Epica antica e epica moderna: Omero, Virgilio, Fenoglio.

- Beppe Fenoglio, Il libro di Johnny, a cura di Gabriele Pedullà, Einaudi 2015.
- Omero, Iliade, traduzione di Vincenzo Monti, a cura di Manara Valgimigli, Mondadori.
- Omero, Odissea, traduzione di Ippolito Pindemonte, a cura di Michele Mari, BUR.
- Publio Virgilio Marone, Eneide, a cura di Alessandro Fo, Einaudi 2012.
- Andrea Ercolani, Omero,Carocci.
Altri saggi saranno forniti in fotocopia. E’ essenziale procurarsi queste edizioni e non altre per poter seguire le lezioni. Gli apparati di commento e le introduzioni fanno a tutti gli effetti parte del corso.
Gli studenti frequentanti sono tenuti a consegnare una esercitazione scritta prima dell’orale.
Testi in più per i non frequentanti
Chi manca per più di sei ore deve sostenere l’esame da non frequentante e portare anche:
- Richard Heinze, La tecnica epica di Virgilio, Il Mulino 1996.
- Barbara Graziosi e Johannes Haubold, Homer. The Resonance of Epic, Duckworth 2005.

- Speech Acts theory. Locution, illocution, perlocution.
- The Cooperation Principle and the theory of conversational implicatures. Relevance theory.
- The linguistic and extralinguistic context. Ambiguity.
- The context. Deixis and Anaphora.
- Face and Politeness.
- Culture and Language. Linguistics, anthropology, ethnography.
- Linguistic presuppositions: existence presupposition, truth presupposition.
- Pragmatic presuppositions: felicity condicions.
- Information Structure of the Utterance: Given and New, Theme and Rheme, Fore- and Background.
- Strategies of persuasion: the language of advertising and propaganda.

- Cecilia Andorno, Che cos'è la pragmatica linguistica. Roma, Carocci, 2005.
- Lombardi Vallauri, E. La struttura informativa. Forma e funzione negli enunciati linguistici, Roma, Carocci, 2009.
A scelta:
G.R. Cardona, I sei lati del mondo. Linguaggio ed esperienza. Laterza 1988.
G.R. Cardona, Introduzione all'etnolinguistica. UTET Università, 2006.).

Authors and scribes in medieval England and Germany

The course will focus on the analysis of medieval English and German texts which will be the starting point for outlining the main characteristics of the literary and cultural milieu in which they were produced and for widening the students’ knowledge in the field of diachronic linguistics and textual tradition. Students will learn how to use the principle bibliographical instruments for carrying out individual researches and to set a text within its literary genre.
Seminars, with students’ presentations of individual researches, will be held.

A selection of chapters from the following books:

- L. Avrin, Scribes, Script and Books. The Book Arts from Antiquity to Renaissance, American Library Association/The British Library: Chicago- London 1991.
- M. P.Brown, A Guide to Western Historical Scripts from Antiquity to 1600, The British Library: London 1990.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004.
- A. M. Luiselli Fadda, “Lectio Magistralis. L’arte della filologia”, in: Percepta rependere dona. Studi di filologia per Anna Maria Luiselli Fadda, a cura di C. Bologna, M. Mocan e P. Vaciago, Olschki: Firenze 2010, pp. xiii- xxvii.
- D. Crystal, The Stories of English, Penguin Books: London 2005,
or:
- G. Wolff, Deutsche Sprachgeschichte von den Anfängen bis zur Gegenwart, UTB: Stuttgart 2009.

Further material will be given at the beginning of the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

The lectures treat with the topic of linguistic pathologies, and specifically the deficits of discourse and conversation. Among the cases that will be examined, large space will be reserved to autism, schizophrenia, traumatic brain injury and aphasia.

Mandatory book:

- Adornetti I., a cura di, 2015, Pragmatica del discorso e della conversazione. Una prospettiva cognitiva, Corisco, Roma-Messina.


One book among:

- Cummings L., 2015, Pragmatica clinica, Aracne, Roma.
- Frith U., 1989, L’autismo. Spiegazione di un enigma, Laterza, Roma-Bari.
- Marini A., Carlomagno S., 2004, Analisi del discorso e patologia del linguaggio, Springer Verlag.

