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Credit Basis: 75 Hours = 0.5 credit

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Course Description:

This is an online, internet course, which utilizes interactive software for weekly, two-hour classes.  Teacher and students meet in a real-time, cyber-classroom at regularly scheduled times.  Interactive communication includes both audio (via microphone/speakers) and keyboard (via a common class screen).  The course surveys the "Great Books" of western literature, focusing on the ancient classics of Greece and Rome.  Students read the works in contemporary English translations and analyze themes and ideas through discussion and essays.  Students are provided with weekly Study Questions and given weekly Reading Quizzes.  There are two Formal Essays per semester.  The tutor functions to provide historical background, guide the discovery process, and evaluate the students' written work.

Grade Criteria:

A= Complete all assignments with a 90% min. average
B= Complete all assignments with an 80% min. average
C= Complete all assignments with a 70% min. average
NC= Below 70% (No Credit)

Course Plan:

1. The student will read a minimum of 1500 pages from the assigned bibliography: 

Aeschylus- The Oresteia (Agamemnon, Libation Bearers, The Eumenides)
        Anselm- Cur Deus Homo; Monologium; Proslogium
        Aquinas- Summa Theologica
        Aristotle- De Anima; Metaphysics; Physics; Nicomachean Ethics; The Poetics
Augustine- The Confessions; The City of God
        Chaucer- The Canterbury Tales 
Dante- The Divine Comedy
        Herodotus- History of the Persian Wars
Homer- The Iliad and The Odyssey
        Lucretius- The Nature of Things
        Machiavelli- The Prince
        Plato- Gorgias; The Last Days of Socrates; The Republic; Theaetetus; Phaedrus
        Plutarch- Rise & Fall of Athens; Roman Lives
        Sophocles, Three Theban Plays
        Tactitus- The Annals
        Thucydides- The Peloponnesian War                
        Virgil- The Aeneid                      

2. The student will write four critical essays averaging 500 words in length, using a variety of at least three of the following essay types:

    Narrative essay (story-telling summary in your own words);
             * Example: "Listen to this Story about a Dragon"

    Expository essay (explaining the subject to one unfamiliar);
            * Example: "How to Slay a Dragon"

    Persuasive essay (arguing a particular interpretation);
            * Example: "Dragons Should Not be Killed"

    Review essay (evaluating a book's merits in a larger literary context);
            * Example: "A Review of Dragon Stories"

    Research essay (utilizing and evaluating secondary sources)
             * Example: "The Origin of the Dragon Concept in Greek Mythology"

    Literary essay (focusing on specific literary elements of the book)
             * Example: "The Characterization of Dragon-like Harpies in Hesiod"

   GBT 1 Essay Topics:
    1) Essay # 1- Iliad Narrative Essay: Book I or the Whole Iliad (500-1000 words):
See the Essay Guide # 1 in the Great Books Atrium for GBT1 of the Oxford website for more information:

    2) Essay # 2- Odyssey Expository Essay: What Made a Greek Hero? (300-500 words):
See the Essay Guide # 2 in the Great Books Atrium for GBT1 of the Oxford website for more information:

    3) Essay # 3- Antigone Persuasive Essay: Was Antigone Right or Wrong? (250-400 words):
See the Essay Guide # 3 in the Great Books Atrium for GBT1 of the Oxford website for more information:

    4) Essay # 4- Aeschylus Expository Essay: What Was Aeschylus' Solution to the Cycle of Violence? (300-500 words): See the Essay Guide # 4 in the Great Books Atrium for GBT1 of the Oxford website for more information:

Essay Format Requirements:   

1. Copy and paste all of your papers into email.  File attachments will not be accepted.  Send your  essay in an email to Dr. Lund at  In the "Subject" line of the email put your name, the class, and the number of the essay, as follows:

    To:                Dr. Norm Lund
    Subject:        S. Wilson GBT1 Paper 1

2. Place a heading in the top corner of each essay, with your name, the class, the number of the essay, and the date, as follows:  

Susan Wilson
GBT 1, Paper # 1
Oct. 30, 2005

3. Put your title at the top of the paper, in the center of the page.  Every essay must have a title.  Here are some examples:

    a. The Iliad: A Narrative in My Own Words 
    b. The Greek Ideal in Homer's Odyssey
    c. Antigone: Right or Wrong?
    d. Aeschylus' Solution to the Cycle of Violence

4. The body of the paper should begin at the left margin and should be in block paragraph form. This means that you will not indent at the beginning of paragraphs, but will instead be sure to hit "enter" twice at the end of your paragraphs so that a line is skipped between paragraphs.  Each paragraph should have at least three sentences. 

