OCR GCSE LatinRevision Guide

2019vocabulary

common words, at-a-glance, links grammar & syntax

overview, essentials, how to answer grammar questions, links

practice translations

literaturehow to revise, overview

proseimportant points, sample mini-essay

poetryimportant points, sample mini-essay

scan goes here

“All Latin words are equal, but some Latin words are more equal than others.”

Sorry, George.

Make sure you can

parse and translate

these words!

Vocab at a glance

vocab - revision links

• https://www.memrise.com/course/1891118/gcse-most-common-vocabforms/

• https://www.memrise.com/course/884574/ocr-latin-gcse-9-1-vocab-list-2018/

• https://quizlet.com/gb/352763770/words-most-frequently-encountered-flash-cards/

• https://latin.maxungless.com/test/

GCSE GRAMMAR

nouns

cases

declensions

tense

mood

voice

past present

future

deponent

gerundives imperative

words

sentences

pronouns

verbs participles

prepositions

adverbsadjectives

relative clauses

cum clauses

purpose clauses

result clauses

fearing clauses dum clauses

si clauses

indirect commands

indirect statement

indirect questions

1, 2, 3, 4, 5

gender

m, f, n

NAGDA

is, ea, idqui, quae, quod etc

subj indic

active, passive

pres, perf, imperf, plup, fut1, 2, 3

sing plur

negative

semi-d

passive (except dep)

active

active

agree in num, gen, casecomparative, superlative

comparative, superlative

+ acc, + abl

+ subj

qui, quae, quod

ut + subj

ut + subj

ne + subj + present+ future

question word + subj

ut + subj

neck-up verb + acc + infinitive

indicative activepresent imperfect perfect pluperfect future infinitive participles

I love I was loving I loved I had loved I shall love I shall hear to love (present) loving (present)

singular

1 I am-o ama-bam amav-i amav-eram ama-bo audi-am amare amans2 you ama-s ama-bas amav-isti amav-eras ama-bis audi-es3 he ama-t ama-bat amav-it amav-erat ama-bit audi-et to have loved (perfect) about to love (future)

plural

1 we ama-mus ama-bamus amav-imus amav-eramus ama-bimus audi-emus amavisse amaturus2 you ama-tis ama-batis amav-istis amav-eratis ama-bitis audi-etis3 they ama-nt ama-bant amav-erunt amav-erant ama-bunt audi-ent to be about to love (future)

amaturus esse

indicative passivepresent imperfect perfect pluperfect future infinitive participlesI am loved I was being loved I was loved I had been loved I shall be loved I shall be heard to be loved (present) having been loved (perfect)

singular

1 I am-or ama-bar amatus sum amatus eram ama-bor audi-ar amari amatus2 you ama-ris ama-baris amatus es amatus eras ama-beris audi-eris3 he ama-tur ama-batur amatus est amatus erat ama-bitur audi-etur to have been loved (perfect)

plural

1 we ama-mur ama-bamur amati sumus amati eramus ama-bimur audi-emur amatum esse2 you ama-mini ama-bamini amati estis amati eratis ama-bimini audi-emini3 they ama-ntur ama-bantur amati sunt amati erant ama-buntur audi-entur

subjunctive activepresent imperfect perfect pluperfect future

don’t need

I was loving

don’t need

I had loved

don’t needsingular

1 I amare-m amav-issem2 you amare-s amav-isses3 he amare-t amav-isset

plural

1 we amare-mus amav-issemus2 you amare-tis amav-issetis3 they amare-nt amav-issent

subjunctive passivepresent imperfect perfect pluperfect future

don’t need

I was being loved

don’t need

I had been loved

don’t needsingular

1 I amare-r amatus essem2 you amare-ris amatus essses3 he amare-tur amatus esset

plural

1 we amare-mur amati essemus2 you amare-mini amati essetis3 they amare-ntur amati essent

1st declension (f) 2nd declension (m) 2nd declension (n) 3rd declension (m,f,n) 4th declension (m,f) 5th declension (m.f)

case use sing plur sing plur sing plur sing plur sing plur sing plur

nom subject puella puellae servus servi templum templa rex reges manus manus dies dies

acc direct object puellam puellas servum servos templum templa regem reges manum manus diem dies

gen of / ’s / s’ puellae puellarum servi servorum templi templorum regis regum manus manuum diei dierum

dat to / for puellae puellis servo servis templo templis regi regibus manui manibus diei diebus

abl by/with/ from puellā puellis servo servis templo templis rege regibus manu manibus die diebus

