Short fiction: the short stories from Boccaccio to Basile

Canonised by the Decameron, the short story or novella has always been a genre of great vitality and difficult definition. Through the analysis of a series of significant texts and authors, the course intends to follow the development of the short story and examine the different forms it takes (in prose or verse, isolated or in organic collections, autonomous or within other works) from the 14th to the 17th century, until Giambattista Basile takes up the Decameron’s structure to create a new genre, the literary fairy tale.

Textbooks for attending students:
- Elisabetta Menetti, La realtà come invenzione: forme e storie della novella italiana, Milano, FrancoAngeli, 2015
- Handouts downloadable from Teams/Moodle or available from the photocopy shop in front of the Department of Studi Umanistici, from: Giovanni Boccaccio, Decameron; Franco Sacchetti, Trecentonovelle; Masuccio Salernitano, Novellino; Niccolò Machiavelli, Belfagor arcidiavolo; Ludovico Ariosto, Orlando furioso; Matteo Bandello, Novelle; Giraldi Cinzio, Ecatommiti; Francesco Straparola, Le piacevoli notti; Giovan Battista Basile, Lo cunto de li cunti.
Other materials will be provided during the lessons.

Textbooks for non-attending students:
Non-attending students will have to add one of these two texts of their choice to the syllabus for attending students:
- Giancarlo Alfano, Nelle maglie della voce. Oralità e testualità da Boccaccio a Basile, Napoli, Liguori, 2006
- La novella del Cinquecento, a cura di Sandra Carapezza, Milano, UNICOPLI, 2013

The course, starting from the beginning of 20th century, will follow the development of Italian literary history on both the lyrical and narrative side. Each author will be studied in its historical and geographical context, by some examples of reading and textual analysis of his major works, also through the constant reference to the contemporary context.

For students attending the course are required to read and analyze 1 poetic collection and 1 narrative work of their choice among the listed authors, also the exam book (see general bibliography).
For students who do not attend the course in addition to the examination texts, the full reading of 2 poetic collections and 2 narrative works of listed authors is required, also the exam book (see general bibliography); for Erasmus students the full reading of 1 poetic collection and 1 narrative work of listed authors (see general bibliography).

General Bibliography:
The history of Italian literature from 1900 to the 1970s is to be prepared on a manual of Italian literature (we recommend: G. Langella, La Modernità letteraria, Pearson, 2021). A good knowledge of the following authors, is required: D’Annunzio, Serao, Deledda, Aleramo, Pirandello, Svevo, Tozzi, Gadda, Moravia, Pavese, Vittorini, Fenoglio, Calvino, Primo Levi, Pasolini, Elsa Morante, Ortese. It also requires a profile of the 20th century, as well as a good knowledge of the following authors: Pascoli, D’Annunzio, Marinetti, Palazzeschi, Saba, Ungaretti, Montale, Quasimodo, Luzi, Caproni, Sereni, Pasolini, Rosselli.
Exam Book:

L. Pirandello, Novelle per un anno, vol. 1, edizione diretta da S. Costa, Scialle nero, La vita nuda, La rallegrata, a cura di M. Venturini, F. Tomassini, F. Miliucci, Mondadori, Oscar Moderni, 2021.

- Linguistics, as a science of language and thought.
- The rise of linguistics. Historical linguistics. General linguistics.
- Semiotic foundations of language. Design features.
- Using the language device: the theory of Speech Acts, the theory of implicatures. Persuading: the need to know how the device is shaped. Intonation and politeness. Sociolinguistic choices.
Linguistic and present-day comunication: linguistic strategies of persuasive communication. The grammar of persuasion.
Linguistics and society: rights, linguistic deprivation, variational linguistics.
- Linguistics and the languages of the world.
- Phonetics; phonetic transcription. Italian and English phonetics.
- Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental features. Intonation, illocution and Information Structure.
- The lexicon. The Word. Word classes.
- Morphology. Morphemes and allomorphs. Types of morphemes and morphological typology. Inflexion. Word formation: derivation and composition.
- Syntax. Structure. Head and modifier. Basic word order. Argument structure. The ergative parameter.
- Semantics. What is meaning. Types of meanings. Ordering schemes for meanings. The delimitation of meanings: traditional categories and prototypes.
- Pragmatics. Macropragmatics: speech acts and conversational implicatures. Micropragmatics: Information Structure of the utterance.
- Interfaces between levels. The phonology-morphology interface: the loss of inflections, metaphony. The morphology-syntax interface: inflection and word order. The syntax-pragmatics interface: marked constructions and informational stress.
- Linguistics, knowledge and culture.
- Linguistics, man and the brain: what are we? Linguistic universals. Implicational universals. Explaining language universals. An example: two kinds of memory, and the "magical nunber seven".
- Diachronical linguistics and the past: history, archaeology, philology. Language change. Phonetic change. Morphological change. Semantic change. The "laws" of linguistic change. Words and Things: linguistic reconstruction and cultural reconstruction. The interpretation of texts.

- E. Lombardi Vallauri, La linguistica in pratica. Bologna, Il Mulino, 2013.

- Linguistics: science of language, science of thought
- The birth of linguistics. Historical linguistics. General linguistics.
- Semiotic bases of language. Constitutive traits. - Using the language tool with skill: The theory of speech acts, the theory of implicatures. Convince: know how the instrument was manufactured. Intonation and kindness. Choices of register and familiarity. Linguistics and modern communication: tendentious communication. Linguistic tricks in persuasive messages. Diverting attention: the grammar of persuasion Linguistics and society: rights, linguistic deprivation, the varieties of the repertoire. Logs.
- Linguistics and languages. - Phonetics, phonetic transcription. Phonetics of Italian and English.
- Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental traits. Intonation, illocutivity, and information structure of the statement.
- Lexicon. The word. Word classes. - Morphology. Morpheme and allomorphic. Types of morphemes and morphological typology. The bending. The formation of words: derivation and composition.
- Syntax. The structure. Head and modifier. The basic order of the elements. The argumental structure. The ergative parameter. - Semantics. What is meaning. Types of meanings. Patterns of sorting meanings. The delimitation of meaning (categories and prototypes).
- Pragmatics. Macropragmatics: linguistic acts and conversational implications. Micropragmatics: the information structure of the statement.
- Interfaces between layers. Interface between phonology and morphology: the loss of endings, metaphonesis. Interface between morphology and syntax: inflection and word order. Interface between syntax and pragmatics: marked constructs and highlighting.
- Linguistics and knowledge.
- Linguistics, man, brain: what are we? Linguistic universals. The universal implications. Explain the universals of language. An example: two types of memory, and the "magical number seven".
- Diachronic linguistics and the ancient: History, Archeology, Philology. Change. Phonetic change. The morphological change. The semantic change. The "laws" of change. Words and things: linguistic and cultural reconstruction. The interpretation of texts.

Lombardi Vallauri, Edoardo. (2013). La linguistica. In pratica. Il Mulino, Bologna. (3° edizione)

The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.

1st Semester program

First year course (6 credits) –
1. Interlanguage papers with video and analysis (DVD e fascicolo Prof. Pallotti)
2. Volume: Elisabetta Bonvino e Sandra Garbarino (2022) Intercomprensione . Cesena/Bologna: Caissa.
3. The common european framework– Companion volume

History of the French language.

Aurelio Principato, Breve storia della lingua francese. Dal Cinquecento ai giorni nostri, Roma, Carocci, 2000.



Additional text for non-attending students:

Marc Fumaroli, Trois institutions littéraires, Paris, Gallimard, coll. Folio histoire, 1994; it. translation: Il salotto, l’accademia, la lingua. Tre istituzioni letterarie, Milano, Adelphi, 2001.

The course illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

Gancikov A., 2009, Grammatica russa facile, Vallardi, Milano
Pavlovskaya A., 2011, Culture Shock! A Survival Guide to Customs and Etiquette, Russia (seconda ed.), Marshall Cavendish, pp. 32-110

Other didactic material will be provided in electronic form during the course.

Readings for non attending students:
Timberlake A., A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004: chap. 1, 2, 3, 6.4, 6.5.


Attendance at lessons is highly recommended.
Non-attending students are requested to contact the teacher (e-mail: valentina.benigni@uniroma3.it)

Sade among the poets.

Maurice Blanchot, Lautréamont e Sade, Milano, SE, 2003.

La poesia francese 1814-1914, a cura di Luca Pietromarchi, Roma-Bari, Laterza, 2012.

Mario Praz, La carne, la morte e il diavolo nella letteratura romantica, Rizzoli, coll. BUR, 2008.

The course aims to introduce students to contemporary Spanish literature (20th and 21st centuries), through the reading of some emblematic works and historical-cultural and literary study.

EXPECTED LEARNING RESULTS
A) Historical, literary and cultural skills
- Spain between dictatorships, a republican experiment and attempts at a democratic rebirth;
- Evolutionary lines of Spanish society between the early decades of the twentieth century and the present era;
- Evolutionary lines of Spanish culture between Modernism and postmodernity.

B) Methodological skills
- Methods of approach to historical, social and cultural phenomena;
- Methods of approach to literary phenomena;
- Methods of analysis of the literary text (novel and theater).

• M. de Unamuno, Nebbia, Milano, BUR (disponibile anche in e-book);
• F. García Lorca, Nozze di sangue, edizione di E. Pittarello, Venezia, Marsilio;
• A. Buero Vallejo, Storia di una scala, Firenze, Le Lettere;
• J. Cercas, Soldati di Salamina, Guanda (disponibile anche in e-book).

"Amor y desamor": the declinations of love in Spanish literature from "La Celestina" to Bécquer. Students will be introduced to the study of Spanish culture and literature through a critical reading of the works indicated. In particular, the course aims to explore the presence and the different declinations of love in Spanish literature, between ages and literary genres, through the reading, commentary and analysis of some canonical texts.

N.B. Students with a surname starting with a letter between A and L (=canale A-L) will take the course with Prof. Pezzini in the FIRST SEMESTER. Students in "canale M-Z" will take the course with Prof. Resta in the SECOND SEMESTER.

TEXTS (the editions indicated are part of the examination programme):

1. F. de Rojas, "La Celestina", introduzione di C. Samonà, Milano, BUR;
2. Garcilaso de la Vega, "Egloga I" (provided by teachers);
3. Lope de Vega, "El caballero de Olmedo", traduzione, introduzione e note di F. Antonucci in "Il teatro dei secoli d’oro", a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 689-889 (provided by teachers).
4. G. A. Béquer, "El monte de las ánimas":
https://www.cervantesvirtual.com/obra-visor/el-monte-de-las-animas/html/c9646750-a0fa-11e1-b1fb-00163ebf5e63_2.html#I_0_ (traduzione «Il monte delle anime» in La croce del diavolo e altre leggende, a cura di Chiarcossi, G. Lobera F., Milano 2007, pp. 48-59).

CRITICISM AND LITERARY HISTORY

1. M. Grazia Profeti, L’età d’oro della letteratura spagnola: Il Cinquecento, La Nuova Italia, 1998 (parti indicate dalle docenti) - capitolo 4 (La narrativa), capitolo 8 (Miguel de Cervantes, pp. 471-570); M. Grazia Profeti, L’età d’oro della letteratura spagnola: Il Seicento, La Nuova Italia, 1998 (parti indicate dalle docenti), Il romanzo picaresco (pp. 453-489 + il Buscón da 377 a 387);

2. Le introduzioni alle edizioni obbligatorie delle opere indicate alla sezione TESTI;

3. Cesare Segre, “Analisi concettuale della I Egloga di Garcilaso” (messo a disposizione dalla docenti);

4. Altri materiali critici e/o di supporto messi a disposizione dalle docenti.

"Amor y desamor: the declinations of love in Spanish literature from La Celestina to Bécquer".
The student will be introduced to the study of Spanish culture and literature through a critical reading of the indicated works. In particular, the course aims to explore the presence and the different declinations of love in Spanish literature, between ages and literary genres, through the reading, commentary and analysis of some canonical texts.

