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Course DescriptionWhile you have probably never attended a gladiatorial game, sacrificed to Zeus, or worn a toga to work, chances are your favorite author has been influenced by someone who has. Most modern literature is influenced in some way by the works of classical antiquity. Our activities in this course focus on two main goals: to survey the diversity and power of classical literature and to trace how Greek and Roman literature provides a conscious source of inspiration and a subtle but pervasive influence on authors throughout history. We will examine the classical roots of epic, drama, satire, history, philosophy, and poetry. We will also investigate prominent themes from antiquity and how they influence contemporary literature. Our work will culminate with a faculty-mentored project in which students will be encouraged to reconsider a favorite work in light of their newfound familiarity with the scope and depth of the classical roots of western literature. The course includes field trips to the Museum of Fine Arts in Boston and a performance of Shakespeare’s Troilus and Cressida by the Publick Theater. This course is designed for students who are seeking an introduction to classical literature or those who already have had exposure to classical culture. Syllabus Contents
Course GoalsIn this course, we will explore some of the ancient authors, works, and themes that have influenced the development of Western literature. By the completion of the course, students should be able to:
WebsiteThe website can be accessed directly at: http://homepage.mac.com/bmulligan/classics/roots2004/ The course website will host updated assignments, copies of handouts should you misplace those distributed in class, and links to internet resources related to the authors, texts, and subjects we are investigating. Alternatively, you can access the course website through www.bretmulligan.com. On my homepage, under the heading “Currently Teaching,” you will see a link to “Classical Roots of Western Literature.” Required Texts
A Note on FeedbackI am dedicated to making this class as successful and enjoyable for you as possible. Throughout the semester, I will be soliciting feedback and will do everything in my power to make sure that you are comfortable in the class, but please remember that I cannot respond to requests and comments that I have not heard. If you have any comments for me, please let me know. If you would like to submit anonymous comments, feel free to leave notes in my mailbox in the Classics Department at 48 College Street. Course Format and ScheduleA typical class session will consist of a mixture of class lecture, discussion, and group work. We will also have a field trip to the MFA and a performance of Troilus and Cressida in Boston. “Movie nights” will happily be offered i student interest is sufficient. “Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider.” - Francis Bacon Daily assignments and links to additional resources provided on the course website. Have a question about the assignment?Contact me at bmulligan@brown.edu
Assignments and EvaluationIn addition to a detailed written evaluation of your performance in this course, you will also receive an “FYI (for your information)” grade, which will allow you to compare your performance vis-à-vis performance expectations for a regular college course. Your “FYI” grade for this course will be based on class participation, journal writings, a final project, class presentations, and quizzes in the following ratios:
People learn at different rates, have different proficiencies, and bring to a course varied knowledge of the material – this is part of the joys of learning in a university setting, as you benefit from the strengths of others and in turn lend your own expertise to your peers. In this course, you will never be evaluated against other members of the class. Only your own abilities and efforts will be taken into account when evaluating your work. That is to say, there will be no curve. Class Participation:Active participation is very important to the general success of the course. The evaluation of your participation is neither a measure of simple attendance nor that you answer every question in class correctly – many of the issues we will confront in this course have been vexing the human intellect for millennia and while solutions would be welcomed, they are hardly expected. Moreover, learning is an experimental process and oftentimes the experiments of even the most dedicated and intellectually curious students go awry. This evaluation will reflect, however, regular, careful preparation of assigned material and the consistent, enthusiastic attempt to share your interpretations with your peers and engage in their interpretations. A complete rubric is available on the course website. Journal Writing:To facilitate your enjoyment of the literature we read and to stimulate class discussions, you should write a journal entry for every class. Essentially, this entry will capture your first reactions and/or further considerationsas you read (or re-read) the day’s assignment. Your journal should demonstrate your consistent and intelligent consideration of the day’s activities. Among other possibilities, a successful journal entry can be a series of questions that the text