Il trattato politico-morale del primo Cinquecento: Machiavelli, Castiglione, Della Casa

- Niccolò Machiavelli, Il Principe, a cura di Gabriele Pedullà, Donzelli, 2103.
- Baldassar Castiglione, Il Cortegiano, a cura di Nicola Longo, Garzanti 2007.
- Giovanni Della Casa, Il Galateo, a cura di Cesare Prandi, Einaudi 2006.
- Gabriele Pedullà, Contro il Principe, Quodlibet 2015.
- Norbert Elias, La civiltà delle buone maniere, Il Mulino 2009.
- Amedeo Quondam, La conversazione, Donzelli 2007.
Le introduzioni e gli apparati di commento fanno parte integrante del programma. Altri saggi saranno forniti
in fotocopia.
Letture in più per i non frequentanti
Ci manca per più di sei ore deve sostenere l’esame da non frequentante e portare anche:
- Amedeo Quondam, Forma del vivere, Il Mulino 2010.

Description of the course. The course examines basic literary Italian authors, works and movements of the second part of the nineteenth century and of the twentieth century taking into consideration also a comparative perspective. From the birth of the new Italian state up to the present times it will follow the development of our literary history both on the lyrical and narrative sides, placing all authors in their historical and geographical contexts and giving examples of reading and of textual analysis of their major works..

Typology of the exam: written and oral exam; a written part on the literary context of the second part of the nineteenth century and of the twentieth century and an oral part discussing the written paper and two works (with their authors) chosen among the following:
Narrative:
- Ippolito Nievo, Le confessioni di un italiano
- Gabriele d’Annunzio Il piacere or Il Fuoco
- Federico De Roberto, I vicerè
- Carlo Emilio Gadda, La cognizione del dolore or Il Pasticciaccio
- Elsa Morante, Menzogna e sortilegio
- Beppe Fenoglio, Il partigiano Johnny or Una questione privata
- Italo Calvino, I nostri antenati (Il visconte dimezzato, Il barone rampante, Il cavaliere inesistente)
Poetry:
- D’Annunzio: Alcyone
- Montale, Ossi di seppia or Le occasioni or La bufera
- Saba, Il Canzoniere: two collections of poems included in the Canzoniere
- Ungaretti: L’Allegria
- Mario Luzi: a collection as preferred
- Giorgio Caproni: a collection as preferred
- Vittorio Sereni: a collection as preferred
- Andrea Zanzotto: a collection as preferred

Students attending the course are required to read in their unabridged edition two texts as preferred (one of narrative and one of poetry) among those mentioned above; Students not attending the course are required to read in their unabridged edition four texts as preferred (two of narrative and two of poetry) among those mentioned abovei.

Bibliography:
The history of Italian literature from 1861 to the present times must be studied on a handbook of Italian literature (we advise Giulio Ferroni, Storia della letteratura Italiana, Dall’Ottocento al Novecento e Il Novecento e il nuovo millennio, Mondadori Università, but students can use other histories and anthologies of Italian literature already written for secondary high schools). In addition to the general movements students are required to show at least the knowledge of the following authors, placed in their respective chronological contexts and movements:
Nievo, Dossi, Tarchetti, Verga, Capuana, De Roberto, Fogazzaro, Deledda, D’Annunzio, Pirandello, Tozzi, Svevo, Palazzeschi, Gadda, Landolfi, Buzzati, Moravia, Brancati, Soldati, Flaiano, Pavese, Vittorini, Fenoglio, Calvino, Pratolini, Tomasi di Lampedusa, Bassani, Cassola, Volponi, Pasolini, Sciascia, Primo Levi, Elsa Morante, Anna Maria Ortese, Parise, Arbasino, Malerba, Eco, Tabucchi.
Students are also required to be masters of an outline of nineteenth-century poetry and to show at least the knowledge of the following authors, placed in their respective chronological contexts and movementsi:
Carducci, Pascoli, D’Annunzio, Gozzano, Marinetti, Palazzeschi, Govoni, Campana, Sbarbaro, Saba, Ungaretti, Montale, Quasimodo, Gatto, Luzi, Caproni, Penna, Bertolucci, Sereni, Erba, Giudici, Raboni, Cucchi, Pavese, Pasolini, Fortini, Tessa, Marin, Noventa, Pierro, Zanzotto, Sanguineti, Amelia Rosselli, Bellezza, Zeichen, Conte, Vivian Lamarque, Patrizia Cavalli, Patrizia Valduga, Viviani, Magrelli.

N.B. Preparatory to the teaching of contemporary Italian literature

The course will bring students to learn essentials about Spanish culture and literature of the XVIth and XVIIth century; guided by the professor, students will also develop applied abilities in analyzing literary texts.

Teaching material (To be studied for the finals)
TEXTS
- F. de Rojas, La Celestina, Milano, Rizzoli (BUR) (also available in e-book);
- Lazarillo de Tormes, Milano, Rizzoli (also available in e-book);
- Lope de Vega, Il cane dell’ortolano, ed. bilingue, Napoli, Liguori;
- Pedro Calderón de la Barca, La vita è un sogno, ed. bilingue a cura di F. Antonucci, Venezia, Marsilio;
- Garcilaso de la Vega, Poesie, bilingual ed. by M. Di Pinto, Napoli, Liguori (also available as a e–book);
- Luis de Góngora, Le solitudini e altre poesie, bilingual ed. by N. von Prellwitz, Milano, Rizzoli (BUR); - Miguel de Cervantes, Don Chisciotte. Primera parte, ed. Francisco Rico, (the first three chapters must be read in Spanish, in any Spanish edition).

CRITICAL ESSAYS
- G. Grilli, La scena originaria. Identità e classicità della letteratura spagnola, “Iberica”, Roma,
Nuova Cultura;
- C. Guillén, Sapere e conoscere, “Dialogoi. Studi Comparatistici”, Roma, Aracne;
- Introductions to the editions indicated;
- Other critical essays will be indicated by the teachers during the course.

3) ESSENTIALS OF LITERARY HISTORY:
- C. Alvar, J.C. Mainer, R. Navarro, Storia della letteratura spagnola, Einaudi, primo volume (parts on “L’età d’oro”, foreign students must ask teacher for an alternative reference book).

Since the time of the Conquest and Colonization the theme of the encounter with the Other has given a series of representations of the new continent that have fixed images and stereotypes. The issue, that has become a canon of contemporary Spanish-American literature, will be analyzed through selected passages from the chronicles of the fifteenth and sixteenth century and through the fiction of the twentieth century.

IL CORSO È ARTICOLATO IN DUE MODULI. NEL PRIMO, SARANNO PRESENTATE LE PRINCIPALI ESPRESSIONI LETTERARIE E CULTURALI DEI PRIMI SECOLI DELLA LETTERATURA PORTOGHESE, ANALIZZANDO CON PARTICOLARE ATTENZIONE IL SISTEMA DELLA LIRICA MEDIEVALE. IL SECONDO MODULO SARÀ, INVECE, DEDICATO ALLO STUDIO DI ALCUNI AUTORI PORTOGHESI CONTEMPORANEI.

MODULO A – (6 CFU)
V. BERTOLUCCI, LA LETTERATURA PORTOGHESE MEDIEVALE, IN V. BERTOLUCCI, C. ALVAR, S. ASPERTI, STORIA DELLE LETTERATURE MEDIEVALI ROMANZE. L’AREA IBERICA, ROMA-BARI, LATERZA, 1999, PP. 3-95;
G. LANCIANI, LA MECCANICA DELL’ERRORE, ROMA, VIELLA, 2010;
J. H. SARAIVA, STORIA DEL PORTOGALLO, MILANO, BRUNO MONDADORI, 2004, PP. 1-126;
V. TOCCO, BREVE STORIA DELLA LETTERATURA PORTOGHESE, ROMA, CAROCCI, 2011, PP. 11-53.

MODULO B – (6 CFU)
O. PAZ, IGNOTO A SE STESSO (FERNANDO PESSOA), NEL VOL. IGNOTO A SE STESSO. SAGGI SU FERNANDO PESSOA E LUIS CERNUDA, GENOVA, IL MELANGOLO, 1988, PP. 13-40;
F. PESSOA, UN’AFFOLLATA SOLITUDINE. POESIE ETERONIME, A CURA DI PIERO CECCUCCI, MILANO, BUR, 2012 (UNA SELEZIONE DI TESTI);
J. SARAMAGO, O ANO DA MORTE DE RICARDO REIS, LISBOA (TR.IT L’ANNO DELLA MORTE DI RICARDO REIS, MILANO, FELTRINELLI, 2010);

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of English expression. The course will focus on topics, contexts and textual strategies with a view to underlining the representation of ‘otherness’ through figures of ‘migrants’, ‘foreigners’, ‘outsiders’ and its relevance in the process towards the construction of the English canon and culture.

Literary texts:
Emily Brontë, Wuthering Heights (any unabridged English edition);
Rudyard Kipling, “The White Man’s Burden” (provided by the teacher)
Joseph Conrad, “Amy Foster” (provided by the teacher)
James Joyce, “The dead” (provided by the teacher)
Salman Rushdie, “‘Commonwealth literature’ Does Not Exist”(provided by the teacher)
Colin MacInnes, Absolute Beginners (any unabridged English edition);
H. Kureishi, The Buddha of Suburbia (any unabridged English edition);
Andrea Levy, Small Island, (any unabridged English edition);


Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (two of your choice):
1. Charles Dickens, Great Expectations
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, If (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

F. Scott Fitzgerald’s Modernism: The “Novel of Attractions,” The Flapper, and Film

The aim of this course is to acquaint students with the basic tools needed to critically address an American literary text and familiarize them with major theoretical schools originating in the USA. This year I will offer a fine-grained analysis of the novels of F. Scott Fitzgerald. I will address the latest approaches in Modernism scholarship to single out the experimental quality of Fitzgerald’s prose style. Together we will discuss the influence of William James and Friedrich Nietzsche on the early Fitzgerald, the author’s delight in the language of film, vaudeville, and jazz, and his bold assimilation of photography and advertisement techniques.

