Successful home school communicators consider the audience who will read or hear the composition before they begin researching the topic. Think about how a speech on euthanasia might be received by each of these audiences:

• a few medical doctors who work at the local hospice
• a Sunday School class of 11 and 12 year girls
• a funeral home director and his staff
• a group of state or federal legislators
• a gathering of elderly nursing home residents
• a convention of pharmaceutical reps

Obviously, each of these collective audiences would have a different perspective and perhaps a biased self-interest in advocating or outlawing euthanasia. No two audiences are ever the same. (My speech students who compete in different regions of the country know this hard fact!) Excellent public speakers do their best to assess the audience in advance and tailor the message accordingly. If poor or unenlightened choices are made during the content phase, the message may be doomed no matter how brilliant the delivery. Failure to communicate ultimately rests with the speaker because the audience is always right.

Whether addressing a parent, a small group of friends, a few thousand newsletter subscribers, or an auditorium full of paid attendees, the public speaker and writer is particularly challenged by this compound question:

Who is my audience, and how will I reach them?

Understanding the audience - who they are, how they think and feel, and what they need - is essential to effective communication. This concept applies to all ages and levels of expertise: from the little boy who desperately wants another cookie to the grandparent who needs a ride to the pharmacy to the teenage debater who hopes to persuade the judge to vote affirmative. Possible attitudes toward your appeal include:

supportive (they agree with you)

apathetic (they don’t care)

doubtful (they’re not sure or have serious reservations)

hostile (they are actively opposed)

knowledgeable (they already know a great deal)

unlearned (they know nothing about it)

indifferent (the thought never occurred to them)

Knowing some key facts about the audience favorably impacts the message. The speech or essay can then be crafted in such a way that the ideas have personal meaning and relevance to your unique audience. People pay attention to ideas that compliment their own hopes, needs, and goals.

Savvy public speakers and writers adjust the theme (invention), structure (arrangement), style, vocabulary, length, and delivery to each audience. If addressing a large, heterogeneous audience, more explicit syntax and background information is needed. If addressing a specialized niche (for instance, baseball players), specialized language (like earned run averages) can be used to illuminate. What do the members of the audience have in common? Do you expect them to be good listeners? Can you estimate collective age, social status, ethnicity, education, and cultural background? Consult others who have spoken before similar audiences in the past, or check out any written records (bylaws, public minutes) that are available about the group. Will the surroundings such as lighting, acoustics, and distance impact their ability to favorably respond to you?

Communication is an exchange of information. The word exchange implies giving and taking. The orator or writer gives three things: (1) a debatable idea, (2) the evidentiary proof, and (3) a call to action. The audience receives this offering and responds with verbal, nonverbal, and sometimes written feedback. Nothing is more deflating and discouraging to a homeschool public speaker or writer than a tepid, unresponsive audience. To improve immediate feedback, consider adding novelty, humor, contrast, movement, suspense, and intensity to command attention. Above all, tailor the message to the audience. Certainly, the audience has the right to disagree as in the case of the mom who refuses the 2nd cookie, but if the audience doesn’t understand the idea, plea, argument, or information, somehow the author has failed to communicate. Although it’s hard work, effective communication rests primarily with the creator of the message because the audience is always right!

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This post concludes my three-part series on Teach the Skills of the Trivium. If you happened to miss one of the twenty-three essays, you can find a complete list under the tab The Trivium which is located in the header of each web page. Although I’ve got SO MUCH more to share about the classical trivium, it’s time to tackle the third step of Three Simple but Significant Steps to a Classical Education, “Supervise the Study of Subjects.”

Tags: arrangement, audience, call to action, composition, debatable idea, Debate, delivery, effective communication, home school, homeschool, invention, proof, public speaker, Speech, style, Writing

In ancient Greece and Rome, classical rhetoric was comprised of five canons or principles which provided a template for developing and critiquing speeches and written compositions. In canon one, INVENTION, the orator or writer determined the debatable idea, discovered the logical arguments, and developed the thesis for his speech or essay. Canon two, ARRANGEMENT, divided the speech or essay into the following parts: an introduction, a statement of facts, an outline, the proof, the refutation, and the conclusion. STYLE, canon three, involved determining purpose (instruction, persuasion, or entertainment) and selecting words for greatest effect.

Canon four, MEMORY, involved the ability to recall the elements of the speech. Every great orator was expected to recite his speech from memory, but canon four was more than simply memorizing a speech. One author, perhaps Cicero, called memory the “treasury of things invented” meaning that memory was the place where all the components of the debatable idea were stored. Additionally, memory had to do with structuring the speech so that the audience would retain the content, too, through use of enumeration and vivid descriptions. Here are two memory techniques that I have found helpful in our classical home school.

