I

A Guide to the Graduate Programs

(revised August 2021)

Table of Contents

Introduction 2

General Outline of the Programs 5

Mentoring and Advising 16

Information about Specific Aspects of the Programs 23

Teaching 32

Funding and Support 33

The Job Market 36

Appendix 1: A typical six-year plan in the Classical Philology Track 37

Appendix 2: The Reading Lists 38

Introduction

Letter from the Chair

For those of you who are new to our Classics community here at Yale, welcome! We are

delighted to have you join us, and we look forward to helping you ease into your new lives

as happy and productive students, teachers, colleagues, researchers, and scholars. The

project of getting you trained and launched as professionals is one that we in the faculty of

Classics take very seriously. The handbook below is a road map for you to follow in

getting yourself not where we tell you to go, but where you would like to go. It represents

years of ongoing effort spent in developing and tweaking an ideal set of options for you to

pursue, one that will allow you to thrive as a student, and to succeed as a professional in

the field. As the pages below make clear, this is something that you will do for ourselves,

with our guidance and help. This document, the Graduate Handbook, will help you see

what lies ahead for you, allowing you to plan, explore options, and make the most of your

time here at Yale. Do read it through carefully. You will see that much of what used to be

handed to students as ‘the course of study’ (as in ‘one course for all to pursue’) is now

largely in your hands, as a set of personalized choices that you yourself will make, from

one semester to the next, based on what kind of work you would like to pursue, and the

kind of scholar you would like to be.

As faculty, we are here not only to teach, but to listen, and during your time here you

should always feel secure in seeking our help and advice. In due course, you will be

receiving regular advice from the DGS, and from faculty mentors, but you should always

know that you can approach any member of the faculty with whatever wishes and concerns

you might have. The more we know about you, and the sooner and more often we know it,

the better. Open communication makes for a more cohesive, happier community. That is

what we are after.

Among the topics discussed in the pages below are certain keys to succeeding in the

program, and in graduate school more generally. Underline those and take them to heart.

When it comes to getting you off on the right foot and thriving, my own advice is rather sui

generis, consisting of things that I myself might like to be told were I in your shoes. As

follows:

• Jump in, attend events, raise your hand, ask questions, talk, participate.

• Make friends by putting yourself out there. Don’t wait for them to come to

you. Take some risks. And make sure to have some friends who are not

Classicists (too much shop talk can wear you down).

• Invent. Propose an idea, a project, whatever, and take charge of it (in most

cases, good ideas are well received and support can be found for them).

• Put your ideas out there. Give talks. Give and receive feedback as often as

you can. There are lots of avenues for pursuing this, and the sooner you

start doing it the easier and better it gets.

• Enjoy all that Yale has to offer. It’s a big place, always with far more

going on than you can possibly do. But do some of it. Not all big events on

campus are Classics events. Keep that in mind.

• Find some way to take your mind elsewhere and decompress. Make it a

regular practice. Exercise, knit, take a cooking class, ride a horse,

whatever. These things sound inconsequential, but they are not. Make

some personally diverting activity part of your regular routine, and stick

with it.

• Be inclusive, collegial, generous, helpful. What we are after here is a

thriving community. Find some way to help build it.

I hope to have made it clear from this introductory message that not only do we want you

to develop and thrive as scholars of Classical Antiquity here at Yale, we want you to

become part of a cohesive community-- a community that you have a say in, where you

will feel confident, at home, connected, and where your best potentials will be realized.

On behalf of the Classics faculty at Yale, I wish you great success in the years ahead.

Kirk Freudenburg

Research Culture of the Department

As a member of the Department of Classics at Yale you are part of an engaged academic

community that meets at seminars, conferences and other formal and informal gatherings.

Attending research events is an essential and enriching part of academic life. As a graduate

student, you are expected to participate actively in the department’s annual colloquium

series and other workshops and special lectures. This is a good way to learn about new

research in all fields of Classics, enter into intellectual dialogue with researchers from

outside Yale, and discuss ideas with faculty and other graduate students. You should

participate in other research events (such as conferences and lectures) organized by the

department and by other units on campus. One cross-departmental initiative of particular

relevance for classicists is Archaia, a multi-disciplinary forum for the investigation of pre-

modern cultures world-wide (https://archaia.yale.edu).

Major department events are announced on the Events page of the department website

(https://classics.yale.edu/events). There is also a Google calendar (find the link on the Home

page of our website: https://classics.yale.edu); this internal departmental calendar lists

events such as lectures and workshops, departmental exams, and important deadlines for

graduate students. Information about other Yale events can be found in the Yale Calendar

of Events (calendar.yale.edu), by consulting the websites of other departments and by

signing up for various email notifications of events. Yale provides a dynamic and thriving

intellectual environment, and attracts leading international scholars and authors to give talks

in all disciplines. In addition, attending lectures sponsored by other departments will help

you to stay informed about broader research trends in the humanities and social sciences,

and may also inform your own research.

Yale’s library resources, from Sterling Memorial Library to the Beinecke Rare Book &

Manuscript Library, are outstanding. Closer to home, the department has one of the best

specialist Classics libraries in the nation on the fifth floor of Phelps. Our librarian in

Classics, Colin McCaffrey, is well placed to help you identify resources for research and is

very well informed about trends and current initiatives in digital humanities research. Mr.

McCaffrey will be able to advise you as you put together up-to-date research bibliographies

for course essays, the dissertation prospectus, and the dissertation itself. We encourage you

to consult him regularly.

General Outline of the Programs

The department offers six programs leading to the PhD. Official program descriptions are

found at: http://catalog.yale.edu/gsas/degree-granting-departments-

programs/classics/#programtext. The program descriptions below provide a more general

guide to Yale’s varied approaches to the PhD in Classics. With regard to admissions, please

note that as of May 2020, the Classics department voted to remove the requirement for GRE

(Graduate Record Examinations) for admission to our programs. GRE test scores are

optional for the 2020-21 admissions season, but will no longer be accepted starting in

2021-22.

Classical Philology is the department’s core program. It is offered by the Classics

department on its own and provides the basic framework for study of all aspects of the

ancient Greco-Roman world.

Classics and Comparative Literature

Offered by Comparative Literature and Classics, this program provides an opportunity to

study classical literature in conjunction with the study of other literatures and cultures,

drawing on a wider range of theoretical and interdisciplinary methods.

Classics faculty active in the program include Egbert Bakker, Kirk Freudenburg, Christina

Kraus, Pauline LeVen, and Erica Valdivieso.

Classics and Philosophy

The Classics and Philosophy Program is offered by the departments of Classics and of

Philosophy for students wishing to pursue graduate study in ancient philosophy. Students

may apply for entry to the program through either Classics or Philosophy. (Applicants for

the Classics track must also satisfy the general requirements for admission to the Classics

graduate program.) Faculty active in the program include David Charles, Verity Harte, and

Brad Inwood.

Classics and History

The combined degree program in Classics and History, with a concentration in Ancient

History, is offered through the departments of Classics and History for students wishing to

pursue study in the history of the ancient Mediterranean and western Eurasia. Prospective

graduate students apply to the combined degree program through either the department of

Classics or the department of History. Classics faculty active in the program include Andrew

Johnston, Jessica Lamont, Noel Lenski, and Joseph Manning.

Classical Art and Archeology

The Classical Art and Archaeology Program is offered by Classics and is designed to

provide students with a general knowledge of and experience with the art and architecture

of the Greco-Roman world from the Bronze Age to Late Antiquity. The program offers

opportunities for work at the Yale University Art Gallery and for fieldwork over the

summer, for example, at Gabii near Rome. Students may apply to one of two tracks: the

track in Classics emphasizes classical studies and ancient languages, and the History of Art

Department track highlights graduate work in art history. Classics faculty active in the

program include Milette Gaifman, Andrew Johnston, and Jessica Lamont.

Classics and Early Modern Studies

An interdisciplinary program combining Classics with Early Modern Studies. This

combined program enables doctoral students in Classics to study the relationship of Classics

to the historical period from 1350 to 1800 CE in a global perspective. Students with relevant

research interests apply to join the program during their first year of PhD study. Details of

the application procedures are found at [INSERT LINK HERE]. Applicants should supply a

statement of purpose, a writing sample, a list of coursework taken at Yale, and a statement

of any relevant prior coursework, research or employment; they must also have the support

of the DGS in Classics. Christina Kraus is the Classics representative on the executive

committee of Early Modern Studies.

Applying to Transfer Between Programs in Classics

From time to time, following admission to the Department of Classics in the Philology

track, qualified students apply to transfer into one of the combined programs, normally

during the first term of residence. Students considering a transfer request should consult the

directors of graduate studies in both departments (e.g., if considering an application for

transfer from Classical Philology to Classics and Comparative Literature, a student should

consult the DGS’s in both Classics and Comparative Literature). Note that requests for

transfer will have to satisfy the criteria for regular admission to the combined program in

question. Students should seek the support of a potential Ph.D. advisor who is involved in

the program into which they want to transfer and must be able to present a clear rationale

for the transfer.

***

All programs in Classics comprise three stages: (i) the coursework stage, including language

surveys—where relevant—and seminars (concentrated in the first two years, with the option

of doing courses in the fifth semester); (ii) the qualifying examination stage (the third year);

(iii) the dissertation stage (the fourth, fifth, and sixth years). This section describes the

requirements for the program in Classical Philology and for each of the combined degree

programs.

Most requirements are similar across all the programs, though there are many differences

in terms of detailed requirements, deadlines, etc. Students in combined / joint programs are

advised to consult the DGS in each department and their faculty advisors in order to be sure

that relevant requirements and deadlines are observed.

Standard elements

(i) Practice translation tests in Greek and Latin on texts assigned from the reading lists;

these are taken before the beginning of the first and third terms and are meant to help

students prepare for the qualifying translation exams to be taken before the beginning of

the fifth term in the program;

(ii) A proseminar offering an introduction to Classics and its various subdisciplines in

the first semester of the first year;

(iii) At least 12 term courses. Most programs require one or more of the two-term general

surveys in Greek or Latin literature, which are taken during the first two years. Some programs

require 14 term courses;

(iv) Translation examinations in Greek and Latin (all programs except Art and

Archaeology) are taken in September of the third year. The exams are based on different

reading lists for the various programs (given below in Appendix 2);

(v) Most programs (except History and Art and Archaeology) also require general oral

examinations on Greek and Latin literature based on the survey courses and the reading lists

for the various programs (Appendix 2). These are usually taken directly after each survey

course at the end of the first and second years in the program;

(vi) Examinations to demonstrate competence in two modern languages. These must be

passed at the end of the first and second years (an exception is Early Modern Studies).

Most programs require German and either French or Italian;

(vii) Oral and/or written examinations on several special fields of study, taken during

the third year. Formats vary across the programs;

(viii) A dissertation prospectus and subsequently the dissertation.