Nouns

1st declension (f) 2nd declension (m)

2nd declension (n)

3rd declension (m,f,n)

case agrees with sing plur sing plur sing plur sing plur

nom subject bona bonae bonus boni bonum bona felix felices

acc direct object

bonam bonas bonum bonos bonum bona felicem felices

gen of / ’s / s’ bonae bonarum boni bonorum boni bonorum felicis felicum

dat to / for bonae bonis bono bonis bono bonis felici felicibus

abl by/with/ from

bonā bonis bono bonis bono bonis felice felicibus

Adjectives

Participles (‘verby' adjectives/‘adjectivey’ verbs)

present participle active past participle passive past participle active (13)

“verb-ing” “having been verb-ed” “having verb-ed”

videns, seeing visus, having been seen ingressus,

having gone in

goes like 3D adjective (eg felix) goes live 1&2D adjs (eg bonus) goes live 1&2D adjs (eg bonus)

masc fem neuter

case use sing plur sing plur sing plur

nom subject quiwho

quiwho

quaewho

quaewho

quodwhich, that

quaewho

acc direct object quemwhom

quoswhom

quam whom

quas whom

quodwhich, that

quaewho

gen of / ’s / s’ cuiuswhose

quorumwhose

cuiuswhose

quarumwhose

cuiuswhose

quorumof which

dat to / for cuito/for whom

quibuswith whom

cuito/for whom

quibuswith whom

cuito/for which

quibuswith which

abl by/with/ from quowith whom

quibuswith whom

quāby whom

quibuswith whom

quowith whom

quibuswith whom

Relative pronouns

esse to be velle to want nolle to not want

posse to be able

ire to go

present imperfect present present present present

singular

1st sum eram volo nolo possum eo

2nd es eras vis non vis potes is

3rd est erat vult non vult potest it

plural

1st sumus eramus volumus nolumus possumus imus

2nd estis eratis vultis non vultis potestis itis

3rd sunt erant volumt nolunt possunt eunt

Irregular verbs

grammar - how to answer grammar questions

1. eosdem comites : What case is this noun phrase and why? This noun phrase is in the accusative case because it follows the preposition ‘inter’, which takes the accusative case.

2. ‘hoc vinum mihi non placet’: What case is mihi and why? mihi is in the dative case because the verb ‘placere’ takes the dative.

3. ‘fer mihi vinum aliud…’: What form of the verb is fer? It is an imperative.

4. ut utrumque vinum peteret: What type of clause is this? This is a purpose clause.

5. regressus est : What is unusual about this verb? This is a deponent verb i.e. it looks passive but translates as active.

6. Lesbius melior Rhodio: What can you say about the form melior? melior (better) is the comparative adjective of bonus (good).

7. cum dixisset se Lesbio favere: What mood and tense of the verb is dixisset and why? The verb is in the subjunctive mood and the pluperfect tense. It is subjunctive

because it is in a ‘cum’ clause, and it is pluperfect because it precedes the following clause in time.

8. omnes intellexerunt eum non vinum sed successorem sic legisse: What is this construction called? This is an indirect statement.

9. Aristotele tandem mortuo: What is this construction called? This is an ablative absolute construction.

postea cum forte Aristoteles inter eosdem comites cenam consumeret, ‘hoc vinum mihi non placet’ inquit. ‘te iubeo quam celerrime id mutare; fer mihi vinum aliud, aut Rhodium aut Lesbium.’ deinde servum misit ut utrumque vinum peteret. ubi servus regressus est, Aristoteles primo vinum Rhodium bibere coepit, deinde Lesbium. paulisper dubitavit; tum ‘utrumque bonum est,’ inquit, ‘sed Lesbius melior Rhodio.’ cum dixisset se Lesbio favere, omnes intellexerunt eum non vinum sed successorem sic legisse. itaque, Aristotele tandem mortuo, Theophrastus omnium consensu magister ludi factus est.

key terms = case, form, number, gender, mood, voice, agrees with, takes, comparative, superlative, construction, clause

practice translation 1Sec$onA

Answeralltheques,ons.