5. The opening paragraph should state the main idea you wish to get across.  The middle paragraph(s) should give your arguments and/or evidence.  The conclusion should briefly summarize the point(s) which you have attempted to communicate.

6. Extensions on the due date will be given only for legitimate emergencies such as severe illnesses.  Otherwise, late papers will not be accepted.

* Adapted from the "UVic Writer's Guide," by the English Dept. of the U. of Victoria (1995),


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Course Description:

This is an online, internet course, which utilizes interactive software for weekly, two-hour classes. Although the software includes a capacity for video and a cyber- "White Board," this online class will function primarily via audio (microphone/speakers) and keyboard (through a mutual class screen). This course is an SAT prep course which focuses on the Latin roots of the English language. The primary textbook is the 5th edition of Wheelock's Latin by Frederic M. Wheelock, ed. R. A. LaFleur (Harper Collins, 1995), supplemented by the 3rd edition of the Workbook for Wheelock's Latin by Paul T. Comeau and R.A. LaFleur. Students have daily assignments which are reviewed in the weekly online tutorials.

Grade Criteria:

A= Complete all assignments with a 90% minimum average
B= Complete all assignments with an 80% minimum average
C= Complete all assignments with a 70% minimum average
NC= Below 70% (No Credit)

Course Plan:

1. The student will complete fourteen chapters in the Wheelock textbook, including memorization of all vocabulary, reading, etymology, and translation exercises.

2. The student will complete all of the translation and homework assignments in fourteen chapters of the Wheelock's Workbook.

Internet Resources:

1. The web site for Oxford Tutorials hosts a large Latin Atrium which includes links to many of the best links on the internet:

2. The Latin Bible, or Vulgate (from vulgatus, "common" or "public"), can be found at a number of web sites: 1) The University of Chicago provides a search-engine for the Vulgate at and 2) The Catholic Center at Georgia Tech hosts several ancient documents, including Biblia Sacra Vulgatae Editionis (1922), the official Catholic edition of the Vulgate in text form: and

3. The Classics Atrium is a very interesting site, including "This Day in Ancient History" (what was happening on this day or date in ancient Greece, Rome, or elsewhere?), "The Ancient World on Television" (a weekly review of television shows, good and bad, having to do with the ancient world in general), and "The Rostra" ("RealAudiomeets the ancient world"!--news broadcasts in Latin from Radio Finland, talk shows about subjects connected to the ancient world and its literature, etc.). For this site go to:

4. The Classics and Mediterranean Archaeology site is one the most complete listings of all things ancient and classical on the internet. It has been created and is maintained by the Classical Department at the University of Michigan. Take a look at the table of contents, and especially the Art Images section for pictures, photos, etc. This site is at:

5. Electronic Resources for Classicists is another one, maintained by the University of California, Irvine. Excellent organization and *very* complete, if a little daunting. Looks more severe and professional, but take a look at the "Lists and Links to Classics Resources":

6. There is a web site which is called "Roman Sites" consisting in a collection of images of art, archeology, coins, and other fascinating remnants of the ancient world:*/.
A site named Maecenas sponsored by the University of Buffalo is another good collection of images of modern Italy and other western Mediterranean regions relating to ancient Rome:
And Plan of Rome has pictures of models of the ancient city of Rome and its architecture as it would have looked in its day.

7. The "Latin Grammar reference," an online grammatical resource which is part of the Perseus Project of the Classics Department at Tufts University, in Medford, MA., is at:

The online grammatical reference includes an exhaustive data base with an extensive index and table of contents for easy reference. The reference is still under development (a few sections are not yet complete.)

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Course Description:

This course is a one-year study (2 semesters) of propositional logic (introductory and intermediate) utilizing the Mars Hill Textbook Series. The first semester covers Introductory Logic, 3rd ed. (Canon Press, 1997) and the following topics: Introduction to deductive logic; Logical definitions; Statements & relationships; Arguments in normal English; Informal fallacies. The second semester covers Intermediate Logic (Canon Press, 1996) and these topics: Introduction to symbolic logic; Logical propositions; Truth tables; Formal proofs; and Truth trees. After completing this class students should be able:

           1) to recognize and define logical terms and abbreviations;
           2) to think, speak, and write more clearly;
           3) to identify common logical fallacies;
           4) to construct logical arguments;
           5) to evaluate arguments for soundness & validity.

In the first semester average preparation time is estimated at 2-3 hours/week.  In the second semester the average preparation time is estimated at 4-6 hours/week because the material is substantially more complicated and difficult.

