Scheduled Career Conversation with Fleishman Center

This course offers students the chance to learn not just about literature and life but about life after college. So, to help you get a head start on choosing the career that's perfect for you, two things are planned:

1. A personalized career consultation, scheduled by you in advance with the Fleishman Career Center (walk-in meetings don't count), to talk with specially trained personnel about careers tailored to your interests and skills. This is for 5% of the final grade; full points for making the appointment and attending before the end of the semester. Schedule your appointment now!
2. An in-class career exploration session led by Jessica Lane-Rwabukwisi from the Fleishman Center.

Course Themes

The main project for us, individually and as a group, is to think critically about the following question:

What is tragedy?

That will involve asking questions like:

• Is there a connection between tragic drama and real-life tragedies?
• Is tragedy always sad? Can it ever be funny and still be tragedy?
• Do tragedies from long ago — Greek tragedies from the 5th cent BCE, Roman tragedies from the 1st cent CE — connect with our experiences here and now?

Life is a journey and so is this. I don't expect anyone to come up with a finalized, polished anything. Rather, I'm hoping to see evidence of committed reflection on the topic, reflection informed by careful and close reading of assigned texts.

Among issues that we'll focus on are two with clear relevance to the questions we're asking:

• Gender. As a theme, how is gender treated in the plays we're read, and how might that connect with us?
• Performance. How can we make these dramas more alive for today's audiences, and what might that teach us about the dramas themselves?
  • This is not a theater class, nor will I assign performances of scenes. What we'll do instead is form discussion groups on the day of class to share thoughts about, among other things, performance and to demonstrate those thoughts with reading of lines. But we'll also be devoting discussion to critical consideration of tragedy and its reception today.

Expectations

General

WHAT YOU CAN EXPECT FROM ME. You can expect committed and caring dedication to your learning — effort, in other words, on my part to help you learn how to learn. Do not expect from me perfect mastery of the subject, though I do possess expertise that I intend to deploy in the service of your learning. I sometimes miss emails; don’t be shy about resending. I am usually organized and well prepared, but not always; don’t hesitate to ask for clarification of anything. Like many of us, I’m pretty much buried under tasks, so please don’t expect instant turnaround on assignments to be graded. I try to make myself maximally available to students, but I also try to protect normally scheduled downtime: weekends/research (Friday evening through Sunday afternoon, vacations/holidays).

WHAT’S EXPECTED FROM EVERYONE. By enrolling in this course, students agree, as does the instructor, to abide by expectations set forth in this syllabus and in other course-related documents.

BY ENROLLING IN THIS COURSE, you agree to abide by expectations set forth in this syllabus and in other course-related documents.

Expectations include:

• Respectful and courteous treatment of others participating in this class, both while class is in session and between meetings
• No distractive, discourteous, disrespectful, or offensive (racially, sexually, etc.) action or speech, as per the Code of Student Conduct.
• No distractive or otherwise inappropriate use of electronic devices.
• Similarly, no unnecessarily disruptive comings or goings in/out of class. (When nature calls, that’s one thing. When a roommate calls about plans for that evening, kindly leave it till after class.)
• No activity not related to class

Failure to abide by these expectations could result in disciplinary action.

Academic Honesty

What is academic honesty? It’s the ability to say that:

• Your work really is yours
• You’ve pointed out how you’ve relied on the work (words, ideas, research, etc.) of others
• You have done nothing to interfere with others’ work
• You have been honest and accurate in your communications with the instructor, e.g., have not lied about an excusable absence. (I will treat fraudulent communication as a Category 2 "Fabrication and Misrepresentation" academic honesty infraction, i..e.., as meriting a more serious sanction)

One thing that enrollment in this course entails is compliance with the Student Academic Honesty Code. That includes consenting, as appropriate, to submit written work to Turnitin.com or to other websites/databases likewise designed to confirm originality. Note that any instance of academic dishonesty, even plagiarizing a small writing assignment, will be subject to appropriate disciplinary action at the instructor’s discretion — details on the Faculty Procedures for Harpur College Academic Honesty Violations.

Infractions of the Academic Honesty code can take many forms; for details, see the AMS 365 Syllabus. Here I quote that page for plagiarism and use of artificial intelligence:

Plagiarism, i.e., presenting as if one's own the ideas, research, writing, etc. that one has got from other sources, human or otherwise; also, the failure to acknowledge properly your reliance on other's research, writing, etc. “Other's research, writing, etc.” includes artificial intelligence (AI). Improper use of AI will be treated as academic dishonesty.

