Schedule E

Overview

Papers belonging to Schedule E feature topics in Ancient Philosophy (EB), Ancient History (EC), Classical Art and Archaeology (ED), Classical Philology and Linguistics (EE), Interdisciplinary Classics and Classical Reception (EX), and require engagement with specified Greek and/or Latin texts.

Each paper centres on one group of texts labelled List A (the ‘core’ texts of that topic to be read in the original Greek or Latin), but may also include a List B (other texts offering scope for further exploration).

FOR MML/CLASSICS CANDIDATES

It is important that MML/Classics candidates only choose Schedule E papers featuring texts in a language they are studying. Some papers do in fact require engagement with both Greek and Latin texts in the original and are therefore not suitable for MML/Classics candidates. Language requirements for each paper are noted below.

 

Scope and structure of the examination papers 2025–26

Each paper, taken as a 2-hour in-person examination (not including reasonable adjustments), is divided into three Sections (A, B and C). Sections A and B each contain a choice of passages from the List A texts: candidates are asked to discuss one or more passage(s) in a single answer. Section C contains a choice of essay questions, of which candidates should attempt one.

Different instructions apply to different groups of candidates:

Papers EB1 and EE1:

• Non-intensive Greek (non-IG) candidates (i.e. those offering Paper B1) should attempt Sections A and C. Each section is worth 50% of the marks available for the paper.
• Intensive Greek (IG) candidates (i.e. those offering Papers B2-3) should attempt Sections B and C. Each section is worth 50% of the marks available for the paper.

Papers EB2 and EE2:

• Non-intensive Latin (non-IL) candidates (i.e. those offering Paper B1) should attempt Sections A and C. Each section is worth 50% of the marks available for the paper.
• Intensive Latin (IL) candidates (i.e. those offering Papers B2-3) should attempt Sections B and C. Each section is worth 50% of the marks available for the paper.

Papers EC1, ED1, EE3:

• Candidates offering non-intensive versions in both Greek and Latin (i.e. those offering both papers A1 and B1) should attempt sections A and C.
• Candidates offering intensive versions in either Greek or Latin, or both (i.e. those offering Papers A2-3 and/or B2-3) should attempt sections B and C.

 

EB papers (Ancient Philosophy)

EB1 PLATO PHAEDO

PROF. G. BETEGH DR L. CASTELLI (8L, 4C: Lent)

COMBINATION REQUIREMENT: candidates offering this paper cannot offer FB1 Plato Phaedo as well (lectures will be shared).

FOR MML/CLASSICS CANDIDATES: this course requires engagement with Greek texts in the original.

Aims and objectives

1. To introduce a central work of philosophy in ancient Greek.
2. To introduce current techniques of philosophical analysis.
3. To enable students to evaluate sympathetically philosophical positions and arguments with which they may not agree.
4. To encourage the analysis of philosophical arguments with reference to the original Greek.

Course Description

The Phaedo is a literary and philosophical classic, portraying Socrates’ final conversation, directly before his execution, as a defence of the soul’s immortality. It contains a series of celebrated but controversial arguments, as well as a myth of the afterlife, and is also a major source for Plato’s Theory of Forms.

Read the text in advance and bring a copy to the lectures.

Content note: The first two lectures discuss arguments about suicide.

 

List A

• Non-IG: Plato, Phaedo (69e5-108c8)
• IG: Plato, Phaedo (84c1-108c8)

List B (for ALL candidates)

The whole Phaedo to be read in English translation. Essay questions (Section C) are likely to refer to parts of the dialogue that fall outside List A.

 

Introductory readings

• Bostock, D., Plato's Phaedo (Oxford, 1986)
• Ebrey, D. Plato's Phaedo: Forms, Death and the Philosophical Life (Cambridge, 2023)

 

Recommended editions/commentaries of texts

• Greek text, edited by C. Strachan, in vol. 1 of the Oxford Classical Text of Plato (Oxford 1995), or in the edition by C.J. Rowe (Cambridge 1993), which also has a very helpful commentary.
• English translation in D. Sedley and A. Long, Plato, Meno and Phaedo (Cambridge 2011), or in D. Gallop, Plato, Phaedo (Oxford 1975). The latter includes an excellent philosophical commentary.

Further reading, and analytic handouts, will be provided at the lectures.

 

EB2 CICERO ON FATE AND HELLENISTIC PHILOSOPHY

DR L. CASTELLI (8L, 4C: Michaelmas)

COMBINATION REQUIREMENT: candidates offering this paper cannot offer FB2 Cicero On Fate and Hellenistic philosophy as well (lectures will be shared).

