Allyson Bunch 1 Textual Variation and the Representation of Dialect In
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Petronius' Satyricon Teacher's Manual
Petronius' Satyricon Mosaic from House with Workshops, Pompeii Selections from Cena Trimalchionis Teacher's Manual Ashley Newman Table of Contents I. Introduction and teaching suggestions……………………...………………….pg 3 II. Lesson plans and handouts……………………………….....……………pgs 4 - 12 III. Large versions of text for overhead………………………………..……..pgs 13-19 IV. English translation…………….…………………………….……………pgs 20-23 V. Multiple choice quiz and key..…………………………………………. pgs 24 -25 VI. Vocabulary Quiz………..…………………………………………………….pg 26 VII. Translation Quest and key..………………………………………………pgs 27-28 VIII. Test and key………………………………………………………………pgs 29-35 IX. Bibliography………………………………………………………………….pg 36 2 Introduction and teaching suggestions The purpose of this teaching project is to guide Latin III students through Petronius' Satyricon with ease. By Latin III, the students should be reading unaltered texts in Latin. It is important that the students read texts written by Romans, instead of teachers. Students can learn information about culture and language from reading the words of the Romans. This project is designed to help young students navigate their way through an authentic text. This unit has been designed to take about 12 days. The lesson plans are laid out for group work. This Petronius project lends itself to be incorporated into a larger Roman author unit. I incorporate Petronius as one of the six Romans authors whom I expose my students during a semester. This unit could be longer. Students could translate and discuss only one page a day with daily review of the previous page. Using the suggested extension activities would also extend the unit. It is important to read and discuss the introduction with the students in order to familiarize them with the time period, author, and genre of the Satyricon. -
Itinerarium Egeriae: a Retrospective Look and Preliminary Study of a New Approach to the Issue of Authorship-Provenance
Linguistics and Literature Studies 7(1): 13-21, 2019 http://www.hrpub.org DOI: 10.13189/lls.2019.070102 Itinerarium Egeriae: A Retrospective Look and Preliminary Study of a New Approach to the Issue of Authorship-provenance Víctor Parra-Guinaldo American University of Sharjah, Sharjah, United Arab Emirates Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract One of the most controversial questions with It. Eg.), the travelog of a pilgrim to the Holy Land respect to the Itinerarium Egeriae is its author’s provenance, (Starowleyski 1979), number in the hundreds. Some of and whether this can be determined on linguistic grounds. these, such as Fonda (1966) and Maraval (1982), provide The purpose of this paper is twofold: 1) to provide a central an excellent overview of the different aspects traditionally synopsis and account of previous relevant work that has discussed about the text. The twofold purpose of this paper been conducted on the manuscript; and 2) address one of is: 1) to provide a central synopsis of an updated2 account the most contested and controversial questions with respect of previous work in three areas that are relevant to this to whether its origin can be determined on linguistic paper, namely, the discovery of the manuscript, the date in grounds. In this paper, I revisit this conundrum by which it was originally written, and the provenance of the addressing two major flaws I find in the methodology author; and 2) address one of the most contested and employed to date: 1) the Romanisms sought after are for controversial questions with respect to the It. -
The Use of Vulgar Language in Fiction for Young Adults Bachelor Thesis
ŠIAULIAI UNIVERSITY FACULTY OF SOCIAL SCIENCES, HUMANITIES AND ART DEPARTMENT OF FOREIGN LANGUAGE STUDIES STUDY PROGRAMME ENGLISH PHILOLOGY THE USE OF VULGAR LANGUAGE IN FICTION FOR YOUNG ADULTS BACHELOR THESIS Research Adviser: Lect. dr. Karolina Butkuvienė Student: Ieva Biliūnaitė Šiauliai, 2017 CONTENTS INTRODUCTION ...................................................................................................................... 3 1 THE UNDERSTANDING OF VULGAR LANGUAGE ....................................................... 5 1.1 Standard and Non-standard Language .............................................................................. 5 1.2 Definition of Vulgar Language......................................................................................... 6 1.3 Vulgar Language and Other Non-standard Varieties ....................................................... 7 1.4 Types of Vulgar Language ............................................................................................. 11 1.5 Functions of Vulgar Language ....................................................................................... 14 2 THE USE OF VULGAR LANGUAGE IN MELVIN BURGESS’S NOVEL “LADY: MY LIFE AS A BITCH” ................................................................................................................. 16 2.1 Methodology of the Research ......................................................................................... 16 2.2 Bodies and their Effluvia ............................................................................................... -
