{"id":22193,"date":"2025-07-06T12:14:22","date_gmt":"2025-07-06T16:14:22","guid":{"rendered":"https:\/\/www.philipharland.com\/Blog\/?page_id=22193"},"modified":"2026-03-24T19:50:48","modified_gmt":"2026-03-24T23:50:48","slug":"course-outline-for-the-ancient-greek-and-roman-novel-huma-4107-2025-26","status":"publish","type":"page","link":"https:\/\/www.philipharland.com\/Blog\/harlands-courses\/course-outline-for-the-ancient-greek-and-roman-novel-huma-4107-2025-26\/","title":{"rendered":"Course Outline for The Ancient Greek and Roman Novel (HUMA 4107; 2025-26)"},"content":{"rendered":"<ul>\n<li>Go to the <a href=\"https:\/\/imperium.ahlfeldt.se\/\" rel=\"noopener\">Digital Atlas of the Roman Empire<\/a><\/li>\n<li>Go to the searchable <a href=\"https:\/\/experience.arcgis.com\/experience\/5df8ee208838401094b15f2ff50f3437\/\">Ancient World Mapping Center<\/a> interactive map<\/li>\n<li>Go to <a title=\"Study guide (HUMA 4107): Analytical questions for seminar leadership and discussions (HUMA 4107, 2014-15)\" href=\"https:\/\/www.philipharland.com\/Blog\/portal-to-harlands-websites\/harlands-courses\/course-outline-for-the-ancient-greek-and-roman-novel-huma-4107-2014-15\/study-guide-analytical-questions-for-seminar-discussions\/\">Study guide: Analytical questions for seminar participation<\/a><\/li>\n<li>Go to the <a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Erotici Scriptores Graeci (GREEK of all novels).pdf\">Greek texts<\/a> of the novels<\/li>\n<\/ul>\n<p><em>General Information:<\/em><\/p>\n<ul>\n<li>Philip Harland: pharland \u2013 at \u2013 yorku \u2013 dot \u2013 ca.<\/li>\n<li>Meetings: HUMA \\ RLST \\ CLST 4107 meets Wednesdays 11:30-2:20 in room Ross S101A<\/li>\n<li>Zoom link for online meetings in cases of professor illness, snow-days or similar: <a href=\"https:\/\/yorku.zoom.us\/j\/92070904400\">https:\/\/yorku.zoom.us\/j\/92070904400<\/a><\/li>\n<li>Office hours: TBA or by appointment (Vanier 248). Zoom link option: <a href=\"https:\/\/yorku.zoom.us\/j\/92070904400\">https:\/\/yorku.zoom.us\/j\/92070904400<\/a><\/li>\n<\/ul>\n<p><em>Course Description: <\/em>This discussion-based seminar explores literary and cultural contexts of the ancient Greek novel and other fictional or partially fictional narratives in the Roman imperial period (first to third centuries CE). Overall, we will examine the blurry lines between &#8220;fiction&#8221; and &#8220;history&#8221; in ancient literature. In the first term, we begin by considering the ideal ancient Greek love novel or romance which centres on the story of separated lovers and their adventures. Then we will investigate the ways in which Latin-speaking authors developed and, at times, parodied the Greek novel in Roman fictional works such as the<i> Golden Ass<\/i> by Apuleius. In the second term, we go well beyond blatant prose fiction to explore novelistic or fictional features in other narratives, including histories, travelogues, and biographies. Finally, we turn to novelistic stories produced by cultural minorities, focussing attention on writings produced by Judeans (Jews) and Jesus adherents.<\/p>\n<p>Throughout the course, we will also go beyond the literary features of these texts, using these writings as a window into the social and cultural worlds of the authors and their audiences. In particular, we will give special attention to the place of gods and goddesses and rituals for them within the worldview of the authors and audiences of these fictional or semi-fictional works.<\/p>\n<p>So, overall, we will be doing three main things with these ancient writings:<\/p>\n<ul>\n<li>Considering genre, ancient narratives, and literary features (the nature, purpose, and function of particular writings);<\/li>\n<li>Exploring the theoretical question of how ancient people defined truth and lies, history and fiction; and,<\/li>\n<li>Using these writings as a window into cultural and social life in the Greco-Roman world.<\/li>\n<\/ul>\n<p><em>Required books and readings:<\/em><\/p>\n<ul>\n<li>PDF readings linked in the outline below<\/li>\n<li>Tim Whitmarsh, <i>Dirty Love: The Genealogy of the Ancient Greek Novel<\/i>\u00a0(Oxford: OUP, 2018) (<a href=\"https:\/\/ocul-yor.primo.exlibrisgroup.com\/view\/action\/uresolver.do?operation=resolveService&amp;package_service_id=23702774420005164&amp;institutionId=5164&amp;customerId=5150&amp;VE=true\">link to York library system<\/a>).<\/li>\n<li>E.J. Kenney, trans., <em>Apuleius: The Golden Ass<\/em> (Penguin, 2004). (purchase at York bookstore).<\/li>\n<li>Judith Perkins, <i>The Suffering Self: Pain and Narrative Representation in the Early Christian Era<\/i> (London: Routledge, 1995) (<a href=\"https:\/\/www-taylorfrancis-com.ezproxy.library.yorku.ca\/reader\/download\/b4618ce3-61e9-486d-a600-0b2f48268775\/book\/pdf?context=ubx\">link to York library system<\/a>).<\/li>\n<\/ul>\n<p><em class=\"csl-entry\">Other helpful resources:<\/em><\/p>\n<ul>\n<li><em>Ancient Narrative<\/em> (journal; <a href=\"https:\/\/ancientnarrative.com\/\">link<\/a>)<\/li>\n<li>Robert Cioffi, <em>Egypt, Ethiopia, and the Greek Novel: Between Representation and Resistance<\/em> (Oxford: OUP, 2024) (<a href=\"https:\/\/ocul-yor.primo.exlibrisgroup.com\/view\/action\/uresolver.do?operation=resolveService&amp;package_service_id=23647748060005164&amp;institutionId=5164&amp;customerId=5150&amp;VE=true\">link<\/a>).