FOR MML/CLASSICS CANDIDATES: this course requires engagement with Latin texts in the original.

Aims and objectives

1. To introduce a central work of philosophy in Latin.
2. To introduce current techniques of philosophical analysis.
3. To enable students to evaluate sympathetically philosophical positions and arguments with which they may not agree.
4. To encourage the analysis of philosophical arguments with reference to the original Latin.

Course Description

On Fate (De Fato) is one of Cicero’s philosophical dialogues designed to provide a comprehensive account in Latin of the state of philosophical inquiry.  It sets out Stoic and Epicurean views about the nature of moral responsibility and the explanation for voluntary action against the background of their respective physical theories, their views of necessity and possibility, and their understanding of the logic of future-tensed statements.  It offers an introduction to those long-standing philosophical questions, the Hellenistic philosophical landscape, and the sceptical Academic stance that Cicero prefers.

 

List A

• Non-IL: Cicero, De fato; Cicero, De divinatione I. Book I, i-vii, xxxviii-xxxix, lv-lvi; Book II, i-vi; lxxii
• IL: Cicero, De fato

List B (non-IL)

A.A. Long and D.N. Sedley, The Hellenistic Philosophers, Sections 20, 38, 55, 62

List B (IL)

• A.A. Long and D.N. Sedley, The Hellenistic Philosophers, Sections 20, 38, 55, 62
• Cicero, De divinatione I. Book I, i-vii, xxxviii-xxxix, lv-lvi; Book II, i-vi; lxxii.

 

Introductory readings

You can familiarise yourself with the protagonists of this course by reading the relevant sections of The Cambridge Companion to the Stoics (chs. 3, 5, 6, 7), The Cambridge Companion to Epicureanism (chs. 5 and 8), and The Cambridge Companion to Ancient Scepticism (chs. 3–6, 7, 8, 11).

 

Recommended editions/commentaries of texts

For De Fato, the Latin text is, edited by W. Ax in the Teubner edition (1938). The Loeb edition is suggested for the translation (transl. by H. Rackham), while the edition by R.W. Sharples, Cicero on Fate; Boethius, the Consolation of Philosophy (Aris and Phillips 1991), offers both translation and a very helpful commentary.

For De divinatione, the Loeb edition is suggested for both Latin text and translation (by W. A. Falconer). There are commentaries, with Latin text, in the ‘Michigan Classical Commentaries’ series, by C. Schultz (Book 1) and A. Dyck (Book 2).

Further reading, and analytic handouts, will be provided at the lectures.

 

EC papers (Ancient History)

EC1 CONSTRUCTING SEX AND GENDER IN ANCIENT GREECE AND ROME

DR G. MALTAGLIATI DR S. MALIK (8L, 4C: Michaelmas)

FOR MML/CLASSICS CANDIDATES: this course requires engagement with both Greek and Latin texts in the original.

COMBINATION REQUIREMENT: candidates offering this paper cannot offer FC3 as well (content and lectures will be shared).

Aims and objectives

1. To introduce students to the construction of sex and gender in the Greek and Roman world.
2. To reveal how sex and gender were represented through texts in classical Athens and in late Republican and early imperial Rome.
3. To reveal how (differently) what it is to be a man and what it is to be a woman were constructed at different times and in different circumstances.
4. To uncover the range of roles attributed to men and women, the expectations of male and female sexuality.
5. To investigate whether the Greek or the Roman world was a world that thought exclusively in gender binaries.

Course Description

The eight lectures will introduce constructions of heterosexual and homosexual identities for men and women in the Greek and Roman worlds, with particular attention to the set texts. The four classes will look in detail at passages.

Content note: This course explores the historical construction of sex and gender, including pederasty and homosexual and heterosexual prostitution. Some of the material discussed is sexually explicit.