F. Scott Fitzgerald, This Side of Paradise (1920); F. Scott Fitzgerald, The Beautiful and Damned (1922); F. Scott Fitzgerald, The Great Gatsby (1925); F. Scott Fitzgerald, The Crack-Up (1945), edited by Edmund Wilson; F. Scott Fitzgerald, Tender is the Night (1934); F. Scott Fitzgerald, The Love of the Last Tycoon (1941), edited by Edmund Wilson; Paul Strand e Charles Scheeler, Manhatta (http://archive.org/details/Manhatta), 1921.

PLEASE TAKE NOTE OF THE FOLLOWING:
-- I will announce secondary sources during the term and publish a complete list on my webpage at the end of the course.
-- Students who are not able to attend classes are expected to study this same syllabus, secondary sources included.

The course will bring students to learn essentials about Spanish culture and literature of the XVIth and XVIIth century; guided by the professor, students will also develop applied abilities in analyzing literary texts.

Teaching material (To be studied for the finals)
TEXTS
- F. de Rojas, La Celestina, Milano, Rizzoli (BUR) (also available in e-book);
- Lazarillo de Tormes, Milano, Rizzoli (also available in e-book);
- Lope de Vega, Il cane dell’ortolano, ed. bilingue, Napoli, Liguori;
- Pedro Calderón de la Barca, La vita è un sogno, ed. bilingue a cura di F. Antonucci, Venezia, Marsilio;
- Garcilaso de la Vega, Poesie, bilingual ed. by M. Di Pinto, Napoli, Liguori (also available as a e–book);
- Luis de Góngora, Le solitudini e altre poesie, bilingual ed. by N. von Prellwitz, Milano, Rizzoli (BUR); - Miguel de Cervantes, Don Chisciotte. Primera parte, ed. Francisco Rico, (the first three chapters must be read in Spanish, in any Spanish edition).

CRITICAL ESSAYS
- G. Grilli, La scena originaria. Identità e classicità della letteratura spagnola, “Iberica”, Roma,
Nuova Cultura;
- C. Guillén, Sapere e conoscere, “Dialogoi. Studi Comparatistici”, Roma, Aracne;
- Introductions to the editions indicated;
- Other critical essays will be indicated by the teachers during the course.

3) ESSENTIALS OF LITERARY HISTORY:
- C. Alvar, J.C. Mainer, R. Navarro, Storia della letteratura spagnola, Einaudi, primo volume (parts on “L’età d’oro”, foreign students must ask teacher for an alternative reference book).

Since the time of the Conquest and Colonization the theme of the encounter with the Other has given a series of representations of the new continent that have fixed images and stereotypes. The issue, that has become a canon of contemporary Spanish-American literature, will be analyzed through selected passages from the chronicles of the fifteenth and sixteenth century and through the fiction of the twentieth century.

IL CORSO È ARTICOLATO IN DUE MODULI. NEL PRIMO, SARANNO PRESENTATE LE PRINCIPALI ESPRESSIONI LETTERARIE E CULTURALI DEI PRIMI SECOLI DELLA LETTERATURA PORTOGHESE, ANALIZZANDO CON PARTICOLARE ATTENZIONE IL SISTEMA DELLA LIRICA MEDIEVALE. IL SECONDO MODULO SARÀ, INVECE, DEDICATO ALLO STUDIO DI ALCUNI AUTORI PORTOGHESI CONTEMPORANEI.

MODULO A – (6 CFU)
V. BERTOLUCCI, LA LETTERATURA PORTOGHESE MEDIEVALE, IN V. BERTOLUCCI, C. ALVAR, S. ASPERTI, STORIA DELLE LETTERATURE MEDIEVALI ROMANZE. L’AREA IBERICA, ROMA-BARI, LATERZA, 1999, PP. 3-95;
G. LANCIANI, LA MECCANICA DELL’ERRORE, ROMA, VIELLA, 2010;
J. H. SARAIVA, STORIA DEL PORTOGALLO, MILANO, BRUNO MONDADORI, 2004, PP. 1-126;
V. TOCCO, BREVE STORIA DELLA LETTERATURA PORTOGHESE, ROMA, CAROCCI, 2011, PP. 11-53.

MODULO B – (6 CFU)
O. PAZ, IGNOTO A SE STESSO (FERNANDO PESSOA), NEL VOL. IGNOTO A SE STESSO. SAGGI SU FERNANDO PESSOA E LUIS CERNUDA, GENOVA, IL MELANGOLO, 1988, PP. 13-40;
F. PESSOA, UN’AFFOLLATA SOLITUDINE. POESIE ETERONIME, A CURA DI PIERO CECCUCCI, MILANO, BUR, 2012 (UNA SELEZIONE DI TESTI);
J. SARAMAGO, O ANO DA MORTE DE RICARDO REIS, LISBOA (TR.IT L’ANNO DELLA MORTE DI RICARDO REIS, MILANO, FELTRINELLI, 2010);

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of English expression. The course will focus on topics, contexts and textual strategies with a view to underlining the representation of ‘otherness’ through figures of ‘migrants’, ‘foreigners’, ‘outsiders’ and its relevance in the process towards the construction of the English canon and culture.

Literary texts:
Emily Brontë, Wuthering Heights (any unabridged English edition);
Rudyard Kipling, “The White Man’s Burden” (provided by the teacher)
Joseph Conrad, “Amy Foster” (provided by the teacher)
James Joyce, “The dead” (provided by the teacher)
Salman Rushdie, “‘Commonwealth literature’ Does Not Exist”(provided by the teacher)
Colin MacInnes, Absolute Beginners (any unabridged English edition);
H. Kureishi, The Buddha of Suburbia (any unabridged English edition);
Andrea Levy, Small Island, (any unabridged English edition);


Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (two of your choice):
1. Charles Dickens, Great Expectations
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, If (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

F. Scott Fitzgerald’s Modernism: The “Novel of Attractions,” The Flapper, and Film

The aim of this course is to acquaint students with the basic tools needed to critically address an American literary text and familiarize them with major theoretical schools originating in the USA. This year I will offer a fine-grained analysis of the novels of F. Scott Fitzgerald. I will address the latest approaches in Modernism scholarship to single out the experimental quality of Fitzgerald’s prose style. Together we will discuss the influence of William James and Friedrich Nietzsche on the early Fitzgerald, the author’s delight in the language of film, vaudeville, and jazz, and his bold assimilation of photography and advertisement techniques.

F. Scott Fitzgerald, This Side of Paradise (1920); F. Scott Fitzgerald, The Beautiful and Damned (1922); F. Scott Fitzgerald, The Great Gatsby (1925); F. Scott Fitzgerald, The Crack-Up (1945), edited by Edmund Wilson; F. Scott Fitzgerald, Tender is the Night (1934); F. Scott Fitzgerald, The Love of the Last Tycoon (1941), edited by Edmund Wilson; Paul Strand e Charles Scheeler, Manhatta (http://archive.org/details/Manhatta), 1921.

PLEASE TAKE NOTE OF THE FOLLOWING:
-- I will announce secondary sources during the term and publish a complete list on my webpage at the end of the course.
-- Students who are not able to attend classes are expected to study this same syllabus, secondary sources included.

The course comprises:
A) a preliminary language course (1 CFU, 12 HOURS)
B) Lecture (5 CFU, 30 HOURS)
**************************
A) The preliminary course provides a grounding in the Old English Language;
B) The course will focus on a prose text drawn from those available in 'A Guide to Old English'; the text will be translated and analyzed from a linguistic as well as a cultural and literary perspective. Issues relating to its transmission will furthermore be considered.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.
Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number.
Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The main aim of the Programme of Lingua Inglese 2 (English 2) for the degree course in Modern and Contemporary Languages and Cultures is to develop and consolidate the student's ability to translate a variety of authentic non-literary texts (e.g. newspaper articles, academic papers, manuals, etc.) from English into Italian.
The student will learn how to distinguish various text typologies, which differ at the level of discourse, both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures). To this purpose, the use of advanced tools for translation, such as online dictionaries and corpora of contemporary English, will also be taken into account.
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.
Moreover, the programme of English as 1st foreign language (12 Cfu) will focus on the use of advanced tools for translation, e.g. online dictionaries and English language corpora.

Baker, M. (2011), In Other Words: A Coursebook on Translation, 2nd ed. London: Routledge
ISBN 978-0-415-46754-4

The main aim of the Programme of Lingua Inglese 2 (English 2) for the degree course in Modern and Contemporary Languages and Cultures is to develop and consolidate the student's ability to translate a variety of authentic non-literary texts (e.g. newspaper articles, academic papers, manuals, etc.) from English into Italian.
The student will learn how to distinguish various text typologies, which differ both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures).
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.

Baker, M. (2011), In Other Words: A Coursebook on Translation, 2nd ed. London: Routledge
ISBN 978-0-415-46754-4

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Leopoldo Alas “Clarín”, La regenta, Madrid, Castalia (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(video selection from http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra
• Spanish culture from ilustración to romanticismo
Leandro Fernández de Moratín
- El sí de las niñas (puesta en escena televisiva en Estudio Uno): https://www.youtube.com/watch?v=6c4XFWP79-U&index=59&list=PLF80B329D3A86DEA6
Francisco de Goya y Lucientes
- Selezione di video su https://www.museodelprado.es/pradomedia/
- Goya en Burdeos, regia di Carlos Saura (proiezione in aula)
Mariano José de Larra
- https://www.youtube.com/watch?v=lX8TPnG8pKI

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• G. Grilli, Cronache del disamore, Roma, Aracne (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

NATURE WRITING IN XIX-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND REPRESENTATIONS OF THE ENVIRONMENT ARE ANALYZED IN A VARIETY OF LITERARY GENRES, FOCUSING BOTH ON LINGUISTIC/FORMAL MATTERS AND ON QUESTIONS CONCERNING THE NATION’S CULTURAL AND POLITICAL IDENTITY. GENDER-RELATED ISSUES ARE ALSO INVESTIGATED.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS;
EMILY DICKINSON, SELECTED POEMS;
SARAH ORNE JEWETT, “A WHITE HERON”;
JOHN MUIR, SELECTED ESSAYS FROM NATURE WRITINGS;
SEAN PENN, INTO THE WILD (FILM).

