In this seminar I discuss the idea that the teaching of Latin is most effective in the rhetoric stage taught as primarily a Literature course rather than a language course. This method necessitates an intentional, prolonged, and reflective conversation with the students about genre, authorial intent, rhetorical devices, and cultural content that capitalizes both on the students’ (ongoing) mastery of Latin grammar as well as their ability to synthesize in a interdisciplinary manner. Some specifically practical approaches I include are Socratic dialogue, presentations, essays, memorizations, and choice-within-stricture methods of evaluation. Finally, I conclude with a time of discussion specifically geared toward exchanging and collaborating readings, rubrics, prompts, etc. appropriate for the rhetoric age.