 

List A

Non-IG/IL:

• [Hippocrates] Peri Parthenion
• Xenophon Oeconomicus 7.3–43
• [Demosthenes] 59 = Apollodoros Against Neaira 18–44
• Aeschines 1 Against Timarchos 37–65

• Catullus 63
• ‘Laudatio Turiae’
• Suetonius Claudius 26–30; Nero 28-29
• Juvenal 6.1–345

IG/IL:

• [Hippocrates] Peri Parthenion
• Xenophon Oeconomicus 7.3–37
• [Demosthenes] 59 = Apollodoros Against Neaira 18–32 (excluding testimonies)
• Aeschines 1 Against Timarchos 37–52 (excluding testimonies)

• Catullus 63
• ‘Laudatio Turiae’ Column 2
• Suetonius Claudius 26–30 ; Nero 28-29
• Juvenal 6.1-183

List B

Non-IG/IL

• Xenophon Oeconomicus 8-10
• [Demosthenes] 59 = Apollodoros Against Neaira 1–17, 45–end.
• Aeschines 1 Against Timarchos 1–36, 66–end.
• Petronius Satyrica 66–100
• Pliny the Elder Natural History 7.61–72, 26.151–163, 28.44–86
• Scriptores Historiae Augustae: Heliogabalus

IG/IL

• Xenophon Oeconomicus 7.38- 10
• [Demosthenes] 59 = Apollodoros Against Neaira 1–17, 32–end.
• Aeschines 1 Against Timarchos 1–36, 53–end.
• ‘Laudatio Turiae’ Column 1
• Juvenal 6.184-345
• Petronius Satyrica 66–100
• Pliny the Elder Natural History 7.61–72, 26.151–163, 28.44–86
• Scriptores Historiae Augustae: Heliogabalus

 

Introductory readings

• M. Foucault, History of Sexuality: Vol. 2 The Use of Pleasure (Harmondsworth, 1985)
• B. Holmes, Gender: antiquity and its legacy (London: I.B. Tauris, 2012)
• C. Vout, Exposed: the Greek and Roman Body (London, 2022) ch. 3 ‘Sex and Society’

 

Recommended editions/commentaries of texts

A reader including the prescribed sections of the set texts will be made available on Moodle.

• [Hippocrates] Peri Parthenion ed P. Potter, in Hippocrates. Volume IX, Loeb Classical Library 509 (Cambridge, MA 2010)
• Xenophon Oeconomicus ed S. Pomeroy (Oxford, 1994)
• Apollodoros Against Neaira [Demosthenes] 59 ed. C. Carey (Warminster, 1992)
• Aeschines Against Timarchos ed. N. Fisher (Oxford 2001) [commentary on English translation]
• Catullus ed. K. Quinn (London, 1970)
• Laudatio Turiae, ed. J. Osgood in Turia: A Roman Woman's Civil War, Appendix 2 (Oxford, 2014)
• Suetonius Claudius ed. D.W. Hurley (Cambridge, 2001)
• Petronius, Satyricon, ed. G. Schmelling (Cambridge, MA, 2020)
• Juvenal Satire 6 ed. L. and P. Watson (Cambridge, 2014)
• Aeschines Against Timarchos ed. N. Fisher (Oxford 2001) [commentary on English translation]; text in Aeschines: Orationes ed. M.R. Dilts (Leipzig 1997)

 

ED papers (Classical Art and Archaeology)

ED1 CONSTRUCTS OF CLASSICAL ART

PROF C. VOUT DR N. SPIVEY (8L, 4C: Michaelmas)

FOR MML/CLASSICS CANDIDATES: this course requires engagement with both Greek and Latin texts in the original.

Aims and objectives

1. To introduce students to the extensive literary tradition relating to art and artists in the Graeco-Roman world.
2. To offer students the critical tools to assess and evaluate this tradition, with guided close reading of certain passages from Greek and Roman authors.
3. To measure such written sources against surviving visual and archaeological evidence.

Note on examination format: In the 'comment' question (Section A or B) candidates are asked to comment on two passages within a single answer.

Course Description

Art in the Classical world was made by artists; but 'Classical art' is a category created by scholars, collectors, and curators. This course explores how the production of art in Greece and Rome was perceived (aesthetically), believed (theologically), and received (intellectually). Primary focus is upon visual culture; however, some close reading of texts is also involved. Some of the authors will be well-known from the undergraduate syllabus, such as Homer; others less so, yet nonetheless valuable for what they tell us about ancient art – such as Pliny the Elder, Pausanias and Philostratus). How far do such testimonies guide us through what survives of art-objects deemed as 'Classical' - and what are the alternative ways of understanding ancient iconography?

