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Are you sure you want to continue? Upload Sign In Join. Home Books. Save For Later. Create a List. Read on the Scribd mobile app Download the free Scribd mobile app to read anytime, anywhere. Souvestre, v2 84 in our series The French Immortals Crowned by the French Academy 2 in our series by Emile Souvestre Copyright laws are changing all over the world, be sure to check the laws for your country before redistributing these files!!! Please do not remove this. In vain I turned on my side; the persevering light, like a victorious enemy, pursued me into every position.
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At last, quite out of patience, I sat up and hurled my nightcap to the foot of the bed! I will observe, by way of parenthesis, that the various evolutions of this pacific headgear seem to have been, from the remotest time, symbols of the vehement emotions of the mind; for our language has borrowed its most common images from them. You may annotate your text with vocabulary, asterisks and lines linking adjectives to the nouns they modify, subjects to verbs, etc.
Remember they will not be there on the tests. The first 5 minutes of each translation class will be given over to a vocabulary test where I will give you 5 words in the form they appeared in the assigned text and ask you to translate them. On 3 occasions during the semester I will substitute a very short unseen for the vocabulary test.
These will not be announced beforehand. On the days scheduled for discussion of the other plays you should read the play and answer the study questions which I will post on Blackboard by the class period before.
This course has two distinct levels and two distinct threads. We will start slowly and work up to 5 pages a week in the first half of the course. In the second half of the course we will be reading pages a week. To begin with we should be able to cover the whole assignment in class. Students will be called on to translate, from the TEXT, not a written-out translation.
You may write out a translation if you think it will help you to review, but do not use it in class. You may make annotations in your text, but try to keep them to a minimum; they will not be there on the tests. Once we get to about 3 pages we will not be able to cover the whole assignment in class, so I depend on you to read carefully and identify any passages that you do not fully understand. This material will be tested on the Tests and Final by passages for translation and grammatical and stylistic comment.
We will not be doing any philosophical heavy lifting in this course. I expect these translations to be very accurate for both and students. The second thread involves more rapid reading of selections from the prose authors on the Reading List for the Greek PhD translation exam. Again we will start slowly and work up to 20 pages a week. This is only a minimum; if you can read more you should do so. In these class sessions we will spend some time discussing the overall style and context of the selections.
We will not be able to cover all of these assignments in class from the beginning of the course, and again you should try to identify passages that you would particularly like to go over in class. This material will be tested on the Tests and Final by passages for translation. The passages for students in will be glossed and will be graded as if they were Unseens. For students in only very unusual words will be glossed, and I will expect a certain accuracy, although not to the same level as in the Symposium translations. In addition to these requirements students in will prepare 3 polished translations of roughly an OCT page of text from the Reader.
They will also write a term paper of pages which will involve an oral presentation and a rewrite. Students in will, in addition to the Symposium passage and the passage from the Reader , translate an unseen passage on each test and the final. The Signature Course is your opportunity to engage in college-level thinking and learning.
Present day Western civilization has many roots, but the significance of the heritage from ancient Greece cannot be overestimated. It laid the groundwork for and shaped our literature, art, politics, philosophy, science, education and many of our cultural assumptions. But it is still in many ways a strange and foreign country.
This course offers an introduction to ancient Greek culture from its beginnings to the end of the Classical period, conventionally placed at the death of Alexander in B. This course is not a history course per se. We will learn a chronological outline of the most significant events in Greek history, but we will primarily focus on the literary and artistic masterpieces of ancient Greece and the social and cultural context in which they were produced.
The first class period of each week will be spent amplifying a chapter from a secondary text that will provide the context for the primary works which we will look at on the Wednesday and Friday of each week. This course carries a Global Cultures flag and fulfills the Visual and Performing Arts requirement; it may also be counted as an elective. The Cambridge Illustrated History of Greece , ed.
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Paul Cartledge, Cambridge University Press ISBN Apollonius' Argonautica is the fullest extant telling of the myth of Jason and the Argonauts and their quest for the Golden Fleece. Although Apollonius was a contemporary of Callimachus he used Homeric epic hexameter as a model for his verse. However, his concern for the psychology of his characters, and his interest in romance and adventure foreshadow aspects of the Hellenistic novel. We will read the entire third book in Greek, paying attention to epic forms and metre but also to Hellenistic trends such as the interest in local customs and the rationalization of divinities.
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We will also read the other three books in translation. Hunter, Cambridge University Press Jason and the Golden Fleece The Argonaut ica , trans. Hunter, Oxford University Press The primary aim of this course is to introduce you to some of the masterpieces of Greek tragedy, works which have had an incalculable influence on Western civilization. I will explain the social and cultural background of the texts, identify some of the questions that they pose and suggest some interpretations, but the ultimate aim is for you to feel comfortable enough with these works that you are ready to offer your own interpretations of character and action.
When preparing for the midterm and the final you should use the study questions as a guide to the sort of questions I might ask, and organize material from the readings, my lectures and your own notes accordingly. This course is flagged as one that explicitly discusses issues of practical ethics and leadership. Orestes is told to kill his mother by Apollo; Achilles is asked by the Greek army, and eventually by Iphigeneia herself, to stand by and let a young girl be sacrificed so that the Greeks can destroy Troy; Neoptolemus is pressured to lie, cheat and steal by Odysseus, again so that Troy might fall.
It is my fervent hope that none of you ever find yourselves in exactly these situations, but it is eminently conceivable that at some point in your lives you will face an ethical dilemma or challenge in which your values will conflict with what you are encouraged to do by an authority you consider infallible, by peer pressure, or by a mentor.
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We will spend a session after concluding each play brainstorming as many such situations as we can as a class. There will be further instructions for this exercise. To cover both books we will need to read about lines a week and, after a brief introduction to Epicurean philosophy, the first couple of weeks of class will be devoted to translating as much as possible in class. Once students are more comfortable with the Latin we shall devote more time to discussing issues of style, metrics, philosophy, earlier Latin poetry and the influence of Lucretius on later poets—particularly Vergil.
At this stage we may not cover all the Latin text in class, but students will always be able to ask to go over any passage they were unable to figure out by themselves. Each student will make an oral presentation on the topic of their longer paper. The length of the oral presentation will depend on the number of students in the class. The long paper will be due two weeks before the end of the semester so students will have time to revise their paper.
Godwin Warminster This course offers a survey of ancient Greek culture from its beginnings to the The aim of this course is to introduce you to some of the masterpieces of Greek literature from the Archaic and Classical eras of Greek civilization, works which have had an incalculable influence on Western civilization. I will explain the background of the texts, identify some of the questions that they pose and suggest some interpretations, but the ultimate aim is for you to feel comfortable enough with these works that you wish to read further in them yourselves, looking for your own questions and answers.
Texts - All required The Iliad of Homer, trans. Richmond Lattimore The Odyssey of Homer, trans. Mary Barnard Aeschylus I: Oresteia, trans. Moses Hadas Euripides: Ten Plays, ed. Moses Hadas Aristophanes: Four Comedies, ed. Grube Plato: The Republic, trans. We will cover enough basic grammar and vocabulary for you to begin reading short passages from a wide range of ancient Greek writers. Greek is the first half of a two-semester sequence that continues with Greek and prepares students to advance to Intermediate Greek GK and , where students read selected works by authors like Plato and Homer.
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