The course is for all students already in possession of a 3 year bachelor’s degree; it is designed to develop and implement the theoretical and practical knowledge acquired during those three years via a series of seminars about translation.
Each seminar will be organized around five macro-themes: soft vs. hard science, the language of tourism, screen translation and realia, food translation, and literary translation.
By its very nature, the course expects an active participation from students. Preparation before each meeting is required. The teacher will distribute photocopies of required reading lists for the course which will be discussed in detail and expanded upon during lessons. Theories learnt will always be developed alongside practical translation work along the appropriate macro-theme.
This is a brief outline of how each theme will be developed: for the seminar soft vs. hard science students will examine texts from psychology and psychiatry; for the language of tourism students will deal with texts whose function is both informative and persuasive (examples may include brochures, offers for package holidays from the web and tourist agencies); Screen translation and realia will consider animated movies, and TV series; food translation will enable students to look at and compare the art of recipe writing and food writing through articles on the subject of gastronomy; the seminar on literary translation will take into consideration a variety of published texts and books from literary passages and so called ‘paraliterary’ works (such as commercial texts, pulp fiction, comics and popular fiction) and books for children.
In addition to this, students will be required to attend two additional translation seminars organized by the teachers from the Dipartimento di Lingue, Letterature e Culture Straniere. At the end of the course, all students will be asked to give a power point presentation of one of their translated texts, accompanied by an analysis of their translational choices. The text needs to be agreed in advance with the course tutor.

readings are sent via email
suggested reading: Paola Fani, Tradurre, Carocci, Roma, 2008.

English Version
Instructor: Richard Ambrosini
Subject: Letteratura inglese I magistrale
CFU: 6
Semester: I & II

Wednesday 11:-13:00 (Aula 21)
Thursday 11:00-13:00 (Aula 3)
First Class: Wednesday October 7, 2015


Objectives:
Students are expected to acquire the advanced skills required to analyze complex texts and the literary phenomena of the Anglophone world viewed in a transcultural context, also in relation to translation and the teaching of literature. They are also expected to refine their ability to employ in a problematic manner the sophisticated theoretical tools which will enable them to engage in a culturalist and linguistic analysis of texts and cultural phenomena, as well as in the analysis of the interrelations between literary language and other narrative forms.

Programme

The course will set out by attempting an historical and cultural synthesis of the different strands that went into the making of British Modernism, which was at the same time a transnational phenomenon and a crucial passage in the history of English literature. The study of some of the major Modernist poets’ and novelists’ main texts will serve the purpose of casting light on the theoretical significance of the formal and stylistic experimentations that went into their making. This way, it will become possible to then understand the role those theories played once an institutionalized version of ‘Modernism’ became the foundation of the academic teaching of English literature.

Prescribed reading

Essays
Henry James, “The Art of Fiction” (1884) R. L. Stevenson, “A Humble Remonstrance” (1884)
Joseph Conrad, “Preface” to The Nigger of the “Narcissus” (1897), selection from his letters
T. S. Eliot, “Tradition and the Individual Talent” (1919), “Ulysses, Order and Myth” (1923)
D. H. Lawrence, “Surgery for the Novel – or, a Bomb” (1923)
Virginia Woolf, “Modern Fiction” (1919), “Mr. Bennett and Mrs. Brown” (1923)
E. M. Forster, Aspects of the Novel (1927) [Extracts]

Fiction

Joseph Conrad, Lord Jim (1900)
D. H. Lawrence, “Odour of Chrysanthemums” (1911)
James Joyce, Portrait of the Artist as a Young Man (1916)
Virginia Woolf, To the Lighthouse (1927)
E. M. Forster, A Passage to India (1924)

Poems
Thomas Hardy, Selection from Poems of 1912-13
W. B. Yeats, “Easter, 1916” (1916), “The Wild Swans at Coole” (1917), “Sailing to Byzantium” (1928)
T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915), The Waste Land (1922)
Ezra Pound, “A Few Don’ts by an Imagiste” (1913), “In a Station of the Metro” (1913), “Homage to Sextus Propertius” (1919)


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

D. H. Lawrence, Sons and Lovers (1913)
Ford Madox Ford, The Good Soldier (1915)

Criticism and Historical Background

A list of secondary texts will be available in early October.

