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Great Books Reading Partnership: Discussion Question
The Iliad is famous for its extended similes. What effect does this and other similes have? Similes and metaphors add colorful imagery to writing. Homer's brilliant use of these writing techniques add life and vibrancy to the story. The epic poem, The Iliad, provides a stand-alone literary study for students investigating the ingenious use of similes and metaphors. In Book II, Homer writes describing the Achaean army's urgency and obedience to Nestor's cry to follow him into war, "Rank and file streamed behind and rushed like swarms of bees pouring out of a rocky hollow, burst on endless burst, bunched in clusters seething over the first spring blooms, dark hordes swirling into the air, this way, that way....." The reader immediately visualizes the frenzy, speed, and mass throng of soldiers charging boldly behind their leader, without thought of personal peril. Opening the war scene of Book III, Homer artistically portrays the moment two arch enemies meet in battle. Here he describes the Atride's first sighting of Paris (a Trojan prince who abducted Helen and thus caused the Trojan war): "....thrilled like a lion lighting on some handsome carcass, lucky to find an antlered stag or wild goat just as hunger strikes - he rips it, bolts it down....." This is a gripping description comparing the hunger in one's heart to destroy another. Later in Book III, Homer describes the shirkers of the front line of battle. He likens them to "frightened fawns who, when they can no longer scud over the plain, huddle together." Undoubtedly, the men of Homer's time hunted to survive, and relished the sight of the frightened fawns grouped together. But the reader may also easily feel pity for them. This is a wonderful simile that brings home the nervous twitchiness of a person scared to death in the midst of war. Homer effectively uses the nature of animals in many of his similes. These images can be clearly understood across the ages thus marking Homer's literary writings as timeless. Many students may not be up to the challenge of reading The Iliad until later high school or college years. But if you are teaching literary devices and need excerpts as examples, Homer's writings are filled with highly descriptive and vibrant imagery. |
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This is a papyrus fragment of the Iliad, Bk. 1 at Duke University The rage of man and the rage of war is expressed throughout Homer's epic poem, The Iliad. The rage of Achilles, born to the immortal goddess Thetis, demonstrates the power of rage....as a motivator, as a vice, as a cause of untold consequence to oneself and others. I found a universal message in The Iliad: the rage of man can change the course of one's life, and in fact, the course of history is vulnerable to the consequences of the rage of man. This theme echos throughout the history of Western Civilization. More closely to home, our own Civil War, World Wars and perhaps the current war reflect man enraged: avenging injustices, liberating the persecuted. Homer wrote The Iliad in 750 B.C. and yet high school and college students are still required to study this text. What makes this ancient poem a classic? What other lessons can we learn from the themes explored by Homer? The Great Books Reading Partnership begins discussing this book next week. I will be posting occasional reflections here and welcome comments from other readers or wanna-be readers of The Iliad. If you have younger students, consider reading aloud, Black Ships Before Troy, Rosemary Sutcliff's abridged version of this classic. Related Tags: Great Books, Classic literature, Book discussion, War, Man's rage |
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New arrival from the Trinity Prep School Bookstore (click on books for specials)
Next book we're reading for the Great Books Reading Partnership
I love when the big Amazon.com box arrives on my doorstep. They really lose money on their free shipping offers for deliveries to this address! Robert Fagles' translation of The Iliad and The Odyssey boxed set arrived today.
Have you heard about the Great Books Reading Partnership yet? What is the Great Books Movement? What Can I Learn From the Classics? Can I Join the Great Books Reading Partnership? What Books Are Being Read Next? When Does the Next Book Discussion Begin?
In the book, A Thomas Jefferson Education, an argument is made for self education as a means to mentoring our children as future leaders. The best mentors are continually learning and pushing themselves. DeMille emphasizes "You, Not Them!" as one of the seven important principles of education. Focus on YOUR education and invite them along for the ride! So if you are looking for a means of self education, consider becoming a Great Books Reading Partner. We'd love to have you join us! |
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Our Great Books Discussion Group is reading Gilgamesh (Stephen Mitchell), a book written 4000 years ago.
Shared Themes with the Bible:
Acts of self righteous pride bring punishment. The meaning of life found only in the Divine The Flood destroys and the earth is renewed. Effects of obedience and disobedience to one's God Redeeming acts of sacrificial love Trials and tribulations change the heart of man. Mankind seeking eternal happiness
An epic adventure written in lyrical poetic form, Gilgamesh may surprise you. Written in cuneiform on clay, the author writes about some of the the same issues man continues to discern in contemporary times.....friendship, love, loyalty, courage, suffering, death, and the meaning of life. Read any Great Books lately?
