HANDBOOK FOR MAJORS
Carleton College Classical Languages FacultyRequirements for the Major:
Classical LanguagesIntegrative Exercise. Writing the Comps Paper
Junior-Senior Comps Collaboration
Departmental Requirements for Graduation - Form
Department of Classical Languages Courses
Classics CoursesRelevant Courses in Other Departments
References & Research Resources in the Carleton Library
Certification for Secondary Teaching
Departmental Curriculum Committee (DCC)
Student Departmental Advisor (SDA)
Information Form for Letters of Recommendation
FACULTY 2003-2004
JACKSON BRYCE, Professor
A.B. Catholic University; A.M., Ph.D. Harvard University. Special interests in Roman literature and history (especially of the Christian era).Began teaching at Carleton in 1972.
MATTHEW STEVEN SEMANOFF, Mellon Post-Doctoral Teaching Fellow
A.B. Carleton College; Ph.D. University of Wisconsin (Madison). Special interests in Hellenistic Poetry.Visiting Carleton Fall 2002 through Spring 2004.
CLARA SHAW HARDY, Associate Professor, Chair
B.A. Oberlin College; Ph.D. Brown University. Special interests in performance of Greek and Roman drama, and gender studies.Began teaching at Carleton in 1990.
JOHN J. PERADOTTO, Benedict Distinguished Visiting Professor
of Classics
A.B., M.A. St. Louis
University; Ph.D. Northwestern University
NANCY WILKIE, Professor of Classics and Anthropology
A.B. Stanford University; M.A., Ph.D. University of Minnesota. Special interest in archaeology. Co-coordinator of the Archaeology Concentration.Began teaching at Carleton in 1974.
CHICO (CLAYTON) ZIMMERMAN, Professor
B.A., Duke University; M.A., Ph.D. University of North Carolina (Chapel Hill). Special interests in Hellenistic poetry, mythology, and Augustan poetry.Began teaching at Carleton in 1989.
SeniorsRachel BoehmeJulia Ewing
Alma Mazer
Mike Schorsch
Phil Schrader
Juniors
Cassie BermelBen Faroe
Anna Grasso
Max Greene
Simone Kahmeyer
Kat McLarn
Sylvia Reed
Bill Richter
Don Swanbeck
The Department of Classical Languages offers four different majors with an increasing level of emphasis on the ancient languages: Classical Studies, Latin, Greek, or Classical Languages.
This is an excellent liberal arts major. The prototypical interdisciplinary field, Classical Studies combines work in language, history, culture, and literature of the ancient world. This major provides a very useful background for further work in philosophy, art history, ancient religion, medieval studies, or English. It is a good choice for pre-med and pre-law students, as well as students looking for a strong general education in the liberal arts. Students anticipating further work in Classics should supplement the requirements of this major with more courses in the ancient languages.Requirements: 30 credits of work in Greek and/or Latin, including at least 24 credits of language work beyond the 102 level; 36 additional credits in the general area of classical civilization, including Classics 110 and one Greek and one Roman history course. Further courses in the languages may be included in this group. Students must choose a particular focus within the general area of classical civilization and shape their program around it. Normally this will involve a concentration on either Greek or Roman civilization with work in the appropriate language. Students must register for six credits of Integrative Exercise during their senior year.Integrative Exercise
See "Writing the Comps Paper"
This major is intended for students who want a thorough introduction to the language and literaure of Greece. It is an excellent major for students who wish to go on in seminary or in philosophy. Students anticipating further work in Classics should supplement the requirements of this major with more courses in Latin.
Requirements: 36 credits in Greek beyond Greek 102. In addition, students must take 30 additional credits in the general area of classical civilization including Classics 110 and Greek History. Further credits in Greek, or credits in Latin, may count toward these credits. Students must also register for six credits of Integrative Exercise during their senior year
Integrative Exercise
See "Writing the Comps Paper"
This major is intended for students who want a thorough introduction to the language and literaure of Rome. It is an excellent major for students who wish to go on in English or Romance languages, or in medieval studies. Students anticipating further work in Classics should supplement the requirements of this major with more courses in Greek.Requirements: 36 credits in Latin beyond Latin 102. In addition, students must take 30 additional credits in the general area of classical civilization including Classics 110 and Roman History. Further credits in Latin, or credits in Greek, may count toward these credits. Students must also register for six credits of Integrative Exercise during their senior year.
Integrative Exercise
See "Writing the Comps Paper"
This major is intended for students who plan to pursue graduate work in classics or who want a thorough introduction to the language and literature of both Greece and Rome.Requirements: 30 credits in Latin beyond Latin 102, plus 24 credits in Greek beyond Greek 102; or 30 credits in Greek beyond Greek 102, plus 24 credits in Latin beyond Latin 102. In addition, students must take the following in-translation courses: Classics 110 and one course dealing with Greek or Roman history, depending on the language emphasized. All students must register for a total of six credits of Integrative Exercise during their senior year.
Integrative Exercise
See "Writing the Comps Paper"
Spring Term Junior Year: At the end of the Spring Term, Juniors will be asked to submit a 1-2 page proposal outlining the topic they are interested in pursuing for their comps project. This proposal should explain: 1) how you became interested in the topic; 2) what previous work you have done related to the area that will be of service to you as you pursue it; and 3) the proposal should make an argument for how this project will function as a suitable culmination to the work you have done within your major.
The comps process takes 17 weeks. Students are strongly encouraged to do this work during the Fall and Winter Terms of their senior year. In cases where students wish to be off campus during the Fall of their senior year, however, they may opt to do the work during the Winter and Spring terms. Thus in the description below reference will be made to "Term One" and "Term Two" of the comps process.