Here are the requirements for each program. The Graduate School Bulletin (to which the

link is given above) incorporates recent changes.

Classical Philology

Requirements for Admission

The Classics department pays close attention to preparedness for advanced work in both

Greek and Latin. The general expectation is that applicants will have completed a

minimum of three years (four preferred) of college training in one of the classical

languages and two years (three preferred) in the other. We understand that students follow

a number of different pathways, which may entail fewer overall years of study of the

classical languages (e.g., completion of intensive Greek and Latin summer school courses

and post-baccalaureate courses), but we expect students to have advanced reading

competence in both languages at the point of admission, in order to be able to cope with the

Greek and Latin Ph.D. reading lists.

Program Requirements

1. Practice translation tests in Greek and Latin on texts assigned from the Classical

Philology reading lists; these are taken before the beginning of the first and third

terms and are meant to help students prepare for the qualifying translation exams

to be taken before the beginning of the fifth term in the program;

2. A proseminar offering an introduction to the discipline of Classics and its various

subdisciplines, to be taken in the first year in residence;

3. Departmental reading examinations in French (or Italian) and German. The first (in

either language) is to be passed by the end of the first year, the second by the end of

the second year in residence;

4. A minimum of twelve term courses, with the following stipulations: (i) two

yearlong survey courses in the history of Greek and Latin literature (four courses in

total); (ii) at least four seminars, of which two have to be literary seminars in one

language, and one in the other; (iii) one course in historical or comparative

linguistics; (iv) one course in ancient history (either an 800-level seminar or a 600-

level materials course), and one in classical art and archaeology;

5. Greek and Latin composition (this requirement may, but need not, be satisfied by

courses taken under [4] above);

6. Oral examinations in Greek and Latin literature, based on the syllabus covered by

the survey courses, drawn from the Classical Philology Ph.D. reading list. These are

to be taken closely following the surveys in the respective literatures, as follows:

the first, at the end of the second term (May of the first year), the second at the end

of the fourth term (May of the second year);

7. Translation examinations in Greek and Latin, based on the Classical Philology

Ph.D. reading list, by the beginning of the fifth term in residence;

8. Special fields oral examinations will occur at the beginning of the sixth term, and

consist of four areas of special concentration selected by the candidate in

consultation with the DGS. One of the special fields should be related to the

student’s chosen dissertation topic; the three other fields are in each of the two

ancient languages/cultures; one historical topic, or a topic with historical potential,

is advised. In addition to the oral exam, the student will be asked to write a short

summary of the dissertation topic and submit this summary and a working

dissertation title to the special fields examiners and to the dissertation adviser (who

may or may not have worked on the project as a “special topic” with the student).

The summary should discuss where the student’s work stands at the beginning of

the term and how the student expects the research will progress over the course of

the sixth term as the student writes the formal dissertation prospectus.

9. A dissertation prospectus by the end of the sixth term in residence.

10. A dissertation. Once dissertation writing has begun, students will present work in

progress from the dissertation at least once per academic year. Research

presentations will normally take the form of pre-circulation of a selection of work

from the dissertation and a discussion of it with interested faculty, or some other

research presentation experience approved by the DGS. This is a requirement for

remaining in good standing; exemptions from it require the support of the

dissertation advisor and the approval of the graduate committee.

Classics and Comparative Literature

Requirements for Admission

Prerequisites for admission through the Department of Classics are the same as for

Classical Philology (see above). For admission requirements in the Department of

Comparative Literature, consult the DGS of that department.

Program Requirements

1. Practice translation tests in Greek and Latin on texts assigned from the Classical

Philology reading lists; these are taken before the beginning of the first and third

terms and are meant to help students prepare for the qualifying translation exams

to be taken before the beginning of the fifth term in the program;

2. A minimum of fourteen term courses, with the following stipulations: (i) at least

seven in Classics, including two yearlong surveys (four courses) in the history of

Greek and Latin literature, two 800-level seminars, and the proseminar in Classics;

(ii) at least six courses in Comparative Literature; of these at least four courses

should be on postclassical European literature; (iii) of these fourteen courses,

twelve must be taken in the first two years of study; the last two, which must be

Classics 800-level seminars, are to be taken in the third year, normally one in each

term; (iv) the course work across the two programs should include at least two

courses on literary theory or methodology, and at least one course each in poetry,

narrative fiction, and drama;

3. Literary proficiency in German and in one other modern language, to be

demonstrated by the end of the second year in residence;

4. Oral examinations in Greek and Latin literature, based on the syllabus covered by

the survey courses, drawn from the Classical Philology Ph.D. reading list. These are

to be taken closely following the surveys in the respective literatures, as follows:

the first, at the end of the second term (May of the first year), the second at the end

of the fourth term (May of the second year);

5. Translation examinations in Greek and Latin, based on the Classical Philology

Ph.D. reading list, by the beginning of the fifth term in residence;

6. An oral examination in the Comparative Literature department on six topics

appropriate to both disciplines, selected in consultation with the two DGS’s,

balancing a range of kinds of topics and including poetry, narrative fiction, and

drama, and at least one significant cluster of postclassical texts, by the middle of the

sixth term. One of the topics studied will be related to the student’s dissertation

topic;

7. A dissertation prospectus, by the end of the sixth term in residence. The prospectus

must be approved by the DGS in each department (and by the Comparative

Literature prospectus committee) by the end of the sixth term in residence. At least

one dissertation director must come from the Comparative Literature core faculty;

8. A dissertation. Once dissertation writing has begun, students will present work in

progress from the dissertation at least once per academic year. Research

presentations will normally take the form of pre-circulation of a selection of work

from the dissertation and a discussion of it with interested faculty, or some other

research presentation experience approved by the DGS. This is a requirement for

remaining in good standing; exemptions from it require the support of the

dissertation advisor and the approval of the graduate committee.

Classics and Philosophy

Requirements for Admission

Applicants for the Classics track of the combined program must satisfy the general

requirements for admission to the Classics graduate program, in addition to the

requirements of the Classics track of the combined program. Applicants for the Philosophy

track of the combined program must satisfy the general requirements for admission to the

Philosophy graduate program, in addition to the requirements of the Philosophy track of

the combined program. Applicants to the combined program are strongly encouraged to

submit a writing sample on a topic in ancient philosophy.

Program Requirements

1. Practice translation tests in Greek and Latin on texts assigned from the Classics

and Philosophy reading lists; these are taken before the beginning of the first and

third terms and are meant to help students prepare for the qualifying translation

exams to be taken before the beginning of the fifth term in the program;

2. A proseminar offering an introduction to the discipline of Classics and its various

subdisciplines;

3. Departmental reading examinations in French (or Italian) and German. The first (in

either language) is to be passed by the end of the first year, the second by the end of

the second year in residence;

4. A minimum of fourteen term courses, of which (i) at least four should be in ancient

philosophy, including at least two involving original language work; (ii) of the ten

remaining courses, five should be in Classics, five in Philosophy, including (a) of

five in Classics, either two terms of history of Greek literature or two terms of

history of Latin literature are required, and two courses at 700/800-level in Greek or

Latin; and (b) of five in Philosophy, one in history of philosophy other than ancient

philosophy, three in nonhistorical philosophy. It is recommended that students

without formal training in logic take a logic course appropriate to their

philosophical background;

5. Translation examinations in Greek and Latin, based on the Classics and Philosophy

Ph.D. reading list for the Classics track of the program, by the beginning of the fifth

term in residence;

6. Oral examinations in Greek and Latin literature, based on the Classics and

Philosophy Ph.D. reading list for the Classics track of the program, by the end of

the fifth term in residence and consisting of one hourlong oral examination on non-

philosophical Greek and Latin works from the list (which may be taken in two

parts, one half-hour exam on Greek and one half-hour exam on Latin) and one

hourlong oral examination on philosophical Greek and Latin works from the list, to

be completed by the end of the fifth term in residence. Students may choose to take

the non-philosophical Greek and/or Latin half-hour component of their oral

examination in conjunction with taking the history of Greek or Latin literature,

along with the Classical Philology cohort, in May of the year in which the

corresponding history is taken;

7. One of the two qualifying papers required for the Ph.D. in Philosophy by the end of

the sixth term in residence; this paper should be on a philosophical topic other than

ancient philosophy;

8. Oral examinations/special fields in two areas of concentration selected by the

candidate in consultation with the DGS in Classics and the program committee, one

of which must be in ancient philosophy and which will in addition include a written

component, while the other must cover a classical topic other than ancient

philosophy, by the end of the sixth term in residence;

9. A dissertation prospectus, by the end of the seventh term in residence;

10. A dissertation. For students on the Classics track: once dissertation writing has

begun, students will present work in progress from the dissertation at least once per

academic year. Research presentations will normally take the form of pre-

circulation of a selection of work from the dissertation and a discussion of it with

interested faculty, or some other research presentation experience approved by the

DGS. This is a requirement for remaining in good standing; exemptions require the

support of the dissertation advisor and the approval of the graduate committee.

Students on the Philosophy track of the combined program in Classics and

Philosophy will have an oral defense of their dissertation. The results of that

defense will be reported to the Classics department, to be taken into consideration

along with the readers’ reports when voting on the approval of the dissertation.

Classics and History Combined Degree Program

Requirements for Admission

Prerequisites for admission through the Department of Classics are the same as for

admission to the Classics Philology track (see above). Prerequisites for admission through

the Department of History are the equivalent of three years (four preferred) of college

training in one of the classical languages and two years in another ancient language, not

necessarily Greek or Latin.

Program Requirements

1. Practice translation tests in Greek and Latin on texts assigned from the Classics and

History reading lists; these are taken before the beginning of the first and third

terms and are meant to help students prepare for the qualifying translation exams to

be taken before the beginning of the fifth term in the program;

2. Classics proseminar offering an introduction to the discipline of Classics and its

various subdisciplines, to be taken in the first year in residence;

3. A minimum of twelve term courses, including: (i) the historical methods and theory

course, Approaching History (HIST 500); (ii) the Archaia core seminar; (iii) two

graduate-level courses in two separate ancient languages. For students who are

admitted in Classics, these must be Greek and Latin. Students who are admitted in

History must study either Greek or Latin and may study both, but may also choose

another ancient language to fulfill this requirement. The surveys of Greek and Latin

literature offered by Classics are encouraged but not mandatory for fulfillment of this

requirement; (iv) two skills courses. These may include topics selected from

epigraphy (epigraphy courses may be used to fulfill the language requirement

concurrently); archaeology; art history; papyrology; numismatics; digital data, GIS,

digital humanities, vel sim.; an advanced course in a non-classical ancient language

(no more than one such course may be used in fulfillment of the skills requirement).

