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Introduction to Latin, Revised First Edition Study Guide and Reader
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Introduction to Latin, Revised First Edition:
2008 • 978-1-58510-283-9 • paper • 362 pages • 8 ½ x 11 • $24.95
This text is specifically designed to accompany Shelmerdine's Introduction to Latin, providing help to the student in learning Latin, and providing numerous additional readings and grammatical explanations.
Sample Pages | About the Author | Table of Contents | Preface | Review | |||
Description Ed DeHoratius’ study guide for Shelmerdine’s Introduction to Latin is an improvement on the traditional study guide. It includes brief summaries of terms and concepts in the primary text, along with a list of new terms and review terminology, review questions highlighting key grammar sections of the book, additional grammatical information (along with exercises) and readings with exercises from Latin authors that provide interesting literary, cultural and historical contexts. The text is an invaluable aid that provides additional study for those who need it, alternative explanations to those in the text, additional topics where instructors might wish to add them, readings to provide real world exercise to students in processing Latin, as well as additional exercises for those students who wish to go further in Latin.
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The following links are downloadable PDF files which can be read using the free Adobe Acrobat reader. To get the reader, go to www.adobe.com
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(macrons may or may not function properly on your screen)
Acknowledgments Preface for Students Preface for Instructors Authors and Text Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve Chapter Thirteen Chapter Fourteen Chapter Fifteen Chapter Sixteen Chapter Seventeen Chapter Eighteen Chapter Nineteen Chapter Twenty Chapter Twenty-One Chapter Twenty-Two Chapter Twenty-Three Chapter Twenty-Four Participles Chapter Twenty-Five Chapter Twenty-Six Chapter Twenty-Seven Chapter Twenty-Eight Chapter Twenty-Nine Chapter Thirty Chapter Thirty-One Chapter Thirty-Two Impersonal Constructions Appendix: List of Passages cited by Chapter and Grammatical Section Appendix: List of Passages cited by Author
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Movie watchers of the late 1980s might recognize the name J. Evans Pritchard. He is the literary critic eviscerated, quite literally in terms of his book, by Robin Williams in Dead Poet’s Society for suggesting that the value of poetry might be mathematically plotted on a graph. I confess, however, that in the preparation of the present volume, I often felt myself sympathizing with J. Evans Pritchard. In many ways, while I will admit that there were no graphs prepared, I nonetheless was often assessing Latin literature in a way that J. Evans Pritchard would enthusiastically approve. My two Pritchard-ian axes were 1) grammatical value, measured by either redundancy or illustrative variation and 2) cultural, historical, or literary value. A high score in one category often offset a low score in the other, so that Martial, whose epigrammatic style often yields grammatical redundancy but whose sheer production renders many of his poems less notable among philologists, appears in almost every chapter. Conversely, the opening line of the Aeneid includes a mere two direct objects, but because of its literary significance, it has also been included.
The texts then used for the Text-based Exercises are intentionally varied. It is of course impossible for me to survey all of Latin literature, and perhaps one of the most difficult aspects to writing the present volume was disciplining myself against continuously adding more texts as I found them; indeed, I worry that some chapters are bulging as they are. The inclusion of some of the more capricious and arbitrary choices (e.g. Seneca’s Phaedra , if I’m being honest, is beholden entirely to the contents of my book shelf and what I thought I could get through easily before my one-and-a-half-year-old and four-year-old sons needed separating.
Such texts are utilized for as many as 90 of the 129 grammar sections in the textbook and are intended 1) to illustrate particular forms or grammatical constructions, preferably in a repetitive or otherwise illustrative way; 2) to provide for the student some interaction with the text and the forms or grammatical constructions in question, often without translating the passage; 3) to expose the student to a variety of Latin authors and texts, and their cultural, literary, or historical significance.
In their most basic form, these texts should be used with the accompanying exercises to reinforce aspects of particular forms or grammatical constructions; such exercises can be done for homework, for in-class work, or for student enrichment. Perhaps more important, however, because translation is not frequently asked of students, is the potential for customization implicit in each text. More advanced classes can engage in more translation than the exercises call for; it is relatively easy for instructors or students to facilitate such work because most of the passages are relatively short. Even classes with a wide range of ability levels can use the passages at their own pace: weaker students can focus on the exercises alone, while stronger students can augment the exercises with translation or other work. The instructor can then assist the weaker students knowing that the rest of the class is busied constructively.
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