Ashipcarryingtheslave-girlPalaestrawaswreckedinastorm.

olimnavispermarenavigabat.innaveeratpulcherrimapuella,Palaestranomine.Palaestra ancilla erat. dominus eius erat Labrax, homo pessimus. quamquamiuvenisquidamancillamemerecupiensmultampecuniameidederat,Labraxeamprocul a patria vendere volebat. media nocte tanta tempestas fuit ut navis inscopulos ageretur. dumnavismergitur,puella inmaredesiluit etad terramvixvivaadvenit.

NamesPalaestra,Palaestrae(f) PalaestraLabrax,Labracis(m) Labrax

VocabularypessimusSuperla,veofmalus,mala,malum badquidam acertainprocul farawaypatria homelandtempestas,tempestaBs(f) stormscopulus,scopuli(m) rockdum while mergo,mergere,mersi,mersus sinkdesilio,desilire,desilui jump(down)vix scarcely/onlyjustvivus,viva,vivum alive

1. olimnavispermarenavigabat.(line1) Wherewastheshipsailing? .................................................................. [1]

2. innaveeratpulcherrimapuella,Palaestranomine.Palaestraancillaerat.(lines1-2) Whattwothingsarewetoldaboutthegirlontheship,besideshername?

........................................................................................................................................

................................................................................................................................... [3]

3. quamquamiuvenisquidamancillamemerecupiensmultampecuniameidederat,Labraxeamproculapatriavenderevolebat.(lines2-3)

Whichofthefollowingstatementsaccuratelyreflecttheac,onsoftheyoungmanandthegirl'smasterLabrax?Puta,ck(√)intherighttwoboxes.

A Ayoungmandesiredherandgavehermoney

B Ayoungmantriedtobuyheroffofhimasaslave-girl

C Labraxwantedtheyoungmantotakeherfaraway

D Labraxwantedtosellherfaraway

[2]

4. medianoctetantatempestasfuitutnavisinscopulosageretur.

Whathappenedinthemiddleofthenight?

........................................................................................................................................

................................................................................................................................... [3]

5. dumnavismergitur,puellainmaredesiluitetadterramvixvivaadvenit.

Whatdidthegirldoastheshipbegantosink?

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................................................................................................................................... [2]

6. ForeachoftheLa,nwordsinthetablebelow,giveoneEnglishwordwhichhasbeenderivedfromtheLa,nwordandgivethemeaningoftheEnglishword.

Writeyouranswersintheboxes.Onehasbeendoneforyou. [4]

La$nword Englishword MeaningoftheEnglishword

media medium inthemiddle

navis

viva

practice translation 1 (continued)Indistress,Palaestrasoughthelpatatemple.

forte LabraxpromiseratsePalaestramadtemplumVenerisducturumesseut iuveni traderet. hiciuvenisancillamemerevolueratquodeammagnopereamabat. iampuellasolaerat,nesciebatquequidfaceret. eratpropetemplumparvavilla,inquasenexhabitabat. hicsenexmul,santeannisfiliamsuamamiserat: nama latronibuscaptaablataerat. isquoqueiamsoluscumpaucisservishabitabat.puellatemplumintravitetsacerdotemrogavitnumseadiuvaret.

NamesVenus,Veneris(f) Venus

Vocabularyforte bychancenescio,nescire,nescivi notknowante beforehandamiEo,amiEere,amisi,amissus loselatro,latronis(m) robber aufero,auferre,abstuli,ablatus carryawaysacerdos,sacerdoBs(m) priest

7. TranslatethepassageintogoodEnglish.

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practice translation 2

practice translation 3

Hannibal -is m Hannibal, leader of Carthaginian enemy forces Alpes -ium f pl the Alps (mountains in North Italy) transire trans + ire Poeni -orum m pl Carthaginians (the enemy!) et…et… both…and… sagum -i n thick military cloak tangere to touch liberi m pl children idem n the same thing vultis from volo/velle (Taylor p.86)

This passage contains lots of indirect statements. Once you’ve identified an indirect statement, make sure to find the neck-up verb (and its tense), the accusative and the infinitive (and its tense).

