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LINGVA LATINA
CII (Latin 102) Spring 2008 8:30-9:30 AM MTWTh, Academic Building B 125 jstarks@binghamton.edu
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Course Synopsis and Student Learning Goals: Welcome to first year Latin! In spite
of what you may have heard, Latin is not dead; it is alive and well, and you
are proof. It is also a myth that 'You can't speak Latin.' Of course you can
speak Latin - why would Romans have developed a language they couldn't speak?
You can and will speak some Latin this term – useful for all those
moments when you want to appear exquisitely learned and do not want all within
earshot to understand every word.
This course will continue your introduction to a language
that served a tiny village on the Tiber River in Italy, then a massive empire
that reached from the Atlantic to the Persian Gulf, from Scotland and Germany
to Morocco and Sudan. Long after it ceased to be spoken widely by Italians, it
served Europe as the international language of diplomacy, education, and
professional skills, such as law, medicine, science, and theology into modern
times. The Latin language will open your eyes to elements of world culture and
history, social, philosophical, and artistic understanding, and the roots of language
itself, including your own native language, whatever that may be. English owes
some 40-50% of its vocabulary directly to Latin roots and French, a Romance
language, and if you add the Greek learning that many Romans adopted, another
10% of English vocabulary can be better understood. Through study of grammar,
and readings that teach Roman culture, we will learn a great deal about an
influential foreign culture, and ultimately about world culture and American
heritage.
This will not always be a pure translation class - we will
vary exercises, learning styles, and material as often as possible, from
discussion of topics in English to presentation of short texts in Latin. We
will try to laugh often, even when we're working hard. During this semester,
you will be reading some original Latin or slightly adapted sentences from
famous poems (epic, lyric) and prose (speeches, histories, philosophy). You
will learn foundational elements of Latin grammar and syntax, and we will spend
significant time discussing the roots of English grammar as a support to our
learning of Latin grammar. You will also enhance your English vocabulary while
learning the meaning of Latin vocabulary, and you will begin to understand some
of the most important principles of Roman life and society.
Course Requirements:
Texts:
Susan C. Shelmerdine Introduction to Latin, First
Edition Revised
(Focus, 2007) ISBN: 1585102709
John C. Traupman_ Conversational Latin for Oral Proficiency, 4th
edition (Bolchazy-Carducci,
2007) ISBN865166226
Class Participation: ATTENDANCE
IS REQUIRED. Beginning the second week of class, 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 others. An absence from class for
ANY REASON must be counted as a 0 since you cannot participate if you are
absent. Four (4) absences or your lowest participation grades 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. I want to know when and why you need to miss class, and make sure
that you don't get too far behind.
It is important to understand that participation can include
informed questions, requests for further explanation, offering to answer
specific questions, or any contributions that foster learning in the classroom
environment.
The
Conversational Component of this course is a requirement, but you will only be
graded on the conversational materials within your class participation grade.
There will be no tests specifically on conversation, but I may include some
elements of our conversations on quizzes or exams.
GROUP WORK PROVISO: I will utilize different groupings of
students from time to time in class to facilitate peer learning and review. Be
prepared any given day to form groups quickly and efficiently as instructed. I
encourage those of you who benefit from group study to create a working study
group for out-of-class work.
HOMEWORK PROVISO - I generally check homework by
asking questions of students in class or asking what questions you have. There
is no way we will translate every word of every assignment in class. Homework
may include exercises and readings from Latin to English or English to Latin,
either in the Shelmerdine text or supplementary exercises found at http://www.leakyroofproductions.com/index.html
or in the Conversational Latin text, as well as reading of grammatical
explanations, review of vocabulary, and other assignments. When possible, the
answers to significant unfinished assignments will be posted on
Blackboard; the supplementary exercises are available with answers at http://www.leakyroofproductions.com/index.html
for self-study, including self-correcting exercises on vocabulary, word forms
and translation. DAILY HOMEWORK ASSIGNMENTS ARE THE ONE TYPE OF WRITTEN WORK ON
WHICH I ENCOURAGE YOU TO WORK WITH OTHERS, BUT MAKE SURE YOU UNDERSTAND
EVERYTHING FOR YOURSELF BY THE TIME YOU GET TO A QUIZ OR EXAM.