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996);
GREG GARRARD, ECOCRITICISM (ROUTLEDGE 2008).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The main aim of the Programme of Lingua Inglese 2 (English 2) for the degree course in Modern and Contemporary Languages and Cultures is to develop and consolidate the student's ability to translate a variety of authentic non-literary texts (e.g. newspaper articles, academic papers, manuals, etc.) from English into Italian.
The student will learn how to distinguish various text typologies, which differ at the level of discourse, both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures). To this purpose, the use of advanced tools for translation, such as online dictionaries and corpora of contemporary English, will also be taken into account.
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.
Moreover, the programme of English as 1st foreign language (12 Cfu) will focus on the use of advanced tools for translation, e.g. online dictionaries and English language corpora.

Baker, M. (2011), In Other Words: A Coursebook on Translation, 2nd ed. London: Routledge
ISBN 978-0-415-46754-4

The main aim of the Programme of Lingua Inglese 2 (English 2) for the degree course in Modern and Contemporary Languages and Cultures is to develop and consolidate the student's ability to translate a variety of authentic non-literary texts (e.g. newspaper articles, academic papers, manuals, etc.) from English into Italian.
The student will learn how to distinguish various text typologies, which differ both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures).
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.

Baker, M. (2011), In Other Words: A Coursebook on Translation, 2nd ed. London: Routledge
ISBN 978-0-415-46754-4

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Leopoldo Alas “Clarín”, La regenta, Madrid, Castalia (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(video selection from http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra
• Spanish culture from ilustración to romanticismo
Leandro Fernández de Moratín
- El sí de las niñas (puesta en escena televisiva en Estudio Uno): https://www.youtube.com/watch?v=6c4XFWP79-U&index=59&list=PLF80B329D3A86DEA6
Francisco de Goya y Lucientes
- Selezione di video su https://www.museodelprado.es/pradomedia/
- Goya en Burdeos, regia di Carlos Saura (proiezione in aula)
Mariano José de Larra
- https://www.youtube.com/watch?v=lX8TPnG8pKI

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• G. Grilli, Cronache del disamore, Roma, Aracne (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

NATURE WRITING IN XIX-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND REPRESENTATIONS OF THE ENVIRONMENT ARE ANALYZED IN A VARIETY OF LITERARY GENRES, FOCUSING BOTH ON LINGUISTIC/FORMAL MATTERS AND ON QUESTIONS CONCERNING THE NATION’S CULTURAL AND POLITICAL IDENTITY. GENDER-RELATED ISSUES ARE ALSO INVESTIGATED.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS;
EMILY DICKINSON, SELECTED POEMS;
SARAH ORNE JEWETT, “A WHITE HERON”;
JOHN MUIR, SELECTED ESSAYS FROM NATURE WRITINGS;
SEAN PENN, INTO THE WILD (FILM).

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996);
GREG GARRARD, ECOCRITICISM (ROUTLEDGE 2008).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The main aim of the programme of Lingua Inglese 3 (English 3) for the degree course in Modern and Contemporary Languages and Cultures is to develop the student's awareness of the varieties of contemporary English. Moreover, the course will deal with the academic controversy about the concept of Standard English that has been questioned after the emergence of the so-called English as a lingua franca (ELF).
This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.

Jenkins, Jennifer (2015). Global Englishes. 3rd Edition. Abingdon: Routledge.
ISBN 978-0-415-63844-9

The module, flanked by the reader's exercises to achieve the language levels required by the regulations, introduces textual linguistics, making it a prerequisite for a methodologically sound approach to translation. Theoretical lessons will alternate with exercises in translation into Italian in which different textual varieties will be dealt with. Beyond the textual dimension, the Diskurslinguistik inspired by M. Foucault will be tackled, which will be applied to the German literary language between the 18th and the early 19th century through the analysis of a range of representative examples of different textual genres.

Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
M. Foschi Albert, Il profilo stilistico del testo, Plus – Pisa University Press, Pisa 2009;

Dispensa “Linguistica testuale e traduzione”.

Dispensa “Discorsi e media del Settecento”.

- Lionello Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013, pp. 127-233.
- Anna Maria Scaiola (a cura di), Il romanzo francese dell’Ottocento, Roma-Bari, Laterza,
2008.
- Luca Pietromarchi (a cura di), La poesia francese. 1814-1914, Roma-Bari, Laterza, 2012, pp. 3- 93.
- Lagarde, Michard, XIX siècle, Paris, Bordas, qualsiasi edizione recente.

- Stendhal, Le Rouge et le noir (qualsiasi edizione integrale, recente, in francese).
- Flaubert, Madame Bovary (qualsiasi edizione integrale, recente, in francese).
- Baudelaire, I Fiori del Male e tutte le poesie, a cura di Massimo Colesanti, Roma, Newton Compton (qualsiasi edizione recente).
- Baudelaire, Le Spleen de Paris – Petits poèmes en prose, édition présentée, établie et annotée par Jean-Luc Steinmetz, Paris, Librairie Générale Française, Le livre de poche, 2003.

- Colette Becker, Lire le Réalisme et le Naturalisme, Paris, Nathan, 2000.
- Jean Starobinski, La mélancolie au miroir, Paris, Julliard, 1989.
- Georges Poulet, La poésie éclatée, Paris, PUF, 1980.

- Georges Blin, Stendhal et les problèmes du roman, Paris, Corti, 1989.
- Victor Brombert, I romanzi di Flaubert, Bologna, Il Mulino, 1989.
- Massimo Blanco, Leggere Baudelaire, Roma, Carocci, 2013.
- Patrick Labarthe, Petits poèmes en prose de Charles Baudelaire, Paris, Gallimard, Foliothèque, 2000.
- Luca Pietromarchi, “Commento”, in Charles Baudelaire, I Fiori del male, Venezia, Marsilio, 2008, pp. 401-556.
- Antonio Prete, I fiori di Baudelaire. L’infinito nelle strade, Roma, Donzelli, 2007.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Camilo José Cela, La colmena;
• Alfonso Sastre, Escuadra hacia la muerte;
• Manuel Vázquez Montalbán, El pianista;
• Julio Llamazares, Luna de lobos;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English Renaissance through the study of a selection of texts by several Elizabethan and Jacobean authors.

2) The second part will be devoted to deepening the knowledge of Shakespeare through the study of two plays and a poem (The Tempest, Cymbeline e The Rape of Lucrece).

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get detailed information about the programme.
Check Prof. Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, vol. 1, Einaudi, 2000 (chapters II and III).

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol.1 , Norton, 2012 (selected excerpts: download from teacher's website).

Melchiori, Giorgio, Shakespeare. Genesi e struttura delle opere, Laterza, 2005, pp. 3-22; pp. 559-68; pp. 583-99; pp. 614-26

Shakespeare, William, La tempesta. Testo originale a fronte, traduzione e cura di Agostino Lombardo, Feltrinelli, 2004.

Shakespeare, William, Cimbelino. Testo originale a fronte, a cura di Piero Boitani, Feltrinelli, 2014.

Shakespeare, William, “Lucrezia”, in Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

FURTHER READINGS


Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Pennacchia, Maddalena, Shakespeare intermediale, Editoria e spettacolo, 2012 (selcted chapters).

Stanco Michele (a cura di), Letteratura inglese del Rinascimento, Carocci, 2016

Crossing Boundaries between theatre and cinema in North-America
Developed later that Modern European Theatre, North-American theatre was modelled, at the beginning, on the prestigious and prosperous Shakespearean tradition. On the other hand, it was also rooted into the tragic and comic tradition derived from ancient Greece, although its themes and aspects were updated to contemporary America (XIX century, and the beginning of the XX century). American theatrical operators experimented with new forms and communication media in modernist times. A rich exchange of intersections with performance and new technologies became available, and different kinds of adaptations were exploited. A choice of plays from the literary canon intersecting with cinematic products will be presented to the class in order to show their links with the past and anticipation of future artistic outcomes.

Texts:
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”
Fiorello H. LaGuardia: Bioguide (http://bioguide.congress.gov/scripts/biodisplay.pl?index=l000007)
Drammi teatrali
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
Susan Sontag, Alice in Bed
David Mamet, The Winslow Boy
Tony Lo Bianco, The Little Flower
Daniel Ives, Venus in Furs
Films
Sofia Coppola, The Virgin Suicides
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)
Roman Polansky, Venus in Furs.

The main aim of the programme of Lingua Inglese 3 (English 3) for the degree course in Modern and Contemporary Languages and Cultures is to develop the student's awareness of the varieties of contemporary English. Moreover, the course will deal with the academic controversy about the concept of Standard English that has been questioned after the emergence of the so-called English as a lingua franca (ELF).
This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.
Finally, a few lessons will explore the pedagogical implications of ELF as regards the English classroom. Students will consider if and how the raise of ELF will lead to a reconceptualisation of English language teaching (ELT).