 

List A

Non-IG/IL:

1) Art and ecphrasis:

• Homer, Iliad 18.478–608
• Virgil, Aeneid 1.453–504
• Elder Philostratus, Imagines 2.18
• Callistratus, Descriptions 3

2) Ways of seeing in the Second Sophistic:

• Pausanias, 1.15 and 5.10–1
• Dio Chrysostom, 12.50–64

3) Art and ‘artists’:

• Diodorus Siculus, 1.98 and 4.76
• Cicero, On Invention 2.1–3
• Pliny, Natural History 34.53–65; 35.61–74 and 36.18–24
• Quintilian, The Orator’s Education 12.10.1–9

4) Art and the ethics of collecting and display:

• Herodas, Mimiambs 4
• Cicero, Verrine Orations 2.1.53–62
• Vitruvius, 7.5
• Martial, Epigrams 9.43 and 9.59
• Statius, Silvae 4.6

IG/IL:

1) Art and ecphrasis:

• Homer, Iliad 18.478–608
• Virgil, Aeneid 1.453–504
• Elder Philostratus, Imagines 2.18
• Callistratus, Descriptions 3

2) Ways of seeing in the Second Sophistic:

• Pausanias, 1.15
• Dio Chrysostom, 12.50–64

3) Art and ‘artists’:

• Diodorus Siculus, 1.98 and 4.76
• Cicero, On Invention 2.1–3
• Pliny, Natural History 34.53–65; 35.61–74 and 36.18–24
• Quintilian, The Orator’s Education 12.10.1–9

4) Art and the ethics of collecting and display:

• Cicero, Verrine Orations 2.1.53–62
• Vitruvius, 7.5
• Martial, Epigrams 9.43 and 9.59

List B

IG/IL

• Pausanias, 5.10–1
• Herodas, Mimiambs 4
• Statius, Silvae 4.6

 

A key resource is JJ Pollitt, The Ancient View of Greek Art: Criticism, History and Terminology. Further specific reading will be given at individual lectures and classes; the following should be generally useful:

• R. Neer, The Emergence of the Classical Style
• R. Osborne, Archaic and Classical Greek Art
• J.J. Pollitt, The Art of Ancient Greece: Sources and Documents
• N. Spivey, Greek Sculpture
• J. Tanner, The Invention of Art History in Ancient Greece
• C. Vout, Classical Art: A Life History from Antiquity to the Present Day

 

Recommended editions/commentaries of texts

A 'reader' of select Greek and Latin passages will be compiled for the course and made available on Moodle; translations of these texts, and some supplements, will appear in lecture handouts.

 

EE papers (Classical Philology and Linguistics)

EE1 HOMER AMONG THE DIALECTS

DR J. WILLMOTT (5L, 3C: Lent: 2C Easter)

FOR MML/CLASSICS CANDIDATES: this course requires engagement with Greek texts in the original.

Aims and objectives

1. To introduce students to the diachronic study of the Greek language and the oral epic tradition.
2. To introduce the methods and principles of Greek dialectology.
3. To introduce and develop an awareness of the distinctive characteristics of the Ionic and Aeolic dialects.
4. To place the linguistic data within its historical, literary and cultural context and consequently to arrive at a better understanding and interpretation of the texts.
5. To develop students’ understanding of the motivations for and processes of particular developments in the history of Greek.
6. To encourage the development of a critical awareness of the use of written data for understanding and tracking changes in the spoken language, and of the limitations and advantages associated with various types of data.
7. To develop skills in the close analysis of texts and in the identification and assessment of significant linguistic features.

Note on examination format: In the 'comment' question (Section A or B) candidates are asked to comment on two passages within a single answer.

Course Description

The language of Homer is well-known to be an amalgam of Ionic, Aeolic, archaic and artificial forms. In this course we will look at the history of the Ionic and Aeolic dialects and ask how the Homeric language came to look the way that it does, and how and why it differs both from any spoken Greek dialect and from other literary dialects. We will see what is characteristic of Ionic and Aeolic and how the process of oral composition has exploited forms from those dialects and created its own epic-internal formations.

The classes will take selections from the schedule of texts for close reading and analysis.

Subject to Directors of Studies' approval, supervisions will be organised centrally to complement the lectures.

 

List A

Non-IG:

• Homer, Iliad 16
• Greek inscriptions as in Colvin, A Historical Greek Reader nos. 9–18 (Aeolic) and 19–24 (Ionic)

IG:

• Homer, Iliad 16, 1-525
• Greek inscriptions as in Colvin, A Historical Greek Reader nos. 9–18 (Aeolic) and 19–24 (Ionic)

[Inscriptions will presented with an English translation in the examination paper]

 

Introductory readings

• G. S. Kirk, The Iliad: A Commentary vol. 1 (books 1–4), Cambridge 1985, pp.1–44.
• Stephen Colvin, ‘Greek Dialects in the Archaic and Classical Ages’, in Egbert Bakker, ed., A Companion to the Ancient Greek Language, Wiley-Blackwell 2010, pp. 200–212.
• Stephen Colvin, A Brief History of Ancient Greek, Wiley-Blackwell 2014, ch. 7.
• Olga Tribulato, ‘Literary Dialects’ in Egbert Bakker, ed., A Companion to the Ancient Greek Language, Wiley-Blackwell 2010, pp. 388–400.
• Olav Hackstein, ‘The Greek Epic’ in Egbert Bakker, ed., A Companion to the Ancient Greek Language, Wiley-Blackwell 2010, pp. 401–423.