Fall/Winter Term Senior Year: During Term One of the comps process students will register for 3 credits of Integrative Exercise and meet with their comps advisors on a weekly scheduled basis in order to discuss the progress of their research and writing. Students will also be required to attend a session in the library dealing with resources available both at Carleton and elsewhere for research in Classics.
At the beginning of the third week of Term One a 2-3 page abstract of the project is due, outlining the intended direction of research more explicitly, and discussing which primary and secondary sources will be central to it. Thereafter students should bring drafts of preliminary outlines, paragraphs, and small sections to each weekly advisor session as they work on the next phase of their project.
NB: There are some projects for which, by their nature, it makes more sense to start with secondary rather than with primary sources. Once students have completed their abstracts, they should discuss with their advisors whether to start with the Essay at the Topic or the Bibliographic Essay.
The Essay at the Topic (7-10 pages) will provide a detailed plan for the use of the relevant primary sources and an outline for further research in secondary sources. Students must also insure the availability of the secondary sources they they will need; items not found at Carleton must be obtained in a timely fashion through Inter-Library Loan or Minitex.
The Bibliographic essay (7-10 pages) should describe how the secondary literature you have selected relates to your topic. This should not be merely an annotated bibliography, but a coherent essay, balancing and assessing the contributions to your argument of the main secondary sources you have chosen to use.
The first of these two essays is due at the beginning the the sixth week of term one. The second is due at the beginning of the ninth week of term one.
Winter/Spring Term Senior Year: During Term Two students will register for 3 credits of Integrative Exercise. Weekly meeings with advisors must again be scheduled to discuss research strategies and drafts.
The Full Public Draft (20-30 pages) of the final paper will be due at the beginning of the fourth week of term two. This version is by no means a ruogh draft, being the product of many preliminary drafts of paragraphs and sections discussed with the advisor during the term. It will be copied and circulated to all faculty and at least one junior major who will also work with you on your oral presentation. Their written comments will be given to you at the beginning of the fifth week so that you can take them into consideration when producing your talk and the final version of your paper.
Comps talks, approximately 1/2 hour long, will be scheduled during weeks five and six of term two. At least one junior major will be assigned to lead the discussion following each talk. You should work closely with this student and your advisor when preparing for your talk. Your talk should not simply cover what is in your papers, but should focus on one or more particular issues such as how you came to your topic, the methodology you used in pursuing your research, unresolved problems, etc. Final versions of your papers (20-30 pages) are due at the beginning of week seven. Only after completion of all of the comps requirements will grades for the 6 credits of Integrative Exercise be sent to the Registrar. These grades are due in the seventh week of Spring term. According to College policy, comps do not receive letter grades. Therefore, we cannot acknowledge the many different levels of achievement that we see among students other than by our written and oral feedback at the end of the process. Distinction in comps is achieved by excelling in all parts of the comps process, including the initial drafts of your comps paper, the final version, and your comps talk. The precise due-dates this year are below: please MARK THEM IN YOUR CALENDAR.
Reminders about the Craft of Writing
By the time you write the Public Draft of your comps, you and your readers will be beyond the stage of basic writing skills; they want to focus on helping you with the substance and presentationof your argument. Therefore the Public Draft must already exhibit the basic qualities of expository writing: a sharply focused topic; a clearly delineated line of argument; and paragraphs which develop the argument in a logically compelling sequence, each paragraph with its own topic sentence. To achieve logical sequences of paragraphs, write from outlines.
Sentence fragments and run-ons are inexcusable even early on, let alone in the Public Draft. Recall that a compound sentence can be spliced with a comma plus a co-ordinating conjunction (and, but, for, or, nor); but without a co-ordinating conjunction you need a semicolon. Examples: [comma] This is plausible, but further proof is necessary. [semicolon] This is plausible; however, further proof is necessary.
Handling Quotations. Brief quotations, defined as two lines max, when in English are embedded within a paragraph with quotation marks; quotations in Latin or other foreign languages are embedded without quotation marks but in italics. Indicate the end of a line of verse with a backslash [/]. Greek quotations are not italicized, but they must appear with all the proper accents and breathings. A closing quotation mark is placed before a colon or semicolon, but after a comma or period. Longer quotations are indented and single spaced without italics. If a quotation consists of a complete sentence, it is generally introduced by a comma [Cæsar begins, "All Gaul is divided into three parts."] or colon [Cæsar begins thus: "All Gaul is divided into three parts."], or else by "that," with no comma or initial capital letter: Cæsar points out that "all Gaul is divided into three parts."
If your quotation is a sentence fragment, it must fit into your sentence following normal rules of English grammar and punctuation: But Virgil speaks of "arms and a man." For this reason, one must be very careful about embedding foreign language sentence fragments within an English paragraph, especially Latin or Greek phrases in an oblique case. If such embedding cannot be done while maintaining the grammars of both languages, then it must not be done at all. So it is legitimate to write "Virgil speaks of arma virumque," but not "Amoris causa caused Dido's unhappiness," because the Latin phrase cannot make it as the subject of a sentence. If you must use Latin or Greek terms, use them in the nominative: Dido was unhappy in amor. But be sparing with this sort of thing, which easily crosses over into the pretentious.
Avoid numerous, lengthy quotations from secondary sources, and instead distill what they have to offer into your own argument. Since your audience includes students who may not have studied Greek or Latin, you should provide English translations of longer quotations in Latin or Greek, preferably in a second paragraph of indented, single spaced material.
Citations. Two systems are in good usage: 1) footnotes, clung to by humanists; and 2) parenthetical citations, beloved of social scientists. (Endnotes, which force your reader to flip pages, are inexcusable with today's word processors.)
