00489 - Latin Grammar

Learning outcomes

Knowledge to be obtained by the end of the course: 1) the student knows the morphosyntax of the Latin language at an intermediate level
 2) he knows some basic elements of Latin metrics
 3) he knows some basic elements of the history of the Latin language aimed to provide a full understanding of the main syntactic structures. 

Skills to be obtained by the end of the course: 1) he can recognize and describe appropriately the main morphosyntatic structures
 2) he can read Latin metrics scanning the texts listed in the programme 3) he can produce simple sentences in Latin
 4) he can translate and analyze previously seen texts.

Course contents

This course focuses on two of Cicero's later works: the Brutus and the Tusculanae disputationes. At a pivotal point in his life, Cicero reflects on the two great intellectual passions that were intertwined with his political career: oratory and philosophy.
In Brutus — named after one of the characters in the dialogue, a young aristocrat who is seen as the guardian of a spiritual legacy — Cicero explores the origins and evolution of eloquence in Rome, with a focus on its leading figures and the challenges posed by an art form that relies on engagement with public life.
In the Tusculanae, written shortly thereafter, Cicero claims the distinction of having provided his fellow citizens with philosophical literature in an artistic form. Here, rhetoric serves philosophy to give rise to an ethical-political programme synthesising the tradition of the mos maiorum and Greek culture. The aim is to educate the Roman elite in order to provide them with a solid ethical and cultural foundation, thereby regenerating the res publica.
Selective reading of the two texts allows us to explore the distinctive features of Cicero’s language and intellectual lexicon. Furthermore, targeted examples demonstrate how linguistic knowledge plays a fundamental role in addressing (and sometimes resolving) the interpretative challenges typical of ancient texts.

CORE COURSE

Latin grammar (particularly syntax) will be examined at an advanced level; basic knowledge of historical grammar will be consolidated


LATIN TEXTS: Students are required to read the texts covered in both modules in the original language.

MODULE 1 (Prof. Pasetti, Starting on 3 February 2027). Regarding Brutus, students are asked to read the following passages in the original language:
- paragraphs 1–11 and 20–25 (from the beginning of the dialogue); 44–48 (the origins of rhetoric); 82–93 (Lelius and Galba: the role of emotions in eloquence); 181–200 (the judgement of the audience versus that of critics: the cases of Scevola and Crassus).

MODULE 2 (Prof. Dal Chiele, Starting on 31/03/2027), students are expected to read the following paragraphs in the original language: 1.1–8 (the first prologue); 3.25–31 (aegritudo); 4.47–53 and 77–78 (anger); and 65–76 (love). Any paragraphs not covered in class during either module will be assigned for independent study.

LATIN TEXTS

students are required to read in original language all the texts presented in the special focus course.

HANDBOOK, see below, Bibliography.

CRITICAL ESSAYS
one out of the essays listed below, in Bibliography.

N.B.

Students with SLDs or temporary or permanent disabilities: it is recommended that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and your teacher to discuss the most effective strategies for following the course and/or preparing for the exam.

non-attending students ar required to read the original texts of Brut. 12–19 and 69–81, as well as Tusc. 2.1–9, 3.1–6 and 4.1–8.

The rest of the programme remains unchanged.

Erasmus students, and students who intend to choose the course as a single exam, or outside the options of their course of study, are requested to contact the teacher BEFORE making their choice final.

 

Readings/Bibliography

LATIN TEXTS

We recommend the following for the text and commentary on Brutus:

Cicerone, Brutus, introduzione, traduzione e note di Emanuele Narducci, Milano, BUR, 1995.

During the course, comparisons will be made with other critical editions. specifically: D. R. Thomas, Cicero's Brutus, edition, textual commentary, and study of the transmission, Oxford 2024; M. Tulli Ciceronis Brutus, edited by A. E. Douglas, Oxford 1966

For the text and commentary on the Tusculanae disputationes, we recommend:

Marco Tullio Cicerone, Tuscolane, introduzione di E. Narducci, traduzione e note di L. Zuccoli Clerici, Milano, BUR, 2004 (5 ed.) or any other paperback edition.

During the course, comparisons will be made with other critical editions, specifically: M. Tulli Ciceronis Tusculanarum Disputationum libri V quae [sic!] recognovit ... R.A. Kaster, Oxonii 2026.

HANDOBOOKS

For basic morphology and syntax, see I. Dionigi, E. Riganti, and L. Morisi, Il latino, Bari: Laterza, 2011 (= Verba et res: Morphosyntax and Lexicon of Latin*, 2 vols., Bari: Laterza, 1999).

