Reading Latin Fluently: Theoretical Explanations and Practical Applications for all Levels Caroline...

Reading Latin Fluently:

Theoretical Explanations and Practical Applications for all Levels

Caroline Kelly, Mitchell Community College,

Statesville, NC

Patrick McFadden, St. Mary’s Episcopal School,

Memphis, TN

67th Annual ACL Institute

College of William and Mary

June 26-28, 2014 Williamsburg, VA

Reading Latin Fluently:

Theoretical Explanations and Practical Applications for all Levels

Slides and handouts:http://alterisaeculo.wikispaces.com/ACL+Institute+2014

What’s in a Headline?

What’s in a Headline?

Bad Habits Die Hard

Galli se omnes ab Dite patre prognatos1 praedicant idque ab Druidibus proditum dicunt. Ob eam causam spatia omnis temporis non numero dierum sed noctium finiunt; dies natales et mensum et annorum initia sic observant ut noctem dies subsequatur.

 1 prognatos = natos

•2014 AP® Latin Exam Q2

Theory and Application

• Reading Theory

• Approaching Reading: Top-Down v. Bottom Up, Reading Strategies

• Functional Discourse Grammar

• Spotting Discourse Markers

• Analyzing Textbooks

• Small Group Discussion

Let’s Dig Deep!

Important Distinctions

• Formal Theories (Chomskyan):

Language = deep, universal brain structure

• Functional Theories (Amsterdam School):

Language = instrument of social interaction

Functional Discourse GrammarA theory of descriptive linguistics which views language as “an instrument of social interaction . . . used with the intention of establishing communicative relationships,” not as an object with a structure of formal rules independent from meaning and use.

Reading vs. Writing

• Writing Latin ≠ Reading Latin!

• Production ≠ Interpretation

• ACL’s Classical Investigation: General Report (1924) “the primary immediate objective in the teaching of Latin is ability to read Latin for pleasure or profit.”

• Anecdotes?

Reading Theory

 *S E M A N T I C S

Top Knowledge of the World – understanding of how entities fit

into world, routines, schemataPragmatics and Discourse –recognizing and following organization of info.; relationship with writer.Syntax – recognize word combinations into meaningful

expressionsMorphology – identify parts of speech, case, number, tense,

person, etc.Phonology – recognize letter(combinations) as representing

sounds to form wordsBottom * Integrated and all levels is the meaning of individual words and the overall state of affairs represented by their combination.

Fig. 1: Levels of Information Employed in Reading

The Big Three for Latin

Fig. 2: The Levels Most Relevant to Latin

The Big Three for Latin

Fig. 2: The Levels Most Relevant to Latin

arma: n. nom./acc. pl.

arms ____ or____ ___ arms Subject or Object

The Big Three for Latin

Fig. 2: The Levels Most Relevant to Latin

arma virumque: nouns acc. pl.

_ _ arms and man Two Objects

The Big Three for Latin

Fig. 2: The Levels Most Relevant to Latin

arma virumque cano: nouns acc. pl. verb, 1st sg. pres. act.

I sing arms and manObjects, main-clause verb,Ø:Subject = I

Interactive-Compensatory Model Must be Interactive!

Hic, ubi disiectas moles avulsaque saxis

saxa vides, mixtoque undantem pulvere fumum,

Neptunus muros magnoque emota tridenti

fundamenta quatit totamque a sedibus urbem

eruit. Hic Iuno Scaeas saevissima portas

prima tenet . . . (Verg. A. 2.608-13)

•2013 AP® Latin Exam Q1

Interactive-Compensatory Model Must be Interactive!

Primis tenebris silentio mota castra; boues aliquanto ante signa acti. Vbi ad radices montium uiasque angustas uentum est, signum extemplo datur, ut accensis cornibus armenta in aduersos concitentur montes (Liv. 22.17.1)

•What kind of oxen did Hannibal have at Ager Falernus?

Sight Constructions

A.) vī – ablative sing. noun “by force”

B.) venerunt – 3rd plural perfect verb “(they) came”

C.) Troianōs tum Italiam venisse – indirect statement “Trojans then came (had come) to Italy”

D.) signō a centurionibus datō – ablative absolute

“with the sign given by the centurions”

Quaestiones?