N.B. Students with a surname starting with a letter between A and L (=channel A-L) will take the course with Prof. Pezzini in the FIRST SEMESTER. Students in channel M-Z will take the course with Prof. Resta in the SECOND SEMESTER.

TEXTS (to be prepared in full; where a specific edition is required, it is the one required for exam preparation):

1. F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
2. Garcilaso de la Vega, Egloga I (provided by the teachers);
3. Lope de Vega, El caballero de Olmedo, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 689-889 (compulsory edition provided by teachers).
4. G. A. Béquer, El monte de las ánimas available here:
https://www.cervantesvirtual.com/obra-visor/el-monte-de-las-animas/html/c9646750-a0fa-11e1-b1fb-00163ebf5e63_2.html#I_0_ (traduzione «Il monte delle anime» in La croce del diavolo e altre leggende, Chiarcossi, G. Lobera F. (a cura di), Milano 2007, pp. 48-59).

The course aims to introduce students to the study of Portuguese literature, presenting at first authors, works and movements particularly significant for Portuguese cultural history: medieval poetry, literature of discoveries (sixteenth century), Romanticism, Modernism, etc.
In a second step, It will be analyzed the work of the novelist José Saramago.

Valeria Tocco, Breve storia della letteratura portoghese, Roma, Carocci, 2011;
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, Morfologie del viaggio. L’avventura marittima portoghese, Milano, Led, 2006

A. Casadei, Il romanzo del secondo Novecento e i problemi del realismo, in Spazi e confini del romanzo. Narrative tra Novecento e Duemila, Bologna, Pendragon, 1999, pp. 231-245;
H. Costa, José Saramago e la tradizione del romanzo storico in Portogallo, in José Saramago. Il bagaglio dello scrittore, a cura di G. Lanciani, Roma, Bulzoni, 1996, pp. 7-21;
J. Saramago, História do Cerco de Lisboa, Porto, Porto Editora, 2019 (1989) [tr.it. Storia dell’assedio di Lisbona, Milano, Feltrinelli]
J. Saramago, Ensaio sobre a Cegueira, Lisboa, Porto Editora, 2019 (1995) [tr.it. Cecità, Milano, Feltrinelli]
J. Saramago, Lezioni italiane, Roma, La Nuova Frontiera, 2022.

The course traces the evolution of the utopian genre in English literature, from the first founding work, Thomas More’s "Utopia" (1516), to Aldous Huxley’s twentieth-century anti-utopian novel "Brave New World" (1932), passing through texts that, while constituting an important contribution, fall more loosely within the canon of the genre, such as William Shakespeare’s "The Tempest" (1610-11) and Daniel Defoe’s "Robinson Crusoe" (1719). The excursus through works that stand as inverted or distorted mirrors of the reality to which they belong and of the changes taking place in it will serve to illuminate some crucial features and dynamics of English cultural and literary history.

Thomas More, "Utopia" [1516], Feltrinelli, 2007
William Shakespeare, "The Tempest / La Tempesta" [1610], testo inglese a fronte, Feltrinelli, 2019
Excerpts from "Robinson Crusoe" [1719] by Daniel Defoe e "Gulliver's Travels" [1726] by Jonathan Swift (provided by the teacher in pdf format)
Aldous Huxley, "Brave New World" [1932], Random, 2009

This course provides an overview of English literature through the study of a variety of texts by some of its most representative authors. Highlighting the topos of the ghost, students will explore a series of texts belonging to different literary genres and historical contexts with a view to analysing some typologies of ghosts and the refractions these provide.

William Shakespeare, Hamlet / Amleto [Feltrinelli with parallel text]
Jane Austen, Northanger Abbey / L’abbazia di Northanger [any unabridged edition]
Charles Dickens, The Signal-Man / Il segnalatore [available online]
H.G. Wells, The Red Room / La camera rossa [available online]
Virginia Woolf, Jacob’s Room / La stanza di Jacob [translated by N. Fusini, Feltrinelli]

Beyond reason: illusions, dreams, visions, (in)sanity from Shakespeare to Woolf
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the illusionary island of Shakespeare’s “The Tempest”, through the satirical world of Swift’s “A Modest Proposal” and other writings, the vision of Coleridge’s “Kubla Khan”, to the (in)sanity of Woolf’s “Mrs Dalloway”, the course means to illustrate the nature of the literary text and to focus on the polisemy and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to read them before the beginning of the course.
1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837.
2. Jonathan Swift, “A Modest Proposal/Una modesta proposta”, a cura di Luciana Pirè, Marsilio, Venezia, 2019, ISBN: 9788831722537; other satirical writings added as learning materials in Moodle: “An Argument Against Abolishing Christianity”; “The Tatler” Number 5 (from Tuesday Jan. 23, to Saturday Jan. 27, 1710).
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.
4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

Beyond reason: illusions, dreams, visions, (in)sanity from Shakespeare to Woolf
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the illusionary island of Shakespeare’s “The Tempest”, through the satirical world of Swift’s “A Modest Proposal” and other writings, the vision of Coleridge’s “Kubla Khan”, to the (in)sanity of Woolf’s “Mrs Dalloway”, the course means to illustrate the nature of the literary text and to focus on the polisemy and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to read them before the beginning of the course.
1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837.
2. Jonathan Swift, “A Modest Proposal/Una modesta proposta”, a cura di Luciana Pirè, Marsilio, Venezia, 2019, ISBN: 9788831722537; other satirical writings added as learning materials in Moodle: “An Argument Against Abolishing Christianity”; “The Tatler” Number 5 (from Tuesday Jan. 23, to Saturday Jan. 27, 1710).
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.
4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

The module introduces to the problems and genres characterizing German literature in its two most intense periods - the second half of eighteenth century and the early twentieth century - through the reading of some classical texts and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti (Einaudi)
J. W. Goethe, Werther (Einaudi)
F. Schiller, I masnadieri (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
R. Walser, Jacob von Gunten (Adelphi)
F. Kafka, La metamorfosi (Feltrinelli).
B. Brecht, L’opera da tre soldi (Einaudi)

The course aims at introducing to Russian Culture and Literature, from the origins to the A.S.Pushkin's times,through the prism of the city's images.

Parte istituzionale. Testi di riferimento (Il docente spiegherà le modalità di selezione dei materiali nel corso nelle prime lezioni)

E. Lo Gatto, Storia della letteratura russa, Firenze, Sansoni (dalle origini fino al ‘600)
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I. (pagine dedicate a Puškin e Lermontov)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010 (dal ‘600 all’epoca di Puškin)


Readings
A.S. Puškin Evgenij Onegin
M.Ju. Lermontov Geroj Nashego Vremeni
N.V. Gogol’ Peterburgskie povesti
F.M. Dostoevskij Belye Nochi

1 readings
A.S. Puškin La figlia del Capitano/ Boris Godunov/I racconti di Belkin/Piccole tragedie/La dama di picche

2 readings
Avvakum Vita dell’arciprete Avvakum scritta da lui stesso
A.N. Radiščev Viaggio da Pietroburgo a Mosca
N.M. Karamzin La povera Liza
A.S. Puškin La figlia del Capitano/ Boris Godunov/I racconti di Belkin/Piccole tragedie/La dama di picche

- Selected poems


Poesie a memoria (solo per gli studenti di russistica)
- La prima strofa del I capitolo dell’Evgenij Onegin
- Il Cavaliere di bronzo (parti scelte)
- 1 poesia di Puskin e 1 poesia di Lermontov analizzate in aula

The main phenomena and turning points of European history between the end of the fifteenth and the first half of the nineteenth century will be examined and critically analyzed, also in the fundamental dimension of the relations with other cultures and civilizations.

Carlo Capra, Storia moderna 1492-1848, Firenze, Le Monnier Università, 2021.
Paolo Prodi, La storia moderna, Bologna, Il Mulino, 2005.

This course aims to discuss a particular aspect of human communication skills - the faculty of language -, analyzing the various hypotheses that have been advanced on the topic over time, especially in the field of cognitive sciences.

- Ferretti F. (2015), La facoltà di linguaggio. Determinanti biologiche e variabilità culturale, Carocci. Roma
- Ferretti F., Adornetti I. (2012) Dalla comunicazione al linguaggio. Mondadori Univ. Milano (capitolo 1)

Theme of this year's course: Making home in mobility.

Ways and forms of how people "build" their lives.
Biographical paths, individual paths and collective exchanges.
Individual strategies and social organization.
Perfomative systems: from subjectivity to community.

1. A textbook for the general part:
Ugo Fabietti, Elementi di antropologia culturale, Milano, Mondadori, 2015.

2. The monographic part includes:
Stefano De Matteis, La forza della vulnerabilità, Milano, Meltemi.
Giuseppe Grimaldi. Fuorigioco. Figli di migranti e italianità. Un’etnografia tra Milano, Addis Abeba e Londra. Ombre corte, Verona, 2022.
Andrea Staid, Essere natura. Uno sguardo antropologico per cambiare il nostro rapporto con l'ambiente, UTET, 2022.

History of Italian Opera from Monteverdi to Puccini.
THERE WILL BE A GENERAL AND A MONOGRAPHIC PART. IN THE GENERAL ONE, THE EVOLUTION OF OPERA FROM ITS ORIGINS TO THE EARLY TWENTIETH CENTURY (FUNDAMENTAL AUTHORS, DRAMATURGICAL PRINCIPLES AND DRAMATIC MUSICAL STRUCTURES) WILL BE TRACED. THE MONOGRAPHIC PART WILL ANALYZE THREE OPERAS FROM THE CLASSICAL REPERTOIRE OF ITALIAN OPERA, WHICH WILL BE INDICATED AT THE BEGINNING OF THE LESSONS AND SELECTED ALSO ON THE BASIS OF THE ARTISTIC SEASON OF THE OPERA DI ROMA.

- GILLES DE VAN, L’OPERA ITALIANA. LA PRODUZIONE, L’ESTETICA, I CAPOLAVORI, CAROCCI, 2012 (PRIMA ED. 2002).
- SELECTED ESSAYS AND DVDS ON THE MONOGRAPHIC PART OF THE COURSE. SELECTED ESSAYS WELL BE AVAILABLE IN COPY SHOPS (VIA GIULIO ROCCO). DVDS WILL BE AVAILABLE IN THE BIBLIOTECA DI SPETTACOLO “LINO MICCICHÈ".

STUDENTS WHO DO NOT ATTEND THE LESSONS HAVE TO STUDY THE FOLLOWING ADDITIONAL BOOK:
- FABRIZIO DELLA SETA, «...NON SENZA PAZZIA». PROSPETTIVE SUL TEATRO MUSICALE, ROMA, CAROCCI, 2008 (EXCLUDING THE CHAPTERS 4, 6, 9).