<\/li>\n<li>Koen de Temmerman, <i>Crafting Characters: Heroes and Heroines in the Ancient Greek Novel<\/i> (Oxford: Oxford University Press, 2014). (<a href=\"https:\/\/ocul-yor.primo.exlibrisgroup.com\/view\/action\/uresolver.do?operation=resolveService&amp;package_service_id=23647748630005164&amp;institutionId=5164&amp;customerId=5150&amp;VE=true\">link<\/a>)<\/li>\n<li>\n<div class=\"csl-bib-body\">\n<div class=\"csl-entry\">Lawrence Mitchell Wills, <i>The Jewish Novel in the Ancient World<\/i> (Eugene, OR: Wipf and Stock, 2015 [1995]).<\/div>\n<\/div>\n<\/li>\n<\/ul>\n<p><em>Assignments <\/em>(see full descriptions at the end of the outline)<\/p>\n<ul>\n<li>Attendance at meetings, participation in discussions: 15%<\/li>\n<li>Three-question quizzes x about 20 (always at the beginning of meetings at 11:30am sharp): 20%<\/li>\n<li>Fishbowl team discussion for 15 minutes x 4 times (students are marked individually): 20%<\/li>\n<li>Essay 1: Analysis of Whitmarsh&#8217;s <em>Dirty Love<\/em> (<a href=\"https:\/\/ocul-yor.primo.exlibrisgroup.com\/view\/action\/uresolver.do?operation=resolveService&amp;package_service_id=23702774420005164&amp;institutionId=5164&amp;customerId=5150&amp;VE=true\">link<\/a>), 6 pages double-spaced, due FALL <del>WEEK 6<\/del> <strong>now<\/strong> <strong>WEEK 7 <\/strong>at the beginning of class by pdf email attachment: 10%\n<ul>\n<li>Academic integrity quiz (<a href=\"http:\/\/www.yorku.ca\/tutorial\/quizzes\/ai\/nologin\/ai.quiz\">link<\/a>) \u2013 100% results must be submitted (pdf, screenshot attachment) before or with assignment 1<\/li>\n<\/ul>\n<\/li>\n<li>Essay 2: Analysis of primary source (Apuleius&#8217; <em>Golden Ass<\/em>), 8 pages double spaced, due FALL WEEK 11 (10%)<\/li>\n<li>Essay 3: Analysis of primary sources (women and gender in Achilles Tatius and in Judith), 10 pages double spaced, due WINTER WEEK 10 <del>WEEK 6<\/del> (15%)<\/li>\n<li>Essay 4 <span style=\"text-decoration: underline;\">(now optional<\/span>, with highest mark of other three essays being applied to this percentage as well): Analysis of Perkin&#8217;s <em>The Suffering Self<\/em> (<a href=\"https:\/\/www-taylorfrancis-com.ezproxy.library.yorku.ca\/reader\/download\/b4618ce3-61e9-486d-a600-0b2f48268775\/book\/pdf?context=ubx\">link<\/a>), 6 pages double-spaced, due ONE WEEK AFTER FINAL CLASS <del>WEEK 11<\/del> (10%)<\/li>\n<\/ul>\n<p><em>Important things to know:<\/em><\/p>\n<ul>\n<li><em>Readings and participation:<\/em> Read and study materials BEFORE meetings.<\/li>\n<li><em>Penalties for lateness:<\/em> Assignments are due at the beginning of class (by email attachment). Late submissions will be penalized by one full grade (e.g. from a B to a C) and a further grade for each additional day beyond the due date.<\/li>\n<li><em>Academic honesty and plagiarism policies:<\/em> Absolutely no form of plagiarism will be tolerated. Study York\u2019s policies <a href=\"https:\/\/www.yorku.ca\/gradstudies\/students\/current-students\/regulations\/academic-honesty\/\" rel=\"noopener noreferrer\">here<\/a> and <a href=\"https:\/\/spark.library.yorku.ca\/academic-integrity-what-is-academic-integrity\/\" rel=\"noopener noreferrer\">here<\/a>. <strong>Any use of AI (Artificial Intelligence) to produce or modify text for an assignment is plagiarism and will not be tolerated<\/strong>. All cases of using AI will be treated as plagiarism. <strong>NOTE:<\/strong> <strong>Each essay must be submitted with a statement by the student author clarifying that the student has not used any form of AI in preparing and producing the essay.<\/strong><\/li>\n<li><em>Cell-phones, laptops, and other devices<\/em>: All phones and devices must be completely turned off and remain unused during class. Laptops or computers are permitted for note-taking only, not for browsing or messaging.<\/li>\n<li>Password-protected files for the course, which are used under fair dealing provisions for the purpose of education, are for course use only and should not be redistributed in any form.<\/li>\n<\/ul>\n<p>____________________________________<\/p>\n<p><strong><em>Studying Greco-Roman novels and fictional literature as a window into ancient literary and social worlds<\/em><\/strong><\/p>\n<p>Week 1 (Sept 3): Introduction to the novel and related &#8220;fictional&#8221; or novelistic literature (historiography, travelogues, biographies, etc.)<\/p>\n<ul>\n<li>Reading and discussion in class: <em>A Babylonian Tale <\/em>(summary by Photius) distributed in class (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Iamblichos, A Babylonian Story.pdf\">link<\/a>)<\/li>\n<\/ul>\n<p><strong><em>The earliest Greek l<strong><em>ove novels<\/em><\/strong> or romances: Reuniting in the Greek City<br \/>\n<\/em><\/strong><\/p>\n<p>Week 2 (Sept 10): Xenophon of Ephesos, <em>Anthia and Habrocomes<\/em>, aka <em>An Ephesian Tale <\/em>(first or second century CE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Anthia and Habrocomes,<\/em> aka <em>An Ephesian Tale<\/em><em>\u00a0<\/em>(<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Anthia and Habrocomes, or An Ephesian Tale.