Reading Theory

 *S E M A N T I C S

Top Knowledge of the World – understanding of how entities fit

into world, routines, schemataPragmatics and Discourse –recognizing and following organization of info.; relationship with writer.Syntax – recognize word combinations into meaningful

expressionsMorphology – identify parts of speech, case, number, tense,

person, etc.Phonology – recognize letter(combinations) as representing

sounds to form wordsBottom * Integrated and all levels is the meaning of individual words and the overall state of affairs represented by their combination.

Fig. 1: Levels of Information Employed in Reading

An Aerial View

The Latin Sentence

Map of the Sentence

Core Modifiers Connectors

Sentence

Every sentence is made up of a core which can be expanded by modifiers and/or connectors.

The next slides will provide a way for you to organize additional information often found in longer sentences.

Adapted for Disce! from material for Introduction to Latin (Shelmerdine) Used with permission.

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object/Complement (not always present)

Fēminae cibum vendunt.

S + DO + V

Fēminae occupātae sunt.

S + C + V

Core Modifiers Connectors

Sentence

• Subject• Verb• Object

• et, -que• sed

Fēminae cibum et vīnum vendunt.

Fēminae virīque vīnum bibunt.

NB: et, que, & sed always connect words that are same part of speech (e.g. both nouns) and that both function in

the same way in that part of the sentence (e.g. both DOs).

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object

Fēminae tabernae apprōpinquant.

S + Dative Object + V

• et, -que• sed

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object

• et, -que• sed

• genitive noun• dative noun

Fēminae tabernae Valeriae apprōpinquant.

S + Dative Object + Gen. Noun + V

Modifiers tell us more another word

– here we are told the inn’s owner.

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object

• genitive noun• dative noun

Fēminae vīnum virīs vendunt.

S + Direct Object + Dat. Noun + V

Modifiers tell us more another word –

here we are told to whom vine was sold.

• et, -que• sed

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object

Adverbial• adverb• prep. phrase• dative noun

• genitive noun

Fēminae strēnuē labōrant.S + adverb + V

Adverbs tell us more about the verb

– how, where, when, etc.

• et, -que• sed

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object

Adverbial• adverb• prep. phrase• dative noun

• genitivenoun

Fēminae strēnuē in tabernā labōrant.

S + adverb + prep. phrase + V

Adverbs tell us more about the verb

– how, where, when, etc.

• et, -que• sed

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object• Subject Complement

Adverbial• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae occupātae sunt.

S + C + V

• et, -que• sed

Core Modifiers Connectors

Sentence

• Subject• Verb• Direct Object• Dative Object• Subject Complement

Adverbial• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae occupātae labōrant.

S + adj. + V

Adjectives tell us more about a noun

– what kind, how many, etc.

• et, -que• sed

Core Modifiers Connectors

Sentence

* Sentence Patterns

• Transitive • Intransitive • Special Intrans.• Linking

Adverbial• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

* The Core can be classified into a surprisingly small number of different patterns which work the same way in both languages.

• et, -que• sed

Core Modifiers Connectors

Sentence

* Sentence Patterns

• Transitive • Intransitive • Special Intrans.

• Linking

Adverbial• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae cibum vendunt.

S + DO + V

• et, -que• sed

Core Modifiers Connectors

Sentence

* Sentence Patterns

• Transitive • Intransitive • Special Intrans.

• Linking

• and (et, -que)• but (sed)Adverbial

• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae labōrant.

S + V

Core Modifiers Connectors

Sentence

* Sentence Patterns

• Transitive • Intransitive • Special Intrans.

• Linking

• and (et, -que)• but (sed)Adverbial

• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae tabernae apprōpinquant.

S + Dative Object + V

Core Modifiers Connectors

Sentence

* Sentence Patterns

• Transitive • Intransitive • Special Intrans.

• Linking

• and (et, -que)• but (sed)Adverbial

• adverb• prep. phrase• dative noun

Adjectival• adj.• genitive noun

Fēminae occupātae sunt.

S + C + V

The Latin Sentence

Let’s Get Practical

A Technique for Success

1) Remember always to read the sentence from left to right - don’t skip

around!2) Always connect the Latin case ending to the word’s function in the sentence.

