Lost Tools of Writing - SW- DEMO by CiRCE Institute

THE LOST TOOLS OF WRITING STUDENT’S WORKBOOK: DEMO David Kern

The CiRCE Institute

Concord, NC www.circeinstitute.org

4190 Brownwood Lane, Concord, NC, 28027 704-786-9684 www.circeinstitute.org All rights reserved. No part of this program may be reproduced in any form, by any Means, without written permission from the publisher.

Permissions TEACHERS who purchase or for whom schools purchase the complete The Lost Tools of Writing™ package are granted permission to duplicate pages from the Teacher’s Guide for their personal use. They are also granted permission to copy pages from the Teacher Guide’s as reference pages for their students, including, but not limited to, the assessment guides provided in this Teacher’s Guide. One Student Workbook should be purchased for each student who is taught The Lost Tools of Writing™. Some Invention worksheets will be imitated more than once. If the teacher or student wishes to copy these pages, they may do so, but only for the individual student who possesses the Student Workbook. Students are also encouraged to imitate the pattern of the worksheet on their own paper. Permission is not granted to copy worksheets or exercise forms or any other material from one student’s workbook for other students. Permission is granted for quotations and short excerpts to be used in published materials with the condition that the source of those quotations and excerpts is included in the published materials. For longer excerpts, please contact us at www.circeinstitute.org.

Acknowledgements

THE LOST TOOLS OF WRITING™ is the product of a vast team effort. Hundreds of teachers and students have experienced The Lost Tools of Writing™ training and many have been generous with their suggestions and feedback. This fourth edition is our enthusiastic “Thank You!!” to everyone who contributed ideas to help us make The Lost Tools of Writing™ the best composition program in the world. The authors of this Fourth Edition are Andrew Kern, Michael “Buck” Holler, Camille Goldston, David Wright, Leah Lutz, and Renee Mathis. Special acknowledgement goes to the members and alumni of the CiRCE Institute Apprenticeship who have taught, practiced, reviewed, and developed The Lost Tools of Writing™ in their various contexts. Arlene Roemer de Feltre helped revise and modify parts of this Teacher’s Guide as well as many of the worksheets in the Student’s Workbook. Alexandra Houck also developed many of worksheets in the Student’s Workbook. Furthermore, thank you to all who have participated in a Lost Tools Of Writing™ Workshop, to teachers who have been part of an in-house Lost Tools Of Writing™ Teacher Training, to parents who stole a Saturday from their busy schedules, and to heads of school who demonstrated their commitment to classical education when they supported their teachers’ efforts to achieve excellence in both classical composition and classical teaching. The CiRCE Institute is a not-for-profit Corporation, dependent upon, and grateful for, the generosity of benefactors who share her vision for classical education. If not for the tremendous support of so many fellow believers, The Lost Tools of Writing™ would never have seen the light of day. You have sustained us, and it would be wrong to fail to acknowledge and thank you.

Table of Contents Student’s Workbook

Lesson One: Rudimentary Persuasive Essay Invention The “ANI” Chart .......................................................................................... 3 Arrangement From “ANI” to Outline ………………………………………………………….4 Template: Rudimentary Persuasive Essay .............................................. 6

Lesson Two: Introductory Persuasive Essay

Invention Introduction to the 5 Common Topics ..................................................... 11 Arrangement Worksheet A: A Guide To Sorting ……………………………..…………….13 Worksheet B: The Introductory Persuasive Essay ……………………….16 Template: The Introductory Persuasive Essay ....................................... 18 Elocution Scheme 1: Parallellism .............................................................................. 19

Lesson Three: Basic Persuasive Essay I Invention Definition Worksheet I ............................................................................... 27 Arrangement Worksheet A: Stasis: Guide to Exordium …………………………………...29 Worksheet B: Basic Persuasive Essay with Exordium ……....................30 Template: Basic Persuasive Essay with Exordium………………………..32 Elocution Basic Editing: Verbs .................................................................................. .33