(Im)proper use of AI. For this course, permissible use of artificial intelligence is confined to online searches for research sources or similar, and to queries seeking basic factual information (“Which Roman writer writes about a young man who turns into a donkey?” Answer: Apuleius.) Illicit use is well described in the following, quoted from the "University Academic Policies" page:

In-Class Use of Laptops, Other Electronic Devices

Use of laptops and similar devices in class is encouraged, but under the following restrictions:

• Laptops, smart phones, other electronic devices are to be used ONLY for your note-taking or other class-related purposes — nothing else!
  • By enrolling, you implicitly consent to my monitoring of device use during class, i.e., don't be surprised if I look over your shoulder, so. . .
  • No Googling, etc. etc. unrelated to class
  • No audio recording in class without my permission, and only for your personal use
  • No video recording at all
• All such devices are to be turned OFF and placed OUT OF SIGHT during quizzes, in-class writing, or similar, unless the instructor directs otherwise

Those who fail to abide by the above conditions will lose the privilege of using such devices, even for valid purposes, in class.

Students with Disabilities

Binghamton University is committed to the creation of an inclusive and safe learning environment for all students, including students with disabilities. Services for Students with Disabilities (SSD) is responsible for the determination of appropriate accommodations for students who encounter barriers due to disability. Request your academic accommodation letter(s) early in the semester, or as soon as you have completed the SSD process (self-disclosure form, submitted documentation and initial appointment), so that we have adequate time to arrange your approved academic accommodations. Remember that accommodations are not retroactive, and a discussion with your instructor must occur regarding their implementation. Your access in this course is important to me. If you experience any disability-related access barriers in this course, such as with printed content, graphics, online materials, classroom seating or location, or any communication barriers; reach out to me and SSD right away. You can contact SSD at 607-777-2686 or via email at ssd@binghamton.edu.

Updating of Course Pages

Course-related materials maintained by the instructor will be added to as needed but otherwise will remain substantially unchanged throughout the semester. It may, though, become necessary to update or modify them from time to time. The instructor (me!) therefore reserves the right to do so.

E-mail Contact

Every student taking this course will need to check BU E-mail addresses (username@binghamton.edu) on a regular basis, as that will be the principal medium for instructor-student communication outside class.

My E-mail is ascholtz@binghamton.edu. For my office hours, schedule, etc., visit the Contact, Schedule page.

Attendance, Absence, Tardiness

Attendance is required, as is prompt arrival at class; learning cannot happen if we are not there on time and participating. Attendance will be taken and will figure into the participation grade. A pattern of unexcused absence will lead to a lower participation grade. A total of seven unexcused absences will result in a non-passing grade for the course.

For regular class meetings, to leave class early unexcused will count as unexcused absence. No graded exercise scheduled for that meeting will be accepted. The same does not apply to midterm or final exams. If you finish those early you may leave early.

Students will have the opportunity to make up graded exercises (including exams) only in the event of excused absence.

Excusable Absence

IF YOU ARE ILL, or otherwise cannot make class for VALID REASONS (religious observance, job interview, important family function, circumstances relating to a documented and agreed-to SSD accommodation, etc.), please contact me AS SOON AS POSSIBLE via E-mail. Without timely E-mail notification, I will not credit missed classes or schedule make-ups for exams, qiuizzes, etc. Note that excused absence does not figure into the total mentioned just above, 7 unexcused absences.

Required Absence Due to Illness

If you are clearly and obviously sick enough that it interferes with your learning, obviously, stay home and get better; maybe see a doctor. Do not come to class. That is for your sake but it is also to prevent you from infecting others.

For more on attendance, see the University Bulletin.

Remote Zoom Meetings

In the event that in-person classes are cancelled due to weather conditions or for whatever reason, and if our class is scheduled to meet during that period of cancelled classes, we will indeed meet, though remotely, via Zoom, barring a power outage or similar. Please look out for the announcement with Zoom invitation via Brightspace and email. Attendance will be taken; if for some valid reason you are prevented from attending electronically, please let me know at your earliest possible convenience.

Student Learning Outcomes

General Education (GenEd)

T - Critical Thinking and Reasoning

Students will: 

• Clearly articulate an issue or problem;
• Identify, analyze, and evaluate ideas, data, and arguments as they occur in their own or others’ work;
• Acknowledge limitations such as perspective and bias; and
• Develop well-reasoned (logical) arguments to form judgments and / or draw conclusions

For more on critical thinking, see below.

H - Humanities

Students will:

• Demonstrate knowledge of the conventions and methods of at least one of the humanities; and
• Recognize and analyze nuance and complexity of meaning through critical reflections on text, visual images, or artifacts

Course-Specific

By the conclusion of this course, students should expect. . .

