GREEK 300 A: Introductory Greek, Accelerated

Instructor: Prof. Ray Lahiri

Student Hours: Wednesday, 3-5pm in Denny M262A

Course Description:

This accelerated introduction to Ancient Greek exposes you to the social, cultural, and intellectual worlds of the ancient Greeks through one of the closest lenses: their own language. In this course, you will master the Greek alphabet and build confidence and facility with the elements of Greek grammar: forming and identifying nouns, adjectives and verbs, and learning to translate and analyze short passages in Greek.

Learning ancient Greek, you will explore a long and fascinating period of history, delving into works that—across the world and for thousands of years—readers have studied, debated, and reimagined.

In this course, we will cover Chapters 1-34 of Anne Groton’s Alpha to Omega. After this course, you will be amply prepared to enter Greek 103 and thereby complete the elementary Greek sequence.

For a .pdf of the syllabus, please click here. Note especially the schedule of assignments at the bottom of this page and beginning on page 6 of the .pdf file.

Required textbooks:

Anne Groton, From Alpha to Omega (4th ed.; ISBN-13: 978-1585103911)

Anne Groton and James May, 46 Stories in Classical Greek (ISBN-13: 978-1585106318)

Recommended:

Robert Mondi and Peter L. Corrigan, A Student Handbook of Greek and English Grammar (978-1-62466-036-8) -- if you have not studied grammar before, this will provide an overview of English grammar geared towards learners of ancient Greek.

Note that you can apply to the Classics Undergraduate Textbook Fund to defray the costs of required textbooks in elementary Greek (such as this course). You need not be a Classics major or minor. For more information, see here: (https://classics.washington.edu/undergraduate-textbook-fund)

An Accelerated Course:

This is an accelerated course and the pace is very quick. You should plan to allot ten to fifteen hours outside of class per week for studying and homework. Regular practice and review are indispensable for your Greek learning.

UW is not an “attendance taking institution” and I do not grade on attendance. However, I will take regular attendance, and you should aim to attend every class. Save absence for when you truly have no other option: aim for no more than two absences in the quarter.

Grading:

Engagement: 15%

Homework: 20%

Quizzes (4): 35%

Vocabulary Quizzes (6): 15%

Final Project: 15%

Engagement encompasses all the ways in which you demonstrate that you are thinking about the course material. It includes, but is not limited to: prepared participation in class, asking questions, supporting your peers, and helping to build a positive, inclusive classroom environment.

You will turn in regular homework by Canvas. Please copy out all assigned Greek by hand and upload a scan, ideally as a PDF. This is the best way to internalize the Greek alphabet and will aid your progress. Homework is graded on the scale: Check +, Check, Check -, Unsatisfactory, Incomplete (= 100, 90, 80, 70, 0). The lowest two homework grades will drop. Late homework assignments will be penalized one grade for every two days past the due date.

There will be four cumulative quizzes during the quarter. These are designed to assess how you are progressing and what areas I should focus on in class. You may bring one 3x5” index card of notes to assist you, which you will turn in with your quiz. Missed quizzes will be graded as a 0. The lowest quiz grade will drop.

Focused vocabulary acquisition is essential for building confidence and comfort with a new language. There will be six closed book vocabulary quizzes which you will take on Canvas. These quizzes will cover the assigned vocabulary for the chapters of Alpha and Omega that we have covered. Note that I will require you to memorize all six principal parts of the verbs you learn, even before you have learned them in the book. This is easier than Groton’s method. To make this easier, I provide you a virtual flashcard deck. See Modules on Canvas. Missed quizzes will be graded as a 0. The lowest vocabulary quiz grade will drop.

With the final project (open book, open notes) you will translate a short passage of Greek into English. The final project is due by the end of the final exam period.

Given the rapid pace of this class, I cannot offer any re-sits or extensions on quizzes or vocabulary quizzes. 

Grade Conversion Scale

Student Hours:

To help answer your questions, provide advice and support, and generally aid your learning, I hold regular student hours in my office (Denny M262A). You do not need an appointment to come to student hours, but you can make one by following the Calendly link on the course Canvas page. I encourage all students to come to student hours at least once in the quarter.

Note that student hours are not a substitute for missed classes: I cannot repeat lessons that you have missed. I can answer questions based on your own studying.

While you do not need an appointment to come to office hours, you can book a specific time by using my Calendly (link here).

To get to my office: enter Denny Hall through the main entrance (which looks towards the quad). Turn to the right to enter the Classics Department wing. As you proceed down that hallway, you will find a door to your right marked “Stair C.” Follow the staircase up and you will find my office.

Unfortunately, my office is not in an accessible location. Please do not hesitate to ask for alternative meeting arrangements, such as Zoom or another space in Denny.

