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Latin 115.14 Second Year Latin (Part 1)
prerequisites: equivalent of First Year Latin (college level)
Office Hours: by appointment (before or after class any day)
309-438-3583 (leave a message on voice mail)
class website: http://lilt.ilstu.edu/drjclassics
We will pick up our study of Latin at the appropriate chapter in Wheelock's
Latin Grammar. Our goal in Latin 115 is to learn enough grammar and
vocabulary that we can begin reading intermediate level Latin texts
midway through Latin 116. Is is assumed that students entering Latin 115
already know their full paradigms of verb, noun and adjective forms and
general uses of the cases. In 116, we will focus on grammatical
constructions used to create more complicated sentences: ablative absolute,
passive periphrastic, conditionals, gerunds and gerundives, and the myriad
uses of the subjunctive mood: jussive, hortatory, result, purpose, indirect
question, cum clauses, jussive noun clauses, relative clauses of
characteristic, fear clauses etc.
Material in the texts
listed below will be supplemented by on-line Mallard
drills written especially for you (by me). Any materials for studying Roman culture
will be either supplied to you in class or provided on the website.
6th edition (June 2000)
Harper Resource; ISBN: 0060956410 buy it at the bookstore or from
by Anne H. Groton and James M. May. Buy it from the bookstore or
a package of 3
X 5 index cards, lined or not
it from Amazon.com
Regular attendance is
required in this class.
Come early, come
often. If you are absent, you will miss important explanations of
grammatical concepts. If you are absent on the day of a quiz, you will have
one opportunity to make up the quiz before the next class meeting, in
person, at my convenience. If illness keeps you from coming to class for
several days in a row, get in touch as soon as possible. Missed homework
assignments will be accepted via email as long as I have time to grade it
before the next class meeting.
Please alert me to
unavoidable planned absences, and if illness or other reasons cause you to
miss class unexpectedly, either call or email. Absences during the course of
the semester may adversely affect your grade. Attending class is not only
required, but good for you - and fun -too: we will spend a considerable
amount of class time working together to find the best way to understand and
learn our lessons. Our goal? To build a firm foundation in grammar and
vocabulary so we can get to the good stuff (the literature!) as soon as
possible. If you aren't here, you will lose out. And so will we.
Grades are Calculated
2 tests per semester (30% each) plus a cumulative final examination (20%)
Grammar Quizzes: 25%
Daily Assignments/Class Preparation/Participation/Effort: 10%
Exams: You should be well-prepared for each exam if you
do your work all along. I will be posting grammar reviews all along, too.
If there is anything else I can do to help you prepare for the big tests,
just let me know.
No make-ups unless very
special circumstances. I reserve the
right to write a new test for any student who misses the originally
scheduled one. An unexcused absence will earn the student a zero on the
exam, which will essentially assure failure for the course. Please don't
miss your exams.
Lots of 'em. This helps keep you paced, and it also lets me know if and
when I lose you... as soon as a point of grammar escapes you, we handle
it. Nothing gets out of hand, no snowballs roll downhill, no damage occurs
that can't be undone. Quizzes amount to 25 % of your grade.
Don't fall behind. Follow the schedule and you'll be OK.
Please consult the
calendar for the weekly schedule. Come to
class with your work completed and your questions at hand. Being prepared
not only help your
grade, but it will also make our time together that much more profitable
Do more than the minimum. Try the extra drills available on my website and
those of other professors (I have provided links). Explore Latin's cultural legacy in our everyday world: if
you see a Latin sign, or a comic strip, or an advertisement that draws on
knowledge of the ancient world, bring it in! In all other aspects of this
course, you are competing only against yourself. But here your
contributions will be gauged against those of your classmates, so go get 'em!
This is a sure-fire way to become intimately involved with the material. Ask
questions, offer answers, engage, engage, engage! Ideas always stick better
if you jump into the fray.
students will naturally be expected to comport themselves according to the
guidelines established in the university's Student
Code of Conduct. Please familiarize yourself with this document.