1. To grasp key facts about ancient practices, cultural realities, etc. pertaining to ancient ancient Greek and Roman drama, especially tragedy.
2. To grasp key issues of the modern performance of ancient tragedy.
3. To formulate an initial-stage, working theory of tragedy, an answer to the question, "What is tragedy?"

Required Texts, Print & Online

REGARDING REQUIRED TEXTS, we'll all need to work from the same editions.

• We shall be dealing mostly with translations, which can vary widely in quality
• In class and on exams, I shall make reference only to editions listed below
• When we discuss, and experiment with, performance in class, we'll be using assigned texts
  

Texts for Purchase

• Available from Campus B&N Bookstore. Or order texts via Amazon links provided below:

Aeschylus. The Oresteia. Trans. Robert Fagles. Harmondsworth, England and New York: Penguin Books, 1984. Print ISBN 9780140443332

• Amazon Kindle eBook

---. Persians. Trans. Janet Lembke and C. J. Herington. Greek Tragedy in New Translations. New York: Oxford University Press, 1981. Print ISBN 9780195070088

• Amazon Kindle eBook

Aristophanes. Frogs. Trans. Jeffrey Henderson. Newburyport, Mass.: Focus Publishing, 2008. Print ISBN 9781585103089

• Amazon Kindle eBook

Euripides. 10 Plays. Trans. Paul Roche. New York: Signet Classic, 1998. Print ISBN 978-0451527004

• Amazon Kindle eBook

Seneca, Lucius Annaeus. Four Tragedies and Octavia. Trans. E. F. Watling. Penguin Classics. 2 ed. Baltimore: Penguin Books, 1966. Print ISBN 9780140441741

• Amazon Kindle eBook

Sophocles. The Three Theban Plays. Trans. Robert Fagles. Penguin Classics. New York: Penguin Books, 1984. Print ISBN 9780140444254

• Amazon Kindle eBook

Electronic Texts via Brightspace

Additional assigned readings are to be accessed via this Bingdev site or via Brightspace. For links to those readings, see the relevant Study Guides.

Online Access

This course employs two, separate web sites:

1. A "Bingdev" web site (where this syllabus resides), and,
2. A Brightspace course site.

The "Bingdev" web site will provide access to course-related information and materials of a non-secure nature, including:

• Syllabus (this document)
• Assignment schedule
• Study Guides
• Lectures / instructor's PowerPoints
• Various other informational pages

The Brightspace course site is mostly for materials and links of a secure nature, things that should not be accessible to the general public via internet or Google.

Navigate to the Brightspace site via the following "breadcrumb" path:

Brightspace > Fall 2025 Ancient Tragedy, Greece & Rome (AMS-150-01, COLI-281C-01)

Assessment of Student Work (aka, grading)

Weighting

Scheduled careers conversation with Fleishman center. (Full points for a scheduled meeting.) Schedule your appointment now!	5%
participation Not simply attendance (attendance does count, though!), but involvement in discussion, performance excises, and the like, with evidence of reading and thinking about readings.	15%
quizzes	12%
midterm exam	30%
final exam	38%

 

Grading Scale

A	93-100
A-	90-92.9
B+	87-89.9
B	83-86.9
B-	80-82.9
C+	77-89.9
C	73-86.9
C-	70-82.9
D	60-69.9
F	0-59.9

Participation, Reading, Preparation, etc.

Anything assigned for this class, and that's mostly readings, must be done, and on time, which is to say, by class on the date indicated on the assignment schedule. Failure on that score will compromise one's grade.

Assignments mostly have the purpose of preparing you to participate in class. Attendance is therefore crucial, but it's not enough just to be there. Participation entails pitching in: posing questions, supplying answers, commenting generally — in other words, taking part in discussion. This last will be partly structured, partly unstructured, and will center mostly on issues and topics listed on the Schedule of Assignments and on Study Guides.

• INSTRUCTOR'S CALLING ON STUDENTS

Don't be surprised if I call on you in class. I do this a lot; it actually works well — students feel it helps break the ice.

• RESPECT FOR OTHERS' AND ONE'S OWN THOUGHTS

  Rather than expect profound insights always, we need to acknowledge that life is a journey, and so is this class. All discussion is dialogue working toward shared understanding. Critical thinking is part of it, but so is the more messy process of brainstorming.

