The Ancient Novel and Early Christian and Jewish Narrative: Fictional Intersections

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Assignments are due at the beginning of class in printed, hardcopy form. My aim here is fairness both to you and to your fellow students. However, you also need to send me the same document to me as an email attachment. Documents may be submitted to turnitin. Participation and interaction is an important part of the process of learning, particularly in a fourth year seminar.

For this reason it is essential that all students do the readings especially the primary sources before attending the seminar for a particular week, coming prepared for discussion. These quizzes will be devoted solely to testing whether you have been doing the readings and thinking about our topics.

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Failure to attend will be considered a fail for a quiz. These quizzes will be considered as part of the participation mark. Each student will have the opportunity either once or twice to lead the discussion in a particular week. The leader is expected to do extra preparation for that week, introducing the writing and also studying beyond the readings assigned to all other students.

The presenter is also responsible for studying and explaining an additional article on the topic which is specified in the outline. The focus of leading and leadership questions should be on analysis of the ancient source of the week. We will discuss what is required in more detail. Presentation relating to the book you reviewed though NOT reading your book review — 20 minutes. This should not be a reading of the book review. Rather, the student should do a presentation relating to material covered in the book in a way that furthers our discussion of the ancient writing for a particular week with a focus on helping us understand one or two main portions of the ancient writing.

The aim is to teach us about some important issue relating to the ancient writing and provide us with some insights into the ancient writing.

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Book options all available through the York University library system — see outline for dates of presentations :. Assignment 1: Academic book review essay 6 pages double-spaced. The review paper should have a clear thesis statement or argument concerning your evaluation of the book which is supported throughout the paragraphs.

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The paper should be clearly written and structured with no spelling or grammatical errors. Be succinct and do not exceed the prescribed length. For Greeks and Romans, the gods, stories about the gods, and ritual honours for the gods were integrated within everyday life. Fortune, Mars, Mother, Isis and honours for them within the worldview of the author and his audience. In the process of carefully reading the novel, give special attention to the role of the gods and to rituals and customs associated with the gods.

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Step 1a: Read the following articles in addition to course readings on Judith to provide you with some scholarly background on the issue of women and gender in ancient fictional or semi-fictional narratives, particularly Judith:. What sort of characters are these women within the overall story and what are their functions in the plot? This comparison would include addressing questions such as the following: What characteristics and attributes does each author give to his female protagonists including the relation of each woman to men in the narrative and what attitudes about women and gender does this reflect?

In what ways are these characters portrayed as passive or active, weak or strong, helpless or assertive? In what ways might the portrayal of the central female character work against or reaffirm commonly held notions of femininity in the Greco-Roman world? Your email address will not be published. General Information Instructor: Philip Harland click here to email me. Office hours Vanier : Wednesdays or by appointment Seminar discussions: Wednesdays — Calumet College Description This discussion-based seminar explores literary and cultural contexts of the ancient Greek novel prose fiction and related fictional or partially fictional narratives in the Roman imperial period first to third centuries CE.

So, overall, we will be doing three main things with these ancient writings: Considering genre, ancient narratives, and literary features the nature, purpose, and function of particular writings ; Exploring the theoretical question of how the ancients defined truth and lies, history and fiction; and Using these writings as a window into cultural and social life in the Greco-Roman world.

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Required books B. Reardon, ed. ISBN: E. They claimed that while the first Renaissance was Romanesque and the second German in the era of Winckelmann, Goethe and German classical philology , the third one was supposed to be Slavonic.

In the early Soviet period, the idea of Slavonic Renaissance brought about some unexpected results, first of all precisely in the sphere of theater. The paper focuses on how symbolist ideas got to be expressed in the performances of classical tragedies. Alumna of Moscow University , she worked as a freelancer up to the end of the communist era. She translated ancient authors and wrote commentaries on Aristotle, Plutarch, Dio Chrysostom, Livy, Cicero and others, and published papers on comparative mythology, ancient theatre, arts and literature, and history of classical scholarship.

She has published more than scholarly works and devoted the last decade to comparative study of the ancient novel, Christian narratives, and Jewish Apocrypha.

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Skip to main content Skip to main navigation menu Skip to site footer. Keywords: Silver age of Russian culture, third, Slavonic Renaissance, rebirth of Antiquity, theater, symbolist ideas. Downloads Download data is not yet available. Author Biography Nina V. Braginskaya, Russian State University for the Humanities.