Latin 380A
(Passion in Ovid) - Fall 2008 – Starks, Binghamton University SUNY
Requirements, Grading, Assignment Descriptions, and other Essentials
Required Texts:
Dunmore, C. W., ed. Selections from Ovid. Focus Reprints, 1962, 2003.
Fantham, Elaine. OvidŐs Metamorphoses. Oxford Approaches to Classical Literature, 2004.
Ovid. Metamorphoses, tr. Charles Martin. Norton, 2004.
I STRONGLY RECOMMEND that you buy a good, comprehensive dictionary, if you do
not already have one. The Oxford Desk Dictionary is a good basic dictionary,
better than the paperbacks, for quick reference. You should consider getting
one of the two Latin dictionaries that include citations for usage by
particular Latin authors, Cassell's Latin Dictionary (the hardback, not the
paperback) or the Oxford Elementary Latin Dictionary by Lewis.
Course Requirements and Rules:
Exams: 2 term exams on material
covered prior to that point in class. Sight passages and seen passages for
translation will both appear on these along with content, style and scansion
questions.
Oral Reports:
Each student will deliver 3 oral reports as follows:
1) A summary of content and style on one other amatory work of Ovid plus a pair from his Heroides. You need to be able to reduce these down to the essentials for your audience, especially in your search to express the variations in OvidŐs methodologies for presenting eroticism and passion in varied diction, and narrative and thematic structure.
2) Choose and read a modern scholarly article or chapter in a book on subject matter related to OvidŐs Metamorphoses and report to the class on the author's argument, evidence, and conclusions, NOT on the student's opinion of whether s/he agreed with the author. You may use any of the databases available through the library under Classical Studies, but the most useful will be LŐAnnee Philologique – IŐll show you how to use this.
Handouts are recommended for the first two reports.
3) You will find 2 art works (ancient or modern) on the same Greek or Roman mythological character(s) from OvidŐs Metamorphoses that interests you. This should be on a theme we have not covered in the Latin readings in class. You should produce a power point containing clear images of the two art works for presentation in class, which might include offering shots of details. Then discuss in a 1.5-2 page paper how each artist conceives the story, how s/he uses images, colors, texture, fabric, body language, placement, or any other artistic methods to convey a new approach to the characters or to reflect on important elements of the myth. Remember that artists can retell the myth for quite different purposes than the ancient authors. Be sure to discuss such departures from the version you read and try to find as much information you can about what the author was trying to express through the artwork and the myth.
These
reports will be 10 minutes or less STRICTLY OBSERVED on the dates marked on the
syllabus. KNOW how to summarize. A double-spaced page of average font takes
most readers 2.5 minutes to read, so bullet-point style notes inevitably cause
most people to run over.
These oral presentations are designed to help improve your
oral skills and allow you ample opportunity to improve and expand your oral
presentation methods. You may use any combination of audio-visual aids that
might best suit you, or you may experiment with different methods each time you
present. Reports can be interactive, not just lectures. You may design projects
that include your fellow-students, so long as you keep them informed of what
you are doing. Feel free to consult with me about your needs for the classroom
presentations and approaches you would like to try. If you plan to use A-V be
sure you have practiced with it before the time of your presentation. It will
eat into your time.
Class Participation: ATTENDANCE IS
REQUIRED. You will receive a daily grade for participation in class that
suggests your level of preparation on material covered (A, B, C, D or 0) and
your involvement in class activities. Participation includes questions,
exchange of ideas, and responses to directed or general questions from the
instructor or other discussion leader. An absence from class for ANY REASON
must be counted as a 0 since you cannot participate if you are absent. Two (2)
absences will be dropped, no questions asked, at the end of the term allowing 1
week of class days for illness, family matters, etc. In general, I do not
distinguish between excused and unexcused absences for purposes of daily
participation grades, but PLEASE always contact me by email or phone before
class if you MUST be absent on a given day. If absence should be unavoidable,
we could probably assess your preparation of material through other means, and
in any case, I want to know when and why you need to miss class.
Recitation: As this is a course in Latin poetry and as an advanced
Latin student you should be working on your oral proficiency with the language,
you will choose a passage of about 10 lines from Ovid to read to me during the
last week of classes. You will not have to memorize the passage, but you should
show strong awareness of proper pronunciation, the meaning of the lines, and a
proper tone that conveys that meaning to a listener. I will be glad to help you
with any pronunciation issues and discussion of tone. You will be allowed two
opportunities to read these lines aloud to me. I will give you credit for the
better of two readings, though I have found for most people, the second run is
more easy-going and feels better.
Paper: Because Ovid is a core author in Latin literature, and as
an advanced Latin student you need opportunities to practice scholarly and
analytical writing, you will be required to write a significant term paper (c.
15-20 pages, 1.5 spacing, 12 pt Times New Roman - length is negotiable, since
there are some, though few, important topics that can be dealt with in a short
format, and some studies may need more than 20 pages) using OvidŐs Metamorphoses as a major part of your investigation. You will need to do
significant scholarly research of a somewhat original nature, using several
ancient and modern scholarly sources. You will submit a prospectus outlining
your idea, the need for further investigation into this idea, and a sampling of
the evidence you think warrants this investigation with a working bibliography
of ancient and modern sources to be addressed. This need not be a complete
examination of the idea, but a sign that you have looked into it well enough to
warrant the study. This written prospectus will be submitted by the time and
date on the syllabus in a hard copy format. When I have examined your
prospectus, I will return it with some comments.
