Veni, Legi, Scripsi
On Writing in the Elementary Latin Sequence
Bibliographic Data
| ID | 9678341 |
|---|---|
| Authors | Kristina A Meinking (0000-0003-2889-8396, corresponding author) |
| Year | 2017 |
| Volume | 110 |
| Issue | 4 |
| Pages | 545-565 |
| Publication date | 2017-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Classical World (JOURNAL) |
| Journal identifiers | ISSN: 0009-8418 • E-ISSN: 1558-9234 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/clw.2017.0042 |
| OpenAlex | W2742641126 |
| Language | EN |
| References cited | 4 |
Hotly contested debates about the vices and virtues of Latin composition at the elementary level have a long history. In this essay, I describe the ways in which low-, mid-, and high-stakes writing assignments are woven into the elementary Latin sequence as opportunities both to work in the language and to make apparent the inherent links between language and culture. A final composition project offers a particularly integrative model by which both the instructor and the students can review, assess, and reflect upon the semester’s work and learning
Art · Composition (language) · Latin Americans · Linguistics · Literature · Mathematics education · Sequence (biology) · Sociology · Work (physics) · Chemistry · Classical Studies and Philology · Classics · Engineering · Historical Linguistics and Language Studies · History · Lexicography and Language Studies · Philosophy · Psychology
| Highly cited | No |
|---|