1) Footnotes. The superscript footnote reference number is placed after any quotation mark, and then after a comma or period, but before a semicolon or colon. Examples:
arma virumque cano1:
arma virumque cano,2
"arms and a man,"3
Many systems for footnote citation have come into and gone out of favor; here's a good one for the nineties. With spaces but no punctuation, write the author's last name only and then the page number: Bryce 4. Commas and p. or pp. are no longer in vogue. If you use more than one of Bryce's immortal works, give his name, a brief title, and then the page number: Bryce Fun 4. In your bibliography will appear the full citation:
Bryce, Jackson. Fun with Footnoting. Oxford, 1996.
If and only if your very next footnote cites the same work, say on page 6, write ibid. 6; if the citation is to the same page, you just write ibid. by itself. Avoid the infuriating and obsolete op. cit. If Bryce's piece is an article rather than a book, say in volume 17 of a journal, the abbreviated citation in the footnote will use quotation marks rather than italics [Bryce "Fun" 4], and the full bibliography citation runs as follows (note spacing, quotation marks, italics, and punctuation):
Bryce, Jackson. "Fun with Footnoting," The Essential Academic 17 (1996) 3-17.
Finally, here's the bibliography entry if the piece is a chapter in a collection of articles:
Bryce, Jackson. "Fun with Footnoting," in John Dugan, ed., Academic Niceties for the Nineties, 32-47. New Haven, 1996.
It may be a little old fashioned, but I think eminently user-friendly and courteous, to give complete bibliographical information the first time a work is footnoted, saving the shorthand form for subsequent footnotes. This way your reader does not need to flip to the bibliography each time there's a new author mentioned in order to figure out what you're quoting. If you decide to do this, the proper forms for the first citation, in the same order (book, article in journal, article in collection), are these:
Jackson Bryce, Fun with Footnoting (Oxford, 1996) 4.Jackson Bryce, "Fun with Footnoting," The Essential Academic 17 (1996) 4.
Jackson Bryce, "Fun with Footnoting," in John Dugan, ed., Academic Niceties for the Nineties (New Haven, 1996) 36.
Note in the latter two examples that the full page numbers of the article are not given, but only the specific page for the quotation footnoted; the full numbers will be given in the bibliography, of course.
2) Parenthetical citations. Within the parentheses, write the author's last name, a space, the date of the work, a colon, a space, and the page numbers (without p. or pp.), as follows: Two citation systems are in force (Bryce 1996: 4). Note that the parenthetical citation is part of the sentence; therefore the period comes after the closing parenthesis. If the author's name is in your sentence, you omit it from the citation: Bryce (1966: 4) allows only two citation systems. Your bibliography entry for this work will look like this (note carefully the spacing, punctuation, and italics):
Bryce, Jackson. 1996. Fun with Footnoting. Oxford.If you must quote from both of Bryce's 1996 tomes on footnoting, you refer to them as 1996a and 1996b in your parenthetical citations; and in your bibliography, they appear as follows:
Bryce, Jackson. 1996a. Fun with Footnoting. Oxford.___________. 1996b. Further Notes on Footnoting. Cambridge.
If Bryce's piece is an article rather than a book, say in volume 17 of a journal, your bibliographical citation looks like this (notice how volume number and page numbers are handled):
Bryce, Jackson. 1996. "Fun with Footnoting." The Essential Academic 17: 3-17.Finally, if the piece is a chapter in a collection of articles:
Bryce, Jackson. 1996. "Fun with Footnoting." In John Dugan, ed., Academic Niceties for the Nineties, 32-47. New Haven.Thus far we have discussed footnotes as the vehicle for citations; but footnotes can also contain prose. But be careful not to put material into footnotes that is essential to your argument; this belongs in the main text. Be careful, too, of overloading your paper with footnote tangents. Clearly it is better to relegate tangential material to footnotes than let it clutter the main text; but consider carefully whether such material ought not go into an appendix, or even a different paper!
References to ancient texts. Here the parenthetical system is preferred by all, and you just put the minimum necessary info within parentheses. When you have books and line numbers, use numbers divided by a period with no spaces: 7.11-15 means book VII, lines 11 through 15. It is the same with book, chapter, and section numbers: Cicero De Oratore 2.14.27 means Book II, chapter 14, section 27. Remember that the parenthetical material is part of your sentence, and therefore comes before the period. Remember also that it is not part of what you are quoting, so it comes after the quotation marks. NEVER cite an ancient work by page numbers in a translation; ALWAYS cite by the conventional divisions in the Latin or Greek text (i.e. book, chapter, section, line) even when you are quoting in English. (This enables your reader, no matter what text or translation may be on his/her shelf, to find the passage. Of course, you will mention in a footnote and your bibliography which translation you are using.) Examples follow (note spaces, italics, quotation marks, and punctuation very carefully):
When you read arma virumque cano (Virgil, Æneid 1.1), what comes to mind?Virgil put it bluntly: "Of arms and a man I sing" (Æneid 1.1).
The opening words of Virgil's Æneid, Arma virumque cano (1.1), suggest that…
Abbreviations are entirely acceptable; just make them clear [Cic. De Or. 2.14.27]. Note that titles of major works are italicized, while titles of minor works are put in "quotation marks" in a language using the Roman alphabet; for Greek titles you use neither italics nor quotation marks. Do not use underlining, which is conventional when typewriting or handwriting to indicate italics, but inexcusable in comps given the capabilities of word processors.
A word about dashes. When typewriting, you indicate a dash by a double hyphen without spaces--like that. But your word processor has a proper dash - like that; so summon it with shift-option-hyphen on a Mac, or alt-zero-151 in Word for Windows on a DOS machine (i.e. zero on the number pad, with number lock on). Be careful not to use too many dashes, though: three per page is already pushing the envelope.