Write up your translation in the usual format (double-spacing, new line for each sentence).

how to revise literature

(1) Make sure you can tell the story• develop a narrative in your own head of what’s going on, especially where vocabulary can get a bit technical (e.g. descriptions of battles)• talk about the story/poem to friend/parent/sibling• use your root word ‘flags’ to help anchor yourself in the text

(2) Know your ‘juicy’ parts of the text that can be analysed for• literary conventions (traditional form/alliteration/imagery etc.) and…• …subversion of literary conventions• author’s voice/opinions

(3) Know a little bit of background history/context for every piece• Druids: Caesar had an agenda, Tacitus sometimes sympathised with the Britons. When and where was the historical account written?

Long after the event? By whom? “History is written by the victors” - whom is the author trying to make look good?• Town & Country: poetry was commissioned by powerful people - how far can poets have their own voice/opinions? The civil war left a

big scar for Augustus to heal - can he afford to have anyone (including poets) undermine him?• Be prepared to compare and contrast various authors’ writing on similar subjects e.g. Caesar v. Tacitus: who is more accurate? Or is

accuracy not the point here, but the perspective shown on events?

HOWEVER, make sure that your answers use background information to support your argument - do not simply use as a space-filler.

(4) Write some 8-pointer essay plans and memorise them, e.g.• Druids: how do Caesar and Tacitus differ in their accounts of the native Britons?• Druids/Boudicca: how does the author portray the Britons, and why?• Town & Country: how does the author use poetical convention, and to what effect?• Town & Country: what themes run through Roman countryside poetry?• Remember to use the PETAL method after responding fully (but in one sentence) to the question being asked.

• WAFFLES ARE A BELGIAN SNACK FOOD, NOT A VALID APPROACH TO LITERATURE EXAMS! DO NOT WAFFLE! State your argument and follow it up with evidence.

1. Introduction [State the title question back with your opinion.] [The author] does this by [bucket 1] [bucket 2] [bucket 3]

2. Bucket 1 example [Author] makes skilful use of [technical/emotive] diction.For example, [quote/translate].The purpose of this [technical/emotive] diction is to […..]

possible purposes of diction • create atmosphere • create sympathy in reader • show off knowledge • establish the work in a ‘tradition’

3. Bucket 2 example [Author] makes artful use of word order.For example, [quote/translate].The effect of this word order is to […..]

possible effects of word order • create suspense • reflect what’s being described in the form

of his words • emphasis (esp. wth enjambment)

4. Bucket 3 example [Author] makes skilful use of poetic metre.overall The metre used in this poem is …….The effect of using this metre is to […..]

or, specific example In the line [quote/translate] [author] [speeds up/slows down] the metre, creating an effect of [….]

synonyms for ‘skilful’ • effective • artful • impactful • accomplished • clever • ingenious • proficient • skilled • expert5. Bucket 4 example

[Author] makes effective use of literary devices such as [metaphor/simile/allusion, assonance/alliteration]For example, [quote/translate].The effect of this is […..]

6. Conclusion & link/extension Given these examples above, I believe that [state original position on title question].

This [links to/contrasts with] [other works by the author/by other authors].or [statement on historical context of author]

considerations for conclusion • is the author known for having a

particular philosophical standpoint? • what is the author’s social/historical

background? • what is the ‘tradition’ in which they’re

writing • are they adhering to literary ‘form’ or are

they subverting it?

8-/10-pointer essay structure

literature overview

Latin literature

Prose

Boudicca(Tacitus)

1. The background

2. Camulodunum

3. The march to battle4. The battle

DruidsTheir customs

(JC)

1. Power2. Education

3. Religion

Druids'Last Stand(Tacitus)

Poetry

Town & CountryFons

Bandusiae(Horace)

Sights & Sounds(Ovid)

Town Mouse &Country Mouse

(Horace)

Gods & Men

The Perfect Life(Martial)

Spring & Thoughtsof Mortality

(Horace)

Ms AY9 Latin

class

Latin language

Latin literature

Boudicca (Tacitus) essay plans

More plans to try…

How does Tacitus bring the battle between the Romans and British forces to life?

Tacitus: elegant style, does drama well, often (not always) gives both

perspectives (if not explicitly)

Key quotes “quod contra vertit” “stupro violatae sunt” “quasi… muneri” “superbiam saevitiamque veteranorum” “corporum cumulum auxerant” “laudem claram et parem antiquiis victoriis” “Boudica vitam veneno finivit”

acerrimum in veteranos odium; qui in coloniam

Camulodunum nuper deducti pellebant domibus

Trinobantes, exturbabant agris, captivos vel servos

appellabant; militesque superbiam saevitiamque

veteranorum incitabant similitudine vitae et spe eiusdem

licentiae. ad hoc, templum divo Claudio exstructum quasi

arx aeternae dominationis aspiciebatur, electique

sacerdotes specie religionis omnes fortunas suas

effundebant. nec difficile videbatur delere coloniam nullis

munimentis saeptam; quod ducibus nostris parum

provisum erat, cum amoenitati prius quam usui

consuluissent.

