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Reading Livy’s long periods is often seen as a daunting task by students (and their teachers). Commonly, an analytical approach is used in the classroom, starting with the syntactical core of the sentence – which may, however, violate the order in which the author chose to present his material. This article presents an alternative by analysing two passages of Livy’s third decade according to the positional reading method, a method that uses a colometric reading of Latin sentences and interprets new elements in the order in which they are encountered according to a fixed scheme of content positions. This allows students to follow the line of thought and images, so that they visualize and ‘experience’ the sentence as it unfolds – as if it were a film.