Students are also encouraged to take advantage of educational opportunities outside

of Yale (American Numismatic Society Summer Seminar; an archaeological

excavation, e.g., the Gabii project); (v) four courses (at least two of which must be

research seminars) in the history of the ancient Mediterranean world; historical

courses that have a heavy skill component may be used concurrently to fulfill the

skills requirement; (vi) two courses outside of ancient Mediterranean history that

cover two separate disciplinary areas. These courses will be in the history of different

periods or different regions, or in other disciplines of the humanities or social

sciences outside of history, or in the physical sciences. Possibilities include (but are

not limited to): social sciences (economics, anthropology, sociology, environmental

science, statistics); religion (religious studies, Divinity School, Jewish studies); law

(history of law, comparative law, international law); Near Eastern languages and

civilizations (Egyptian language, Hebrew, Aramaic, Syriac, Arabic); anthropology

and archaeology (cultural anthropology, archaeological sciences); physical and

biological sciences (paleoclimatology, ecology and forestry, genetics, medicine);

4. Reading examinations in German, and in either French or Italian. The first (in either

language) is to be passed by the end of the second term in residence, the second by

the end of the fourth term in residence;

5. Translation examinations in two ancient languages. For students admitted through

Classics, these must be Greek and Latin. For students admitted through History, at

least one must be either Greek or Latin. Greek and Latin examinations will be based

on the Ancient History Greek and Latin reading lists and will consist of four passages

in each language, one of which will be verse, one a documentary text

(epigraphy/papyrology), and two will be prose texts from literary sources. Some

History students may find that expertise in another language—such as Hebrew,

Aramaic/Syriac, Demotic, Coptic, Classical Armenian, or Sanskrit—is most

beneficial for their research and teaching trajectory. Reading lists for these non-

classical languages will be devised by the student in collaboration with the faculty

adviser and other relevant member(s) of the Yale faculty, and fixed in writing no later

than the end of the fourth term in residence. Examinations in these languages will

also consist of four passages to be set and evaluated by faculty expert in the given

language. Translation exams in all languages must be taken at the beginning of the

fifth term in residence;

6. A general examination in Ancient History during the third year and no later than the

end of the sixth term in residence. This is to be broken into one major and two minor

fields. For the major field students must prepare an 8,000-word essay in advance of

the oral examination. For each of the minor fields, students must prepare a syllabus

for an undergraduate class. The written essays and syllabi must be submitted by a

fixed date, typically on the Friday before Thanksgiving or spring break. Oral exams

will be completed shortly afterward to ensure time for the completion of the

dissertation prospectus;

7. A dissertation prospectus by the end of the sixth term in residence;

8. A dissertation. By the end of their ninth semester, students are required to submit a

chapter of their dissertation which will be discussed with the student by the

committee in a chapter conference.

Classical Art and Archaeology

Requirements for Admission

A strong background in ancient Greek and Roman art, archaeology, and material culture,

and some college courses in History of Art beyond classical antiquity. Advanced reading

competence in Greek or Latin is desirable, as is the ability to read both languages for

research purposes.

Program Requirements

1. Diagnostic sight translations in Greek and Latin (these are taken before the

beginning of the first and third terms and are meant to assess the student’s

proficiency and progress in both languages);

2. A proseminar offering an introduction to the discipline of Classics and its various

subdisciplines;

3. Departmental reading examinations in Italian (or French) and German. The first (in

either language) is to be passed by the end of the first year, the second by the end of

the second year in residence;

4. A minimum of fourteen term courses, with the following stipulations: (i) a minimum

of six courses should be in Greek and/or Roman art and/or archaeology (at least four

must be seminars); (ii) a minimum of two courses should be in a related field of the

history of art, for example Medieval or Renaissance; (iii) a minimum of two courses

should be in Greek or Roman history, numismatics, or papyrology; (iv) students

must demonstrate competence in Greek and Latin, usually by passing at least one

400/700-level course in each language; (v) of the remaining four courses, at least

two should be seminars in Greek or Latin literature;

5. A written examination in classical art and archaeology, by the beginning of the sixth

term. The examination consists of identifications of works of art and architecture

and essays, followed by an oral exam in four areas of Greek and Roman art and

architecture (time period, locale, genre, free choice), with specific topics within

those categories agreed upon in advance by the candidate, adviser, and the DGS in

Classics. Consideration is normally given to the probable dissertation topic and the

way in which preparation for the orals might enhance the writing of the dissertation

prospectus;

6. A dissertation prospectus, normally by the end of the sixth term in residence.

7. A dissertation. Once dissertation writing has begun, students will present work in

progress from the dissertation at least once per academic year. Research

presentations will normally take the form of pre-circulation of a selection of work

from the dissertation and a discussion of it with interested faculty, or some other

research presentation experience approved by the DGS. This is a requirement for

remaining in good standing; exemptions from it require the support of the

dissertation advisor and the approval of the graduate committee.

Classics and Early Modern Studies

Requirements for Admission

Admission requirements are the same as for Classical Philology. Students are admitted to

the Classics department first, and then apply during the second semester of their first year to

participate in the Combined Program in Classics and Early Modern Studies.

Program Requirements

1. Practice translation tests in Greek and Latin on texts assigned from the Classical

Philology reading lists; these are taken before the beginning of the first and third

terms and are meant to help students prepare for the qualifying translation exams

to be taken before the beginning of the fifth term in the program (7. below);

2. A proseminar offering an introduction to the discipline of Classics and its various

subdisciplines, to be taken in the first year in residence;

3. Departmental reading examinations in French (or Italian) and German. The first (in

either language) is to be passed by the end of the first year; the other may be passed

at any time before submission of the dissertation; students are, however,

encouraged to complete this requirement as early in the program as possible.

4. A minimum of twelve term courses, with the following stipulations: (i) two

yearlong survey courses in the history of Greek and Latin literature (four courses in

total); (ii) four courses prescribed by Early Modern Studies,

including EMST 700, which counts for a single course; (iii) four other graduate

courses in CLSS. In addition, EMST 800 (Early Modern Colloquium) must be

taken concurrently with EMST 700; and EMST 900 (the prospectus workshop) is

taken in the third year. Neither of these two courses (EMST 800 and EMST 900)

count towards the minimum course requirement;

5. Greek and Latin composition (this requirement may, but need not, be satisfied by

courses taken under [4] above);

6. Oral examinations in Greek and Latin literature, based on the syllabus covered by

the survey courses, drawn from the Classical Philology Ph.D. reading list. These are

to be taken closely following the surveys in the respective literatures, as follows:

the first, at the end of the second term (May of the first year), the second at the end

of the fourth term (May of the second year);

7. Translation examinations in Greek and Latin, based on the Classical Philology

Ph.D. reading list, by the beginning of the fifth term in residence;

8. Four special field exams to be taken in the fall of the third year (fifth term in

residence); two of these must be at least partly in a classical field and two must be

at least partly in an early modern field.

9. A dissertation prospectus by the end of the sixth term in residence. The procedures

for approval of the prospectus are as for the Philology program, but at least one

member of the EMS faculty, as approved by the DGS in Early Modern Studies,

must be on the prospectus approval committee (which is a committee of the whole

in Classics); the prospective thesis committee, the DGS and the EMS faculty

member must approve of the prospectus.

10. A dissertation. Once dissertation writing has begun, students will present work in

progress from the dissertation at least once per academic year. Research

presentations will normally take the form of pre-circulation of a selection of work

from the dissertation and a discussion of it with interested faculty, or some other

research presentation experience approved by the DGS. This is a requirement for

remaining in good standing; exemptions from it require the support of the

dissertation advisor and the approval of the graduate committee.

Mentoring and Advising

The Department endorses Yale’s efforts to strengthen the ties between student and faculty

mentors. The entire faculty is ready to advise and assist at any stage of the Yale program

and beyond.

1. Early-Years Mentorship

First-year students will be paired by the DGS with a faculty member who will act as an

informal mentor, providing advice and guidance as and when needed while students are

navigating the beginning of the program. Though the DGS will remain the advisor of

record for students in the coursework years and will be primarily responsible for advising

on course choices and meeting other requirements, the faculty mentor will be available to

provide support as necessary while students settle into the department and the program and

to advise on academic matters, such as course selection, academic etiquette, or presenting

at conferences. The mentor will reach out at the start of the student’s time in the program;

beyond this, it is up to students to follow up to arrange meetings. Students are encouraged

to meet with their mentor at least once a term, but beyond that there is no obligation for the

student to seek advice from their mentor, especially as they forge connections with other

faculty members. That said, many students will find that this mentorship relationship

persists beyond the first year. Mentors are available to discuss academic work, institutional

matters, broader questions about academia, as well as topics such as general well-being and

work-life balance, which are vital for thriving in graduate school.

Students are encouraged to build links beyond their assigned mentor, especially

with those faculty members working on fields which interest them. To this end, at the start

of each academic year, the GSAC in collaboration with the DGS will arrange an event to

formally welcome the first-year students to the department, and to allow them to learn

more about the research interests of faculty and fellow-students and begin to build

productive relationships with others who share their interests. This will not replace other

meetings, such as any formal orientation events that take place for, e.g., the Classics

Library, or the initial advising meeting with the DGS.

First- and second-year students in the programs in Classics and History, Classics

and Philosophy, and Classical Art & Archaeology should also meet with the designated

advisor for these programs at least once per semester to confirm that they are meeting their

program’s specific requirements in a timely and efficient fashion. For the programs in

Classics and Comparative Literature and Classics and Early Modern Studies, the specific

program advising is done by the respective DGS’s.

2. Choosing a Dissertation Advisor

Factors to Consider

In the different doctoral programs in Classics, students have one or two principal advisors

and the further support of a dissertation committee (sometimes referred to as an advisory

committee). By the time of preparation for the prospectus, but preferably earlier, students

should have a dissertation committee in place. Committee size is between 3 and 5; it is

chaired by a principal advisor or two co-advisors, who should be members of one or more

of the departments that host the program in which the student is enrolled. For the program

in Classics and Comparative Literature, at least one dissertation advisor must belong to the

Core Faculty in Comparative Literature. In consultation with their advisor(s), students

sometimes ask faculty from other universities with relevant expertise to serve on their

dissertation committee.

Criteria to consider when choosing a dissertation advisor / advisors include:

- A faculty member’s expertise and active areas of publication. This is paramount: you

will benefit most from an advisor with requisite expertise and a potential advisor may,

understandably, decline to supervise a topic which would be too much of a reach for

their expertise and interests.

- Mutual research interests (related to the first point).

- Rapport and trust: your principal advisor(s) will support you through your dissertation

research, will serve as an advocate and letter-writer, offer you guidance on the job

market, and— if you pursue an academic career—will provide valuable guidance and

mentorship in the early stages of your academic career. It is important that you find it

easy to approach your advisor and to talk to them.

- Existing obligations: how many dissertations is a faculty member already advising?

Can they realistically take on another doctoral advisee?