See, Say, Hear, Write, Move

Once you’ve written the speech, it’s time to start memorizing. Partition the speech into natural divisions (actors call these “beats” of character motivation), and tackle one section at a time. You could start with the introduction and learn each subsequent paragraph, or you might want to start with the conclusion and work your way backward to the beginning of the speech. Both methods work. When you select a segment to memorize, start by reading the entire section out loud. Not only are your eyes storing the content, but your ears are storing the data, too. Experiment with pronunciation, intonation, and pacing as you read the text. Decide which words or phrases are important enough to punctuate verbally with pauses, rising volume, or crisp consonants. Carefully listen to yourself speak. After you’ve read through this section, copy the text word for word, reading aloud as you write.

Now stand up and go back to the first sentence. Read it aloud while moving until you can recite it from memory. You might try an outstretched arm at an appropriate moment, or you might walk to the right and place your hands on your hips. Do the same with the second sentence, and this time, recite sentences one and two. Add sentence three so that now you recite the first three sentences from memory. Continue this repetitive layering technique until you’ve got the entire paragraph memorized. When you’ve got the first paragraph memorized, start on paragraph number two. Follow the same procedure and recite both paragraphs from memory. Keep plugging away by using all your senses until you’ve got the whole speech down.

Imagine the Room

Ancient orators used to “place” certain portions of the speech in the room where they would give the speech. For instance, if Quintilian was preparing a speech for the assembly gathering in the Roman Forum, he might go to the Forum and walk around looking for distinct images which he could then tag as he memorized his speech. He decided in advance where he would physically deliver or geographically “place” each component of the speech: the intro to the center steps, point number one to the marble column on the left, point number two to the statuary on the right, and the conclusion to the entrance. As the speech unfolds, each section is recalled as the images are viewed. This technique involves tagging by association; when you want to recall a certain portion of the speech, think of the tag, and you’ll remember the content associated with that tag.

So what do you do when you aren’t able to visualize or visit the room in advance? Use a room from your home for tagging the speech. Place point one at the sofa, point two at the coffee table, and the conclusion at the piano. Or you might want to use a familiar traveling route as your tags…from the garage to the mailbox to the entrance to the subdivision to the traffic light to the grocery store. Do you see how this works? Learning experts say that your brain forms associations between your environment and circumstances. An example of this is the bombing of the World Trade Center; you probably remember exactly where you were and what you were doing when you heard the tragic news even though it’s been years since the event. Your brain uses spatial and otherwise meaningful clues to store and retrieve information.

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Our brains have an amazing capacity to memorize large portions of scripts and speeches. As a speech coach and frequent judge at NCFCA speech and debate tournaments, I always prefer a memorized speech over a script that is read word for word. The student who commits the speech or debate constructive to memory is free to make eye contact, tailor the text to the needs of the audience, and receive nonverbal feedback as a result. These two techniques are not limited to formal speeches given by teens. Use these two techniques now to help younger children memorize short poems, Bible passages, and even foreign languages. If your younger child is not yet reading, you can read the poem or passage into a cassette recorder or mp3 player for the “hear it” portion of the memory technique. Start now and watch your child’s “treasury of invention” grow!

Tags: arrangement, classical home school, classical rhetoric, conclusion, debatable idea, Debate, essay, five canons of rhetoric, introduction, invention, logical arguments, memorizing a speech, memory, memory techniques, NCFCA, orator, outline, proof, public speaker, 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

When I pulled the kids out of public school in order to teach them at home, I decided (with David’s blessing) to postpone the traditional grade accumulation process until they began to tackle high school content. The primary purpose of report cards is to notify the absent parent of the student’s progress, and I was no longer detached from their education; so, I decided to avoid the extra work until it was absolutely necessary. I was fully in tune with their progress in every area of learning, so there was no need for busy work. Every homeschooling mom will agree with me that we have plenty of work to keep us busy day and night!

Fortunately, my state department of education does not require grade reporting; however, if your state requires report cards, you’ll have to comply. Check with the HSLDA or click on the map to discover the legal reporting requirements for your state.

Most employers, colleges, and universities require an official transcript outlining the high school curriculum and grades, so I began to keep track of grades once each child began high school courses. I recommend starting some high school level work during the 7th or 8th year of homeschooling if you think your teen is ready. For instance, in our home, the kids started high school Debate and Latin before the 9th year, so I started accumulating official grades during the middle school years. In the example below, you’ll notice that there is no grade for Algebra 1 because Connor hasn’t started this yet.

How you decide to gather grade info is really your personal choice. You can pay for software like Edu-Track, or you can shares forms with other parents on email loops like the Yahoo Group, Homeschool Form Share. My personal favorite tool for accumulating grades is a Microsoft Excel form called Grade Tracker that you can download for free. Here’s a screenshot of my customized summary for Connor:

There are two great reasons to use Grade Tracker: it’s free, and the excel spreadsheet automatically calculates the cumulative GPA! If you’d like to go behind the scenes, I’ve prepared a quick video tutorial to explain how I use Grade Tracker.