The course aims to introduce undergraduate students in languages and communication and languages and cultures to the main historical and analytical approaches to the history of international relations between the 19th and 21st centuries. More specifically, the course will review the main historical and theoretical debates about the evolution of the international system from the crisis of the Concert of Europe in the late 19th century until the formation, evolution, and crisis of the World Concert at the dawn of the 21st century. Particular emphasis will be placed on the dynamics of the bipolar system during the Cold War and to the endeavours to establish a new international order after the end of the East-West division.

One among the following textbooks:

Anthony Best, Jussi M. Hanhimaki, Joseph A. Maiolo, Kirsten E. Schulze (eds), International History of the Twentieth Century and Beyond (Routledge 2014)

Alfredo Breccia, Storia e diplomazia. Le costanti della politica internazionale: sicurezza ed equilibrio (Nuova Cultura 2021)

J.W. Young and J. Kent, International Relations Since 1945: A Global History (OUP 2015, seconda edizione)

Students are advised to prepare for the exam also through the study of a Historical Atlas

The main phenomena and turning points of European history between the end of the fifteenth and the first half of the nineteenth century will be examined and critically analyzed, also in the fundamental dimension of the relations with other cultures and civilizations.

Carlo Capra, Storia moderna 1492-1848, Firenze, Le Monnier Università, 2021.
Paolo Prodi, La storia moderna, Bologna, Il Mulino, 2005.

- Linguistics, as a science of language and thought.
- The rise of linguistics. Historical linguistics. General linguistics.
- Semiotic foundations of language. Design features.
- Using the language device: the theory of Speech Acts, the theory of implicatures. Persuading: the need to know how the device is shaped. Intonation and politeness. Sociolinguistic choices.
Linguistic and present-day comunication: linguistic strategies of persuasive communication. The grammar of persuasion.
Linguistics and society: rights, linguistic deprivation, variational linguistics.
- Linguistics and the languages of the world.
- Phonetics; phonetic transcription. Italian and English phonetics.
- Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental features. Intonation, illocution and Information Structure.
- The lexicon. The Word. Word classes.
- Morphology. Morphemes and allomorphs. Types of morphemes and morphological typology. Inflexion. Word formation: derivation and composition.
- Syntax. Structure. Head and modifier. Basic word order. Argument structure. The ergative parameter.
- Semantics. What is meaning. Types of meanings. Ordering schemes for meanings. The delimitation of meanings: traditional categories and prototypes.
- Pragmatics. Macropragmatics: speech acts and conversational implicatures. Micropragmatics: Information Structure of the utterance.
- Interfaces between levels. The phonology-morphology interface: the loss of inflections, metaphony. The morphology-syntax interface: inflection and word order. The syntax-pragmatics interface: marked constructions and informational stress.
- Linguistics, knowledge and culture.
- Linguistics, man and the brain: what are we? Linguistic universals. Implicational universals. Explaining language universals. An example: two kinds of memory, and the "magical nunber seven".
- Diachronical linguistics and the past: history, archaeology, philology. Language change. Phonetic change. Morphological change. Semantic change. The "laws" of linguistic change. Words and Things: linguistic reconstruction and cultural reconstruction. The interpretation of texts.

- E. Lombardi Vallauri, La linguistica in pratica. Bologna, Il Mulino, 2013.

- Linguistics: science of language, science of thought
- The birth of linguistics. Historical linguistics. General linguistics.
- Semiotic bases of language. Constitutive traits. - Using the language tool with skill: The theory of speech acts, the theory of implicatures. Convince: know how the instrument was manufactured. Intonation and kindness. Choices of register and familiarity. Linguistics and modern communication: tendentious communication. Linguistic tricks in persuasive messages. Diverting attention: the grammar of persuasion Linguistics and society: rights, linguistic deprivation, the varieties of the repertoire. Logs.
- Linguistics and languages. - Phonetics, phonetic transcription. Phonetics of Italian and English.
- Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental traits. Intonation, illocutivity, and information structure of the statement.
- Lexicon. The word. Word classes. - Morphology. Morpheme and allomorphic. Types of morphemes and morphological typology. The bending. The formation of words: derivation and composition.
- Syntax. The structure. Head and modifier. The basic order of the elements. The argumental structure. The ergative parameter. - Semantics. What is meaning. Types of meanings. Patterns of sorting meanings. The delimitation of meaning (categories and prototypes).
- Pragmatics. Macropragmatics: linguistic acts and conversational implications. Micropragmatics: the information structure of the statement.
- Interfaces between layers. Interface between phonology and morphology: the loss of endings, metaphonesis. Interface between morphology and syntax: inflection and word order. Interface between syntax and pragmatics: marked constructs and highlighting.
- Linguistics and knowledge.
- Linguistics, man, brain: what are we? Linguistic universals. The universal implications. Explain the universals of language. An example: two types of memory, and the "magical number seven".
- Diachronic linguistics and the ancient: History, Archeology, Philology. Change. Phonetic change. The morphological change. The semantic change. The "laws" of change. Words and things: linguistic and cultural reconstruction. The interpretation of texts.

Lombardi Vallauri, Edoardo. (2013). La linguistica. In pratica. Il Mulino, Bologna. (3° edizione)

The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.

1st Semester program

First year course (6 credits) –
1. Interlanguage papers with video and analysis (DVD e fascicolo Prof. Pallotti)
2. Volume: Elisabetta Bonvino e Sandra Garbarino (2022) Intercomprensione . Cesena/Bologna: Caissa.
3. The common european framework– Companion volume

The course aims to introduce students into Spanish Phonetics, Ortography, Morfology and Sintaxt from contrastive approach (Spanish/Italian), and it gives a survey of the main theoretical approaches to translation of comedies. The history of translation from the origins to XVIIIth Century. Guided by the teacher, students will also explore Spanish translation from a linguistic and cultural perspective, will practice different kinds of excercises and learn to use fundamental bibliographical struments (grammars, diccionaries, lexical databases, etc.) for Spanish/Italian translation.

Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Eventual other bibliographical references will be provided during the course.
Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, José Luis, La sombra del Tenorio, Castalia, Madrid, 2013.
One of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Austral, 2010.
Alejo Carpentier, El arpa y la sombra, Madrid, Cátedra, 2014.

Additional mandatory material for students who have failed their final tests and for non attending students:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (or Spanish traslation: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

Study of the phonetics, orthography, morphology and syntax of Spanish with a contrastive approach (Italian/Spanish). Translation in history: from the origins to the 18th century. Introduction to dramatic translation. Introduction to the use of the main bibliographical tools (grammars, dictionaries, lexicons, etc.) useful for learning Spanish and for translation. The student will be able to put into practice the theoretical notions acquired through exercises of various kinds.

Manuali e saggi
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.



Testi
Dispensa con un’antologia di testi (scaricabile dal sito) per le esercitazioni a lezione.
Alonso de Santos, José Luis, La sombra del Tenorio, Madrid, Castalia, 2013.
Un testo a scelta tra:
Miguel Mihura, Melocotón en almíbar, Madrid, Austral, 2010.
Alejo Carpentier, El arpa y la sombra, Madrid, Cátedra, 2014.


Materiali integrativi obbligatori per i non frequentanti e per i frequentanti che non superano la prova scritta:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

Study of the phonetics, orthography, morphology and syntax of Spanish with a contrastive approach (Italian/Spanish). Translation in history: from the origins to the 18th century. Introduction to dramatic translation. Introduction to the use of the main bibliographical tools (grammars, dictionaries, lexicons, etc.) useful for learning Spanish and for translation. The student will be able to put into practice the theoretical notions acquired through exercises of various kinds.

Manuali e saggi
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.

Testi
Dispensa con un’antologia di testi (scaricabile dal sito) per le esercitazioni a lezione.
Alonso de Santos, José Luis, La sombra del Tenorio, Madrid, Castalia, 2013.
Un testo a scelta tra:
Miguel Mihura, Melocotón en almíbar, Madrid, Austral, 2010.
Alejo Carpentier, El arpa y la sombra, Madrid, Cátedra, 2014.

Materiali integrativi obbligatori per i non frequentanti e per i frequentanti che non superano la prova scritta:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

During the course, the historical evolution of Portuguese in the European and non-European context will be studied and analysed. Furthermore, the elaboration and codification phase of Portuguese and the extra-European expansion phase will be compared, highlighting the predominantly bicentric, rather than polycentric, condition of the Portuguese language, with two officially recognised varieties: European Portuguese (EP) and Brazilian Portuguese (PB).

Esperança Cardeira, Breve Storia della Lingua Portoghese, Pisa, Pisa University Press, 2019.
Ivo Castro, Introdução à história do português, Edições Colibri, 2006.

Students that can't attend or that reach less than 70% of the attendances, will have to add the following text: Paul Teyssier, História da língua portuguesa, Martin Fontes.

The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.

Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.

Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.

The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.

Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.

Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.

Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill. *

Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.*

* Disponibili presso il Laboratorio linguistico per approfondire in modalità di autoapprendimento lo studio della fonetica e dell’intonazione della lingua inglese.

Introduction to the German Language

The module aims to introduce students to the study of the German language. We will cover teaching methods and learning strategies, the history of the German language, linguistic variation and the main difficulties of the German language for an Italian speaker. We will also touch on syntactic aspects. In addition, we will briefly introduce valence theory and its application to German, word formation, phonetics and phonology with the main differences of the two systems German and Italian, orthography (and the reform of German orthography), and finally, contrastive linguistics and language mediation.

D. Ponti, R. Buzzo Margari, M. Costa, Elementi di linguistica tedesca, Alessandria, Edizioni dell’Orso 1999 (solo la prima parte: introduzione alla linguistica tedesca, pp. 13 – 110)

The course illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

Gancikov A., 2009, Grammatica russa facile, Vallardi, Milano
Pavlovskaya A., 2011, Culture Shock! A Survival Guide to Customs and Etiquette, Russia (seconda ed.), Marshall Cavendish, pp. 32-110

Other didactic material will be provided in electronic form during the course.

Readings for non attending students:
Timberlake A., A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004: chap. 1, 2, 3, 6.4, 6.5.


Attendance at lessons is highly recommended.
Non-attending students are requested to contact the teacher (e-mail: valentina.benigni@uniroma3.it)

The course aims to introduce students to contemporary Spanish literature (20th and 21st centuries), through the reading of some emblematic works and historical-cultural and literary study.

EXPECTED LEARNING RESULTS
A) Historical, literary and cultural skills
- Spain between dictatorships, a republican experiment and attempts at a democratic rebirth;
- Evolutionary lines of Spanish society between the early decades of the twentieth century and the present era;
- Evolutionary lines of Spanish culture between Modernism and postmodernity.

B) Methodological skills
- Methods of approach to historical, social and cultural phenomena;
- Methods of approach to literary phenomena;
- Methods of analysis of the literary text (novel and theater).

• M. de Unamuno, Nebbia, Milano, BUR (disponibile anche in e-book);
• F. García Lorca, Nozze di sangue, edizione di E. Pittarello, Venezia, Marsilio;
• A. Buero Vallejo, Storia di una scala, Firenze, Le Lettere;
• J. Cercas, Soldati di Salamina, Guanda (disponibile anche in e-book).

"Amor y desamor": the declinations of love in Spanish literature from "La Celestina" to Bécquer. Students will be introduced to the study of Spanish culture and literature through a critical reading of the works indicated. In particular, the course aims to explore the presence and the different declinations of love in Spanish literature, between ages and literary genres, through the reading, commentary and analysis of some canonical texts.

N.B. Students with a surname starting with a letter between A and L (=canale A-L) will take the course with Prof. Pezzini in the FIRST SEMESTER. Students in "canale M-Z" will take the course with Prof. Resta in the SECOND SEMESTER.

