Ebook Download Reading Livy's Rome: Selections from Books I-VI Of Livy's Ab Urbe Condita, by Milena Minkova, Terence Tunberg
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Student Edition High-interest selections from Books I-VI of Livy's Ab Urbe Condita are presented; the beginning of the book contains simplified or paraphrased passages of Livy with copious notes and vocabulary; the middle of the book contains authentic Livian passages again with copious notes but with less vocabulary aids; the final section of the book features authentic passages of Livy with no notes or vocabulary aids. Special Features A graded reader designed to prepare students to read sight passages of Livy such as those presented on the high level IB exam. This innovative reader takes students who have learned the essentials of Latin grammar by stages into reading their first extended passages of a Latin author. Features include... Extensive same-page glossaries Inserts on features of Livy'Â’s language Simple Latin paraphrases for pre-reading English section titles for easy context Graduated Livian Latin passages Graduated notes on sytax and grammar
Also available:
Rome and Her Kings: Extracts from Livy I - ISBN 0865164509
Scipio Africanus: The Conqueror of Hannibal (Selections from Livy : Books XXVI-XXX) - ISBN 0865162085
For over 30 years Bolchazy-Carducci Publishers has produced the highest quality Latin and ancient Greek books. From Dr. Seuss books in Latin to Plato's Apology, Bolchazy-Carducci's titles help readers learn about ancient Rome and Greece; the Latin and ancient Greek languages are alive and well with titles like Cicero's De Amicitia and Kaegi's Greek Grammar. We also feature a line of contemporary eastern European and WWII books.
Some of the areas we publish in include:
Selections From The Aeneid
Latin Grammar & Pronunciation
Greek Grammar & Pronunciation
Texts Supporting Wheelock's Latin
Classical author workbooks: Vergil, Ovid, Horace, Catullus, Cicero
Vocabulary Cards For AP Selections: Vergil, Ovid, Catullus, Horace
Greek Mythology
Greek Lexicon
Slovak Culture And History
- Sales Rank: #970937 in Books
- Brand: Brand: Bolchazy-Carducci Publishers
- Published on: 2005-04-05
- Original language: English
- Number of items: 1
- Dimensions: 8.75" h x 6.00" w x .50" l,
- Binding: Paperback
- 276 pages
Features
- Used Book in Good Condition
Review
I believe that the overall format of Milena's and Terry's proposed text is well conceived, and that in their own introduction/preface they articulate well their rationale. I like very much their practice of writing a Latin periphrasis for the earlier selections as a way of 'initiating' students into reading Livy's Latin--which is difficult, but (as Milena and Terry put it) very much operae pretium. I believe that, as written, the periphrases should achieve their intended purpose.
I also like Milena's and Terry's practice of slightly adapting Livy's text in the beginning, but gradually phasing out both the periphrases and the adaptations of Livy's text. Although perhaps one could argue for continuing the periphrases for a couple of more of the selections, I don't see that as an absolute necessity or as being any serious defect in the overall plan of this text.
In short, it is the sort of text that I myself would be happy to use with my undergraduate students..... --Dwight A. Castro, Westminister College (PA)
I have been looking forward to this new text by Minkova and Tunberg. Delighted with the innovative and compelling approach which they adopted in their recent Readings and Exercises in Latin Prose Composition from Antiquity to the Renaissance (Focus Publishing, 2004), I was expecting a text with which to transport intermediate Latin students beyond grammar drills into the place where practice begins to pay off the reading of a 'real' author. I hoped for a work which would honor the intelligent student's thirst for a literary experience while still providing some lexical and syntactical assistance. In Reading Livy's Rome I have not been disappointed.