How does Tacitus through his use of language enliven the account of Boudicca’s grievances?intro - enlivens through many devices, including word choice, literary devices, clause constructions & word order. point evidence, translation, analysis x3 1. word order = keep attention, emphasis 2. diction = vivid, sympathy, emphasis 3. literary devices = makes description vivid, emphasis Link into context T uses many literary techniques to create a vivid account and present convincing/balanced historical view.

Tacitus uses language skilfully to enliven this historical account in many ways.

Firstly, word order is used for emphasis and suspense. “acerrimum” (‘very bitter’) opens this sentence for emphasis, and the reader’s attention is kept until the end of the sentences to find out what it is describing (“odium” - ‘hatred’). In addition, the verb in this sentence is left out: this shortened, four-wrod sentence carries maximum impact. The technique of placing a key word late in the clause for suspense and emphasis is also used in the next sentences as the subject (“Trinobantes”).

Tacitus also makes skilfull diction choices. “exturbabant” (‘they turfed them out’) has the sense of disorder (‘turba’, ‘crowd’) and is intensified by the prefix ‘ex’. This adds vividness to the description. Further emotive vocabulary such as ‘licentiae’ (‘free rein’) ‘captivos vel servos’ (‘prisoners or slaves’) also adds vivdness, and also creates sympathy for the Trinobantes.

This passage also makes good use of common literary devices. ‘superbiam saevitiamque’ is not only a forceful choice of diction, but is also emphasised by alliteration. The powerful simile used to describe the temple of Claudius (‘quasi arx aeternae dominationis’ - ‘like a citadel of eternal subjugation’) not only presents a visual image, but also generates sympathy for the Britons. ‘omnes fortunas suas effundebant’ (‘they poured away all their wealth’) is also a powerful image, again building sympathy.

In his writing, Tacitus uses word order, diction and literary devices to create a vivid account of the causes of Boudicca’s rebellion. However, he also often uses these devices to generate sympathy for the Britons, thereby creating a balanced account of this historical period.

Druids (Caesar & Tacitus) essay plans

More plans to try… Compare and contrast the approaches of Caesar and

Tacitus to writing about history.

Tacitus: elegant style, does drama well, often (not always) gives both

perspectives (if not explicitly)

Caesar: military man, sparing style, has an agenda & shows bias

Key quotes JC “pro vita hominis reddatur vita” “ad innocentium supllicia descendunt” Tacitus “in modum Furiarum”

Suetonius igitur Monam insulam, incolis validam et

receptaculum perfugarum, aggredi parat: navibus pedites,

equites vado secuti aut adnantes altiores equis transierunt.

stabat pro litore diversa acies, densa armis virisque,

intercursantibus feminis; quae in modum Furiarum veste

ferali, crinibus disiectis faces praeferebant; Druidesque

circum, preces diras sublatis ad caelum manibus fundentes,

novitate aspectus perculerunt milites, ut quasi haerentibus

membris immobile corpus vulneribus praeberent. deinde

hortante duce et se ipsi stimulantes, ne muliebre et

fanaticum agmen timerent, inferunt signa sternuntque obvios

et igni suo involvunt. praesidium posthac impositum est victis

excisique sunt luci saevis superstitionibus sacri: nam

Druides cruore captivo adolere aras et hominum fibris

consulere deos fas habebant.

How does Tacitus make the battle between the Romans and the Druids vivid?

intro - Makes vivid through many devices, including word choice, literary devices, clause constructions & word order. point evidence, translation, analysis x3 1. word order = keep attention, emphasis 2. diction = vivid, sympathy, emphasis 3. literary devices = makes description vivid, emphasis Link into context T uses many literary techniques to create a vivid account of a terrifying enemy, to make Roman victory seem more glorious.

Tacitus uses a range of techniques to make the battle vivid and to convey the danger facing the Romans.