Syllabus Update
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS SYLLABUS UPDATE PRE-U LATIN SYLLABUS 9788 Changes to prescribed texts Please note that this syllabus, for examination in 2014, has been amended. Page 12 Appendix 1: Prescribed Texts and Theme Texts for Paper 1 – Verse Literature Prescribed texts Virgil, Aeneid 4. 1–521 (Candidates should be familiar with the rest of the book in translation) Recommended edition: MacLennan, K. (ed.) 2007 Virgil Aeneid 4, Bristol or Catullus 11, 16, 33, 63, 64, 70, 85, 93, 94, 116 Recommended edition: Quinn, K. (ed.) 1998 Catullus: the Poems, Bristol Theme texts Theme, Virgil Aeneid 4. 1–521: Men and Women Ovid Amores 1.1, 2, 4, 5, 6, 9, 10, 11, 12, 13, 14 Ovid Heroides 1, 7, 10 Propertius 1 or Theme, Catullus 11, 16, 33, 63, 64, 70, 85, 93, 94, 116: Violence Virgil, Aeneid 10 Lucan, Bellum Civile 1 Juvenal, Satire 6 Page 13 Appendix 2: Prescribed Texts for Paper 2 – Prose Literature Tacitus Annals XV, sections 38-74 (sequitur clades ... inter homines desierit) Recommended edition: Miller, N. P. (ed.) 1998 Tacitus Annals XV, Bristol Candidates should also read the following in translation: Annals XIV sections 1–22 and 47–65; Annals XV sections 32–37. or Petronius, Satyricon, 26-64 (venerat iam ... nunc hilaria) Recommended edition: Smith, M. 1975 Petronius: Cena Trimalchionis, Oxford Pages 14–16 Appendix 3: Suggested Bibliography General reference Boardman, J., Griffin, J., and Murray, O. (eds) 2001 The Oxford History of the Classical World, Oxford Clausen, W. and Kennet, A. (eds) 1985 The Cambridge History of Classical Literature vol. -
The Recollections of Encolpius
The Recollections of Encolpius ANCIENT NARRATIVE Supplementum 2 Editorial Board Maaike Zimmerman, University of Groningen Gareth Schmeling, University of Florida, Gainesville Heinz Hofmann, Universität Tübingen Stephen Harrison, Corpus Christi College, Oxford Costas Panayotakis (review editor), University of Glasgow Advisory Board Jean Alvares, Montclair State University Alain Billault, Université Jean Moulin, Lyon III Ewen Bowie, Corpus Christi College, Oxford Jan Bremmer, University of Groningen Ken Dowden, University of Birmingham Ben Hijmans, Emeritus of Classics, University of Groningen Ronald Hock, University of Southern California, Los Angeles Niklas Holzberg, Universität München Irene de Jong, University of Amsterdam Bernhard Kytzler, University of Natal, Durban John Morgan, University of Wales, Swansea Ruurd Nauta, University of Groningen Rudi van der Paardt, University of Leiden Costas Panayotakis, University of Glasgow Stelios Panayotakis, University of Groningen Judith Perkins, Saint Joseph College, West Hartford Bryan Reardon, Professor Emeritus of Classics, University of California, Irvine James Tatum, Dartmouth College, Hanover, New Hampshire Alfons Wouters, University of Leuven Subscriptions Barkhuis Publishing Zuurstukken 37 9761 KP Eelde the Netherlands Tel. +31 50 3080936 Fax +31 50 3080934 [email protected] www.ancientnarrative.com The Recollections of Encolpius The Satyrica of Petronius as Milesian Fiction Gottskálk Jensson BARKHUIS PUBLISHING & GRONINGEN UNIVERSITY LIBRARY GRONINGEN 2004 Bókin er tileinkuð -
Poetic Diction, Poetic Discourse and the Poetic Register
proceedings of the British Academy, 93.21-93 Poetic Diction, Poetic Discourse and the Poetic Register R. G. G. COLEMAN Summary. A number of distinctive characteristics can be iden- tified in the language used by Latin poets. To start with the lexicon, most of the words commonly cited as instances of poetic diction - ensis; fessus, meare, de, -que. -que etc. - are demonstrably archaic, having been displaced in the prose register. Archaic too are certain grammatical forms found in poetry - e.g. auldi, gen. pl. superum, agier, conticuere - and syntactic constructions like the use of simple cases for pre- I.positional phrases and of infinitives instead of the clausal structures of classical prose. Poets in all languages exploit the linguistic resources of past as well as present, but this facility is especially prominent where, as in Latin, the genre traditions positively encouraged imitatio. Some of the syntactic character- istics are influenced wholly or partly by Greek, as are other ingredients of the poetic register. The classical quantitative metres, derived from Greek, dictated the rhythmic pattern of the Latin words. Greek loan words and especially proper names - Chaoniae, Corydon, Pyrrha, Tempe, Theseus, Zephym etc. -brought exotic tones to the aural texture, often enhanced by Greek case forms. They also brought an allusive richness to their contexts. However, the most impressive charac- teristics after the metre were not dependent on foreign intrusion: the creation of imagery, often as an essential feature of a poetic argument, and the tropes of semantic transfer - metaphor, metonymy, synecdoche - were frequently deployed through common words. In fact no words were too prosaic to appear in even the highest poetic contexts, always assuming their metricality. -