Lesson Four: Basic Persuasive Essay II Invention Definition Worksheet II ………………………………….…………………...…43 Arrangement Worksheet A: Guide to Amplification ………………………………...…..…45 Worksheet B: Basic Persuasive Essay with Amplification ……………...47 Template: Basic Persuasive Essay with Amplification …………………..49 Elocution Basic Editing: Subjects ……………..……………………………………….…50 Scheme 2: Antithesis ……………………………………..…………………….59

Lesson Five: Basic Persuasive Essay III

Invention Comparison: Similarities & Differences …………………………………..…67 Arrangement Worksheet A: Guide to Division ……………..…………………………….....68 Worksheet B: Basic Persuasive Essay with Division & Distribution…...70 Template: Basic Persuasive Essay with Division & Distribution …….…73 Elocution Nominalization Pattern I: “There is…” …..…………………………………..74 Trope I: Simile …………………………………………………………………....81

Lesson Six: Basic Persuasive Essay IV Invention Comparison: Degree & Kind. ………… .......................................................89 Arrangement Worksheet A: Guide to Refutation ..............................................................90 Worksheet B: Basic Persuasive Essay with Refutation ………………….91 Template: Basic Persuasive Essay with Refutation ……………………...95 Elocution Nominalization Pattern II: Object of a Vacuous Verb ...............................97 Nominalization Pattern III: Subject of a Vacuous Verb ………...…..….. 103

Lesson Seven: Complete Persuasive Essay Invention Circumstance Worksheet …………………………………………………….113 Arrangement Worksheet A: Guide to Narratio …………………….………………………115 Worksheet B: Complete Persuasive Essay with Narratio ……………...117 Template: Complete Persuasive Essay with Narratio……………….…..121 Elocution Trope 2: Metaphor …………………………………..…………………………123 Nominalization Pattern IV: A series of nouns joined by prepositions..127

Lesson Eight: Complete Persuasive Essay Review Invention Relation Worksheet: Antecedent & Consequent……………………..…..137 Arrangement Complete Persuasive Essay Review & Practice…………………………..138 Template: Complete Persuasive Essay Review….…………………...…..142 Elocution Scheme 3: Alliteration………………………………………………………....144 Scheme 4: Assonance…………………………………………………………148

Lesson Nine: Comparison Essay – Themes & Sub-ideas Invention Relation Worksheet: Cause & Effect………………………........................155 Arrangement Simple Comparison Essay: Themes & Sub-ideas………………………..156 Template: Simple Comparison Essay……….….…………………………..158 Elocution Trope 3: Personification ……………………………………..……………….159 Trope 4: Apostrophe………………………………...…………………………163

Lesson Ten: Comparison Essay – Introduction & Conclusion Invention Authority Worksheet: Witness……………………………………………….171 Arrangement Complete Comparison Essay with Introduction & Conclusion………...174 Template: Complete Comparison Essay …………………………………..178 Elocution Scheme 5: Anaphora….…………………………………………………….…180 Scheme 6: Epistrophe…………………………………………………………184

Lesson Eleven: Comparison Essay Review Invention Authority Worksheet: Experts…………………………………………...…...191 Arrangement Complete Comparison Essay: Review & Practice………………………..195 Template: Complete Comparison Essay ………….…………………….... 199 Elocution Trope 5: Hyperbole……………………………………………………………..201 Trope 6: Litotes………………………………………………………………....205

Self-Edit Checklists

209

Glossary

223

Lesson Summaries

231

::LESSON ONE {The Rudimentary Persuasive Essay}

In this Lesson - The “ANI” Chart - From “ANI” to Outline - Arrangement for The Rudimentary Persuasive Essay

Student Workbook | Lesson 1

Lesson One Invention THE “ANI” CHART 1. State the issue with which your essay is concerned: 2. Fill out the form below: Affirmative:

Negative:

Interesting:

Student Workbook | Lesson 1

Lesson One Arrangement From “ANI” to Outline Write your issue: ______________________________________________________________________ Thesis and Proof (Note: Only the thesis statement can be a complete sentence.) Using your invention, decide whether you will support the affirmative or negative. Rewrite the issue as a thesis statement: ______________________________________________________________________ Write the first main reason (Proof 1) for your thesis. ______________________________________________________________________ ______________________________________________________________________ Write the second main reason (Proof 2) for your thesis. ______________________________________________________________________ ______________________________________________________________________ Write the third main reason (Proof 3) for your thesis. ______________________________________________________________________ ______________________________________________________________________ Conclusion (Summarize your essay) Repeat the thesis: ______________________________________________________________________ Repeat the main proofs: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Student Workbook | Lesson 1

Introduction (Introduce your essay) Write your thesis: ______________________________________________________________________ Write the enumeration (simply the number of proofs). ______________________________________________________________________ List your three proofs. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Â

Student Workbook | Lesson 1

Arrangement Template 1 Rudimentary Persuasive Outline Replace lines that have an asterisk with your information from the Arrangement Worksheet on the previous pages. I. Introduction A. Thesis* B. Enumeration* C. Exposition 1. Proof 1* 2. Proof 2* 3. Proof 3* II. Proof in three sentences A. Proof I* B. Proof II* C. Proof III* III. Conclusion in one sentence A. Thesis* B. Summary 1. Proof 1* 2. Proof 2* 3. Proof 3*

Student Workbook | Lesson 1

Sample: Rudimentary Persuasive Essay Note: The following essay does not include schemes or tropes. Edmund should not have followed the White Witch for three reasons. Edmund’s sister Lucy warned him that the White Witch was evil, he should have seen that the White Witch was evil, and he acted in secret. The first reason Edmund should not have followed the White Witch was that his sister Lucy warned him that the White Witch was evil. The second reason Edmund should not have followed the White Witch was that he should have seen that the White Witch was evil. The third reason Edmund should not have followed the White Witch was that he acted in secret. Edmund should not have followed the White Witch because his sister Lucy warned him that the White Witch was evil, he should have seen that the White Witch was evil, and he acted in secret.

Student Workbook | Lesson 1

::LESSON TWO {The Introductory Persuasive Essay}

In this Lesson - Introduction to the Five Common Topics - A Guide to Sorting - Arrangement for The Introductory Persuasive Essay - Scheme 1: Parallelism

Student Workbook | Lesson 2

Lesson Two Invention Introduction to the Five Common Topics Â

Definition (basic questions) Who or what is X? What kind of thing is X? What are the parts of X?

Comparison (basic questions) How is X similar to Y? How is X different from Y?

Circumstances (basic questions) What was happening in the place with which the question is concerned?

What was happening at the time with which the question is concerned?

Is the affirmative answer to the issue possible? Why or why not? If not, should the affirmative answer be attempted? Is the affirmative answer to the issue probable? Why or why not? If not, should the affirmative answer be attempted?

Relationships (basic questions) What happened immediately before the time with which the issue is concerned?

What happened immediately afterward?

Â 11

Student Workbook | Lesson 2

What caused the circumstances of the issue? (i.e., How did things come to be as they are/were?)

What caused the terms of the issue? What effects did the circumstances have? (i.e., What resulted from things being the way they were?) What effects did the terms have?

What was the purpose of each of the terms? What was the purpose of the circumstances?

Authority (basic questions) What do witnesses say about the issue? What do experts say about the issue?

Student Workbook | Lesson 2

Lesson Two Arrangement A A Guide To Sorting Step One: Complete your ANI columns in Invention, ensuring that anything that can be moved from the “I” column to the “A” or “N” column has been moved and that you have used all the assigned topics.

Step Two: Sort the items in the A column as follows: Sort into Group 1  Place a symbol by the first item in the list (the symbol works best if it is a sign, such as @ or $).  Look at each following item in the list to determine whether it can be placed in the same group as the first item. Place the symbol you used for the first item beside each succeeding item that can be included in the same group as the first item. You are asking whether each item is the same kind of thing as the leading item, and marking those that are with the same symbol.

