Paper 3: Classical Topics and Paper 4: Literary Essay

Aims and objectives

1. To introduce the linguistic, literary, material and intellectual culture of Roman antiquity.
2. To set the learning of the Latin language in its historical, social and cultural context.
3. To develop the students' skills as readers and interpreters of Roman culture and society.
4. To develop the students' essay writing skills.

Scope and structure of the examination 2024-25

Paper 3 is 2-hour exam. Candidates will be expected to write two essays, one on each of the non-literary topics studied. We recommend that one hour be spent on each essay.

Paper 4 consists of a submitted essay on Ovid Metamorphoses 3. The topic shall be chosen from a list of suggested titles to be issued on Monday of the 8th Week of Lent term. The essay is to be submitted not later than 12 noon on the Friday of the 4th week of Easter Term. Essay titles may expect knowledge of texts set to be read in translation as well as Ovid Met. 3. There is a word limit of 2,500 words for this essay, including notes, but excluding bibliography. For this essay, students should receive a maximum of 60 minutes of supervision and only one full draft is to be read by supervisor. Qualities which will be looked for will be: a good knowledge of the text and an ability to comment on its language and style where appropriate; knowledge of the most relevant secondary material and the capacity to offer some level of close reading and criticism of this material; the ability to construct a coherent argument. Students are required to sign a declaration that the submitted essay is their own work, and does not contain material already used to any substantial extent for a comparable purpose. Essays must be word-processed (1.5 spacing) unless permission has been obtained from the Faculty Board to present them in handwritten form. The style of presentation, quotation and reference to books, articles and ancient authorities should be consistent and comply with the standards required by a major journal.

Course descriptions

Literature

See the page for Papers 1-2.

Greek and Roman Philosophy

This set of lectures provides an introduction to Ancient Greek Philosophy. In the Michaelmas term we will look mainly at Plato’s presentation of the figure of Socrates, a presentation that is often inseparable from Plato’s own philosophical views. The lectures will consider how to read and interpret Plato’s ‘Socratic conversations’ philosophically and show how they can be a provocation to further philosophical inquiry.  The main texts will be Plato’s Apology, Euthyphro, Meno, Phaedo, Protagoras, Gorgias, and Symposium. Those attending the course are encouraged to read as much as possible of these in advance. A convenient translation, all in one volume, is John Cooper ed. Plato: the complete works (Hackett: Indianapolis, 1997). In the Lent term we will consider two central texts in greater detail: Plato’s Republic and Aristotle’s Nicomachean Ethics. We will consider their respective discussions of happiness and human excellence in relation to their epistemological and metaphysical views. For the Republic, see the translation in Cooper ed. (above); for the Nicomachean Ethics, see Sarah Broadie and Christopher Rowe (transl. and comm.), Nicomachean Ethics (Oxford 2002). In the Easter term we will look at two themes: the Hellenistic philosophies of Epicureanism and Stoicism and Early Greek Philosophy and Science.

Ancient History

The second-century BC Greek writer Polybius, like many in antiquity, compared Roman hegemony over the Mediterranean with previous empires, which had already come and gone, as well as the current Carthaginian competition. This course examines imperial rule from the Persian empire in the sixth century BC to Late Antiquity, when Roman dominion in the East were threatened by the imperial successors of the Persians centred in what is now Iran. Issues to be explored will include how empires was created in the first place; the ways in which they both exploited the territories subjected to them, and sought to unify their empires under central control; and how the capitals of imperial powers reflected their imperial status.

The first part will cover the rise and fall of empires from Achaemenid Persia through those of Athens, Sparta and Macedon, to the formation of the Hellenistic kingdoms after Alexander. The second part will explore the rise of Roman power in conflict with Carthage and the Hellenistic Kingdoms, its consolidation and then challenge from Sassanian Persia.

Introductory bibliography: A. Kuhrt, The Persian Empire: a corpus of sources from the Achaemenid period (2007); P.J. Rhodes, The Athenian Empire (Greece & Rome New Surveys in the Classics 17, 1985); P. Low ed., The Athenian Empire (2008); A.B. Bosworth, Conquest and empire. The reign of Alexander the Great (1988); G. Shipley, The Greek world after Alexander, 323-30 B.C. (2000); C. Champion, Roman Imperialism: Readings and Sources (2004); A. Lintott, Imperium Romanum: Politics and Administration (1993); P. Garnsey & R. Saller, The Roman Empire: Economy, Society and Culture, 2nd edn. (2015); E. Dench, Empire and Political Cultures in the Roman World (2018); M. Lavan, Slaves to Rome: Paradigms of Empire in Roman Culture (2013); F. Millar, The Roman Empire and its neighbours (1967).

Classical Art and Archaeology

This course provides an introduction to the scope and potential of the art and archaeology of the Greek and Roman worlds. The first 8 lectures will offer an overview of the questions, methods, and themes of classical 'art' and archaeology, and introduce the importance and inter-relationship of these strands of knowledge for studying the Greek and Roman worlds. The following 16 lectures familiarise students with the range of material culture produced by different peoples across the chronological and geographical span of Classical Antiquity. The focus of these lectures is on key sites, issues and approaches.

