One ‘can hardly avoid controversy’ when discussing prose composition (Pearcy, 1998, 35); the very idea seems to evoke only the extremes from a Classicist. Some avidly argue against it, labelling it a ‘useless, archaic exercise’ (Ball and Ellsworth, 1992, p. 55), some vehemently defend it, calling it ‘an invaluable virtue in all areas of education’ (Butterfield, 2013, p. 8). Others believe there are more important arguments to be made about Classics, comparing the argument about prose composition to ‘litigating over property lines when the house is on fire’ (Jacoby, 1994, xii, cited in Pearcy, 1998, p. 37). Despite this view, the debate about prose composition has recently been reignited. The recent publication in Politeia (Butterfield, Anderson, Radice & Sullivan, 2013) demanded a new prose composition option for Latin GCSE in order to bring it in line with the current A Level system and for students to ‘obtain a higher level of linguistics familiarity and facility in Latin’ (2013, p. 8). The DfE (2014) has just published the guidelines to the reformed Latin GCSE, for first teaching in 2016, which does include recommendations for such an option.