Pub Date : 2024-04-26DOI: 10.1353/apa.2024.a925501
Sarah Derbew
summary:
This paper explores the ways that intricate wordplay informs the satires of two writers: Hama Tuma from Ethiopia and Lucian from Syria. In Tuma's "The Case of the Traitorous Alphabet" and Lucian's Trial of the Consonants, characters enact instances of doublespeak (expressing a literal and hidden statement simultaneously) that reverberate within and outside of the satirical realm. Writ large, the horizontal reading practice in this article promotes an anti-hierarchical approach to Classics that includes African Studies.
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Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913467
Jonas Grethlein
abstract:
The article explores the uses of κόρος (satiety, surfeit) in ancient criticism as part of a poetics of scale. It first shows that κόρος was applied to a wide range of different scales and used for an equally large array of phenomena. Then it suggests that Pindar's references to κόρος in Abbruchformeln (break-off formulas) may have been the origin of its later deployment by critics. Underneath the poetics of scale encapsulated in κόρος, it is finally argued, there is an entanglement of aesthetics with ethics that invites further inquiries.
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Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913458
In lieu of an abstract, here is a brief excerpt of the content:
Editors' Note
this fall 2023 issue of TAPA brings some familiar sections and some new features. As is the custom at TAPA, our Fall issue contains Matthew Santirocco's Presidential Address, originally delivered at the 2023 SCS Annual Meeting in New Orleans. Paragraphoi, following the model of our section "Classics After Covid" (Spring 2022), continue to be dedicated to issues of broad disciplinary relevance. Almost a year ago, we invited TAPA Associate Editors to suggest themes for Paragraphoi, and Catherine Conybeare proposed a section that would address the themes of rupture and return from a variety of perspectives, focusing especially on graduate students, early-career, and minoritized members of the discipline. "Rupture and Return," conceived, curated, and edited by Catherine Conybeare, offers a multi-generational assessment of pressing issues affecting our community filtered through the very personal views and experiences of a diverse group of authors. In addressing questions of community, inclusion, and identity, the Paragraphoi in this issue look forward to TAPA's upcoming special issue "Race and Racism: Beyond the Spectacular", edited by Sasha-Mae Eccleston and Patrice Rankine, and scheduled for Spring 2024. Finally, we are proud to highlight two exciting pieces on the pedagogy of classical language (Colin Shelton's "What skills do students need for upper division Latin?" and Tom Keeline and Tyler Kirby's "Latin Vocabulary and Reading Latin: Challenges and Opportunities"). Pedagogy research has not typically been a focus of TAPA, but given the role that teaching plays in the lives of most members of the field – and its critical importance in ensuring the field's future – we are pleased to spotlight some of the valuable research into this area. While we continue to learn from specialized journals dedicated to classical pedagogy and from the long-standing investment of colleagues in this area of research and practice, we hope that TAPA too will become a venue for debates about pedagogy, including but not limited to language teaching. [End Page vii]
Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913461
Amy Pistone
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> Rupture and Return:<span>Hierarchy and Pedagogy</span> <!-- /html_title --></li> <li> Amy Pistone </li> </ul> <p><small>as we are all acutely aware</small>, the effects of the COVID-19 pandemic have been catastrophic on a variety of fronts. Thinking about both rupture <em>and</em> return, however, I want to reflect on both what was lost and what was gained. To begin, I focus my comments about rupture on the ways that very real harm was done to and by members of the field, in ways that I suspect have gone unnoticed by many of the perpetrators of harm and, as a result, cannot easily be mended. In terms of return, I offer some thoughts on the adjustments to our teaching, often necessitated by the crises we found ourselves in, that we want to keep, if in modified form, as we return to this new normal.