Jenkins, Jennifer (2015). Global Englishes. 3rd Edition. Abingdon: Routledge.
ISBN 978-0-415-63844-9

The "era of cultural and social revolutions" between the eighteenth and nineteenth centuries was the horizon in which German literature acquired a European stature, becoming a great laboratory of original aesthetic proposals, often daringly utopian, but in constant debate with the modern world that was emerging at that time. The module covers problematically literary and cultural history from about 1700 to 1830, offering threads for an in-depth reading of the texts through the in-depth reconstruction of the historical-cultural context and the analysis of one of the most significant works of the period.

esti primari
• G.E. Lessing, Emilia Galotti (Einaudi)
• J.W. Goethe, La missione/vocazione teatrale di Wilhelm Meister (qualsiasi edizione)
• F. Schiller, I Masnadieri / Don Carlos / Maria Stuarda (Garzanti) (Leggere solo I Masnadieri / Maria Stuarda)
• F. Hölderlin, Iperione (Feltrinelli)
• H. von Kleist, I racconti (Garzanti)
• H. von Kleist, Pentesilea (Marsilio o Einaudi)

• Dispensa on line (sito Dipartimento di Lingue, Letterature e Culture Straniere Personale Docenti Sampaolo Materiali didattici)
contenente:
A.
Poesie da leggere in lingua originale (con testo a fronte):
J.W. Goethe, Inni: Prometheus / Ganymed
F. Hölderlin, scelta di poesie
B.
F. Schlegel, Scelta dai Frammenti
Novalis, Scelta dai Frammenti
H. von Kleist, Il teatro delle marionette

Letteratura storico-culturale
• Michele Cometa (a cura di), L’età classico-romantica. La cultura letteraria in Germania tra Settecento e Ottocento (Laterza)
• Carla Sabine Kowohl De Rosa, Storia della cultura tedesca fra ancien régime e Restaurazione (Laterza), fuori commercio, disponibile nelle seguenti biblioteche di Roma:
o Biblioteca Nazionale Centrale – (Castro Pretorio)
o Biblioteca Comunale Rispoli – (zona p.za Venezia)
o Biblioteca Statale Antonio Baldini (zona Bioparco)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca della Fondazione Lelio e Lisli Basso (l.go Argentina)
o Biblioteca Gabriele De Rosa dell'Istituto Luigi Sturzo
o Biblioteca del Dipartimento di scienze dell'antichità dell'Università degli studi di Roma La Sapienza

• Peter Szondi, Antico e moderno nell'estetica dell'età di Goethe (Guerini e Associati), fuori commercio, disponibile nelle seguenti biblioteche di Roma:

o Biblioteca Nazionale Centrale (Castro Pretorio)
o Biblioteca dell'Istituto Italiano di Studi Germanici (Villa Sciarra sul Gianicolo)
o Biblioteca dell'Istituto italiano per la storia antica (via Panisperna)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca Giulio Carlo Argan - Dipartimento di Storia dell'arte e dello Spettacolo - Sezione Arte (Sapienza)

The main aim of the programme of Lingua Inglese 3 (English 3) for the degree course in Modern and Contemporary Languages and Cultures is to develop the student's awareness of the varieties of contemporary English. Moreover, the course will deal with the academic controversy about the concept of Standard English that has been questioned after the emergence of the so-called English as a lingua franca (ELF).
This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.

Jenkins, Jennifer (2015). Global Englishes. 3rd Edition. Abingdon: Routledge.
ISBN 978-0-415-63844-9

The module, flanked by the reader's exercises to achieve the language levels required by the regulations, introduces textual linguistics, making it a prerequisite for a methodologically sound approach to translation. Theoretical lessons will alternate with exercises in translation into Italian in which different textual varieties will be dealt with. Beyond the textual dimension, the Diskurslinguistik inspired by M. Foucault will be tackled, which will be applied to the German literary language between the 18th and the early 19th century through the analysis of a range of representative examples of different textual genres.

Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
M. Foschi Albert, Il profilo stilistico del testo, Plus – Pisa University Press, Pisa 2009;

Dispensa “Linguistica testuale e traduzione”.

Dispensa “Discorsi e media del Settecento”.

- Lionello Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013, pp. 127-233.
- Anna Maria Scaiola (a cura di), Il romanzo francese dell’Ottocento, Roma-Bari, Laterza,
2008.
- Luca Pietromarchi (a cura di), La poesia francese. 1814-1914, Roma-Bari, Laterza, 2012, pp. 3- 93.
- Lagarde, Michard, XIX siècle, Paris, Bordas, qualsiasi edizione recente.

- Stendhal, Le Rouge et le noir (qualsiasi edizione integrale, recente, in francese).
- Flaubert, Madame Bovary (qualsiasi edizione integrale, recente, in francese).
- Baudelaire, I Fiori del Male e tutte le poesie, a cura di Massimo Colesanti, Roma, Newton Compton (qualsiasi edizione recente).
- Baudelaire, Le Spleen de Paris – Petits poèmes en prose, édition présentée, établie et annotée par Jean-Luc Steinmetz, Paris, Librairie Générale Française, Le livre de poche, 2003.

- Colette Becker, Lire le Réalisme et le Naturalisme, Paris, Nathan, 2000.
- Jean Starobinski, La mélancolie au miroir, Paris, Julliard, 1989.
- Georges Poulet, La poésie éclatée, Paris, PUF, 1980.

- Georges Blin, Stendhal et les problèmes du roman, Paris, Corti, 1989.
- Victor Brombert, I romanzi di Flaubert, Bologna, Il Mulino, 1989.
- Massimo Blanco, Leggere Baudelaire, Roma, Carocci, 2013.
- Patrick Labarthe, Petits poèmes en prose de Charles Baudelaire, Paris, Gallimard, Foliothèque, 2000.
- Luca Pietromarchi, “Commento”, in Charles Baudelaire, I Fiori del male, Venezia, Marsilio, 2008, pp. 401-556.
- Antonio Prete, I fiori di Baudelaire. L’infinito nelle strade, Roma, Donzelli, 2007.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Camilo José Cela, La colmena;
• Alfonso Sastre, Escuadra hacia la muerte;
• Manuel Vázquez Montalbán, El pianista;
• Julio Llamazares, Luna de lobos;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English Renaissance through the study of a selection of texts by several Elizabethan and Jacobean authors.

2) The second part will be devoted to deepening the knowledge of Shakespeare through the study of two plays and a poem (The Tempest, Cymbeline e The Rape of Lucrece).

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get detailed information about the programme.
Check Prof. Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, vol. 1, Einaudi, 2000 (chapters II and III).

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol.1 , Norton, 2012 (selected excerpts: download from teacher's website).

Melchiori, Giorgio, Shakespeare. Genesi e struttura delle opere, Laterza, 2005, pp. 3-22; pp. 559-68; pp. 583-99; pp. 614-26

Shakespeare, William, La tempesta. Testo originale a fronte, traduzione e cura di Agostino Lombardo, Feltrinelli, 2004.

Shakespeare, William, Cimbelino. Testo originale a fronte, a cura di Piero Boitani, Feltrinelli, 2014.

Shakespeare, William, “Lucrezia”, in Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

FURTHER READINGS


Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Pennacchia, Maddalena, Shakespeare intermediale, Editoria e spettacolo, 2012 (selcted chapters).

Stanco Michele (a cura di), Letteratura inglese del Rinascimento, Carocci, 2016

Crossing Boundaries between theatre and cinema in North-America
Developed later that Modern European Theatre, North-American theatre was modelled, at the beginning, on the prestigious and prosperous Shakespearean tradition. On the other hand, it was also rooted into the tragic and comic tradition derived from ancient Greece, although its themes and aspects were updated to contemporary America (XIX century, and the beginning of the XX century). American theatrical operators experimented with new forms and communication media in modernist times. A rich exchange of intersections with performance and new technologies became available, and different kinds of adaptations were exploited. A choice of plays from the literary canon intersecting with cinematic products will be presented to the class in order to show their links with the past and anticipation of future artistic outcomes.

Texts:
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”
Fiorello H. LaGuardia: Bioguide (http://bioguide.congress.gov/scripts/biodisplay.pl?index=l000007)
Drammi teatrali
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
Susan Sontag, Alice in Bed
David Mamet, The Winslow Boy
Tony Lo Bianco, The Little Flower
Daniel Ives, Venus in Furs
Films
Sofia Coppola, The Virgin Suicides
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)
Roman Polansky, Venus in Furs.

The main aim of the programme of Lingua Inglese 3 (English 3) for the degree course in Modern and Contemporary Languages and Cultures is to develop the student's awareness of the varieties of contemporary English. Moreover, the course will deal with the academic controversy about the concept of Standard English that has been questioned after the emergence of the so-called English as a lingua franca (ELF).
This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.
Finally, a few lessons will explore the pedagogical implications of ELF as regards the English classroom. Students will consider if and how the raise of ELF will lead to a reconceptualisation of English language teaching (ELT).

Jenkins, Jennifer (2015). Global Englishes. 3rd Edition. Abingdon: Routledge.
ISBN 978-0-415-63844-9

The "era of cultural and social revolutions" between the eighteenth and nineteenth centuries was the horizon in which German literature acquired a European stature, becoming a great laboratory of original aesthetic proposals, often daringly utopian, but in constant debate with the modern world that was emerging at that time. The module covers problematically literary and cultural history from about 1700 to 1830, offering threads for an in-depth reading of the texts through the in-depth reconstruction of the historical-cultural context and the analysis of one of the most significant works of the period.

esti primari
• G.E. Lessing, Emilia Galotti (Einaudi)
• J.W. Goethe, La missione/vocazione teatrale di Wilhelm Meister (qualsiasi edizione)
• F. Schiller, I Masnadieri / Don Carlos / Maria Stuarda (Garzanti) (Leggere solo I Masnadieri / Maria Stuarda)
• F. Hölderlin, Iperione (Feltrinelli)
• H. von Kleist, I racconti (Garzanti)
• H. von Kleist, Pentesilea (Marsilio o Einaudi)

• Dispensa on line (sito Dipartimento di Lingue, Letterature e Culture Straniere Personale Docenti Sampaolo Materiali didattici)
contenente:
A.
Poesie da leggere in lingua originale (con testo a fronte):
J.W. Goethe, Inni: Prometheus / Ganymed
F. Hölderlin, scelta di poesie
B.
F. Schlegel, Scelta dai Frammenti
Novalis, Scelta dai Frammenti
H. von Kleist, Il teatro delle marionette