The course will be held in English.

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

Essays
Henry James, “The Art of Fiction” (1884) R. L. Stevenson, “A Humble Remonstrance” (1884)
Joseph Conrad, “Preface” to The Nigger of the “Narcissus” (1897), e una selezione dall’epistolario
T. S. Eliot, “Tradition and the Individual Talent” (1919), “Ulysses, Order and Myth” (1923)
D. H. Lawrence, “Surgery for the Novel – or, a Bomb” (1923)
Virginia Woolf, “Modern Fiction” (1919), “Mr. Bennett and Mrs. Brown” (1923)
E. M. Forster, Aspects of the Novel (1927) [Estratti]

Fiction
Joseph Conrad, Lord Jim (1900)
D. H. Lawrence, “Odour of Chrysanthemums” (1911)
James Joyce, Portrait of the Artist as a Young Man (1916)
Virginia Woolf, To the Lighthouse (1927)
E. M. Forster, A Passage to India (1924)

Poems
Thomas Hardy, una scelta di poesie tratte dalla raccolta Poems of 1912-13
W. B. Yeats, “Easter, 1916” (1916), “The Wild Swans at Coole” (1917), “Sailing to Byzantium” (1928)
T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915), The Waste Land (1922)
Ezra Pound, “A Few Don’ts by an Imagiste” (1913), “In a Station of the Metro” (1913), “Homage to Sextus Propertius” (1919)

Reading List

E. M. Forster, Howards End (1910)
D. H. Lawrence, Sons and Lovers (1913)

General part: offers an overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus: provides an example of SLA research on the effects of second language teaching approaches to the context of a multilingual classroom.

1. Cook V. & Singleton D., Key Topics in Second Language Acquisition, Bristol – Buffalo – Toronto, Multilingual Matters, 2014.
2. Whittle A. & Nuzzo E., L’insegnamento della grammatica nella classe multilingue. Un esperimento di focus on form

Basic concepts of lexicology and semantics.
The lexical information.
The meaning of words.
The global structure of lexicon.
Paradigmatic and syntagmatic structures in lexicon.

E. Jezek, “Il lessico. Classi di parole, strutture, combinazioni”, Il Mulino, Bologna, 2011.

The course is for all students already in possession of a 3 year bachelor’s degree; it is designed to develop and implement the theoretical and practical knowledge acquired during those three years via a series of seminars about translation.
Each seminar will be organized around five macro-themes: soft vs. hard science, the language of tourism, screen translation and realia, food translation, and literary translation.
By its very nature, the course expects an active participation from students. Preparation before each meeting is required. The teacher will distribute photocopies of required reading lists for the course which will be discussed in detail and expanded upon during lessons. Theories learnt will always be developed alongside practical translation work along the appropriate macro-theme.
This is a brief outline of how each theme will be developed: for the seminar soft vs. hard science students will examine texts from psychology and psychiatry; for the language of tourism students will deal with texts whose function is both informative and persuasive (examples may include brochures, offers for package holidays from the web and tourist agencies); Screen translation and realia will consider animated movies, and TV series; food translation will enable students to look at and compare the art of recipe writing and food writing through articles on the subject of gastronomy; the seminar on literary translation will take into consideration a variety of published texts and books from literary passages and so called ‘paraliterary’ works (such as commercial texts, pulp fiction, comics and popular fiction) and books for children.
In addition to this, students will be required to attend two additional translation seminars organized by the teachers from the Dipartimento di Lingue, Letterature e Culture Straniere. At the end of the course, all students will be asked to give a power point presentation of one of their translated texts, accompanied by an analysis of their translational choices. The text needs to be agreed in advance with the course tutor.

readings are sent via email
suggested reading: Paola Fani, Tradurre, Carocci, Roma, 2008.