</p> <p>Starting at the ruptures on the level of the school or university, we all saw a lot about our institutions laid bare. That is not to say that the ideologies and priorities in play were not there before the pandemic, but the pandemic has been a stress test of institutions in so many ways. It became abundantly clear that some institutions think of their employees as expendable frontline workers in the fight to turn a profit. Some schools trusted instructors to make the best decisions for themselves and their students while others issued demands that classes meet in person, health concerns be damned. We all saw, in different ways, how our institutions balanced their ostensible missions and values against a model that treats students as customers. When faced with the myriad ways that compassion and efficiency came into conflict over the past several years, which people and institutions were willing to take a stand for compassion? Far too many instructors had no one shielding them from the political pressures to surveil and discipline students, to adopt flexible or (heaven forbid!) less "rigorous" forms of assessment, to demand forms of attendance and engagement that ignored the cascading crises we were facing. Many institutions have a great deal of work ahead of them to earn back the trust that was shattered, and some wounds have yet to heal—and may never do so. <strong>[End Page 307]</strong></p> <p>In terms of the specifics of our discipline, the ruptures have a slightly different character. There are many structural issues, centered around the choices made by professional organizations, that continue to impact members of the field today. In particular, I am thinking about the conferences and other events hosted by professional organizations and the investment of money, time, and labor that went into making (some) events accessible for everyone. We also saw which conferences were (and are) unwilling to do so—implicitly telling swaths of our field that their participation was optional. Throughout this process, we saw that steps
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Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913466
Olivia Hopewell, Emily Aguilar
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> Let Me Know When You Get Home Safe <!-- /html_title --></li> <li> Olivia Hopewell and Emily Aguilar </li> </ul> <p><small>oh. emily and i are</small> writing this in the summer of 2023 as recent alumnae of Bryn Mawr College's graduate program in Greek, Latin, and Classical Studies. When Catherine approached us to contribute to this "Rupture and Return" issue, we jumped at the opportunity to reflect on our experiences of the past few years in a thoughtful and rather personal manner—and among such an impressive group of contributors. Under the issue's theme, we were asked to describe our experiences as students during the pandemic, start to "finish." We are exploring the rupture and return of this rather unique coincidence of campus closure and social redefinition, of being white Classicists during a time of disciplinary and nationwide reckoning with anti-Blackness and white supremacy. We have both spent significant time since 2020 formulating and reformulating our thoughts on these topics, particularly through our co-foundation of a student-activism group called Students Promoting Equity in Archaeology and Classics (SPEAC), but also simply through our individual ways of coping with this period. These two aspects of our pandemic lives—working with this anti-racist collective and growing as selves—in many ways feel like the throughlines of the last three years, so we have decided to structure our thoughts accordingly: How have we experienced rupture and return as students working with SPEAC? How have we as selves?</p> <p>A few months have passed since that initial conversation with Catherine. I have submitted my doctoral dissertation, Emily her master's thesis, and we are navigating living together for the first time in a new town. Since graduation, we have been in a surreal, atemporal haze of uncertainty and bliss and summer. What I am trying to say here is that it is been a while since we first developed our approach to this prompt, and I have had entirely too much time to think and overthink, landing myself in that familiar existential loop <strong>[End Page 355]</strong> that makes writing near impossible for two huge reasons: first, my relationship to SPEAC is different now; and second, my thoughts on the nature of the self are developing always.</p> <p>To that first point, the more I try to summarize the role of SPEAC in my experience of the pandemic, the more daunting the task feels because, frankly, my feelings surrounding the group are complex, and while I want to be honest about those feelings, I fear that what I write will fail to explain my intentions. I am conflict averse, so describing any disappointment in our work with SPEAC feels dangerously close to self-aggrandizement and conceit. I am also fully aware that discussing an anti-racism group as a privileged white girl too easily reads like a white savior martyr n
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Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913457