TEXTS (the editions indicated are part of the examination programme):

1. F. de Rojas, "La Celestina", introduzione di C. Samonà, Milano, BUR;
2. Garcilaso de la Vega, "Egloga I" (provided by teachers);
3. Lope de Vega, "El caballero de Olmedo", traduzione, introduzione e note di F. Antonucci in "Il teatro dei secoli d’oro", a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 689-889 (provided by teachers).
4. G. A. Béquer, "El monte de las ánimas":
https://www.cervantesvirtual.com/obra-visor/el-monte-de-las-animas/html/c9646750-a0fa-11e1-b1fb-00163ebf5e63_2.html#I_0_ (traduzione «Il monte delle anime» in La croce del diavolo e altre leggende, a cura di Chiarcossi, G. Lobera F., Milano 2007, pp. 48-59).

CRITICISM AND LITERARY HISTORY

1. M. Grazia Profeti, L’età d’oro della letteratura spagnola: Il Cinquecento, La Nuova Italia, 1998 (parti indicate dalle docenti) - capitolo 4 (La narrativa), capitolo 8 (Miguel de Cervantes, pp. 471-570); M. Grazia Profeti, L’età d’oro della letteratura spagnola: Il Seicento, La Nuova Italia, 1998 (parti indicate dalle docenti), Il romanzo picaresco (pp. 453-489 + il Buscón da 377 a 387);

2. Le introduzioni alle edizioni obbligatorie delle opere indicate alla sezione TESTI;

3. Cesare Segre, “Analisi concettuale della I Egloga di Garcilaso” (messo a disposizione dalla docenti);

4. Altri materiali critici e/o di supporto messi a disposizione dalle docenti.

"Amor y desamor: the declinations of love in Spanish literature from La Celestina to Bécquer".
The student will be introduced to the study of Spanish culture and literature through a critical reading of the indicated works. In particular, the course aims to explore the presence and the different declinations of love in Spanish literature, between ages and literary genres, through the reading, commentary and analysis of some canonical texts.

N.B. Students with a surname starting with a letter between A and L (=channel A-L) will take the course with Prof. Pezzini in the FIRST SEMESTER. Students in channel M-Z will take the course with Prof. Resta in the SECOND SEMESTER.

TEXTS (to be prepared in full; where a specific edition is required, it is the one required for exam preparation):

1. F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
2. Garcilaso de la Vega, Egloga I (provided by the teachers);
3. Lope de Vega, El caballero de Olmedo, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 689-889 (compulsory edition provided by teachers).
4. G. A. Béquer, El monte de las ánimas available here:
https://www.cervantesvirtual.com/obra-visor/el-monte-de-las-animas/html/c9646750-a0fa-11e1-b1fb-00163ebf5e63_2.html#I_0_ (traduzione «Il monte delle anime» in La croce del diavolo e altre leggende, Chiarcossi, G. Lobera F. (a cura di), Milano 2007, pp. 48-59).

Since the times of the Conquest and Colonization, the theme of the encounter with the Other has determined a series of representations of the new continent that have fixed images and stereotypes. The theme, which has become canonical in contemporary Hispanic-American literature, will be analyzed through selected passages from 15th and 16th century chronicles and through 20th and 21st century fiction.

1. A. Benítez Rojo, Il mare delle lenticchie, Nuoro, Ilisso, 2005;
2. Esquivel, La voce dell’acqua, Milano, Garzanti, 2007;
in alternativa: C. Boullosa, Dorme, Firenze, Le lettere, 2000;
3. J. Saer, L’arcano, Firenze, Giunti, 1994;
4. Todorov, La conquista dell’America, Torino, Einaudi, 2005.

The course traces the evolution of the utopian genre in English literature, from the first founding work, Thomas More’s "Utopia" (1516), to Aldous Huxley’s twentieth-century anti-utopian novel "Brave New World" (1932), passing through texts that, while constituting an important contribution, fall more loosely within the canon of the genre, such as William Shakespeare’s "The Tempest" (1610-11) and Daniel Defoe’s "Robinson Crusoe" (1719). The excursus through works that stand as inverted or distorted mirrors of the reality to which they belong and of the changes taking place in it will serve to illuminate some crucial features and dynamics of English cultural and literary history.

Thomas More, "Utopia" [1516], Feltrinelli, 2007
William Shakespeare, "The Tempest / La Tempesta" [1610], testo inglese a fronte, Feltrinelli, 2019
Excerpts from "Robinson Crusoe" [1719] by Daniel Defoe e "Gulliver's Travels" [1726] by Jonathan Swift (provided by the teacher in pdf format)
Aldous Huxley, "Brave New World" [1932], Random, 2009

This course provides an overview of English literature through the study of a variety of texts by some of its most representative authors. Highlighting the topos of the ghost, students will explore a series of texts belonging to different literary genres and historical contexts with a view to analysing some typologies of ghosts and the refractions these provide.

William Shakespeare, Hamlet / Amleto [Feltrinelli with parallel text]
Jane Austen, Northanger Abbey / L’abbazia di Northanger [any unabridged edition]
Charles Dickens, The Signal-Man / Il segnalatore [available online]
H.G. Wells, The Red Room / La camera rossa [available online]
Virginia Woolf, Jacob’s Room / La stanza di Jacob [translated by N. Fusini, Feltrinelli]

Beyond reason: illusions, dreams, visions, (in)sanity from Shakespeare to Woolf
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the illusionary island of Shakespeare’s “The Tempest”, through the satirical world of Swift’s “A Modest Proposal” and other writings, the vision of Coleridge’s “Kubla Khan”, to the (in)sanity of Woolf’s “Mrs Dalloway”, the course means to illustrate the nature of the literary text and to focus on the polisemy and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to read them before the beginning of the course.
1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837.
2. Jonathan Swift, “A Modest Proposal/Una modesta proposta”, a cura di Luciana Pirè, Marsilio, Venezia, 2019, ISBN: 9788831722537; other satirical writings added as learning materials in Moodle: “An Argument Against Abolishing Christianity”; “The Tatler” Number 5 (from Tuesday Jan. 23, to Saturday Jan. 27, 1710).
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.
4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

Beyond reason: illusions, dreams, visions, (in)sanity from Shakespeare to Woolf
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the illusionary island of Shakespeare’s “The Tempest”, through the satirical world of Swift’s “A Modest Proposal” and other writings, the vision of Coleridge’s “Kubla Khan”, to the (in)sanity of Woolf’s “Mrs Dalloway”, the course means to illustrate the nature of the literary text and to focus on the polisemy and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to read them before the beginning of the course.
1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837.
2. Jonathan Swift, “A Modest Proposal/Una modesta proposta”, a cura di Luciana Pirè, Marsilio, Venezia, 2019, ISBN: 9788831722537; other satirical writings added as learning materials in Moodle: “An Argument Against Abolishing Christianity”; “The Tatler” Number 5 (from Tuesday Jan. 23, to Saturday Jan. 27, 1710).
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.
4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

This course is an introduction to the national literature of the United States. I will explore the cultural complexities of an emerging and changing nation as revealed by representative authors such as Phillis Wheatley, Harriet Jacobs, Herman Melville, Emily Dickinson, F. Scott Fitzgerald, Octavia Butler, and others. I will also emphasize the ways in which classic American literary texts have provided themes, styles, and narrative techniques to a distinctively American film culture. Through this course students will develop close reading and analytical writing skills. Attendance is highly recommended for prospective American Literature majors.

La dichiarazione di indipendenza degli Stati Uniti d’America (1776)
https://www.archives.gov/milestone-documents/declaration-of-independence#transcript

Costituzione degli Stati Uniti d'America (1787)
https://www.archives.gov/founding-docs/constitution-transcript

Bill of Rights (1791)
https://www.archives.gov/milestone-documents/bill-of-rights#transcript

Phillis Wheatley,
-- “On Being Brought from Africa to America” (1773)
https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-america
-- “To The Right Honorable, William, Earl of Dartmouth” (1773)
https://www.poets.org/poetsorg/poem/right-honourable-william-earl-dartmouth
--June Jordan, "Il difficile miracolo dellaa poesia nera in America: una sorta di sonetto per Phillis Weathley", ACOMA 3, Inverno 1993, pp. 4-13
http://www.acoma.it/sites/default/files/pdf-articoli/3jordan.pdf

Washington Irving, The Sketch-Book of Geoffrey Crayon, Gent. (1819-20), New York, OUP, 2009, ISBN: 978-0199555819
-- "Rip Van Winkle"
-- "The Legend of Sleepy Hollow"
Alessandro Portelli
-- "The buried king and the memory of the future: From Washington Irving to Bruce Springsteen", Memory Studies, Vol. 13, n. 3, 2020, pp. 267-76.
(Please download the article from the R3 Library Catalog)

Frederick Douglass, "What To the Slave Is the Fourth of July",1852
http://nationalhumanitiescenter.org/ows/seminars/civilwarrecon/cwcause/Douglass%20Fourth%20of%20July.pdf

Henry David Thoreau, "Where I Lived, and What I lived for", in Walden, Chapter II (1854)
https://archive.vcu.edu/english/engweb/transcendentalism/authors/thoreau/walden/

Herman Melville, Benito Cereno (1855), a cura di Brian Yothers, Broadview Press, 2019, ISBN: 9781554813094 / 1554813093 (Da ordinare con largo anticipo)

Harriet Jacobs
-- Incidents in the Life of a Slave Girl (1861), edited by Frances Smith Foster and Richard Yarborough, New York, Norton Second Critical Edition, 2018, ISBN: 978-0393614565
-- Frances Smith Foster and Richard Yarborough, "Introduction", pp. vii-xix.
-- Sara Antonelli, "Maschere e potere in Incidents in the Life of a Slave Girl di Harriet Jacobs", in Acoma 13 (primavera 1998), pp. 100-13, http://www.acoma.it/sites/default/files/pdf-articoli/13antonelli.pdf

Emily Dickinson, Selected Poems
https://www.edickinson.org
IMPORTANT: If you could not attend classes, please choose 15 poems and be ready to discuss them during the oral exam.

Three Negro Classics: Up from Slavery, The Souls of Black Folks, The Autobiography of an Ex-Colored Man, New York, Avon Books, 1999 ISBN: 978-0380015818.
-- W.E.B. Du Bois, The Souls of Black Folk (1903)
---- The Forethought
---- Our Spiritual Strivings (Cap. I)
---- On Mr. Booker T. Washington And Others (Cap. III)
---- On the Meaning of Progress (Cap. IV)
---- Of the Wings of Atlanta (Cap. V).
---- Of the Passing of the First-Born (Cap. XI)
---- Of the Coming of John (Cap. XIII)
---- Of the Sorrow Songs (Cap. XIV)
---- The After-Thought.
-- Stuart Hall, "Tearing Down the Veil", The Guardian, Feb 22, 2003.
https://www.theguardian.com/books/2003/feb/22/featuresreviews.guardianreview30

F. Scott Fitzgerald
-- The Great Gatsby, edited by David Alworth, New York, Norton, 2021, ISBN: 978-0-393-54016-1
-- Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", in The Great Gatsby, edited by David Alworth, pp. 499-518; originally published as Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", F. Scott Fitzgerald Review 13 (2015), pp. 55-75 (Catalogo elettronico di Roma Tre).
.

Octavia Butler
-- Kindred (1979), New York, Hachette Collections, 978-1472258229


N.B. Students who are not able to attend classes will study the same syllabus/books above.