Related Tags: Great Books, trivium, book club, reading partners |
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The Well-Educated Mind (TWEM) author, Susan Wise Bauer, continues to use the trivium as a framework for reading the novel. Part 1 directs the reader through the Grammar stage or "Understanding the Novel". Part II guides the reader through the Logic stage or "Analysis of the Novel". The final stage of reading a novel is:
The Rhetoric Stage "Evaluating the Novel" or "Is this an Accurate Portrayal of Life?" "What is the Nature of the Human Experience?" "Do I Agree with the Author's Portrayal?"
Reflect on the following types of questions during this stage of reading the novel or preparing for a book discussion/book report:
If you are using a reading journal, note your answers with evidentiary quotes or page numbers for reference. Any one of these questions can be answered in the form of a thesis for a formal book report. All of these questions will make for deeper more meaningful book club discussions when reading novels.
Related Tags: Great Books, trivium, book club, reading partners
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The Well-Educated Mind (TWEM) author, Susan Wise Bauer, continues to use the trivium as a framework for reading the novel. Part 1 directs the reader through the Grammar stage or "Understanding the Novel". The junior high and high school student need to grapple with analyzing the book. Adult learners too will benefit from following these guidelines:
The Logic Stage Analyzing the Novel or “What is the Author Trying to Say?” “What Evidence is Presented?” “Am I Persuaded?” In transporting the reader to the writer’s world, the author employs various techniques including setting, conflict, point of view, characterization (including motivations), images and metaphors. In analyzing a book, the reader should answer the following questions in their reading journal: 1. Is this a chronicle (set in our world) or a fable (set in a fantastic world)? a. Chronicle: Does the author focus on physical detail (setting) or psychological detail (motivation)? b. Fable: Does the author present an allegoric world or a speculative world? c. Primarily Realistic: realistic but contains a few “fantastic” elements. This is NOT considered a fable. 2. What does the central character (or characters) want? What is standing in the way (conflict)? What strategy is pursued to overcome this challenge/block? a. man vs. man b. man vs. nature c. man vs. society d. man vs. self 3. Who is telling the story? (point of view) a. 1st person or “I” – limited perspective; private thoughts/awareness b. 2nd person or “you” – intimate but limited to the present tense, cutting out reflection of the past c. 3rd person subjective or “he/she/they” – writer can delve into each person’s thoughts d. 3rd person objective – removed perspective; can see everything happening but cannot delve into the hearts or minds of characters ( a film maker’s point of view) e. Omniscient – like “God”: can see and explain everything )allows writer to moralize and assert personal ideas) 4. What are the physical aspects where the story takes place? (setting) a. Natural place: look at how the novelist views the human relationship to the physical world. i. Is humanity so intimately connected to nature that it responds to the human plight? ii. Or is the universe indifferent to man’s struggles? b. Human-built surroundings: city, house or room – may reflect the inner life of the characters e.g. bare and clean, cluttered and confused 5. What writing style does the author use? – plain, complex, ornamental? 6. Does the author effectively use images or metaphors to send the intended message? 7. What are the beginning and ending like? a. Beginning – is the reader immediately drawn into the central problem? b. Ending – does the resolution demonstrate a certain philosophy about the nature of human life? The answers to these questions lead us to the final phase: “Evaluating a Book”. Part 3 details the types of questions which should be considered by the reader for the purpose of lively book club discussions and excellent book reports.
Related Tags: Great Books, trivium, book club, reading partners
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The Well-Educated Mind (TWEM) author, Susan Wise Bauer, continues to use the trivium as a framework for reading "the novel". When a student is asked to read a novel and write a book report, a starting point is necessary. Chapter #5 of TWEM offers a solid framework. The result of these efforts is an accurate summary of the book's main plot and characters. This exercise is applicable for adults reading for a book club as well as students attempting their first narrative book report. The Grammar Stage Understanding the Novel or “Who Are These People?” “What Happens to Them?” “How Are These People Different Afterward?” 1. Examine the book as a whole including the table of contents, noting chapter titles, title and cover. 2. Keep a running list of characters including their positions or relationships to each other. Draw a genealogical table as needed. 3. As each chapter is read, briefly note the main events in a chapter summary. 4. Make margin notes or mark interesting passages for points you want to return to later: differentiate from chapter summaries. 5. Review chapter summaries, organizing them into an outline. 6. Answer two questions: · Who is the central character? · What is the most important event? 7. Create a descriptive title and subtitle which tells how the character is affected by the book’s main event.
