2. 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 67 th Annual ACL Institute College of William and Mary June 26-28, 2014 Williamsburg, VA

3. Reading Latin Fluently: Theoretical Explanations and Practical Applications for all Levels Slides and handouts: http://alterisaeculo.wikispaces.com/ACL+Institute+2014

4. What’s in a Headline?

6. Bad Habits Die Hard Galli se omnes ab Dite patre prognatos 1 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

7. 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

8. Let’s Dig Deep!

9. Important Distinctions Formal Theories (Chomskyan): Language = deep, universal brain structure Functional Theories (Amsterdam School): Language = instrument of social interaction

10. Functional Discourse Grammar A 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.

11. 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?

12. Reading Theory *S E M A N T I C S Top  Knowledge of the World – understanding of how entities fit into world, routines, schemata Pragmatics and Discourse –recognizing and following organization of info.; relationship with writer. Syntax – recognize word combinations into meaningful expressions Morphology – identify parts of speech, case, number, tense, person, etc. Phonology – recognize letter(combinations) as representing sounds to form words Bottom  * 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

13. The Big Three for Latin Morphology SyntaxSemantics Fig. 2: The Levels Most Relevant to Latin

14. The Big Three for Latin Morphology SyntaxSemantics Fig. 2: The Levels Most Relevant to Latin arma: n. nom./acc. pl. arms ____ or ____ ___ arms Subject or Object

15. The Big Three for Latin Morphology SyntaxSemantics Fig. 2: The Levels Most Relevant to Latin arma virumque: nouns acc. pl. _ _ arms and man Two Objects

16. The Big Three for Latin Morphology SyntaxSemantics Fig. 2: The Levels Most Relevant to Latin arma virumque cano: nouns acc. pl. verb, 1 st sg. pres. act. I sing arms and man Objects, main-clause verb, Ø:Subject = I

17. 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

18. 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?

19. Sight Constructions A.) vī – ablative sing. noun “by force” B.) venerunt – 3 rd 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”

20. Quaestiones?

21. Reading Theory *S E M A N T I C S Top  Knowledge of the World – understanding of how entities fit into world, routines, schemata Pragmatics and Discourse –recognizing and following organization of info.; relationship with writer. Syntax – recognize word combinations into meaningful expressions Morphology – identify parts of speech, case, number, tense, person, etc. Phonology – recognize letter(combinations) as representing sounds to form words Bottom  * 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

22. An Aerial View

23. The Latin Sentence

24. Map of the 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.

25. Subject Verb Direct Object/Complement (not always present) Fēminae cibum vendunt. S + DO + V Fēminae occupātae sunt. S + C + V

26. 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).

27. Subject Verb Direct Object Dative Object Fēminae tabernae apprōpinquant. S + Dative Object + V et, -que sed

28. 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.

29. 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

30. 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

31. Subject Verb Direct Object Dative Object Adverbial adverb prep. phrase dative noun genitive noun Fēminae strēnuē in tabernā labōrant. S + adverb + prep. phrase + V Adverbs tell us more about the verb – how, where, when, etc. et, -que sed

32. 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

33. 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

34. * 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

35. * 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

36. * 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

37. * 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

38. * 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

39. The Latin Sentence

40. 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.

41. 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 = Subject Accusative = Direct Object

42. Reading Theory *S E M A N T I C S Top  Knowledge of the World – understanding of how entities fit into world, routines, schemata Pragmatics and Discourse –recognizing and following organization of info.; relationship with writer. Syntax – recognize word combinations into meaningful expressions Morphology – identify parts of speech, case, number, tense, person, etc. Phonology – recognize letter(combinations) as representing sounds to form words Bottom  * 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

43. Learning to Walk

46. Ø they

47. Try Your Reading Card Here!

48. Quaestiones?

50. 1. Puellae sunt dēfessae. 2. In agrīs puerī ambulant. C 4. Puerī epistulās scribunt. Ø they 6. Pater vōcem puellae audit. ( ) Ø they

51. Now Mark This Instead!

53. Let’s Dig Deep Again!

54. Functional Discourse Grammar Expressions aren’t isolated. Exhibit coherence = Discourse

55. Reading Theory *S E M A N T I C S Top  Knowledge of the World – understanding of how entities fit into world, routines, schemata Pragmatics and Discourse –recognizing and following organization of info.; relationship with writer. Syntax – recognize word combinations into meaningful expressions Morphology – identify parts of speech, case, number, tense, person, etc. Phonology – recognize letter(combinations) as representing sounds to form words Bottom  * 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

56. Levels of Coherence in Discourse Representational – 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.

57. Discourse Markers Writers signal coherence through: Particles (Kroon 1995) Word-Order Patterns Pronouns and Gapping

58. Nam vs. Enim Nam = presentational; subordinate information: footnote, small type At pius Aeneas, per noctem plurima volvens, ut primum lux alma data est, exire locosque explorare novos, quas vento accesserit oras, qui teneant (nam inculta videt) hominesne feraene quaerere constituit, sociisque exacta referre. (Verg. A.1.305-09)

59. Nam vs. Enim Nam = presentational; subordinate information: footnote, small type At pius Aeneas, per noctem plurima volvens, ut primum lux alma data est, exire locosque explorare novos, quas vento accesserit oras, qui teneant 1 hominesne feraene quaerere constituit, sociisque exacta referre. 1 nam inculta videt (Verg. A.1.305-09)

60. 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)

61. 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)

62. 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)

63. Autem vs. Vero Vero = interactional; personal guarantee, “really,” “believe me” At gemini lapsu delubra ad summa dracones effugiunt saevaeque petunt Tritonidis arcem, sub pedibusque deae clipeique sub orbe teguntur. Tum vero tremefacta novus per pectora cunctis insinuat pavor... (Verg. A. 2.225-29)

64. 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

65. 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)

66. 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)

67. Referential Continuity In FDG every sentence has a Topic = that entity about which the sentence (clause) is providing information the most. Topics are: known from context, usually leftward in clause (Also has a Focus = most salient information about that Topic.)

68. 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)

69. 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.”

70. 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)

71. “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)

72. Particles and Conjunctions

73. How would you break this text?

74. How about Breaking at Particles and Word Order?

75. What About Verses and Punctuation?

76. 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?

77. Learning to Walk