Here it is.
“Tiberius is on the run. Fleeing from an attacking Germanic tribe, the soldier finds himself separated from the Roman army. Trying to escape Gaul, he gets help from an unexpected source—a magical druid priestess (a “Gaul” in his language, “Celt” in hers). With her help, can Tiberius survive the punishing landscape of Gaul with the Germanic tribe in pursuit, and make his way home to see Rufus, Piso, and Agrippina once again?“
Tiberius et Gallisēna ultima is over 3200 total words in length. It’s written with 155 unique words (excluding different forms of words, names, and meaning established within the text), 36 of which are cognates, and over 75% of which appear in Caesar’s Dē Bellō Gallicō, making this novella a quick read for anyone interested in the ancient text. Tiberius is available…
1) Just 3 weeks away in-person at 2019 ACL’s 100th Institute June 27-29 (discounted copies, any 5 for $25)!!!
3) Free Preview (first 6 of 12 chapters, no illustrations)
Here’s the third post this week with thoughts on assessment in addition to Friday’s on self-grading & batch assessments, and Thursday’s on averaging & delayed assessments.
If teachers were to just stop grading grammar, Latin (and other languages) would instantly become more accessible to students, as well as afford more planning time for teachers.
This is no joke.
There are some teachers excited about grammar and want to share that with students. Go ahead! I’m not saying they shouldn’t, but I’ve observed many (all?) of the negative effects of doing so, especially in K-12 public education, which mostly begin with grading. If you want to teach grammar, just don’t grade it. Here’s why…
Someone on Facebook posed a couple questions to those at the college/university level regarding the preparedness, and subsequent placement of incoming students.
These are excellent questions.
One comment reported that most incoming Advanced Placement (AP) students retake a lower level grammar course in college. Most! These AP students were successful in high school because of significant memorization, but aren’t prepared for grammar the way colleges expect them to be. Perhaps we should look at exposing students to grammar a different way, no?
I’ve asked these questions, myself, yet the few Classics Departments I solicited years ago didn’t collect any of that data beyond a handful of students they could remember from the current year. Oh, would that they had done so!
It seems that reading Unadapted Ancient Texts—what some people call “Authentic Texts”—has been a universal goal in Classics for quite some time.
Whose goal is this?