CLAS 101 L (Latin 1)
COURSE OBJECTIVES AND OUTCOMES
In this basic introduction to the Latin language, the student will be able to:
1. Demonstrate basic proficiency in pronunciation and accentuation of Latin, through repetitive drills, recitation of paradigms, and reading of sentences and small paragraphs in Latin. The student will become aware of the great differences between the simple and straightforward pronunciation of Latin and the more complicated practices of the modern descendants of Latin.
2. Reading Development: Through translation of Latin sentences and short paragraphs into English, the student will develop basic analytical skills in grammatical analysis, sentence structure (coordination, subordination), and the elements of style. The student will translate simple and compound sentences and short paragraphs.
3. Writing: Through translation of simple English sentences into Latin, the student will develop basic analytical and synthetic skills in grammatical analysis, sentence structure (coordination, subordination), and the elements of style.
4. Speaking: Engage in some simple conversational formulae, including greetings and farewells, mottos, etc.. It is not expected that the student will have proficiency beyond simple standard formulae presented in the classroom.
5. Morphology and Grammar: Acquire basic grammatical knowledge of declarative and imperative constructions. Make basic comparisons between the grammar and usage of the Latin Language and the grammar and usage of the English language. This includes the acquisition of an analytical vocabulary for the discussion of morphology and syntax. The student will become proficient with:
- The four conjugations, in the present, imperfect, future and present perfect tenses of the indicative mood, active voice; the present passive tense.
- The present imperative mood; the present infinitive mood
- Declensions I, II, III
- Adjectives of the I-II declensional form
- Possessive adjectives and pronouns
- Demonstrative adjectives
- Personal pronouns
- Demonstrative pronouns
- Reflexive and intensive pronouns
- Relative pronoun
- Special uses of the genitive case (possession, origin, material, characteristic, etc.)
- Special uses of the ablative case (place, time when, means, agent, etc.)
5. Engage in basic analysis of both Latin and English words, with a focus on diction, cognate words and etymology, as well as some basic familiarity with some linguistic concepts, such as prefixes, suffixes, infixes, etc.
6. Begin to develop an appreciation of features of Roman culture through the reading and analysis of representative sentences and paragraphs containing material of cultural significance, as well as vocabulary study of culturally revealing words and phrases. Both similarities to modern culture and essential differences will be examined. There will be short student reports and presentations.
7. Memory Development: The student will increase memory skills through the acquisition of paradigms and vocabulary (some 500+ basic words).
Standards for Classical Language Learning (American Philological Association/American Classical League) [.pdf format]
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ASSESSMENT PLAN:
1. GRADED ELEMENTS in the course:
- Class participation 10% Daily class recitation, which gives each student the opportunity to read aloud, speak, and demonstrate how well they are absorbing the current lesson; and which gives the Instructor the chance to spot immediately problem areas in each student's progress.
- Quizzes 40%
- Midterm Examination (comprehensive) 20%
- Final Examination (comprehensive) 25%
- Culturally oriented questions 5%
2. UNGRADED ELEMENTS:
Workbook Assignments: Every third class meeting, after the current lesson has been completed, each student fills out a series of exercises in a workbook which accompanies the textbook. These exercises serve two purposes:
- as a self-diagnostic tool for the student, testing (a) mastery of new forms and new grammar points, (b) ability to analyze these new elements in sentences presented for translating or other work; (c) ability to use these new elements actively in composing Latin sentences.
- as a diagnostic tool for the Instructor:
- sometimes the workbook exercises are the basis of class discussion before they are turned in; this gives students the opportunity to critique and help each other in difficulties they have encountered;
- the workbook exercises are turned in, giving the Instructor the opportunity to assess at least on a weekly basis the progress and the problems encountered by each student;
- the workbook exercises are returned to the student, providing a basis for study for quizzes and exams.
Feedback from quizzes and exams, where common mistakes are discussed and demonstrated by the Instructor..
There is no formal Assessment Instrument (survey).
PROGRAM ASSESSMENT (Classics Minor):
DEPARTMENTAL ASSESSMENT PLAN:
STUDENT LEARNING OUTCOMES (SLO): Students will be able to:
- 1. Demonstrate fluency in listening, speaking, reading and writing in the target language.
- 2. Demonstrate ability to reason and present sound arguments in both oral and written discourse.
- 3. Demonstrate thinking in the analysis of traditions, cultures, and civilizations.
- 4. Understand the nature of language, its function, structure, and interactional (social) purposes.
- 5. Analyze and clearly articulate interpretations of literary texts
Assessment is conducted principally through the Midterm Exam and the Final Examination. The Final Examination is comprehensive. There are embedded questions which assess:
- SLO 1: Ability to translate Latin sentences and paragraphs in English, demonstrating basic analytical skills in grammatical analysis and sentence structure (coordination, subordination), and ability to comprehend what is read.
- SLO 3: Ability to identify basic concepts relating to the particular features of Roman political and social life, as encountered in classroom readings, reports and discussion. This is combined with the grade received for c in-class oral reports.
- SLO 4:: Ability to understand the function and structure of Latin through embedded questions on morphology and syntax.
revised: 04/04/06