Required Texts:

This course will utilize two Mars Hill textbooks (and the two answer keys) published by Canon Press:
           (1) Introductory Logic, 3rd ed. (1997) (Textbook and Exercise Key) by Douglas J. Wilson and James B. Nance;
Intermediate Logic (1996) (Textbook and Exercise Key) by James B. Nance.  All four of these books are published by Canon Press, Moscow Idaho.

These texts must be ordered directly from Canon Press, P.O. Box 8741, Moscow, ID 83843. They have a toll-free number: 1 800 488-2034 and accept Visa, Discover, and MasterCard. The costs are $15.00 for the
Introductory Logic text and $ 4.00 for the companion Exercise Key; and $25.00 for the Intermediate Logic text and $ 6.50 for the companion Logic Exercise Key.

Course Requirements:

Students are responsible to keep up with the weekly reading and homework assignments.   During the school year students are also required to complete a glossary of logical terms and abbreviations.  A list of those terms and abbreviations is included in the student packet.  During the first semester most lessons will introduce several new logical terms.  At the beginning of each class during the first semester there will be a brief quiz over the assignment for that week, usually focusing on just one or two of the new terms.  Students are not required to hand in their homework assignments.  After the quiz we will go over the lesson and the homework for that week together.  In addition to the weekly homework quizzes there will two exams: 1) a Semester Exam which will cover the logical fallacies; and 2) a Final Exam which will cover logical terminology and the rules of inference and replacement.


1st Semester Reading Quizzes on Logical Terminology-
1st Semester Exam on Informal Logical Fallacies-
Glossary of Logical Terms & Abbreviations-
Final Exam on Logical Terms & Rules-

Grading Criteria:

A= Complete all assignments with a 90% min. average
B= Complete all assignments with an 80% min. average
C= Complete all assignments with a 70% min. average
NC= Below 70% (No Credit)


First Semester
     Click here for 2005-2006 Master Calendar (with Holidays, etc.)

Session      Exercise(s)/Topic(s)                                                  Pages in Text
      1.            1/Statements                                                                 pp.    1-7
      2.           2-3/Self-Supporting & Supported Statements           pp. 8-12
      3.           4-5/Relationships/Consistency & Disagreement      pp. 13-20
      4.           6-7/One Basic Verb/Categorical Statements            pp. 21-26
      5.           8-9/The Square of Opposition/Contradiction           pp. 27-33
      6.         10-11/Contrariety & Implication                                pp. 34-42
      7.        12-13/The Square of Opposition/Arguments             pp. 43-49
      8.          14-15/Truth & Validity/The Syllogism                       pp. 50-56
      9.         16-17/Moods/Figures of Syllogisms                           pp. 57-64
    10.        18/Distribution of Terms/Testing Syllogisms           pp. 65-71    
    11.        19-20/Immediate Inferences/Translating                   pp. 75-82     
    12.          21-22/Parameters/Exclusives/Enthymemes              pp. 83-92
    13.         23-24/Hypothetical Syllogisms                                 pp. 93-99
    14.         25-26/Fallacies of Distraction & Ambiguity             pp. 103-111
    15.        27/Fallacies of Form                                                    pp. 112-115
    16.        28/Detecting Fallacies & SEMESTER EXAM       pp. 116-118

Second Semester
    Click here for 2005-2006 Master Calendar (with Holidays, etc.)

Session      Exercise(s)/Topic(s)                                               Pages in Text
 1.               1-2/Definitions/Genus & Species                             pp.      1-17
  2.              3-4/Extension & Intension/Methods                        pp.    18-23
  3.              5-6/Rules for Defining/Propositional Logic             pp.    24-33
  4.              7-8/Negation, etc./Truth Tables for Truth Value      pp.  34-42
  5.              9-10/The Conditional & the Biconditional               pp.    43-49
  6.           11-12/Truth Tables for Validity                                 pp.    50-56
  7.           13-14/Shorter Truth Tables                                       pp.    57-62
   8.          15-16/Shorter Truth Tables (cont'd)                         pp.    63-71
   9.          17/The Dilemma                                                        pp. 72-76  
 10.          18-20/Rules of Inference & Recog. Inference        pp.   79-90
 11.          21-22/Developing Formal Proofs                              pp.    91-95
 12.          23-25/Rules of Replacement/Practicing Proofs        pp.    96-108
 13.          26-27/Conditional Proof/Reductio ad Absurdum      pp. 109-116 
 14.          28-29/Proving Rules Unnecessary/Completeness    pp.  117-124 
 15.          30-32/Truth Trees/Decomposition Rules                   pp.  127-158 
 16.           Final Day of Class & FINAL EXAM          

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Course Description:

This is an online, internet course, which utilizes interactive software. It covers Shakespeare's life and times, focusing on several of his most well-known plays and poems. Students will critique and analyze these literary works through reading, discussion, essays, and a 'readers' theater' approach. The minimum reading for this course is four plays, to include at least one comedy and one tragedy. The writing component requires a minimum of three critical essays. Students are also encouraged to attend a live performance of Shakespeare, and to watch at least video productions of Shakespeare's plays.

