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Latin 3001: Latin 3001 R

Beginning Latin Page for Emily Fairey

Course Information

Syllabus: Beginning Latin, Spring 2023

Instructor: Visiting Professor Emily Fairey

Class Meeting Times: Mon, Thu 2-3:25 PM;Tue 12:35-1:30 PM

Classroom: Titsworth Living Room

Office: Titsworth 2

Rome has left behind testaments of its strengths and weaknesses to many cultures. Our task in Beginning Latin is to approach this immense culture and history through the Latin Language.

Beginning Latin (Spring Semester) will cover chapters 20 – 40 of Wheelock’s Latin. Each chapter introduces new paradigms of verb, noun, or adjective inflection, points of syntax, and vocabulary. Acquisition of grammatical material and vocabulary is insured by the inclusion of sentences, which exercise the students’ understanding of new material, as well as continued recognition of material encountered earlier in the text. Etymologies of English words derived from Latin are included in each chapter. Finally, students are given the opportunity to begin reading authentic Latin by Roman authors in the Sententiae Antiquae section of each chapter.

We will also work throughout the semester in conferences on reading selections of Vergil’s Aeneid in Latin (Pharr text).


  • Wheelock, Latin, 7th ed.
  • Vergil’s Aeneid in Latin (Pharr edition)

Homework, Quizzes and Tests: Homework will be assigned on a daily basis and announced on MySLC. There will also be weekly, required practice quizzes online. There will be a midterm test with in-class and take-home components. There will also be a final exam with in class and take-home components, and a brief essay.

Etiquette: Please be respectful to classmates and professor. Inform me in advance if you need to miss class or conference. Drinks in class are fine, but please try to eat in our break periods or before class.

Conferences: Conference time will be 30 minutes every 2 weeks, so students will be on an A or B week schedule. Spring conferences will be devoted to going over any difficulties with class materials, reading selections of Vergil’s Aeneid in Latin, and well as choosing and developing a topic from that text for a short paper and presentation of your paper to the class.

Conference projects: There will be one paper and interpretive project, or presentation to the class, which will be developed over the semester in individual conferences


Latin Links

Wheelock: Resources

Brainscape. Create a Free Brainscape account to view. Exercises on Wheelock’s Latin by William Turpin of Swarthmore College.

Wheelock Vocabulary Flashcards on Quizlet: By “Magister Smith.

Mark Damen’s Wheelock: Useful summaries, exercises, and presentations following each chapter of Wheelock.

Wheelock’s Teacher Guide: Many useful worksheets and practice tests.

UVic: Online Exercises to Accompany Wheelock:


Vergil: Aeneid Selections: Dickinson College Commentaries: the DCC: Creative Commons, Latin and Greek texts for reading, with explanatory notes, essays, vocabulary, and graphic, video, and audio elements.

Resources on Vergil Book 9, Nisus and Euryalus episode

Current Conference Schedule

A Week:

Tuesday 1:35: Willa Yi. (Switched to B week for 4/18.)

Thursday 1:20: Caroline K

3:35: Jaime Clark

B Week:

Monday 1:15 PM: Kaille Ferguson (Usually A week but switched back to B week for 4/17)

A and B Week Spring 2023 Conference Schedule                                           

`           January 30                 A
                        February 6                 B

                        February 13               A

                        February 20               B

                        February 27               A

                        March 6                     B

                        March 13                   Spring Break                        

                        March 20                   A

                        March 27                   B

                        April 3                        A

                        April 10                      B                    

                        April 17                      A

                        April 24                      B

                        May 1                         A

                        May 8                         B (last day of classes is Tuesday, 5/09/2023)

Class Schedule Spring 2023

CLASS SCHEDULE (Provisional-We may move faster or slower, and some assignments subject to alteration)

Week and Day

Topics and Worksheets

Week 1: TH 1/26

Grammatical Review Summary, Ch 1-19.