For advanced syntax, we recommend A. Traina and T. Bertotti, Sintassi Normativa della Lingua Latina, Bologna: Patron, 2015.
For historical grammar: A. Traina and G.B. Perini, Propedeutica al latino universitario, Bologna: Patron, 1995, Chapters I–V.

CRITICAL ESSAYS

One reading of your choice from those listed (other readings may be added during the course):

A. Balbo, Marcus Junius Brutus the orator: between philosophy and rhetoric, in C. E. W. Steel, H. Van der Blom, Community and communication: oratory and politics in Republican Rome, Oxford 2013, pp. 315-328

A. Casamento, «Mihi cane et populo». Cicerone e l’autorappresentazione del successo oratorio: la questione del consenso popolare (Cic. Brut. 183-200), in F. R. Berno, G.La Bua, Portraying Cicero in literature, culture, and politics: from ancient to modern times / ed. by Francesca Romana Berno and Giuseppe La Bua, Berlin-Boston (Mass.): De Gruyter, 2022, pp. 13-32

A. Cavarzere, Cic. Brut. 92: un passaggio (troppo) nascosto?, SIFC 10, 2012, pp. 100–104.

A. Cavarzere, Coscienza del progresso e consapevolezza del presente: Cicerone, Brutus 22-23, in M. Citroni, Letteratura e ciuitas: transizioni dalla Repubblica all'Impero. In ricordo di Emanuele Narducci, Pisa 2012, 99-115.

E. Narducci, Brutus: the history of Roman eloquence, in J. M. May,
Brill's companion to Cicero: oratory and rhetoric, Boston (Mass.) 2002, 401-425.

G. Petrone, Modelli drammatici per la retorica, in G. Aricò e M. Rivoltella, la riflessione sul teatro nella cultura romana, Milano 2008, 159-170

T. Ricchieri, Un «canone» di oratori romani? Cicerone, il finale del Brutus e i dieci oratori attici, Maia 68.3 (2016) pp. 665-688

Ch. S. Van den Berg, The invention of literary history in Cicero’s Brutus, Classical Philology 114.4 (2019), pp. 573-603.

M. Citroni, I proemi delle ‘Tusculanae’ e la costruzione di un’immagine della tradizione letteraria romana, in Id. (a c. di), Memoria e identità. La cultura romana costruisce la sua immagine, Firenze 2003, 149-184.

G. Petrone, I turbamenti dell'oratore: Cicerone, l'«actio... vehemens» e il quarto libro delle «Tusculanae», «Pan», 20 (2002) 81-93.

R. Woolf, Cicero on Rhetoric and Dialectic, in N. Gilbert, M. Graver, S. McConnell (eds.), Power and persuasion in Cicero's philosophy, Cambridge 2023, 15-34.

S.A. White, Cicero and the Therapists, in J.G.F. Powell (ed.), Cicero the philosopher: twelve papers, Oxford 1995, 219-246.

 

 

Teaching methods

Lectures; interactive lessons with exercises and readings of Latin texts in the original language, aimed to control the learning proces. A laboratory on grammar will be activated.

Assessment methods

The final examination consists of a conversation with the examiner; the student will demonstrate to meet the learning objectives, in particular:

1) to have acquired an adequate knowledge of Latin grammar (phonetic, morphology, syntax) at an intermediate level, both from a synchronic and a diachronic point of view: therefore, to pass the examination it is required a good basic knowledge of Latin Language.

2) to know the content of the thearical essays included in this program.

3) to be able to apply theoretical knowledge in practical situations, by performing translations and analysis of the Latin texts listed in the course contents.

Assessment guidelines:

-failing grades: lack of basic linguistic knowledge and inability to produce a correct translation and interpretation of the text

-passing grades: basic linguistic knowledge, translation and interpretation of texts mostly correct, but inaccurate and lacking in autonomy.

-positive grades: language proficiency at an intermediate level; translation and interpretation of the texts fully correct, but not always accurate and autonomous.

-excellent grades: language proficiency at an intermediate-hight level; translation and interpretation of the texts non only correct, but autonomous and accurate

N.B.

Students with LDSs or a temporary or permanent disability: it is advisable to contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be their task to propose any adjustments to the students concerned, which must in any case be submitted 15 days in advance to the teacher for approval; the teacher will assess their appropriateness in relation to the teaching objectives.

Teaching tools

Materials to sopport teaching, whether in paper or electronic format, will be provided during classes or made available online

Office hours

See the website of Lucia Pasetti

See the website of Elisa Dal Chiele