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 1.12-2.8 (Hippothous and the gang of bandits); 4.1-2 (gods save Habrocomes from execution); 5.1-15 (finale and recognitions)<\/li>\n<\/ul>\n<\/li>\n<li>Holzberg, &#8220;The Genre&#8221;\u00a0 in <em>The Ancient Novel,<\/em> pages 1-8, 19-20 (<a href=\"http:\/\/www.library.yorku.ca\/eresolver\/?id=1274924\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Week 3 (Sept 17): Chariton of Aphrodisias, <em>Callirhoe and <\/em><em>Chaereas<\/em> (first century CE), part 1<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Chaereas and Callirhoe<\/em>, books 1-5 (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Chariton.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 1.1-9 (marriage and separation); 1.1 + 1.14 + 2.3 + 3.3 + 3.9 + 5.3 (epiphanies of Callirhoe)<\/li>\n<\/ul>\n<\/li>\n<li>Holzberg, &#8220;The Idealistic Novel in Early Imperial Times,&#8221; in <em>The Ancient Novel<\/em>, pages 32-36 (<a href=\"http:\/\/www.library.yorku.ca\/eresolver\/?id=1274924\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Cioffi, &#8220;Seeing Gods: Epiphany and Narrative in the Greek Novels,&#8221; pages 1-16 and 34-36 only (<a href=\"https:\/\/ancientnarrative.com\/article\/view\/24669\/22119\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Week 4 (Sept 24): Chariton of Aphrodisias, part 2<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Chaereas and Callirhoe<\/em>, books 6-8 (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Chariton.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 6.8 + 7.3 (historiographical feel); 8.1 (reunited)<\/li>\n<\/ul>\n<\/li>\n<li>Sextus Empiricus, <em>Against the Professors<\/em> 1.263-269 (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Sextus Empiricus, Against the Professors on history, legend and fiction.pdf\">link<\/a>)<\/li>\n<li>Morgan, &#8220;Make-believe and Make Believe,&#8221; pages 175, 197-215 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Morgan 1993 Make Believe.protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em><strong>Transformations in the Greek Romances: Foreign towns and rural settings <\/strong><\/em><\/p>\n<p>Week 5 (Oct 1): Achilles Tatius,<i> Leukippe and Kleitophon <\/i>(second century CE), part 1<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><i>Leukippe and Kleitophon<\/i>, books 1-4 (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Achilles Tatius.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 1.1-2 (style of elaborated description, or <em>ekphrasis<\/em>); 1.1-19 (intro, narrator(s), author&#8217;s focus on explaining human emotions); 3.9-24 (&#8220;rangers&#8221; \/ bandits and apparent human sacrifice)<\/li>\n<\/ul>\n<\/li>\n<li>Reardon, &#8220;Achilles Tatius and Ego-Narrative&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Reardon 1994 Achilles Tatius Ego-Narrative.protected.pdf\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl (four-five people who begin our discussion for the first 15 minutes of class): Stephen, Alejo, Josh, Liliana, Marcus (1)<\/li>\n<\/ul>\n<p>Week 6 (Oct 8): Achilles Tatius,<i> Leukippe and Kleitophon, <\/i>part 2<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><i>Leucippe and Clitophon<\/i>, books 5-8 (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Achilles Tatius.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 7.7-16 (trial and asylum in the temple of Artemis); 8.1-19 (finale and chastity theme)<\/li>\n<\/ul>\n<\/li>\n<li>Cioffi, &#8220;The Lives of Others,&#8221; pages 91-95 and 111-122 only (<a href=\"https:\/\/academic-oup-com.ezproxy.library.yorku.ca\/book\/56120\/chapter\/442781459\/chapter-pdf\/56838737\/oso-9780192870537-chapter-4.pdf\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Cruz, Zach, Gurleen, Kasandra Josephs, Caitlynne (1)<\/li>\n<\/ul>\n<p><em>*Reading week Oct 13-17 &#8211; no classes*<\/em><\/p>\n<p>Week 7 (Oct 22): Discussion of Tim Whitmarsh&#8217;s <em>Dirty Love<\/em><\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Tim Whitmarsh, <i>Dirty Love: The Genealogy of the Ancient Greek Novel<\/i> (Oxford: OUP, 2018) (<a href=\"https:\/\/ocul-yor.primo.exlibrisgroup.com\/view\/action\/uresolver.do?operation=resolveService&amp;package_service_id=23702774420005164&amp;institutionId=5164&amp;customerId=5150&amp;VE=true\">link<\/a>) &#8212; entire work<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline;\">In class<\/span> readings related to Whitmarsh: Eastern stories of Ahiqar; Zarinaea and Stryangaeus; and, Zariadres and Odatis (<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Ahiqar and Stryangaeus (see Whitmarsh).pdf\">link<\/a>)<\/li>\n<li>Fishbowl: Everyone<\/li>\n<\/ul>\n<p><em>*Essay 1 (review of Whitmarsh) due at the beginning of class*<\/em><\/p>\n<p>Week 8 (Oct 29): Longus, <em>Daphnis and Chloe <\/em>(second century CE) and the pastoral setting<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Longus,<em> Daphnis and Chloe <\/em>(<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Longus.