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> List of Abbreviations <!-- /html_title --></li> </ul> <dl> <dt><em>A&A</em></dt> <dd> <p><em>Antike und Abendland: Beiträge zum Verständnis der Griechen und Römer und ihres Nachlebens</em></p> </dd> <dt><em>AAT</em></dt> <dd> <p><em>Atti della Accademia delle Scienze di Torino, Classe di Scienze morali, storiche e filologiche</em></p> </dd> <dt><em>ABSA</em></dt> <dd> <p><em>The Annual of the British School at Athens</em></p> </dd> <dt><em>ABull</em></dt> <dd> <p><em>The Art Bulletin</em></p> </dd> <dt><em>AC</em></dt> <dd> <p><em>L'Antiquité classique</em></p> </dd> <dt><em>AClass</em></dt> <dd> <p><em>Acta Classica: Proceedings of the Classical Association of South Africa</em></p> </dd> <dt><em>AEph</em></dt> <dd> <p><em>Archaiologike ephemeris – Aρχαιολογική Εφημερίς</em></p> </dd> <dt><em>AJP</em></dt> <dd> <p><em>American Journal of Philology</em></p> </dd> <dt><em>AN</em></dt> <dd> <p><em>Ancient Narrative</em></p> </dd> <dt><em>ANRW</em></dt> <dd> <p><em>Aufstieg und Niedergang der römischen Welt</em></p> </dd> <dt><em>ASAE</em></dt> <dd> <p><em>Annales du Service des antiquités de l'Égypte</em></p> </dd> <dt><em>BCH</em></dt> <dd> <p><em>Bulletin de Correspondance Hellénique</em></p> </dd> <dt><em>BICS</em></dt> <dd> <p><em>Bulletin of the Institute of Classical Studies</em></p> </dd> <dt><em>BZ</em></dt> <dd> <p><em>Byzantinische Zeitschrift</em></p> </dd> <dt><em>CCJ</em></dt> <dd> <p><em>Cambridge Classical Journal</em></p> </dd> <dt><em>CJ</em></dt> <dd> <p><em>Classical Journal</em></p> </dd> <dt><em>ClAnt</em></dt> <dd> <p><em>Classical Antiquity</em></p> </dd> <dt><em>CP</em></dt> <dd> <p><em>Classical Philology</em></p> </dd> <dt><em>CQ</em></dt> <dd> <p><em>Classical Quarterly</em></p> </dd> <dt><em>DOP</em></dt> <dd> <p><em>Dumbarton Oaks Papers</em></p> </dd> <dt><em>DSH</em></dt> <dd> <p><em>Digital Scholarship in the Humanities</em></p> </dd> <dt><em>EEAth</em></dt> <dd> <p><em>Epistēmonikē epetēris tēs Philosophikēs Scholēs tou Panepistēmiou Athēnōn</em></p> <p><em>Επιστημονική επετηρίς της Φιλοσοφικής Σχολής του Πανεπιστημίου Αθηνών</em></p> </dd> <dt><em>EuGeStA</em></dt> <dd> <p><em>European network on Gender Studies in Antiquity</em> <strong>[End Page v]</strong></p> </dd> <dt><em>G&R</em></dt> <dd> <p><em>Greece and Rome</em></p> </dd> <dt><em>HSCP</em></dt> <dd> <p><em>Harvard Studies in Classical Philology</em></p> </dd> <dt><em>ICS</em></dt> <dd> <p><em>Illinois Classical Studies</em></p> </dd> <dt><em>JbAC</em></dt> <dd> <p><em>Jahrbuch für Antike und Christentum</em></p> </dd> <dt><em>JEA</em></dt> <dd> <p><em>Journal of Egyptian Archaeology</em></p> </dd> <dt><em>JHS</em></dt> <dd> <p><em>Journal of Hellenic Studies</em></p> </dd> <dt><em>JRS</em></dt> <dd> <p><em>Journal of Roman Studies</em></p> </dd> <dt><em>LCM</em></dt> <dd> <p><em>Liverpool Classical Monthly</em></p> </dd> <dt><e
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Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913462
Martina Astrid Rodda
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> Becoming the Octopus:<span>Three Variations on a Metaphor</span> <!-- /html_title --></li> <li> Martina Astrid Rodda </li> </ul> <p><small>between</small> 2018 <small>and</small> 2019 I hit a wall. Depression was involved, as was relationship breakdown; sexual assault made an appearance. Paradoxically, my work was the most stable aspect of my life: an understanding supervisor and a research topic fairly separate from my everyday experience helped. Anyway, things were much improved by the end of 2019; 2020 was to be the year in which things started looking up.</p> <p>Well.</p> <p>Still, this is not a COVID piece. I did not get COVID in 2020; I did get a referral to a rheumatology clinic. My joints hurt. All the time. And I was tired all the time. And my brain felt alternatively full of fog and bees. And this was not getting better even when I stayed home and rested and took my antidepressants.</p> <p>As of summer 2022 (the UK National Health Service's [NHS] referral times are dismaying),<sup>1</sup> I have a diagnosis of fibromyalgia. Diagnosis marks both a rupture and the opposite of one. A chronic illness is a curious thing: by definition, there is no cure—there may be barely any treatment;<sup>2</sup> little in the patient's status changes by virtue of being diagnosed. Chronic illness being <strong>[End Page 315]</strong> an open-ended state,<sup>3</sup> from which there is no return, it can be uncomfortable for both patients and caregivers.<sup>4</sup></p> <p>I want to use the rest of this article to explore this concept through one guiding metaphor with classical connections: the octopus. My primary symptoms are joint and bone pain, so it is tempting to imagine a different kind of embodiment for myself: malleable, tentacular, not confined to the rigid form that causes me deep discomfort. In a sense, this is a utopian, impossible form of adaptation, an unreasonable adjustment: what if instead of struggling to be a human I redesigned myself into a different, more accessible body, a full-body prosthetic?<sup>5</sup></p> <p>What follows is a somewhat rhapsodic set of thoughts about precisely this: bodies, precarity, utopias, what we can do to adapt to ruptures that it is impossible to return from, and of course, cephalopods.</p> <h2><small>malleability</small></h2> <p>In a recent lecture on Homer's underwater imagery, Alex Purves argued that the two alternative biographies which the <em>Iliad</em> provides for Hephaestus (the version in which he hits land in Lemnos as told in 1.585–94 and the one in which he hits the sea instead and is raised by Thetis and Eurynome in an ocean cave in 18.393–407) reflect "a split in the fabric of the <em>Iliad</em> itself": between a space defined by land, in which the focus is firmly on the heroes' hard and unforgiving masculinity, and one defined by water, in which social bonds are more flu