Letteratura storico-culturale
• Michele Cometa (a cura di), L’età classico-romantica. La cultura letteraria in Germania tra Settecento e Ottocento (Laterza)
• Carla Sabine Kowohl De Rosa, Storia della cultura tedesca fra ancien régime e Restaurazione (Laterza), fuori commercio, disponibile nelle seguenti biblioteche di Roma:
o Biblioteca Nazionale Centrale – (Castro Pretorio)
o Biblioteca Comunale Rispoli – (zona p.za Venezia)
o Biblioteca Statale Antonio Baldini (zona Bioparco)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca della Fondazione Lelio e Lisli Basso (l.go Argentina)
o Biblioteca Gabriele De Rosa dell'Istituto Luigi Sturzo
o Biblioteca del Dipartimento di scienze dell'antichità dell'Università degli studi di Roma La Sapienza

• Peter Szondi, Antico e moderno nell'estetica dell'età di Goethe (Guerini e Associati), fuori commercio, disponibile nelle seguenti biblioteche di Roma:

o Biblioteca Nazionale Centrale (Castro Pretorio)
o Biblioteca dell'Istituto Italiano di Studi Germanici (Villa Sciarra sul Gianicolo)
o Biblioteca dell'Istituto italiano per la storia antica (via Panisperna)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca Giulio Carlo Argan - Dipartimento di Storia dell'arte e dello Spettacolo - Sezione Arte (Sapienza)

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the pragmatic aspects of translation.
Translation theory: introduction to text types. Text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies. Special languages and the transfer of knowledge. Domain texts: basic features. Introduction to terminology.
Translation practice (English to Italian): analytical study of different types of texts (first level); features of domain languages; training in the application of translation strategies and techniques; practical aspects of terminology; training in sight translation (first level).
Classroom activities include: frontal lesson; power point presentations; dictation; note-taking; sight translation; consecutive translation.
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-4).
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

Since the time of the Conquest and Colonization the theme of the encounter with the Other has given a series of representations of the new continent that have fixed images and stereotypes. The issue, that has become a canon of contemporary Spanish-American literature, will be analyzed through selected passages from the chronicles of the fifteenth and sixteenth century and through the fiction of the twentieth century.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

Instructor: Richard Ambrosini
Subject: English Literature I (LTI) surnames R to Z
CFU: 6
Semester: II


Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Narrativa
Charles Dickens, The Haunted Man and the Ghost’s Bargain. A Fancy for Christmas Time (1848),
ed. bilingue, L’invasato e il patto del fantasma (Marsilio, 2005, 2013)
Joseph Conrad, “The Secret Sharer” (1910), ed. bilingue, Marsilio, 2007.
Hanif Kureishi, “My Son the Fanatic” (1994), in Love in a Blue Time, Faber 1997 / Bompiani 2001.
J. M. Coetzee, Disgrace (1999), ed. Vintage, 2000 / Vergogna, Einaudi, 2014.

Teatro
Samuel Beckett, Waiting for Godot (1953)

F. Scott Fitzgerald’s Modernism: The “Novel of Attractions,” The Flapper, and Film

The aim of this course is to acquaint students with the linguistic and cultural variety of an American literary. This year I will offer a fine-grained analysis of the novels of F. Scott Fitzgerald. I will address the latest approaches in Modernism scholarship to single out the experimental quality of Fitzgerald’s prose style. Together we will discuss the influence of William James and Friedrich Nietzsche on the early Fitzgerald, the author’s delight in the language of film, vaudeville, and jazz, and his bold assimilation of photography and advertisement techniques.

F. Scott Fitzgerald, This Side of Paradise (1920); F. Scott Fitzgerald, The Beautiful and Damned (1922); F. Scott Fitzgerald, The Great Gatsby (1925); Paul Strand e Charles Scheeler, Manhatta (http://archive.org/details/Manhatta), 1921.

PLEASE TAKE NOTE OF THE FOLLOWING:
-- I will announce more secondary sources during the term and publish a complete list on my webpage at the end of the course.
-- Students who are not able to attend classes are expected to study this same syllabus.

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the pragmatic aspects of translation.
Translation theory: introduction to text types. Text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies. Special languages and the transfer of knowledge. Domain texts: basic features. Introduction to terminology.
Translation practice (English to Italian): analytical study of different types of texts (first level); features of domain languages; training in the application of translation strategies and techniques; practical aspects of terminology; training in sight translation (first level).
Classroom activities include: frontal lesson; power point presentations; dictation; note-taking; sight translation; consecutive translation.
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-4).
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

Since the time of the Conquest and Colonization the theme of the encounter with the Other has given a series of representations of the new continent that have fixed images and stereotypes. The issue, that has become a canon of contemporary Spanish-American literature, will be analyzed through selected passages from the chronicles of the fifteenth and sixteenth century and through the fiction of the twentieth century.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

Instructor: Richard Ambrosini
Subject: English Literature I (LTI) surnames R to Z
CFU: 6
Semester: II


Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Narrativa
Charles Dickens, The Haunted Man and the Ghost’s Bargain. A Fancy for Christmas Time (1848),
ed. bilingue, L’invasato e il patto del fantasma (Marsilio, 2005, 2013)
Joseph Conrad, “The Secret Sharer” (1910), ed. bilingue, Marsilio, 2007.
Hanif Kureishi, “My Son the Fanatic” (1994), in Love in a Blue Time, Faber 1997 / Bompiani 2001.
J. M. Coetzee, Disgrace (1999), ed. Vintage, 2000 / Vergogna, Einaudi, 2014.

Teatro
Samuel Beckett, Waiting for Godot (1953)

The course comprises:
A) a preliminary language course (1 CFU, 12 HOURS)
B) Lecture (5 CFU, 30 HOURS)
**************************
A) The preliminary course provides a grounding in the Old English Language;
B) The course will focus on a prose text drawn from those available in 'A Guide to Old English'; the text will be translated and analyzed from a linguistic as well as a cultural and literary perspective. Issues relating to its transmission will furthermore be considered.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.
Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number.
Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

Based on the introductory module of the first year, the second year module is intended to explore further aspects concerning the theory and practice of translation.
Translation theory: Specialized texts, special languages and the transfer of knowledge. Text structure and language features (intermediate level); text function and translation strategies. Contrastive analysis (English/Italian). Domain languages and introduction to terminology; terminological records.
Translation practice (English to Italian): analytical study of specialized texts (pre-intermediate/intermediate level); features of special languages; training in the application of translation strategies and techniques (pre-intermediate/intermediate level); practical aspects of terminology; training in sight translation and consecutive translation (pre-intermediate level). Writing conventions and formal presentation of texts (lab classes): track changes; software for corpus analysis; wordnet.
Translation passages are selected from authentic texts (newspaper articles, specialized texts, academic texts).
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B2). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 220 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 5-6).
S. Cavagnoli, La comunicazione specialistica, Carocci (chs 2-3)
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti
J. Delisle J. H.Lee.Jahnke, M.C.Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli
P. Newmark, La traduzione. Problemi e metodi, Garzanti

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Leopoldo Alas “Clarín”, La regenta, Madrid, Castalia (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(video selection from http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra
• Spanish culture from ilustración to romanticismo
Leandro Fernández de Moratín
- El sí de las niñas (puesta en escena televisiva en Estudio Uno): https://www.youtube.com/watch?v=6c4XFWP79-U&index=59&list=PLF80B329D3A86DEA6
Francisco de Goya y Lucientes
- Selezione di video su https://www.museodelprado.es/pradomedia/
- Goya en Burdeos, regia di Carlos Saura (proiezione in aula)
Mariano José de Larra
- https://www.youtube.com/watch?v=lX8TPnG8pKI

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• G. Grilli, Cronache del disamore, Roma, Aracne (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

NATURE WRITING IN XIX-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND REPRESENTATIONS OF THE ENVIRONMENT ARE ANALYZED IN A VARIETY OF LITERARY GENRES, FOCUSING BOTH ON LINGUISTIC/FORMAL MATTERS AND ON QUESTIONS CONCERNING THE NATION’S CULTURAL AND POLITICAL IDENTITY. GENDER-RELATED ISSUES ARE ALSO INVESTIGATED.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS;
EMILY DICKINSON, SELECTED POEMS;
SARAH ORNE JEWETT, “A WHITE HERON”;
JOHN MUIR, SELECTED ESSAYS FROM NATURE WRITINGS;
SEAN PENN, INTO THE WILD (FILM).

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996);
GREG GARRARD, ECOCRITICISM (ROUTLEDGE 2008).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(selezione di video da http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

NATURE WRITING IN NINETEENTH-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND LITERARY REPRESENTATIONS OF THE ENVIRONMENT ARE STUDIED WITH A VIEW TO COMPREHENDING LINGUISTIC AND FORMAL MATTERS AS WELL AS QUESTIONS RELATED TO THE NATION’S CULTURAL AND POLITICAL IDENTITY.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS.