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: prologue + 1.1-18 (love in a pastoral environment); 2.12-31 (pastoral atmosphere interrupted and restored); 4.6-10 (conditions of slavery); 4.19-40 (recognition)<\/li>\n<\/ul>\n<\/li>\n<li>Theocritus, <em>Idyll<\/em> 6 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Theocritus, Idyll 6 (Edmonds trans).pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Effe, &#8220;Longus: Towards a History of Bucolic and Its Function in the Roman Empire&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Effe 1999 Longus Bucolic.protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl:<\/li>\n<\/ul>\n<p><strong><em>Roman comic novels and satirical treatments<\/em><\/strong><\/p>\n<p>Week 9 (Nov 5): Apuleius, <em>Golden Ass<\/em>, part 1 (second century)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Apuleius, <em>Golden Ass, <\/em>1.1-4.27 (Kenney translation from York bookstore) &#8211; Emergency alternative translation for anyone unable to get the better translation is available at this <a href=\"https:\/\/www.poetryintranslation.com\/klineasapuleius.php\">link<\/a>\n<ul>\n<li>Passages for detailed analysis: 1.8-10 + 2.20-32 + 3.14-26 (diviners and Magians \/ magicians)<\/li>\n<\/ul>\n<\/li>\n<li>Bradley, \u201cAnimalizing the Slave&#8221; (<a href=\"https:\/\/www.jstor.org\/stable\/300203\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Devanshi, Authorine, Yasmeen, Maya, Kassandra Shaw, Brenna, Olivia (1)<\/li>\n<\/ul>\n<p>Week 10 (Nov 12): Apuleius, <em>Golden Ass<\/em>, part 2: The transformation narrative and the mysteries of Isis<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Golden Ass<\/em>, 6.25-11.30 (Kenney translation from York bookstore) &#8211; Emergency alternative translation for anyone unable to get the better translation is available at this <a href=\"https:\/\/www.poetryintranslation.com\/klineasapuleius.php\">link<\/a>\n<ul>\n<li>Passages for detailed analysis: 8.23-31 (devotees of a foreign goddess); 11.1-30 (salvation by Isis and initiations)<\/li>\n<\/ul>\n<\/li>\n<li>Bradley, \u201cContending with Conversion\u201d (<a href=\"http:\/\/www.jstor.org.ezproxy.library.yorku.ca\/stable\/pdfplus\/1088674.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Stephen, Alejo, Joshua, Cruz, Zachary, (2)<\/li>\n<\/ul>\n<p>Week 11 (Nov 19): Petronius, <em>Satyrica<\/em> (first century)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Petronius, <em>Satyrica<\/em> (sections 1-78 in fragmentary form) (<a href=\"https:\/\/archive.org\/download\/PetroniusSatyriconFirebaugh1922TransModified\/Petronius%2C%20Satyricon%20%28Firebaugh%201922%20trans%20modified%29.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Schmeling, &#8220;Petronius and the <em>Satyrica,<\/em>&#8221;\u00a0pages 23-37 (<a href=\"https:\/\/ebookcentral.proquest.com\/lib\/york\/detail.action?docID=199937#\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl:<\/li>\n<\/ul>\n<p><em>*Essay 2 (Apuleius) due at the beginning of class*<\/em><\/p>\n<p>Week 12 (Nov 26): <em>Fellini Satyricon<\/em> (1969 film; 2 hours, 9 minutes &#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=4_6MSOpEfj0&amp;t=16s\">link<\/a>)<\/p>\n<ul>\n<li>Readings (to be read before watching the film for orientation):\n<ul>\n<li>Joanna Paul, &#8220;<em>Fellini\u2013Satyricon:\u00a0<\/em>Petronius and Film&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Paul 2009 Fellini Satyricon.protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017<\/p>\n<p><strong>Winter<\/strong><\/p>\n<p><strong><em>Blurry lines<\/em><\/strong><\/p>\n<p>Week 1 (Jan 7): Livy&#8217;s account of the Bacchanalia (ca. 20 BCE) &#8211; Blurry lines between history and fiction<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Livy, <i>History of Rome<\/i> 39.6 and 39.8-19 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Livy, History of Rome 39.6-19 Bacchanalia section (Bettenson trans).pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 39.6 (Livy&#8217;s moral purposes); 39.8 (a Greek in Etruria); 39.9-39.13 (tale of Aebutius and Hispala); actual decrees (below)<\/li>\n<\/ul>\n<\/li>\n<li>\u201c28. Decree of the Senate on the Bacchanalia, 186 BC\u201d in <i>Ancient Roman Statutes: A Translation with Introduction, Commentary, Glossary, and Index<\/i>, 26-28 (<a href=\"http:\/\/www.heinonline.org.ezproxy.library.yorku.ca\/HOL\/Page?collection=cow&amp;handle=hein.cow\/aromsg0001&amp;id=58\">link<\/a>)<\/li>\n<li>Walsh, \u201cMaking a Drama Out of a Crisis: Livy on the Bacchanalia\u201d (<a href=\"http:\/\/www.jstor.org.ezproxy.library.yorku.ca\/stable\/pdfplus\/10.2307\/643095.pdf\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Week 2 (Jan 14): Lucian of Samosata&#8217;s\u00a0<em>True Histories\u00a0<\/em>\/ <em>True Story<\/em> (ca. 160 CE) &#8211; Blurry lines between travel literature \/ ethnography and fiction<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Lucian, <em>True History \/ A True Story <\/em>(<a href=\"http:\/\/philipharland.com\/Courses\/Readings\/4107\/Lucian, True History, True Story.pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 1.1-1.4 (preface and purposes); 1.9-1.27 (Moonites and Sunites); 2.5-2.28 (Island of the Blessed)<\/li>\n<\/ul>\n<\/li>\n<li>Bowersock, &#8220;Truth in Lying,&#8221; in <i>Fiction as History: Nero to Julian<\/i> (Berkeley: University of California Press, 1994), pages 1-27 sections on Lucian but omitting Celsus (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Bowersock 1994 Truth in Lying.