The
final paper will be due by the end of the Exam period as noted on the syllabus.
You are free to submit drafts for consideration in advance, but give me at
least a week to reply.
Grade Distribution:
38% = Average of Two Term Exams
20% = Final Research Paper
17% = Reports: 5% on Ovid and Article Reports, 7% on Art Report
23% = Participation/Preparation
2% = Recitation
I must insist on a firm grade scale as follows: 97-100 A+, 93-96 A, 90-92 A-,
87-89 B+, 83-86 B, 80-82 B- and so on for each grade tier I especially reserve
the right to consider borderline grades as falling on either side of the divide
that seems most appropriate given all grading circumstances (i.e., a 92.5 or
even a 92.9 cannot automatically be assumed to round up, though I may decide
that a student's overall performance may warrant such rounding). Consult me
about your progress in seemingly nebulous areas such as class participation,
etc.
Suggestions for Success:
1) ALL written work to be turned in for a grade must be
pledged with an affirmation of your adherence to the Student Academic Honesty
Code as described at this site.
2) Make sure that you regularly consult your binghamton.edu
email and Blackboard, as these are the most efficient ways for me to
disseminate information to everyone enrolled in this class.
3) My only real pet peeves in classroom demeanor are CELL
PHONES (turn them off), chronic tardiness, sleeping in class and not informing
me and others affected if you have a schedule problem.
4) I guess the next closest thing to a peeve is my
frustration with being unable to read the minds of completely silent
students. Part of the joy of the classics is sharing what you think about
it - whether good or bad. There's always something that deserves discussion,
and the whole class can benefit from your insights. And (this is the lesson
I've had to learn over time), if you're a natural talker, know when to balance
your contribution with that of those around you. Be sensitive to the silences
that sometimes occur - someone may be thinking deeply. I have toyed with the
idea of using email chat rooms to help out those who are more inclined to
silence, but I continue to believe that oral human communication is a most
valuable gift and tool for all aspects of modern life, just as it was for the
even more orally oriented cultures of the ancient world.
5) Keep on your syllabus. This class will allow little time
for catching up if you fall behind. The syllabus/daily assignments offers a
guide and a goal. If you find yourself unable to get through the assigned
readings and exercises, let's discuss it as a group or individually - work with
others, divide the load and then make sure you teach each other. I prefer to
have a plan, and try to find the best way to get there. CHECK YOUR SYLLABUS
FREQUENTLY FOR ANY CHANGES I MAY NEED TO MAKE ALONG THE WAY.
6) Bring all the appropriate books each day they are
required by the syllabus. Try to mark up your book as little as possible with
answers, but often with extra info that helps you understand. Absolutely DO NOT
bring your fully written translations into class with you and read from them (I
had to be broken from this habit 1st term freshman year by being called down in
class. It worked). Show that you understand what you read or that you have
questions about what you read. Make vocabulary and grammar notes while you
read, and you can bring that to class with you if necessary. Rereading through
an assignment shortly after leaving class is the absolute best way to see if
you really understood what was going on with the changes suggested there.
Nothing is worse than recalling the incorrect interpretation that you worked so
hard on before class better than the corrected interpretation or deeper
interpretation that you take away after class simply because you spent so much
more time on the former and not enough time on the latter.
____ * Binghamton U Classics Department Corollary to Starks
Suggestion 6: You have probably figured out that someone else has already
translated many passages you are translating for class. There are two useful
and honorable ways to use someone elseŐs translation:
a) Read the entire work in English, including the parts we donŐt cover in
class, to have a fuller understanding of the context for your passages.
b) After working on a translation on your own, with all the help that
dictionaries, commentaries, grammars, and your own good sense can provide, if
you get stuck on a sentence, you may refer to a translation to get a sense of
what the sentence says and to get unstuck. Then you must put away the
translation and translate the sentence yourself to guarantee that you
understand the grammar and syntax, especially since most translations are not
written to help you get through the assignment. Ideally, you will not use someone
elseŐs translation at all. But I would much rather you do so very occasionally
than have you get frustrated or spend a whole evening on one sentence.
7) Extra Credit - fuhgedaboutit!! (Someone burned me long
ago abusing extra credit. I'm afraid there is no antidote for my allergic
reaction to requests for extra credit). On the other hand, you get personal
extra credit for every thing you learn above and beyond the call of absolute
duty, so look at the bigger picture.
8) Final Grades are an assessment of your whole performance.
I like to create many components to a grade as an evaluation of a complete
student. I tend not to curve individual assignments (unless something is
clearly wrong with the grading apparatus) in order to preserve my overall sense
of student performance and aptitude for the assignment of the more important
final grade. I do consider improvements in problem areas as part of what shows
your increased aptitude.
9) Enjoy learning Latin. Let's make our time in class
productive, but also, as often as possible, interesting, enjoyable and thought-
provoking. We will talk frequently about the way Romans and Greeks thought and
lived to try to understand what they are saying to us. We will not sit in a
dull translation session 2 days per week. We will change exercises and engage
in discussion of ideas often.
Pursuant to this end, please feel free within reason
to bring coffee or other legal stimulants for our sessions - we will agree to
meet in locations other than the room when weather and lesson needs permit -
Latin and Greek schools often met in a stoa/basilica or under a tree, in the
open air - we should do no less.
10) One day there may be a suggestion 10, but right now, I
don't have one and there were 9 Muses, so we will leave an ennead of sage
Starks suggestions for student success - maybe suggestion 10 should be to
practice saying that 10 times fast.