The Classical Journal

The Classical Journal Online Forum

CJ’s Forum explores practical pedagogical questions about teaching Latin and Greek in high school, college and university settings.

Books Available for On-Line Forum Review

The CJ Forum Online will publish book reviews through the CJ-List Serve and post them on this website. Books, translations and textbooks of pedagogical interest currently offered for review can be found at the bottom of Books Received lists posted here. Reviewers should first consult the Reviewer Guidelines before contacting the Forum Editor, Emily West (EBWest@stkate.edu) to request a book for review. Include preferred mailing address.

Table of Contents

Recent Forum Articles
Older Forum Articles on Classical Civilization
Older Forum Articles about the Latin Language
Older Forum Articles about the Greek Language
Older Forum Articles about the Profession
Links to other resources for Latin Pedagogy

Forum Online Exclusive 2008.03.03

The following piece has been fully refereed and edited, and appears as a CJ Forum Online Exclusive. Hyperlinks embedded in the PDF article are functional when displayed using Adobe Acrobat.

Andrew Reinhard, “From Slate to Tablet PC: Using New Technologies to Teach and Learn Latin and Greek”, CJ Forum Online 2008.03.03

Forum Articles

The following Forum articles and reviews have appeared in recent issues of CJ, and are available here as PDF files.

Clayton Miles Lehmann and Nelson Canfield Stone “Greece from the Sea: An Interdisciplinary, Intercollegiate Adventure in Teaching and Learning”, 105.2 (2009/10) 163–73

Lynne A. Kvapil, “Teaching Archaeological Pragmatism through Problem-Based Learning”, 105.1 (2009) 45–52
Appendix A Appendix B Appendix C

Jeremy M. Walker “Latin Via Ostia”, 105.1 (2009) 53–5

Andreas Willi “Whose is Macedon, Whose is Alexander?”, 105.1 (2009) 59–64 [orig. CJ Online Forum 2009.07.02]

CJ 104.4 Forum Discussion Math and Science in Classics Courses

Supplementary material from the Forum’s discussion of quantitative elements incorporated into Classics courses can be found here.

David T. Fletcher, “Whatever Happened to Claudius Claudianus? A Pedagogical Proposition”, 104.3 (2009) 259–73

Nigel Nicholson, “A Century of the Classical Association of the Pacific Northwest”, 104.2 (2008/09) 165–74

Jeanne Marie Neumann, “A Poem in Other Words is a Language Lesson”, 104.1 (2008) 63–71

Emily B. West, “‘Now Pass Your Paper to Your Neighbor...’: A Disrespected, Under-Utilized and Highly Effective Teaching Strategy”, 104.1 (2008) 59–62

Carl A. Anderson and T. Keith Dix, “‘Reacting to the Past’ and the Classics Curriculum: Rome in 44 BCE”, 103.4 (2008) 449–55

Daniel N. Erickson, “Practical Ways of Saving a Classics Program: A Report From the Front”, 103.3 (2008) 301–6

Online Comparatio: New Program Evaluation. Part 1, Part 2, Part 3.

Keyne Cheshire, “Numeration in Campbell’s Greek Lyric Poetry (With an Online Comparatio)”, 103.2 (2007/08) 195–200

Online Comparatio: Numerorum Tabulae for Campbell’s Greek Lyric Poetry

Wilfred E. Major, “On Not Teaching Greek”, 103.1 (2007) 93–8

Jeanne Marie Neumann, “Colloquia Familiaria Hodierna: Erasmus Etiamnunc Latine Docet”, 102.3 (2007) 269–78

D. and C.A. Ingemark, “Teaching Ancient Folklore”, 102.3 (2007) 279–89

Rebecca R. Harrison, “A Structural Arrangement of Text to Facilitate Reading”, 102.3 (2007) 291–303

G. Anthony Gorry, “On Still Not Knowing Greek”, 102.2 (2006/07) 155–8

P. Jesse Rine, “Facilitating Contextualization Through Active Learning: A Model for the Beginning Latin Classroom”, 102.2 (2006/07) 159–65

Sue Ann Moore, “They Can When Shown How”, 102.2 (2006/07) 167–71

Marianthe Colakis and Mattew J. Lind, “A Response to Rob Hardy”, 102.1 (2006) 63–6

Ronnie Ancona, “Teaching Latin, Teaching Kids”, 102.1 (2006) 67–8

Wes Baden, “Play and Learning in the Classroom: Confessions of a Pez Dispenser”, 102.1 (2006) 69–71

Ginny Lindzey, “Principles of Learning in the Middle School Latin Classroom”, 102.1 (2006) 73–80

Rob Hardy, “Response from Rob Hardy”, 102.1 (2006) 81–2

Elizabeth H. Sutherland, Forum Review of The Poems of Catullus: A Bilingual Edition, CJ 102.2 (2006/07) 173–5