About punctuating a series: The standard method is to use commas and a conjunction as follows: A, B, and C. If the elements of your series contain commas, then you may want to bump up to semicolons, thus: A, a, and a; B, or b; and C, c, c, and c. But polysyndeton [A and B or C then D] is frequently useful, and sometimes asyndeton is effective [A, B, C, D].
Page numbers: Do have the courtesy to provide page numbers on even the most preliminary drafts, so that your readers and commentators can freely shuffle the pages about and conveniently refer to passages that they need to discuss. Your word processor can be taught to provide page numbers automatically when printing.
|
Seniors |
Faculty Advisor |
Topic |
|
Rachel Boehme |
Clara Hardy |
Rape and Marriage |
|
Julia Ewing |
Matt Semanoff |
The Roman House |
|
Alma Mazer |
Chico Zimmerman |
Debate about Nero |
|
Mike Schorsch |
Chico Zimmerman |
The Homilies of Basil of Caesaraea |
|
Phil Schrader |
Matt Semanoff |
Xenophon's Cyropaedia |
In order to better prepare Juniors for comps and to provide Seniors with on-going peer review, Juniors will work closely with Seniors and their comps advisor throughout year. Seniors should feel free to have their Junior colleagues read drafts of their papers at every stage of its evolution and Juniors should feel free to offer constructive criticism of the papers. In addition, the Juniors will lead the discussion following the presentation by the Seniors to whom they have been assigned. For this year the comps assignments are as follows:
Seniors
Junior Colleague
Rachel Boehme
Julia Ewing
Alma Mazer
Mike Schorsch
Phil Schrader
September 16, 2003 Proposal outlining comps topic (1-2 page)
TERM I
All deadlines represent the BEGINNING of the stipulated week (i.e. Monday).
Week 3 (Sept. 29, 2003/January 19, 2004) Abstract of project (2-3 pages)
Week 6 (October 20, 2003/February 9, 2004) Essay at Topic (7-10 pages)/or Bibliographic Essay (7-10 pages)*
Week 9 (November 10, 2003/March 2, 2004) Essay at Topic (7-10 pages)/or Bibliographic essay (7-10 pages)*
TERM II
Week 4 (January 26, 2004/April 19, 2004) First full public draft (20-30 pages)
Week 5 (February 2, 2004/April 26, 2004) Comments on papers by faculty and students
Weeks 5 and 6 (February 5, 10, or 12, 2004/April 29, May 4, or 6, 2003) Talks
Week 7 (February 16, 2004/May 10, 2004) Final draft (20-30 pages)
*To be determined in consultation with advisor.
Name ___________________________________________
Major __________________________________________
Courses taken (C- or above required for courses to be counted
toward the major):
Latin Greek Classics Other Relevant
Ancient History
Greek
Roman
Sight Translations
Greek poetry
Greek prose
Latin Poetry
Latin prose
Integrative Exercise: (Classics 400)
Regular meetings with advisor ____Outline of Topic ____
Abstract ____
Essay at Topic ____
Bibliographic Essay ____ First Full Draft _____
Final Draft ______
Participation in Presentation:
as Junior _____as Senior _____
Grade for Integrative Exercise: _________
Distinction _________
The Classics Departments of Carleton College and St. Olaf College cooperate in a program under which students of either college may elect certain courses on the other campus. Students should consult their advisors for information about courses taught at St. Olaf.
Classics courses are taught entirely in translation and are open to all students, majors and non-majors. With the exception of the history courses, they do not require prerequisites for enrollment. Courses dealing with the ancient world are also offered in a variety of departments at Carleton. Students are encouraged to enroll in these as a way to enrich their majors.
The Archaeology Concentration will interest many students who are attracted to ancient civilization.
110. Introduction to Classical Studies. This course will examine in depth the two most content-rich focal points of Classical antiquity--Periclean Athens and Augustan Rome-- since they provide a context for so much of what Classics is about and, just as important, what different ages have imagined antiquity to be about. The course will cover Periclean Athens and Augustan Rome in roughtly equal units, providing different perspectives on the material from the variety of approaches that currently make up the study of the Classics: history, archaeology, anthropology, gender studies, literary criticism, philology, religious studies, etc. Applies toward Humanities distribution requirement.
111. The Language of Myth. Myth was an integral component of thought, both individual and societal, in the ancient cultures of Greece and Rome. We will study a selection of the most famous Greek myths through close reading of Homer, Greek tragedy, and other ancient sources, and discuss the most prominent of modern modes of myth interpretation, in an attempt to determine how myth speaks--both to the ancient audiences and to us. Carries Arts and Literature distribution credit.
113. From Homer to Hobbits. This course will consider several major works of literature as examples of the mythological theme of the heroic journey. Texts include: The Odyssey, The Aeneid, Dante's Infero, Sir Gawain and the Greek Knight, and Their Eyes Were Watching God. No prerequisites; distribution credit in Arts and Literature.
114. Images of Women in Greco-Roman Antiquity. While women were entirely excluded from the political spheres of both Greece and Rome, they are prominent in the literatures of both cultures. We will be looking at the actual position of women in ancient social institutions (law, religion, marriage and the home), as well as analyzing their portrayal in literary documents written by (and largely for) men. Reading from epic, lyric, and tragedy, as well as the historians, orators, and medical writers. No prerequisites. Applies toward Humanities distribution requirement.
