![]() ![]() Q: Still, how about combining it with Wheelock's?Ī: Possible but far from seamless due to differences in order and presentation. LLPSI teaches you to think about Latin grammar in Latin, and uses only Latin to do it. Q: Don't I need to learn the grammar as well?Ī: Of course. Here's some of our recommendations on how to use it. Written specifically for autodidacts, it's the curriculum most in line with second language acquisition theory, and one of the most praised language courses not just for Latin, but for any language. In short, you will need to rely on yourself.Ī: Luckily there is one - LLPSI, Lingua Latina Per Se Illustrata. Thus teaching Latin is replaced by teaching about it, and reading it by what used to be the emergency crutch of decoding it. Standardised tests don't test language proficiency, but must be prepared for. Reading a lot requires much more time than most programs allow. Teaching in Latin requires a level of spoken fluency. Will I learn Latin?Ī: In > 90% cases, no - you won’t be able to read Latin, and the effects of being subjected to this approach can be long-lasting or even permanent.Ī: Reading the text and understanding it, perhaps after a few attempts, but without recourse to another language, like you presumably understand English.Ī: As with any skill, through a lot of practice - this is called Comprehensible Input.Ī: A result of the way that Latin has been taught for the last 150 years is that teaching or even reading it is beyond many classicists' abilities. Q: I’m being taught to translate transverbalise using grammar rules and a dictionary. Show prior effort when requesting help with assignments.ĭemonstrate care and thought when posting. Consider saving memes for Diēs Mīmēmārtis.Īll English to Latin translation requests go in the pinned post. book 1 does not elide the vowel of the preceding τε.Rules (detailed descriptions in the redesign): ![]() Other examples of this remembered sound are the word καλός, scanned with a long first syllable (despite having a short α), and the fact that the word άναξ in line 7 of Il. The sound is gone, but its effect of lengthening the syllable is not. The poet is remembering a sound that had vanished from the dialect of Greek which he was speaking (Old Ionic). ![]() The reason you are right is a historical one. It doesn't have a long vowel or diphthong, and it isn't followed by two (or more) consonants. The reason I picked out εὐρυπυ λὲς Ἄϊδος is that you instinctively (and correctly!) marked λὲς as a long syllable even though it isn't. The following vowel (the υ in ὕπο) in effect shortens the preceding diphthong (the -ει in τείχ ει), a process known as 'correption'. What complicates this line is an instance of a diphthong, which would ordinarily be long, followed by a short vowel (τείχ ει ὕπο). it it is followed by two or more consonants (e.g. εὐ ηφενέ ων, where the rouge is a diphthong and the bold is a long vowel)Ģ. if it contains a long vowel or diphthong (e.g. The two basic rules that determine a long syllable are:ġ. When we scan poetry, we're looking at the syllables as they are read, not at the individual morpheme ('word') boundaries, to determine length. (By the way, is there always a "good" solution? Or are there cases when it's up to the taste and artistic interpretation?) The colored-boldened syllables show the beginning of a foot. Are there mistakes? The red parts seem to be problematic. I was unable to find a version of the Greek Iliad that was worked out.
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