Our philosophy of learning has always been “master the material, or do it again” which means that we strive for excellence. Sometimes rework cannot be avoided, and sometimes we just don’t “get it,” but generally, we don’t move on to new material until we have mastered the old material. Fortunately we have the luxury as homeschoolers to set our own pace, and we can stop and work on a particular weak area of knowledge until we master it. We’ve had to do this several times with math which is a good reason to start the kids early on high school level work if you can.

Some courses like Literature or Art History are fairly subjective in nature; David and I generally grade these courses through Socratic Dialogue, narration, or written essays. Objective courses like Latin 1, Laboratory Biology, and Introductory Logic include written examinations which can be graded more precisely.

I try to keep up with the grind of recording high school grades on a weekly basis although I have to admit this task is one of my least favorite chores of homeschooling! Usually by Friday afternoon, I am ready to start entering information about the course content and the related grade into the spreadsheet. Over the years, I have kept all of the kids’ work; at the end of the year, I pull out all the best examples and create a portfolio (really more like a scrapbook) and put the rest in a labeled box which I store in the attic. In some respect the annual portfolio serves as proof of each child’s homeschooling “grade” or progress that year until they get to high school when I then begin to keep official grades.

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Are you keeping grades yet? Please take a minute to share your methods in the comments section below.

Have you ever started your homeschooling day with a plan only to find yourself chasing a rabbit? I recently heard a well-respected authority say that all knowledge was related, and after following a link for learning a foreign language this morning, I landed on a blog which featured this beautiful video about Bosnia Herzegovina. I’m sure the author of the blog only intended to promote her beautiful country, but I ended up pondering other ideas related to Christianity and classical education. Today I’ll show you how to take seemingly unrelated trivia and incorporate it into your classical education. Enjoy the video then continue reading…

Trivia

Bosnia Herzegovina is located in southern Europe on the Balkan Peninsula directly east of Italy. Previously part of Yugoslavia, Bosnia Herzegovina is home to Sarajevo, host city of the 1984 Winter Olympics. During the struggle for independence in 1992-1995, the people of this country experienced war in their homeland. According to Operation World, 1.3 million citizens fled their homes, and after the war only about 1/4 of them returned to the country to build new homes and start again.

Although the war officially ended in 1995, NATO maintained a stabilization force there until December 2005. The video clip portrays a countryside of beauty and tranquility, and the people appear to be at peace, but there are ongoing ethnic and religious tensions. During the 500 year Turkish occupation, many Bosnians became Muslim (38-50% of the population), and during the ’90’s, the Croats created an alliance with the Bosnians against the Christian Serbians (35% in a 50/50 split: Catholic/Orthodox.)

You may recall seeing news reports during the ’90s about ethnic cleansing, looting, destruction, and death under Serbian Milosovic’s reign of terror. Such horror has “left deep scars and abiding hatred between communities that once lived together, spoke the same language, and even intermarried.” (Operation World p.116) The Bosnian language is based on the Latin alphabet although the Cyrillic alphabet is used occasionally.

Observation

So how can you apply seemingly unrelated facts or news events to your classical home school? One of the hallmarks of a classical education is inductive reasoning which involves 3 steps: (1) observe, (2) interpret, and (3) apply. In this particular situation, I have observed (step 1) something in my world (the enticing video) which caused me to want to learn more. My first reaction was a desire to visit Bosnia Herzegovina; then I wanted to learn more about the people of the country so I did a little more research.

Interpretation

Next, I quickly catalogued my new knowledge so that I could interpret (step 2) what I had learned. What did I learn? I discovered that Bosnia Herzegovina has recently experienced war; in fact, my peers there were fleeing their homes and losing loved ones while I was adding to my family and creating a safe home for my newborns! I learned that there are more Muslims than Christians in the country, and that Protestant Christians are nearly nonexistent. I learned that these people have a long history…they were around when the Turks dominated the world during the Crusades. What is the meaning of this information that I have gathered.

Application

Finally, I apply (step 3) what I have learned to our own home school situation. Application will be unique for each family, but here are five ideas I might use in my family.

1. Currently, my teenage son is studying the American Civil War, so I could relate the Bosnian Reconstruction to the American Reconstruction period of the 1860s-70s as homes were rebuilt and ethnic divisions were examined with a view towards healing.

2. I could take a thematic approach to application by talking about grief and forgiveness. We’re studying I Kings at table in the mornings, so I could relate the Bosnian situation to family divisions in ancient Israel during David and Solomon’s reigns.

3. We could discuss what it would be like here in America if conditions allowed a foreign religion to evangelize mass numbers of citizens like the Muslim conversions that occurred during the Ottoman occupation of the Middle Ages.

4. Right now, the kids are immersed in this year’s policy debate resolution on illegal immigration, so we could talk about the refugee situation in Bosnia and how it relates to immigrants like the Somalians or Liberians seeking asylum in the U.S.

5. Or I could go back to that original rabbit trail and relate the Bosnian language to the Latin language!

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So, keep your eyes, ears, and heart open when you follow rabbit trails and come across seemingly unimportant information…the possibilities for meaningful discussion in your classical home school are endless!