Sort into Group 2  Return to the second item in the list and place a different symbol by it. If the second item was put in a group with the first item, you should place a different symbol beside it.  Look at each remaining item in the list to determine whether it can be placed in the same group as the second item. Place the symbol you used for the second item beside each succeeding item that can be included in the same group as the second item.

Sort into the rest of the groups  Move through the entire list, placing a symbol by any item that could be the first member of a new group.  When you are finished, select five groups that you consider most persuasive or significant.  Label each of these five groups with a fitting heading or summary statement. This “label” is a main proof for your thesis.  List these five labels below:

1. 2. 3. 4. 5.

Step Three: Sort the items in the N column in the same manner as you did the A column. It is important not to skip this step. Even if you believe that you know what side of the issue you will argue, developing the habit of sorting both columns will prepare you for writing the refutation in Lesson 6 later in the year. 1. 2. 13

Student Workbook | Lesson 2

3. 4. 5.

Step Four: Reflect on the five reasons given for each side of the argument and decide which side you will defend in your essay by selecting A or N. Write the thesis you will defend: ______________________________________________________________________ ______________________________________________________________________ From the five reasons above, select the three most compelling reasons (we call these compelling reasons “proofs”) for your selection and write them below. Place the least compelling reason second and the most emotionally effective last. 1. _______________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________

From the sorting you completed above, list three sub-proofs for each proof: 1A. ______________________________________________________________ 1B. ______________________________________________________________ 1C. ______________________________________________________________

2A. ______________________________________________________________ 2B. ______________________________________________________________ 2C. ______________________________________________________________

3A. ______________________________________________________________ 14

Student Workbook | Lesson 2

3B. ______________________________________________________________ 3C. ______________________________________________________________

Use the materials you have reorganized in this sorting exercise to complete Arrangement Worksheet 2B: Introductory Persuasive Essayâ&#x20AC;&#x201D;Outline.

Â 15

Student Workbook | Lesson 2

Lesson Two Arrangement B The Introductory Persuasive Essay Worksheet Write the Issue: ______________________________________________________________________

Thesis and Proof (Note: Only the thesis statement needs to be a complete sentence.) Using your invention, decide whether you will support the affirmative or negative case. Rewrite the issue as a thesis statement: ______________________________________________________________________ Write the first main reason (Proof 1) for your thesis. ______________________________________________________________________ List three supporting ideas that defend your first proof. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Write the second main reason (Proof 2) for your thesis. ______________________________________________________________________ List three supporting ideas that defend your second proof. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Write out the third main reason (Proof 3) for your proof. ______________________________________________________________________ List three supporting ideas that defend your third reason. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Student Workbook | Lesson 2

Conclusion (Write a summary of your essay) Repeat the thesis: ______________________________________________________________________ Repeat the main proofs: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Introduction (Introduce your essay) Write your thesis: ______________________________________________________________________ Write the enumeration (simply the number of proofs). ______________________________________________________________________ List your three main proofs. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Â 17

Student Workbook | Lesson 2

Lesson Two Arrangement Template The Introductory Persuasive Essay To fill out the introductory persuasive essay template replace the lines that have an asterisk in the template below with your information from the Arrangement Worksheet. I.

Introduction A. Thesis* B. Enumeration* C. Exposition 1. Proof 1* 2. Proof 2* 3. Proof 3* II. Proof A. Proof I * 1. Support A * 2. Support B * 3. Support C * B. Proof II * 1. Support A * 2. Support B * 3. Support C * C. Proof III * 1. Support A * 2. Support B * 3. Support C * III. Conclusion A. Thesis * B. Summary 1. Proof 1 * 2. Proof 2 * 3. Proof 3 *