The following Forum articles (grouped by subject) appeared in earlier issues of CJ, and are available via JSTOR:

Classical Civilization

J. H. Lesher, “A Course on the Afterlife of Plato's Symposium”, 100.1 (2004) 75–85

Timothy Moore, “Japanese Kyōgen in the Ancient Comedy Classroom”, 98.2 (2002/03) 189–98

Stephan Heilen, “Teaching ‘Astrology in Greece and Rome’”, 98.2 (2002/03) 201–10

Lesley A. Dean-Jones, “Teaching Medical Terminology as a Classics Course”, 93.3 (1998) 290–6

John F. Finamore, “Etymology and Word Histories”, 93.3 (1998) 285–9

John W. Burke, “Foreign Language Techniques in Teaching Etymology”, 93.3 (1998) 275–83

Laura McClure, “Teaching a Course on Gender in the Classical World”, 92.3 (1997) 259–70

Mary Rebecca Bynum, “Teaching the Seven Wonders of the Ancient World”, 92.3 (1997) 271–7

James L. Franklin, Jr., “Vergil at Pompeii: A Teacher's Aid”, 92.2 (1996/0-3) 175-84

James J. Clauss, “A Course on Classical Mythology in Film”, 91.3 (1996) 287–95

David Matz, “Ensuring That the Flea Wears Wax Slippers When Teaching Aristophanes”, 87.1 (1991) 55–8

Latin

Peter J. Anderson, “Next Year?: Evaluating a Model for Second-Year College Latin”, 99.4 (2004) 433–8

Thomas J. Sienkewicz, Alice Mulberry, Patricia Reaves, Elizabeth Kann and Barbara Bell, “Lingua Latina Liberis: Four Models for Latin in the Elementary School”, 99.3 (2004) 301–12

Andrew S. Becker, “Non Oculis Sed Auribus: The Ancient Schoolroom and Learning to Hear the Latin Hexameter”, 99.3 (2004) 313–22

Thomas J. Sienkewicz, Edward V. George, James V. Lowe, Sue Ann Moore and Sarah Wright, “Linking Latin in the Curriculum beyond the Latin Classroom: Several Collaborative Models”, 99.2 (2003/04) 177–91

Elizabeth Forbis Mazurek, “Videre est Intellegere: Latin Inscriptions in a Roman History Class”, 98.3 (2003) 295–303

Mary H. T. Davisson, “Prose Composition in Intermediate Latin: An Alternative Approach”, 96.1 (2000) 75–80

Daniel P. Carpenter, “Reassessing the Goal of Latin Pedagogy”, 95.4 (2000) 391–5

Jon Hall, “Performing Cicero in the Classroom”, 95.2 (1999/00) 163–72

Wells S. Hansen, “Teaching Latin Word Order for Reading Competence”, 95.2 (1999/00) 173–80

James S. Ruebel, “The Ablative as Adverb: Practical Linguistics and Practical Pedagogy”, 92.1 (1996) 57–63

Christopher P. Craig, “Teaching Cicero's Speech for Caelius: What Enquiring Minds Want to Know”, 90.4 (1995) 407–22

Sara Mack, “Teaching Ovid's Orpheus to Beginners”, 90.3 (1995) 279–85

John C. Gibert, “Teaching about Manuscripts and Fragments”, 90.1 (1994) 67–79

Anne Leslie Saunders, “The Value of Latin Prose Composition”, 88.4 (1993) 385–392

Christopher P. Craig, “Three Simple Questions for Teaching Cicero's ‘First Catilinarian’”, 88.3 (1993) 255–67

Robert J. Ball and J. D. Ellsworth, “Flushing out the Dinosaurs: Against Teaching Composition II”, 88.1 (1992) 55–65

Richard Hamilton, “Reading Latin”, 87.2 (1991/0-8) 165–74

Andrea Webb Deagon, “Learning Process and Exercise Sequencing in Latin Instruction”, 87.1 (1991) 59–70

Anne Leen, “Teaching Two Speeches of Cicero”, 85.4 (1990) 350–6

Greek

Anne Mahoney, “Exploring Homeric Language with Perseus”, 99.1 (2003) 71–5

Timothy F. Winters, “Dedicated to Greek: Using Inscriptions in Elementary Greek”, 98.3 (2003) 289–94

Steve Reece, “Teaching Koine Greek in a Classics Department”, 93.4 (1998) 417–29

R. J. Schork, “Cebes’ Tablet as a Bridge-Text in the Greek Program”, 91.1 (1995) 65–9

John C. Gibert, “Teaching about Manuscripts and Fragments”, 90.1 (1994) 67–79

The Profession

Kurt A. Raaflaub, “Between a Rock and a Hard Place: Reflections on the Role of Ancient History in a Modern University”, 98.4 (2003) 415–31

David H. Porter, “’And Gladly Teach’: Some Thoughts about Pre-College Teaching”, 98.4 (2003) 437–9