Quizzes: Up to
10 quizzes will be given as listed on the syllabus (I may, by consultation with
the class prior to quiz day, decide to omit any quiz, if we need more time to
deal with topics before quizzing on them. A few times during the term, these
quizzes may be take-home format to allow for more thorough answers or
translation or to facilitate other in class needs. These will always be
administered at the END of each class session listed on the syllabus (generally
at the end of each week not including an Exam), so that additional time spent
on quizzes by individuals does not impact the entire class moving on. Quizzes
will usually consist of translation from Latin to English and some form
identification and will cover material learned from the day of the previous
quiz to the end of the session prior to the quiz. The lowest quiz grade will be
dropped at the end of the term, so makeup quizzes will generally not be given.
If a quiz is scheduled, and if you absolutely cannot make it to class that day
for legitimate reasons, and you contact me appropriately before the class in
question, I will consider whether you may take the quiz at another time (Nota
bene: OVERSLEEPING IS NOT A LEGITIMATE EXCUSE). Absence for religious holidays
also requires notification of the instructor prior to the absence. Again the
basic rule is to keep the line of communication open.
Tests: You
will take three major term exams as listed on the syllabus. These will test
grammar recognition, word forms (morphology), translation from Latin to
English, and reading comprehension and the formats will be partially derived by
consensus of the class. Absence from a test FOR ANY REASON is very serious and
may result in a much more difficult makeup test AT THE INSTRUCTOR's DISCRETION
(I always reserve the right to refuse to give a makeup exam) - again, absence
from a test for serious illness or other legitimate reasons demands prior
notification of the instructor, at which time I will consider whether you may
take the same exam at an alternate time. That said, if you show signs of being
very studious and make solid progress through the term, but you are obviously
ailing so badly on a test day that your performance would be unrepresentative
of your regular work, please speak with me and arrangements can usually be made
for a makeup time – be fair with me and I will extend you the same
courtesies.
Final Exam: Of
necessity, tests in language courses are always comprehensive (Grammar forms
and vocabulary don't go away, they just may disappear for a while and return
suddenly). The final will be even more so. I will cover the last quarter
of the class material in some detail on the final, but there will also be a
fair amount of review material from throughout the term.
ACADEMIC HONESTY AND WRITTEN WORK – I cannot stress enough (and you will see more mentioned about this below) that every piece of work you turn in for a grade must be yours and yours alone. Cheating, whether in class or out of class, is a punishable offense at Binghamton University, and will be addressed very seriously in accordance with university policy.http://www.uncg.edu/%7Ejhstarks/lat101syl.html
Grading: Your final grade will be determined as follows:
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Final Exam |
26% |
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Average of Test scores |
39% |
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Average of Quizzes |
15% |
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Class Performance & Participation |
20% |
I must insist on a firm grade scale as
follows: 93-100 A, 90-92 A-, 87-89 B+, 83-86 B, 80-82 B-, 77-79 C+, 73-76 C,
70-72 C-, 60-69 D, 0-59 F. 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 determine that a student's
overall performance may warrant such rounding). Consult me about your progress
in seemingly nebulous areas such as class participation, etc. I am always
available for questions about your grade, even though you may not see it posted
in the Blackboard grading system. I do not post grades on that system because I
do not like the grading system tabulation format.
Other Expectations:
You may need to spend 2-4 hours
outside of class for every hour in class (8-16 hours per week). Foreign
languages often require significant preparation time if you want to do well.
Because we meet four times per week, you will have significant amounts of time
to ask questions of me and work with peers in class and out of class.
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 (even in early
morning classes, folks), 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 (to be safe bring BOTH books EVERY day). Try to mark
up your book as little as possible with answers, but often with extra info that
helps you understand. On longer readings, such as passages, 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.
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 4 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 these early morning 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.