But be prepared for something new. You will find all the features of a school reader in Reading Livy's Rome-historical and biographical discussion, grammar notes, glossary-but reformatted to facilitate the authors' goal: easing the student into reading Latin as literature. The canonic narratives from Livy's early books are here, but newly arranged: a paragraph of Livy's text on the right (in some cases very slightly adapted, the original text of Ogilvie's Oxford edition being contained in an appendix), facing a Latin paraphrase of the same material on the left. Abundant vocabulary is provided on each page and, for the genuine Livy portion, a commentary on social, cultural and historical material. The student is invited first to read through the paraphrase to grasp its content, then to assay the genuine Livy. This presentation continues for approximately two-thirds of the book. Then, at the beginning of the passages from Book IV, Minkova and Tunberg vary the pattern: the genuine Livy alone is presented, with only the more complex passages given a Latin paraphrase which now is relegated to the footnotes. The notes in turn become more detailed.
Minkova and Tunberg assume that the student has worked through a primer and has acquired a basic familiarity with as much Latin morphology and syntax as have been presented in a work such as Wheelock's; in fact the glossary in Reading Livy's Rome specifically includes only those words not found in Wheelock. However, its notes provide ample references to Gildersleeve and Lodge, along with helpful stylistic discussion interspersed in a pleasant format throughout the text.
You will find all the old favorites here: Romulus and Remus, Coriolanus, Lucretia and Camillus. I was a little disappointed at the absence of Virginia (although Minkova and Tunberg have included the Twelve Tables), and the heroic cackling of Juno's geese is left out of the Gaulish Sack. Were I making the selections, I think I would have omitted the Licinio-Sextian Rogations, considering the amount of sociological background with which students will have to be provided to put them in an historical context. Such prejudices aside, however, let me say that I am delighted with the book's format, and I am convinced that my second-year students are fortunate in being able to begin their study of Latin literature with this text. --Diane Johnson, Wstern Washington University, The Classical Outlook
I have been quite impressed with the manner in which this book on Livy's history of Rome has been constructed. Having a paraphrase before the adapted passage, followed by the original text, offers the teacher a variety of teaching strategies. Students can develop composition skills by being required to restate a passage into another grammatical instruction since the students have been exposed to the passage in three different ways. For example, students could be asked to convert a subjunctive purpose clause to a gerundive construction or to rewrite a subordinate clause as an ablative absolute. Teachers who feel comfortable using oral Latin may opt to ask comprehension questions in Latin, expecting a Latin response from the student. The teacher might ask the student to rephrase a statement in simpler Latin. An additional advantage of the construction of this book is the increase in students' vocabulary acquisition as they are exposed to words that are synonyms of more commonly used words.
The paraphrases are written on a rather sophisticated level. I think this is an advantage to both the student and the teacher in that they are not overly simple. Teachers can then elicit the most simplified version from the students themselves. This should promote the students' confidence in his or her reading ability. If the paraphrases were over simplified to begin with, the students might feel they are not yet capable of handling Latin on this level.
The authors' preface provides excellent background on Livy himself and his goals in the writing of his histories. I would suggest some elaboration on Livy's relationship with Augustus' and his role in promoting the emperor's agenda.
I found the footnotes, whether they dealt with grammar or background material, very useful and clearly stated. The glossary was well done although I question whether it should be necessary to indicate the number of a verb conjugation for students of this level. I found the sections labeled 'Livy's Language' well-written and informative. --Donna H. Wright,
Most helpful customer reviews
4 of 6 people found the following review helpful.
No substitute for Fabulae Romanae
By Peter Cohee
I regret to say that I cannot recommend this textbook. It seems intended as a competitor to Fabulae Romanae, which is a far superior reader in the Livian tradition. The choice of Livy is not a bad one, given the interest of his stories. But his "nutritional copiousness" (lactea ubertas, Quint. inst. orat. 10. 1. 32) may not seem so alimentary to "those who are beginning to read Latin prose" (p. x). Livy's superabundant variety does not much help students at this level, who need a reinforcing repetition of words, phrases, and structures. One does not build vocabulary by meeting a mass of new words, often for one time only, with each lesson.
The authors assume that students using their textbook will have at hand or will acquire -- for this purpose alone -- Wheelock's Latin (2000). They base their Glossary on this assumption, defining only those words that do not appear in Wheelock's Vocabulary. My guess is that this was a cost-cutting measure by the publisher. It is not at all helpful to a beginning student. And what is to say that definitions given in Cicero-based Wheelock's will be appropriate for Livy? On page 3, for example, the authors present Liv. 1. 4, where student users will encounter the phrase imperii principium. Neither word is in the Glossary, so a student is expected to turn to Wheelock's, where she will find these options for imperium: "power to command, supreme power, authority, command, control." How will these aid her understanding of Livy's meaning in this context?