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Marcus, Devanshi, Authorine, Liliana, Yasmeen, \u00a0(2)<\/li>\n<\/ul>\n<p>Week 3 (Jan 21): Thessalos&#8217; and Harpokration&#8217;s introductions to medical works <em>\u2013 <\/em>Blurry lines between autobiographical writing and fiction<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Harland, &#8220;Journeys in Pursuit of Divine Wisdom: Stories of Thessalos and Other Seekers,&#8221; in<i> Travel and Religion in Antiquity<\/i>, including the translation of Thessalos&#8217; letter (<a href=\"http:\/\/www.philipharland.com\/publications\/Harland%202011%2007%20Thessalos.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Harpokration \/ Kyranos,\u00a0<em>Kyranides <\/em>prefaces (<a href=\"https:\/\/philipharland.com\/Blog\/?p=12356\">link<\/a>)<\/li>\n<li>Plutarch, <em>On the Obsolescence of Oracles\u00a0<\/em>excerpts (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Plutarch, Obsolescence of Oracles 410a-421c.pdf\">link<\/a>)<\/li>\n<li>Lucian, <em>Lover of Lies <\/em>excerpts (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Lucian Lover of Lies 33-39.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Maya, Kassandra Shaw, Brenna, Olivia, Gurleen, Caitlynne\u00a0 (2)<\/li>\n<\/ul>\n<p>Week 4 (Jan 28): Philostratos, <em>Life of Apollonius of Tyana<\/em> (ca. 210-238 CE) &#8211; Blurry lines between biography and fiction<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Philostratos, <em>Life of Apollonius of Tyana, <\/em>book 1 and book 3 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Philostratos, Life of Apollonios (books 1-3 newer trans).pdf\">link<\/a>)\n<ul>\n<li>Passages for detailed analysis: 1.1-3 (introduction and purposes); 3.10-3.58 (time with the Brahmans in India)<\/li>\n<\/ul>\n<\/li>\n<li>Outline of the contents of the entire biography of Apollonios (<a href=\"https:\/\/www.livius.org\/sources\/about\/philostratus-life-of-apollonius\/\">link<\/a>)<\/li>\n<li>Francis, \u201cTruthful Fiction\u2019\u201d (<a href=\"http:\/\/www.jstor.org.ezproxy.library.yorku.ca\/stable\/pdfplus\/10.2307\/1561679.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Stephen, Alejo, Joshua, Cruz, Zachary (3)<\/li>\n<\/ul>\n<p><strong><em>Minorities write novelistic stories (with more blurry lines): Judeans and Jesus adherents<\/em><\/strong><\/p>\n<p>Week 5 (Feb 4): Introduction to Judean novelistic writings \/ Tales related to Daniel<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Daniel 1-6 (Daniel&#8217;s adventures), 13-14 (Susanna; Bel and the Dragon) (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Daniel 1-14 (removing 7-12).pdf\">link<\/a>)<\/li>\n<li>Wills, &#8220;The Daniel \/ Susanna Tradition: From Legend to Novel&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Wills 1995 Daniel, Susanna Tradition.pdf\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Maya, Kassandra Shaw, Brenna, Olivia, Gurleen, Caitlynne (3)<\/li>\n<\/ul>\n<p>Week 6 (Feb 11): <em>Tobit<\/em><\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Tobit<\/em> (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Tobit, Judith, Esther (Jerusalem).pdf\">link<\/a>)<\/li>\n<li>Schellenberg, &#8220;Suspense, Simultaneity, and Divine Providence in the Book of Tobit&#8221; (<a href=\"https:\/\/www.jstor.org\/stable\/41304203\">link<\/a>)<\/li>\n<li>Not required, but for consultation on date, genre, manuscripts, etc: Moore, &#8220;Introduction&#8221; [to Tobit]&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Moore 1996 Introduction to commentary on Tobit.pdf\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Marcus, Devanshi, Authorine, Liliana, (3)<\/li>\n<\/ul>\n<p><em>**Reading week Feb 16-20 &#8211; no classes**<\/em><\/p>\n<p>Week 7 (Feb 25):<em> Judith <\/em>(second or first century BCE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Judith\u00a0<\/em>(<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Tobit,%20Judith,%20Esther%20(Jerusalem).pdf\">link<\/a>)<\/li>\n<li>Raup Johnson, \u201cJews at Court,\u201d pages 9-11, 20-34 (stopping at Aristeas), 44-50\u00a0 (from &#8220;All of the authors&#8230;&#8221;) (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Raup Johnson 2005 Jews at Court.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Stephen, Alejo, Joshua, Cruz, Zachary (4)<\/li>\n<\/ul>\n<p>Week 8 (March 4): <em>Joseph and Aseneth\u00a0<\/em>(first century BCE-second century CE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Joseph and Aseneth, <\/em>chapters 1-21, 26-28 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Joseph%20and%20Aseneth%20(from%20Charlesworth).protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Chestnutt, &#8220;From Text to Context: The Social Matrix of Joseph and Aseneth,&#8221; pages 285-287, 292-302 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Chesnutt 1996 Joseph and Aseneth Context.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>) &#8211; \u00a0 <del>Lipsett, &#8220;Aseneth and the Sublime Turn&#8221; (<a href=\"https:\/\/academic-oup-com.ezproxy.library.yorku.ca\/book\/9174\/chapter\/155802627\/chapter-ag-pdf\/44951900\/book_9174_section_155802627.ag.