trēs amīcī et mōnstrum saevum: Published! (Oh, And eBooks Are Coming…)

Quintus, Syra, and Sextus are back together again in this tale of 87 unique words (excluding names, different forms of words, and meaning established in the text), nearly a third of which are super clear cognates, with a total length of over 2,400 words.

What became of the quest that Quintus’ mother entrusted to Sextus and Syra in Drūsilla et convīvium magārum? Quintus finds himself alone in a dark wood (or so he thinks). Divine intervention is needed to keep Quintus safe, but can the gods overcome an ancient evil spurred on by Juno’s wrath? How can Quintus’ friends help?

A new Pisoverse illustrator, Chloe Deeley, has updated Quintus and Sextus to show their increased age over time. Chloe has also contributed to the Pisoverse by depicting deities Mercury, Juno, Diana, and Vulcan.

This is my favorite book yet. If you find any typos in the second half of the book, it’s because each time I’ve edited, the narrative keeps me turning pages pretty fast! Oh, right. eBooks are coming for the entire Pisoverse. Stay tuned here. For now, trēs amīcī et mōnstrum saevum is available…

  1. On Amazon
  2. Free preview (first 4 of 12 chapters, no illustrations)
  3. For Sets, Packs, and Bundle Specials, order here.
  4. To instantly listen to and download the audio, go here.

We Still Need More Books

I recently spoke to the M.A.T. students at UMass Amherst about writing novellas. My thanks goes out to Professor Closs for the invite. As we discussed my writing process and teachers and professors have been using novellas, I was reminded of a simple truth…

We need more.

I wrote about this three months ago. Since then, there have been four new novellas published, which is pretty good, but we still need more. Specifically, we need more books at lower levels. Why lower levels? The latest novellas range from 158 unique words to 750! That lower number represents a reasonable estimate of how many words a student acquires by the end of their first year, and the higher number how many words a student acquires by the end of their fourth year. What about during the first and second years when most students study Latin? Besides, students at a higher reading level benefit from reading below-level texts, even teachers!

In the Latin Best Practices Facebook group, I shared how I read Emma Vanderpool’s new novella of 158 unique words in about 40 minutes. The total amount of input I was exposed to was about 3,000 words. Compare that to the 2300 words of Fabulae Syrae (1000+ unique words?) that took me about 7 hours to read, and you see how much more input is possible with below-level texts. Remember that “books are easy” is one of five principles Jeon & Day (2016) identified for extensive reading! If students are reading independently, and extensively, that means books of not many words at all. Of course, when a teacher guides students through a text, that text can be at a higher level. Granted, that kind of close reading has been the status quo for Latin programs. The practice has been used to justify texts of ridiculously unrealistic expectations, and is just one source of Latin’s exclusivity. Disrupting that status requires changes to practices and expectations. Extensive reading is one of them, and only recently have there been Latin texts that lend themselves to independent reading. Nonetheless, when a learner is reading on their own and can control the pace of input, the text level must be much, much, much lower.

As a Latin teacher of first year language students, I’ve observed how more books written with fewer than 100 unique words would better serve everyone. Some learners really enjoy reading, yet their proficiency hasn’t increased to a vocabulary doubling in number—which is needed to reach 98% vocabulary coverage for the next books beyond the lowest—and this makes sense. Acquisition isn’t linear, nor should we expect it to be. Some learners are still at a 30-40 word reading level, which means they have like 5 books to choose from. This is also the third year I’ve had students new to the city appear mid-way through the year! Those learners don’t have much of a selection now that we’re reading at least 20 minutes on our own each week. We need more books.

Bottom line, though, we need books that all learners can read, whether it’s a first year student spending several classes doing so, or a third year student reading a whole story within 10 minutes! There really is no limit to how many of these we need, from a variety of voices, on a variety of topics, using a variety of writing styles.

Sheltering Vocab & Unsheltering Grammar: 2018-19 Stats

I’ve had a lot of prep time for a couple years now. How?! Not because of my teaching schedules, but because I constantly streamline practices to ensure I can actually complete my work during the workday. Most of this time is spent typing up class texts for students, as well as researching teaching practices online. Last week, however, I spent waaaaaay too much of that prep time crunching numbers with Here are some insights into the vocab my students were exposed to this year throughout all class texts, and 8 of my novellas (reading over 45,000 total words!). N.B this includes all words read in class except for those appearing in the first 6 capitula of Lingua Latīna Per Sē Illustrāta that we read at the very end of the year. The stats:

  • 550 unique words recycled throughout the year (there were 960 total, but 410 appeared just a handful of times!)
    • 30% came from the first 8 Pisoverse novellas (Rūfus lutulentus through Quīntus et nox horrifica), and not found in class texts.
    • 290 appeared in at least a few forms (i.e. not only 3rd person singular present for verbs, or nominative/accusative for nouns).
  • 2470 different forms of words (grammar!)
    • 45% came from the 8 Pisoverse novellas, not class texts.
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