- Faculty who are more advanced in their careers will have had more experience in

advising dissertations, but the number of past dissertations advised should not outweigh

the benefits of working with an advisor who is at an earlier stage of their career and

who has more recent experience with writing a dissertation and navigating the job

market. Again, relevant expertise and mutual research interests should be the

paramount criteria, irrespective of career stage.

- If you have taken a seminar with a faculty member and been inspired by their teaching

and found their feedback on your work formative, this is often a good place to start

(with the proviso about relevant expertise).

- How hands-on is a potential advisor? Do you need a lot of help with your academic

writing? Do you prefer a more formal or informal advisory relationship? i.e. do you

need an advisor who will help you stick to writing deadlines?

Actions to Take

- Talk to existing and former advisees to get a sense of their experience with a potential

advisor.

- Set up a meeting to talk to the advisor(s) with whom you are interested in working. Be

open about what you are looking for and – crucially – ask for advice and input in

shaping your dissertation topic. Use this meeting to ask (a) potential advisor(s) about

their advising style and what they expect from their doctoral students.

- If you hope to work with two co-advisors, arrange a three-way meeting so that you can

discuss how the advising relationship will work.

- Be open about career plans and ambitions so that your advisor can give appropriate

mentoring from the outset.

3. Changing a Principal Dissertation Advisor

If your principal dissertation advisor leaves Yale / retires

Generally speaking, in situations where the principal dissertation advisor leaves Yale, it is

understood that the principal advisor has a continuing academic responsibility to the

doctoral students whom they are advising, and that they will continue to advise and mentor

existing students, providing that the advising relationship is going well from the

perspective of both the student and the advisor. The department will assign a new principal

dissertation advisor who is a current member of Yale’s faculty and holds an appointment in

the Graduate School of Arts and Sciences, in order to ensure that the student has an

engaged advocate in the department to convene dissertation committee meetings, etc. This

is required by Yale’s Graduate School. Under normal circumstances, the departing advisor

is expected to continue to play an active role in the intellectual advising of the dissertation,

attending chapter colloquia, mentoring, writing letters of recommendation, support for

professional development, etc. In all cases, before the adviser leaves Yale, there should be

a conversation with their student(s) to arrange continuing contact.

When a member of faculty retires, they have no obligation to continue serving as

dissertation advisors or committee members and it is conventional for faculty who are

anticipating retirement to gradually wind down advising obligations in advance.

Problems with the advising relationship

Occasionally a student may feel that they are not receiving adequate academic advising and

mentoring, or that the fit with their advisor is poor. When this happens, students should

contact the DGS (or the Chair if the DGS is the advisor in question) for help in trying to

improve the advising relationship or to identify a suitable new advisor. In rare cases, the

faculty member may request a change in the advising relationship if there are irreconcilable

differences. In these cases, a similar procedure should be followed.

4. Remediation Policy

In most cases, conflicts and disagreements between students and their advisors, mentors, or

seminar instructors within the department can and should be resolved amicably by the

parties involved. If, for any reason, an issue cannot readily be resolved between the student

and faculty member themselves (whether the faculty member is their primary advisor or

not) the student should in the first instance approach the DGS, unless the issue is with the

DGS, in which case they should refer the matter to the department Chair. The DGS/Chair

will then take prompt action to resolve the issue with the student and the faculty member in

question. If the student feels that the issue cannot be resolved within the department, or if

the conflict cannot be resolved by the DGS/Chair they should contact the Associate Dean

for Graduate Academic Support.

5. Advising responsibilities of the DGS

• meeting with individual graduate students in the department during the first two weeks

of each semester to discuss progress on program requirements, course selections,

dissertation research, and plans for the upcoming semester. At this advising meeting

students not yet admitted to candidacy will be given a written summary statement

indicating their progress through the various requirements of their program.

• scheduling additional meetings (upon a student’s request).

• soliciting feedback from students’ instructors and sharing relevant feedback with

students.

• soliciting and gathering feedback about students’ teaching and sharing relevant

feedback with students.

• advising on job market and career paths including participation in conferences and

professional meetings, job application strategies and job interview preparedness.

6. Responsibilities of dissertation advisors

- meeting with students on a mutually agreed regular basis (no less than twice per

semester) and reading materials ahead of the meeting.

- promptly responding to student’s emails.

- providing timely and appropriate written and oral feedback on written work and oral

presentations.

- providing guidance on and involvement with medium-term career planning.

- providing clear guidance in goal setting, time management, and practical advice on

balancing teaching and writing.

- reading job application materials and providing constructive feedback. Students should

give their advisor plenty of notice (a minimum of two weeks) in order to get judicious

feedback.

- keeping students apprised of potential conflicts and periods when the advisor will not be

able to respond to e-mail, read work, etc. (e.g. dates of travel, outside commitments and

obligations).

- assistance in professional networking.

6. Responsibilities of dissertation committee members

- meeting with students at least once a year, at the end of the spring semester, to discuss

progress and plans for the job market.

- reading and providing oral and written feedback on materials shared ahead of chapter

colloquia and on dissertation chapters as they are produced.

7. Responsibilities of Students

- During the coursework years, students should keep track of the course requirements

and fulfil them by the relevant deadlines. The DGS will advise on suitable plans of

action to meet coursework and other requirements, e.g., the modern language

requirements. Further details on course requirements by track can be found in

‘Standard Elements’ above.

- Students should submit work by relevant deadlines. In the dissertation years, they

should practice timely communication and submission of work to advisors; share

material with their advisors well in advance of meetings; give plenty of notice when

letters of recommendation are needed and share work with recommenders.

- At the beginning of candidacy, students should discuss research expectations with their

advisor. At the same time, it is appropriate to discuss issues such as career goals, and

make clear limitations to one’s schedule, e.g. religious observance or family

obligations.

- It is the responsibility of both students and faculty to respond to emails in a timely

fashion. If either party does not respond, it is reasonable for the other to follow up with

reminders. Students should take the initiative if crucial information is not being

received and necessary meetings are being missed.

- Students should endeavor as far as possible to attend departmental talks and events on a

regular basis, and to be active participants in the department’s intellectual community.

They do not have to go to all events, but it is important to learn to balance work,

teaching and participation in the life of the department.

- Students have a responsibility to take advantage of the professional development

support on offer (in the different programs/departments to which they belong).

In addition to making sure they satisfy their formal responsibilities, students will benefit

from being self-motivated and organized, planning deadlines appropriately, practicing

effective time management, and taking initiative. They should be open to critical feedback

- it is important to accept criticism and learn to respond to it even if one disagrees with it.

Imagination, risk-taking and willingness to explore outside one’s comfort zone are also

assets. The most successful students are those who are most engaged in the intellectual

work of our whole community. Attendance at events beyond the narrow field of research of

the individual student is crucially formative: it exposes students to new methods and

relevant work in other fields; prepares them to engage with intellectually diverse

communities when on the job market; exposes them to the work of successful scholars at

different stages of professional development; provides ideas that can be usefully deployed

in teaching and opportunities for networking and collaboration.

8. Additional Campus Resources

Faculty members and students are encouraged to seek assistance in improving their

advising relationships and resolving any issues through a variety of Yale’s resources and

offices. These include but are not limited to:

• GSAS’s Guide to Advising Processes for Faculty and Students.

• https://gsas.yale.edu/sites/default/files/page-

files/gsas_advising_processes_guide_0.pdf

• Graduate School of Arts & Sciences Dean’s Office, 1 Hillhouse Avenue; (203)

432-2733. http://gsas.yale.edu/office-directory.

• Office for Graduate Student Development & Diversity, 1 Hillhouse Avenue; (203)

436-1301. https://gsas.yale.edu/diversity/office-graduate-student-development-

diversity-ogsdd.

• University-Wide Committee on Sexual Misconduct, 55 Whitney Avenue; (203)

432-4449. https://uwc.yale.edu/.

• Office of Institutional Equity and Access; 221 Whitney Avenue, 4th Floor; (203)

432-0849. https://oiea.yale.edu/.

• Sexual Harassment and Assault Response & Education (SHARE); 55 Lock Street,

Lower Level; (203) 432-2000. http://sharecenter.yale.edu/.

• Mental Health & Counseling, 55 Lock Street, 3rd Floor; 203-432-0290.

http://yalehealth.yale.edu/mentalhealth.

• Resources for Students to Address Discrimination and Harassment Concerns.

https://student-dhr.yale.edu/.

• Poorvu Center for Teaching and Learning, 301 York Street; (203) 432-4765.

http://poorvucenter.yale.edu/.

• Office of Career Strategy, 55 Whitney; (203) 432- 0800. https://ocs.yale.edu/.

Information about Specific Aspects of the Programs

1. The Language Practice Examinations

The Greek and Latin Practice Examinations are meant to guide the students through the

reading list of their program in preparation for the Ph.D qualifying exams at the beginning

of the third year; the passages chosen for the exam each year are chosen from the reading

lists. Incoming graduate students in the summer before their matriculation are asked to

prepare, for Greek Iliad 1, Lysias 1, and Plato Apology, and for Latin Aeneid 1, Caesar

Civil War 1, and Cicero In Catilinam 1. Rising second-years are expected to have read in

Greek all of Homer, Sophocles, Herodotus, Thucydides, and Plato (as specified in the

reading list for each program), and in Latin all of Catullus, Cicero Pro Caelio, Livy Book

1, Virgil Aeneid, Eclogues; Ovid, Metamorphoses 1; Tacitus, Agricola; Pliny the

Younger, Letters (as specified in the reading list for each program). The practice exams for

both rising first-years and rising second-years will be taken from these authors and works.

The exam consists of the translation of two passages, 1 poetry and 1 prose. In each case

there will be a choice out of two passages.

2. Seminars and Courses

Course offerings are of three types: graduate seminars (designation level 800); upper-level

literature courses shared with undergraduates (designation level 700 for graduate students,

400 for undergraduates); “materials” courses of designation level 600 (papyri, coins,

inscriptions, manuscripts), which count as seminars.

The program requires a minimum number of graduate-level courses (see the program

requirements above), but it may be useful, especially for language study, to include some

700-level courses. The instructor of such courses typically assigns graduate students extra

work (e.g., more reading, a more substantial research paper, etc.).

In the Classical Philology program and in most joint programs, the central course in

each semester of coursework should be the Greek or Latin Survey, the year-long overview

of Greek and Latin literature. The survey courses, which count as seminars, provide the

required preparation for the PhD qualifying examinations: (i) the oral comprehensive

examinations in Greek and Latin literature, which are administered in May following the

second half of the survey; and (ii) the translation examinations in Greek and Latin language

at the beginning of the third year.

3. Selecting Courses

At the beginning of each new semester students discuss their plan of study and submit their

course selections (typically three or four choices) to the DGS (as well as to the Director of

Graduate Studies in the other program for students in combined programs). Course selection

is made online (http://www.yale.edu/sis/); help with the online registration process is

available at: http://www.yale.edu/sfas/registrar/GSOCS_instructions.pdf.