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>&#8211; too long).<\/del><\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Devanshi, Authorine, Yasmeen (4)<\/li>\n<\/ul>\n<p>Week 9 (March 11): Acts of the Apostles as both ancient history-writing and novelistic narrative (late first or early second century CE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Acts of the Apostles (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Acts 1-28.pdf\">link<\/a>)<\/li>\n<li>Schwartz, &#8220;The Trial Scene in the Greek Novels and in Acts&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Schwartz 2003 Trial Scene in Greek Novels and in Acts.pdf\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Marcus, Caitlynne, Maya, Kassandra Shaw (4)<\/li>\n<\/ul>\n<p>Week 10 (March 18): <em>Acts of Paul and Thecla<\/em> as twisted Romance (mid-second century CE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Acts of Paul and Thecla <\/em> (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Acts of Paul and Thecla.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<li>Aubin, &#8220;Reversing Romance? The Acts of Thecla and the Ancient Novel&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Aubin 1998 Thecla Reversing Romance.protected.pdf\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: Brenna, Olivia, Yasmeen, Liliana (4)<\/li>\n<\/ul>\n<p>Week 11 (March 25): Clement&#8217;s adventures in the Pseudo-Clementine <em>Recognitions<\/em> (third century CE)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li>Clement&#8217;s family story extracted from the Pseudo-Clementine <em>Recognitions\u00a0<\/em>(<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Clement story extracted from Pseudo-Clementine Recognitions.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a> to extractions only, which are required reading; <a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Pseudo-Clementine Recognitions (ANF Smith 1916 trans).pdf\" target=\"_blank\" rel=\"noopener\">link<\/a> to complete work for consultation, but not required)\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>&#8220;Plot Summary of Pseudo-Clementine <em>Recognitions<\/em> (by J.B. Lightfoot) (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Plot summary of Pseudo-Clementine Recognitions (Lightfoot).pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Montiglio, &#8220;From the Pagan Novels to Early Jewish and Christian Narratives: Refashioning Recognition,&#8221; 190-193, 210-224 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Montiglio 2012 From the Pagan Novels to Early Jewish and Christian Narratives - Refashioning Recognition Copy.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li>Fishbowl: everyone<\/li>\n<\/ul>\n<p>Week 12 (April 1): <em>Acts of Peter\u00a0<\/em>(MEETING BY ZOOM THIS WEEK: <a href=\"https:\/\/yorku.zoom.us\/j\/92070904400\">https:\/\/yorku.zoom.us\/j\/92070904400<\/a>)<\/p>\n<ul>\n<li>Readings:\n<ul>\n<li><em>Acts of Peter <\/em>(<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Acts of Peter.pdf\">link<\/a>)<\/li>\n<li>Perkins,&#8221;Healing and Power: <em>Acts of Peter<\/em>&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Perkins 1995 Healing and Power.pdf\">link<\/a>)<\/li>\n<li>Fishbowl: everyone<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017\u2017<\/p>\n<p><strong>Assignment Descriptions<\/strong><\/p>\n<p><em><strong>Participation in seminar discussions<\/strong><\/em><\/p>\n<p style=\"padding-left: 30px;\">Participation and interaction is an important part of the process of learning, particularly in a fourth year seminar.\u00a0 For this reason it is essential that <span style=\"text-decoration: underline;\">all students<\/span> do the readings (especially the primary sources) <span style=\"text-decoration: underline;\">before<\/span> attending the seminar for a particular week, coming prepared for discussion.<\/p>\n<p><em><strong>Fishbowl discussion (first 15 minutes of meeting, students marked individually)<\/strong><\/em><\/p>\n<ul>\n<li>For most weeks, about five students on their own will begin discussion of that weeks main readings in their group with the rest of us observing quietly and, eventually (after 15 minutes), joining the discussion. Our focus questions for the course may be a guide for some issues to explore. You will also want to show how the current week\u2019s readings relate to other things we have been learning in the course.<\/li>\n<li>There is no need for the group to meet or discuss things in advance. This is not a coordinated presentation but rather a somewhat spontaneous discussion based on each of your own careful readings and historical analyses of the materials.