Suggested readings (double-starred [**] items are accessible online through iDiscover): **S. Alcock and R. Osborne, Classical Archaeology, 2nd edn. (Oxford, 2011); M. Beard and J. Henderson, Classical Art from Greece to Rome (Oxford, 2001); A. Claridge, Rome: Oxford Archaeological Guides (Oxford, 2010); J. Elsner, The Art of the Roman Empire AD 100-450, 2nd edn. (Oxford, 2018); R. Neer, The Art and Archaeology of the Greek World, 2nd edn. (London, 2019); R. Osborne, Archaic and Classical Greek Art (Oxford, 1998); **C. Shelmerdine (ed.), The Cambridge Companion to the Aegean Bronze Age (Cambridge, 2008); **N.J. Spivey, Greek Sculpture (Cambridge, 2013);  N.J. Spivey and M.J. Squire, Panorama of the Classical World (2004); S. Tuck, A History of Roman Art (Chichester, 2015).

Classical and Comparative Philology and Linguistics

Humans are distinguished from all other animals by their abilities not only in using language, but also in preserving a record of speech over millennia. Our knowledge of ancient literate societies is immeasurably richer than of those which have left no written record. Knowing how language works is essential to learning Latin and Greek and understanding ancient cultures. These four lectures serve as a general introduction to the study of languages with especial reference to some of the differences between ancient languages and modern languages. The lectures will introduce the terminology used in studying languages and linguistics, setting out the different areas of linguistic analysis. We shall also consider wider questions concerning how Latin and Greek reflect and relate to ancient society, how languages change, how languages are related.

Introductory Reading

James Clackson, Language and Society in the Greek and Roman Worlds, Cambridge 2016

Coulter George, How Dead Languages Work, Oxford 2020

Tore Janson, A Natural History of Latin, Oxford, 2004

Peter Matthews, Linguistics, A Very Short Introduction, Oxford 2003

Joseph Solodow, Latin Alive: the survival of Latin in English and the Romance Languages

In these lectures we are going to explore the Latin language as a system. A system that despite its considerable complexity and many rules still seems to show a great number of anomalies. Why is it facere but interficere? How do we get to bewildering paradigms like fero, tuli, latum? Why do you say in urbe but ruri? And what are all these cases for anyway? By analysing the phonology and morphology of Latin and their history we shall try to come to better understand why Latin looks and works the way it does.

Introductory reading:

Leonard Palmer, The Latin Language, London 1954 (older, but still useful; many reprints)

W. Sidney Allen, Vox Latina, Cambridge 1978

Michael Weiss, Outline of the Historical and Comparative Grammar of Latin, 2^nd edition, 2020 (advanced, but a useful place to look for particular details)

These lectures offer a corresponding introduction to the study of Greek as a linguistic system - a system which often looks bewilderingly more complex than Latin. By looking at important phonological and morphological developments in the history of the language we will tame some of that complexity, and answer questions such as: why does Greek look so similar to Latin and yet so different from it? Why does it have fewer cases and use them differently? What exactly is​ an optative?

Suggested reading:

L. R. Palmer, The Greek Language, Bristol Classical Press, 1996

W. S. Allen, Vox Graeca, Cambridge University Press, 1987

S. Colvin, A Brief History of Ancient Greek, Wiley-Blackwell, 2014

Ancient Greek and Latin are “dead” languages, meaning that we only have written evidence for these languages. In these lectures we will explore the relationship between speech and writing. We will discuss the nature and the workings of the alphabet and then look at its origin, development and spread, and discuss how it is used by putting it in a linguistic, historical and cultural context. We will then read a number of primary sources (inscriptions) and literary texts in order to see how all of this works in practice.

Introductory reading:

Peter Daniels and William Bright, The World's Writing Systems New York 1996

Andrew Robinson, The Story of Writing, London 2007

James T. Hooker, Ancient writing from cuneiform to the alphabet, London 1990

Alison E. Cooley, The Cambridge Manual of Latin Epigraphy, Cambridge 2012

Arthur Geoffrey Woodhead, A Study of Greek Inscriptions, 2nd ed., Cambridge 1981

All scholarly reading and writing about literature is ‘theoretical’, in the sense that it rests upon ideas about what literature is, what it is for, and what it means. The aims of this course are three-fold: firstly, to allow students to understand better what are the hidden assumptions that underpin the way that they have been brought up to read; secondly, to help them understand the range of alternative options available; and thirdly, to give them practical tips to allow them to expand their literary-critical toolkits. The lectures will be accessible — no prior knowledge is assumed — and will benefit any student with any interest in reading ancient literature either as literature or in historical terms. The lectures will cover the more established areas of theory, including narratology, deconstruction and feminism, and also newer fields like ecocriticism and new materialism. A good place for the curious to start is Jonathan Culler’s accessible Literary Theory: A Very Short Introduction (Oxford, 2011).