Student Workbook | Lesson 2

Lesson Two Elocution Scheme 1: Parallelism Â

1. Forethought What do we mean when we say two geometric lines are parallel? ______________________________________________________________________ ______________________________________________________________________ What is a clause? ______________________________________________________________________ ______________________________________________________________________ What is a phrase? ______________________________________________________________________ ______________________________________________________________________ What is a subject? ______________________________________________________________________ ______________________________________________________________________ What is a predicate? ______________________________________________________________________ ______________________________________________________________________ List and define the parts of speech. ______________________________________________________________________ ______________________________________________________________________

Â 19

Student Workbook | Lesson 2

2. Sentences to contemplate The following sentences, drawn from literary masterpieces, include a clear structure and form. 1. Two things are equally unaccountable to reason… the Wisdom of God, and the Madness of Man. Alexander Pope 2. What happy centuries gave birth to you? What splendid parents brought you into being? Virgil, Aeneid, Bk. 1 3. The labour of the righteous tendeth to life: the fruit of the wicked to sin. Proverbs 10:16

The following sentences each contain an awkward construction. Underline the words, clauses, or phrases in each sentence that do not match the others in the same sentence. 1. John swims in the summer, skis in the winter, and John also enjoys it when he gets to play with Legos. 2. Mrs. Smith told her students they should write in their sleep, that they should not eat too much, and she was very angry that they forgot to do their homework. 3. Ronald Reagan was an actor, a governor, and then he presided over the country. 4. If you have a nickel, you can buy a piece of gum; people with fifty cents probably could afford a whole pack of gum. 5. Trees in the springtime—with their buds and fresh leaves—are beautiful, but you’ll find barebranched winter trees look spooky. 6. For my birthday, he gave me a necklace, a bracelet, and I liked the new ring too.

Notice how each sentence improves, when we change the form. In these sentences, underline the words, phrases, or clauses that are “parallel”. 1. John swims in the summer, skis in the winter, and plays with Legos in the fall. 2. Mrs. Smith told her students that they should write in their sleep, that they should not eat too much, and that they should remember to do their homework. 3. Ronald Reagan was an actor, a governor, and a president. 4. If you have a nickel, you can buy a piece of gum; if you have fifty cents, you could probably buy a whole pack of gum. 5. Trees in the springtime—with their buds and fresh leaves—are beautiful, but trees in the wintertime—with their bare branches and gray bark—are spooky. 6. For my birthday, he gave me a necklace, a bracelet, and a new ring.

Student Workbook | Lesson 2

Each sentence above contains a series of items that are words, phrases, or clauses. In the series that contain awkward constructions, the parts of speech in each item are not in the same order as the parts of speech in the other items. In the improved sentences, the parts of speech now line up with each other. (Note that the phrases and clauses do not have to be perfectly parallel as in number 6 above where one item contains an extra word.)

We can improve the form of our sentences by taking the following steps: 1. Find two or more words, phrases, or clauses that make a list and underline them. Example: Basil of Caesarea built hospitals, monasteries, and he also helped the children with a place to live. 2. If one or more parts do not match the others, change the unmatching parts to make all the parts parallel in structure. For example, if the series consists of nouns, convert the unmatched part into a noun. If the series consists of verbs, convert the unmatched part into a verb. If the series consists of phrases that each contain a noun plus a preposition, change the unmatched part to a noun plus a preposition. Example: Basil of Caesarea built hospitals, monasteries, and orphanages.

3. Comparison Compare all the sentences that include parallelism. ______________________________________________________________________ ______________________________________________________________________ What do all the parallel words, phrases, and clauses have in common? ______________________________________________________________________ ______________________________________________________________________ How do these parallel words, phrases, and clauses differ from each other? ______________________________________________________________________ ______________________________________________________________________

Student Workbook | Lesson 2

4. Explanation Describe parallelism in your own words. ______________________________________________________________________ ______________________________________________________________________ Explain how to apply it to your own sentences. Review the shaded box above and restate the steps in your own words. ______________________________________________________________________ ______________________________________________________________________