The Well Educated Mind: response notes to Chapter #1 The Well Educated Mind: response notes to Chapter #2 & #3 The Well Educated Mind: response notes to Chapter #4
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In The Well-Educated Mind, Susan Wise Bauer divides the principles for reading the Great Books into the trivium model. As I am a classical home educator at heart, her translation of Adler's principles in How to Read a Book, into this format helped to categorize these steps for me in my own mind. Whether you consider yourself a classical home educator or not, it is an interesting framework to examine.
The Grammar Stage "Understanding the Book"
This stage consists of a first reading or a "handshake" with a book. Examining the structure of the book and what it's basically about can be accomplished through examination of the front and back of the book, the title page and table of contents. Upon the first reading she recommends marking in the book, any interesting points/questions, or dog-earring pages you want to come back to. Jot down a quick summary of a couple sentences in your reading journal for each chapter. Finally, assemble your summary sentences into basic outline of the book, adding a title and descriptive sub-title.
The Logic Stage "Analyzing the Book"
In this stage, the reader asks questions. Why did the author write the book? What question(s) was the author trying to answer? What is the purpose of this book? How well did the author succeed in his purpose? If unsuccessful, where did the writer fall short? Which parts were convincing or left the reader unmoved?
The Rhetoric Stage "Evaluating the Book"
It's time for the reader to say, "So what? What does the writer want me to do, want me to believe, want me to experience?" The writer has presented ideas/arguments: the reader responds articulating their own ideas or points of contention. And although I often enjoy talking to myself, book clubs and reading partners are much more effective vehicles to meet these goals.
And thus, I am part of the Great Books Reading Partners, an online discussion group. We were strangers to one another, yet now share in the united goal of self education and literary enlightenment. In addition to our own growth, we are striving to educate our children through classical literature.
If you're considering starting a book club or finding reading partners, consider these criteria. Reading partners bounce their ideas off one another. It is actually preferable to have individuals who are NOT alike involved to add varied perspectives and dimensions to the discussion. Reading partners hold each other accountable, not only for reading the book, but accountable for any position taken about the contents of the book. Reading partners challenge one another to make conclusions based on evidentiary quotes from the text. Reading partners should also strive for coherency and articulation in their responses to one another. And although reading partners may start out as strangers, they will likely end up as friends.
Related Tags: Great Books, trivium, book club, reading partners
The Well Educated Mind: response notes to Chapter #1 The Well Educated Mind: response notes to Chapter #2 & #3 |
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I have set upon my own journey of self re-education. HOW to begin this process according to Susan Wise Bauer's The Well-Educated Mind will be my next focus. Like most overwhelming projects, the act of breaking up the process into manageable steps is always the best strategy. Bauer outlines the key steps to begin the process of self-education.
The first step in the process of self-education is setting aside time to read 4x/week. This time must be guarded from other distractions such as e-mail, television or "other duties as required." For busy moms, this will prove challenging. Locking myself in the bathroom comes to mind as one strategy to accomplish this step!
The second step is to evaluate and improve any reading mechanics challenges even if this means remedial phonics, vocabulary, and left to right eye training. This step is likely a non-issue for homeschooling moms who have been remediated through teaching their own kids these same mechanics.
The third step is to keep a self-education journal based on the premise, "What we write, we remember. What we summarize in our own words becomes our own." This concept rings true for me personally. I could never highlight a textbook in college and study from it. It was necessary for me to transfer key concepts into my own long hand and study. My brain had a photographic memory, but only for my own hand-written page.
Bauer formulates a precise plan to follow:
Remember, a self-education journal is a tool for self realization. The goal is to master the content of what is being read. The reader takes external information and records it through quotes or jotted notes, summarizes the information in their own words, and evaluates it through reflection and personal thought. This process strikes me as an extension of Charlotte Mason's narration.
I'm not sure how realistic this plan of classical self-education will be for me as a busy homeschool mom. First of all, giving up my morning coffee and e-mail time strikes me as a harsh start to the process! But I like the journal idea, so I'm working on modifying the steps described into my weekly routine.
Do you keep a reading journal, or a journal of any kind? How often do you carve out time to write in it? Do you use your blog as a journal of sorts?
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