UNIVERSITY of CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents a Dissertation Submitted in Partial Sa
UNIVERSITY OF CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Indo-European Studies by Éloïse Lemay 2017 c Copyright by Éloïse Lemay 2017 ABSTRACT OF THE DISSERTATION Studies in Merovingian Latin Epigraphy and Documents by Éloïse Lemay Doctor of Philosophy in Indo-European Studies University of California, Los Angeles, 2017 Professor Brent Harmon Vine, Chair This dissertation is a study of the subliterary Latin of Gaul from the 4th to the 8th centuries. The materials studied consist in epigraphic and documentary sources. The inscriptions of late antique and early medieval Trier and Clermont-Ferrand receive a statistical, philological and comparative analysis, which results in 1) fine-grained decade- by-decade mapping of phonological and morphosyntactic developments, 2) comparative discussion of forms of importance to the chronological and regional development of Vulgar Latin, and, 3) isolation of sociolectal characteristics. Particular attention is paid to the issue of inscription dating based upon linguistic grounds. This dissertation also approaches papyrus and parchment documents as material cul- ture artifacts. It studies the production, the use, and the characteristics of these docu- ments during the Merovingian period. This dissertation examines the reception that the Merovingian documents received in the later Middle Ages. This is tied to document destruction and survival, which I argue are the offshoot of two processes: deaccession and reuse. Reuse is tied to the later medieval practice of systematized forgery. Systematized forgeries, in turn, shed light upon the Merovingian originals, thanks to the very high level of systematic interplay between base (the Merovingian documents) and output documents (the forgeries). -
Bilingualism and the Latin Language J
Cambridge University Press 0521817714 - Bilingualism and the Latin Language J. N. Adams Frontmatter More information BILINGUALISM AND THE LATIN LANGUAGE Bilingualism has become since the s one of the main themes of sociolinguistics, but there are as yet fewlarge-scale treatments of the subject specific to the ancient world. This book is the first work to deal systematically with bilingualism during a period of antiquity (the Roman period, down to about the fourth century AD) in the light of sociolinguistic discussions of bilingual issues. The general theme of the work is the nature of the contact between Latin and numerous other languages spoken in the Roman world. Among the many issues discussed three are prominent: code-switching (the practice of switching between two languages in the course of a single utterance) and its motivation, language contact as a cause of linguis- tic change, and the part played by language choice and language switching in conveying a sense of identity. J. N. ADAMSis a Senior Research Fellowof All Souls College, Oxford and a Fellowof the British Academy.He waspreviously Professor of Latin at the Universities of Manchester and Reading. In addition to articles in numerous journals, he has published five books: The Text and Language of a Vulgar Latin Chronicle (Anonymus Valesianus II) () The Vulgar Latin of the Letters of Claudius Terentianus (), The Latin Sexual Vocabulary (), Wackernagel’s Lawand the Placement of the Copula Esse in Classical Latin () and Pelagonius and Latin Veterinary Terminology in the Roman Empire (). © Cambridge University Press www.cambridge.org Cambridge University Press 0521817714 - Bilingualism and the Latin Language J. -
Petronius the Satyricon Who Was Petronius?
Petronius The Satyricon Who was Petronius? • Hedonist • Pro-consul and consul and member of the Nero’s court • Judge of Elegance • Sarical death • Denounced Nero Who was Petronius? • Manuscripts simply refer to the author of the Satyricon as ‘Petronius Arbiter’ • We do not know if they are the same person. The Satyricon – an incomplete novel • Only survives in fragmentary form. The beginning and end are lost. • Many parts omiJed, probably because of its sexually explicit nature. • The Satyricon mainly survives preserved in certain sec?ons. The dinner of Trimalchio is the most complete sec?on. An Overview of the Satyricon • Encolpius ‘The hero of the Satyricon is Encolpius’ penis’ – Amy Richlin. • Giton • Ascyltos • Quar?lla, Pannychis • Trimalchio • Eumolpus An Overview of the Satyricon (con-nued) • Lichas and Tryphaena • Circe in Croton Sources for the Satyricon • A unique literary work. However certain features of the Satyricon can be found – Poe?c sare was common, involving personal observaons and anecdotes about society. Horace’s Dinner of Nasidienus (Serm. 2.8) – exo?c foods squid, fish, crane, provoking fear and crying and laughter. – Mime – Prosimetrum. Menippean sare. Seneca’s Apocolocyntosis – Later novel in the second century Apuleius’ Metamorphoses – Homer, Vergil and Lucan are also influences. Slaves, Freedmen, and Ingenui in the Imperial Period • Ingenuus • Libertus – Augustalis Slaves in the Satyricon • ‘Anyone who leaves this house will receive one hundred lashes’ • ‘Slaves are humans and drink the same milk’ Gaius Pompeius Trimalchio Maecenaanus • Inherited his fortune from his master. • Became an Augustalis, and shows off his fasces and axes • He is painted on the walls accompanied by gods. -
THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN by John
The Culex; Virgilian rather than non-Virgilian Item Type text; Thesis-Reproduction (electronic) Authors Weidenschilling, J. M. (John Martin), 1893- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 15:39:08 Link to Item http://hdl.handle.net/10150/553096 THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN By John Martin Weidonschilling Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the College of Letters,Arts,and Sciences,of the University of Arizona 19)0 V U l d l 381V- n c v %AHT A3HT .nH I ir oar. b ' .^1+' n ' < , "dj '' o v*r!e: •> ar rti bejj-jpi a *- * dV ut lot eeonei a? bra* i ♦ ^;. e b*j* + UilJ ni "nocit/ 3v jjo oy.; r?:? 1. Introduction* The question of authorship of the Latin poem,the Culex, has elicited considerable attention and comment during the past twenty-five years,and the subject is of special interest in this bimillenial anniversary year(1950) of the birth of Virgil. Up to the middle of the last century the Culex had been generally accepted as Virgilian. But more recently the Virgilian authorship of the poem has been questioned and even rejected by scholars of renown. Others have tried to uphold the claim of tradition. Although the controversy has pro duced numerous monographs and articles in classical peri odicals,the question of authorship still remains unsettled. -
Volume I 0.1. 1R-2R Reception of a Papal
Corpus Christi College Cambridge / PARKER-ON-THE-WEB M.R. James, Descriptive Catalogue of the Manuscripts in the Library of Corpus Christi College, Cambridge 1912 MS 79 Stanley: C. 3 TJames: 23 Pontifical Pontificale (London) Codicology: Vellum, mm 400 x 255, (15.7 x 10 in.), ff. 24 + cclix, double columns of 30 lines. Cent. xiv-xv, in a fine upright black hand. Music on four-line stave. Collation: 14 (wants 1) 210 (1 canc.) 38 || 44 58-78 (+ slip after 1) 88 98 (5 is half a leaf) 108-138 (+ slip after 3) 148-198 206 218-298 (+ slip after 1) 308-348 (6-8 removed and replaced by) 35 (six) 368 (+ slip after 7) 38 (five). Provenance: Begun for Bishop Mona of St David's[], the book must have been completed after 1407 when Mona[] died and Clifford[] was translated to London[], and, in 1421, on Clifford[]'s death passed to Morgan[], who prefixed the first leaves. A Bishop in Henry VII[]'s time must have added the Office for the reception of a Nuncio. Additions: The decorative work is good throughout: the paintings not of high excellence. Photographic reproductions of a large number of them have been issued by the Alcuin Club under the editorship of the Rev. W. H. Frere[Frere 1901]. Research: Liebermann, p. xxi[Liebermann 1903], calls the MS. Cn and uses it for Excommunication form (p. 434). Decoration: The following is a short list of the subjects represented, besides those specified above. § I. Prima tonsura. Bust of tonsured youth. Ostiarius. Two gold keys. -
The Power of Latin in Ancient Rome
Activitydevelop The Power of Latin in Ancient Rome How did the spread of Latin influence power in ancient Rome? Overview Students investigate how the geographic spread of an impactful human system—language— influenced power in ancient Rome. For the complete activity with media resources, visit: http://education.nationalgeographic.org/activity/power-latin-ancient-rome/ Program Directions 1. Activate students’ prior knowledge. Ask: Have you ever been in a situation where you didn’t understand the language being spoken? Invite volunteers who are comfortable doing so to share their experiences with the class. As a class, discuss the common themes that are most likely to come up: feelings of discomfort, confusion, and not being understood (loss of power). Then ask: What would it feel like to be heavily influenced to adopt a language other than English? What would it feel like if the most popular activities and places in the United States today were conducted in or marked with the language of another, currently existing country? Explain to students that, in this activity, they will learn about how the spread of Latin influenced power in ancient Rome and consider how it impacted people in the invaded cities and towns. 2. Have students read about the spread of Latin in ancient Rome. Distribute a copy of the Latin in Ancient Rome worksheet to each student. Divide students into pairs and have pairs work together to read the passage and answer the questions in Part 1. Review the answers as a whole class. Ask: In your own words, describe Romanization. (Romanization is the spread of Roman customs, dress, activities, and language.) How was Latin different for different economic classes? (They had different versions of the language: Vulgar and Classical.) 1 of 6 How do you think the invaded cities and towns felt about switching to Roman customs and language? (Possible response: They probably felt pressured to do so, from both the government and the military, instead of a desire to do so on their own.) 3.