115. Ancient Comedy: Contexts and Comparisons. In this course we will consider ancient Greek and Roman comedy, as well as texts from Classical poets, philosophers, and rhetoricians on laughter and its functions. With the help of comic theorists like Freud, Bergson, and Bakhtin we will also be examining the extent to which the modern genres of newspaper column, film, and TV situation comedy utilize the same conventions and structures we find in the ancient texts. Readings from ancient authors such as Aristophanes, Menander, Plautus, Terence, and Apuleius, and modern authors such as John Cleese and Woody Allen. 6 credits.
117. Archaeology of Greece. The course will concentrate on the Prehistoric Period in Greece, from the first arrival of man to the end of the Bronze Age. A major emphasis will be placed on the Minoan and Mycenaean Periods in Crete and Greece respectively. Along with the study of the culture of this period, the course will include a study of archaeological technique, so that the archaeological evidence can be evaluated. Carries Arts and Literature distribution credit.
120. Ancient Literary Theory and Criticism. An introduction to the major themes of Greco-Roman critical thought, including: poetic inspiration, literary mimesis, the role of rhetoric, formalism and the sublime. Among the texts we will read will be Aristotole's Poetics, 'Longinus's' On Sublimity, and Horace's Art of Poetry. We will conclude by examining points of convergence between ancient and modern literary theory. All readings will be in English. No prerequisites. Carries Art and Literature distribution credit.
125. Love, Death & Destiny: The Ancient Novel. The novel is an unfamiliar but delightful area of Greek and Roman literature, with its hey-day in the Roman empire of the second century A.D. We will study most of the nine Greek ones, which are romantic short novels about ill-fated lovers and their wild, world-wide adventures. We will also read the two Latin ones, Petronius' Satyricon and Apuleius' Metamorphoses, orGolden Ass, which are rich both in satire and an important spiritual dimension. No prerequiesites. Read in English. Carries Art and Literature distribution credit.
209. Euripides: Project Course (Cross-listed with Theater 209) We will study Euripides' Iphigeneia at Aulis in its historical, theatrical, and literary context. A vital part of this course will be students active participation -- acting, dramaturgy, light or costume design -- in a full-scale Carleton Players' production of the Iphigeneia at Aulis. Guest scholars/artists will supplement our discussion. In addition to the Iphigeneia, we will read a selection of other Greek tragedy, as well as supplementary historical and cultural source material on the production of Greek drama. Carries Art and Literature distribution credit.
227. Greek History. Study of Greek history from Geometric through Classical times, with special emphasis on the sources for reconstructing Greek history, such as ancient historians, inscriptions, and archaeological evidence. Carries Humanities distribution credit. No knowledge of Greek required. Prerequisite: Previous course work in history or Greek, or consent of the instructor.
228. Roman History, Republic and Principate. Introduction to the basic facts of politicial history from the Eturscan period to the early third century A.D. Readings in literary works and primary sources with emphasis on historiography and interpretation of evidence. Some attention to art and architecture. Prerequisite: History 110 or other college coursework in history or Latin. Fulfills the RAD requirement.
229. The Later Roman Empire, Byzantium, and Islam. Introduction to the political history of the Roman, Byzantine, and Islamic empires from the third to the ninth centuries A.D. Readings and discussion of primary texts from the points of view of social, intellectual, and particularly religious history. Some attention to art and architecture; individual projects of research and interpretation. An important goal is to understand the phenomena of Christianity and Islam in their native context, the Mediterranean world of late antiquity. Prerequisite: Previous college course work in history or classics. Fulfills the RAD requirement.
291. Independent Study. Credit by arrangement.
391. Independent Study. Credit by arrangement.
400. Integrative Exercise. Required for all senior majors. (Fall, 2 credits S/Cr/NC, Winter, 3 credits S/Cr/NC, Spring, 1 credit, S/Cr/NC.)
Elementary Greek courses are numbered 101-103. They introduce the essential forms and grammar of the language. A student must complete each of these courses with a grade of C- or better in order to enroll in the next course in the sequence.
Intermediate Greek courses are numbered 204 and above. They are centered around the work of one or more authors. In addition to reading selections in the original language, these courses also require some reading in translation. Short papers also may be assigned dealing with the works in the original language and/or in translation. Successful completion (grade of C- or better) of sight exams offered in conjunction with these courses fulfills one of the comps requirements.
Advanced Greek courses are numbered 300 and above. They are centered around the work of one or more authors. In addition to reading selections in the original language, these courses also require extensive reading in translation. Papers assigned in these courses deal not only with the ancient works themselves but also with secondary sources. Successful completion (grade of C- or better) of sight exams offered in conjunction with these courses fulfills one of the comps requirements.
Foreign language requirement: The College foreign language requirement may be satisfied by successful completion (grade of C- or above) of any Greek course numbered 204 and above.
101. Elementary Greek. Study of essential forms and grammar, with readings of connected passages.102. Elementary Greek. Study of essential forms and grammar, with reading of original, unadapted passages. Prerequisite Greek 101 with a grade of at least C-.
103. Greek Prose. Selected prose readings. The course will emphasize review of grammar and include Greek composition. Prerequisite: Greek 102 with a grade of at least C-.
204. Euripides. Selected readings from Euripides with an introduction to Greek meter. Prerequisite: Greek 103 with a grade of at least C-. Completes the college foreign language requirement.
230. Homer: The Odyssey. Reading of selected portions in Greek and of the entire poem in translation. Prerequisite: Greek 204.
231. Homer: The Iliad. Reading of selected portions in Greek and of the entire poem in translation.
243. Hellenistic Greek Poetry. A survey of Alexandrian poets, especially Theocritus, Callimachus, and Apollonius. Prerequisite: Greek 204 or above.
