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COURSE NAME: "Intensive Elementary Latin"
SEMESTER & YEAR: Fall 2017

EMAIL: [email protected]

This course is an intensive course in beginning Latin, and it will demand daily concentrated study and preparation. The course will also be an introduction to Latin etymologies of English vocabulary and an introduction to linguistics and how languages are structured and related to their cultural contexts, in this case, the Roman world. While the Latin students will learn in this course is the Latin of roughly 100 BC - AD 100, it is nearly the same Latin written and spoken for the next thousand years.

This course is an intensive introduction to learning the Latin language as such. This is NOT an historical survey course or a language in translation course!!!
While a brief review of English grammar is foreseen, students must have a comprehension of said grammar appropriate to an undergraduate university level.

The course is aimed at:

- Developing the basics for a reading knowledge of classical Latin;
- Learning vocabulary derived from Latin in English (and to a lesser extent in Italian, Spanish, and French);
- Considering the historical, social and intellectual contexts of the Roman world in which Latin was the medium of expression;
- Examining linguistic features of Latin grammar and vocabulary which may apply to other language structures and development;
- Preparing the student with the basics and confidence to continue studying Latin either formally or informally.

By the end of the course students will have learned: 

1) All five declensions for nouns;
2) All the pronouns
3) Both family groups of adjectives (those of 1st and 2nd declensions and those of 3rd declension);
4) All the tenses (present, imperfect, future, perfect, pluperfect, and future perfect) in the active and the passive voice and in the indicative and the subjunctive mood;
5) Deponent and semi-deponent verbs;
6) Some irregular verbs (compounds of esse, ire, ferre)
7) At least 1,000 vocabulary words.

Latin like other languages is made of words (lexicon) and structure (syntax) or how the words are put together and arranged. Latin is an inflected language (it conveys the syntactic functions of the words by adding the word endings) unlike English, language based on word order. Therefore, the study of Latin will be useful both as an introduction to another form of language structure, as well as a preparation for learning the modern languages that use similar structures (e.g. German, Greek, Russian). 

Readings will allow you to practice Latin narrative structure, i.e. how the words fall into phrases and sentences, and how paragraphs are built. Students will translate both from Latin into English and from English into Latin.

LAT 103 will allow you to move to a 200+ level course at John Cabot University or another institution.

At the end of the course, you should be able to read simple narratives in Latin, have learned many English (Italian, Spanish, French) cognates, recognize the Latin origins of frequent abbreviations in Latin, and be knowledgeable in the outlines of the history, mythology and social life of the Roman world. Most importantly, the student will be thoroughly confident throughout one's whole life when confronted by Latin with the indispensable aid of a Latin lexicon (i.e. dictionary). A good Latin dictionary is necessary for this course (consult the textbook section).
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Latin Via Ovid: A First CourseN. Goldman and J. NyenhuisWayne State Univ Pr978-0814317327  
Practice! Practice!: A Latin Via Ovid WorkbookN. Goldman and M. RossiWayne State Univ Pr978-0814326114  
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Civis Romanus: A Reader for the First Two Years of Latindi J. M. Cobban e R. ColebournBolchazy Carducci978-0865165694  
Elementary Latin DictionaryC. T. LewisOUP, Oxford978-0199102051  

Preparation and in-class review of exercises, participation and attendance 25%
Frequent quizzes 30%
Midterm exam 20%
Final exam 25%

AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

Class attendance is essential to a meaningful comprehension of material. No points will be added or deducted from course grade for absences, but it remains in the students' interests to be present in order to learn the language.
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.


Class             Focus       

W1 (1-2)          Introduction; C. I

W1 (3-4)          C. II, III; Civis Romanus


W2 (5-6)          C. IV, V

W2 (7-8)          Civis Romanus; C. VI; Quiz                                       


W3 (9-10)          Civis Romanus

W3 (11-12)          C. VII, VIII


W4 (13-14)         C. IX, X                             

W4 (15-16)         Quiz; C. XI   

W5 (17-18)         C. XII, XIII

W5 (19-20)         Civis Romanus, C. XIV


W6 (21-22)         C. XV, XVI

W6 (23-24)          General review


W7 (25-26)          MIDTERM EXAM (10 / 10)

W7 (27-28)     Civis Romanus


W8 (29-30)  C. XVII, XVIII

W8 (31-32)       Civis Romanus; Quiz


W9 (33-34) C. XIX, XX

W9 (35-36)     C. Interim reading; Civis Romanus


W10 (37-38)  C. XXI, XXII

W10 (39-40)  C. Interim reading; Civis Romanus        

W11 (41-42)  C. Quiz; C. XXIII

W11 (43-44)  C. XXIV, XXV

W12 (45-46)  C. XXVI; Interim reading

W12 (47-48)  C. XXVII, XXVIII

W13 (49-50)  Civis Romanus; General review

W13 (51-52)  C. XXIX, XXX

W14 (53-54)  General review

W14 (55-56) FINAL EXAM