English Version
Instructor: Richard Ambrosini
Subject: Letteratura inglese I magistrale
CFU: 6
Semester: I & II

Wednesday 11:-13:00 (Aula 21)
Thursday 11:00-13:00 (Aula 3)
First Class: Wednesday October 7, 2015


Objectives:
Students are expected to acquire the advanced skills required to analyze complex texts and the literary phenomena of the Anglophone world viewed in a transcultural context, also in relation to translation and the teaching of literature. They are also expected to refine their ability to employ in a problematic manner the sophisticated theoretical tools which will enable them to engage in a culturalist and linguistic analysis of texts and cultural phenomena, as well as in the analysis of the interrelations between literary language and other narrative forms.

Programme

The course will set out by attempting an historical and cultural synthesis of the different strands that went into the making of British Modernism, which was at the same time a transnational phenomenon and a crucial passage in the history of English literature. The study of some of the major Modernist poets’ and novelists’ main texts will serve the purpose of casting light on the theoretical significance of the formal and stylistic experimentations that went into their making. This way, it will become possible to then understand the role those theories played once an institutionalized version of ‘Modernism’ became the foundation of the academic teaching of English literature.

Prescribed reading

Essays
Henry James, “The Art of Fiction” (1884) R. L. Stevenson, “A Humble Remonstrance” (1884)
Joseph Conrad, “Preface” to The Nigger of the “Narcissus” (1897), selection from his letters
T. S. Eliot, “Tradition and the Individual Talent” (1919), “Ulysses, Order and Myth” (1923)
D. H. Lawrence, “Surgery for the Novel – or, a Bomb” (1923)
Virginia Woolf, “Modern Fiction” (1919), “Mr. Bennett and Mrs. Brown” (1923)
E. M. Forster, Aspects of the Novel (1927) [Extracts]

Fiction

Joseph Conrad, Lord Jim (1900)
D. H. Lawrence, “Odour of Chrysanthemums” (1911)
James Joyce, Portrait of the Artist as a Young Man (1916)
Virginia Woolf, To the Lighthouse (1927)
E. M. Forster, A Passage to India (1924)

Poems
Thomas Hardy, Selection from Poems of 1912-13
W. B. Yeats, “Easter, 1916” (1916), “The Wild Swans at Coole” (1917), “Sailing to Byzantium” (1928)
T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915), The Waste Land (1922)
Ezra Pound, “A Few Don’ts by an Imagiste” (1913), “In a Station of the Metro” (1913), “Homage to Sextus Propertius” (1919)


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

D. H. Lawrence, Sons and Lovers (1913)
Ford Madox Ford, The Good Soldier (1915)

Criticism and Historical Background

A list of secondary texts will be available in early October.

The course will be held in English.

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

Essays
Henry James, “The Art of Fiction” (1884) R. L. Stevenson, “A Humble Remonstrance” (1884)
Joseph Conrad, “Preface” to The Nigger of the “Narcissus” (1897), e una selezione dall’epistolario
T. S. Eliot, “Tradition and the Individual Talent” (1919), “Ulysses, Order and Myth” (1923)
D. H. Lawrence, “Surgery for the Novel – or, a Bomb” (1923)
Virginia Woolf, “Modern Fiction” (1919), “Mr. Bennett and Mrs. Brown” (1923)
E. M. Forster, Aspects of the Novel (1927) [Estratti]

Fiction
Joseph Conrad, Lord Jim (1900)
D. H. Lawrence, “Odour of Chrysanthemums” (1911)
James Joyce, Portrait of the Artist as a Young Man (1916)
Virginia Woolf, To the Lighthouse (1927)
E. M. Forster, A Passage to India (1924)

Poems
Thomas Hardy, una scelta di poesie tratte dalla raccolta Poems of 1912-13
W. B. Yeats, “Easter, 1916” (1916), “The Wild Swans at Coole” (1917), “Sailing to Byzantium” (1928)
T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915), The Waste Land (1922)
Ezra Pound, “A Few Don’ts by an Imagiste” (1913), “In a Station of the Metro” (1913), “Homage to Sextus Propertius” (1919)