In choosing courses, students should seek the advice of their faculty mentors as well as

the DGS. A wide range of courses is offered each year and students should consider both

their specific interests and the breadth of the offerings so that they come away with a good

preparation for their exams and dissertation while at the same time sampling the broad

range of subjects on offer in the Department and at Yale. It is natural to be attracted

primarily to one’s special interests and topics that fall within the general field of the future

dissertation, but other factors are also important. Classics is a comprehensive discipline and

students should strive for a balanced all-round training. Course selection should be

approached in this spirit.

4. Course Work and Written Assignments

Each instructor determines what kind of paper (or papers) is required for a given seminar,

but certain things should apply to all the papers that you write for courses. Papers are

double-spaced and should be accompanied by adequate bibliographical references. For

seminar papers

• state the issue addressed very clearly; if the paper is a reading or interpretation of a

passage, make very clear what prompts the reading and in what ways existing

literature does not address the problem or treats it unsatisfactorily;

• make precise and well-motivated use of secondary literature; citing all the available

literature on a given problem is often less important than making good and critical

use of a number of central books, chapters, or papers.

5. Grading and Good Standing

The Graduate School uses a grading scale of H (Honors), HP (High Pass), P (Pass), and F

(Fail). The Department of Classics adopts a policy to reserve the right to award the grade of

H for work that makes an original and well-argued contribution to scholarship and that

provides evidence that the student is capable of independent research and critical

assessment of secondary literature and ancient sources. In courses in which both graduates

and undergraduates participate, there is no direct equivalence between graduate and

undergraduate grades, i.e., H is not automatically equivalent to an undergraduate A, HP to

B, etc.

The Graduate School policy on good standing requires you to achieve a grade of H in at

least two courses by the end of your fourth semester. In addition to the Graduate School’s

good standing, the Department of Classics requires you to have an average of HP in the

remaining courses. (For the purposes of the average, an HP is defined as the mean between

H and P.) Students who are not in good standing at the end of the fourth term after the 12

graded term courses of the first two years cannot register for the fifth term and so cannot

continue in the program.

6. Temporary Incompletes

In some cases, it may be necessary to petition for an extension of the deadline for written

work beyond the date on which the instructor has to submit the grade for the semester. This

has to be approved by the course instructor, who submits TI (Temporary Incomplete) as

grade. There is a form for this, which can be downloaded at:

http://gsas.yale.edu/sites/default/files/files-forms/incomplete_grade_form.pdf.

Note: (i) only one TI per semester is allowed, so if a situation arises that you fall behind in

more than one course, you should talk to your instructors and to the DGS before the end

of the term; (ii) any TI, regardless of the term in which it was incurred, must be converted

into a real grade by September 30 of the following year (the end of the registration period).

If this deadline is not met, the TI turns into a permanent incomplete (I), and the course

credit will need to be made up. In order to receive credit for the work in a course graded

(I), you might be able to enroll in a Directed Readings course for which the assignment is

the same as for the course in question. Alternatively, a new course could be taken.

7. Modern Language Examinations

Classical scholarship is not possible without knowledge of modern foreign languages,

especially German, French, and Italian. To ensure at an early stage that you are comfortable

with scholarly literature in foreign languages, the program has a modern language

requirement. By the end of the first year in residence (late August/early September) you

must pass a translation exam on a passage of German or French or Italian scholarly

literature. Dictionaries may be used. By the end of the second year (late August/early

September) you should have passed a second exam in one of the two remaining languages.

(There is a different requirement for the combined program in Early Modern Studies.)

Students may indicate the preferred subject matter (e.g., Greek tragedy, Roman elegy) of

the passage.

The departmental language exams can be waived under the following conditions:

• you have achieved an A in an approved Yale course that demonstrates reading

proficiency in these languages (e.g., “French/German/Italian for Reading

Knowledge”) or have passed a proficiency exam administered by Yale’s modern

language departments;

• you hold one of the following language proficiency certificates: DELF (Diplôme

d’Etudes en Langue Française), level B2; DALF (Diplôme Approfondi de Langue

Française), level C2; DCL (Diplôme de Compétences en Langue); Goethe-

Zertifikat (administered by the Goethe Institut), levels B2-C2; CELI (Certificato di

Conoscenza della Lingua Italiana), levels 3-5; CILS (Certificazione di Italiano

come Lingua Straniera) levels 3-4; DALI (Diploma avanzato 1 di lingua italiana)

levels C1-C2; IT (Italian Certification), levels, B2-C2; PLIDA (Italian Language

Project Dante Alighieri), levels B2-C2.

8. The Oral PhD Examinations: Greek and Latin Literature

The oral examinations on Greek and Latin literature take place in May, after the second half

of each of the year-long survey courses. The Greek and Latin oral exam are thus a year

apart, following the survey courses, which alternate in successive years between Greek and

Latin. Except in the case of the joint Classics and Philosophy program, the exam is one

hour long, with roughly 30 minutes for the materials covered in each of the halves of the

preceding survey. The examination is conducted by two faculty members, normally (but not

necessarily) the instructors of the preceding survey. The DGS, if not one of these two, is

present as well. There are in principle always three examiners.

Up to two attempts are permitted for each of the oral examinations.

The oral examinations are based on the Reading Lists A and B (see Appendix 2). While

some familiarity with broad trends in secondary literature is expected, students are

encouraged to develop their own opinions on the basis of the texts.

In the course of the exam, students will be expected to: (i) answer questions specific to

authors and texts that are included on the relevant reading lists, demonstrating a solid grasp

of the contents of those works (i.e. their subject matter, their programmatic statements, their

argumentation, overall plan, and so on); (ii) provide basic historical and literary

contextualization for these authors and texts, by supplying the basic information that can be

derived from the standard handbooks of Greek and Latin literature; (iii) demonstrate an

understanding of the overall trends of theme, cultural focus, technique, terminology, and so

on, that mark various periods of ancient literature; (iv) be able to substantiate claims made

in the course of the exam by providing specific examples and illustrations from the texts

that they have mastered and that best illustrate the point in question; (v) demonstrate a

grasp of the basic scholarly issues that the literature in question has raised.

Rather than a battery of questions and short (informational) answers, the ideal exam will

have the form of an ongoing conversation, with ideas flowing from one to the next by being

picked up on and expanded in new directions, largely (though not exclusively) at the student’s

own initiative. Typically, students are given some opportunity to lead the conversation, and

to show not only that they can provide basic information, but also have ideas about where a

given question might lead, and how to open up fruitful discussion.

Preparation for the examinations involves: (i) study of the texts in the Greek and Latin

Reading Lists not just by reading the works in question, but by reading them with an up-to-

date commentary (such as the Cambridge “Green and Yellows”), along with the

introduction to that commentary; (ii) reading the standard handbooks in Greek and Latin

literature, as well as the standard histories of Greece and Rome, taking notes on names,

periods, technical terms, dates, and so on; (iii) sketching the basic generic histories of, and

developing a standard set of questions asked about, the various works of literature on the

reading list. Attendance at and participation in departmental colloquia and lectures will help

you hone your capacity for informed, critical conversation. Even though work in the

literature survey courses is essential preparation for the examination, it is important to keep

in mind that the examination is not a repetition of the examination of the survey courses.

9. The Written PhD Qualifying Examinations

Planning and General Regulations

The PhD qualifying examinations aim at ensuring an adequate reading knowledge of the

ancient languages. Preparation for the written and oral examinations (based on the reading

lists, see Appendix 2) should begin as early as possible; the two literature survey courses

should serve as a springboard for an exploration of the reading list; in addition, the practice

exams are providing structure to the student’s preparation for the exam.

Up to two attempts are permitted for each of the written examinations. The retake

consists of the full exam in the relevant language.

Before the summer following their fourth semester (late April), second-year students

meet with the DGS to discuss details of the written translation examinations which take

place at the end of that summer. Since advice will be given on how to study for the exams,

finishing first-year students are encouraged to attend the meeting as well. In the meeting the

dates for the written translation examinations will be determined (normally late August

before the beginning of the teaching semester; the examinations are usually taken on two

consecutive Fridays).

The Examinations

The written translation examinations are based on Section A of the graduate Reading Lists

for Greek and Latin literature, the part that must be read in the original language (indicated

in Appendix 2). The survey courses in the two languages are a good way to structure the

preparation for the examinations.

The examination consists of the translation of six passages (four in Ancient History)

and will last three hours (two in Ancient History). There are five sections (three poetry,

two prose) consisting each of two paired passages (belonging to a given author or genre)

out of which the student will make a choice; a sixth section (prose, one passage) will be at

sight.

Dictionaries are not allowed, but students whose first language is not English may use a

dictionary of their native language into English.

Two faculty members set and grade the examination. The DGS administers the exam

and assigns candidates a number or nickname with which their work will be identified, so

that their writing will be anonymous to the evaluators. The two evaluators grade each

candidate’s six (or four) passages, marking each passage as “pass” or “fail.” Criteria for

failing a passage include: repeated significant syntactic errors; translation errors that

demonstrably distort or miss the meaning of a passage; vocabulary problems when they

have the same effect. The evaluators will not communicate with each other about the

grading, to ensure an independent evaluation. Each of them will report the results for each

candidate’s six passages to the DGS, together with an overall recommendation of “pass” or

“fail”. In case of a difference of opinion between the evaluators on any passage the DGS

will ask a third evaluator to break the tie.

Candidates have a right to see the evaluation of their work; the evaluators therefore give

the DGS a copy of the work with their annotations, or they provide a list of the student’s

translation errors on which their evaluation was based. Candidates can look at the evaluation

in the department office but may not remove it from that room.

Taking the written examinations early

Qualified students may, with permission of the DGS, do the Latin or Greek written

examinations a year early, at the beginning of their third semester (on the same dates as the

students writing in their fifth semester). This option is reserved for students with more than

average pre-graduate preparation and demonstrably strong skills in the relevant language,

who had excellent results in the literature survey they took in their first year. Performance

in other relevant courses may be taken into consideration as well.

10 Special Field (or Special Topics) Examinations

Though the formats vary, the examination stage in all of our programs ends with Special

Field examinations or their equivalent. In consultation with the DGS, students choose a

specified number of topics for independent research (the number, type and distribution of the

topics depend on the program). One of these topics is typically connected with the projected

dissertation topic.

In the normal case, a special field project consists of the compilation and critical assessment

of a bibliography of the field in question, more thorough and extensive reading than was

possible or required for the qualifying examinations, and the in-depth study of one or more

questions or problems. The level of preparation reached is comparable to the critical

knowledge required to teach an advanced undergraduate course in the subject. Students

work with a faculty member for each of their special fields and meet with her/him on a

regular basis, typically 5-7 times or every other week for the semester.