Perfect passive system worksheet.
Chapter 19: 
All Verbs: Passive Voice - Perfect System

Week 2: M:1/30, T: 1/31, TH: 2/2

Finish Grammatical Review: Wheelock Ch. 20.

Chapter 20: Fourth Declension Nouns; Ablatives of PFW and Separation.

Week 3: M 2/6; T: 2/7; TH 2/9

Chapter 21: 3rd/4th Conjugation Verbs: Passive Voice - Present System.

Ch. 22: Fifth Declension Nouns; Ablative of Place Where; Summary of Abl. Uses

Week 4: M: 2/13; T: 2/14; TH: 2/16

Chapter 23: Participles; Chapter 24: Ablative Absolute; Passive Periphrastic; Study Guide

Week 5: M: 2/20, T: 2/21; TH: 2/23

Ch. 25-26:  Chapter 25: Indirect Statement
​  -  Chapter 26: 
Comparatives & Superlatives; Ablative of Comparison

Week 6: M: 2/27; T: 2/28; TH 3/2

Ch. 27-28: Chapter 27: Irregular Comparatives & Superlatives
  -  Chapter 28: 
Subjunctive Mood - Present Tense; Uses of Subjunctive: Jussive & PurposeChapter 29: Subjunctive Mood - Imperfect Tense; Uses of Subjunctive: Result ClauseSubjunctive Mood - Chapter 30: Perfect & Pluperfect Tenses; Uses of Subjunctive: Indirect Question. Sequence of Tenses.

Week 7: M: 3/6; T:3/7; TH: 3/9

Review for Midterm. In-class portion: 3/7. Submit Take-home portion by 3/9, 2 PM. No in-person class 3/9; schedule 20 minute individual remote conferences to go over midterm. 



Spring Break, No Classes

Week 8: M:3/20; T:3/21; TH:3/23

3/20: Submit choice of passage and translations for conference paper.

-  Chapter 31: Uses of Subjunctive: Cum Clause; Fero
  -  cum clause explanation and 

Chapter 32: Adverbs; volo, malo, nolo; Proviso Clause
  -  Class-made English 
sentences with subjunctives

Week 9: M:3/27; T3/28; TH3/30

  -  Chapter 33: 

Chapter 34: Deponent Verbs

Chapter 35: Dative with Adjectives; Dative with Compound Verbs

Week 10: M:4/3; T:4/4; TH:4/6

Chapter 36: Jussive Noun Clause; Fio

Chapter 37: Eo, Place & Time Constructions


Week 11: M:4/10; T:4/11; TH:4/13


Chapter 38: Relative Clause of Characteristic; Dative of Reference; Supine.   

Chapter 39: Gerund & Gerundive

Week 12: M:4/17; T:4/18; TH:4/20


Chapter 40: Num, -Ne, and Nonne in Direct Questions; Fear Clause; Ablative of Description

Review for Final Exam. Free reading of Vergil's Aeneid.

Week 13: M:4/24;T:4/25;TH:4/27


Post final review. Reading of Loci Immutati, Aeneid.


Week 14: M:5/1; T:5/2; TH:5/4

Rough draft of Paper due  5/1

Post final review. Reading of Loci Immutati, Aeneid.

Week 15: M:5/8; T:5/9

Final Papers and projects due. Presentations of projects to the class.

Post final review. Reading of Loci Immutati, Aeneid.

Translation Paper

LATN 3001-R: Beginning Latin (Spring 2023) /Paper Instructions

“I find pleasure in meditating, seeking ideas, inventing; what I dislike is putting things in order, and the proof that I have less logic than wit is that it is always the transitions that cost me the biggest effort.”

--- Jean Jacques Rousseau, 1. 1129 (Pleíade Edition of Rousseau’s complete works).

Passage and Translations Selection:  Due by TBA (in writing): book and line numbers of your selected Aeneid passage plus names and dates of the two translations.

Passage Oral Presentation: to be scheduled.

