Research report schedule
23 April: Jerico, Kelsey, Peter, Zach.
28 April: Alejandro, David, Darby, Katie.
Facilitators of reading discussions
- Thu. 15 Jan.: Kelsey(1) on Thomas chapter 1; Peter(1) on Thomas chapter 2.
- Tue. 20 Jan.: Jerico(1) on Thomas.
- Thu. 22 Jan.: Alejandro(1) on Taplin.
- Tue. 27 Jan.: Katie(1) on Thomas.
- Thu. 29 Jan.: Darby(1) on Taplin.
- Tue. 3 Feb.: David(1) on Carey.
- Thu. 5 Feb.: Zack(1) on Herington 3-20; Kelsey(2) on Herington 20-40.
- Tue. 10 Feb.: Peter(2) on Herington; Jerico(2) on Thomas.
- Thu. 12 Feb.: Alejandro(2) on Taplin.
- Tue. 17 Feb.: Katie(2) on Easterling.
- Tue. 24 Feb.: Darby(2) on Harris 65-93; David(2) on Harris 93-115.
- Thu. 26 Feb.: Zack(2) on Goldhill; Kelsey(3) on Nightingale.
- Thu. 5 March: Peter(3) on Vansina.
- Tue. 10 March: Jerico(3) on Gould.
- Thu. 12 March: Alejandro(3) on Thomas
- Tue. 24 March: Katie(3) on Rhodes.
- Thu. 26 March: Darby(3) on Edmunds.
- Tue. 7 April: David(3) on Yunis.
- Thu. 9 April: Zack(3) on Cole.
Readings (ask in class for access credentials)
- For 1/22 and 1/29: O. Taplin, Homeric Soundings (Oxford, 1992), 1-22 and
- For 1/29: M. Crudden,
The Homeric Hymns (Oxford, 2001), 23-42.
- For 2/3: C. Carey, "Genre, occasion and performance" in the
Cambridge Companion to Greek Lyric (Cambridge, 2009), 21-38.
- For 2/5 and 2/10: J. Herington,
Poetry into drama: early tragedy and the Greek poetic tradition
(Berkeley, 1985), 3-20, 20-40, 41-57.
- For 2/12: O. Taplin, Greek Tragedy in Action (Berkeley,
- For 2/17: Euripides,
Iphigeneia in Tauris (R. Lattimore, Iphigeneia in
Tauris (Oxford, 1992); also available as ebook at Pelletier); P. Easterling, "Form and Performance"
in the Cambridge Companion to Greek Tragedy (Cambridge,
- For 2/24: W.V. Harris, Ancient
Literacy (Cambridge, MA, 1989), 65-93 and 93-115.
- For 2/26: R.E. Allen, Greek
Philosophy (2nd ed., New York, 1966), 25-54; S. Goldhill, The Invention of
Prose (Oxford, 2002), 1-9; A. Nightingale, "Sages, sophists and philosophers: Greek wisdom
literature," in O. Taplin, ed., Literature in the Greek and Roman
worlds: a new perspective (Oxford, 2000), 156-172.
- For 3/3: J. Henderson, Aristophanes'
Clouds (Newburyport, 1992).
- For 3/5: Herodotus 1.1-5
(pp. 3-5); J. Vansina, Oral
tradition as history (Madison, 1985), 3-32.
- For 3/10: Herodotus 2.1-98
(pp. 95-132); J. Gould,
Herodotus (New York, 1989), 19-41.
- For 3/12: Herodotus 8.40-96
(pp. 513-533); R. Thomas,
Herodotus in Context (Cambridge, 2000), 249-269.
- For 3/24: Thucydides 1.1-23
(pp. 34-49), 2.34-65 (pp. 143-164); P.J. Rhodes, "In Defence of the
Greek Historians," Greece and Rome 51 (1994) 156-171.
- For 3/26: Thucydides 5.13-24
(pp. 356-363), 5.84-116 (pp. 400-408), 7.10-18 (pp. 483-488);
L. Edmunds, "Thucydides in the act of writing" in J. Rusten, ed.,
Oxford readings in classical studies: Thucydides (Oxford, 2009), 91-113.
- For 4/7: H. Yunis, Taming Democracy (Ithaca, 1996), 117-135.
- For 4/9: T. Cole, The Origins of
Rhetoric in Ancient Greece (Baltimore, 1991), 115-138.
- For 4/21: A. Nightingale,
"Sages, sophists and philosophers: Greek wisdom literature," in
O. Taplin, ed., Literature in the Greek and Roman worlds: a new
perspective (Oxford, 2000), 172-188
and Aristotle, Rhetoric
Short essay assignments
Write short essays on the specified topics. For each question
write 750 words. In these essays you are strongly encouraged to
discuss and give references to primary sources; you should also refer
to the arguments of the secondary sources discussed in class if they
are relevant to your discussion. Brief references to primary sources
may be placed in parentheses in the text. Longer references and
secondary material should be put in endnotes or footnotes. Provide
full bibliographic information for the works you cite (you may use any
formatting style, as long as you are consistent; the bibliographic
information on the syllabus and this webpage provide a possible model
for formatting style).
- First essay (due in class 27 January) prompt: oralists (Parry
and Lord) assert that the Greek epic tradition is almost entirely
oral and formulaic. Explain what this means and discuss some of the
problems with this assertion. Are there signs of more literate
composition in the Iliad?
- Second essay (due in class 10 February) prompt: choose the Hymn
to Apollo or a poem or fragment of Archilochus, Tyrtaeus, Alcaeus,
Alcman, or Solon and discuss performative elements in the
text. Explain how attention to the performance context of the poem
illuminates our understanding of the text.
- Third essay (due in class 24 February) prompt: consider how
Greek tragedy is presented in the Frogs. What does
Aristophanes know about previous productions of tragedy, and how
does he have this knowledge? Do he and his audience remember the
experience of performances of plays by Aeschylus and Euripides, or,
alternatively, does the Frogs assume that audiences were
familiar with written texts of earlier plays?
- Fourth essay (due in class 24 March) prompt: choose one of the
following two options. (1) Did Herodotus or the Presocratics
perform their work? Did the audience experience the work as a
performance, or did they read a written text? Was prose different
from poetry in this regard? Consider performative aspects of
specific primary source passages and the discussions of Goldhill and
Nightingale. (2) Briefly identify some of the typical interests of
the sophists as presented in Aristophanes' Clouds, and
consider whether those interests are reflected in Herodotus' method
of gathering information and publicizing his inquiry.
- Fifth essay (due in class on 14 April) prompt: does
Plato's Gorgias raise questions that can be applied to
the work of Thucydides? Does the discussion of oratory and
rhetoric in Plato illuminate Thucydides' presentation of
political power and leadership? Consider Pericles, the Melian
Dialogue, and Yunis' discussion.