When grading participation, I principally consider the following:

• Attendance. A passing participation grade presupposes regular attendance
• Frequency of participation. In a large class, not everyone can talk all the time; in a smaller class, there is more opportunity. Still, everyone will get a chance to share perspectives
  • If you find yourself contributing frequently, please let others have a chance
  • If you feel reluctant to share comments in class, you're certainly welcome to email them to me. Still, I'll be asking you to work toward the goal of sharing in real time, live and in person and in class
• Quality of preparation. Most participation should demonstrate careful preparation for class: reading of texts, consideration of Guiding Questions on Study Guides
  • We naturally don't always just talk about assigned texts. But when we do, which is most of the time, we need to demonstrate that we're prepared.
• Part and parcel of the previous, but important on its own account, is the expectation that we demonstrate critical thinking in our preparation and participation, for which, see the following. . .

Critical Thinking

What is critical thinking? It is "the art of making clear, reasoned judgments based on interpreting, understanding, applying and synthesizing evidence gathered from observation, reading and experimentation." (Burns, Sinfield Essential Study Skills 2016, quoted University of Edinburgh "Critical Thinking" webpage.) Let me me break it down into the following essential elements — here, I mostly follow the aforementioned UoE page:

1. When reading, try to answer the question of "Who, what, where, when?"— basic factual stuff.
• Who wrote the assigned reading?
• What is its title? What is its genre? (Is it a tragic play? A fictional short story? Something else?)
• What is it about? What is the basic structure of its argument (non-fiction) or plot (fiction)? If fiction, who are the main characters? When and where is the story set?
• What is the historical, geographic, and / or cultural context within which the author wrote? (Classical Athens, 500-300 BCE? Early Imperial Rome, 1st century CE? Twenty-first century America?)
2. Identify and evaluate arguments in the target text.
• What is the author or (in dialogues, plays, fiction generally) speaker trying to say — what is the larger point?
• What is convincing about that? What isn't? Why? (For "why?" I'm asking you to explain your reasoning and to cite evidence)
  • Be on the lookout for bias. Is the author saying what they say with an ulterior motive, a concealed reason for saying it, one that interferes with the author's objectivity? Bias in your target text, that is, the one that you're discussing, deserves comment. Bias in a secondary source diminishes the usefulness of that source.
3. Formulate your own arguments.
   • Pull together what you've read, and what you've surmised about what you've read, into a claim of your own. ("In work X we see author Y laying out an expansive, yet flawed, theory of Z. That theory presents itself as inherently valid, yet it betrays the author's ideological commitment to A, B, and C")
   • Be prepared to support your claim with reasoned arguments and with evidence: facts, examples, documentation. Avoid extreme, sweeping, or tendentious assertions. Aim for circumspection and nuance.
     • Be on the lookout for bias in your own writing, and especially for confirmation bias, the tendency to seek out evidence and arguments that favor one's preferences, prejudices, and preconceptions.

I'll admit that numbers 2. and 3. at times merge into the same thing. Still, both rely heavily on a firm grasp of 1.

Study Guides

Study Guides are assigned reading, along with the readings they go with.

• Designed to be user-friendly, especially for those new to the study of the ancient Mediterranean, Study Guides introduce readings and related material, including background (historical, etc.) crucial to make sense of it all
• Study Guides clue you in to important topics. They do that in large part by enunciating a Guiding Question located at the the top of the Study Guide for the class meeting in question. That question will form the basis of discussion in class and / short writing assignments, as the case may be
• Generally, these Guiding Questions will have a dual focus:
  1. Course-thematic. The content of this course is organized around over-arching themes stated as headings on the Schedule of Assignments. Most Guiding Questions touch on one of those themes.
  2. Critical thinking. Most Guiding Questions seek to get you thinking critically, as per above.

Study Guides can be accessed via the "Assignments" page. Plus, there is a section devoted to them on the All Pages page.

Quizzes

There will be TWO, FACT-BASED, MULTIPLE-CHOICE QUIZZES: IDs dealing with readings and lecture / discussion: titles of readings, authors' names, relevant terms. That more or less corresponds to critical-thinking element number 1 (above).

Sample question:

In Aeschylus' Agamemnon, what is the name of Agamemnon's wife? Is it:

1. Cassandra?
2. Iphigenia?
3. Clytemnestra?
4. None of the above?

Of course, the answer is c., "Clytemnestra."

The purpose of these is be to encourage you to keep up with the material. No essays, no interpretation.

But these quizzes may be harder than you think. Note that in studying for quizzes, the terms page will be of great use, as will lecture PowerPoints and Study Guides, not to mention your notes on readings.

Quizzes are important. Take good notes, pay attention in class, keep track of basic text facts as appropriate — authors, titles, approximate dates, situations, subject matter, main characters, etc. I do not quiz for obscure details, precise dates, or the like.

Exams

There will be two exams: a midterm, weighting as per above. For details as to content, format, and so on, please consult the relevant Study Guides:

• Midterm Exam Study Guide
• Final Exam Study Guide