Email tips:

In general, I aim to answer all your emails within 24 hours, except on weekends. If it has been more than 48 hours and I have not answered your email, please do follow up in case your message has gotten lost in my inbox.

Due to FERPA rules, I can only answer emails from your university email address. Note also that, since I am a state employee, all my work emails are public record.

In your correspondence, please practice courtesy and respect. Use complete sentences and punctuation, and please make sure your question is not already answered on the course Canvas page or syllabus.

Laptops and electronics:

I do not allow laptops or other electronic devices in this class, except in the case of documented accommodations. The only resources you need are your textbook, a notebook, and a writing implement.

Please keep your cellphones away while in class. If you are expecting an important call or message, step out of the classroom to answer it.

Access and Accommodations:

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.

Syllabus statement on sex discrimination and sex-based harassment. 

The University of Washington prohibits sex discrimination and sex-based harassment and expects all UW community members to respect one another in our shared academic and work environments. Sex discrimination and sex-based harassment can include sexual assault, relationship violence, stalking, unwanted sexual contact, sexual exploitation, sexual harassment, and discrimination based on sex.

Students who believe they have experienced sex discrimination or sex-based harassment are encouraged to contact a Title IX case manager by making a Title IX report. The case manager can provide guidance on available support resources and resolution options.

You can also access these additional resources directly:

• The Know Your Rights & Resources guide provides information for any member of the UW community who has experienced sex discrimination, sex-based harassment, or retaliation for addressing these behaviors.
• The Pregnancy & Related Conditions web page provides information on support and reasonable modifications related to attending class or participating in educational activities if you are pregnant, have experienced a miscarriage or an abortion, are recovering from giving birth, are lactating, or have a related medical condition.
• Confidential Advocates offer confidential support and advocacy for UW students and employees impacted by sexual assault, dating violence, domestic violence, or stalking.
• Respondent Resources offer support for UW student respondents in a University resolution process.
• SafeCampus offers anonymous support for anyone with safety or well-being concerns.

Please note that certain employees are required to make a Title IX report if they learn about conduct that may be considered sex discrimination or sex-based harassment.

Religious Accommodations:

“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).”

Course Schedule:

Do all work for the listed day before that day’s class. For instance, on Tuesday, January 7^th, complete Lesson 1, Exercises A & B and take notes on Lesson 2.

Week 1: First Elements (Lessons 1-3)

            Goals: By the end of this week, you will be able to:

• Write and read the Greek alphabet
• Briefly describe the relationship between Ancient Greek and modern English
• Explain the different “parts of speech” in ancient Greek and modern English
• Conjugate the “Present Active Indicative” of -Ω verbs (and know what that means)

Monday, 1/6:

• Take notes on Lesson 1: The Greek Alphabet

Tuesday, 1/7

• Complete Lesson 1, Exercise A and Exercise B
• Take notes on Lesson 2: The Greek Accents

Wednesday, 1/8

• Submit Lesson 2 Exercise A (1-10)
• Take notes on Lesson 3 (-ω verbs: Present Active)

Thursday, 1/9

• Submit Lesson 3 GtE (1-6)
• Take notes on Lesson 4 (Parts of speech; first declension feminine nouns pt. 1)

Friday, 1/10

• Submit Lesson 4 GtE (1, 2, 4, 5, 10)
• Take notes on Lesson 5 (First declension feminine nouns pt. 2)

         At home: Vocab Quiz 1 covering Lesson 3-4

Week 2: Introduction to all “things,” and the future (Lessons 5-8)

Goals: By the end of this week, you will be able to:

• Write and read the Greek alphabet with relative ease
• Apply the basic principles of accentuation
• Explain the basic significance of the different cases of the Greek noun
• Conjugate the “Future Active Indicative” (and know what that means)
• Decline feminine nouns of the 1^st declension and masculine nouns of the 2^nd declension (and know what that means)
• Decline 2^nd declension neuter nouns and 1^st declension masculine nouns
• Explain what an adjective is and its relationship with nouns

Monday, 1/13

• Submit Lesson 5 GtE (5-10) and EtG (2, 3)
• Take notes on Lesson 6 (Future Active Indicative and Infinitive)

Tuesday, 1/14

• Submit Lesson 6 GtE (1-5) and EtG (2, 3)
• Take notes on Lesson 7 (Second declension masculine nouns)

Wednesday, 1/15

• Submit Lesson 7 GtE (1-5, 10)
• Take notes on Lesson 8 (Second declension neuter nouns)

Thursday 1/16

• Submit Lesson 8: GtE (1, 2, 6, 8, 9), EtG (1, 2)
• Take notes on Lesson 9 (First declension masculine nouns; substantives)

Friday, 1/17: Quiz 1 (in class, through Lesson 8)

Week 3: From “she was teaching” to “she was educating” (Lessons 9-12)