{"title":"Becoming the Octopus: Three Variations on a Metaphor","authors":"Martina Astrid Rodda","doi":"10.1353/apa.2023.a913462","DOIUrl":"https://doi.org/10.1353/apa.2023.a913462","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> Becoming the Octopus:<span>Three Variations on a Metaphor</span> <!-- /html_title --></li> <li> Martina Astrid Rodda </li> </ul> <p><small>between</small> 2018 <small>and</small> 2019 I hit a wall. Depression was involved, as was relationship breakdown; sexual assault made an appearance. Paradoxically, my work was the most stable aspect of my life: an understanding supervisor and a research topic fairly separate from my everyday experience helped. Anyway, things were much improved by the end of 2019; 2020 was to be the year in which things started looking up.</p> <p>Well.</p> <p>Still, this is not a COVID piece. I did not get COVID in 2020; I did get a referral to a rheumatology clinic. My joints hurt. All the time. And I was tired all the time. And my brain felt alternatively full of fog and bees. And this was not getting better even when I stayed home and rested and took my antidepressants.</p> <p>As of summer 2022 (the UK National Health Service's [NHS] referral times are dismaying),<sup>1</sup> I have a diagnosis of fibromyalgia. Diagnosis marks both a rupture and the opposite of one. A chronic illness is a curious thing: by definition, there is no cure—there may be barely any treatment;<sup>2</sup> little in the patient's status changes by virtue of being diagnosed. Chronic illness being <strong>[End Page 315]</strong> an open-ended state,<sup>3</sup> from which there is no return, it can be uncomfortable for both patients and caregivers.<sup>4</sup></p> <p>I want to use the rest of this article to explore this concept through one guiding metaphor with classical connections: the octopus. My primary symptoms are joint and bone pain, so it is tempting to imagine a different kind of embodiment for myself: malleable, tentacular, not confined to the rigid form that causes me deep discomfort. In a sense, this is a utopian, impossible form of adaptation, an unreasonable adjustment: what if instead of struggling to be a human I redesigned myself into a different, more accessible body, a full-body prosthetic?<sup>5</sup></p> <p>What follows is a somewhat rhapsodic set of thoughts about precisely this: bodies, precarity, utopias, what we can do to adapt to ruptures that it is impossible to return from, and of course, cephalopods.</p> <h2><small>malleability</small></h2> <p>In a recent lecture on Homer's underwater imagery, Alex Purves argued that the two alternative biographies which the <em>Iliad</em> provides for Hephaestus (the version in which he hits land in Lemnos as told in 1.585–94 and the one in which he hits the sea instead and is raised by Thetis and Eurynome in an ocean cave in 18.393–407) reflect \"a split in the fabric of the <em>Iliad</em> itself\": between a space defined by land, in which the focus is firmly on the heroes' hard and unforgiving masculinity, and one defined by water, in which social bonds are more flu","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"21 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913463
Suzanne Lye
<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span> <p> <ul> <li><!-- html_title --> Working in the Dark:<span>Service and the Path to Return</span> <!-- /html_title --></li> <li> Suzanne Lye </li> </ul> <blockquote> <p><span>Ring the bells that still can ring</span><span>Forget your perfect offering</span><span>There is a crack, a crack in everything</span><span>That's how the light gets in.</span></p> —Leonard Cohen, <em>Anthem</em> </blockquote> <p><small>when i was asked to write</small> an essay on the theme of "Rupture and Return," my first reactions were a mix of excitement, confusion, anger, curiosity, gratitude, and—finally—hope. I could not get my head around what expectations a title like "Rupture and Return" might mean for someone like me, who has experienced not one but <em>many</em> ruptures over the past few years, which long predate the COVID-19 pandemic. I questioned what people think they might be returning <em>to</em> with eyes newly opened to the difficulties, indignities, and pain many in the academy have long endured. I also questioned whether anyone wants a return to the pre-pandemic status quo. At this point in time, "repair" and "reset" rather than "return" more naturally flow off my tongue after the word "rupture," and I want to propose them as alternatives toward which we might set our sights as we contemplate the idea of return. In this essay, I discuss how I believe we can use service as a form of self-care to make our field a platform on which more people can thrive. I start by explaining why I believe a return is unlikely, undesirable, and impossible. I then share observations on how certain types of individual and collective repair might help us