Grade Criteria:

A= Complete all assignments with a 90% minimum average
B= Complete all assignments with an 80% minimum average
C= Complete all assignments with a 70% minimum average
NC= Below 70% (No Credit)

Course Plan:

1. The student will read a minimum of seven plays.  In Shakespeare 1 and Shakespeare 2 these plays must include at least two tragedies and two comedies.  In Shakespeare 3 the plays will include the Major & Minor Tetralogies (see below).

2. For each play the student will create a journal which includes:

a. a one-page summary (250-300 words) of each play in his/her own words
b. a list of 25 unfamiliar vocabulary words and their meanings
c. a list of 10 literary devices in the plays, with references to play/act/scene
d. one-paragraph (50-100 words) expressing what the student considers to be the main idea, purpose, point, or value of the play

3. Student will participate in a 'readers theater,' taking the role of a different Shakespearean character for each of the four plays.

4. Student will write two typed essays (500-1000 words) addressing a topic of interest in the plays.  In Shakespeare 1 and Shakespeare 2 these essays must include one tragedy and one comedy.  In Shakespeare 3 these essays must include one play in the Major Tetralogy and one play in the Minor Tetralogy.  Suggested essay topics include:

a. Shakespeare's view of pride (e.g. blind pride in a heroic figure);
    b. Shakespeare's view of love (e.g. selfless love in a supporting figure);
    c. Shakespeare's view of women;
    d. Shakespeare's relevance today
    e. Shakespeare's view of justice and mercy

5. Student will write a third, typed essay, of 300-500 words, comparing two video performances of a play by Shakespeare. The essay must include the viewpoint of least one other student who also viewed the same videos, and with whom the essayist discussed the relative merits and weaknesses of the productions.

Internet Resources:

1. Shakespeare Atrium & Canon:
2. William Shakespeare and the Internet":
3. Shakespeare's Complete Works:
4. Barlett's Quotations:
5. Lamb's Tales From Shakespeare:
6. Shakespeare Timeline:
7. Shakespeare Genealogy:
8. Online Biography Quiz:
9. Shakespeare Glossary:
10. Collected Works:
11. The Oxford Society Web Site:
12. Interactive Shakespeare Online:
13. Encyclopedia Britannica Online:
14. Shakespeare Concordance:
15. Shakespeare Forum:
Online Writer's Guide:
17. Essay Guide:
18. Shakespeare Illustrated:
19. Collected Works:

Print Resources:

  1. Bate, Jonathan.  The Genius of Shakespeare (Oxford U. Press, 1998):
"A new kind of biography" by an Oxford scholar which supports the traditional view of Shakespeare.    According to Bate, Shakespeare's lack of a university education turned out to be his greatest strength.  It is simply a cultural bias to deny that a mere grammer-school boy and butcher's son could prove to be as talented as the university wits of his day.  386pp.); 

  2. Boyce, Charles.  Shakespeare A to Z: The Essential Reference to His Plays, His Poems, His Life and Times, and More (Delta/Roundtable Press, 1990). 
This reference book has it all: short paragraphs which identify characters according to the plays in which they occur; longer paragraphs with the historical background behind all of the plays and characters; complete summaries of all the plays with lucid commentary.    728pp.

  3. Boyce, Charles.  The Wordsworth Dictionary of Shakespeare (Wordsworth Editions Ltd.,  1996):
This is a new publication of the same book, Shakespeare A to Z (see above).  It is the same book and just as helpful, but please note that this version uses smaller pages with a smaller print font.