Two simple editorial concessions would have served intended users well: macra and clause/phrase separators. To take the first passage again, the student finds crudelitate regia. It must be explained in a note that the adjective modifies the noun, since the student has no macron for clarification. And again, this deficiency seems a publishing economy, not a well-reasoned pedagogy. Beginning students have a great deal of difficulty with phrasing. Commas, dashes, and parentheses are of much assistance, especially where clause- or phrase-nesting occurs, as in maximique secundum deorum opes imperii principium. A student who has just barely "learned the essentials of Latin grammar" but who still has much to learn about style will have a hard time connecting maximi with imperii. Why not simply set off secundum deorum opes with dashes or in parentheses? This consideration will be particularly beneficial with participial constructions and ablatives absolute.
The authors also assume that a student will have at hand the Latin Grammar of Gildersleeve and Lodge and will consult it regularly when so directed in their notes. This is a generous assumption. Let us see how it might go.
In the first passage, on page 3, a student encounters the clause cum ... edidisset. This is explained in a same-page note as a "temporal clause." Reference is made to Gildersleeve/Lodge, p. 374, but that reference itself is only explained afterward, in a later note on that page. Our student sorts it out and turns to G&L p. 374. He there finds himself in a gnarly thicket of numbers, notes, remarks, and quotations, none of which help him much, especially because the explanations there are for circumstantial, not pure temporal, clauses. The authors make no distinction on this point anywhere in their book, so far as I can find.
He next encounters the phrase vi compressa. He is told in a note that vi is "ablative of means or instrument, from the noun vis" and is advised to consult G&L pp. 257-59. If reference to G&L is really best, why not instead point him directly to the top of p. 257, Note 1, where this very noun, under the correct classification, Ablative of Manner, is explained and translated? Without that help, he must then turn to Wheelock's to find "force, power, violence" given as definitions of vis (he will probably not notice that "strength" defines the noun in the plural only). He does indeed find the definitions "press, suppress, restrain" for comprimo on page 3 of his textbook. But he does not know, since macra are not used, whether compressa is nominative or ablative. Lacking commas, he will have unnecessary difficulty seeing that vi compressa is a phrase. How will any of this lead him to understand that Rhea Silvia was raped by Mars?
Finally, our student is surprised to find the phrase pueros ... mitti explained in the last note on page 3 as "an indirect command." Properly taught, he will have learned that this is a finite verb construction, a special type of purpose clause introduced by ut or ne and having a finished verb in the subjunctive mood. He will not have learned it as a non-finite object accusative-with-infinitive phrase. We will have to pardon his confusion.
To conclude, the authors have intended well. Livy can be a good author for beginners. But they have apparently proceeded in the interest of pedagogical theories rather than in consideration of what a real student these days will actually do. And the publisher seems to have preferred lower printing costs to student accessibility, comprehension, and enjoyment. For these and other reasons, I cannot recommend Reading Livy's Rome.
6 of 6 people found the following review helpful.
Unique book
By Stephanus
This is the only book of its kind I've ever found, i.e., one which has paraphrases side-by-side with the original text (or graduated versions of the original, to be more precise). I would love to find other books with a similar format.
The subject matter is, of course, quite interesting in its own right which makes reading it enjoyable rather than it feeling like an exercise.
My only complaint is that of the limited glossary. If your vocabulary is still growing you will certainly need to have a dictionary handy, even with the paraphrased texts.
I would happily recommend this book to the student or to one who is teaching himself or herself this marvelous language.
1 of 3 people found the following review helpful.
LIVY
By Judith Lilly
STUDENTS AND I HAD A GREAT TIME TRANSLATING. WOULD USE AGAIN. DICTIONARY IN THE BACK LACKED MANY WORDS AND CAUSED SOME CONFUSION IN TRANSLATIONS.
See all 3 customer reviews...
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