The course will address the main turning points, issues and processes in contemporary history, from 1860 to 2001. With respect to the themes present in the texts, the following issues will be selected and dealt with:
Europe after the war of 1870: development of political systems and international relations. Italian unification. Imperialism. The birth of a power: the United States. The “second” industrial revolution. The advent of mass society and mass politics: political parties. The labour movement and Marxism. Nationalism.
The Great War: contingent and long-term causes, effects. The revolution in Russia. The advent of fascism in Italy and its institutionalisation. The Great Crisis of 1929 and F. D. Roosevelt’s New Deal. The advent of Nazism and the Third Reich. Stalinism. Totalitarianism and democracy. The Second World War and the Shoah.
The Cold War: origins and developments. Decolonisation: overview and basic features. The development of European integration. Communisms: the People's Republic of China and “destalinisation” in the Soviet Union. The “affluent society”: new kinds of consumption and customs. The United States as a world power: from Eisenhower to Kennedy’s New Frontier to the war in Vietnam. The new youth culture and 1968; the movements of the 1960s and 1970s; terrorism, feminism, environmentalism. International détente. The 1973 oil crisis and the so-called “neo-liberal” turn of the 1980s. The crisis of communism and the end of the Cold War. “Globalisation” and the 1990s. Terrorism and the Twin towers attack.

G. Sabbatucci, V. Vidotto, Storia contemporanea. L'Ottocento, Roma-Bari, Laterza, 2018 (chap. 6.9; chapters 9-18) e G. Sabbatucci, V. Vidotto, Storia contemporanea. Il Novecento, Roma-Bari, Laterza, 2019 (chapters 1-20).

Edition 2009:
G Sabbatucci-V.Vidotto, "Storia contemporanea", vol. I (chapters 10, 12-21) e vol. II (the whole book).

Alternatively:
R. Romanelli, Ottocento. Lezioni di storia contemporanea, Bologna, Il Mulino, 2011 (only those chapters that will be indicated by the lecturer) e R. Romanelli, Novecento. Lezioni di storia contemporanea, Bologna, Il Mulino, 2014 (only those chapters that will be indicated by the lecturer).

The course addresses film narrative and stylistic forms, from classic Hollywood to contemporary cinema. Through the analysis of specific sequences and films, the course addresses classic cinema from the 1930s, the melodramatic style from the 1950s, film modernity (in particular Italian art film from the 1960s), postmodern cinema, postclassic films, mind-game films, "global films". The last part of the course is dedicated to complex and vast narratives, especially the narrative universe by David Lynch. The film analysis will be conducted through various methods and approaches; among then, structuralism and semiotics, formal analysis and style, psychoanalysis, feminist film theory. Cultural studies and approaches will be considered in order to address modernity, postmodernism, and contemporary mediascapes.
The final syllabus will be published online at https://ilariaadepascalis.wordpress.com/informazioni-generali/

Veronica Pravadelli, Dal classico al postmoderno al global. Teoria e analisi delle forme filmiche, Marsilio, Venezia 2019.

Collection of essays edited by the teacher.

Provisional filmography (it could be subjected to changes):

● Bringing Up Baby, Howard Hawks, 1938
● Written on the Wind, Douglas Sirk, 1958
● La dolce vita, Federico Fellini, 1960
● L’avventura, Michelangelo Antonioni, 1960
● Prima della rivoluzione, Bernardo Bertolucci, 1964
● Die Hard, John McTiernan, 1988
● Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017
● Mulholland Drive, David Lynch, 2001
● Babel, Alejandro González Iñárritu, 2006

The final program is online at https://ilariaadepascalis.wordpress.com/

The course focuses on narrative modes and film style from classical cinema to contemporary cinema. We will consider: 1930s classical American cinema, 1950s American melodrama, modern cinema - in particular Italian 1960s auteur cinema - postmodern and post-classic cinema, as well as mind-game films and the "global film." To study these filmic forms we will employ a whole set of methodologies: structuralism and semiotics, formal and stylistic analysis, psychoanalysis and feminist theories. More generally, we will use cultural approaches to interpret modernity, postmodernity and contemporary scenarios.

Veronica Pravadelli, Dal classico al postmoderno al global. Teoria e analisi delle forme filmiche, Marsilio, Venezia 2019.
Antologia di saggi a cura della docente reperibile presso la Copisteria CLP di Via G. Rocco 11 (tel. 06 5759751):
● Raymond Bellour, “L’evidenza e il codice”, in L'analisi del film, Kaplan, Torino 2005, pp. 100-106.
● Sigmund Freud, “Alcune conseguenze psichiche della differenza anatomica tra i sessi” (1925) e “La femminilità” (1932), in Scritti sulla sessualità femminile, Bollati Boringhieri, Torino 1969, pp. 23-35 e 61-88.
● Veronica Pravadelli, “Introduzione”, in La grande Hollywood. Stili di vita e di regia nel cinema classico americano, Marsilio, Venezia 2007, pp. 9-16.
● Christian Metz, “Il cinema moderno e la narratività” in Semiologia del cinema, Garzanti, Milano 1972, pp. 245-272 (estratto).
● Gilles Deleuze, Cinema 2. L’immagine-tempo, Ubulibri, Milano 1989, pp. 11-24.
● Elena Pulcini, “La passione del moderno: l’amore di sé”, in Storia delle passioni, a cura di Silvia Vegetti Finzi, Laterza, Roma-Bari 1995, pp. 133-180.
● Frederic Jameson, Il postmoderno o la logica culturale del tardo capitalismo, Garzanti, Milano 1989, pp. 7-51.
● Ilaria A. De Pascalis, Il cinema europeo contemporaneo: scenari transnazionali, immaginari globali, Bulzoni, Roma 2015, pp. 221-242.
● Paolo Bertetto, “L’analisi interpretativa. Mulholland Drive”, in Metodologie di analisi del film, a cura di Id., Laterza, Roma-Bari 2006, pp. 223-255.
● Lorenzo Marmo, “Tornando a casa. Desiderio spettatoriale e dispersione narrativa in Twin Peaks: The Return di David Lynch”, in SigMa – Rivista di Letterature comparate, Teatro e Arti dello spettacolo, vol. 1, 2017, pp. 537-561.


Filmografia indicativa:

● Bringing Up Baby, Susanna, Howard Hawks, 1938
● Written on the Wind, Come le foglie al vento, Douglas Sirk, 1956
● La dolce vita, Federico Fellini, 1960
● L’avventura, Michelangelo Antonioni, 1960
● Prima della rivoluzione, Bernardo Bertolucci, 1964
● Die Hard, Trappola di cristallo, John McTiernan, 1988
● Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017: visione integrale dell’episodio 2 stagione 1 Zen, or the Skill to Catch a Killer
● Mulholland Drive, David Lynch, 2001
● Babel, Alejandro González Iñárritu, 2006

From the arrival of sound to neorealism. Italian cinema in the Fascist era. Origins and development of neorealism in the political, moral, cultural and artistic climate of the second Postwar. Production and reception modes. Plurality of ideologies, poetics, and styles. Contamination of genres. Neorealistic iconography. Forms of aesthetic renovation. The critical debate of the time. Historiographic reevaluations, critical rereadings and theoretical analyses from the 60s to today.

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (pp. 73-204); David Bruni, Commedia degli anni anni trenta, Il Castoro, Milano 2013; Stefania Parigi, Neorealismo. Il nuovo cinema del dopoguerra, Marsilio, Venezia 2014 and 2016; a compilation of texts on neorealism by the teacher (you can find it in the Moodle Platform). Non-attending students must also read David Bruni, Roberto Rossellini. Roma città aperta, Lindau, Torino 2006.

FILMOGRAPHY: Gli uomini, che mascalzoni… (1932) by M. Camerini; 1860 (1934) by A. Blasetti; Vecchia guardia (1935) by A. Blasetti; Dora Nelson (1939) by M. Soldati; I Grandi Magazzini (1939) by Mario Camerini; Ossessione (1943) by L.Visconti; Paisà (1946) by R. Rossellini; Germania anno zero (1948) by R. Rossellini; Ladri di biciclette (1948) by V. De Sica; La terra trema (1948) by L.Visconti; Riso amaro (1949) by G. De Santis; Miracolo a Milano (1950) by V. De Sica; Il cammino della speranza (1950) by P. Germi; Bellissima (1951) by L. Visconti; Due soldi di speranza (1951) by R. Castellani; Lo sceicco bianco (1952) by F. Fellini; Pane amore e fantasia (1953) by L. Comencini; Il grido (1957) by M. Antonioni. Films will be shown in full or in part during lessons. Dvd copies will be available at the Biblioteca "Lino Miccichè", via Ostiense 139.

The course examines the period from the post-war to the present, focusing in the first part on the main stages that have marked the history of Italian cinema in terms of films, authors and genres. In the second part, we will focus instead on a particular topos, that of the beach, which has always been central to the national imagination and of course also in our cinematographic tradition. We will therefore examine the aesthetic, narrative, productive and cultural peculiarities of some cinematographic works in which the "bathing condition" has become a privileged occasion to investigate the main historical, social and anthropological changes experienced by our country in more than half a century.

TEXTS:

G.P. Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (dal cap. III in poi);

C. Uva, L'ultima spiaggia. Rive e derive del cinema italiano, Marsilio, Venezia 2021;

E. Giacovelli, C’era una volta la commedia all’italiana, Gremese, Roma 2015;

C. Uva (a cura di), Matteo Garrone, Marsilio, Venezia 2020.

FOR ERASMUS STUDENTS:
G.P. Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (dal cap. III in poi);

C. Uva, L'ultima spiaggia. Rive e derive del cinema italiano, Marsilio, Venezia 2021.


FILMOGRAPHY

Ladri di biciclette (1948) di V. De Sica; Domenica d’agosto (1950) di L. Emmer; La spiaggia (1954) di A. Lattuada; Vacanze a Ischia (1957) di M. Camerini; La dolce vita (1960) di F. Fellini; L’avventura (1960) di M. Antonioni; Accattone (1961) di P. P. Pasolini; Il sorpasso (1962) di D. Risi; La voglia matta (1962) di L. Salce; Prima della rivoluzione (1964) di B. Bertolucci; Per un pugno di dollari (1964) di S. Leone; L’ombrellone (1965) di D. Risi; Indagine su un cittadino al di sopra di ogni sospetto (1970) di E. Petri; Ferie d’agosto (1996) di P. Virzì; Ospiti (1998) di M. Garrone, Estate romana (2000) di M. Garrone, L'imbalsamatore (2002) di M. Garrone, Reality (2012) di M. Garrone, Il racconto dei racconti - Tale of Tales (2015) di M. Garrone.

Descrizione del corso. Il corso si prefigge di tratteggiare le principali vicende e i principali protagonisti del teatro italiano dal Cinquecento sino ai giorni nostri. L’analisi verterà sulla lingua e lo stile dei commediografi, con particolare riguardo ad autori quali Machiavelli, Goldoni, Pirandello.

Tipologia dell’esame: Orale

L’esame verterà sui testi in programma e sugli argomenti presentati nel corso delle lezioni.

L’esame consiste in un colloquio sugli argomenti del programma al fine di verificare:

1) la profondità e l’ampiezza delle conoscenze acquisite;

2) la proprietà di linguaggio;

3) la capacità di collegare criticamente temi e problemi affrontati

Bibliografia:

Claudio Giovanardi - Pietro Trifone, La lingua del teatro, Bologna, Il Mulino, 2015.