There is an oral examination in the chosen special fields, normally toward the beginning

of the sixth semester of study. Typically, the faculty with whom you have worked will be

the examiners. The DGS (or another independent third party, deputed by the DGS –

normally the department Chair) will also be present and will oversee the exam.

11 The Dissertation

The Dissertation Prospectus

The most important task for the sixth semester is the preparation of the Prospectus, which is

normally based on work done for one or more of the Special Fields exams and constitutes

preliminary research toward the dissertation. It should be written in conjunction with the

faculty advisor and is presented at the Prospectus Colloquium. It is expected that students

will meet with their advisor on a regular basis (typically 5-7 times or every other week for

the semester) and that over the course of this time they will submit at least one draft

prospectus and revise it in light of the advisor’s feedback before submitting it to the faculty.

The dissertation prospectus is meant to give the faculty a realistic idea of the research to be

undertaken for the dissertation. A good prospectus is expected to provide:

• the motivation for the research proposed, e.g., to advance a bold new idea, solve a

problem, generate new knowledge about the ancient world, fill a lacuna in the

scholarship, etc.;

• an outline of the research proposed: an argument or exploration of a given field of

study; the kind of data to be used, etc.;

• a breakdown of the proposed chapters and in general an idea of the form the

dissertation is expected to take;

• an up-to-date bibliography of the subject.

Prospectus Colloquium procedure

Except in the case of students in the Philosophy track of the combined program in Classics

and Philosophy, who will present their prospectus in accordance with Philosophy

department procedures, the prospectus will be presented at a colloquium open to all

Classics faculty and to relevant faculty members in other departments by invitation. The

aim of the colloquium is to expose students to a broad range of perspectives, methods and

evidence and to gather robust feedback in the early stages of the dissertation project.

At the close of the discussion, the DGS and dissertation committee will sign off on the

prospectus. In the case of the Combined program in Classics and Comparative Literature,

the prospectus will be signed off on by the DGS in each department and by the

Comparative Literature prospectus committee. For the combined program in Classics and

Early Modern Studies, see the procedure on p. 17 above. In the case of the combined

program in Classics and History, the dissertation committee shall be responsible for

signing off, along with the DGS in each department.

There is a helpful FAQ for the prospectus on Portal for Graduate Students in Classics at

Yale. Some examples of successful prospectus documents can be found there as well and

others may be available on request.

Advancement to Candidacy

When a prospectus has been approved and when the DGS has verified that all the other

degree requirements have been fulfilled, the Department will indicate to the Graduate

School that the student can be advanced to candidacy. This is an important step, since the

candidacy status qualifies students for certain types of funding (including the University

Dissertation Fellowship) and in certain cases for the teaching of more advanced courses.

The Dissertation Progress Report

During the preparation of the dissertation, students are required to report annually to the

Graduate School on the progress of the dissertation; May 1 is the deadline. The process is

now entirely online and can be initiated at: http://www.yale.edu/sis/dpr/. Students report on

any progress made during the year and can upload finished chapters and other materials.

The form will be automatically sent to the dissertation supervisor and the DGS, who can

each make recommendations or suggest changes, if necessary. The DPR can be a good basis

for the required annual meeting with the entire advisory committee.

Chapter Colloquia

All students working on their dissertation are expected to report on the progress of their

work on a regular basis, once per academic year. This reporting can take the form of a

dissertation colloquium (with a chapter or other segment of the dissertation being presented

for discussion to a group of interested faculty and students) or of a presentation in a “work in

progress” event organized by the Department. Students in the combined program in Classics

and History have a different requirement, for which see p. 14.

Dissertation Submission

The University awards academic degrees twice a year, in December and May. Petition for

the Ph.D. degree involves the submission of the finished dissertation, for which the

deadlines are October 1 (for degrees awarded in December) and March 15 (for degrees

awarded at Commencement in May).

The dissertation will be evaluated by at least three qualified readers, at least two of whom

are ladder faculty at Yale. One reader will normally be from outside the University.

Normally the student or the dissertation supervisor first establishes informal contact with a

faculty member of another institution whom he or she would like to be the outside reader.

The DGS will then invite that person more formally to be an outside reader.

All the dissertation readers are listed on the Notification of Readers Form, which is

available from the Departmental Registrar. The form contains all necessary information on

the readers (academic rank, department, institution, contact information) and has to be

included in the submission of the dissertation along with the dissertation submission packet

that is available from the Graduate School Information Office. For more information on the

dissertation, including guidelines for formatting, can be found at

http://gsas.yale.edu/academics/dissertations/submission-process.

Extended Registration

Students who are unable to submit their dissertation by the October deadline of their

seventh year of study need to file a petition for Extended Registration, which can be found at

https://registrar.yale.edu/forms-petitions.

Extended Registration for an eighth year is granted only in case of demonstrable factors,

such as illness, that have prevented the student from finishing the dissertation.

The expiration of registration before the dissertation is submitted means that University

privileges (e-mail, library, etc.) are discontinued. Dissertations, however, can be submitted

to the Graduate School without the candidate being registered. For more details, see the

Policies and Regulations of the Graduate School.

The Porter and Field Prizes

All students in the Graduate School can submit their dissertation, after it has been approved,

for the Porter and Field Prizes, Yale’s prestigious awards for dissertation research. Criteria

for success in this competition include (apart from excellence and academic rigor) general

relevance and accessibility of the dissertation for humanities at large and beyond. For more

information: https://gsas.yale.edu/academic-requirements/dissertations/field-porter-

dissertation-prizes.

Teaching

In keeping with Yale University’s emphasis on excellence in undergraduate teaching, the

Department of Classics is committed to ensuring that all the teaching that it delivers meets a

very high standard. Students are offered guidance and support to help them prepare for their

undergraduate teaching and verbal and written feedback on their performance to enable

them to develop as instructors.

Timing and Types of Teaching

In line with general practice in the Graduate School, students are expected to teach in the

third, fourth, and sixth years of study. The Teaching Fellow office in the Graduate School

offers two levels for teaching assignments: TF level 10 (6–10 hours per week) and TF level

20 (10–20 hours per week). All different TF types that are relevant for teaching Classics fall

into one of these two categories (see also http://gsas.yale.edu/academic-professional-

development/teaching-fellow-program/teaching-fellow-appointment).

Grader/Tutor

In Classics this type is used for the lab accompanying Beginning Greek (GREK 110a and

120b, see below); this is a TF 10-level effort.

Discussion section leader

Leading and grading one or two discussion sections in culture and literature courses (a

section contains up to 18 students). These courses may carry the WR designation, meaning

that they satisfy Yale College’s writing (WR) distributional requirement. A student leading

one section makes a TF Level 10 effort; two sections constitute a TF Level 20 effort. One

TF cannot normally teach two WR sections.

Recurring courses that normally require discussion section leaders include:

CLCV 125 – Introduction to Ancient Philosophy

CLCV 161 – Art and Myth in Greek Antiquity

CLCV 204 – Alexander the Great and the Hellenistic World

CLCV 205 – Introduction to Greek History

CLCV 206 – Roman Republic

CLCV 207 – Roman Empire

CLCV 256 – Living and Dying in Ancient Athens

Other CLCV courses may also require TF support, depending on enrollment.

Part-Time Acting Instructor (PTAI)

PTAIs work under the supervision of the Director of Undergraduate Studies and are

responsible for an entire introductory course. In Classics the PTAI appointment is used for

Beginning (1

year) and Intermediate (2

year) Greek and Latin (GREK 110a/120b and

131a/141b; LATN 110a/120b and 131a/141b). Guidelines on departmental expectations for

beginning and intermediate language courses are available from the Director of

Undergraduate Studies (DUS) and distributed to new teachers of these courses. The PTAI

role is always a TF Level 20 effort.

Training and Support for Teachers

The Poorvu Center for Teaching and Learning (Poorvu Center Graduate Support) offers a

variety of services for both new and experienced teachers, including in-class observation,

individual consultation, review of teaching statements, and workshops run by graduate and

professional instructors. The center also offers training for teaching writing sections, as

well as dissertation-writing advice—including guidance for students whose native language

is not English. You are encouraged to make extensive use of the Center in order to improve

your teaching skills and enhance your professional development. Each Fall semester, for

example, the Center collaborates with Graduate Career Services to help graduate students

prepare for the academic job market with the Academic Job Search Series. Sessions are free

and do not require advance registration. The Department of Classics offers workshops in

the summer to help prepare those who will begin their teaching careers in the Fall.

Funding and Support

See also https://gsas.yale.edu/funding.

The Five-Year Funding Cycle

Students are guaranteed five years of support from the Graduate School. In the 2020-2021

academic year the annual stipend was $32,700, spread over a twelve-month period. For

payment and check details as well as tax information, see http://gsas.yale.edu/funding-

aid/stipend-payments. In the teaching years (3

-4

year), the salary corresponding with

your specific TF assignment will be “topped up” to the amount of the 12-month stipend.

The fifth year is the period of the University Dissertation Fellowship (UDF), which is open

to qualified students who have advanced to candidacy. The UDF will allow you to work

full-time on your dissertation, without the demands of teaching.

You are encouraged to apply for internal and external dissertation fellowships.

Information is available from the GSAS fellowship database at

http://studentgrants.yale.edu/how-to-use-legacy.asp. All graduate students may apply for the

Mellon Foundation/ ACLS Dissertation Completion Fellowship. Other external fellowships

carry restrictions according to citizenship, the focus of the dissertation, etc. Please be aware

that external fellowships do not extend your funding allocation from GSAS. i.e. if you were

to apply for and win a year-long fellowship in your 6

year in the program, this would count

against your 6

year funding allocation from GSAS.

After the Five-Year Cycle

Qualified students can obtain a sixth year of stipend funding. Sixth-year funding is available

if the Department (in practice your dissertation supervisor and the DGS, through the

Dissertation Progress Report) can guarantee that you are on track for a dissertation

submission in the summer following your sixth year. Sixth-year funding is subject to the

following conditions:

• Funding is for nine months (from September through May).

• The funding is literally sixth-year funding. That is, if you have obtained an external

fellowship that pushes your UDF into the sixth year, you are not eligible for sixth-year

funding.

Students who do not qualify for sixth-year funding can still teach. Teaching is occasionally

possible in the seventh year. In both of these cases, however, teaching is not guaranteed.

Currently the payment for students who do not receive the stipend is $4,000 for a TF Level

10 effort (see VII 1) and $8,000 for TF level 20. Students in this position can teach three

assignments per academic year. More information about sixth-year stipend funding can be

found at http://gsas.yale.edu/funding-aid/faqs/sixth-year-funding-initiative-faqs.