Paper: Due TBA via email. (a complete, polished paper – NOT a rough draft)

                         Email as Microsoft Word attachment to

I.          Choose a passage and two translations and inform me (in writing) of your choice by Thurs., March 4.

Select one 6-10 line passage of the Aeneid that you find particularly interesting or significant. Select two English translations of this passage that you will compare and contrast to the Latin text and to one another. (Provide the exact line numbers of the Latin passage and the names of the authors of the two translations that you will be comparing to it.)

II.        Prepare a brief (10-15 min.) presentation of the passage: date to be assigned.

“Decode” the passage and identify the scansion. (I can help you with this.)

Be prepared to discuss why you selected this passage, what themes and issues it addresses in the poem, what challenges it poses for translation, and why you selected the two English translations you have chosen.

You do not at this stage need to know precisely (or even vaguely) what your paper will argue. Think of this as an opportunity to raise questions and receive useful feedback from the class.

III.       Write a short Paper (3-4 pp.): Due : TBA via email.

email as Microsoft Word attachment to

This must be a complete, polished paper, NOT a rough draft.

Include (as a cover sheet or appendix to the paper) the full Latin text of the passage and the full text of both translations that you are examining. Also include a Works Cited list with full bibliographical information for the translations: title, translator, place and date of publication, book and line numbers.

Helpful(?) Hints:

Begin your process by doing your own literal “decoding” of the Latin text. (Completely parse every word in the passage. Identify the range of possible meanings for each word and phrase.) Next, consider the syntax, vocabulary, style, and tone of Vergil’s text and each translation. List all of the differences that you can discern between the three versions. Which translator stays closer to which of the various possible literal meanings of the Latin words and/or to the Latin word order? Which translator embellishes more (introduces new images, metaphors, themes)? Do both embellish, but in different directions? How do the three versions differ in word order, phrasing, alliteration, tone, ambiguities, etc.?

Ask yourself why you selected this particular passage. Why is it thematically important in its own book or in the Aeneid as a whole? How does the Latin text and each translation influence (shape) the reader’s response to the passage? How does each version affect your feelings about the character(s) and incident(s) concerned? What overall impression does each version give? Does the Latin text and/or one translation, for example, make the scene or the characters seem more or less sympathetic, admirable, tame, exciting, vivid, challenging, troubling, etc.? What interpretive conclusions does each of the three versions invite or permit? What, in consequence, does the three-way comparison reveal? [You are looking for a pattern of emphases within each version and between the three.]

Your paper will, of course, have a central argument. This must be an analytical claim that you can prove, using textual evidence. (The thesis should not merely be a re-statement of your topic.) Try to devise a thesis that can account for (explain) all of the differences that you identify. Be sure to consider the context of the passage and its relevance to themes in the Aeneid as a whole. State the thesis of your argument in the opening paragraph. Underline the thesis statement.

Be sure to order your points logically and make clear the connections between paragraphs. Support your arguments with specific textual examples. But be concise. Select only the evidence you need to support your argument. Avoid lengthy descriptions. Always cite book and line numbers when quoting, paraphrasing, or referencing the Latin text or the translations.

Remember: good writing involves re-writing and re-writing. Often you do not know what you have to say until you begin writing, and you may not discern your central thesis until you have written several drafts. (Hint: the best arguments often wind up buried in the conclusion. Lift that great idea out of the conclusion, dust it off, organize your introductory paragraph to lead up to it, state it clearly in the introduction, and then re-organize the paper to support it.)

N.B. Be sure to discuss Vergil’s text and both translations on each point. Do not discuss Vergil’s text alone in the first third of the paper and then one translation in the second third of the paper and the other translation in the final third of the paper. That approach leaves the work of analysis to your reader. Also, be careful not to substitute your own literal “decoding” for Vergil’s Latin text. Remember that each Latin word or phrase may have more than one “literal” English meaning. Compare/contrast the two translations directly with Vergil’s Latin and with one another.

(by Emily Anhalt)