244. Plato. Readings of some of the most significant dialogues in translation, with selections in the original. Prerequisite: Greek 204.
245. Herodotus. Study in the orginal Greek of selections from Herodutus' Histories and in translation of the entire work. Prerequisite; Greek 204 or above.
248. Greek Composition. Practice in composing Greek prose. Prerequisite: Greek 103 or any higher-level Greek course.
291. Independent Study. Credit by arrangement.
304. Euripides for Advanced Students . Intensive study of one play in the original and the remaining plays in translation. Prerequisite: Greek 204. Offered simultaneously with Greek 204, with additional assignments for the advanced students.
351. Aristophanes. Intensive study of one or two plays in the original and of the remaining plays in translation.
352. Thucydides. Study in the original of selections from Thucydides' Peloponnesian War and in translation of the entire work. Prerequisite: Greek 204.
353. Greek Epigraphy. Study of selected inscriptions in the original and others in translation.
354. Aeschylus. Intensive study of one play in the original and of the remaining plays in translation.
355. Sophocles. Intensive study of one play in the original and of the remaining plays in translation. Prerequisite: Greej 204.
357. Greek Lyric Poetry. In this course we shall read selections of several Greek poets from the Archaic period. Authors will include: Archilochus, Sappho, Alcaeus, Alcman, and Anacreon. The aim of the course is to increase the student's ability to read Greek lyric poetry with enjoyment and understanding. Particular attention will be given to philological considerations of textual problems and style.
358. Greek Orators. This course wil examine in Greek selected public and private orations of Lysias, Demosthenes, and/or others of the extant Attic Orators. We will focus on issues both of rhetoric and law, as well as studying Athenian court procedure and the political background to the speeches. Supplementary readings in translation.
391. Independent Study. Credit by arrangement.
Elementary Latin courses are numbered 101-103. They introduce the essential forms and grammar of the language. A student must complete each of these courses with a grade of C- or better in order to enroll in the next course in the sequence.
Intermediate Latin courses are numbered 204 and above. They are centered around the work of one or more authors. In addition to reading selections in the original language, these courses also require some reading in translation. Short papers also may be assigned dealing with the works in the original language and/or in translation. Successful completion (grade of C- or better) of sight exams offered in conjunction with these courses fulfills one of the comps requirements.
Advanced Latin courses are numbered 300 and above. They are centered around the work of one or more authors. In addition to reading selections in the original language, these courses also require extensive reading in translation. Papers assigned in these courses deal not only with the ancient works themselves but also with secondary sources. Successful completion (grade of C- or better) of sight exams offered in conjunction with these courses fulfills one of the comps requirements.
Foreign language requirement: The College foreign language requirement may be satisfied by successful completion (grade of C- or above) of any Latin course numbered 204 and above.
101. Elementary Latin. Study of essential forms and grammar. This course should be elected by all students who have taken less than two years of secondary school Latin or who have not studied the subject for two or more years before entering college.102. Intermediate Latin. Continuation of essential forms and grammar. Prerequisite Latin 101 with a grade of at least C-, or placement by examination during New Student Week.
103. Latin Prose. Review of essential forms and grammar, with introduction to Latin prose through the study of medieval texts, Cicero, and elementary Latin prose composition. Prerequisite: Latin 102 with a grade of at least C-, or appropriate score on the Latin placement exam.
204. Catullus and Other Latin Poets. Readings from the works of great poets in the original Latin, and of further selections in English. Prerequisite: Latin 103 with a grade of at least C-.
241. Petronius and Apuleius. Selections from the Satyricon and/or Golden Ass in the original as well as reading the work(s) in English translation.
243. Medieval Latin. Reading from representative works of prose and poetry, and from the Roman liturgy. Prerequisite Latin 204 or equivalent; students with a strong high school background of 3-4 years may also register upon taking the Latin Placement Test.
244. Lucretius and the Development of the Latin Hexameter. Although centering upon Lucretius' De Rerum Natura, the course will begin and end in the manner of a survey with poetry of Ennius, Lucillus, Cicero, Catullus, Vergil, Horace, Ovid, Lucan, and Juvenal.
245. Cicero. Representative readings, in Latin, across the range of Cicero's literary activity, including, oratory, philosophy, criticism, and correspondence. Prerequisite: Latin 204 or equivalent.
248. Latin Composition. Practice in composing Latin prose. Prerequisite: Latin 204 or any higher-level Latin course.
291. Independent Study. Credit by arrangement.
345. Roman Comedy. Selected readings in the original from Plautus and/or Terence; study in translation of both Roman Comedy and its predecessor Greek New Comedy.
347. Themes in Latin Love Elegy. This course will consider several major themes comprising the rhetoric of desire among the three Roman elegiac poets of the Augustan Age. The course begins with Tibullus and traces the development of certain images and ideas through Propertius, culminating with Ovid. We will examine how each author makes use of these poetic conventions and adapts them to his own particular style.
349. Ovid's Metamorphoses. In this seminar we will read selections from the Metamorphoses in Latin, as well as the entire work and representative passages from elsewhere in Ovid's corpus, in English translation. Prerequisite: Latin 204 or above.
354. Tacitus and The Silver Age. Although the course will find its focus in the Annals of Tacitus, other authors will be read as well, such as Lucan, Petronius, Pliny, Juvenal, Suetonius, and Martial, in order to provide a fuller view of the literature and history of the Silver Age.
358. Seminar: Horace. Selections from Horace's Odes, Epodes, Satires, and Epistles in Latin and the remaining works in translation. Prerequisite: Latin 204 or equivalent.
359. Seminar: Virgil. Selections from Eclogues, Georgics, and Aeneid in Latin and all of Virgil in English. Prerequisite: Latin 204 or equivalent.