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

Based on the introductory module of the first year, the second year module is intended to explore further aspects concerning the theory and practice of translation.
Translation theory: Specialized texts, special languages and the transfer of knowledge. Text structure and language features (intermediate level); text function and translation strategies. Contrastive analysis (English/Italian). Domain languages and introduction to terminology; terminological records.
Translation practice (English to Italian): analytical study of specialized texts (pre-intermediate/intermediate level); features of special languages; training in the application of translation strategies and techniques (pre-intermediate/intermediate level); practical aspects of terminology; training in sight translation and consecutive translation (pre-intermediate level). Writing conventions and formal presentation of texts (lab classes): track changes; software for corpus analysis; wordnet.
Translation passages are selected from authentic texts (newspaper articles, specialized texts, academic texts).
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B2). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 220 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 5-6).
S. Cavagnoli, La comunicazione specialistica, Carocci (chs 2-3)
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti
J. Delisle J. H.Lee.Jahnke, M.C.Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli
P. Newmark, La traduzione. Problemi e metodi, Garzanti

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Leopoldo Alas “Clarín”, La regenta, Madrid, Castalia (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(video selection from http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra
• Spanish culture from ilustración to romanticismo
Leandro Fernández de Moratín
- El sí de las niñas (puesta en escena televisiva en Estudio Uno): https://www.youtube.com/watch?v=6c4XFWP79-U&index=59&list=PLF80B329D3A86DEA6
Francisco de Goya y Lucientes
- Selezione di video su https://www.museodelprado.es/pradomedia/
- Goya en Burdeos, regia di Carlos Saura (proiezione in aula)
Mariano José de Larra
- https://www.youtube.com/watch?v=lX8TPnG8pKI

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• G. Grilli, Cronache del disamore, Roma, Aracne (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

NATURE WRITING IN XIX-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND REPRESENTATIONS OF THE ENVIRONMENT ARE ANALYZED IN A VARIETY OF LITERARY GENRES, FOCUSING BOTH ON LINGUISTIC/FORMAL MATTERS AND ON QUESTIONS CONCERNING THE NATION’S CULTURAL AND POLITICAL IDENTITY. GENDER-RELATED ISSUES ARE ALSO INVESTIGATED.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS;
EMILY DICKINSON, SELECTED POEMS;
SARAH ORNE JEWETT, “A WHITE HERON”;
JOHN MUIR, SELECTED ESSAYS FROM NATURE WRITINGS;
SEAN PENN, INTO THE WILD (FILM).

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996);
GREG GARRARD, ECOCRITICISM (ROUTLEDGE 2008).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The course will examine, discuss and study some relevant Spanish literary works and cultural issues from the second half of the XVIIIth century to 1920, with special attention to the evolution of the novel.

1) READING LIST:
• Benito Pérez Galdós, Doña Perfecta, qualsiasi edizione spagnola (also available in e-book);
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra;
• Selection of short stories.


2) MEDIA:
• Historical, political and social context
(selezione di video da http://www.rtve.es/alacarta/videos/memoria-de-espana/):
- La nueva España de Felipe V
- Carlos III y sombras del reformismo
- A la sombra de la revolución
- ¡Vivan las caenas!
- Por la senda liberal
- Viva España con honra

3. CRITICAL ESSAYS AND REFERENCE BOOKS
• L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Madrid, Castalia (parts on “Siglo XVIII” e sul “Siglo XIX”);
• F.B. Pedraza Jiménez, Las épocas de la literatura española, Barcelona, Ariel (parts on “Siglo XVIII” and “Siglo XIX”);
• F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (foreign students must ask teacher for an alternative reference books);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (foreign students must ask teacher for an alternative reference books);
• The introductions of the editions of the “Reading List”;

Information for foreign students
Foreign students may take the final exam in Spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “Reading List”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact Professor S. Trecca at least two months before the final exam.

NATURE WRITING IN NINETEENTH-CENTURY AMERICAN LITERATURE.

THE COURSE EXPLORES NINETEENTH-CENTURY CANONICAL WORKS FROM AN ECOCRITICAL PERSPECTIVE. THE CONCEPT OF ‘NATURE’ AND LITERARY REPRESENTATIONS OF THE ENVIRONMENT ARE STUDIED WITH A VIEW TO COMPREHENDING LINGUISTIC AND FORMAL MATTERS AS WELL AS QUESTIONS RELATED TO THE NATION’S CULTURAL AND POLITICAL IDENTITY.

PRIMARY TEXTS:
RALPH WALDO EMERSON, “NATURE”;
HENRY DAVID THOREAU, WALDEN, OR LIFE IN THE WOODS;
LOUISA MAY ALCOTT, TRANSCENDENTAL WILD OATS;
WALT WHITMAN, SELECTED POEMS.

CRITICAL REFERENCES:
SELECTED CHAPTERS FROM THE FOLLOWING:
LAWRENCE BUELL, THE ENVIRONMENTAL IMAGINATION. THOREAU, NATURE WRITING, AND THE FORMATION OF AMERICAN CULTURE (HARVARD UP 1996);
THE ECOCRITICISM READER: LANDMARKS IN LITERARY ECOLOGY, EDS. CHERYLL GLOTFELTY AND HAROLD FROMM (GEORGIA UP 1996).

LITERARY HISTORY:
A NEW LITERARY HISTORY OF AMERICA, EDS. G. MARCUS AND W. SOLLORS (HARVARD UP 2009 – SELECTED CHAPTERS WILL BE INDICATED IN CLASS);
THE HEATH ANTHOLOGY OF AMERICAN LITERATURE – VOL. B, “EARLY NINETEENTH CENTURY: 1800-1865”, PP. 1443-1473; VOL. C, “LATE NINETEENTH CENTURY: 1865-1910”, PP. 1-32 (ALL THREE VOLUMES ARE AVAILABLE AT THE PETROCCHI LIBRARY).

TEXT ANALYSIS (ONE OF THE FOLLOWING):
LOREDANA CHINES, CARLO VAROTTI, CHE COS’È UN TESTO LETTERARIO (CAROCCI 2001);
REMO CESERANI, BREVE GUIDA ALLO STUDIO DELLA LETTERATURA (LATERZA 2003).

The lexicon of the Russian language: word formation rules (lexical derivation and compounding). Introduction to phraseology: collocations and idioms. Elements of historical grammar. Selected grammatical topics of particular difficulty (participles and gerunds).

Readings for attending students: the course material will be provided in electronic form during the course.
A selection of texts dealing with the topics of the course will be analyzed, translated into Italian, and discussed in class.

Readings for non attending students:
L. Kasatkin, L. Krysin,; V. Zhivov, Il russo, a cura di N. Marcialis e A. Parenti; La Nuova Italia Editrice, Firenze 1995 (selected parts)
C. Bernard, G. Stone, M. Polinsky, The Russian Language in the Twentieth Century, Clarendon Press, Oxford 1996 (pp: 185-230)

Readings for non attending russian-speaking students:
N.S. Valgina, D.Je. Rozental', M.I. Fomina (a cura di), Sovremennyj russkij jazyk: Učebnik, Logos, Moskva, 2002.

The course aims to extend the translation student’s knowledge of the theoretical and practical aspects of translation, including issues of intercultural and intermedial translation, terminology, use of corpora in translation, and specialized translation. Specialized, academic and literary texts will provide the basis for translation practice.
Translation theory: language and cultural aspects in varied text types; analysis of translation strategies and problem-solving procedures. Terminology and translation; terminological records. Key issues in literary translation. Text analysis applied to specialized and literary texts.
Translation practice (English to Italian): text analysis and translation techniques; training in the application of translation strategies and problem-solving procedures; further training in terminology; training in sight translation (intermediate level) and consecutive translation (pre¬-intermediate level). Online resources; corpus analysis and related software (lab classes).
Classroom activities include: frontal lesson; power point presentation; dictation; sight translation; consecutive translation training; group work on texts; terminological activities.

Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (C1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 230 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2→C1, written and oral) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci, 2008 (chs 7-8).
P. Faini, Terminology Management and the Translator. From Project Planning to Database Creation, Tangram, Trento, 2014
F. Scarpa, La traduzione specializzata, Hoepli, 2001 (ch. 2, 27-66)
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
J. Delisle, H. Lee Jahnke, M.C. Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli, 2002
M. Gotti, Investigating Specialized Discourse, Peter Lang, 2005
P. Newmark, La traduzione. Problemi e metodi, Garzanti
S. Cavagnoli, La comunicazione specialistica, Carocci, 2007
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

The "era of cultural and social revolutions" between the eighteenth and nineteenth centuries was the horizon in which German literature acquired a European stature, becoming a great laboratory of original aesthetic proposals, often daringly utopian, but in constant debate with the modern world that was emerging at that time. The module covers problematically literary and cultural history from about 1700 to 1830, offering threads for an in-depth reading of the texts through the in-depth reconstruction of the historical-cultural context and the analysis of one of the most significant works of the period.

esti primari
• G.E. Lessing, Emilia Galotti (Einaudi)
• J.W. Goethe, La missione/vocazione teatrale di Wilhelm Meister (qualsiasi edizione)
• F. Schiller, I Masnadieri / Don Carlos / Maria Stuarda (Garzanti) (Leggere solo I Masnadieri / Maria Stuarda)
• F. Hölderlin, Iperione (Feltrinelli)
• H. von Kleist, I racconti (Garzanti)
• H. von Kleist, Pentesilea (Marsilio o Einaudi)

• Dispensa on line (sito Dipartimento di Lingue, Letterature e Culture Straniere Personale Docenti Sampaolo Materiali didattici)
contenente:
A.
Poesie da leggere in lingua originale (con testo a fronte):
J.W. Goethe, Inni: Prometheus / Ganymed
F. Hölderlin, scelta di poesie
B.
F. Schlegel, Scelta dai Frammenti
Novalis, Scelta dai Frammenti
H. von Kleist, Il teatro delle marionette

Letteratura storico-culturale
• Michele Cometa (a cura di), L’età classico-romantica. La cultura letteraria in Germania tra Settecento e Ottocento (Laterza)
• Carla Sabine Kowohl De Rosa, Storia della cultura tedesca fra ancien régime e Restaurazione (Laterza), fuori commercio, disponibile nelle seguenti biblioteche di Roma:
o Biblioteca Nazionale Centrale – (Castro Pretorio)
o Biblioteca Comunale Rispoli – (zona p.za Venezia)
o Biblioteca Statale Antonio Baldini (zona Bioparco)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca della Fondazione Lelio e Lisli Basso (l.go Argentina)
o Biblioteca Gabriele De Rosa dell'Istituto Luigi Sturzo
o Biblioteca del Dipartimento di scienze dell'antichità dell'Università degli studi di Roma La Sapienza

• Peter Szondi, Antico e moderno nell'estetica dell'età di Goethe (Guerini e Associati), fuori commercio, disponibile nelle seguenti biblioteche di Roma:

o Biblioteca Nazionale Centrale (Castro Pretorio)
o Biblioteca dell'Istituto Italiano di Studi Germanici (Villa Sciarra sul Gianicolo)
o Biblioteca dell'Istituto italiano per la storia antica (via Panisperna)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca Giulio Carlo Argan - Dipartimento di Storia dell'arte e dello Spettacolo - Sezione Arte (Sapienza)

- Lionello Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013, pp. 127-233.
- Anna Maria Scaiola (a cura di), Il romanzo francese dell’Ottocento, Roma-Bari, Laterza,
2008.
- Luca Pietromarchi (a cura di), La poesia francese. 1814-1914, Roma-Bari, Laterza, 2012, pp. 3- 93.
- Lagarde, Michard, XIX siècle, Paris, Bordas, qualsiasi edizione recente.

