As part of a three-quarter sequence, this second quarter we finish the grammar and start reading Hittite texts, introducing the student to the various genres that Hittite literature has to offer. We will continue the introduction of important tools of the field and students will acquire further routine in reading cuneiform.
What we call Hittite mythology is in fact a cover term for rather disparate strands of tradition: one at home in central Anatolia and often providing the etiology for rituals or religious festivals, and one derived from Hurrian speaking societies in northern Mesopotamia. We will read texts from both traditions and explore not only the differences in content and literary style, but also their Sitz im Leben.
As part of a three quarter sequence, this course familiarizes the student with about 3/4 of Hittite grammar. The principles of the cuneiform writing system are taught and the student will learn some 100 signs of the basic syllabary and most important logograms. Also, a begin is made of introducing the student to the basic tools of the field.
The purpose of this three-quarter sequence is to enable the student to acquire a knowledge of the vocabulary and grammar of Classical Hebrew sufficient to read prose texts with the occasional assistance of a dictionary. The first half of the third quarter finishes verb inflection and includes translation to and from Hebrew, oral exercises, and grammatical analysis. The second half of the quarter consists of selected readings from the prose texts of the Hebrew Bible.
The purpose of this three-quarter sequence is to enable the student to acquire a knowledge of the vocabulary and grammar of Classical Hebrew sufficient to read prose texts with the occasional assistance of a dictionary. The second quarter focuses on verb inflection and verbal sequences and includes written translation to and from Hebrew, oral exercises, and grammatical analysis of forms.
The purpose of this three-quarter sequence is to enable the student to acquire a knowledge of the vocabulary and grammar of Classical Hebrew sufficient to read prose texts with the occasional assistance of a dictionary. The first quarter focuses on the inflection of nouns and adjectives and begins the inflection of verbs. It includes written translation to and from Hebrew, oral exercises, and grammatical analysis of forms.
Lydian (7th-3rd c. BCE), Carian (7th-4th c. BCE), Sidetic (5th-2nd c. BCE) and Pisidian (1st-2nd c. CE) are small corpus languages, all written in their own alphabet. They all belong to the Anatolian branch of the Indo-European language family. This course offers an overview of the histories, texts, alphabets and grammars, and prepares the student for further independent study.
The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The sequence is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.
The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The sequence is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.
The purpose of this three-quarter sequence is to enable the student to read Syriac literature with a high degree of comprehension. The sequence is divided into two segments. The first two quarters are devoted to acquiring the essentials of Syriac grammar and vocabulary. The third quarter is spent reading a variety of Syriac prose and poetic texts and includes a review of grammar.
