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A required literary-theory class for classics graduate students was introduced at the University of California, Berkeley in the late 1980s. So how do we get beginning graduate students "from zero to 60" in a one-semester theory proseminar? This paper considers the content, structure, pacing, and pedagogical strategies of one version of such a course, including sample syllabuses and different writing and in-class projects. In particular, I address how such a course can be effectively integrated with the students' other classics coursework, and how students can be motivated to regard the theory proseminar as just the first step in their ongoing education in theory. [ABSTRACT FROM AUTHOR]

This paper discusses a method of teaching theory to graduate students in the context of graduate seminars that are constructed around classical topics-particular ancient texts or authors, specific historical or art-historical or archaeological questions, and soforth. This method ties the necessary theory directly to the seminar's topic, and thereby subordinates the exposition of theory to the overall problematic of the seminar. This approach contrasts with that of the dedicated theory survey course, which gives priority to the theory as such. Two examples of such seminar construction are provided, both from the Ph.D. program in classics at Johns Hopkins University. [ABSTRACT FROM AUTHOR]

After first arguing that literary theory should play a significant role in an undergraduate classics curriculum, this paper lays out the promises and pitfalls of one particular approach to making literary theory central: a full-unit survey class in literary theory, taught by a member of the classics faculty and responsive to (although not wholly structured by) the particular needs of classics majors. The basic model is evaluated through the exploration of a specific class taught by the author in a number of iterations. [ABSTRACT FROM AUTHOR]

This essay reviews the history, design, and goals of "Ovid and Literary Theory," a graduate course that divides its time between Ovid (Amores, Ars amatoria) and literary theory. The course, originated at Bryn Mawr College and migrated to the University of North Carolina at Chapel Hill, meets a graduate Latin requirement but regularly enrolls undergraduates. Students read both an introductory overview of theory and primary theory during the semester. Written assignments require them to practice applying theory to aspects of Ovidian elegy. [ABSTRACT FROM AUTHOR]

This introduction reviews the goals of this collection of essays, before briefly addressing some major points of difference in approach among the various authors. [ABSTRACT FROM AUTHOR]