- Stendhal, Le Rouge et le noir (qualsiasi edizione integrale, recente, in francese).
- Flaubert, Madame Bovary (qualsiasi edizione integrale, recente, in francese).
- Baudelaire, I Fiori del Male e tutte le poesie, a cura di Massimo Colesanti, Roma, Newton Compton (qualsiasi edizione recente).
- Baudelaire, Le Spleen de Paris – Petits poèmes en prose, édition présentée, établie et annotée par Jean-Luc Steinmetz, Paris, Librairie Générale Française, Le livre de poche, 2003.

- Colette Becker, Lire le Réalisme et le Naturalisme, Paris, Nathan, 2000.
- Jean Starobinski, La mélancolie au miroir, Paris, Julliard, 1989.
- Georges Poulet, La poésie éclatée, Paris, PUF, 1980.

- Georges Blin, Stendhal et les problèmes du roman, Paris, Corti, 1989.
- Victor Brombert, I romanzi di Flaubert, Bologna, Il Mulino, 1989.
- Massimo Blanco, Leggere Baudelaire, Roma, Carocci, 2013.
- Patrick Labarthe, Petits poèmes en prose de Charles Baudelaire, Paris, Gallimard, Foliothèque, 2000.
- Luca Pietromarchi, “Commento”, in Charles Baudelaire, I Fiori del male, Venezia, Marsilio, 2008, pp. 401-556.
- Antonio Prete, I fiori di Baudelaire. L’infinito nelle strade, Roma, Donzelli, 2007.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Camilo José Cela, La colmena;
• Alfonso Sastre, Escuadra hacia la muerte;
• Manuel Vázquez Montalbán, El pianista;
• Julio Llamazares, Luna de lobos;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English Renaissance through the study of a selection of texts by several Elizabethan and Jacobean authors.

2) The second part will be devoted to deepening the knowledge of Shakespeare through the study of two plays and a poem (The Tempest, Cymbeline e The Rape of Lucrece).

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get detailed information about the programme.
Check Prof. Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, vol. 1, Einaudi, 2000 (chapters II and III).

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol.1 , Norton, 2012 (selected excerpts: download from teacher's website).

Melchiori, Giorgio, Shakespeare. Genesi e struttura delle opere, Laterza, 2005, pp. 3-22; pp. 559-68; pp. 583-99; pp. 614-26

Shakespeare, William, La tempesta. Testo originale a fronte, traduzione e cura di Agostino Lombardo, Feltrinelli, 2004.

Shakespeare, William, Cimbelino. Testo originale a fronte, a cura di Piero Boitani, Feltrinelli, 2014.

Shakespeare, William, “Lucrezia”, in Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

FURTHER READINGS


Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Pennacchia, Maddalena, Shakespeare intermediale, Editoria e spettacolo, 2012 (selcted chapters).

Stanco Michele (a cura di), Letteratura inglese del Rinascimento, Carocci, 2016

Crossing Boundaries between theatre and cinema in North-America
Developed later that Modern European Theatre, North-American theatre was modelled, at the beginning, on the prestigious and prosperous Shakespearean tradition. On the other hand, it was also rooted into the tragic and comic tradition derived from ancient Greece, although its themes and aspects were updated to contemporary America (XIX century, and the beginning of the XX century). American theatrical operators experimented with new forms and communication media in modernist times. A rich exchange of intersections with performance and new technologies became available, and different kinds of adaptations were exploited. A choice of plays from the literary canon intersecting with cinematic products will be presented to the class in order to show their links with the past and anticipation of future artistic outcomes.

Texts:
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”
Fiorello H. LaGuardia: Bioguide (http://bioguide.congress.gov/scripts/biodisplay.pl?index=l000007)
Drammi teatrali
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
Susan Sontag, Alice in Bed
David Mamet, The Winslow Boy
Tony Lo Bianco, The Little Flower
Daniel Ives, Venus in Furs
Films
Sofia Coppola, The Virgin Suicides
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)
Roman Polansky, Venus in Furs.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English early modern period;

2) The second part will be devoted to the study of two poems by Shakespeare: Venus and Adonis and The Rape of Lucrece.

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get more detailed information about the programme. Check Prof Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, Einaudi, 2000.

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol 1,Norton, 2012 (selected excerpts).

Shakespeare, William, Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

Bassnett, Susan, Translation Studies, Routledge, 2002 (3rd edition) (selected chapters).

Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Crossing Boundaries between theatre and cinema in North-America
American theatrical operators began experimenting, since Modernism, in a rich exchange and fruitful intersections of performance and media forms, besides adaptations from fictional work and real life. A choice of canonical plays and of contemporary experimental or indie cinematic products will be examined in their intersections with past and present artistic forms. Attention will be drawn to the translation of the different texts.

Teaching material

Texts and Scripts
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”

Plays
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
David Mamet, The Winslow Boy

Films
Sofia Coppola, The Virgin Suicides
Woody Allen, Blue Jasmine
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)

Bibliography
For: Tennessee Williams and Arthur Miller, see: C.W.E. Bigsby, A Critical Introduction to Twentieth-Century American Drama. Volume 2, Williams, Miller, Albee (Cambridge U P: 1985) [Biblioteca Giorgio Petrocchi]
Philip French, "David Mamet and Film", in Christopher Bigsby, ed., The Cambridge Companion to David Mamet (Cambridge Companions to Literature) (Cambridge UP, 2004), pp.171-193.
Raymond Carver, "Beginners", in: The New Yorker (December 24, 2007 issue)
http://www.newyorker.com/magazine/2007/12/24/beginners
Laurie Champion, "'What We Talk About When We Talk About Love': Carver and Champion"
http://jsse.revues.org/pdf/83
Film Reviews:
http://www.rogerebert.com/reviews/the-virgin-suicides-2000
http://www.mymovies.it/film/2014/birdman/
More bibliographic material will be made available during classes.

The lexicon of the Russian language: word formation rules (lexical derivation and compounding). Introduction to phraseology: collocations and idioms. Elements of historical grammar. Selected grammatical topics of particular difficulty (participles and gerunds).

Readings for attending students: the course material will be provided in electronic form during the course.
A selection of texts dealing with the topics of the course will be analyzed, translated into Italian, and discussed in class.

Readings for non attending students:
L. Kasatkin, L. Krysin,; V. Zhivov, Il russo, a cura di N. Marcialis e A. Parenti; La Nuova Italia Editrice, Firenze 1995 (selected parts)
C. Bernard, G. Stone, M. Polinsky, The Russian Language in the Twentieth Century, Clarendon Press, Oxford 1996 (pp: 185-230)

Readings for non attending russian-speaking students:
N.S. Valgina, D.Je. Rozental', M.I. Fomina (a cura di), Sovremennyj russkij jazyk: Učebnik, Logos, Moskva, 2002.

The course aims to extend the translation student’s knowledge of the theoretical and practical aspects of translation, including issues of intercultural and intermedial translation, terminology, use of corpora in translation, and specialized translation. Specialized, academic and literary texts will provide the basis for translation practice.
Translation theory: language and cultural aspects in varied text types; analysis of translation strategies and problem-solving procedures. Terminology and translation; terminological records. Key issues in literary translation. Text analysis applied to specialized and literary texts.
Translation practice (English to Italian): text analysis and translation techniques; training in the application of translation strategies and problem-solving procedures; further training in terminology; training in sight translation (intermediate level) and consecutive translation (pre¬-intermediate level). Online resources; corpus analysis and related software (lab classes).
Classroom activities include: frontal lesson; power point presentation; dictation; sight translation; consecutive translation training; group work on texts; terminological activities.

Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (C1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 230 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Exchange students
When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2→C1, written and oral) is a prerequisite to be able to sit for the exam.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci, 2008 (chs 7-8).
P. Faini, Terminology Management and the Translator. From Project Planning to Database Creation, Tangram, Trento, 2014
F. Scarpa, La traduzione specializzata, Hoepli, 2001 (ch. 2, 27-66)
Practice materials and resources are posted weekly on teacher’s website.

