CLAS3821: Small Literary Forms

• Monuments and Memory in the Age of Augustus (CLAS1301) or Introduction to the Greek World (CLAS1601)

• None.

• None.

• To provide an introduction to a variety of Greek and Latin authors and literary text types subsumed under the category of 'small forms',
• to analyse the literary characteristics of the texts discussed,
• to get an idea of ancient and modern theoretical approaches to literary genre, and
• to explore the cultural and socio-political functions of the text types discussed.

• The module will be dealing with text types such as epigrams, fables, letters, anecdotes, exempla literature, impromptu poetry (e.g. Statius Silvae), maxims (dicta) and proverbs.
• The module will consider small literary forms as elements of miscellaneous writings, anthologies and compilations. It covers both prose and poetry in Greek as well as Latin.
• In addition, ancient and modern theoretical approaches to literary genre will be discussed. The reception of small forms in later (medieval and modern) periods will also be analysed.

Subject-specific Knowledge:

• Knowledge of some major examples of 'small forms' in Greek and Latin literature,
• familiarity with the diversity of text types within a specific group, and
• knowledge of the cultural and socio-political functions of the literature defined as small forms

Subject-specific Skills:

• An ability to handle a wide range of diverse and complex text types,
• to place them in their socio-cultural and historical context, and
• to discuss in an informed and sophisticated way the issues raised by diverse modern approaches.

Key Skills:

• An ability to engage in an informed and sophisticated way with diverse and challenging texts,
• an ability to compare and assess different interpretative approaches and methodologies, and
• a capacity to sustain a clear, well-structured and well-defended argument in written form.

• Classes focus on the main texts and topics covered in the course and enable students to discuss and develop their ideas in an interactive environment.
• Student presentations (ideally in smaller groups) provide an impulse for further discussions.
• The summative essay will assess the students familiarity with the evidence and the sophistication of their analyses. It will test the students ability to focus on relevant issues and organise knowledge and argument appropriate to questions raised.

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