Kirjahaku

In his 1995 Teubner edition, J. B. Hall separates Tristia 1.5, 1.9, 3.4, 4.4, 5.2, and 5.7 into two poems. One reviewer of Hall’s edition is highly critical of the editor for not justifying the separation of these poems despite the fact the divisions have manuscript support. Because of the sorry state of the textual transmission of Ovid's Tristia, it is sometimes difficult to determine the beginning and end of an individual poem if that poem resumes thematically and verbally where the previous poem concludes. The aim of this study is to show that definitive evidence can be offered to justify division of these six elegies into two poems. Structure combined with theme serves as an analytical tool that defines the beginning and end of the twelve literary pieces under consideration and highlights their artistry. Resolution of the issue of unity enhances our interpretation of the independent poems and our understanding of the complex interplay among poems within each poetry-book. The careful and often brilliant craftsmanship of the poems and of the books in which they appear reaffirms that Ovid’s repeated deprecation of the quality of his literary work composed during his period of exile in the Black Sea region is simply a pose to attract sympathy and support from his Roman audience.

For more than forty years, English Words from Latin and Greek Elements, by Donald M. Ayers, has shown thousands of students the way to a broader vocabulary by teaching them to recognize the classical roots found in many English words. When the second edition of that text appeared in 1986, it was joined by a workbook that has proven exceptionally popular in reinforcing those vocabulary skills. Each lesson in the Workbook complements the text with a variety of exercises: short-answer, matching, multiple choice, word analysis, fill-in-the-blank, and true-false.The Workbook has now been revised to make it more relevant and useful. It features a new dictionary exercise and word analysis exercises, the replacement of true-false exercises that have caused the most difficulty for students, and the elimination of archaic words and other items that have become dated. The authors have also improved the clarity of the instructions for individual exercises, in some cases adding notes or providing sample answers. As part of the revised front matter, there is a new introduction written just for students to help them get the most out of the workbook. English Words and the Workbook have met with unqualified success in English and Classics courses at both the advanced secondary and college levels. This revision of the Workbook helps to ensure the continuing relevance of the roots approach to vocabulary building for tomorrow’s students.