È inoltre necessaria la lettura integrale delle seguenti tre commedie:

La mandargola di Niccolò Machiavelli (qualsiasi edizione)

La locandiera di Carlo Goldoni (qualsiasi edizione)

Sei personaggi in cerca d’autore di Luigi Pirandello (qualsiai edizione)

Contatto e-mail del docente:

Bibliografia:

Claudio Giovanardi - Pietro Trifone, La lingua del teatro, Bologna, Il Mulino, 2015.

È inoltre necessaria la lettura integrale delle seguenti tre commedie:

La mandargola di Niccolò Machiavelli (qualsiasi edizione)

La locandiera di Carlo Goldoni (qualsiasi edizione)

Sei personaggi in cerca d’autore di Luigi Pirandello (qualsiai edizione)

he course presents the structures of the Italian language, first examining them according to their level (phonological, morphological, syntactic, lexical) and then highlighting how they function within texts. Particular attention will be paid to textuality and the structures that characterise and define different types of text (narrative, descriptive, expository, regulatory, argumentative). At the end of the course, students will know basic concepts and categories of Italian linguistics and will have learnt how to use them to achieve a deeper and more conscious understanding of the various types of texts.

Giovanardi, Claudio / De Roberto, Elisa, L’italiano. Strutture, comunicazione, testi, Milano, Pearson, 2022 (new edition).

The course aims to offer a global vision of the historical development of European Theatre, through a series of close ups on themes and changes of its values and conditions, from Mediaeval culture to contemporary performance. The notion of cultural performance will be assumed as a key concept, in order to enlarge the horizon of the artistic and cultural values of theatre to other fields and practices of representation (Dance, ritual, celebration).
In its first part, the course deals with texts and contexts of books considered as groundbreaking sources for the theory and practice of the Western performer in 20th century (Artaud, Brecht, Grotowski).
In the second period, through the reading of Shakespeare's Hamlet, a focus will concern the dramatic tradition in European modern theatre.
In the final period, taking part in meeting and panels with operators, curators and performers, the students will share ongoing projects and current trends in Italian contemporary theatre

A. Artaud, Il teatro e il suo doppio, Einaudi, Torino; B. Brecht, Scritti teatrali, Einaudi, Torino; J. Grotowski, Testi. Volume II, Il teatro povero (1965-69),La casa Usher, Firenze;
W. Shakespeare, Amleto, edizione e traduzione a c. di A. Serpieri, Marsilio
2 testi a scelta tra i seguenti tre:
M. Schino, L’età dei maestri, Viella, Roma; E. Barba, La conquista della differenza, Bulzoni, Roma; F. Cruciani, Lo spazio del teatro, Laterza, Bari.
For non attending students: R. Guarino, Shakespeare. La scrittura nel teatro, Carocci, Roma; oppure il terzo dei testi a scelta.

IThe Othello of Tommaso Salvini
The masterpiece of a great mid-nineteenth-century actor

Mirella Schino, L’età dei maestri. Appia, Craig, Stanislavskij, Mejerchol’d, Copeau, Artaud e gli altri, Roma, Viella, 2017
Ferdinando Taviani, Le visioni del teatro, Roma, Bulzoni, 2021 (the entire book except: Amatorialità, e Teatro, società e modi di produzione)
Mirella Schino, Profilo del teatro italiano, Carocci 2012
Handouts supplied by the teacher (downloaded from moodle)
Required reading: Shakespeare, Othello
Non-attenders will add: Claudio Meldolesi, Thinking the Actor

The course will address the main turning points, issues and processes in contemporary history, from 1860 to 2001. With respect to the themes present in the texts, the following issues will be selected and dealt with:
Europe after the war of 1870: development of political systems and international relations. Italian unification. Imperialism. The birth of a power: the United States. The “second” industrial revolution. The advent of mass society and mass politics: political parties. The labour movement and Marxism. Nationalism.
The Great War: contingent and long-term causes, effects. The revolution in Russia. The advent of fascism in Italy and its institutionalisation. The Great Crisis of 1929 and F. D. Roosevelt’s New Deal. The advent of Nazism and the Third Reich. Stalinism. Totalitarianism and democracy. The Second World War and the Shoah.
The Cold War: origins and developments. Decolonisation: overview and basic features. The development of European integration. Communisms: the People's Republic of China and “destalinisation” in the Soviet Union. The “affluent society”: new kinds of consumption and customs. The United States as a world power: from Eisenhower to Kennedy’s New Frontier to the war in Vietnam. The new youth culture and 1968; the movements of the 1960s and 1970s; terrorism, feminism, environmentalism. International détente. The 1973 oil crisis and the so-called “neo-liberal” turn of the 1980s. The crisis of communism and the end of the Cold War. “Globalisation” and the 1990s. Terrorism and the Twin towers attack.

G. Sabbatucci, V. Vidotto, Storia contemporanea. L'Ottocento, Roma-Bari, Laterza, 2018 (chap. 6.9; chapters 9-18) e G. Sabbatucci, V. Vidotto, Storia contemporanea. Il Novecento, Roma-Bari, Laterza, 2019 (chapters 1-20).

Edition 2009:
G Sabbatucci-V.Vidotto, "Storia contemporanea", vol. I (chapters 10, 12-21) e vol. II (the whole book).

Alternatively:
R. Romanelli, Ottocento. Lezioni di storia contemporanea, Bologna, Il Mulino, 2011 (only those chapters that will be indicated by the lecturer) e R. Romanelli, Novecento. Lezioni di storia contemporanea, Bologna, Il Mulino, 2014 (only those chapters that will be indicated by the lecturer).

Starting from the notions of "langue/parole" (Saussure), communication (Jakobson) and discourse (Benveniste), the first part of course (6 CFU) intends to offer a broad excursus between Social Science and Science of the Language, following a linguistic-anthropological-cultural approach. The second part (6 CFU) will propose a workshop of translation practice and will introduce the students to the reflection on translation issues and to the different forms and types of text genres.

- F. de Saussure, Cours de linguistique générale, Payot 1995 (chapters: Objet de la linguistique - La langue, sa définition; Place de la langue dans les faits de langage ; Nature du signe linguistique - Signe, signifiant, signifié ; l’arbitraire du signe ; le caractère linéaire du signifiant);
- R. Jakobson, « Linguistique et poétique », in Essais de linguistique générale, Minuit 1963 ;
- E. Benveniste, La nature des pronoms ; De la subjectivité dans le langage (in Problèmes de linguistique générale, 1, Gallimard 1966) L’appareil formel de l’énonciation (in Problèmes de linguistique générale, 2, Gallimard 1974) ;
- J.-M. Adam, - J.-M. Adam, Le problème du discours poétique selon Benveniste, in "Semen", 33, 2012
on line: https://journals.openedition.org/semen/9454
- R. Jakobson, « Aspects linguistiques de la traduction », in Essais de linguistique générale, Minuit 1963
- R. Boivineau, L’ABC de l’adaptation publicitaire, “Meta : Journal des traducteurs”, 1, mars 1972, pp. 5-28 (en ligne : https://www.erudit.org/revue/meta/1972/v17/n1/002097ar.html)
- corpus of texts for translation provided by the teacher on the plateforms Moodle and Teams

Part I (I semester)
- General study of the concepts of dialectology and of the diaphasic, diatopic and diastratic linguistic variation of Spanish.
- Illustration and identification of diaphasic, diatopic and diastratic language variation in the selected corpus of texts (handout provided by instructor).

Part II (I semester)
- Theory, and criticism of translation, with emphasis on dramatic translation.
- Contrastive study of translations of literary works: Italian-Spanish, including "español de América", and Spanish-Italian.
- Direct and inverse translation practice of literary works (selection of texts from the "TEXTS" section, made by the professor).

Part III (I semester)
- Intersemiotic translation: transpositions and film adaptations (selection from "texts and audiovisual materials", made by the professor).

1) Manuals and scientific texts:
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin,Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de „Dialecto‟, „Nivel‟ y „Estilo de lengua‟ y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
García Luque, Francisca, Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología, Trans 9, 2005, pp. 21-35.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Newmark, Peter, Manual de traducción, Madrid, Cátedra, 1995.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Van Leuven-Zwart, Kitty, Translation and original: Similarities and dissimilarities I. Target 1(2), 1989, pp. 151-181.
Text read at class.

2) Texts and films:
Texts:
• Dispensa con un’antologia di testi, a cura del docente e scaricabile dal sito, per le esercitazioni a lezione.
• Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
• Cortázar, Julio, Bestiario, Madrid, Alfaguara, 2017.
• Pérez Galdós, Benito, Tristana, Cátedra, 2008.
• Pirandello, Sei personaggi in cerca d'autore, Roma, Newton Compton, 2007.

Films:
• Tristana (1970), di Luis Buñuel
• Bajarse al moro (1988), di Fernando Colomo
• La lengua de las mariposas (1999), di José Luis Cuerda

Nota Bene: The texts and films are to be read/viewed in their entirety in Spanish.

3) Recommended tools:
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
DLE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.). Disponibile online http://www.rae.es/
Moliner, María, Diccionario de uso del español, Madrid, Gredos, 1999.
Real Academia Española e Asociación de Academias de la Lengua Española (2005). Diccionario panhispánico de dudas, Madrid, Santillana. Disponibile online: Diccionario Panhispánico de Dudas http://www.rae.es/recursos/diccionarios/dpd
Treccani, Il portale del sapere. Disponibile online: https://www.treccani.it/vocabolario
Zingarelli, Nicola, Vocabolario della lingua italiana, Bologna, Zanichelli, 2013.

4) Compulsory supplementary materials for non-attending students and for attending students who do not pass the written test:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponibile online).
Zavala, Lauro, «La traducción intersemiótica en el cine de ficción», en CIENCIA ergo sum, Vol. 16-1, marzo-junio 2009. Universidad Autónoma del Estado de México, Toluca, México. pp. 47-54.

The course aims at analyzing a series of phenomena of morphosynthetic nature of European Portuguese (EP) and Brazilian Portuguese (BP). During the lessons we will compare constructions of the standard grammar of Portuguese with emerging constructions in EP and BP neostandard, deepening the following elements: a) the sentence and its constituents; b) the grammatical valence and functions; c) classes of verbs; d) the communicative and semantic structure of the sentence; e) the deixis.

Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Gian Luigi De Rosa, “Formas de tratamiento alocutivo y estrategias de interacción: el uso de «você» en el PE y en el PB”, in Antonio Scocozza Giuseppe D ́Angelo (eds.), Magister et Discipuli, Filosofía, historia, política y cultura, Tomo I, Penguin Random House, Bogotá, 2016.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.
Isabel Leiria, "Percorsi della lingua portoghese dopo l’aprile del 1974", in Giorgio de Marchis (a cura di), "Lusoglosse", la Nuova frontiera, Roma 2011.
Fernando Tarallo, "Diagnosticando uma gramática brasileira: o português d’aquém e d’além-mar ao final do século XIX". In: Ian Roberts & Mary A. Kato (eds.), "Português Brasileiro. Uma viagem diacrônica". Campinas: Editora Unicamp, 1993.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.

Starting from the concept of Portuguese as a pluricentric language, we aim to analyze the noun phrase (SN) in Portuguese, with particular attention to the syntactic peculiarities of the Brazilian variety, such as the null subject and object. We will deal with syntactic-semantic issues, also taking into consideration linguistic phenomena of the use of language in communicative contexts.

