech or essay cares immensely about the appropriateness of the words because words have the power to move people.

Have you chosen the most appropriate words? Should they be pure and simple or ornate? Is specialized vocabulary needed? Does the grammar appear proper? Are the tenses consistent? Should you use the standard syntax for arranging the words or break a rule to produce an unexpected surprise? Would repetition of words or phrases be effective? Are your points concise? Have you chosen words that emotionally move the audience? Did you consider the sound and rhythm of the words and phrases? Would figures of speech like metaphor, personification, or simile aid in communicating your message?

William Strunk, Jr. and E.B. White, authors of The Elements of Style, say that style is a high mystery.

“Who can confidently say what ignites a certain combination of words, causing them to explode in the mind?”

Each person approaches the same content differently; each of your children will manifest a unique style of speaking and writing that reveals something of his or her spirit. There are boundless opportunities for creative expression. Encourage your children to experiment with style as if they were painting pictures with words and delight their audience!

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Here’s a fun exercise. Take a much-quoted sentence, and have the kids play with rearranging the words. Stunk and White offer this example to get you started: “These are the times that try men’s souls.” Variations include:

• Times like these try men’s souls.
• How trying it is to live in these times!
• These are trying times for men’s souls.
• Soulwise, these are trying times.

Which sentence do you like best? Now it’s your turn! MEMORY is the fourth canon of classical rhetoric and the subject of the next post. Stay tuned…

Tags: arrangement, audience, classical orator, classical rhetoric, communication, essay, five canons of rhetoric, legal speech, logical arguments, memory, orator, oratory, persuasive speech, political speech, quotes, Speech, speeches, style, thesis, writer, written compositions

During ancient and medieval times, classical rhetoric was strictly defined in one of three ways: deliberative oratory, forensic oratory, or epideictic oratory. I prefer to call these 3 kinds of classical discourse by their function: political, legal, and ceremonial speeches. Although these are ancient forms of communication, they are still practiced effectively today in the public realm. Here’s a quick primer for you:

Political Oratory

The term “deliberative” oratory originates with usage; elite orators deliberated over public affairs such as whether to go to war, whether to raise taxes, whether to enter alliances, and whether to construct infrastructure like bridges and baths. The point of deliberative (political) oratory was to persuade the audience to do something or accept a certain point of view. Concerned with the future (either we will or will not do it), political orators focused on expediency (the opportunity is now…let’s do it) and inexpediency (it is not wise or prudent to take this action) by exhorting (strongly urging) and dissuading (advising against) the audience.

Deliberative oratory is still practiced today in the U.S. Capitol, the White House, and in state and municipal centers around the country. Home school teenagers who participate in local, regional, and national debate competitions engage in deliberative oratory as they seek to persuade the judge to adopt either the affirmative or negative position.

Legal Oratory

The term “forensic” is often used in relation to crime scene evidence, but the latin root of forensic is actually “forum” which was the central gathering place in ancient cities where judicial and public business was discussed. Public speakers who delivered forensic or legal oratory were usually advocated the defense or condemnation of individuals and their related actions. Unlike deliberative or political orators, forensic orators are concerned with the past. That past could be crimes committed, charges unjustly brought, or behavior that needs public reckoning. Topics most often addressed were justice and injustice by means of accusation or defense.

Today’s forensic oratory is most often heard in courtrooms as attorneys plead the cases of their clients before judges. In fact, law schools still consistently teach a variation of this classical discourse.

Ceremonial Oratory

Epideictic, a greek derivative, means “for display,” so it shouldn’t surprise you that I choose to call this type of classical discourse “ceremonial.” Demonstrative or declamatory in nature, the ceremonial speech intended to please, to inspire, to entertain, or to shame. Concerned with the present, topics most often included honor or dishonor. The means by which the ceremonial orator got his message across were either praise or blame. The nature of the speech lends it to literary style more so than the other two kinds of classical discourse.

Although politicians often find themselves using this speech when introducing their superiors (praise) or their rivals (blame), we most often hear this kind of discourse at celebrations like Fourth of July Parades, Memorial Day Services, and other public ceremonies. Pastors often employ this style even though they also use the deliberative discourse to encourage their congregation to do the right thing. The Gettysburg Address is a contemporary example of a ceremonial speech.

Summary

The three kinds of classical discourse are:

Political Oratory:

1. The Point: to persuade for action or inaction
2. Concern: the future
3. Topics: expedient and inexpedient
4. Means: exhortation and dissuasion

Legal Oratory:

1. The Point: to defend or condemn
2. Concern: the past
3. Topics: justice and injustice
4. Means: accusation and defense

Ceremonial Oratory:

1. The Point: to please, inspire, entertain, or shame
2. Concern: the present
3. Topics: honor and dishonor
4. Means: praise and blame

If you think about who delivered these 3 types of classical discourse and what positions they held in society, you quickly see that they were all societal leaders. Politicians, legislators, executives, lawyers, judges, pastors, and others of importance to the community employed the systematic tools of classical rhetoric to impact their culture in significant ways. If you hope to raise leaders, then you need to consider how classical rhetoric factors into your plans for teaching them in communicating effectively.

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Do you have any questions for me about the trivium? I would love to chat with you whenever I’m online. All you have to do is click on the SKYPE image to the right, join for free, and enter my private chat room. If I’m not online at the time, you can type your question, and I’ll get back to you as soon as possible.

Tags: classical discourse, classical rhetoric, communication, Debate, deliberative oratory, epideictic oratory, forensic oratory, home school, orator, scholar, speeches

We interrupt the series on “Communicating Effectively,” to bring you an important bulletin about a bit of false information that has NOT been communicated effectively.  What does this have to do with you?  You may have fallen prey to this mistaken philosophy.

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Recently, I attended our annual statewide home school convention, and I was appalled by the number of products available in the homeschool market that teach a false understanding of the classical trivium! Have you ever played a child’s game called “telephone?” In this simple game, one person starts a rumor, whispers it in his neighbor’s ear, then the neighbor passes it on to the next and so forth until the message is finally repeated to the original “caller.” Without fail, the message comes back garbled and often bears no resemblance to the original rumor. A similar misstatement of the truth is occurring right now in the classical home schooling community, and it is costing you and your children! Continue reading about the myth that is being passed along…