Reference works
(texts not included in the programme but useful to non-attending students)
J. Delisle, H. Lee Jahnke, M.C. Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli, 2002
M. Gotti, Investigating Specialized Discourse, Peter Lang, 2005
P. Newmark, La traduzione. Problemi e metodi, Garzanti
S. Cavagnoli, La comunicazione specialistica, Carocci, 2007
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

The "era of cultural and social revolutions" between the eighteenth and nineteenth centuries was the horizon in which German literature acquired a European stature, becoming a great laboratory of original aesthetic proposals, often daringly utopian, but in constant debate with the modern world that was emerging at that time. The module covers problematically literary and cultural history from about 1700 to 1830, offering threads for an in-depth reading of the texts through the in-depth reconstruction of the historical-cultural context and the analysis of one of the most significant works of the period.

esti primari
• G.E. Lessing, Emilia Galotti (Einaudi)
• J.W. Goethe, La missione/vocazione teatrale di Wilhelm Meister (qualsiasi edizione)
• F. Schiller, I Masnadieri / Don Carlos / Maria Stuarda (Garzanti) (Leggere solo I Masnadieri / Maria Stuarda)
• F. Hölderlin, Iperione (Feltrinelli)
• H. von Kleist, I racconti (Garzanti)
• H. von Kleist, Pentesilea (Marsilio o Einaudi)

• Dispensa on line (sito Dipartimento di Lingue, Letterature e Culture Straniere Personale Docenti Sampaolo Materiali didattici)
contenente:
A.
Poesie da leggere in lingua originale (con testo a fronte):
J.W. Goethe, Inni: Prometheus / Ganymed
F. Hölderlin, scelta di poesie
B.
F. Schlegel, Scelta dai Frammenti
Novalis, Scelta dai Frammenti
H. von Kleist, Il teatro delle marionette

Letteratura storico-culturale
• Michele Cometa (a cura di), L’età classico-romantica. La cultura letteraria in Germania tra Settecento e Ottocento (Laterza)
• Carla Sabine Kowohl De Rosa, Storia della cultura tedesca fra ancien régime e Restaurazione (Laterza), fuori commercio, disponibile nelle seguenti biblioteche di Roma:
o Biblioteca Nazionale Centrale – (Castro Pretorio)
o Biblioteca Comunale Rispoli – (zona p.za Venezia)
o Biblioteca Statale Antonio Baldini (zona Bioparco)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca della Fondazione Lelio e Lisli Basso (l.go Argentina)
o Biblioteca Gabriele De Rosa dell'Istituto Luigi Sturzo
o Biblioteca del Dipartimento di scienze dell'antichità dell'Università degli studi di Roma La Sapienza

• Peter Szondi, Antico e moderno nell'estetica dell'età di Goethe (Guerini e Associati), fuori commercio, disponibile nelle seguenti biblioteche di Roma:

o Biblioteca Nazionale Centrale (Castro Pretorio)
o Biblioteca dell'Istituto Italiano di Studi Germanici (Villa Sciarra sul Gianicolo)
o Biblioteca dell'Istituto italiano per la storia antica (via Panisperna)
o Biblioteca Universitaria Alessandrina (Sapienza)
o Biblioteca Giulio Carlo Argan - Dipartimento di Storia dell'arte e dello Spettacolo - Sezione Arte (Sapienza)

- Lionello Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013, pp. 127-233.
- Anna Maria Scaiola (a cura di), Il romanzo francese dell’Ottocento, Roma-Bari, Laterza,
2008.
- Luca Pietromarchi (a cura di), La poesia francese. 1814-1914, Roma-Bari, Laterza, 2012, pp. 3- 93.
- Lagarde, Michard, XIX siècle, Paris, Bordas, qualsiasi edizione recente.

- Stendhal, Le Rouge et le noir (qualsiasi edizione integrale, recente, in francese).
- Flaubert, Madame Bovary (qualsiasi edizione integrale, recente, in francese).
- Baudelaire, I Fiori del Male e tutte le poesie, a cura di Massimo Colesanti, Roma, Newton Compton (qualsiasi edizione recente).
- Baudelaire, Le Spleen de Paris – Petits poèmes en prose, édition présentée, établie et annotée par Jean-Luc Steinmetz, Paris, Librairie Générale Française, Le livre de poche, 2003.

- Colette Becker, Lire le Réalisme et le Naturalisme, Paris, Nathan, 2000.
- Jean Starobinski, La mélancolie au miroir, Paris, Julliard, 1989.
- Georges Poulet, La poésie éclatée, Paris, PUF, 1980.

- Georges Blin, Stendhal et les problèmes du roman, Paris, Corti, 1989.
- Victor Brombert, I romanzi di Flaubert, Bologna, Il Mulino, 1989.
- Massimo Blanco, Leggere Baudelaire, Roma, Carocci, 2013.
- Patrick Labarthe, Petits poèmes en prose de Charles Baudelaire, Paris, Gallimard, Foliothèque, 2000.
- Luca Pietromarchi, “Commento”, in Charles Baudelaire, I Fiori del male, Venezia, Marsilio, 2008, pp. 401-556.
- Antonio Prete, I fiori di Baudelaire. L’infinito nelle strade, Roma, Donzelli, 2007.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Camilo José Cela, La colmena;
• Alfonso Sastre, Escuadra hacia la muerte;
• Manuel Vázquez Montalbán, El pianista;
• Julio Llamazares, Luna de lobos;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English Renaissance through the study of a selection of texts by several Elizabethan and Jacobean authors.

2) The second part will be devoted to deepening the knowledge of Shakespeare through the study of two plays and a poem (The Tempest, Cymbeline e The Rape of Lucrece).

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get detailed information about the programme.
Check Prof. Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, vol. 1, Einaudi, 2000 (chapters II and III).

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol.1 , Norton, 2012 (selected excerpts: download from teacher's website).

Melchiori, Giorgio, Shakespeare. Genesi e struttura delle opere, Laterza, 2005, pp. 3-22; pp. 559-68; pp. 583-99; pp. 614-26

Shakespeare, William, La tempesta. Testo originale a fronte, traduzione e cura di Agostino Lombardo, Feltrinelli, 2004.

Shakespeare, William, Cimbelino. Testo originale a fronte, a cura di Piero Boitani, Feltrinelli, 2014.

Shakespeare, William, “Lucrezia”, in Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

FURTHER READINGS


Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Pennacchia, Maddalena, Shakespeare intermediale, Editoria e spettacolo, 2012 (selcted chapters).

Stanco Michele (a cura di), Letteratura inglese del Rinascimento, Carocci, 2016

Crossing Boundaries between theatre and cinema in North-America
Developed later that Modern European Theatre, North-American theatre was modelled, at the beginning, on the prestigious and prosperous Shakespearean tradition. On the other hand, it was also rooted into the tragic and comic tradition derived from ancient Greece, although its themes and aspects were updated to contemporary America (XIX century, and the beginning of the XX century). American theatrical operators experimented with new forms and communication media in modernist times. A rich exchange of intersections with performance and new technologies became available, and different kinds of adaptations were exploited. A choice of plays from the literary canon intersecting with cinematic products will be presented to the class in order to show their links with the past and anticipation of future artistic outcomes.

Texts:
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”
Fiorello H. LaGuardia: Bioguide (http://bioguide.congress.gov/scripts/biodisplay.pl?index=l000007)
Drammi teatrali
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
Susan Sontag, Alice in Bed
David Mamet, The Winslow Boy
Tony Lo Bianco, The Little Flower
Daniel Ives, Venus in Furs
Films
Sofia Coppola, The Virgin Suicides
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)
Roman Polansky, Venus in Furs.

The course will examine, discuss and study some relevant literary works of the last ninety years, with special attention to issues such as the relationship between the individual and the power, and the processing of the civil war’s trauma in recent narrative.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

Notes
We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS (any spanish edition):
• Federico García Lorca, Yerma;
• Carmen Laforet, Nada;
• Javier Marías, Corazón tan blanco;
• Javier Cercas, Soldados de Salamina.

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY:
a) Fausta Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 4, 5, 7 e 8);
b) other critical essays that will be indicated during the lessons and on the professor’s web site.

Since its discovery, the South American continent has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the twentieth century.

The module will be divided into two parts:

1) in the first part students will be provided with a broad introduction to the main historical and literary features of the English early modern period;

2) The second part will be devoted to the study of two poems by Shakespeare: Venus and Adonis and The Rape of Lucrece.

The course will be delivered in English (general presentations) and Italian (close reading and translation) with a specific intermedial and comparative approach to texts.

Students who cannot regularly attend lessons are kindly requested to make an appointment with the module convenor during her office hours in order to get more detailed information about the programme. Check Prof Pennacchia official website: http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpennacchia/

Bertinetti , Paolo, Storia della letteratura inglese I. Dalle origini al Settecento, Einaudi, 2000.

Greenblatt, Stephen (ed), The Norton Anthology of English Literature, vol 1,Norton, 2012 (selected excerpts).

Shakespeare, William, Poemetti, traduzione di Gilberto Sacerdoti, Garzanti, 2000.

Bassnett, Susan, Translation Studies, Routledge, 2002 (3rd edition) (selected chapters).

Del Sapio Maria (ed.), Shakespeare e la nuova scienza nella cultura early modern, Pacini, 2015 (selected chapters).

Crossing Boundaries between theatre and cinema in North-America
American theatrical operators began experimenting, since Modernism, in a rich exchange and fruitful intersections of performance and media forms, besides adaptations from fictional work and real life. A choice of canonical plays and of contemporary experimental or indie cinematic products will be examined in their intersections with past and present artistic forms. Attention will be drawn to the translation of the different texts.

Teaching material

Texts and Scripts
Jeffrey Eugenides, The Virgin Suicides
Raymond Carver, “What We Talk About When We Talk About Love”

Plays
Tennessee Williams, A Streetcar Named Desire
Arthur Miller, Death of a Salesman
David Mamet, The Winslow Boy

Films
Sofia Coppola, The Virgin Suicides
Woody Allen, Blue Jasmine
Alejandro González Iñárritu, Birdman, or (The Unexpected Virtue of Ignorance)

Bibliography
For: Tennessee Williams and Arthur Miller, see: C.W.E. Bigsby, A Critical Introduction to Twentieth-Century American Drama. Volume 2, Williams, Miller, Albee (Cambridge U P: 1985) [Biblioteca Giorgio Petrocchi]
Philip French, "David Mamet and Film", in Christopher Bigsby, ed., The Cambridge Companion to David Mamet (Cambridge Companions to Literature) (Cambridge UP, 2004), pp.171-193.
Raymond Carver, "Beginners", in: The New Yorker (December 24, 2007 issue)
http://www.newyorker.com/magazine/2007/12/24/beginners
Laurie Champion, "'What We Talk About When We Talk About Love': Carver and Champion"
http://jsse.revues.org/pdf/83
Film Reviews:
http://www.rogerebert.com/reviews/the-virgin-suicides-2000
http://www.mymovies.it/film/2014/birdman/
More bibliographic material will be made available during classes.