Goals: By the end of this week, you will be able to:

• Write and read the Greek alphabet with familiarity
• Conjugate the imperfect active indicative (and know what that means)
• Distinguish between “primary” and “secondary” verbal endings of the active
• Distinguish between active, middle, and passive voice (and know what that means)
• Conjugate -Ω verbs in the active, middle, and passive indicative in all tenses of the present system (wow!)
• Explain what an athematic verb is
• Add the rules of enclitics to your accentuation toolkit

Monday, 1/20: No class (MLK Jr. Day)

Tuesday, 1/21:

• Submit Lesson 9 GtE (1, 2, 4, 5-8, 10), EtG (4, 5)
• Take notes on Lesson 10 (-ω verbs: imperfect; correlatives)

Wednesday, 1/22:

• Submit Lesson 10 (GtE 1, 5, 8, 10), EtG (4); read, copy, and translate The Bear Tells All (p. 62)
• Take notes on Lesson 11 (Middle/Passive)

Thursday, 1/23:

• Read and take notes on “Birdbrained Behavior” (from 46 Stories)

Friday, 1/24:

• Submit Lesson 11 GtE (1, 4, 5, 7, 8), EtG (1, 5)
• Take notes on Lesson 12 (εἰμί, Enclitics)

         At home: Vocab Quiz 2 (through lesson 12)

Week 4: Now you know who you are (Lessons 13-16)

Goals: By the end of this week, you will be able to:

• Write and read the Greek alphabet with total confidence
• Decline, deploy, and distinguish the different forms of demonstrative and personal pronouns
• Understand what we mean when we say “euphonic combination”
• Apply the principles of euphonic combination as they apply to contract verbs

Monday, 1/27:

• Submit Lesson 12 GtE (1-4, 9, 10), EtG (1, 2)
• Take notes on Lesson 13 (demonstratives)

Tuesday, 1/28:

• Submit Lesson 13 GtE (4-8), EtG (2, 3)
• Take notes on Lesson 14 (personal pronouns)

Wednesday, 1/29:

• Submit Lesson 14 GtE (1, 2, 4, 5, 7, 8), EtG (2, 3, 5)
• Take notes on Lesson 15 (contract verbs, contract future)

Thursday, 1/30:

• Submit Lesson 15 GtE (3, 4), EtG (2, 3, 4); read, copy, and take notes on Mighty Mouse (p.93)
• Take notes on Lesson 16 (3^rd Declension nouns)

Friday, 1/31: Quiz 2 (in class)

Week 5: Euphonic combinations and doing things simply (Lessons 16-18)

Goals: By the end of this week, you will be able to:

• Apply the rules of “euphonic combination” consonant stem 3^rd declension nouns
• Identify and form the active indicative of verbs with a sigmatic aorist.
• Explain the difference between the aorist and the imperfect
• Conjugate the first aorist

Monday, 2/3:

• Read, copy, and take notes on Medea Pretends to Bury the Hatchet (from 46 Stories)

Tuesday, 2/4:

• Submit Lesson 16 GtE (1, 2, 4, 6-9), EtG (2, 5)
• Take notes on Lesson 17 (3^rd declension adjectives, continued)

Wednesday, 2/5:

• Submit Lesson 17 GtE (1, 5, 6, 9), EtG (1, 4, 5)
• Take notes on Lesson 18 (First Aorist Active and Middle)

Thursday, 2/6:

• Submit Lesson 18 EtG (1-4)
• Read and take notes on “Nothing But a Myth” (from 46 Stories)

Friday, 2/7:

• Submit Lesson 18 GtE (2, 3, 4, 7, 8, 10)
• Take notes on Lesson 19 (Second aorist; reflexive pronouns)

         At home: Vocab Quiz 3

Week 6: Whodunnit? The past unfolds (Lessons 19-21)

Goals: By the end of this week, you will be able to:

• Conjugate the second aorist, and explain how it differs from the first aorist
• Conjugate the perfect and pluperfect active indicatives and explain their significance
• Conjugative the middle/passive of the perfect and pluperfect
• Distinguish between and use τίς and τις in all their forms
• Appreciate how much Greek you have learned since week 1

Monday, 2/10:

• Submit Lesson 19 GtE (1, 2, 3, 4, 6, 10), EtG (4, 5)
• Take notes on Lesson 20 (Perfect, Pluperfect Active)

Tuesday, 2/11:

• Submit Lesson 20 GtE (1, 4, 6, 8, 9, 10), EtG (3, 4)
• Take notes on Lesson 21 (Interrogative τίς and indefinite τις)

Wednesday, 2/12:

• Submit Lesson 21 GtE (1, 2, 3, 4, 7), EtG (1, 4)
• Take notes on Lesson 22 (Perfect, Pluperfect Middle/Passive)