In addition to these general
principles, I have certain expectations of student behavior that I have
lovingly honed over the course of the years, and I hope that adherence to
some simple rules will make our class time enjoyable and profitable for all.
Let common courtesy and mutual respect be your guide and your goal.
important is our sense of community. Join us! Mutual respect is the sine
qua non of this course (that means "something we can't do
without" in Latin!). My students must feel comfortable voicing their
opinions, asking questions, or expressing anxiety or pleasure concerning
course expectations and results. But let's keep on task.
Again, respect for others will be our rule. Please arrive on time and
do not leave in the middle of class unless it is absolutely necessary. I
much prefer that you arrive late rather than not at all, but if you must
enter the class after it has begun, please respect the class and settle
in as quickly and as quietly as possible. If you need to leave early,
please let me know ahead of time (so I won't think it was something I
said!) and try to sit near the door.
Feel free to bring a drink
to class, but please - NO food or gum. If you don't know why I have
this rule, I will teach a class chewing gum or munching on a sandwich. I approve of sugar and caffeine highs for
adults unless it gets out of hand.
and Personal Teaching Philosophy
I pledge my attention, time, effort and expertise to you as you
learn your paradigms, memorize your vocabulary, grasp the syntactical
workings of the language, start thinking and reading in Latin. I expect you to exert an
equivalent effort. This is a demanding 4-credit course. Expect to spend a
minimum of ten hours a week preparing in addition to the time we will spend
together in class. I have spread the assignments out over as much time as
possible, given our MTWR schedule. I have programmed into our syllabus a
variety of ways you can buttress your grade. Take advantage of your
resources (that would be me)! I make myself very available to students, but you
have to bring your questions and concerns to me, either in person or
My job is to support students, not to indulge them.
If you have too much on your plate (including too many courses, or a heavy
work schedule, or any reason for missing class on a regular or semi-regular
basis), you are setting yourself
up to fail. Please help me to help you get the most possible out of the
course. Put forth your best effort and give yourself your best chance.
Your job is to
learn the material, conquer the frontier, climb the mountain. My job is to
run ahead of the pack a little bit - to remove as many obstacles from your
path as possible, to offer resources that will help, to guide you on your
way. You do your job, and I'll do mine. In the end, we'll both feel a
wondrous sense of accomplishment.
We'll talk about
going to some museums, seeing some films, maybe even attending a Catholic
Mass in Latin one Friday.
I expect that everyone in this class will do his or her own work, inside
and outside of class. It is OK to collaborate with others to gain mastery of
the material. It is not OK to be so dependent on a classmate or other
knowledgeable soul that the work you hand in is not a product of your own
effort and understanding. Academic dishonesty covers a lot
of ground: cheating, computer dishonesty, plagiarism, grade falsification,
and collusion are all defined in the Undergraduate Catalog handbook, page 57
(or in the on-line
Student Code of Conduct, under General Regulations, section B), and more
information is available at the
Resolution Services Website. I do not expect any of my students to be
dishonest, but it is only fair for me to tell you right up front that I will
respond to deliberate acts of academic dishonesty appropriately. Professors
are required to report suspected cheating. Please don't put me in that
Presenting as your own
that you did not produce is dishonest. It
also works against you: if you let someone else do your work for you, you
will not benefit from the learning process. Once this becomes apparent (it
is also only fair to tell you that your professors aren't stupid) the short
term damage is that you will suffer an academic penalty - failure of a
course, suspension from the university, or worse. But much more significant is the damage you do
to your own sense of what you are able to accomplish, and the value you put
on your own self worth. You can succeed in this course. So do it. If
you are not sure whether outside assistance for a particular assignment
constitutes academic dishonesty, ask!
need a special accommodation
to fully participate in this class, please
talk to me about it privately as soon as possible. You may also contact the
Office of Disability
directly at (309)438-5853 (Voice) or (309)438-8620 (TTY/TDD).
All Rights Reserved
send comments to: Janice Siegel (email@example.com)
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