 

Recommended editions/commentaries of texts

• D.B. Monro and T.W. Allen (edd.), Homeri Opera (Oxford Classical Text), vol. II (Iliad 13-24), 3rd ed., Oxford 1920.
• Mark W. Edwards, The Iliad: A Commentary vol. 5 (books 17–20), Cambridge 1991.
• Stephen Colvin, A Historical Greek Reader: Mycenaean to the Koine, Oxford 2007 (selection as specified).

 

 

EE2 PETRONIUS AND POMPEII

PROF J. CLACKSON/MS S. HILMARSDÓTTIR (5L, 3C: Michaelmas: 2C Easter)

FOR MML/CLASSICS CANDIDATES: this course requires engagement with Latin texts in the original.

Aims and objectives

1. To introduce students to the study of social variation in the Latin language.
2. To introduce the methods and principles of the diachronic study of Latin and its evolution into Romance.
3. To introduce and develop an awareness of distinctive characteristics of sub-elite varieties of Latin.
4. To place linguistic data within its historical, literary and cultural context and consequently to arrive at a better understanding and interpretation of the texts.
5. To develop students’ understanding of the motivations for and processes of particular developments in the history of Latin.
6. To encourage the development of a critical awareness of the use of written data for understanding and tracking changes in the spoken language, and of the limitations and advantages associated with various types of data.
7. To develop skills in the close analysis of texts and in the identification and assessment of significant linguistic features.

Note on examination format: In the 'comment' question (Section A or B) candidates are asked to comment on two passages within a single answer.

Course Description

The Cena Trimalchionis section of Petronius’ Satyrica contains extensive representations of the speech of freedmen. The language of the freedmen differs from Classical Latin in a number of respects, and often prefigures developments known to take place in the early history of the Romance languages. In this course we compare linguistic features of the language of the freedmen with a selection of graffiti from Pompeii, often written by those who have not had an extensive literary education. We shall use recent research in sociolinguistics to explain the differences from Classical Latin and to explore the process of language change. Topics covered will include the following: orthography and phonology, morphology and syntax, register variation, Greek influence and bilingualism and the notion of Proto-Romance.

The classes will take selections from the schedule of texts for close reading and analysis.

Subject to Directors of Studies' approval, supervisions will be organised centrally to complement the lectures.

 

List A

Non-IL:

• Petronii Arbitri Cena Trimalchionis, Chapters 37–48.8, 56-63.10, 68.6-78.4
• Wallace (2005) An Introduction to Wall Inscriptions from Pompeii and Herculaneum: Chapter 1 Dipinti 94-114; Chapter 2 Graffiti 1-222

IL:

• Petronii Arbitri Cena Trimalchionis, Chapters 37–38.16, 41.10–46.8, 57–63.10, 74-78.4
• Wallace 2005: Chapter 1 Dipinti 94-114; Chapter 2 Graffiti 1-222

 

Introductory readings

• James N. Adams, ‘Petronius and new non-literary Latin’ in József Herman & Hannah Rosén (eds) Petroniana: Gedenkschrift für Hubert Petersmann, Heidelberg 2003, 11–23
• James N. Adams, Social Variation and the Latin language, Cambridge 2013, 1-27
• Bret Boyce, The Language of the Freedmen in Petronius’ Cena Trimalchionis, Leiden 1991
• James Clackson, ‘The Social Dialects of Latin’ in James Clackson (ed.) A companion to the Latin Language, Oxford / Malden MA 2011, 505-526
• József Herman, Vulgar Latin (translated by Roger Wright). University Park PA 2000, 1-26

 

Recommended editions/commentaries of texts 

• Martin S. Smith (1975) Petronii Arbitri Cena Trimalchionis Oxford: Clarendon Press (available online in Oxford Scholarly Editions)  
• Rex Wallace (2005) An Introduction to Wall Inscriptions from Pompeii and Herculaneum: Introduction, Inscriptions with Notes, Historical Commentary, Vocabulary. Bolchazy Carducci Publishers (available online)

 

Content note: Some passages of Petronius contain references to sexual activity involving children and animals.