Conference and Other Travel

The University and the Graduate School make various funds available to help students pay for

travel for research and conferences. See: GSAS Conference Travel Funding . The department

also has limited funds to help out in this connection, but these are unlikely to suffice on their

own. Hence students who apply for Departmental funds should plan on applying for support

funding from external sources both within and (where possible) beyond the university. In

particular, students are expected to apply to the MacMillan Center International Conference

Travel Grants which support travel to scholarly conferences and meetings as a program

participant. More information about this and other grants can be found by clicking on the

link above. To be eligible for funding support, students must be in good academic standing

with both the Department and the Graduate School, making good progress toward the

completion of their requirements. Please indicate in your application to the department the

amount of funding from other sources, including the MacMillan Center, that you have

requested or been granted. Students are required to consult with the DGS in advance of

submitting an abstract or agreeing to give a paper at a conference.

For departmental funds, priority is given to research projects undertaken as part of

dissertation research. Conferences that call for, and vet, all abstracts of potential contributors

will take priority over conferences that do not.

Students are eligible for departmental funding once per year, and department support is

limited to a total of $1,500 in the course of their graduate career. This departmental funding

allocation can also be used towards the costs of research projects that require an extended

stay overseas and/or tuition payments to other institutes and programs, subject to the

criteria mentioned above. (Note that university guidelines restrict the Department from

paying tuition directly to other institutes and programs.)

Calls for applications for Departmental Graduate Travel Funding go out three times per

year (at the beginning of October, February, and April) usually with a three-week deadline.

Applications are made to the DGS and are adjudicated by the Graduate Committee.

Proposals should consist of a 1-2 page rationale for the research project or conference in

question, detailing the relation of the conference or project to the student’s specific research

program. Along with the project rationale, students must submit a detailed budget of

projected expenses.

For attendance of the annual meeting of the Society for Classical Studies additional funding

is available and separate guidelines are in place:

• In the year students are attending the meeting in order to interview for jobs, the

Department will cover: the registration fee; lowest-cost available airfare from New

Haven or one of the regional airports; public ground transportation (cab rides only if

shared); up to three nights in the conference hotel in shared double- occupancy room;

$100 food allowance for the entirety of the conference. These costs do not count toward

the $1,500 total for travel reimbursement.

• Students can attend the meeting one more year, either in the year before their job-search

year or when they have a paper accepted. In these cases, the Department will reimburse

up to $750. These costs do not count toward the $1,500 total for travel reimbursement.

Hosting Conferences, Lectures, etc.

The Department has funds that may be used to host special events, particularly conferences,

but also visits by scholars outside the normal lecture schedule, the Work in Progress group,

Philology Day, special reading groups, etc. Graduate students requesting such funds should

clear their projects with the DGS and their advisor, and then should discuss their requests

with the Chair, who can give advice on additional possible sources of money. Each year the

graduate students elect and host an outside lecturer whom they are responsible for choosing

and hosting as part of the normal departmental lecture schedule.

Funding is also available from the Graduate School for colloquia run jointly by graduate

students and faculty; see http://gsas.yale.edu/academic-professional-

development/colloquia-symposia-other-initiatives/colloquia. Student-run symposia are also

eligible for support from the Graduate School: http://gsas.yale.edu/academic-professional-

development/colloquia-symposia-other-initiatives/symposia.

The Job Market

Most doctoral students intend to enter the academic job market, and it is never too soon to

begin planning for this. The department runs regular professional development workshops,

with a focus on careers in academia. The Spring work-in-progress seminar is the regular

venue for these events. We also run a dedicated workshop in the second half of August, to

help candidates prepare for the academic job market. Some orientation and helpful tips are

available at the Portal for Graduate Students in Classics at Yale. All current and recent

graduate students will receive an invitation to join this portal so they can access this and

other helpful information about the Classics graduate program at Yale.

The knowledge, skills, and experience that you acquire in the course of the Ph.D.

program are highly adaptable and can lead to creative and rewarding careers in a number of

different fields. The department will support you in pursuing your chosen career. The earlier

you discuss your plans with us, the better we will be able to support you and, where

appropriate, put you in contact with people who can give you specialist advice.

Appendix 1: A typical six-year plan in the Classical Philology track

[times for repeated exams, and optional alternative course timings, are in square brackets]

Year One

Fall

Spring

Exams

Sept: Greek/Latin

diagnostic exam

Exams

May: Greek or Latin

Literature Orals (PhD

exam) French/German

Courses

Survey Greek/Latin I

Comp. Grammar G/L

Greek Stylistics Seminar

(choose 1) Proseminar

Courses

Survey Greek/Latin II

Latin Composition

Seminar (chose 2)

Year Two

Fall

Spring

Exams

Sept: French/German

Greek/Latin diagnostic

exam

Exams

Jan: French/German May:

Latin or Greek Literature

Orals (PhD exam)

Courses

Survey Latin/Greek I

[Comp Grammar L/G]

[Greek Stylistics]

Courses

Survey Latin/Greek II [Latin

Composition]

Year Three

Fall

Spring

Exams

Sept: Translation Greek

Sept: Translation Latin

[Dec: Translation Greek]

[Dec: Translation Latin]

Exams

Special Fields

May: Dissertation

Prospectus

Teaching

Course 1

Teaching

Course 2

Courses

Seminar

Courses

Seminar

Year Four

Fall

Spring

Exams

Dissertation

Teaching

Course 3

Teaching

Course 4

Year Five

Fall

Spring

Dissertation

Year Six

Fall

Spring

Dissertation

Teaching

Appendix 2: The Reading Lists

1. Classical Philology

Greek literature

Section A: To be read in Greek

Homer: Iliad I, 3, 6, 9, 11, 16, 18, 22-24

Homer: Odyssey 1 -12, 21-23

Homeric Hymns: Demeter, Apollo

Hesiod: Theogony 1–616; Works and Days 1–382

Parmenides: B1-8 fragments

Heraclitus: B fragments (in the edition of C. H. Kahn, The Art and Thought of

Heraclitus)

Pindar: Olympian 1, 7; Pythian 1, 2, 4; Nemean 7; Isthmian 2

Bacchylides: 3, 5, 17

Lyric poetry: all texts in F. Budelmann Greek Lyric: A Selection (2018), except

Timotheus’ Persae; and W. Allan, Greek Elegy and Iambus: A Selection (2019).

In addition: Sappho “Brothers Poem” (Obbink in The Newest Sappho, ed. A.

Lardinois and A. Bierl, Brill 2016 Ch. 1); Simonides Plataea Elegy (11 West)

Aeschylus: Septem, Oresteia

Sophocles: Ajax, Oedipus Tyrannus, Antigone, Oedipus at Colonus

Euripides: Medea, Hippolytus, Helen, Bacchae

Aristophanes: Acharnians, Clouds, Frogs

Herodotus: Books 1 and 7

Thucydides: Book 1.1-23; 2.1-65; 5.25-26, 84-116; 6.1-41; 7.57-87

Plato: Apology, Republic 6, 7, 10; Symposium, Phaedrus

Aristotle: Poetics; Nicomachean Ethics 1; Politics 1.1–2

Gorgias: Helen

Lysias: On the Murder of Eratosthenes (1), Against Eratosthenes (12)

Demosthenes: Philippics 1-3

Menander: Dyscolus

Isocrates: Against the Sophists

Apollonius: Argonautica 3

Callimachus: Hymn to Apollo and all selections in N. Hopkinson, A Hellenistic

Anthology

Theocritus: 1–7, 11, 15, 22

Hellenistic Epigrams: all in N. Hopkinson, A Hellenistic Anthology

Lucian: True History Book 1; from the selection in N. Hopkinson, Lucian: The

Dream; The Ignorant Book Collector; Sigma vs. Tau; Dialogues 1 and 2

of Dialogues of the Sea Gods

Dio Chrysostomus: Seventh Oration (Euboicus)

Plutarch Pericles (in Stadter, A Commentary on Plutarch’s Pericles)

Longus: Daphnis and Chloe Books 1 and 2

Section B: May be read in translation

Homer all

Hesiod (Th. and W&D) all

Aeschylus all

Sophocles all

Herodotus all

Euripides Alcestis, Ion, Iphigeneia in Aulis, Cyclops

Thucydides all

Aristophanes Knights, Wasps, Lysistrata, Wealth, Thesmophoriazousai

Antiphon Tetralogies

Aeschines Against Timarchus

Xenophon Oeconomicus

Plato Phaedo, Gorgias, Republic

Aristotle Politics, Rhetoric

Theophrastus Characters

Dionysius of Halicarnassus: On the Ancient Orators

Lucian True History Book 2

Plutarch Parallel Lives of Alcibiades and Coriolanus (with Synkrisis) How to Read the

Poets (Moralia)

Longus Daphnis and Chloe Books 3 and 4

Chariton Chaereas and Callirhoe

Achilles Tatius Leucippe and Clitophon

Latin Literature

Section A: to be read in Latin

Ennius Annales lines 34–50, 72–91, 175–179, 183–190, 268–286, 391–398 (Skutsch),

Medea frr. 103–116 (Jocelyn)

Plautus Pseudolus, Menaechmi

Terence Adelphoe

Catullus all

Lucretius De Rerum Natura 1

Caesar Civil War 1, Gallic War 5

Cicero In Catilinam 1, Pro Caelio, Phillipic 2; Shackleton Bailey, ed., Select Letters;

fragments from De Re Publica as in Zetzel

Sallust Bellum Catilinae

Horace Sermones 1.1, 4–6, 8–10; 2.1, 6, 8; Epodes 1 & 6; Odes 1–3; Epistulae

1.1, 19, 20; 2.1

Vergil Eclogues, Georgics, Aeneid

Tibullus Book 1

Sulpicia all

Propertius Book 1 (all); 3.1–5; 4.1, 2, 7, 8, 11

Livy Books 1 & 21

Augustus Res Gestae Diui Augusti (Brunt and Moore)

Ovid Amores 1, Fasti 4, Metamorphoses 1, Ars amatoria 1

Seneca Thyestes

Lucan Bellum Civile 1.1–97; Books 2 & 7

Persius Satire 1

Seneca Apocolocyntosis; Epistulae Morales, as in Seneca: 17 Letters (ed. Costa)

Petronius Cena Trimalchionis

Martial Epigrams Book 1

Statius Silvae 1.1; 2.2; 4.1–3; 5.1, 5.4

Pliny Fifty Letters (ed. Sherwin–White)

Tacitus Agricola, Annales 1–4, Historiae 2

Suetonius Claudius

Juvenal Book 1 (= Satires 1‐5)

Apuleius Metamorphoses Preface to book I; Cupid and Psyche (ed. Kenney)

Ammianus 18.4–19.8 (Seyfarth et al.)

