CLST 272-001: Heroes and Classical Epics

CLST 272-001: Heroes and Classical Epics

Fall Semester 2015
Dr. Jacqueline Long

Study Guide for Exam I: Homer, Iliad

Format

The exam will have three parts; you will be offered some choice within each part.

cut-and-dried identifications: basic factoidal information (small credit per item, and a small component of the exam)
passages from the Iliad: identify context, and discuss briefly but concretely a couple of important ideas in our investigations that the passage illustrates most prominently - the characters, the story, the understanding of cosmic order they imply, and the way Homer puts them together in his epic (each a medium-small quantum of credit, but adding up to a major component of the exam)
essay: discuss a thematic question, drawing for support of your contentions on specific, concrete evidence from several passages within the Iliad (the largest single item of credit; a major component of the exam)

Things to study

An effective approach to understanding what is important to focus on as you review for an exam -in any course- is to think about how the different elements of the course-work serve the course-design. Think about the objectives highlighted in the syllabus, and as you review the Iliad and your notes, think about how the questions we have pursued in class or raised in the Study Questions and quizzes (see the class-site in Sakai), and the other work you have done, each helps realize some of those goals. Ask yourself, "why does that matter?" Your answers will guide you in your studying. If you want to talk about some of the connections, please come see me - I want us to be on the same page, working toward the same outcome -your learning- not at cross-purposes. Having thought now, in review, about how assigments and questions and techniques of reading fit together with our objectives, keep thinking about their relationship as we contine moving forward into new material.

Terms and items you might be asked to identify include:

major characters: Greeks, Trojans and allies, and gods
technical terms we have used in analyzing the Iliad, such as epic, epithet, type-scene, simile, aristeia
important concepts reflected in the action of the Iliad, such as fate, glory, hereditable guest-friendship, prizes of honor, prophecy, ransom

Themes and overarching considerations to consider (both for passages and for the essay; see also daily Study Questions):

Strategy: think of specific passages that illustrate important points, so you can back up your arguments with concrete evidence on the test. Be sure you explain clearly how the passage helps demonstrate your point.

the performance of epic poetry
techniques of epic story-telling
how the Iliad relates to traditional Greek mythology
how the mythology of the Iliad relates to the real world
- connections to the natural world
- connections to human experience apart from war
- connections to distant history: from Greece of the Dark Age, in which the epic legends developed (say, 10-9 c BC) to the archaeological Bronze Age in which the cities of Troy and Mycene prospered (say, 16-12 c BC)
relationships of power: leaders and subordinates (human and divine), how they treat one another, and why it matters
individuals and groups (human and divine): how do members of a group identify common concerns, and what do they do so as to pursue them? how do groups recognize their members for the contributions they make? how do members of a group feel about one another and about the group?
past, present, and future: how do events and figures of the past relate to ongoing and anticipated concerns of humans and gods? by what means is memory invoked? to whom does it matter, and why?
fate and the stability of the cosmic order: what principles do they rest on? what possibilities do they permit to humans and to gods? how does knowledge of fate affect humans' and gods' actions? how does Homer's audience's knowledge of future outcomes affect the way we perceive his story as it unfolds?
connections between divinities and mortals: who cares? why? what can they do and not do? how does divine interest relate to human responsibility?
connections and contrasts between the natural world of organic forces and material realities and the social world of conflict, agreement, alliance, and negotiation
human mortality and its consequences
sexual desire and its consequences
personal affection and its consequences
glory and honor
knowledge
survival
kindness
art

And yet more strategic advice

Identifications come across especially clearly and convincingly when you back them up by mentioning a specific point in the Iliad that illustrates your point.
Both passage-essays and topic-essays want to address the question, "So what?" More formally, "What does it mean?" and "Why does it matter?" Show how the text works to support your insights. (Analyzing complex situations and seeing how they operate and why they operate that way, is a skill literature courses aim to develop by working in the world of verbal discourses. The same type of skills operate in every other part of life too.)
Explain your reasoning clearly, logical step by logical step. Take your reader with you, in order to persuade.
With passage-essays, you've got text right there in which you can anchor your discussion very specifically. Take advantage of this resource for concreteness and detail.
Connect the dots: when you want to add a passage to your discussion, in support of your interpretations or for comparison, show what makes it relevant - then when you explain what's going on in it, it will also help support your central argument.
Building on discussions we've had in class and taking even further the understanding we've established together of Classical epic, makes exam papers truly exciting. Education aims above all for you to develop your knowledge, skills, confidence, and the interest to claim an inquiry for yourself. Go for it!

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