Tacitus manipulates word order to create various effects. In unusually opening his sentence with the verb ‘stabat’ (‘there stood’), he not only conveys a sense of drama, but keeps his audience waiting in suspense until the end of the clause for the subject (‘acies’, ‘battle line’). He also uses this device again with ‘inferunt signa’ (‘they carried on their standards’), with the action-packed verb at the beginning of the sentence to emphasise the decisive action of the Romans.

Tacitus’ use of diction is used to create a portrait of the Druids as a wild and terrible enemy. The Druids are described as ‘preces diras…fundentes’ (‘pouring forth terrible prayers’), an image comparing them to the watery wildness of a river or rain. The Druids’ beliefs are also described as savage (‘saevis superstitionibus’), drawing attention to the dangerousness of the foe. The most striking image is used to describe the women who are dressed ‘in modum Furiarum’ (‘in the style of the Furies’). This mythological reference not only makes the description extra terrifying, but also possibly lends an epic dimension to the account.

There are also many literary devices that add emphasis. The alliteration ‘igni suo involvunt’ (‘they engulfed [everything in the way] with fire’) adds emphasis, highlighting the efficiency of the Roman army. The alliteration of ‘cruore captivo’ and ‘saevis superstitionibus sacri’ draw attention to Tacitus’ view of Druids as uncivilised savages.

The effect of Tacitus’ use of language not only makes the appearance, character and actions of the Druids vivid, but also underlines the greatness of the Roman army in being able to defeat them. This, after all, is Tacitus’ job in writing his histories.

Town & Country (Ovid & Horace)

More plans to try… How does Horace use humour in his tale of

two mice, and to what effect?

How does Horace use the epic form in TMCM and for what purpose?

How does Horace/Ovid use language in their poetry, and to what effect?

Ovid: master of style and form, an iconoclast who likes to subvert expectations. Ends up on

the wrong side of the Emperor.

Horace: skilled writer, knows he’s working for the establishment but often manages to

get a philosophical message through.

Key quotes Horace (Town Mouse) “carpe viam” “dente superbo” “vive memor, quam sis aevi brevis” “currere per totum pavidi conclave”

Horace (Fons Bandusiae) “o fons Bandusiae” “gelidos inficiet tibi/rubro sanguine rivos” “me dicente” “frustra”

Ovid (Sights & Sounds) “aspice…/aspice…/aspice…/ecce” “nec desunt comites…canes”

aspice curvatos pomorum pondere ramos,

ut sua, quod peperit, vix ferat arbor onus.

aspice labentes iucundo murmure rivos:

aspice tondentes fertile gramen oves.

ecce petunt rupes praeruptaque saxa capellae: 5

iam referent haedis ubera plena suis.

pastor inaequali modulatur harundine carmen,

nec desunt comites, sedula turba, canes.

parte sonant alia silvae mugitibus altae,

et queritur vitulum mater abesse suum. 10

poma dat autumnus: formosa est messibus aestas;

ver praebet flores; igne levatur hiems.

temporibus certis maturam rusticus uvam

deligit, et nudo sub pede musta fluunt

How does Ovid show mastery of the pastoral poetic form?intro - yes, many ways then goes beyond point evidence, translation, analysis x3 1. repetition = emphasis 2. alliteration & onomatopoeia = pleasing to audience 3. word order & enjambment = keep attention Link into context goes beyond - subversion (nec desunt) - reframes as pastiche fits in with Ovid as subversive (evidence=exile for carmen et error)

In ‘aspice curvatos…’, Ovid not only demonstrates a mastery of the pastoral form, but arguably goes beyond it to create a neat pastiche of the genre.

Firstly, he makes skilful use of the poetical convention of repetition. For example, his use of ‘aspice..aspice…aspice…ecce’ (‘regard…regard…regard…look) emphasise his instruction to the reader.

Secondly, he carefully chooses words for their poetical effect. ‘murmure’ (murmur) and ‘mugitibus’ (mooing) are onomatopaeic, conveying the actual noises of the sounds being described, and pleasing his audience. The phrase ‘pomorum pondere’ (with the weight of apples) uses alliteration to draw attention to the image of the fruit-laden tree.

Ovid also focuses attention by skilful use of word order and enjambment. He frequently keeps the reader waiting until the end of the line for the main noun in the sentence e.g. ‘ramos (branches), ‘onus’ (weight), ‘aestas' (summer), ‘hiems’ (winter). This is a skilful way of holding the reader’s attention. The final two lines of the poem feature enjambment (‘uvam/deligit…), the flowing of the clause into the next line possibly echoing the image of the wine ‘flowing beneath the [peasant’s] naked foot’.

