Introduction to Hittite

7.5 credits

Syllabus, Bachelor's level, 5JS001

Code
5JS001
Education cycle
First cycle
Main field(s) of study and in-depth level
Indology G1F, Semitic Languages G1F
Grading system
Pass with distinction (VG), Pass (G), Fail (U)
Finalised by
The Department Board, 10 June 2025
Responsible department
Department of Linguistics and Philology

General provisions

The course is given as a free-standing course as well as within the Bachelor program of Languages, Master program in Languages and Bachelor program in Early Lanugages and Cultures.

Entry requirements

Comparative Indo-European Linguistics A, or Assyriology A and at least 15 credits from Assyriology B including the course Sumerian I.

Learning outcomes

For the grade Pass, after completing the course the student should be able to

  • give an account of the place and development of Hittite within the Indo-European language family;
  • give an overview of the history and cultural history of the Hittites within the Near East and in contact with surrounding cultures;
  • describe the basic principles of cuneiform as a writing system and specific features of Hittite cuneiform;
  • master the essentials of the Hittite phonological system, basic inflectional and word formation morphology, and Hittite syntax;
  • translate and analyze the grammar and content of Hittite texts from different periods and genres;
  • critically process and present a selected question based on given literature.

Content

Introduction to Hittite, 7,5 credits

Instruction

The teaching consists of lectures, exercises and assessment. The student's own learning activities are of crucial importance for the work on the course.

Assessment

Examination takes place through continuous assessment during the course and a short written and oral presentation of a selected problem.

The content and format of the continuous assessment, the date of completion/submission and information about re-examination are given at the start of the course.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.

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