CLST 384 - The Humanism of Antiquity II Spring Semester 2022

Our work together will pursue several interlocking aims (plus, ideally, that of having fun with them):

• To study a selection of important texts of Roman literature, from the Republican to the Imperial periods, thereby to gain knowledge of authors, works, genres, themes, and literary techniques
• To analyze and critically evaluate our selected texts, especially as they bear upon Centering Questions of humanistic inquiry: to identify ideas that animate literary texts, to describe how the ideas and texts operate, to formulate, test, and refine arguments - thereby to discern better how Roman discourse has contributed and can contine to contribute to conceptions of the human spirit and its endeavors
• To recognize connections between texts and to follow the developent of ideas, ideals, and literary expression
• To consider how our texts arise from and reflect on their context in Roman history and culture, including other texts; in service of this goal also to connect and flesh out knowledge of Roman history and culture
• To distinguish between ancient Roman perspectives and perspectives of other cultures and periods, so as to recognize complexity and contingency in the formation of attitudes and values and to deepen our capacity for understanding difference
• To practice and develop skills of oral and written expression especially as they serve dialogue and analysis: to share learning collaboratively building human community
• To extend awareness of Classical Studies as an academic field, and how its varieties of inquiry endeavor to compose multidimensional understanding of ancient Greek and (for our present purposes, especially) Roman individuals, societies, cultures, discourses, and ideas

• David Potter, Ancient Rome: a New History 3rd edn. (Thames & Hudson, 2018)
• additional resources on-line and in the library

Disciplinary Knowledge - to be demonstrated orally and in writing

• Students will study significant works of Roman literature: they will demonstrate specific knowledge of their stories and arguments, their characters, their themes and concerns, and their literary techniques
• Students will analyze our works and their messages: they will explain concretely how our texts figure ideas
• Students will recognize genres of Roman literature and identify our works' relationship to Roman literary history (including their relationships to one another, within and across genres)
• Students will appreciate how Roman society and culture developed over time; they will describe our works' connections to circumstances and concerns at the time they were composed
• Students will perform research through our works investigating Roman attitudes and values, especially in relationship to Centering Questions of humanistic inquiry
• Students will further their knowledge of varieties of inquiry used in the field of Classical Studies, and how they build multidimensional understanding of Classical, especially Roman, discourse, society, and ideals

Critical Skills - to be exercised in active inquiry

• Students will gather information from literary texts and historical summary, and will analyze it so as to generate understanding
• Students will form, test, assess, refine, and extend theories about Roman literature, culture, and values
• Students will explore how attitudes and values are formed and the bases implicit in Roman and modern beliefs about the human person; they will recognize differences and commonalities, and they will endeavor to understand reasons for differences and commonalities

Additional Resources

Basics of Academic Life: Studying, Research, and Writing

• SQ3R for Primary-Source Coursework: a method for effective studying
• Patrick Rael, Reading, Writing, and Researching for History: a Guide for College Students (Brunswick, ME: Bowdoin College 2004): developed by a historian of African American history and the American Antibellum/Civil War/Reconstruction periods, as the illustrations suggest, and applicable to other materials and inquiry as well: a model of approach for all stages of academic reflection and synthesis
• Guide to Writing Academic Papers: a strategic checklist devised by your instructor (hint, hint)
• Guide to Beginning Research on Topics in Classical Studies: suggestions and resources
• Loyola Libraries' Subject Guide to Classical Studies, prepared by Classical Studies Bibliographer Jane Currie: a research guide to help identify and access core research resources relating to Classical Civilization, ancient Greek, or Latin.
• Oxford Bibliographies Online - Classics: annotated bibliographies compiled by leading scholars in the relevant fields, including historical overviews of our period (articles for individual authors, cultural topics, and History, Roman will be variously useful; if this link dead-ends, try going in through the Libraries' Databases - O, scrolling down to their link)
• Loyola Writing Program's Standards of Good Writing. It credits the Rhetoric Program of the University of Illinois at Urbana. Other universities also observe similar criteria: facility with them is widely taken as correlating with educational attainment.
• Style Sheet: Mundane Good Habits of Competent Writers
• 1st edn. (1918) of William Strunk, Jr. and E. B. White, The Elements of Style: print editions have been updated and it's well worth getting a copy if you don't own one already, but in whatever edition you use it, Strunk and White is the classic guide to desirable American prose style
• How to use apostrophes, or else.
• The the impotence of proofreading by Taylor Mali.

• The Perseus Digital Library, a non-profit enterprise housed in the Department of Classics, Tufts University; its flagship collections feature texts and images for the study of the ancient Greek and Roman worlds.
• Lacus Curtius, a staggeringly rich treasurehouse of on-line resources for Roman archaeology and topography (especially), including texts; compiled by Bill Thayer.
• Luca Graverini's 2006 Timeline, 550 BC - AD 400; it gives links to Wikipedia articles, which always need to be verified with authoritative references, but which help flag relevant context if you use them critically
• De Imperatoribus Romanis: an on-line encyclopedia of Roman emperors, including empresses, junior emperors, and ultimately non-successful claimants of imperial power - classical, later Roman, and Byzantine. Includes interlinked biographical articles with bibliography, imperial stemmata, the DIR/ORB Ancient and Medieval Atlas, and an index of select major battles. Scholarly, peer-edited; editorial boards currently under the presidency of Richard Weigel of Western Kentucky University (Classical through Later Roman Empire) and Lynda Garland of the University of New England, New South Wales (Byzantine).
• Diotima: a clearing-house of resources on the Internet for the study of women and gender in the ancient Mediterranean world.
• Didaskalia: The Journal for Ancient Performance: dedicated to the study of all aspects of ancient Greek and Roman performance (drama, dance, and music). Advisory and Editorial Boards of scholars in Classics and Theater. Published by the University of Nebraska-Lincoln.
• Multiculturalism, Race, & Ethnicity in Classics Consortium: an international organization with the goal to raise awareness and support the study of multiculturalism, race, and ethnicity in classics and classical archaeology at all levels. For MRECC, multiculturalism, race, and ethnicity is central but intersectionality with gender, sexual orientation, and all matters of identity are welcome.

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Academic honesty, a.k.a. the life's blood of the intellect:

• Any practice of academic dishonesty (cheating, plagiarism, obstructing the work of other students, etc.) perpetrated in this course will result in failure of the course. Do not do it.
• For basic principles and definitions, see the subsection on Academic Integrity in the Academic Standards and Regulations. The College of Arts and Sciences endorses and upholds this policy, as does the Department of Classical Studies. The very helpful Harvard Guide to Using Sources comprehensively discusses the use of sources in college-level academic work, including how to avoid plagiarism.
• Loyola University requires that all instances of academic dishonesty must be reported to the chairperson of the department involved and to the academic Dean of the student's College.
• Learning is wholly personal: it only happens if you do it yourself. Your University record should be certifying only what has really happened.

Revised 16 January 2022 by jlong1@luc.edu
http://www.luc.edu/classicalstudies/