Thursday, 2/13:

• Read and take notes on “The Incredible Journey” (from 46 Stories)

Friday, 2/14:

         Quiz 3 (through Lesson 21) 

Week 7: The gateway to all “being” (Lessons 22-25)

Goals: By the end of this week, you will be able to:

• Explain what a relative clause is
• Form the participles of the present, future, aorist, and perfect
• Analyze how participles are like and unlike English participles and gerunds

Monday, 2/17: No class (Presidents’ Day)

Tuesday, 2/18:

• Submit Lesson 22 GtE (1-5, 9), EtG (2, 3)
• Take notes on Lesson 23 (Relative pronouns, πᾶς, Expressions of time)

Wednesday, 2/19:

• Submit Lesson 23 GtE (3-5, 9, 10), EtG (3-5)
• Take notes on Lesson 24 (-ω verbs, active participles)

Thursday, 2/20:

• Submit Lesson 24 GtE (1, 5, 6, 8, 10), EtG (1-3)
• Take notes on Lesson 25 (-ω verbs: middle/passive participles)

Friday, 2/21:

• Read and take notes on “Silencing the Critics” (from 46 Stories). Copy the first sentence by hand in Greek and submit it online.
• Submit Lesson 25 EtG (1, 2)

         At home Vocab Quiz 4:

Week 8: Now I know what the 6^th principal part does (Lessons 25-7)

Goals: By the end of this week, you will be able to:

• Demonstrate how direct and indirect questions differ
• Transform direct questions to indirect questions and vice versa
• Form and use the aorist passive
• Form and use the future passive and future perfect tenses

Monday, 2/24:

• Submit Lesson 25 GtE (1-5, 7)
• Take notes on Lesson 26 (Direct and Indirect Questions; Alternative Questions)

Tuesday, 2/25:

• Submit Lesson 26 GtE (1-10), EtG (2, 4)
• Take notes on Lesson 27 (Aorist passive. οἶδα)

Wednesday, 2/26:

• Read and take notes on “Sage Advice for Alexander” (from 46 Stories)
• Submit Lesson 27, EtG (3, 4)

Thursday, 2/27:

• Submit Lesson 27, GtE 1, 4-8), EtG (5)
• Take notes on Lesson 28 (Future passive, future perfect active and middle/passive)

Friday, 2/28:

         Quiz 4 (through lesson 27)

Week 9: Nobody knows the unifying theme (Lessons 28-31)

Goals: By the end of this week, you will be able to:

• Decline 3^rd declension vowel-stem nouns
• Finally discuss mothers, fathers, and sisters in Greek
• Explain the formation of adverbs in Greek
• Use the genitive absolute

Monday, 3/3:

• Read “The Beatitudes and Beyond” (from 46 Stories)
• Submit Lesson 28 GtE (1-4, 6, 10), EtG (1, 3)
• Take notes on Lesson 29 (3^rd declension bowel stems, syncopated stems)

Tuesday, 3/4:

• Submit Lesson 29 GtE (1-6, 10), EtG (2, 4)
• Take notes on Lesson 30 (Deponent verbs. Genitive absolute. εἶς, οὐδείς/μηδείς)

Wednesday, 3/5:

• Submit Lesson 30 GtE (1-6) and EtG (2-4)
• Take notes on Lesson 31 (Adverbs, positive degree; result clauses)

Thursday, 3/6:

• Read and take notes on “The Greeks Defy a Despot” (from 46 Stories)

Friday, 3/7:

• Submit Lesson 31 GtE (1-5, 7, 8), EtG (3, 4)
• Take notes on Lesson 32 (Comparatives and superlatives of adjectives and adverbs; genitive of comparison; partitive genitive)

At home: Vocab Quiz 5

Week 10: Distinction, quantification, and counting (Lessons 32-34)

Goals: By the end of this week, you will be able to:

• Form and use the comparative and superlative degrees of adjectives
• Identify Greek numerals
• Review the general outline of Greek grammar and what you have learned

Monday, 3/10:

• Submit Lesson 32 GtE (3-6, 8, 10), EtG (1, 2, 4)
• Take notes on Lesson 33 (irregular comparative and superlative adjectives and adverbs.; adjectives in -υς, -εια, -υ; dative of degree of difference)

Tuesday, 3/11:

• Submit Lesson 33 GtE (2-10), EtG 1-3)
• Take notes on Lesson 34 (Numerals)

Wednesday, 3/12:

• Submit Lesson 34 GtE (1-6), EtG (1, 2, 5)
• Read and take notes on “A Pedigree to be Proud of” (From 46 Stories)

Thursday, 3/13:

• Read and take notes on “The Numbers are What Count” (from 46 Stories)

Friday, 3/14:

• Homework TBA

         At home: Vocab Quiz 6