Discusses the grading of the 1984 examination for the advanced placement Latin program. The program consists of two courses, one on Vergil and one on Horace and Catullus and is for secondary school students capable of taking college level courses. Lists essay questions from the exam and reader reactions to them. (SED)

Describes grading and scoring procedures for advanced placement examinations in two Latin courses: Vergil and Cattalus-Horace. Explanations for cited test items are offered. (CB)

Describes two correspondence courses for early adolescent students ("Latin-By-Mail" and "Ancient Greek-By-Mail") established by the Talent Identification Program at Duke University to help fill the gap caused by the teacher shortage in classical languages. The Latin program includes introductory, intermediate, and advanced courses; the ancient…

Lists nine mistakes student teachers of Latin commonly make. Discusses the probable causes of the mistakes and some remedies. (EKN)

Describes two total immersion summer programs, one in Latin and one in Greek, each lasting two and a half months, with daily class instruction involving four hours per day, plus three hours of optional classes. In addition, students must spend six to eight hours doing homework each night. (MES)

Looks at past work done in computer assisted instruction for Latin, describes how the University of Delaware project in Latin arose and its goals and features, and makes suggestions for future uses. The project consists of five programs spanning the first year of college-level Latin study for a total of 40 to 60 hours. (SED)

Discusses need for more teacher training in the classics. Believes the future of classicists depends on continued existence of secondary level programs. Believes colleges need to take Latin teacher training programs more seriously. (BK)

Discusses each of the questions, the correct answers, and how student responses were evaluated in the Vergil and Catullus-Horace essay sections of the Latin Advanced Placement exam. (EKN)

Examines types of Latin curricular offerings for "transescent" learners, i.e., 11- to 14-year-olds who, because of the enormous differences in their physical and cognitive development, require an environment where the child, not the program, is important and in which all areas are taught to reveal opportunities for futher study. (SED)

Summarizes a discussion on the revision of the Cambridge Latin Course (CLC) held during the 1980 ACL Institute at the University of New Hampshire by CLC users and Cambridge University Press representatives. Emphasizes suggestions by users on grammar instruction strategies better suited to American students' needs. (MES)

Discusses the downward trend in the supply and demand for Latin teachers from 1961 to 1973 as reflected by the National Education Association's yearly Teacher Supply and Demand surveys. Statistics show that the downward trend for Latin classes has reversed since 1978, creating a demand for more Latin teachers. (SED)

Discusses the use of the cloze procedure in teaching Latin. This type of exercise is appropriate for Latin because the language's inflected endings permit freer word order and because the cloze exercise focuses the student's attention on the inflections and on the general shape of the sentence as well. (SED)

Describes the inception and the activities of the Latin Cornerstone Project funded by the National Endowment for the Humanities. This program set out to: (1) create a new elementary school Latin curriculum in the New York City public schools, and (2) develop Latin preparatory courses for elementary school teachers. (SED)

Describes a teaching technique for Latin Literature courses using slides from engraved illustrations. Suggests that slides be employed for review of material already covered, and that illustrations be selected from editions published in different countries and centuries, to stress the work's enduring popularity. (MES)

Discusses a new syllabus produced by the New York State Education Department called "Latin for Communication." The primary goal of the syllabus is the development of skills in reading Latin, supported by the skills of listening, speaking, and writing. (SED)