AANL

An important Hittite text genre without any clear parallels in other Ancient Near East literatures are the ‘obligation and oath’ texts. These texts describe the duties of professional classes in the Hittite imperial administration, sometimes in great detail. There are instructions for, for example, the commander of a border province, the mayor of Hattusa, temple personnel, military commanders, and the bodyguard of the king. We will read a few of the best-preserved texts from different time periods to gain insights in the functioning of the Hittite administration and society at large in each period, and how this changes over time.

This course introduces the grammar and writing system of the Lycian language of the first millennium BC (ca. 500 to 300). After reading a series of tomb inscriptions, we venture into the larger historical inscriptions that include the Lycian-Greek-Aramaic trilingual of Xanthos.

This course focuses on the Hieroglyphic and Cuneiform Luwian inscriptions of the second millennium BC. Since Hieroglyphic Luwian I (AANL 20301) is a prerequisite, this course will only offer a very brief grammatical refresher, and will immediately start with the texts. We will read the large 13th century hieroglyphic texts of Tudhaliya IV and a few Cuneiform Luwian rituals from the 15th and 14th century.

Festivals celebrating deities and therapeutic rituals using magic to heal both mental and physical problems in individuals and groups of people belong to the most prolific genres of Hittite literature. This class will give an introduction to the festival and ritual genres, and discuss their place in Hittite literature and society. Following this we will read a number of representative texts in the original language and script (cuneiform). Requirements: Elementary Hittite 1-3.

This is the third in a three-quarter sequence that covers the basic grammar and cuneiform writing system of the Hittite language. It also familiarizes the student with the field’s tools (i.e., dictionaries, lexica, sign list). Readings come from all periods of Hittite history (1650 to 1180 B.C.).

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.

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.

This course focuses on Hittite prayers. The texts are read in cuneiform and placed it in their social-historical context. The reading hones the student's philological skills. We will study the development of Hittite prayers from the 17th century to 13th century, incorporating recent insights on the rhetorical structure and power of prayers and the influence from Mesopotamia. We will read a selection of Old Hittite benedictions (the forerunners of prayers), the hymn to the Sungod, the desperate prayers of Arnuwanda and Asmunikal for delivery from their enemies, and a plague prayer of Mursili II.

This course introduces the student to the grammar and writing system of the Hieroglyphic Luwian language of the first millennium BC (1000 to 700). Once the grammar is discussed, older and younger texts of that period are read, including the Karatepe Bilingual.

This course focuses on Hittite literary texts. The texts are read in cuneiform and placed in their social-historical context. The reading hones the student's philological skills. We will study both translated literature, such as the Gilgamesh epic, and indigenous literature. Hittite indigenous literature has often been dismissed as unsophisticated, but recent research has led to a reevaluation. Guided by this research we will further explore the literariness of indigenous literature and its relationship to translated literature. We will also engage with recent work on the influence of Hittite literature on Greek literature.