A course in communicating comprehensively from a Christian worldview.
RHETORIC II IS A YEAR-LONG COURSE FOR STUDENTS IN GRADES 11-12.
Greeks and Romans taught us how to come up with something to say. They taught us how to order our thoughts and order our words. They taught us, too, how to shape a message to an audience. They didn’t, however, teach us much about using rhetoric to love and serve others--the Veritas approach to rhetoric does.
Veritas turns to the Bible and the Christian tradition for guidance in rhetoric. Developing students into sound, talented rhetoricians is both difficult and time-consuming. This course intends to work carefully and thoroughly with students, giving them much opportunity for practice and application of the skills developed in Rhetoric I. Class size is considerably smaller to allow more extensive presentation time and individual attention. Consequently, the course price is higher. Rhetoric II is a course in the strategy and application of rhetoric. In this course students will learn to (1) observe rhetorical situations and assess which persuasive strategy is best for a given situation, (2) orient themselves to that situation given their rhetorical goals, (3) decide which course of action is wisest, (4) and act most effectively. This course will focus on the development of wisdom and skill over theory, and assumes a solid grounding in the rhetorical theory presented in Rhetoric I. Special attention will be paid to the rhetorical strategies of Jesus Christ during His ministry, as well as political developments in the United States over the past decade. This course is eligible for dual enrollment credit for junior and senior diploma students.
Available in Live Online format.
Rhetoric is the art of effective, persuasive, winsome communication. It often gets a bad rap, though. Listen to today’s social, cultural, or political commentary. You’ll soon hear claims that someone’s spouting “empty rhetoric.”
Many see rhetoric as showy words without substance. A speaker sounds great. Her facts don’t hold up, though, and her reasoning is flawed. Her ideas are great, but they don’t seem to square with reality. She seems sincere, but we’re not sure she’s sure of what she’s saying.
Worse, some view rhetoric as a tool of manipulation. The speaker seems to be keeping something from us. Is he telling us the whole truth? What does he hope to get out of persuading us? Will he gain something valuable at our expense? Does he have our best interest in mind?
People’s concerns about much of today’s rhetoric are legitimate. Rhetoric has suffered much abuse and neglect. Some speak and write with great form, but their message has little substance. Some will say or do whatever they need to get our “like,” our dollar, or our vote.
Classical educators value rhetoric and want to see it restored. As the third phase of the Trivium, it provides a key, even capstone role for a K–12 education. Rhetoric doesn’t have to be a tool to simply get what we want. It needn’t be showy or manipulative. It needn’t be empty, either.
Instead, rhetoric can be skillful, straightforward communication. It can be informative and even inspiring. It can be honest and kind, genuine, and empathetic.
This is how Veritas sees rhetoric. This is what the art of persuasion should be. Veritas rhetoric equips students to have something worthwhile to say and to say it well.
Our approach to rhetoric values much of what Greeks and Romans said about the subject. We still sit at their feet to hear great insights. We still aim to put their best ideas into practice.
Greeks and Romans taught us how to come up with something to say. They taught us how to order our thoughts and order our words. They taught us, too, how to shape a message to an audience. They didn’t teach us much about using rhetoric to love and serve others, though.
The Veritas approach to rhetoric does. It turns to the Bible and the Christian tradition for guidance. It seeks to follow and teach the powerful example of Jesus’s words and deeds. We show high school students a better way to persuade.
How ought Christ’s followers to try to persuade others? How should their rhetorical efforts look different from those of the world around? How can they seek to persuade with empathy, understanding, compassion? How can they both speak to others and listen to them?
Practically speaking, we recommend two years of Rhetoric, ideally in the sophomore and junior years. In Rhetoric I students learn much about rhetoric (80% of the course) and practice developing their rhetorical skills (20%). Rhetoric II flips the objectives, with 80% of the course dedicated to developing students’ rhetorical skills and 20% to learning more about rhetoric.
Jesus called us all to love our neighbor as ourself. A Veritas approach to rhetoric asks how we can do that in our speaking and writing and living. A Veritas rhetoric equips students to adorn truthful words with beauty.
The senior thesis is the jewel in upper-school students’ crown. Students focus their studies and curiosities on a culminating project. The project spotlights what they’ve learned from their classical education. It gives them an opportunity to contribute to it, as well.
The senior thesis is the culmination of a student’s training in rhetoric. The purpose of the project is to stake out a position on an arguable topic and defend it. The thesis includes written and oral components, as well as research and reflection.
The thesis project requires students to express ideas clearly. It demands that they substantiate their claims and answer challenges. The senior thesis equips students to tackle tough topics and make sense of them. It equips students to share a big idea—their idea—with power and persuasiveness.