Augustine Confessions 1.6 (8)–20 & 8.6 (14)–12 (30) (Skutella)

Claudian In Eutropium 1

Boethius Consolatio Philosophiae (Moreschini)

Section B: may be read in translation

Plautus Amphitryo

Lucretius all

Sallust Jugurthine War

Cicero Brutus

Horace all

Ovid Heroides 7, Metamorphoses

Livy Book 22

Seneca Maior Suasoriae 6, 7

Seneca Phaedra, Medea, and [Seneca] Octavia

Lucan Bellum Civile

Petronius Satyrica

Statius Thebaid

Quintilian Institutio Oratoria 10.1

Tacitus Dialogus, Annals (all), Histories 1

Juvenal Satires 6, 8, 10

Suetonius Divus Augustus, Divus Tiberius

Apuleius Metamorphoses

2. Classics and Philosophy (Classics track)

Greek Literature

Section A: To be read in Greek

Homer: Iliad 1, 6, 9, 16, 18, 22, 24

Homer: Odyssey 1, 5-12

Homeric Hymns: Apollo

Hesiod: Theogony 1-239

Presocratic philosophers: the ‘D’ fragments of Heraclitus, Parmenides, Empedocles

and the Atomists (Leucippus and Democritus) in the Loeb edition of André Laks and

Glenn Most. [These authors are found in volumes 3, 5 and 7 of the 9-volume series on

the Presocratics.]

Pindar: Olympian 1, 7; Pythian 1, 2

Lyric poetry: all texts in F. Budelmann Greek Lyric: A Selection (2018), except

Timotheus’ Persae; and W. Allan, Greek Elegy and Iambus: A Selection (2019).

In addition: Sappho “Brothers Poem” (Obbink in The Newest Sappho, ed. A.

Lardinois and A. Bierl, Brill 2016 Ch. 1); Simonides Plataea Elegy (11 West)

Aeschylus: Oresteia

Sophocles: Ajax, Oedipus Tyrannus, Antigone

Euripides: Medea, Hippolytus, Bacchae

Aristophanes: Clouds, Frogs

Herodotus: Books 1.1-131 and 7

Thucydides: Book 1.1-23; 2.1-65; 5.25-26, 84-116; 6.1-41; 7.57-87

Plato: Apology, Phaedo, Symposium, Phaedrus Republic I, II, IV, V 471c- 480a, VI-

VII, X, Laws X

Aristotle: Categories 1-5, De Interpretatione, Physics I.5-8, II, III.1-3, IV, De Anima

I.1, II.1-5, 12, III.1-5, Nicomachean Ethics I, II-III.5, X.6-8, Metaphysics I.1-2,

12.1, 6-7, 9-10,

Gorgias: Helen

Antiphon: Tetralogy 2

Lysias: On the Murder of Eratosthenes (I), Against Eratosthenes (12) Demosthenes:

Philippics 1

Menander: Dyscolus

Isocrates: Against the Sophists

Apollonius: Argonautica 3

Callimachus: Hymn to Apollo and all selections in N. Hopkinson, A Hellenistic

Anthology

Theocritus: 1-7, 11

Lucian: True Stories book 1 + from the selection in N. Hopkinson, Lucian: The

Dream; The Ignorant Book Collector; Sigma vs. Tau; Dialogues 1 and 2

of Dialogues of the Sea Gods

Longus: Daphnis and Chloe 1&2

Epigrams all in N. Hopkinson, A Hellenistic Anthology

Diogenes Laertius VII.43-82

Section B: May be read in translation

Homer all

Presocratics – material in Barnes, Early Greek Philosophy not on A list

Aeschylus all

Sophocles all

Herodotus all

Euripides Alcestis, Iphigenia in Aulis, Cyclops

Thucydides all

Aristophanes Knights, Wasps, Lysistrata

Xenophon Oeconomicus

Plato Protagoras, Phaedo, Gorgias, Republic, Timaeus

Aristotle Politics, Rhetoric, Poetics

Theophrastus Characters

Epicurus The three letters (in e.g. Inwood & Gerson)

Plutarch Parallel Lives of Alcibiades and Coriolanus (with Synkrisis)

Chariton Chaereas and Callirhoe

Longus Daphnis and Chloe, 3 & 4

Latin Literature

Section A: to be read in Latin

Ennius Annales lines 34-50, 72-91, 175-79, 183-90, 268-86, 391-98 (Skutsch)

Terence Adelphoe

Catullus 1-51, 64, 76, 101

Lucretius De Rerum Natura books 1-3

Caesar Bellum Civile book 1

Sallust Bellum Catilinae

Cicero In Catilinam 1, Pro Caelio, Philippic 2, Select Letters (ed. Shackleton Bailey),

Somnium Scipionis, De Finibus I, III, V; De Fato

Horace Sermones Book 1.1, 4-6, 8-10, Odes Books 1 & 3, Epistulae 2.1 (Epistle to

Augustus)

Virgil Aeneid

Tibullus Elegies book 1

Propertius Elegies book 4.1, 2, 7, 8, 11

Ovid Fasti book 4, Metamorphoses book 1

Livy Book 1

Augustus Res Gestae Diui Augusti (Brunt and Moore)

Seneca Thyestes, Epistulae Morales as in 17 Letters (ed. Costa), De Ira; Letters 120,

121, 124.

Lucan Bellum Civile 1.1–97; book 2

Petronius Cena Trimalchionis

Statius Siluae book 1.1, book 2.2, book 4.1-3, book 5.1, 4

Martial Epigrams book 1

Pliny Fifty Letters (ed. Sherwin-White)

Tacitus Agricola, Annales books 1-4

Juvenal Book 1 (= Satires 1-5)

Suetonius Life of Claudius

Apuleius Metamorphoses: pref. to Book 1 and Cupid and Psyche (ed. Kenney)

Ammianus 18.4–19.8 (Seyfarth et al.)

Augustine Confessions 1.6 (8)–20 & 8.6 (14)–12 (30) (Skutella)

Section B: may be read in translation

Plautus Amphitryo

Lucretius all

Cicero, Tusculan Disputations 3-4

Horace Ars Poetica

Vergil Eclogues

Livy Book 21

Seneca Major Suasoriae 6, 7

Seneca De Tranquillitate Animi

Lucan Civil War all

Quintilian Institutio Oratoria 10.1

Tacitus Annals (all), Histories 1

Juvenal Satires 1 and 10

Apuleius Metamorphoses (all)

3. Classics and History

Greek Literature: To be read in Greek

Prose

Antiphon Tetralogy 2

Appian Civil Wars 1

[Aristotle] Athenaion Politeia

Cassius Dio Roman History 53

Demosthenes Philippics 1-3, On the Crown

Diodorus 17

Eusebius Ecclesiastical History 8

Hecataeus of Miletus (Jacoby FGrH 1) fr. 1; 300

Herodotus Books 1.1-131, 4, 7

Gorgias Helen

Isocrates To Philip

Longus Daphnis and Chloe 1-2

Lucian True Stories + selections in N. Hopkinson Lucian

Lysias On the Murder of Eratosthenes (1), Against Eratosthenes (12)

Nicolaus of Damascus (Jacoby FGrH 90), fr. 44-47 (on Lydian history); 125-130 (on

Augustus)

Plato Apologia, Republic 6.504e-7.521b, 10, Symposium

Plutarch Life of Pericles, Life of Alexander

Polybius 1, 6

Thucydides Book 1.1-23; 2.1-65; 5.25-26, 84-116; 6.1-41; 7.57-87

Xenophon Agesilaos, Ways and Means, Oeconomicus

Ps.-Xenophon Constitution of the Athenians

Poetry

Aeschylus Oresteia

Aristophanes Acharnians, Clouds

Callimachus Hymn to Apollo; all selections in N. Hopkinson A Hellenistic Anthology

Euripides Medea, Bacchae

Hesiod Theogony 1-239, Works and Days 1-382

Homer Iliad 1, 9, 16, 22, 24

Homer Odyssey 1, 5-12

Lyric poetry: all texts in F. Budelmann Greek Lyric: A Selection (2018), except

Timotheus’ Persae; and W. Allan, Greek Elegy and Iambus: A Selection (2019).

In addition: Sappho “Brothers Poem” (Obbink in The Newest Sappho, ed. A.

Lardinois and A. Bierl, Brill 2016 Ch. 1); Simonides Plataea Elegy (11 West)

Pindar Olympian 1, 7; Pythian 1, 2

Homeric Hymn to Apollo

Sophocles Oedipus Tyrannus, Antigone

Theocritus Idylls 1-7, 11

Xenophanes, fr. 1, 14-16, 18, 34

Documentary

Meiggs and Lewis, 2

ed. nos. 5, 12, 14, 26, 32

SEG 9: no. 1

SEG 43: no. 381

Rhodes & Osborne Greek Historical Inscriptions, nos. 49, 54, 78, 79, 101, 119, 121,

144, 145

Edgar & Hunt Select Papyri 1&2 [Loeb, various texts in a papyrological edition]

Latin Literature: To be read in Latin

Prose

Ammianus 18.4–19.8

Apuleius Apologia, Metamorphoses 1 praef., 11

Augustine Confessions 1.6 (8)–20 (31), 8.1 (1)–12 (30)

Augustus Res Gestae (Brunt and Moore)

Caesar Bellum Gallicum 1; Bellum Civile 1

Cato Origines (Cornell)

Cicero In Catilinam 1, Pro Caelio, Philippics 2, Select Letters (ed. Shackleton Bailey),

Somnium Scipionis, fragments from De Re Publica as in Zetzel

Historia Augusta Life of Hadrian

Livy, Books 1, 6, 21

Nepos, Life of Atticus

Panegyrici Latini 5 (8)

The Passion of Perpetua and Felicitas

Petronius Cena Trimalchionis

Pliny Fifty Letters (ed. Sherwin-White)

Sallust Bellum Catilinae

Seneca Apocolocyntosis, Epistulae Morales, as in Seneca: 17 Letters (ed. Costa)

Suetonius Iulius, Claudius

Tacitus Agricola, Annales 1-4, 15, Historiae 2

Poetry

Claudian In Eutropium 1, Panegyric on the Sixth Consulship of Honorius

Lucretius De Rerum Natura 1

Catullus 1-51, 64, 76, 101

Ennius Annales lines 34-50, 72-91, 175-79, 183-90, 268-86, 391-98 (Skutsch)

Horace Sermones 1.1, 4-6, 8-10, Carmina 1 and 3, Epistulae 2.1 (Epistle to Augustus)

Juvenal Satires 1-5

Lucan Bellum Civile 1 proem, 2

Martial Epigrams 1

Ovid Fasti 4, Metamorphoses 1

Propertius 4.1a, 2-4, 6-9, 11

Statius Silvae 1.1, 2.2, 4.1-3, 5.1

Terence Adelphoe

Tibullus 1.1, 1.7

Virgil Eclogues, Aeneid 1, 4, 6, 8, 12

Documentary

ILS 1, 4, 18, 38, 59, 65, 206, 212, 244, 986, 5033, 5050, 5947, 6091

S.C. de Cn. Pisone Patre (ed. Caballos, Eck et al.)

Lex Irnitana (JRS 76 [1986] 147-243)