BAXTER, Alan Norman: Portuguese as a pluricentric language, in: Pluiricentric Languages, a cura di Michael Clyne, Berlin/Boston, De Gruyter Mouton 1991, pp. 11-44.

CASTILHO, Ataliba Teixeira de: Nova Gramática do Português Brasileiro, São Paulo, Contexto 2010, pp. 453-472.

CAVALCANTE, Silvia Regina de Oliveira: Posição do Sujeito e Posição social: um caso de Competição de Gramáticas em cartas dos séculos XIX e XX, in “Filologia e Linguística Portoguesa”, São Paulo, v. 16, n. 1, jan./jun. 2014 , pp. 147-170.

ILARI, Rodolfo / BASSO, Renato: O português da gente.: A língua que falamos, a língua que escrevemos, São Paulo, Contexto 2006, pp. 85-87 e 125-129.

MATEUS, Maria Helena Mira et al.: Gramática da Língua Portuguesa, Lisboa, Caminho 2003, Cap. 11, Categorias Sintáticas, pp. 323-391.

RIBEIRO, Ilza / TORRES MORAIS, Maria Aparecida: Colocação dos clíticos no português europeu e brasileiro, em: “Linha d’aqua”, n. 17, 2004, pp. 22-41.

The main focus of this programme is on translation studies, particularly on the development of different theories and approaches to translation and their applications. The aim of the course is a) to provide students with the essential theoretical background; b) to make students carry out practical sessions and translate a variety of authentic texts from English into Italian; and c) to reflect on translation as an intercultural mediational process and discuss its implications.
Several text typologies will be taken into consideration (e.g. journalism, academic writing, literature, film scripts, manuals, spoken language, etc.), which differ at the level of discourse both in terms of their pragmatic purposes and their lexicogrammar features (e.g. the connections between different language registers and the choice of words, lexical phrases, idioms and morpho-syntactic structures, etc.).
The programme will also take into account the use of advanced tools for translation, e.g. online dictionaries and language corpora.

- Munday, J. 2016. Introducing Translation Studies: Theories and Applications. 4th edition. London & New York: Routledge. ISBN 978-1-138-91255-7 (pbk)
- Additional materials provided during the course.

The main focus of this programme is on translation studies, particularly on the development of different theories and approaches to translation and their applications. The aim of the course is a) to provide students with the essential theoretical background; b) to make students carry out practical sessions and translate a variety of authentic texts from English into Italian; and c) to reflect on translation as an intercultural mediational process and discuss its implications.

Several text typologies will be taken into consideration (e.g. journalism, academic writing, literature, film scripts, manuals, spoken language, etc.), which differ at the level of discourse both in terms of their pragmatic purposes and their lexicogrammar features (e.g. the connections between different language registers and the choice of words, lexical phrases, idioms and morpho-syntactic structures, etc.).

The programme will also take into account the use of advanced tools for translation, e.g. online dictionaries and language corpora.

- Munday, J. 2016. Introducing Translation Studies: Theories and Applications. 4th edition. London & New York: Routledge. ISBN 978-1-138-91255-7 (pbk)

- Additional materials provided during the course.

Linguistic history of German-speaking countries (1st semester), 6 ECTS

The course outlines the polycentric history of the German language from its origins to the present day, contextualising it in the main cultural transformations in the broad sense and focusing on the constant contribution of Latin and then French, dwelling on phenomena such as medieval mysticism, the Lutheran Reformation, the importance of literature in shaping a unitary German in the 18th century, as well as focusing on the linguistic aspects of socio-political phenomena such as 19th century linguistic nationalism, Nazism and the division of the two Germanies or the languages of globalisation.

Structures of Contemporary German (1st semester), 6 ECTS

The mainly syntactic structures of German will be studied in order to develop strategies for reading and understanding simple texts. The module has a strongly grammatical-synchronic character, but is also linked to the diachronic dimension addressed in the previous module.

For the Linguistic history of German-speaking countries
1. Marina Foschi Albert / Marianne Hepp: Manuale di storia della lingua tedesca, Liguori (also available as a pdf-book)
Or Sandra Bosco Coletsos: Storia della lingua tedesca, Rosenberg & Sellier
2. Donatella Mazza: La lingua tedesca. Storia e testi, Carocci (only the parts in Italian)

Strutture del tedesco contemporaneo:
Hardarik Blühdorn – Marina Foschi, Lettura e comprensione del testo in lingua tedesca (ed. plus/Pisa University Press)
Further material will be provided during the course and will be available on Moodle after the respective lectures.

Syntactic structures of contemporary German (first semester), 6 CFU

The course focuses on the peculiar syntactic structures of German language, which will be studied primarily in order to develop practical strategies for reading and understanding simple texts. Starting with the examination of the individual constituents of the sentence (especially nominal and verbal syntagma), particular emphasis will be devoted to the notions of syntactic field, spatial, temporal and causal coherence. These notions are understood as tools for the elaboration of strategies for sentence construction and the comprehension of its different semantic profiles. Lectures will be conducted in a constant confrontation with small texts that students will be asked to analyze.

Hardarik Blühdorn - Marina Foschi Albert, Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa University Press, Pisa 2014.

Additional materials will be provided during the lectures.

The course aims at the consolidation of knowledge and skills of the A2 level and the acquisition of the skills of the B1 level (written and oral comprehension) required by the CEFR (2018, Italian version: https://rm.coe.int/quadro- common-european-reference-for-languages-learning-inseg / 1680a52d52, level corresponding in Russian to ТРКИ-TORFL I / СТИП B1).
In order to deepen the lexico-grammatical and semantic foundations of Russian, the course will focus on: semantic functions of cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degree); numerals (dates, how to express time); impersonal expressions; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual couple; imperative; conditional. The basic notions relating to the syntax of the complex sentence will also be provided (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses). Through the proposal of activities aimed at the development of skills and written and oral reception, production, interaction and mediation strategies, at the end of the course the student will be able to: master the main grammatical structures, vocabulary and syntax of Russian required from level B1; achieve phonological and spelling competence in line with the same level; understand general and more detailed information on everyday and factual topics; produce simple and coherent texts on topics that are familiar or of one's own interest; express and interact effectively and coherently in a series of situations typical of everyday life; expand their cultural and socio-linguistic knowledge of the Russian language.
Theoretical principles and practical tools will then be presented (bilingual and monolingual dictionaries, online resources) for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading and morphological and syntactic analysis of the texts in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of the Russian language and will encourage the development of a metalinguistic reflection. By adopting a comparative approach aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate simple texts and grasp essential information using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing and organizing the various phases of work will thus be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in a group.

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018;
L. Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Milano, Hoepli, 2022.

Since the Discovery, the Hispanic-American reality has been constituted as a multi-ethnic laboratory that has given rise to the formulation of labile and complex cultural frontiers. This module will explore its mechanisms in the context of literature from the 19th to the 21st century.

1. Gerchunoff, Los gauchos judíos, Buenos Aires, Arenal, 2003 (selezione di brani);
2. Magnus, Un cinese a Buenos Aires, Milano, Gran via, 2009;
3. A. Carpentier, El reino de este mundo (any edition);
4. E. Burgos, Me llamo Rigoberta Menchú (any edition).

The course aims to present an overview of the historical development of contemporary Portuguese literature, with particular attention to the Portuguese authors' reflections on the national social context between the 19th and 20th centuries.

Giulia Lanciani (a cura di), Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2015, pp. 109-244;

Giulia Lanciani (a cura di), Il Novecento in Portogallo, Roma, Universitalia, 2014, pp. 9-44; pp. 90-125;

Maria Saraiva de Jesus, Alguns estereótipos sobre a mulher na segunda metade do século XIX, «Veredas», vol. 1, Porto, 1998, pp. 149-163;

Irene Vaquinhas, “A mulher e o poder. Os poderes da mulher. Visão histórica”, in “Senhoras e mulheres” na sociedade portuguesa do século XIX, Lisboa, Edições Colibri, 2011, pp. 35-50;

Eça de Queirós, Singularidades de uma rapariga loura, 1874; (Qualunque edizione)

M. N. Soares Fonseca, Uma rapariga loira no compasso do desejo, in «SCRIPTA», Belo Horizonte, v.1, n.1, 1997, pp. 256-261;

Fialho de Almeida, A Ruiva, in Contos, 1881; (Qualunque edizione)

R. Revez, A reflexão sobre a mulher em Fialho de Almeida, in «Faces de Eva», n. 27, Edições Colibri/Universidade Nova de Lisboa, 2012, pp. 91-104;

José Régio, “O vestido cor de fogo”, in "Histórias de mulheres", Porto, Brasilia Editora, 1974;

José Régio, “Sorriso triste”, in "Histórias de mulheres", Porto, Brasilia Editora, 1974;

L. De Crescenzo, Simpáticos retratos de raparigas: o olhar masculino em Histórias de mulheres, in José Régio: cântico sem tempo, a cura di B. Gori, E. Martines, D. Vila Maior, Vila do Conde: Centro de Estudos Regianos, 2021, pp. 19-33.

The course will be focused on nineteenth century literature in North America and, particularly, on the narrative and essayst prose of the century, whose development will be analysed in the texts of some of the most representative writers of the time, such as Poe, Hawthorne and Melville. Themes and issues will be discussed in class. Attention will be given to the literary genres and the differences of style as well. Historical context will be pivotal, but changes in the reception of the work will be taken into account, also in a transmedial perspective.

Ralph Waldo EMERSON,
Selected Writings, edited by: Robert D. Habich, Broadview Press, 2017
ISBN: 9781554812691 / 1554812690
- The American Scholar (1837)
- Self-reliance (1841)

Edgar Allan POE,
Selected Poetry and Tales, edited by: James M. Hutchisson, Broadview Press, 2012
ISBN: 9781554810468 / 1554810469
Tales:
- William Wilson (1839)
- The Man of the Crowd (1840)
- The Murders in the Rue Morgue (1841)

Nathaniel HAWTHORNE
Short Stories
- The Birthmark (1843)
- Rapaccini’s Daughter (1844)
(the two short stories can be found online (https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=3008591)

Harriett Beecher STOWE
Novel
- Uncle Tom’s Cabin (1852), edited by: Christopher G. Diller, Broadview Press, 2009
ISBN: 9781551118062 / 1551118068

Herman MELVILLE
Short Story:
- Bartelby, the Scrivener (1853)
Essay:
“Hawthorne and his Mosses,” Literary World (1850) https://en.wikisource.org/wiki/Hawthorne_and_His_Mosses


Louisa May ALCOTT
Novel
- Little Women (1868), edited by: Anne Hiebert Alton, 2001
ISBN: 9781551111919 / 1551111918

Henry JAMES
Short Stories (or novellas)
- Daisy Miller (1878) Edited by: Kristin Boudreau; Megan Stoner Morgan, Broadview Press, 2011, ISBN: 9781551110301 / 155111030X
- In the Cage (1898) https://ebookcentral.proquest.com/lib/Uniroma3-ebooks/detail.action?docID=600415&pq-origsite=primo (risorsa del Sistema Bibliotecario d’Ateneo, sba, di Roma Tre)


James Brander MATTHEWS
Short Story:
- The Kinetoscope of Time (1895)

https://thebioscope.net/2009/02/02/the-kinetoscope-of-time/
(the text is to be read online through the link to the Scribner’s Magazine digital edition:
https://babel.hathitrust.org/cgi/pt?id=uc2.ark:/13960/t5n87473q&view=1up&seq=1&skin=2021)

19th Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky, Tolstoy

G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I ,
pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (“La notte di Natale”, “Una terribile vendetta”), Mirgorod (“Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore, Padri e Figli
F.M. Dostoevskij, Il sosia, Delitto e Castigo e un romanzo a scelta tra: I Demoni/ L’Idiota/ I Fratelli Karamazov
A.N. Ostrovskij, La foresta/L’uragano
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 readings:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso

19th Century Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky and Tolstoy

Teaching materials

Reference texts (to be chosen and limited to the historical period covered in the course)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010.
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I , pp. 505-762.

