1. Actively read through the first 17 chapters of Croy’s A Primer of Basic Greek.
We will work through the first 17 chapters of Croy’s grammar by covering approximately two chapters per week. The chapters are not generally long, and you would do well to review them a second time after you read through them once.

2. Complete enough exercises to make yourself comfortable with the syntax and vocabulary of each chapter and be able to translate them without your notes.
In the past, I have recommended that students do at least eight exercises every chapter. Frequently, I have had students complete all of the exercises for most chapters (excluding the English-to-Greek composition exercises, although some did these as well). The better you know and understand the exercises from the New Testament and the Septuagint, the better you will know the material that each chapter covers. I want you to know however many exercises you choose well enough to translate them without the aid of your notes. Consequently, I expect you to make a short video of yourself reading five or more exercises from every chapter without any translation aids. If you forget a word, you can look it up in the back of your book. Please, though, do not write in your book! I am looking for evidence of progress, not perfection, in your translations!

3. Optional participation in group reading and exegetical exercises.
For those who are interested, we will have the opportunity to meet together to read Greek on a Zoom call. I do not require you to participate in these sessions, since that would unfairly discriminate against students who live in different time zones or who have unconventional schedules. Still, if you would benefit from this, join us as you are able. I will offer a Doodle poll once the quarter begins to find out who has interest and to identify a time that may work. In addition, we will have occasion to discuss (asynchronously) Greek exegesis. I hope you will contribute to these discussions, since we can learn from one another there.

4. Submit an informal learning agreement (approximately one half of a page to a page) by the end of week 2.
Too often, instructors limit how students learn based upon their own pedagogical predispositions. Several studies have noted, however, that people learn languages in different ways. What may work for one person may not work for another. In this learning agreement, please identify (1) how you expect this class to contribute to the goals you have for taking the course, (2) what concrete actions you plan to take to meet these goals, and (3) the grade you hope to receive at the end of this course. Your goals should be attainable with reasonable effort. After you and I read Greek together privately for the second time, we can discuss how you have met, not met, or surpassed your goals and whether you feel you have earned the grade you set out to attain. In the majority of cases, you will receive the grade you feel you have earned. If I see major discrepancies between the grade you feel you have earned and your overall grasp of the material, we will enter into negotiation.

5. Read with me twice throughout the quarter privately (once in the middle of the quarter and once before the end of the quarter) or commit to taking the quizzes and tests, so that we can identify your strengths and weaknesses in order to direct your energies more efficiently.
These are not performances! I suspect this requirement may scare some of you. Please do not be afraid. Rather, consider these as opportunities to assess your progress and deficiencies together in order to determine how you might reach your long term goal to know Greek. These will not necessarily influence your grade. If you have a difficult schedule, we can read together asynchronously. If you choose to take the quizzes and tests, and may attempt them as many times as you would like without penalty!

6. Develop a substantial vocabulary (in order to wean you as soon as possible from relying too heavily on a lexicon!).
All students will be expected to know the vocabulary Croy presents in the first 17 chapters of his Primer. Some students want to achieve even greater proficiency in Greek. The best way to prepare for intermediate Greek is to develop a substantial Greek vocabulary. In modern languages, first year students will generally attain a working vocabulary of 1500-2000 words. Unfortunately, ancient language instructors often have rather lower expectations. After a student knows 2000 words, that student can generally start to guess the meaning of unknown vocabulary words with a fairly high degree of accuracy. Students who want to read Greek at an intermediate level one day should focus on building their vocabulary as much as possible.