Adapted for Disce! from material for Introduction to Latin (Shelmerdine) Used with permission.

A complete sentence in English has certain predictable core elements which occur in a

consistent word order:Subject + Verb +/- Direct Object

s +/- s Remember: Latin endings show function,

e.g.,

Nominative = SubjectAccusative = Direct Object

Reading Theory

 *S E M A N T I C S

Top Knowledge of the World – understanding of how entities fit

into world, routines, schemataPragmatics and Discourse –recognizing and following organization of info.; relationship with writer.Syntax – recognize word combinations into meaningful

expressionsMorphology – identify parts of speech, case, number, tense,

person, etc.Phonology – recognize letter(combinations) as representing

sounds to form wordsBottom * Integrated and all levels is the meaning of individual words and the overall state of affairs represented by their combination.

Fig. 1: Levels of Information Employed in Reading

Learning to Walk

Ø they

Ø they

Try Your Reading Card Here!

Quaestiones?

1. Puellae sunt dēfessae.

2. In agrīs puerī ambulant.

C

4. Puerī epistulās scribunt.

Ø they

6. Pater vōcem puellae audit.

( )Ø they

Now Mark This Instead!

Let’s Dig Deep Again!

Functional Discourse Grammar

Expressions aren’t isolated.

Exhibit coherence = Discourse

Reading Theory

 *S E M A N T I C S

Top Knowledge of the World – understanding of how entities fit

into world, routines, schemataPragmatics and Discourse –recognizing and following organization of info.; relationship with writer.Syntax – recognize word combinations into meaningful

expressionsMorphology – identify parts of speech, case, number, tense,

person, etc.Phonology – recognize letter(combinations) as representing

sounds to form wordsBottom * Integrated and all levels is the meaning of individual words and the overall state of affairs represented by their combination.

Fig. 1: Levels of Information Employed in Reading

Levels of Coherence in DiscourseRepresentational – World represented by language

Since I had picked four of the five winning numbers, I won $1,000 in the lottery.

Interactional – Relationship between Writer and Reader

Since you asked, I won $1,000 in the lottery.

Presentational – Writer’s imposition of organization

I usually play the birthdays of my family members in the lottery. Four of the five numbers have now come up, and for the first time I have won $1,000. Now my friend always lets the computer pick the numbers, and he has won six times.

Discourse Markers

Writers signal coherence through:

•Particles (Kroon 1995)

•Word-Order Patterns

•Pronouns and Gapping

Nam vs. Enim

Nam = presentational; subordinate information: footnote, small type

At pius Aeneas, per noctem plurima volvens,ut primum lux alma data est, exire locosqueexplorare novos, quas vento accesserit oras,qui teneant (nam inculta videt) hominesne feraenequaerere constituit, sociisque exacta referre. (Verg. A.1.305-09)

Nam vs. Enim

Nam = presentational; subordinate information: footnote, small type

At pius Aeneas, per noctem plurima volvens,ut primum lux alma data est, exire locosqueexplorare novos, quas vento accesserit oras,qui teneant1 hominesne feraenequaerere constituit, sociisque exacta referre.

1nam inculta videt

(Verg. A.1.305-09)

Nam vs. Enim

Enim = interactional asserting agreement of Reader; “of course,” “wouldn’t you agree,” “doncha think”

`O socii (neque enim ignari sumus ante malorum) passi graviora, dabit deus his quoque finem.

(Aen.1.198-99)

Autem vs. Vero

Autem = presentational; thematic break, paragraph return, parenthesis

His autem omnibus druidibus praeest unus, qui summam inter eos habet auctoritatem. Hoc mortuo aut si qui ex reliquis excellit dignitate succedit, aut, si sunt plures pares, suffragio druidum, nonnumquam etiam armis de principatu contendunt.

(Caes. Gal. 6.13)

Autem vs. Vero

Autem = presentational; thematic break, paragraph return, parenthesis

Erant omnino itinera duo, quibus itineribus domo exire possent: unum per Sequanos, angustum et difficile, inter montem Iuram et flumen Rhodanum, vix qua singuli carri ducerentur, (mons autem altissimus impendebat, ut facile perpauci prohibere possent); alterum per provinciam nostram . . . .