reset our collective trajectory. Finally, using my experiences as a leader and volunteer in service organizations such as the Women's Classical Caucus (WCC), I suggest specific steps for building a practice of service that is personalized, effective, and sustainable, not only for the field but also for us as individuals. <strong>[End Page 325]</strong></p> <h2><small>no turning back</small></h2> <p>First of all, I think we should abandon the idea that we are able to return to a pre-pandemic world. One reason is that we now live in a world wounded by the collective trauma of the pandemic, with new strains of COVID-19 continuing to surge. Even if this were not the case, desiring a return would be a very conservative stance because it would call for reinstating a status quo that served few, in which even the "winners" in the hierarchy—senior scholars, permanently employed instructors, tenured professors, charismatic administrators, etc.—seemed unhappy and anxious most of the time, transmitting this vibe along with well-intentioned but sometimes ill-suited advice and caveats to those still struggling to get their footing on the ladder. Even before the pandemic, there were many dire statistics and sad anecdotes about life in academia that we
{"title":"Working in the Dark: Service and the Path to Return","authors":"Suzanne Lye","doi":"10.1353/apa.2023.a913463","DOIUrl":"https://doi.org/10.1353/apa.2023.a913463","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> Working in the Dark:<span>Service and the Path to Return</span> <!-- /html_title --></li> <li> Suzanne Lye </li> </ul> <blockquote> <p><span>Ring the bells that still can ring</span><span>Forget your perfect offering</span><span>There is a crack, a crack in everything</span><span>That's how the light gets in.</span></p> —Leonard Cohen, <em>Anthem</em> </blockquote> <p><small>when i was asked to write</small> an essay on the theme of \"Rupture and Return,\" my first reactions were a mix of excitement, confusion, anger, curiosity, gratitude, and—finally—hope. I could not get my head around what expectations a title like \"Rupture and Return\" might mean for someone like me, who has experienced not one but <em>many</em> ruptures over the past few years, which long predate the COVID-19 pandemic. I questioned what people think they might be returning <em>to</em> with eyes newly opened to the difficulties, indignities, and pain many in the academy have long endured. I also questioned whether anyone wants a return to the pre-pandemic status quo. At this point in time, \"repair\" and \"reset\" rather than \"return\" more naturally flow off my tongue after the word \"rupture,\" and I want to propose them as alternatives toward which we might set our sights as we contemplate the idea of return. In this essay, I discuss how I believe we can use service as a form of self-care to make our field a platform on which more people can thrive. I start by explaining why I believe a return is unlikely, undesirable, and impossible. I then share observations on how certain types of individual and collective repair might help us reset our collective trajectory. Finally, using my experiences as a leader and volunteer in service organizations such as the Women's Classical Caucus (WCC), I suggest specific steps for building a practice of service that is personalized, effective, and sustainable, not only for the field but also for us as individuals. <strong>[End Page 325]</strong></p> <h2><small>no turning back</small></h2> <p>First of all, I think we should abandon the idea that we are able to return to a pre-pandemic world. One reason is that we now live in a world wounded by the collective trauma of the pandemic, with new strains of COVID-19 continuing to surge. Even if this were not the case, desiring a return would be a very conservative stance because it would call for reinstating a status quo that served few, in which even the \"winners\" in the hierarchy—senior scholars, permanently employed instructors, tenured professors, charismatic administrators, etc.—seemed unhappy and anxious most of the time, transmitting this vibe along with well-intentioned but sometimes ill-suited advice and caveats to those still struggling to get their footing on the ladder. Even before the pandemic, there were many dire statistics and sad anecdotes about life in academia that we","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"18 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913471
Christopher Waldo
abstract:
This article explores three receptions of Sappho by Asian American writers, arguing that Sappho's fragmentation has made her a fellow immigrant in the eyes of these diasporic authors. Divorced from her social and cultural contexts on archaic Lesbos, Sappho signifies primarily as fragmentation itself, the loss of an originary whole. Theresa Hak Kyung Cha uses the corporeal fragmentation of fr. 31 LP in Dictée to interrogate the violence endured by the Korean people throughout the twentieth century, Hoa Nguyen ventriloquizes an always already fragmentary Sappho in "After Sappho," and Vi Khi Nao melds an array of fragmentary discourses in "Sapphở."