391. Independent Study. Credit by arrangement.
Art History 111. Introduction to Ancient and Medieval Art
English 243. Classic Theater: Aeschylus to Shakespeare
History 230. Power, Sanctity, and the Search for Order: The Early Medieval World, 300-1000
History 233. Cultures of Empire: Byzantium, 850-1453
IGS 126. The Socratic Turn
Philosophy 111. Introduction to Western Philosophy I: Ancient and Medieval
Philosophy 270. Ancient Philosophy
Political Science 250. Ancient Political Philosophy
Students are encouraged to consider participation in an Off-Campus Study Program, especially one that has an emphasis on classical civilization. Please confer with the Department Chair as you make your plans to be off campus.
Fall TermClassics 225 The Greek Mind PeradottoGreek 101 Elementary Semanoff
Greek 204 Greek Tragedy Peradotto
Greek 304 Greek Tragedy for Advanced Students Peradotto
Latin 103 Latin Prose Zimmerman
Latin 254 Silver Age Latin Zimmerman
Winter Term
Classics 110 Introduction to Classical Studies ZimmermanClassics 400 Integrative Exercise (3 credits) Staff
Greek 102 Intermediate Greek Zimmerman
Latin 101 Elementary Latin Bryce
Latin 204 Catullus & Othe Latin Poets Semanoff
Spring Term
Classics 114 Gender and Sexuality in Classical Antiquity HardyClassics 228 Roman History, Republic & Principate Bryce
Classics 400 Integrative Exercise (3 credits) Staff
Greek 103 Greek Prose Bryce
Greek 351 Aristophanes Zimmerman
Latin 102 Intermediate Latin Hardy
Latin 347 Themes in Love Elegy Semanoff
CARLETON COLLEGE LIBRARY
GENERAL1. Sir Paul Harvey, Oxford Companion to Cclassical Literature (1937) PA 31.H3
2. T. James Luce, Ancient writers of Greece & Rome (1982) PA 3002.A5
3. Martin McGuire, Introduction to Classical Scholarship (1961) PA 95.M25
4. Harry Wedeck, Short Dictionary of Classical Word Origins (1957) PA 191.W4
5. Thomas B. Harbottle, Dictionary of Quotations (classical) (1958) PN 6080.H2
6. Frank S. Smith, The Classics in Translation: An Annotated Guide to the Best Translations of the Greek and Latin Classics into English (1930) PA 3017.9.56
7. L'Annee philologique (1924-) PA 29.M35
8. International Index to Periodicals (1907-1974) AI 3.R282
9. Humanities Index (1974- ) AI 3.H35
10. British Humanities Index (1915- ) AI 3.s94
11. Essay and General Literature Index (1900- ) AI 3.E752
12. Pauly & Wissowa, Realencyclopedie der classischen Altertumswissenschaft
GREEK
13. Liddell & Scott, Greek-English Lexicon (1951) PA 445.E5L6
14. Woodhouse, English-Greek Dictionary (1959) PA 445.E5W6
15. G.W.H. Lampe, A Patristic Greek Lexicon (1972) PA 681.P3
16. D. Walter Bauer, A Greek-English Lexicon of the New Testament and Other Early Christian Literature (1979) PA 881.B38
17. E.J.T. Pring, Oxford Dictionary of Modern Greek (1982) PA 1139.E5P76
18. Bibliography to Homeric Scholarship, 1930-1970 (1974) PA 4037.A5P3
19. Lexicon Sophocleum (1965) PA 4434.Z8
LATIN
20. E.A. Andrews, Latin-English Lexicon (1857) PA 2365.E5A6
21. Harper's Latin Dictionary (1907) PA 2365.E5A7
22. Cassell's Latin Dictionary (1977) PA 2365.E5C3
23. Oxford Latin Dictionary (1982) PA 2365.E509
24. Smith's Latin Dictionary (1894) PA 2365.E5S6
25. Walter Donlan, Classical World Bibliography of Roman Drama and Poetry and Ancient Fiction (1978) PA 3131.C53
26. Hermann Harrauer, Bibliography to Catullus (1929) PA 6276.H36
27. Dominicus Bo, Lexicon Horatianum (1965) PA 6444.B6
28. J. David Hughes, Bibliography of Scholarship on Plautus (1975) PA 6585.H83
29. Walter Donlan, Classical World Bibliography of Vergil (1969) PA 6825.C53
30. I. Felix Peeters, Bibliography of Vergil (1969) PA 6825.P44
31. Henrietta Warwick, A Vergil Concordance (1975) PA 6932.W3
HISTORY
32. Cambridge Ancient History D 57.C25
33. Introduction to ancient history (1970) D 57.B413
34. William Langer, An encyclopedia of world history (1972)
D 21.L27
35. Larousse encyclopedia of ancient & medieval history (1968)
D 69.H553
36. Michael Avi Yonah, Illustrated encyclopedia of the ancient world (1975) DE 5.A95
37. Catherine B. Avery, New Century classical handbook (1962) DE 5.N4
38. Oxford classical dictionary (1970) DE 5.O9
39. Walter Donlan, Classical world bibliography of Greek and Roman history (1978) DE 8.C58
40. Catherine B. Avery, New Century handbook of classical geography (1972) DE 25.N48
41. Richard Stillwell, Princeton encyclopedia of classical sites (1976) DE 59.P7
42. Peter Levi, Atlas of the Greek world (1980) DF 77.L43
43. Diana Bowder, Who was who in the Greek world, 776 BC - 30 AD (1982) DF 208.W48
44. Costis Davaras, Guide to Cretan antiquities (1976)
DF 901.C82D38
45. Tim Cornell and John Matthews, Atlas of the Roman world (1982) DG 77.C597
46. Diana Bowder, Who was who in the Roman world, 753 BC - AD 476 (1980) DG 203.W46
47. Leanna Goodwater, Women in antiquity: an annotated bibliography (1975) HQ 1127.066
RELIGION
48. Bulfinch's Mythology (1970) BL 310.B82
49. Larousse world mythology (1965) BL 311.G683
50. William S. Fox, Greek and Roman mythology (vol. 1 of The mythology of all races) (1916) BL 25.M8
51. Religion Index One (1960- ) BL 1.A5
52. Religion Index Two (1960- ) BL 48.R35
ANNUALS
53. California Studies in Classical Antiquity (1968- ) PA 1.A5
54. Harvard Studies in Classical Philology (1890- ) PA 25.H3
55. Journal of Hellenic Studies (1880- ) DF 10.J8
56. Journal of Hellenic Studies. Archaeological Reports
(1967- ) DF 10.J8a
57. Journal of Roman Archaeology
58. Journal of Roman Studies (1911- ) DG 11.J7
59. Proceedings of the Cambridge Philological Society
PERIODICALS