Reading List

E. M. Forster, Howards End (1910)
D. H. Lawrence, Sons and Lovers (1913)

- Speech Acts theory. Locution, illocution, perlocution.
- The Cooperation Principle and the theory of conversational implicatures. Relevance theory.
- The linguistic and extralinguistic context. Ambiguity.
- The context. Deixis and Anaphora.
- Face and Politeness.
- Culture and Language. Linguistics, anthropology, ethnography.
- Linguistic presuppositions: existence presupposition, truth presupposition.
- Pragmatic presuppositions: felicity condicions.
- Information Structure of the Utterance: Given and New, Theme and Rheme, Fore- and Background.
- Strategies of persuasion: the language of advertising and propaganda.

- Cecilia Andorno, Che cos'è la pragmatica linguistica. Roma, Carocci, 2005.
- Lombardi Vallauri, E. La struttura informativa. Forma e funzione negli enunciati linguistici, Roma, Carocci, 2009.
A scelta:
G.R. Cardona, I sei lati del mondo. Linguaggio ed esperienza. Laterza 1988.
G.R. Cardona, Introduzione all'etnolinguistica. UTET Università, 2006.).

General part: offers an overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus: provides an example of SLA research on the effects of second language teaching approaches to the context of a multilingual classroom.

1. Cook V. & Singleton D., Key Topics in Second Language Acquisition, Bristol – Buffalo – Toronto, Multilingual Matters, 2014.
2. Whittle A. & Nuzzo E., L’insegnamento della grammatica nella classe multilingue. Un esperimento di focus on form

Authors and scribes in medieval England and Germany

The course will focus on the analysis of medieval English and German texts which will be the starting point for outlining the main characteristics of the literary and cultural milieu in which they were produced and for widening the students’ knowledge in the field of diachronic linguistics and textual tradition. Students will learn how to use the principle bibliographical instruments for carrying out individual researches and to set a text within its literary genre.
Seminars, with students’ presentations of individual researches, will be held.

A selection of chapters from the following books:

- L. Avrin, Scribes, Script and Books. The Book Arts from Antiquity to Renaissance, American Library Association/The British Library: Chicago- London 1991.
- M. P.Brown, A Guide to Western Historical Scripts from Antiquity to 1600, The British Library: London 1990.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004.
- A. M. Luiselli Fadda, “Lectio Magistralis. L’arte della filologia”, in: Percepta rependere dona. Studi di filologia per Anna Maria Luiselli Fadda, a cura di C. Bologna, M. Mocan e P. Vaciago, Olschki: Firenze 2010, pp. xiii- xxvii.
- D. Crystal, The Stories of English, Penguin Books: London 2005,
or:
- G. Wolff, Deutsche Sprachgeschichte von den Anfängen bis zur Gegenwart, UTB: Stuttgart 2009.

Further material will be given at the beginning of the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

The lectures treat with the topic of linguistic pathologies, and specifically the deficits of discourse and conversation. Among the cases that will be examined, large space will be reserved to autism, schizophrenia, traumatic brain injury and aphasia.

Mandatory book:

- Adornetti I., a cura di, 2015, Pragmatica del discorso e della conversazione. Una prospettiva cognitiva, Corisco, Roma-Messina.


One book among:

- Cummings L., 2015, Pragmatica clinica, Aracne, Roma.
- Frith U., 1989, L’autismo. Spiegazione di un enigma, Laterza, Roma-Bari.
- Marini A., Carlomagno S., 2004, Analisi del discorso e patologia del linguaggio, Springer Verlag.

The voyage theme in medieval English and German literary texts.
The aim of the course is to investigate how medieval authors represented and reflected upon the theme of the voyage. Literary texts belonging to different genres will be analyzed from a historical, literary and philological perspective and will give the students the opportunity to learn the main stages of the development of English and German.

- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 1993.
- P. von Polenz, Geschichte der deutschen Sprache, Berlin-New York: Walter de Gruyter 1978.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004 (Parte II).
-D. Wallace, The Cambridge History of Medieval English Literature, Cambridge, Cambridge University Press 2002.
- D. Kartschoke, Geschichte der deutschen Literatur im hohen Mittelalter, DTV, München 1990.