 

EE3 GREEK AND LATIN CONVERSATION

DR T. POTOČNIK/PROF. J. CLACKSON (5L, 3C: Lent: 2C Easter)

FOR MML/CLASSICS CANDIDATES: this course requires engagement with Latin and/or Greek texts in the original.

COMBINATION REQUIREMENT: candidates offering this paper cannot offer FE3 as well (lectures and content will be shared).

Aims and objectives

1. To introduce students to the study of pragmatics, i.e., study of language in use.
2. To introduce the principles of studying language phenomena from the perspective of their usage and develop awareness of their situatedness in the social, cognitive and cultural context.
3. To introduce the methods and approaches for studying pragmatic phenomena in Latin and Greek.
4. To encourage the development of a critical awareness of the use of written data for understanding and tracking language use.
5. To develop skills in the close analysis of texts and in the identification and assessment of significant linguistic features.

Course Description

With the growth of functional and corpus approaches within linguistics, it has become clear that certain types of ancient texts lend themselves to the study of principles of conversation and spoken language. In this course we use a range of sources representing actual communicative events, including letters and Greek and Latin drama, to develop awareness of different modes of communication and pragmatic principles associated with them. We will study techniques to uncover patterns of spoken language via written texts, and discuss the utility of modern linguistic approaches in this endeavour. We will apply these techniques to two individual texts, Menander’s Samia and Terence’s Andria. Topics covered will include the following: situation of pragmatics within the wider linguistic discipline; assessing different types of data for making hypotheses on language use in the past; synchronic and diachronic study of speech acts; synchronic study of pragmatic markers and tracing their diachronic development; Conversation Analysis; politeness phenomena; pragmatic motivations for language change.

The classes will take selections from the schedule of texts for close reading and analysis.

Subject to Directors of Studies’ approval, supervisions will be organised centrally to complement the lectures.

 

List A

Non IG/IL:

• Menander, Samia
• Terence, Andria

IG/IL:

• Menander, Samia 282-737
• Terence, Andria 1–235, 301–458, 533–580, 684–739, 820–981

 

Introductory readings

• Verschueren, J. (1999). Understanding Pragmatics. Understanding language series. London: Arnold.
• Levinson, Stephen C. (1983). Pragmatics. Cambridge: Cambridge University Press.
• Jucker, Andreas H. and Irma Taavitsainen (2010). Historical Pragmatics, Berlin, New York: De Gruyter Mouton.
• Haugh M. (2012) Conversational interaction. In: K. Allan and K.M. Jaszczolt, eds. The Cambridge Handbook of Pragmatics. Cambridge University Press. 251–274.
• Jucker, Andreas H. (2018). Data in pragmatic research. Methods in Pragmatics, edited by Andreas H. Jucker, Klaus P. Schneider and Wolfram Bublitz, Berlin, Boston: De Gruyter Mouton, 3–36.
• Gómez, Luis Unceta and Łukasz Berger, eds. (2022) Politeness in Ancient Greek and Latin. Cambridge: Cambridge University Press.
• Kroon, Caroline (2011). Latin Particles and the Grammar of Discourse. In James Clackson (ed.) A Companion to the Latin Language. Malden, MA / Oxford: Blackwell. 176–195.
• Risselada, Rodie (1993). Imperatives and other directive expressions in Latin. A study in the pragmatics of a dead language, Amsterdam: J. C. Gieben.
• Bakker, Egbert J. (2010). Pragmatics: Speech and Text. In Egbert J. Bakker (ed.) A Companion to the Greek Language, Wiley-Blackwell, 151–67.
• Barrios-Lech, Peter (2016) Linguistic Interaction in Roman Comedy, Cambridge.
• Bonifazi, Anna, Annemieke Drummen & Mark de Kreij (2016). Particles in Ancient Greek Discourse: Exploring Particle Use across Genres. Washington, DC: Center for Hellenic Studies.

 

Recommended editions/commentaries of texts

• Goldberg, Sander M. (ed.) (2022). Terence: Andria. Cambridge: Cambridge University Press.
• Sommerstein, Alan H.  (2013) Menander: Samia (The Woman from Samos). Cambridge Greek and Latin classics. Cambridge: Cambridge University Press.

 

EX papers (Interdisciplinary Classics and Classical Reception)

There will be no EX papers in 2025-26.