CCIV 325 Roman Epic: Course Home Page (SP '98)
Course Description, Requirements, Policies
Course description (from coursebook): Innovative recent work on Roman epic, and effective new translations, have made possible a fresh approach to these important poems. After some initial background material on the prior epic tradition, we will read: Catullus 64, a Òmini-epicÓ on the wedding of Peleus and Thetis, and the abandonment of Ariadne by Theseus; LucretiusÕ philosophical epic On the Nature of Things, which uses poetry to sell Epicureanism even though Epicurus looked down on poetry; VergilÕs story of the mythic origins of the Romans, the Aeneid, with its numerous connections to RomeÕs first emperor, Augustus; OvidÕs very different take on epic in the playful, not-very-Augustan stories of his Metamorphoses; LucanÕs wildly rhetorical historical epic on the civil war between Caesar and Pompey, the Bellum Civile; and StatiusÕ story of mythological civil war between OedipusÕ sons, the Thebaid. We will also read and discuss shorter works of relevance to epic, and secondary literature describing modern responses to these poems, and weÕll have class reports on selected topics. Issues for discussion include: the poetsÕ sense of belonging to an epic tradition, and to what extent each controls or is controlled by that tradition; how each poetÕs narrative(s) and/or ideas are structured and presented; whether and to what extent the poems offer ideological coherence, or a multiplicity of viewpoints or voices (I am particularly interested in how we respond to ÒinconsistentÓ passages in epic); the interplay between myth and philosophy; the extent to which the poems offer a clear or blurred picture of ÒheroesÓ and ÒvillainsÓ; and the ways in which mythological subjects (especially the depiction of gods, heroes, and civil strife) reflect contemporary Roman political or moral concerns.
Three short papers (2, 5, and 2 pages) and a final paper (8-12 pp.; preferably 10; no take-home exam option as in catalogue!) (see below). Class reports (see below). Class discussion figures in grading
Additional Comments:
1) No specific background is required, but some prior exposure to Homer or Vergil may be helpful; eagerness to read longish works with interesting but at times unfamiliar literary conventions will be the most helpful.
2) Read each work carefully, using the notes in the back (none for Vergil except glossary), and making your own notes (in the margin?) about what is going on in the text. Periodic (weekly?) "Assignment Notes" will offer suggestions about what to look for in the readings.
3) We will also read and discuss secondary works (articles or sections of books) describing modern approaches to these poems, both from the Boyle collection of essays and from other sources. Also:
4) Each student will do a 10-minute class report on a short article or section of a book about that dayÕs reading: the goal of these will be to present the authorÕs argument clearly and provide some analysis, in a way that may help discussion that day and later. Additional copies of the article will go on reserve for anyone who finds your report interesting or relvant for a paper. These are not high-pressure class reports, but should be done well.
5) In addition, each student will have another day on which he or will be the Òclass expertÓ on the assignment: this merely means reading the notes in the back of the book with extra care (there are none for Vergil) and trying especially hard to figure out whatÕs going on that day (you can almost do this every day!). This too is no big deal.
6) Of the three short papers, the first and third will be 2-pagers on assigned (flexible) topics given a week before theyÕre due, and we will read and discuss several of these aloud in class. DonÕt fear this: itÕs fun. rewarding, and it works. (You will lose points if you miss class when the 2-pagers are due.)
7) The 5-page paper due after Spring break, and the final paper (8-12 pp.; preferably 10) will be on topics of your own choosing on authors weÕve read (some suggestions may be made). So: read each work like a person looking for a paper topic; try to make sure the discussion in each class helps you learn to think critically about these works lecture for techniques of analysis you may apply to other works or passages. (For the 5-page paper, I would also like you to e-mail me your title and a one-sentence statement of what the point of your paper is, for distribution to the class.)
8) For the final paper (8-12 pp.; preferably 10), each of you is to speak for 5-10 minutes about your topic in one of the last two classes (more info later on this). **On papers generally: I want good writing and good proof-reading; more later.**
9) There is a lot of material on Classics and on these authors on the www; IÕm gathering some of it into a course home page, but IÕll also encourage you to get to know whatÕs on the web in Classics more generally.
10) Attendance strongly encouraged, and if you have always been shy about speaking up in a discussion class, this is a good chance to grow out of that (I did!). You are also responsible for learning from a classmate all material presented or announcements made in your absence. Letting me know ahead of time (x2066 or johara) what dire reason will make you miss class will help (better to call 2066 than just ÒsendÓ a voice mail while IÕm sitting there).