Further material will be given at the beginning of the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

- DAVID MAMET: THE AMERICAN MACHO (PROF. MARIA ANITA STEFANELLI)
IL TEATRO DI DAVID MAMET SI DISTINGUE PER IL LINGUAGGIO URBANO, SINTETICO, FREDDO, INFARCITO
DA PAROLE OSCENE. LE DIDASCALIE SONO SCARNE, LE SCENE ESSENZIALI. L'UOMO È ESSENZIALMENTE
UN FRUSTRATO; TENDE AL MACHISMO, MA LA DONNA SPESSO SI PRENDE GIOCO DI LUI. IL MONDO È
FATTO DI UN CAPITALISMO RAPACE, IPER-MASCOLINITÀ E IL RAPPORTO SIMBIOTICO TRA I DUE. SPACCATO
DELLA SOCIETÀ AMERICANA, DOVE IL GIOCO D'AZZARDO È METAFORA DELLA VITA.

-DAVID MAMET, TESTI:
SEXUAL PERVERSITY IN CHICAGO (1974), AMERICAN BUFFALO (1975), A LIFE IN THE THEATRE (1977), THE
WOODS (1979), EDMOND (1982), GLENGARRY GLEN ROSS (1984), SPEED-THE-PLOW (1988), OLEANNA
(1992)
-DAVID MAMET, FILM:
AMERICANI, REGIA DI JAMES FOLEY (1992)
THE WINSLOW BOY, REGIA DI DAVID MAMET (1999)
-BIBLIOGRAFIA:
ARTHUR HOLMBERG, DAVID MAMET AND AMERICAN MACHO, C.U.P. 2012.

Italian modern translations of Phèdre, by Jean Racine: after the analysis of Racine masterpiece from a thematic and a linguistic point of vue, the course will focus some different italian modern versions of Phèdre. Fields of interest: french classic drama; history of italian and french language; translation methodologies.

ESISTE UNA ‘TEORIA DELLA TRADUZIONE’? SICURAMENTE ESISTONO NUMEROSI E DIVERGENTI APPROCCI A QUESTA ATTIVITÀ. IL CORSO OFFRE UNA PANORAMICA DIACRONICA E SINCRONICA DEI DIVERSI PERCORSI DELLA TRADUTTOLOGIA, PRESENTANDO INOLTRE DIZIONARI E STRUMENTI DELLA TRADUZIONE. SI AFFRONTERÀ LA TRADUZIONE DAL TEDESCO IN ITALIANO DI DIVERSE VARIETÀ TESTUALI. SONO PREVISTE VERIFICHE PERIODICHE CON APPROFONDITA ANALISI DEGLI ELABORATI INDIVIDUALI.

RADEGUNDIS STOLZE, ÜBERSETZUNGSTHEORIEN, NARR, TÜBINGEN, 5. AUFL. 2008.
STEFANO ARDUINI, UBALDO STECCONI, MANUALE DI TRADUZIONE. TEORIE E FIGURE PROFESSIONALI, CAROCCI, ROMA 2007.

IL TEMA DELLA VIOLENZA, SIA ESSA POLITICA, SOCIALE O DERIVANTE ALL’INCONTRO DELL’UOMO CON LA NATURA, È CANONICO NELLA LETTERATURA LATINOAMERICANA. IL CORSO NE ILLUSTRA ALCUNI ESEMPI, A PARTIRE DALLA LETTURA E ANALISI DI TESTI LETTERARI DEL XX SECOLO.

MODULO A
MIGUEL BONASSO, RICORDO DELLA MORTE, MILANO, IL SAGGIATORE, 2006
MANUEL PUIG, IL BACIO DELLA DONNA RAGNO / EL BESO DE LA MUJER ARAÑA (QUALSIASI EDIZIONE)
JULIO CORTÁZAR, “GRAFFITI”, IN TANTO AMORE PER GLENDA, MILANO, GUANDA, 2009.
EMILIA PERASSI, “IL CORPO FANTASMATICO DEI DESAPARECIDOS. QUALI RAPPRESENTAZIONI?”, IN NICOLETTA VALLORANI, DISSOLVENZE. CORPI E CULTURE NELLA CONTEMPORANEITÀ, MILANO, IL SAGGIATORE, 2009.

