This course is a continuation of the honors level Latin series. It is intended for those learners who have completed my beginner, intermediate, and advanced level Latin series and who wish to continue their Latin studies and to explore the language more deeply. Please note that though this course is titled as an "honors" course, it is not necessary for learners who have completed the aforementioned series to "qualify." Anyone who has completed the prerequisites or who has equivalent experience (if you think this may apply to your learner, please contact me) is eligible for this course. 

In this class, we will be working with more advanced grammatical concepts in the Latin language. These concepts will be incorporated into increasingly syntactically complex stories and readings. As the honors series progresses, learners will gradually be introduced to more authentic Latin from ancient authors (via adapted stories and readings). While my previous Latin series have always included a cultural component, with learners learning about the ancient Romans--their beliefs, their sense of identity, their customs, etc., this series will enable learners to learn more about the Roman world from a literary and historical perspective, as we will be introduced to Roman writers who played an important role both in terms of their contributions to Roman literature and in their position as political figures/leaders.  It is my hope that this series enables learners to understand better the impact and influence of Roman literature on Western art, and I intend for this series to place the Latin language in an even more vivid context for learners. In addition to learning more about the Latin language and Latin literature, learners can expect to improve their English grammar skills, English vocabulary (via etymology), and critical thinking skills. 

As with all of my language courses, this course is designed for flexibility. There is no "one size fits all" approach to my classes, as every class and every learner is unique. The weekly lessons outlined in the syllabus are guidelines for what learners can expect, but the pacing can be altered to accommodate learner interest and the speed at which material is mastered. Learners should feel assured that the course material can and will be adapted to fit their learning style and speed. It is far more important to ensure that learners feel confident in their understanding than to move quickly for the sake of adhering to a preset schedule; when it comes to learning, there can be no universal approach, and class sessions are tailored to the needs and preferences of each unique group of learners. Learners also bear some responsibility for the speed at which we are able to move; the extent to which learners are completing out-of-class assignments and devoting the necessary time to the study of the language between classes will also affect the pace of the course. Learners who completed the prerequisites in my classroom can expect to pick up where they left off at the end of the previous class.