Take a trip into the myths and battles of the Trojan War. Dress in drag or pretend madness to avoid the fight; join the aristeia of Diomedes; follow Odysseus as he steals the Palladium; and more. This book offers students the opportunity to enjoy not only the story of the Iliad but the myths before and after in the Trojan Cycle— all in Latin epic style. Latina Mythica II: Troia Capta has twenty chapters. The first two chapters cover mythical material that occurs well before the action of the Iliad. Then, after including much of the action of the Iliad itself, the book concludes with two chapters telling the stories beyond the epic to give a more complete sense of the myth of Troy. It is designed for students who have completed the study of Latin grammar, usually one year of college or two to three years of high school. Facing-page grammatical/vocabulary notes boost reading speed and reader confidence. An introduction in English and citation for the ancient sources of the myths accompany each story. All stories are patterned after ancient authors, making this reader a perfect way to review and reinforce grammar and basic vocabulary, explore classical mythology, and ease into advanced author reading. Special Features • Grammar and comprehension questions • Discussion questions • Cultural influences of the myth in art, music, ballet, and literature • 28 black and white illustrations • An English epilogue • End vocabulary

As a sustained analysis of the connections between narrative structure and meaning in the History of the Peloponnesian War, Carolyn Dewald's study revolves around a curious aspect of Thucydides' work: the first ten years of the war's history are formed on principles quite different from those shaping the years that follow. Although aspects of this change in style have been recognized in previous scholarship, Dewald has rigorously analyzed how its various elements are structured, used, and related to each other. Her study argues that these changes in style and organization reflect how Thucydides' own understanding of the war changed over time. Throughout, however, the History's narrative structure bears witness to Thucydides' dialogic efforts to depict the complexities of rational choice and behavior on the part of the war's combatants, as well as his own authorial interest in accuracy of representation. In her introduction and conclusion, Dewald explores some ways in which details of style and narrative structure are central to the larger theoretical issue of history's ability to meaningfully represent the past. She also surveys changes in historiography in the past quarter-century and considers how Thucydidean scholarship has reflected and responded to larger cultural trends.

The evolution of the Gilgamesh epic" (1982) / Jeffrey H. Tigay -- From "Gilgamesh in literature and art: the second and first millennia" (1987) / Wilfred G. Lambert -- From "Gilgamesh: sex, love and the ascent of knowledge" (1987) / Benjamin Foster -- "Images of women in the Gilgamesh epic" (1990) / Rivkah Harris -- "The marginalization of the goddesses" (1992) / Tikva Frymer-Kensky -- "Mourning the death of a friend: some assyriological notes" (1993) / Tzvi Abusch -- "Liminality, altered states, and the Gilgamesh epic" (1996) / Sara Mandell -- "Origins: new light on eschatology in Gilgamesh's mortuary journey" (1996) / Raymond J. Clark -- From "a Babylonian in Batavia: Mesopotamian literature and lore in The sunlight dialogues" (1982) / Greg Morris -- "Charles Olson and the poetic uses of Mesopotamian scholarship" / John Maier -- From "'Or also a godly singer, ' Akkadian and early Greek literature" (1984) / Walter Burkert -- From "Gilgamesh and Genesis" (1987) / David Damrosch -- "Praise for death" (1990) / Donald Hall -- From "Gilgamesh in the Arabian nights" (1991) / Stephanie Dalley -- "Ovid's Blanda voluptas and the humanization of Enkidu" (1991) / William L. Moran -- From "the Yahwist's primeval myth" (1992) / Bernard F. Batto -- "Gilgamesh and Philip Roth's Gil Gamesh" (1996) / Marianthe Colakis -- From "The epic of Gilgamesh" (1982) / J. Tracy Luke and Paul W. Pruyser -- From "Gilgamesh and the Sundance Kid: the myth of male friendship" (1987) / Dorothy Hammond and Alta Jablow -- "Gilgamesh and other epics" (1990) / Albert B. Lord -- From "Reaching for abroad: departures" (1991) / Eric J. Leed -- From "Introduction" to he who saw everything (1991) / Robert Temple -- "The oral aesthetic and the bicameral mind" (1991) / Carl Lindahl -- From "Point of view in anthropological discourse: the ethnographer as Gilgamesh" (1991) / Miles Richardson -- From "The wild man: the epic of Gilgamesh" (1992) / Thomas Van Nortwick.

"Latin for the New Millennium, Levels 1 and 2 is a complete introductory course to the Latin language, suitable for both high school and college students, consisting of two volumes, each accompanied by a teacher's manual and students' workbooks. The strategy employed for teaching and learning incorporates the best of both the reading approach and the more abstract grammatical method. The choice of vocabulary in each chapter reflects ancient authors commonly studied for the AP Latin examinations. There are exercises designed for oral use, as well as a substantial core of more conventional exercises in each chapter. The readings, pictures, and supplementary inserts on cultural information illuminate Roman life, civilization, Roman history, and mythology, as well as the continuing use of Latin after antiquity and its vigorous literary tradition in such periods as the Middle Ages and Renaissance. Each chapter also includes derivatives, the influence of Latin vocabulary on English, and selected proverbs or common Latin sayings. Latin for the New Millennium Level 3 builds on the strong foundation of Levels 1 and 2 and provides students an in-depth experience of Caesar, Catullus, Cicero, Horace, Ovid, and Vergil as well as of the Renaissance writer Erasmus. This text provides students an introduction to unadapted Latin literature and builds their literary analysis skills."--adapted from publisher website.