MODULO B
GRACILIANO RAMOS, VITE SECCHE (QUALSIASI EDIZIONE);
RUBEM FONSECA, BUON ANNO, ROMA, VOLAND, 1998 (UN RACCONTO A SCELTA DELLO STUDENTE);
LUIZ RUFFATO, COME TANTI CAVALLI, MILANO, BEVIVINO, 2003;
JAIME GINZBURG, A VIOLÊNCIA NA LITERATURA BRASILEIRA: NOTAS SOBRE MACHADO DE ASSIS, GRACILIANO RAMOS E GUIMARÃES ROSA, “LETTERATURE D’AMERICA”, 130, XXX, 2010, PP. 5-22
PATRICIA PETERLE, LA FAME DELLE ASSENZE E L’INTELLETTUALE BRASILIANO: UN PERCORSO LETTERARIO, “QUADERNO DEL DIPARTIMENTO DI LETTERATURE COMPARATE”, 5, 2010, PP.

- DAVID MAMET: THE AMERICAN MACHO (PROF. MARIA ANITA STEFANELLI)
IL TEATRO DI DAVID MAMET SI DISTINGUE PER IL LINGUAGGIO URBANO, SINTETICO, FREDDO, INFARCITO
DA PAROLE OSCENE. LE DIDASCALIE SONO SCARNE, LE SCENE ESSENZIALI. L'UOMO È ESSENZIALMENTE
UN FRUSTRATO; TENDE AL MACHISMO, MA LA DONNA SPESSO SI PRENDE GIOCO DI LUI. IL MONDO È
FATTO DI UN CAPITALISMO RAPACE, IPER-MASCOLINITÀ E IL RAPPORTO SIMBIOTICO TRA I DUE. SPACCATO
DELLA SOCIETÀ AMERICANA, DOVE IL GIOCO D'AZZARDO È METAFORA DELLA VITA.

-DAVID MAMET, TESTI:
SEXUAL PERVERSITY IN CHICAGO (1974), AMERICAN BUFFALO (1975), A LIFE IN THE THEATRE (1977), THE
WOODS (1979), EDMOND (1982), GLENGARRY GLEN ROSS (1984), SPEED-THE-PLOW (1988), OLEANNA
(1992)
-DAVID MAMET, FILM:
AMERICANI, REGIA DI JAMES FOLEY (1992)
THE WINSLOW BOY, REGIA DI DAVID MAMET (1999)
-BIBLIOGRAFIA:
ARTHUR HOLMBERG, DAVID MAMET AND AMERICAN MACHO, C.U.P. 2012.

Italian modern translations of Phèdre, by Jean Racine: after the analysis of Racine masterpiece from a thematic and a linguistic point of vue, the course will focus some different italian modern versions of Phèdre. Fields of interest: french classic drama; history of italian and french language; translation methodologies.

ESISTE UNA ‘TEORIA DELLA TRADUZIONE’? SICURAMENTE ESISTONO NUMEROSI E DIVERGENTI APPROCCI A QUESTA ATTIVITÀ. IL CORSO OFFRE UNA PANORAMICA DIACRONICA E SINCRONICA DEI DIVERSI PERCORSI DELLA TRADUTTOLOGIA, PRESENTANDO INOLTRE DIZIONARI E STRUMENTI DELLA TRADUZIONE. SI AFFRONTERÀ LA TRADUZIONE DAL TEDESCO IN ITALIANO DI DIVERSE VARIETÀ TESTUALI. SONO PREVISTE VERIFICHE PERIODICHE CON APPROFONDITA ANALISI DEGLI ELABORATI INDIVIDUALI.

RADEGUNDIS STOLZE, ÜBERSETZUNGSTHEORIEN, NARR, TÜBINGEN, 5. AUFL. 2008.
STEFANO ARDUINI, UBALDO STECCONI, MANUALE DI TRADUZIONE. TEORIE E FIGURE PROFESSIONALI, CAROCCI, ROMA 2007.