<\/li>\n<\/ul>\n<p><strong><em>Essay 1: Analysis of <\/em>Whitmarsh&#8217;s<em> Dirty Love<\/em><i> <\/i><\/strong>(6 pages double-spaced)<\/p>\n<ul>\n<li>Carefully read Whitmarsh&#8217;s book (including the &#8220;prelude&#8221;) with attention to his main arguments. Write an essay in which you explain in detail (and <span style=\"text-decoration: underline;\">in your own words<\/span>) what Whitmarsh means when he argues that ancient novels reflect a &#8220;centrifugal impetus&#8221; (p. xi). What kinds of evidence from what specific cultural contexts does he present throughout the book to support this claim? How does Whitmarsh&#8217;s approach relate to the problem of Hellenocentrism and ethnocentrism among modern scholars? In what ways do you agree or disagree with Whitmarsh?<\/li>\n<li>Students&#8217; papers will only be considered adequate if there are consistent references to specific passages or examples from Whitmarsh (providing page numbers) that can be checked by the reader. However, the essay should not have any quotations from Whitmarsh or others and should be entirely in the words of the student author.<\/li>\n<li>AI (Artificial Intelligence online) is <span style=\"text-decoration: underline;\">not<\/span> to be used at any stage of working on this or any other assignment in the course. Each essay must be submitted with a statement by the student author clarifying that the student has not used any form of AI in preparing and producing the essay. Students may be asked to meet with the professor to discuss their preparatory work for the essay and their arguments in the essay.<\/li>\n<\/ul>\n<p><strong><em>Essay 2: Analysis of Primary Source (Apuleius)<\/em>\u00a0<\/strong>(8 pages double-spaced)<\/p>\n<ul>\n<li>For Greeks and Romans, the gods, stories about the gods, and ritual honours for the gods were integrated within everyday life.\u00a0 Using Apuleius&#8217; novel as evidence, write an essay that illustrates the importance of gods and goddesses (e.g. Fortune, Mars, Mother, Isis) and honours for them within the worldview of the author and his audience.\u00a0 In the process of carefully reading the novel, give special attention to the role of the gods and to rituals and customs associated with the gods.\u00a0 Also be attentive to the meaning and function of &#8220;Fortune&#8221; and &#8220;Providence&#8221; in the development of the story.\u00a0 Be sure to demonstrate that you have read the whole novel and that you have carefully analyzed <span style=\"text-decoration: underline;\">at least four substantial episodes<\/span>, including Lucius&#8217; initiation into the mysteries of Isis and Osiris in book 11.<\/li>\n<li>AI (Artificial Intelligence online) is not to be used at any stage of working on this or any other assignment in the course. Each essay must be submitted with a statement by the student author clarifying that the student has not used any form of AI in preparing and producing the essay. Students may be asked to meet with the professor to discuss their preparatory work for the essay and their arguments in the essay.<\/li>\n<\/ul>\n<p><strong><em>Essay 3: Portrayals of Women Protagonists in Judean Fiction and in the Greek Novels <\/em><\/strong>(10 pages double-spaced)<em><br \/>\n<\/em><\/p>\n<ul>\n<li><span style=\"text-decoration: underline;\">Step 1a:<\/span> Read the following articles (in addition to course readings on Judith) to provide you with some scholarly background on the issue of women and gender in ancient fictional or semi-fictional narratives, particularly Judith:\n<ul>\n<li>Brigitte Egger, \u201cThe Role of Women in the Greek Novel: Woman as Heroine and Reader,\u201d in <i>Oxford Readings in the Greek Novel<\/i>, ed. Simon Swain (Oxford: OUP, 1999), 108-112 and 119-129 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Egger 1999 Women in novels.protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<li>Katharine Haynes, <i>Fashioning the Feminine in the Greek Novel<\/i> (London: Routledge, 2003), pages 56-70 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Haynes 2003 Heroines chapter from Fashioning the Feminine.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<li>Amy-Jill Levine, \u201cSacrifice and Salvation: Otherness and Domestication in the Book of Judith\u201d in <i>A Feminist Companion to Esther, Judith and Susanna<\/i>, ed. Athalya Brenner, The Feminist Companion to the Bible (Sheffield: Sheffield Academic Press, 1995), 208\u2013223 (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Levine 1995 Sacrifice and Salvation Judith.protected.pdf\">link<\/a>).<\/li>\n<li>Sidnie Ann White, \u201cIn the Steps of Jael and Deborah: Judith as Heroine\u201d (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/White 1992 Judith Jael and Deborah heroines.protected.pdf\">link<\/a>).<\/li>\n<li>Richard I. Pervo, &#8220;Aseneth and Her Sisters: Women in Jewish Narrative and in the Greek Novels&#8221; (<a href=\"http:\/\/www.philipharland.com\/Courses\/Readings\/4107\/Pervo 1991 Aseneth, Judith and women novels.protected.pdf\" target=\"_blank\" rel=\"noopener\">link<\/a>).<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline;\">Step 1b:<\/span>\u00a0 Do <strong>your own<\/strong> careful reading and analysis of the principal female characters in <em>Leukippe and Kleitophon <\/em>(including Leukippe and Melite) and in <em>Judith<\/em> (Judith), paying special attention to gender issues, the depiction of women, and the relation between women and men in the narrative.