(Caes. 1.6.1-2)

Autem vs. Vero

Vero = interactional; personal guarantee, “really,” “believe me”

At gemini lapsu delubra ad summa draconeseffugiunt saevaeque petunt Tritonidis arcem,sub pedibusque deae clipeique sub orbe teguntur.Tum vero tremefacta novus per pectora cunctisinsinuat pavor. . . (Verg. A. 2.225-29)

Other Presentational Particles

Igitur (but not ergo) = return to next step in main argument after digression

Nunc (as first word in sentence, not as adverb) = thematic break, next step in argument

Word-Order Patterns = Discourse Markers

Verb-Subject Order = Thematic Discontinuity (cf. autem)(A)inter haec repleverat iam Poenus armatis muros, et vis magna ex ingenti copia congesta telorum suppeditabat. (Liv.26-45)

(B)conticuere omnes, intentique ora tenebant. inde toro pater Aeneas sic orsus ab alto: (Verg. A. 2.1-2)

(C) ceterum post rem actam ut iam resederat impetus animorum ardorque, silentium subito ortum et tacita cogitatio quidnam egissent. (Liv. 26.18)

Word-Order Patterns = Discourse Markers

Discontinuous NP with Verb = Thematic Discontinuity (cf. autem)

(A) His autem omnibus druidibus praeest unus, qui summam inter eos habet auctoritatem. Hoc mortuo . . . . (Caes. Gal. 6.13)

(B) vulgatior fama est ludibrio fratris Remum novos transiluisse muros. Inde ab irato Romulo . . . interfectum. (Livy 1.7.1-2)

(C) Ex quibus deduxi in colonias … millia aliquanto plura quam trecenta, et iis omnibus agros adsignavi aut pecuniam pro praemiis militiae dedi.

Naves cepi sescentas praeter eas, si quae minores quam triremes fuerunt. (RG 3)

Referential Continuity

In FDG every sentence has a Topic = that entity about which the sentence (clause) is providing informationthe most.

Topics are: known from context, usually leftward in clause

(Also has a Focus = most salient information about that Topic.)

Referential Continuity

hi omnes lingua, institutis, legibus inter se differunt. Gallos ab Aquitanis Garumna flumen, a Belgis Matrona et Sequana dividit.

(Caes. Gal.1.1.2)

Referential Continuity

hi omnes lingua, institutis, legibus inter se differunt. Gallos ab Aquitanis Garumna flumen, a Belgis Matrona et Sequana dividit.(Caes. Gal.1.1.2)

***”These all differ among themselves in language, institutions and laws. The Gauls are divided from the Aquitani by the Garumna River, and from the Belgae by the Matrona and Sequana Rivers.”

Referential Chains in Latin:Full Noun Phrase – (is/hic)-- ø

apud Helvetios longe nobilissimus fuit et ditissimus Orgetorix. Is, M. Messala et M. Pupio Pisone consulibus, regni cupiditate inductus coniurationem nobilitatis fecit et civitati ø persuasit ut de finibus suis cum omnibus copiis exirent . . . .(Caes.Gal.1.2.1)

“Mind the Gap”eorum una pars, quam Gallos obtinere dictum est, initium capit a flumine Rhodano; ø continetur Garumna flumine, Oceano, finibus Belgarum; ø attingit etiam ab Sequanis et Helvetiis flumen Rhenum; ø vergit ad septentriones.

Belgae ab extremis Galliae finibus oriuntur; ø pertinent ad inferiorem partem fluminis Rheni; ø spectant in septentrionem et orientem solem.

Aquitania a Garumna flumine ad Pyrenaeos montis et eam partem Oceani quae est ad Hispaniam pertinet; ø spectat inter ocasum solis et septentriones. (Caes. Gal. 1.1.5-7)

Particles and Conjunctions

How would you break this text?

How about Breaking at Particles and Word Order?

What About Verses and Punctuation?

Discussion of Texts• Break up by textbook• Examine tables of contents• Contemplate presentation order

vis-à-vis Morphology, Syntax, and

Semantics.• Where is focus?• How balanced are the pieces?• Where can you integrate today’s strategies?

Learning to Walk