  4. Burgess, Anthony.  Shakespeare (Elephant Paperbacks, 1970):
A biographical work which assumes traditional authorship and which aims: "to set down the main facts about the life and society from which [Shakespeare's] poems and plays arose," in the context of the Elizabethan age.   Follows topical chapters on subjects such as "Home, School, Marriage, London, Globe," etc.  Includes a good index.  238pp.);

  5. Charney, Maurice.  All of Shakespeare (Columbia U. Press, 1993):
This remarkable little volume contains summary essays and literary evaluations of the entire corpus of Shakespeare's work, including all of the plays and the poems.  One chapter is dedicated to the Sonnets.  Written by a professor from Rutgers U., the essays are very readable and full of helpful insights.  Contains a substantial index.    424pp. );

  6. Chute, Marchette. Shakespeare of London (Dutton Co., 1949):
Considered a classic biographical account of the traditional Shakespeare, his life and times, based upon the documentary record and expressing a vivid picture of the Elizabethan theatre and of the personalities involved.   Includes a very substantial index.  372pp.  Unfortunately this classic is out of print.   Check your local library.  Many copies are still in circulation);

  7. Clark, W.G. & W.A. Wright, eds.  The Unabridged Shakespeare (Running Press, 1989);

  8. Cowan, Louise & Os Guiness, eds. Invitation to the Classics (Baker, 1998):
This is a gem of a resource, sub-titled: "A Guide to Books You've Always Wanted to Read."  It includes fresh material by credentialed, Christian scholars, providing introductions and summaries, study questions and discussions of the relevance, for dozens of the literary classics, including a chapter on Shakespeare's Hamlet, King Lear, Midsummer Night's Dream, and The Tempest by Louise Cowan, former chairman of the English Dept., and dean of the Graduate School at the U. of Dallas.  384pp.);

  9. Epstein, Norrie.  The Friendly Shakespeare: A Thoroughly Painless Guide to the Best of the Bard (Penguin USA, 1994):
Another handy and economical resource which is recommended for High School and College students.);

  10. Fox, Levi.  The Shakespeare Handbook (G.K. Hall & Co., 1987):
A compendium of scholarly essays on topics such as "The Elizabethan World,: "Shakespeare's Life," "Elizabethan & Jacobean Theater," and "Shakespeare on Film."  Assumes traditional authorship.  264 pp.);

  11. Greenblatt, Stephen, gen. ed. The Norton Shakespeare: Based on the Oxford Edition (Norton & Co., 1997):
Contains the modern-spelling Oxford Shakespeare with supplementary introductions, textual notes, and brief bibliographies, as well as a combination of marginal glosses and footnotes explaining and clarifying archaic words and concepts; 3,420 pp.);

12. Honan, Park.  Shakespeare : A Life (Oxford U. Press, 1998);

13. Laroque, Francois, et al. The Age of Shakespeare (Abrams, 1993);

14. Lamb, G. F.  Dictionary of Shakespeare Quotations (Wordsworth Editions, 1998): 
The relevance of this resource is reflected in the fact that Shakespeare is the most widely quoted author in the English language.  This classic selection lists 2,160 quotations (250pp.) by subject and topic headings.);

15. Leithart, Peter. Brightest of Heaven of Invention (Canon Press, 1996):
This is a first-rate Christian commentary on six of Shakespeare's most popular plays: Hamlet; Macbeth; The Taming of the Shrew; Much Ado About Nothing; Julius Caesar; Henry V.  No index, but many helpful review and study questions.  286pp.);

16. Matus, Irvin Leigh.  Shakespeare, In fact (Continuum, 1994):
A well-researched and documented investigation of the historical sources associated with Shakespeare's works and the questions about authentic authorship.   Provides a strong and winsome defense of traditional   Shakespearean authorship);

17. Rowse, A. L.  William Shakespeare (Harper & Row, 1963):
A fresh biographical study which ssumes traditional authorship and includes reference to Shakespeare's dependence upon the Bible as a primary source: "Of all Shakespeare's 'sources' the Bible and the Prayer Book come first and are most important.  Altogether there are definite allusions to forty-two books of the Bible... It is impossible to exaggerate the importance, then, of this grounding in childhood: for the adult [Shakespeare] the Bible and the Prayer Book formed the deepest, most constant and continuing influence and inspiration" pp. 41, 47);

18. Scott, Mark W.  Shakespeare for Students (Gale Research Inc., 1972): I
ncludes a chronology and critical interpretations of As You Like It; Hamlet; Julius Caesar; Macbeth; The Merchant of Venice; A Midsummer Night's Dream; Othello; Romeo and Juliet.  Each play includes overviews as well as topical and character studies, explanatory annotations and sources for further study529 pp.);

Students are also encouraged to investigate the introductions and literary notes in older encyclopedias (with 'signed' articles) as well as older and contemporary critical editions of Shakespeare's works and to visit the Shakespeare Atrium of the Oxford Tutorials website for updated resources and information:


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