<\/li>\n<li><span style=\"text-decoration: underline;\">Step two<\/span>:\u00a0 Write a comparative essay that analyzes the narratives and addresses the following:\u00a0 What similarities and differences do you see in Achilles Tatius&#8217; depiction of female characters (especially Leukippe and Melite), on the one hand, and the Judean (Jewish) author&#8217;s portrayal of Judith, on the other?\u00a0 What sort of characters are these women within the overall story and what are their functions in the plot? This comparison would include addressing questions such as the following: What characteristics and attributes does each author give to his female protagonists (including the relation of each woman to men in the narrative) and what attitudes about women and gender does this reflect?\u00a0 In what ways are these characters portrayed as passive or active, weak or strong, helpless or assertive?\u00a0 In what ways might the portrayal of the central female character work against or reaffirm commonly held notions of femininity in the Greco-Roman world?<\/li>\n<li>AI (Artificial Intelligence online) is not to be used at any stage of working on this or any other assignment in the course. Each essay must be submitted with a statement by the student author clarifying that the student has not used any form of AI in preparing and producing the essay. Students may be asked to meet with the professor to discuss their preparatory work for the essay and their arguments in the essay.<\/li>\n<\/ul>\n<p><strong><em>Essay 4: Book review essay on <\/em><\/strong><strong>Perkins&#8217;\u00a0<em>The Suffering Self <\/em><\/strong>(6 pages double-spaced)<\/p>\n<p style=\"padding-left: 40px;\">Step 1: To familiarize yourself with the genre of the academic book review, read at least 10 book reviews (reviewing single-author books, not edited ones) that interest you in <a href=\"http:\/\/www.library.yorku.ca\/e\/resolver\/id\/1521279\"><em>The Classical Review<\/em><\/a> (accessible through <a href=\"http:\/\/www.library.yorku.ca\/e\/resolver\/id\/1520855\">JSTOR<\/a> on our library system) or in the <em>Bryn Mawr Classical Review<\/em> online at: <a href=\"http:\/\/bmcr.brynmawr.edu\/\">http:\/\/bmcr.brynmawr.edu\/<\/a><\/p>\n<p style=\"padding-left: 40px;\">Step 2: With a focus on the arguments and main points, read the book and take careful notes.<\/p>\n<p style=\"padding-left: 40px;\">Step 3: Write an academic\u00a0book review of the book (in the form of an essay), which entails:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Explaining the main arguments of the book and how the author builds up these arguments with sub-arguments throughout the chapters.<\/li>\n<li>Discussing the author\u2019s methods or approach and the author\u2019s use of evidence to support the author\u2019s points.<\/li>\n<li>Providing a critical assessment of the strengths and weaknesses of the book. Does the author achieve what he or she set out to do? Is the argument convincing or not, and in what ways? What theoretical assumptions and\/or value judgments influence the author\u2019s reconstruction of history? Be sure to provide concrete examples (citing page numbers in parentheses) of the problems or strengths you discuss.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"padding-left: 40px;\">The review paper should have a clear thesis statement or argument (concerning your evaluation of the book) which is supported throughout the paragraphs. The paper should be clearly written and structured with no spelling or grammatical errors. Be succinct and do not exceed the prescribed length.<\/p>\n<p style=\"padding-left: 40px;\">AI (Artificial Intelligence online) is not to be used at any stage of working on this or any other assignment in the course. Each essay must be submitted with a statement by the student author clarifying that the student has not used any form of AI in preparing and producing the essay. Students may be asked to meet with the professor to discuss their preparatory work for the essay and their arguments in the essay.<\/p>\n<p style=\"padding-left: 40px;\">\n<p>________________________<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Go to the Digital Atlas of the Roman Empire Go to the searchable Ancient World Mapping Center interactive map Go to Study guide: Analytical questions for seminar participation Go to the Greek texts of the novels General Information: Philip Harland: pharland \u2013 at \u2013 yorku \u2013 dot \u2013 ca. Meetings: HUMA \\ RLST \\ CLST [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":962,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"page-templates\/full-width.php","meta":{"footnotes":""},"class_list":["post-22193","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/pages\/22193","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/comments?post=22193"}],"version-history":[{"count":205,"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/pages\/22193\/revisions"}],"predecessor-version":[{"id":22766,"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/pages\/22193\/revisions\/22766"}],"up":[{"embeddable":true,"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/pages\/962"}],"wp:attachment":[{"href":"https:\/\/www.philipharland.com\/Blog\/wp-json\/wp\/v2\/media?parent=22193"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}