Throughout the poem, Ovid demonstrates a mastery of the poetical form, but he also goes beyond it. The inclusion of ‘nec desunt…’ (‘are not missing’) implies a knowing nod to his audience that he understands what is expected in a pastoral poem. It could be argued that Ovid here is creating a pastiche, a theory that is supported by the fact that all of the images he creates are rather commonplace or even hackneyed (e.g. the pipe-playing shepherd, the description of the four seasons). This poking of fun at the genre tallies with Ovid’s other work: indeed, his tendency to literary subversion may have been one of the reasons for his eventual exile (‘carmen et error’ - a poem and a mistake’).

Gods & Men (Martial & Horace) essay plansMartial: witty inventor of the

epigram, gives insight into social life in Roman Empire

Horace: skilled writer, knows he’s working for the establishment but

often manages to get a philosophical message through

Key quotes Horace (Spring & Thoughts of Mortality) “pulvis et umbra sumus”

Martial (Recipe for Happiness) “lis numquam, toga rara, mens quieta” “summum nec metuas diem nec optes”

How does Horace reinforce his philosophical ideas in this poem?

diffugere nives, redeunt iam gramina campis

arboribusque comae;

mutat terra vices, et decrescentia ripas

flumina praetereunt;

Gratia cum Nymphis geminisque sororibus audet 5

ducere nuda choros.

immortalia ne speres, monet annus et almum

quae rapit hora diem:

frigora mitescunt Zephyris, ver proterit aestas

interitura simul 10

pomifer autumnus fruges effuderit, et mox

bruma recurrit iners.

intro - uses diction, word order and imagery to emphasise philosophical message (life is short - pulvis et umbra sumus’) point evidence, translation, analysis x3 1. diction (word choice) = emphasis 2. word order = emphasis and suspense 3. imagery i = pleasant, but then contrasted 4. imagery ii = personification for vividness and emphasis Link into context Like Ovid, subverts expectations: opens up with a pleasant (almost stock) image but then brings in sobering philosophy (life is short). This contrast is memorable and effective.

In his poem, Horace uses diction, word order and imagery to emphasise his philosophical idea that life is short (‘pulvis et umbra sumus’, ‘we are dust and shadows’).

The poem opens up with an impactful historic infinitive (‘diffugere’ ‘have fled away’), which is given even more impact through its position at the very start of its clause (unusual for a verb), and indeed the start of the poem. This tripling of impact indicates to the reader that the theme of change and transience is central to this poem.

Diction also plays an important part in underlining this theme. Horace seems to address his reader directly (‘immortalia ne speres’, ‘don’t wish for immortality’), although it turns out these words are being spoken by ‘annus et… hora’ (‘the year and the hour’). This adds a striking personfication, which in turn lends emphasis to the idea of life being short.

Horace makes use of more imagery elsewhere in the poem. ‘pomifer autumnus fruges effuderit’ (‘fruitful Autumn pours forth the harvest’) personifies the season for vividness and emphasis. Simliarly, Horace uses the pleasant image of the naked Graces and Nymphs (‘Gratia cum Nymphis…nuda’), but then directly after mentions the harsh reality of mortality (‘immortalia ne speres’, ‘don’t wish for immortality’). This stark contrast is designed to capture the audience’s attention.

Like Ovid in the Remedia Amoris, in this poem Horace uses his skill as a poet to subvert expectations. He opens up with a pleasant (almost clichéd) image, only to subvert expectations by talking at length about the transience of life. This contrast is memorable and effective in making his philosophical message stick with his audience.

literature links

• https://quizlet.com/class/9461005/

• https://latin.maxungless.com/literature/

• https://www.cla.cambridgescp.com/cambridge-latin-anthology-verse-selections/vita-rustica-et-vita-urbana

• https://www.cla.cambridgescp.com/cambridge-latin-anthology-verse-selections/de-cultu-deorum-et-vita-hominum

• https://www.cla.cambridgescp.com/cambridge-latin-anthology-prose-selections/druides

• https://www.cla.cambridgescp.com/cambridge-latin-anthology-prose-selections/tumultus-et-rebellio