By Ronnie Ancona
This can be the 1st booklet aimed in particular at protecting lecturers modern on contemporary advancements in Latin scholarship. Edited through Ronnie Ancona, a classics pupil with services in pedagogy, it positive aspects contributions through validated gurus on all the 5 Latin authors. each one essay combines theoretical fabric with Latin passages in order that teachers can see how essentially to use those the right way to particular texts.
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Additional info for A Concise Guide to Teaching Latin Literature (Oklahoma Series in Classical Culture)
1985. Between Men: English Literature and Male Homosocial Desire. New York: Columbia University Press. Selden, Daniel. 1992. , Innovations of Antiquity, 461–512. New York: Routledge. Skinner, Marilyn. 1989. ” Helios 16 (1989): 7–23. Wiseman, T. P. 1985. Catullus and His World: A Reappraisal. Cambridge: Cambridge University Press. Wray, David. 2001. Catullus and the Poetics of Roman Manhood. Cambridge: Cambridge University Press. CHAPTER 2 A Poet Restored Contemporary Scholarship and the Teaching of Ovid Barbara Weiden Boyd Prologue: Exile as Life and as Metaphor In an age when issues of identity, especially national identity, have become the focus of renewed interest for scholars in disciplines ranging from politics and philosophy to genetics and literary history, it is perhaps no surprise that the circumstances of exile and exiled writers in various historical periods have become freshly intriguing.
Wray points out that, taken as a unit, cc. 50 and 51 begin and end with the concept of otium. More significantly, together they would replicate the relation between cc. 65 and 66, in which a letter to a friend, apologizing for not sending the poems that the friend had requested (c. 65), offers as a substitute the poem that follows (c. 66), a translation of the Hellenistic poet Callimachus. In cc. 50 and 51, Wray sees another pairing of a covering letter with a Greek poem that Catullus has translated into Latin; when Catullus says, “hoc, iucunde, tibi poema feci” (16), he may be referring to c.
It has been my goal thus far to sketch a kind of modern intellectual biography for Ovid and his poetry, or—to use the exile metaphor—to trace his journey from Tomis back to “Rome”: the Latin classroom. I have also tried to suggest how we, as scholars and teachers, have participated in the effort to make Ovid a citizen of Roman literature again. It is time to turn to the practical side of my task: Now that Ovid has been restored to us, how do we make the most of him and his poetry for our students?
A Concise Guide to Teaching Latin Literature (Oklahoma Series in Classical Culture) by Ronnie Ancona