本文探讨了亚裔美国作家对萨福的三种接受，认为萨福的支离破碎使她成为这些流散作家眼中的移民同伴。在古老的莱斯沃斯岛，萨福脱离了她的社会和文化背景，主要象征着分裂本身，失去了原始的整体。在《萨福之后》(After Sappho)中，和阮(Hoa Nguyen)用一个本来就支离破碎的萨福做腹语，而维吉奈(Vi Khi Nao)在《萨福》(Sappho)中融合了一系列支离破碎的话语。
{"title":"Immigrant Muse: Sapphic Fragmentation in Theresa Hak Kyung Cha's Dictée, Hoa Nguyen's \"After Sappho,\" and Vi Khi Nao's \"Sapphở\"","authors":"Christopher Waldo","doi":"10.1353/apa.2023.a913471","DOIUrl":"https://doi.org/10.1353/apa.2023.a913471","url":null,"abstract":"<p><p>abstract:</p><p>This article explores three receptions of Sappho by Asian American writers, arguing that Sappho's fragmentation has made her a fellow immigrant in the eyes of these diasporic authors. Divorced from her social and cultural contexts on archaic Lesbos, Sappho signifies primarily as fragmentation itself, the loss of an originary whole. Theresa Hak Kyung Cha uses the corporeal fragmentation of fr. 31 LP in <i>Dictée</i> to interrogate the violence endured by the Korean people throughout the twentieth century, Hoa Nguyen ventriloquizes an always already fragmentary Sappho in \"After Sappho,\" and Vi Khi Nao melds an array of fragmentary discourses in \"Sapphở.\"</p></p>","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"21 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1353/apa.2023.a913473
Colin Shelton
abstract:
This article explores the language-proficiency levels required in traditional upper-division university courses in Latin. It introduces a research framework to Classics called "domain analysis" and analyzes upper-division Latin at one university to determine the target functional outcomes for students in lower-division courses. The article finds that traditional upper-division Latin requires philological skills that are not described under widely used descriptions of language proficiency, but that these courses also require a reading proficiency corresponding to "advanced high" in the American Council on the Teaching of Foreign Languages Proficiency Guidelines, as well as a limited degree of listening and pronunciation ability. A lower-division curriculum that integrates active Latin techniques with those drawn from multiliteracies and grammar-translation pedagogies may be best suited to achieving these proficiencies.
{"title":"What Skills Do Students Need for Upper-Division Latin?","authors":"Colin Shelton","doi":"10.1353/apa.2023.a913473","DOIUrl":"https://doi.org/10.1353/apa.2023.a913473","url":null,"abstract":"<p><p>abstract:</p><p>This article explores the language-proficiency levels required in traditional upper-division university courses in Latin. It introduces a research framework to Classics called \"domain analysis\" and analyzes upper-division Latin at one university to determine the target functional outcomes for students in lower-division courses. The article finds that traditional upper-division Latin requires philological skills that are not described under widely used descriptions of language proficiency, but that these courses also require a reading proficiency corresponding to \"advanced high\" in the <i>American Council on the Teaching of Foreign Languages Proficiency Guidelines</i>, as well as a limited degree of listening and pronunciation ability. A lower-division curriculum that integrates active Latin techniques with those drawn from multiliteracies and grammar-translation pedagogies may be best suited to achieving these proficiencies.</p></p>","PeriodicalId":46223,"journal":{"name":"Transactions of the American Philological Association","volume":"6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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