Welcome to the Faith of Our Fathers Orientation

1. Welcome to theFaith of Our FathersOrientation Do you have all of your materials? 1. Handbook 2. Sample Presentation Outline 3. Class Materials 1. Reading Schedule 2. Brief Syllabus 3. Extended Syllabus 4. Student Score Sheet 5. Reading slip 6. Biola Library Application

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

3. Faith Tutors • Mrs. Barber – Temecula • Mr. Buhler – La Mirada, Yorba Linda • Mr. Garten – South Bay

4. Faith Objectives

5. TA Handbook pp 10-11 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.

6. TA Handbook pp 10-11 1. Characterize the different genres of allegory, epic poem, essay, and homily. • Faith reads allegory and epic poetry, which you have not been introduced to thus far in Torrey Academy. The poetic/literary books that we read are: Consolation of Philosophy, Poem of the Cid, Song of Roland, The Canterbury Tales, Pearl, the poetry of Petrarch, The Divine Comedy, and The Faerie Queene. • A good exercise to understand some of the unique aspects of this new kind of poetry is to make notes either mentally or on paper of the differences and similarities between the poetry in Faith and the poetry you’ve previously read in Foundations and Inklings.

7. TA Handbook pp 10-11 2. Trace the literary development of early Medieval and Renaissance culture and identify key movements. • After taking note of the differences and similarities in Faith poetry, tracing these differences/similarities chronologically, and after discussing the ideas related to these poems in class, you will start to see how and why these distinct kinds of poetry emerged in the West and how they relate to the Christian faith.

8. TA Handbook pp 10-11 3. Understand the historical development of major doctrines of Christian theology. • The English word Theology comes from the Greek theos, which means “God,” and logos, which in English etymology is most commonly translated as “the study of.”* Theos + Logos = 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 explore, as far as our minds can reach, the Triune God and our relationship to Him as communicated to us through Scripture and creation. *Logos can be translated many ways. A more direct translation might employ “word,”“reason,”“account,”“law,” or a number of other options, depending upon the context.

9. TA Handbook pp 10-11 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 living in light of His truth.

10. ClassMeetings

11. TA Handbook p 22 1. Devotional • Like all TA classes, Faith class meetings begin with a short devotional. However, Faith students have the option of leading their own devotionals when discussed in advance with their tutor.

12. TA Handbook p 22 2. Discussion • The TA Socratic style discussion is practiced in the Faith class as in all TA classes. After spending 1-2 years finding flaws, invalid arguments, etc. in their own thinking and in their fellow classmates thinking, Faith students are prompted to positively construct ideas and arguments without leaving the logical critical skills behind.

13. TA Handbook p 22 3. Silent Summary • Instead of requiring in-class notes, your tutor may require students to write a “silent summary” of the class discussion during the last 5-10 minutes of class, or your tutor may require you to complete your silent summary on your own after class. • Also, the tutor may ask one or more students to summarize the discussion aloud without the help of notes to further develop the students’ rhetorical and logical skills.

14. Writing Assignments

15. TA Handbook pp 26-27 1. Synopsis • The synopsis takes the place of the précis in the second semester of Foundations and all year in Faith. • Like the précis, the synopsis is due on the day of the first discussion of the text. For onsite students, you will turn in the synopsis to your tutor in class, and for online students, you will send the synopsis as an email attachment to your tutor. • 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.

16. TA Handbook pp 26-27 • Unlike the précis, which you compose as you read, the synopsis is composed after you complete the reading. To do this effectively, good marginal notes are important. • There are two parts to the synopsis. First, there is the five-sentence summary. Unlike a précis that requires a summary of each chapter, the summary of the synopsis is brief (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 explain one major theme of the text with an aim at understanding the text as a whole. The theme explication must be supported by citations and/or quotations.

17. TA Handbook p 27 2. Reflection Essay • The reflection essay for Faith is the same as the reflection essay for Inklings and Foundations. • The reflection essay is usually due either in class or attached to an email (for online students only), on the day of the last discussion of a text. • Please consult the Handbook for the specific requirements.

18. TA Handbook p 26 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 explanation accompanying each question of the importance and significance of each question.

19. TA Handbook pp 27-30 4. 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.

20. TA Handbook pp 27-30 • However, there are a few differences for Faith papers: • 1. Faith papers have a 2000-2500 word limit. • 2. Faith papers require an annotated bibliography instead of a works cited. • 3. Faith papers require the integration of at least two secondary sources. • 4. Your Faith papers will be a revised and refined versions of the presentation that you will give each semester in class.

21. FYI • There are four basic types of theses you can write: • 1. Theological – an argument about how the different Biblical principles fit together, the proper interpretation of specific biblical passages, and/or the proper application of specific passages. • 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.

22. Presentations

23. TA Handbook pp 23-24 The presentation is a 15-20 minute explanation in front of your class of a formal outline that includes an argumentative thesis, at least three supporting arguments, and secondary research.

24. TA Handbook pp 23-24 • After the explanation is finished, you will entertain 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 TA discussion of the text.

25. TA Handbook pp 23-24 Purpose • The purpose of the presentations is to help students begin to develop their oratory and rhetorical skills. • With the reading and argumentation in Inklings and Foundations as the groundwork, Faith students begin to build the skills of persuasive speaking.