60. American Journal of Archaeology (1885- )
61. American Journal of Philology (1880-1910; 1942- )
62. Ancient World
63. Antiquity (1921-1961; 1970- )
64. Archaeology (1948- )
65. Arethusa (1968- )
66. Art History (1979- )
67. Cambridge Archaeological Journal
68. Classical Antiquity (1982- )
69. Classical Bulletin (1951- )
70. Classical Journal (1905- )
71. Classical Philology (1906- )
72. Classical Quarterly (1907- )
73. Classical Review (1887-1926; 1963- )
74. Classical World (formerly: Classical Weekly) (1951- )
75. Greece and Rome (1931- )
76. Greek, Roman, and Byzantine Studies (1958- )
77. Hermes - Zeitschrift fur klassische Philologie (1977- )
78. Hesperia (1932- )
79. Historia (1950- )
80. Journal of Field Archaeology (1974- )
81. Journal of Mediterranean Archaeology
82. Mnemosyme (1977- )
83. Phoenix (Canada) 1946- )
84. Ramus
85. World Archaeology (1969- )
SECONDARY TEACHING CERTIFICATE
Students interested in obtaining certification in Latin should consult with Jackson Bryce, Professor of Classical Languages, and Deborah Appelman, Chair of Educational Studies.
To qualify for a secondary teaching certificate in Latin, students must complete the following requirements:
(1) A major in Classical Languages, Latin, Greek, or Classical Studies.
(2) Four Latin courses above Latin 204.
(3) A methods course and supervised student teaching of the language.
Majors are encouraged to consult with the department if they are interested in serving as tutors for elementary language students.
Departmental Curriculum Committee (DCC)
The DCC is a group of students who act as a go-between for the faculty and students (both majors and non-majors). They communicate with the faculty and students about both academic and non-academic affairs. For example, they can organize meetings in order to discuss proposed changes in the curriculum, comps requirements, etc. They also can plan social functions for the department. The DCC is composed of one sophomore who has a strong interest in the department, as well as at least one junior and one senior major.
Student Departmental Advisor (SDA)
The SDA helps inform students about courses, prerequisites, college and departmental requirements and supplements information from advisors. In addition, they may provide information from their own experience which, presented in as objective terms as possible, can help students make appropriate choices for themselves. The SDA for 1998-99 is Josh Brandt.
You may have already been to the Career Center to set up a reference file, which will presumably include letters of recommendation from some of us in the Department. If you have not established such a file yet, we want to encourage you to do so soon. Even if you will not need references for a job or graduate/professional school applications this year, you should get recommendations on file now. Letters of recommendation written while you are still at Carleton can be far more concrete and precise and thus helpful to you, if they are written with all of your achievements still fresh in our minds.
You will help us further and enhance the quality of your letters of recommendation if you furnish us with as much information about your academic record and activities at Carleton as possible. To make your response easier we have listed a number of key questions below. Your comments will, of course, be kept strictly confidential.
We require that you discuss your plans for graduate school or employment with the faculty member from whom you are requesting a recommendation. This should aid you in choosing appropriate graduate programs and will result in stronger letters of recommendation.
Please keep us informed on the outcome of your efforts. In this way we can be of more help to you in the future, and we can better aid students who will make similar applications in the coming years.
1. Name _________________________________________
2. Class (e.g. 1999) ____________________________
3. Major and areas of special competence within the major.
4. Areas of concentration and competence in other departments.
5. Analyze your transcript: In what courses did you excel? Why?
Where and when did you have difficulties?
Language and quantitative skills?
6. What internships, research projects, independent studies have you done and what special skills and insights have you gained from them?
7. Summer experience.
8. Work experience during your college years.
9. What extracurricular activities have you participated in? What positions did you hold? What did you gain from them?
10. What significant travel experiences have you had?
11. What aspects in your background and your abilities do you believe justify recommending you specifically for this career or position?
12. Are there any other specific strengths or weaknesses you would like us to extol or explain in our recommendations? Is there any other information you think would be helpful to us in preparing these letters?
13. Have you taken any of the standard tests: GRE (graduate school in Classics or other), LSAT (law school) or other? Which? What was your score?
14. Your permanent address (through which you can always be reached, e.g. your parents' address).
It would also be helpful if you would remind the person writing your recommendation which course(s) you took with her/him, the term in which the course was taken, and other information to aid the memory (paper topic, discussions group, etc.).
to send queries, comments, and suggestions, click here.
Last modified 25 September 2003 by the Classics Department.