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In close consideration of the structures that shaped Greco-Roman literary habits, George Kennedy proposes that in order to gain a true sense of the compositional conventions employed in creating ancient literature – or for that matter, the literature of any era – one must begin in the classroom. This essay follows Kennedy in taking pedagogical practice as a starting point. However, in situating “the habits of thinking and writing learned at school” (Kennedy 2003, ix) within a broader interpretive frame, it explores the particular importance of recognizing the common media that govern composition and dissemination shaped by an implicitly hybrid late ancient audience. It simultaneously underscores the value inherent in using classroom practice as a primary prism when examining the complex ways that perceptions of audience have shaped contemporary readings of late antique literature.
A Companion to Late Antique Literature
Scott McGill and Edward Watts
Blackwell Companions to the Ancient World
John Wiley & Sons, Inc.
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Ancient Education, Monasticism, School Texts
Ancient History, Greek and Roman through Late Antiquity | Classical Literature and Philology | Education | History of Christianity | History of Religion