5. Practice Find examples of parallelism in the following passages. In each passage, underline at least three parts that exemplify true parallelism. 1. Bow Thy heavens O Lord, and come down; Touch the mountains, that they may smoke. Flash forth lightning and scatter them; Send out Thine arrows and confuse them. Stretch forth Thy hand from on high; Rescue me and deliver me out of great waters, Out of the hand of aliens. —Psalm 144 2. Scrambling, out-facing, fashion-monging boys, That lie and cog and flout, deprave and slander, Go anticly, show outward hideousness, And speak off half a dozen dangerous words, How they might hurt their enemies, if they durst; —Shakespeare, Much Ado About Nothing

The following passages fail to use parallelism correctly. Rewrite the five passages using parallelism correctly. 1. David likes reading, writing, and debating. Matthew likes football, to swim, and playing PlayStation.

______________________________________________________________________ ______________________________________________________________________ 22

Student Workbook | Lesson 2

2. The piano student was unsuccessful because she was not attentive during her lesson, did not practice daily, and her scales were pathetic.

______________________________________________________________________ ______________________________________________________________________

3. The little boy was told to wash his face, brush his teeth, and he needed to tuck in his shirt.

______________________________________________________________________ ______________________________________________________________________

4. In order to be healthy one should eat the right foods, he should exercise regularly, and sleep 8 hours per night.

______________________________________________________________________ ______________________________________________________________________

5. Babies are delightful because they smell good some of the time, most of the time they are happy, and are really cute.

______________________________________________________________________ ______________________________________________________________________

Three of the six passages below contain correct examples of parallelism, and three do not. Underline the parallel parts in sentences that use parallelism correctly. Explain what is wrong with those that do not. 1. Bill likes hiking, swimming, and to ride a bicycle.

______________________________________________________________________ 2. Jane likes hiking, swimming, and riding a bicycle.

______________________________________________________________________ 3. The student was asked to write his essay thoughtfully, purposefully, and to turn it in on time.

______________________________________________________________________ 4. The student was asked to write her essay thoughtfully, purposefully, and logically.

______________________________________________________________________ Â 23

Student Workbook | Lesson 2

5. As a trade, George Washington surveyed the land. As a general, George Washington surveyed the troops. George Washington also surveyed the country, when he was the first president of the United States of America.

________________________________________________________________________ __________________________________________________________________ 6. Jane Austen’s novels relate the following ideas: money and manners, sense and sensibility, and pride and prejudice.

________________________________________________________________________ __________________________________________________________________

6. Application Add one instance of parallelism to your essay(s).

Sample Essay: Introductory Persuasive Essay With Parallelism Edmund should not have followed the White Witch for three reasons. Edmund purposely ignored a warning, carelessly overlooked the White Witch, and secretly followed Lucy into Narnia. The first reason Edmund should not have followed the White Witch was that he purposely ignored a warning. The White Witch introduced herself to Edmund as “The Queen of Narnia,” but Lucy, who had already met with real creatures in Narnia, called her the “White Witch.” We know from fairy tales and literature that witches are evil. Therefore he should not have followed evil. The second reason Edmund should not have followed the White Witch was that he carelessly overlooked the White Witch. Initially, the White Witch was very cruel to Edmund, and his first instinct was to be scared of her. She fed him Turkish Delights only when she wanted to get something from him. Edmund, with his own eyes, should have seen from this interaction that the White Witch was evil. The third reason Edmund should not have followed the White Witch was that he secretly followed Lucy into Narnia. From his very core, Edmund knew that he was doing wrong because he secretly left Lucy and the Beavers and did not discuss his plan with them. Instead of acting openly, he snuck away, probably because they would not have gone along with his plan. Edmund knew that he was betraying his family and innocent creatures. Edmund should not have followed the White Witch because he purposely ignored a warning, carelessly overlooked the White Witch, and secretly followed Lucy into Narnia.

Student Workbook | Lesson 7

::Self-Edit Checklists {How To Revise Your Work}