Abstract

Hotly contested debates about the vices and virtues of Latin composition at the elementary level have a long history. In this essay, I describe the ways in which low-, mid-, and high-stakes writing assignments are woven into the elementary Latin sequence as opportunities both to work in the language and to make apparent the inherent links between language and culture. A final composition project offers a particularly integrative model by which both the instructor and the students can review, assess, and reflect upon the semester’s work and learning.

pdf

Additional Information

ISSN
1558-9234
Print ISSN
0009-8418
Pages
pp. 545-565
Launched on MUSE
2017-08-09
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.