26. TA Handbook pp 23-24 Requirements • Thesis • While the thrust of your argumentative thesis can be historical, literary, or theological, your thesis must primarily deal with one of Faith’s texts. • At the site orientation, you will sign up to do your presentation on one of the assigned first-semester readings, usually excluding the first and last readings. • It is your responsibility to independently read your text, choose and research a related topic, and develop an argumentative thesis based on the chosen text. • Your thesis and three supporting arguments must be turned in to your tutor two weeks prior to your presentation.

27. TA Handbook pp 23-24 • Outline • You will expound upon your thesis in a formal outline (see the Wadsworth Handbook 39-40, 155). • This formal outline will give at least three major arguments in support of your thesis and/or in defense of your thesis from opponents. • Your full outline must be turned in to your tutor for approval one week prior to your presentation.

28. TA Handbook pp 23-24 • This 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. • A secondary source is a scholarly text commenting upon a primary text. • At the site orientation your tutor will provide you with a list of secondary sources from which you must choose at least two sources for your presentation. • 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.)

29. TA Handbook pp 23-24 • This is a primary source:

30. TA Handbook pp 23-24 • This is a secondary source:

31. TA Handbook pp 23-24 • 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 my tutor think?

32. TA Handbook pp 23-24 • How does one locate secondary sources? • 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. • Google Books 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 operates similarly to Google Books to help you locate articles 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 utilize from home.)

33. TA Handbook pp 23-24 • 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. • If you are having trouble, ask your tutor for help. (Just don’t expect a lot of it if you are asking in the days just prior to your first meeting concerning your arguments)

34. TA Handbook pp 23-24 • How to utilize 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 (whether theological, philosophical, historical, or literary) about it. • Feel free to agree or to disagreewith a secondary source. In either case, however, explain why. Secondary sources are there to help, not to be utilized in arguments from authority.

35. TA Handbook pp 23-24 • Bibliography • As a part of using secondary sources, you will write an Annotated Bibliography 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 you read, in whole or in part, for 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.

36. TA Handbook pp 23-24 • Meetings • After signing up for your presentation text at site orientation, you will then schedule your presentation meeting with your tutor. • All students must meet with their tutors 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.

37. TA Handbook pp 23-24 • Meetings • All students must meet with their tutors one week prior to their presentations. For this meeting students 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.

38. TA Handbook pp 23-24 • 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 lead discussion. • All students must come prepared to discuss the presenter’s posted questions.

39. Context Lectures

40. TA Handbook p 31 • Faith students are required to listen to and summarize context lectures like the Inklings and Foundations students.

41. TA Handbook p 31 • Faith students must listen to the four-part St. Augustine Hermeneutics Lecture series before the beginning of classes. • Additionally, Faith students are required to listen to and summarize all three lectures of the three-part series on Christology and the Early Church Councils given by Dr. Fred Sanders of the Torrey Honors Institute, Biola University. • 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.

42. Extra Credit

43. Hands Projects • You may perform and/or create a piece of music, poetry, play, art, or manuscript 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%. • All HandsProjects must be approved by your tutor • Some examples: • Research and perform a Gregorian Chant • Put on a Shakespeare play • Research allegorical poetry and write your own • Create an illuminated Psalter • Any other creative and substantial project

44. Extra Credit Reports (With tutor approval) • The purpose of extra credit reports is to help the class gain a better knowledge of the historical events from roughly the intertestamental period to the middle ages, as well as to help students raise their grades. • Each report is worth the same amount as a synopsis or reflection essay and will be graded along the same lines. • Students may do one report per quarter. • Students may sign up to do a report at any time during the quarter.

45. Report Requirements • It must be 500-550 words long. • It must have a bibliography that includes at least two scholarly sources, one of which is a reputable encyclopedia, such as the Encyclopedia Britannica or the Catholic Encyclopedia. For other good academic sources, look at Oxford and/or Cambridge histories. • The report must include a chronology of events, the major people involved, and why this subject is relevant to our study. • You must read it aloud at the beginning of class on the day it is due, and entertain any questions that arise. • You also must bring enough copies for the entire class and the tutor.

46. And Now… A Sample Presentation By Mrs. Barber

47. “Exit, Pursued by a Bear”: Bears as Cosmic Catalysts in the Writings of Charles Williams, C.S. Lewis, and William Shakespeare

48. “Exit, Pursued by a Bear” The “exit, pursued by a bear” trope Is it a cheap trick? Where do we find this trope? Shakespeare’s The Winter’s Tale (originator) Disney Lewis’ That Hideous Strength Williams’ Descent into Hell

49. “Exit, Pursued by a Bear” Thesis: Although Mr. Bultitude, Peter Stanhope’s Pastoral bear, and the Winter’s Tale bear seem to be cheap tropes employed by the authors solely to move the plot forward in their respective texts, these three characters are, in fact, key demonstrators of what Williams terms “the doctrine of co-inherence,” because, true to the tragicomic pastoral conventions to which all three texts subscribe, the bears are agents of change who accomplish divine purposes within the stories and whose actions allow for the final comedic marriages at the end of each tale.

50. The Pastoral What is it? Pastoral: involving a rural setting (shepherds, traditionally), which is often portrayed in an idealized or romanticized manner. Shared conventions: Removal from home to rural setting; shepherd or shepherdess leading an idealized or romantic life; parted lovers who are reunited and married; personified goodwill of nature, etc. (Alpers 80-81). The “coming together” (con + venio) of all of these elements and peoples to produce a vision of idyllic, simplified, socially-cohesive life (Alpers 82). Pastoral setting as a place of righting or conquering urban woes.