provoked and that you would like to discuss with the class, relating a character or event to a personal experience or another text, or a brief critical analysis of a passage or character. More creative responses – i.e. short stories, poems, and artwork – are encouraged, although some of the entries must be of the more traditional variety. Not every text will strike you with the same force and one or two “light” entries are understandable. A complete rubric is available on the course website. Final Project:For your final project, you will explore and comment on the classical influence on a modern work of literature. Preferably, this is a favorite work, one with which you are intimately familiar and passionately eager to discuss with your peers. Alternatively, if you want to explore a new work, suggestions will be forthcoming. You have two options for the format of your final project: 1) a traditional 4-5 page academic analysis of the text or 2) a web-based project that presents your academic analysis in a multimedia format. I will be happy to provide a brief tutorial to students who wish to undertake a web-based project and would like to learn the requisite computer skills. Regardless of the format you chose, your final project will consist of five phases: 1) a brief description of the project (5%); 2) a rough draft of your project (25%); 3) an evaluation of a peer’s project (25%); 4) a class presentation on your project (15%); and 5) a final version (30%). A complete guide to your final project, is available on-line and will be distributed in class. A rubric for the evaluation of papers is available on-line. Presentations:In groups of two or three, students will present a work or topic to the class for consideration. A successful presentation will accurately describe the work and how it relates to the main reading for the day. Presentation topics can be found on the website and students should familiarize themselves with potential topics as soon as possible. Suggestions for presentations on other works will certainly be considered and appreciated. In general, presentations should last at least 10 minutes, with an upper range of 20 minutes (certain presentations may exceed this measure). Evaluations for presentations will be based primarily on content, although suggestions for improving presentation style will also be considered; a complete rubric is available on the course website; as is a worksheet for evaluating presentations. Quizzes:Short, pre-announced quizzes may be given. Because of the rapid pace of this course, make-up quizzes will not be given without approval prior to the date of the quiz - and then at my sole discretion. Absences:In a condensed course such as ours, one absence is equivalent to missing an entire week of a regular college course. Accommodations for the vicissitudes of fate and health can be made with my express prior approval. Several or unexcused absences will result in the reduction of your “FYI” grade by 10 points for each unexcused absence and a notation of truancy in your written evaluation. This policy will be altered only in cases of severe personal crisis, serious medical incapacitation, or other unforeseen and unavoidable circumstances - and then at my sole discretion following the receipt of a written notice from the appropriate school official. Tardiness:The course moves rapidly and our meeting times are brief. Be on time; both for your own benefit and that of the other students in the class. Fortuna is a cruel mistress; if you are late, talk to me after class. Late Assignments:Assignments turned in after the stipulated deadline will be penalized one letter grade for each day or part of a day the assignment is overdue. An assignment will immediately be considered late if it is submitted at any point after the stipulated deadline. Therefore, if an assignment is due at the start of class and the student misses class or is late to that class, the assignment will be considered one day late and the specified sanction will be applied. Once a paper is three days late, only half-credit can be earned for the assignment. Extensions and waivers:Extensions and waivers may be granted for cause at my sole discretion. Pace Admiral Grace Hopper (who said, "It is easier to ask for forgiveness than it is to get permission."), they must be secured before the deadline for the assignment. If factors external to this course give rise to the request, I may require written confirmation from the appropriate school official. This policy will be altered only in cases of severe personal crisis, serious medical incapacitation, or other unforeseen and unavoidable circumstances - and then at my sole discretion following the receipt of a written notice from the appropriate school official. Academic Integrity:Having attended an Honor Code institution myself, I treat issues of academic integrity with the utmost seriousness. Collaborative work on assignments is allowed and encouraged provided that all work you submit under your name represents your own knowledge, not that of your partner. Good faith mistakes can and do happen; but willful violators of academic honesty, either by cheating on exams or plagiarizing written work, will reap the proverbial whirlwind. A good rule of thumb: when in doubt, cite. |
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Updated on January 26, 2005