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (solo “La notte di Natale”, “Una terribile vendetta”), Mirgorod (solo “Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 freely chosen readings among:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso
NB: those who read War and Peace, add 1 optional reading. It is possible to replace the optional readings with the works of Dostoevsky, Ostrovsky and Tolstoy indicated above.

5 pages to be read in the original language (handout provided at the beginning of the course)

The course traces the development of the Romance languages and literatures.
In the first part of the course students will be introduced to the basics of Romance Philology, comparative linguistics and textual analysis. The main focus will be on the evolution from Latin to Romance languages, with reference to the historical and cultural context.
In the second part of the course, students will be introduced to literary texts produced especially in France between XI and XIII centuries, with reference to the cultural panorama of medieval Europe. The analysis will highlight the rhetorical and thematic features of different genres (lyric, epic and romance) and show the presence of early literary themes and motifs in modern and contemporary literature.

A. Vàrvaro, *Linguistica romanza. Corso introduttivo. Seconda edizione*, Liguori, Napoli, 2001 [all editions]
F. Brugnolo, R. Capelli, *Profilo delle letterature romanze medievali. Nuova edizione*, Carocci, Roma, 2011 [all editions]; 1-34 (§ 1-2); 46-139 (§§; 5-8); 223-272 (§§ 1-4); 285-309 (§§1-4); 323-332 (§ 1); 367-382 (§§ 5-6); 407-420 (§§1-2).
An anthology of text and essays discussed in class collected by the teacher.

Non-attending students, are invited to contact the professor to define a specific program, which must include:
A. Vàrvaro, *Il latino e la formazione delle lingue romanze*, Bologna, il Mulino, 2014
M.L. Meneghetti, *Le origini delle letterature medievali romanze*, Laterza, Roma-Bari, 1997 [all editions], , pp. 3-132 (not §4.3); 141-144 (not §4.4.2); 153-160 (not §5.3); 195-204 (not §6.2.2)
A. Stussi, *Breve avviamento alla filologia italiana*, Bologna, il Mulino, 2002 [all editions], pp. 11-28; 61-87

The course comprises a preliminary language course (12 hours) and a series of lectures (30 hours).
**************************
The preliminary course provides a grounding in the Old English Language;

The lectures will:
a) illustrate some of the main phonological and morphological characteristics distinguishing Old English from the other Germanic languages and these in turn from Indi-European;
b) 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.

In the course for the academic year 2021-2022 the text that will be examined is:
Mitchell – Robinson, Guide to Old English, text no. 9 “Bede’s Account of the Poet Caedmon”

Notes:
- All the materials necessary to follow the course will be made available during the course;
- Students unable to attend/follow the course regularly are requested to contact the lecturer well in advance of the session in which they intend to take the exam, realistically at least six months in advance.

- Bruce Mitchell – Fred C. Robinson, A guide to Old English, John Wiley & Sons, Incorporated, 2012
(N.B.: This text is available as e-book via RomaTreDiscovery)
- Additional material provided by the lecturer.
All the materials necessary to follow the course will be made available during the course.

Starting from the notions of "langue/parole" (Saussure), communication (Jakobson) and discourse (Benveniste), the first part of course (6 CFU) intends to offer a broad excursus between Social Science and Science of the Language, following a linguistic-anthropological-cultural approach. The second part (6 CFU) will propose a workshop of translation practice and will introduce the students to the reflection on translation issues and to the different forms and types of text genres.

- F. de Saussure, Cours de linguistique générale, Payot 1995 (chapters: Objet de la linguistique - La langue, sa définition; Place de la langue dans les faits de langage ; Nature du signe linguistique - Signe, signifiant, signifié ; l’arbitraire du signe ; le caractère linéaire du signifiant);
- R. Jakobson, « Linguistique et poétique », in Essais de linguistique générale, Minuit 1963 ;
- E. Benveniste, La nature des pronoms ; De la subjectivité dans le langage (in Problèmes de linguistique générale, 1, Gallimard 1966) L’appareil formel de l’énonciation (in Problèmes de linguistique générale, 2, Gallimard 1974) ;
- J.-M. Adam, - J.-M. Adam, Le problème du discours poétique selon Benveniste, in "Semen", 33, 2012
on line: https://journals.openedition.org/semen/9454
- R. Jakobson, « Aspects linguistiques de la traduction », in Essais de linguistique générale, Minuit 1963
- R. Boivineau, L’ABC de l’adaptation publicitaire, “Meta : Journal des traducteurs”, 1, mars 1972, pp. 5-28 (en ligne : https://www.erudit.org/revue/meta/1972/v17/n1/002097ar.html)
- corpus of texts for translation provided by the teacher on the plateforms Moodle and Teams

The course aims at analyzing a series of phenomena of morphosynthetic nature of European Portuguese (EP) and Brazilian Portuguese (BP). During the lessons we will compare constructions of the standard grammar of Portuguese with emerging constructions in EP and BP neostandard, deepening the following elements: a) the sentence and its constituents; b) the grammatical valence and functions; c) classes of verbs; d) the communicative and semantic structure of the sentence; e) the deixis.

Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Gian Luigi De Rosa, “Formas de tratamiento alocutivo y estrategias de interacción: el uso de «você» en el PE y en el PB”, in Antonio Scocozza Giuseppe D ́Angelo (eds.), Magister et Discipuli, Filosofía, historia, política y cultura, Tomo I, Penguin Random House, Bogotá, 2016.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.
Isabel Leiria, "Percorsi della lingua portoghese dopo l’aprile del 1974", in Giorgio de Marchis (a cura di), "Lusoglosse", la Nuova frontiera, Roma 2011.
Fernando Tarallo, "Diagnosticando uma gramática brasileira: o português d’aquém e d’além-mar ao final do século XIX". In: Ian Roberts & Mary A. Kato (eds.), "Português Brasileiro. Uma viagem diacrônica". Campinas: Editora Unicamp, 1993.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.

Starting from the concept of Portuguese as a pluricentric language, we aim to analyze the noun phrase (SN) in Portuguese, with particular attention to the syntactic peculiarities of the Brazilian variety, such as the null subject and object. We will deal with syntactic-semantic issues, also taking into consideration linguistic phenomena of the use of language in communicative contexts.

BAXTER, Alan Norman: Portuguese as a pluricentric language, in: Pluiricentric Languages, a cura di Michael Clyne, Berlin/Boston, De Gruyter Mouton 1991, pp. 11-44.

CASTILHO, Ataliba Teixeira de: Nova Gramática do Português Brasileiro, São Paulo, Contexto 2010, pp. 453-472.

CAVALCANTE, Silvia Regina de Oliveira: Posição do Sujeito e Posição social: um caso de Competição de Gramáticas em cartas dos séculos XIX e XX, in “Filologia e Linguística Portoguesa”, São Paulo, v. 16, n. 1, jan./jun. 2014 , pp. 147-170.

ILARI, Rodolfo / BASSO, Renato: O português da gente.: A língua que falamos, a língua que escrevemos, São Paulo, Contexto 2006, pp. 85-87 e 125-129.

MATEUS, Maria Helena Mira et al.: Gramática da Língua Portuguesa, Lisboa, Caminho 2003, Cap. 11, Categorias Sintáticas, pp. 323-391.

RIBEIRO, Ilza / TORRES MORAIS, Maria Aparecida: Colocação dos clíticos no português europeu e brasileiro, em: “Linha d’aqua”, n. 17, 2004, pp. 22-41.

The course aims at the consolidation of knowledge and skills of the A2 level and the acquisition of the skills of the B1 level (written and oral comprehension) required by the CEFR (2018, Italian version: https://rm.coe.int/quadro- common-european-reference-for-languages-learning-inseg / 1680a52d52, level corresponding in Russian to ТРКИ-TORFL I / СТИП B1).
In order to deepen the lexico-grammatical and semantic foundations of Russian, the course will focus on: semantic functions of cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degree); numerals (dates, how to express time); impersonal expressions; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual couple; imperative; conditional. The basic notions relating to the syntax of the complex sentence will also be provided (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses). Through the proposal of activities aimed at the development of skills and written and oral reception, production, interaction and mediation strategies, at the end of the course the student will be able to: master the main grammatical structures, vocabulary and syntax of Russian required from level B1; achieve phonological and spelling competence in line with the same level; understand general and more detailed information on everyday and factual topics; produce simple and coherent texts on topics that are familiar or of one's own interest; express and interact effectively and coherently in a series of situations typical of everyday life; expand their cultural and socio-linguistic knowledge of the Russian language.
Theoretical principles and practical tools will then be presented (bilingual and monolingual dictionaries, online resources) for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading and morphological and syntactic analysis of the texts in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of the Russian language and will encourage the development of a metalinguistic reflection. By adopting a comparative approach aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate simple texts and grasp essential information using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing and organizing the various phases of work will thus be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in a group.

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018;
L. Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Milano, Hoepli, 2022.

Reason's paradise: French literature of XVII and XVIII century, from classicism to enlightenment, with a special focus on theatrical works of the period (Racine, Molière, Beaumarchais).

HISTORY OF LITERATURE:
L. Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013.
Vol. 1, Dalle origini al Seicento
Vol.2, Dal Settecento all’età contemporanea
(per entrambi i volumi, le parti che saranno indicate)
in alternativa:
F. Fiorentino, Il teatro francese del Seicento, Bari, Laterza, 2008
G. Iotti, La civiltà letteraria del Settecento, Bari, Laterza, 2009.
CRITICAL STUDIES:
P. Bénichou, Morales du Grand Siècle, Paris, Folio (le parti indicate)
(tr. it. Morali del Grand Siècle, Bologna, Il Mulino, 1990)
G. Macchia, Il paradiso della ragione, Bari, Laterza, 1964, pp. 9-38 (fotocopie disponibili)
T. Todorov, L’esprit des Lumières, Paris, Livre de Poche, 2008
TEXTS:
Racine, Phèdre, GF
Molière, Le Misanthrope, GF
Voltaire, L’Ingénu, GF
Beaumarchais, Le mariage de Figaro, GF

S. Pezzini, Group A-L, II Semestre

The course aims to analyse in a diachronic perspective some canonical texts of Spanish fiction. In particular, the evolution of narrative voice and point of view will be explored. The student will therefore be given a good knowledge of Spanish fiction from its beginnings to the early twentieth century through the reading and narratological analysis of the texts in the programme and will explore the historical and cultural context to which they belong.

Texts (the editions indicated as compulsory are part of the examination programme):

• Anonimo, Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio (edizione obbligatoria);
• Cervantes, Novelas ejemplares: “Rinconete y cortadillo”, “El coloquio de los perros”, “El celoso extremeño”, Madrid, Cátedra (disponibili anche su
cervantesvirtual.com);
• Mariano José de Larra, Artículos de costumbres (selezione di 3 articoli forniti dalla docente);
• Benito Pérez Galdós, Tristana, Madrid, Cátedra (edizione obbligatoria);
• Leopoldo Alas, “Clarín”, “¡Adiós, Cordera!”, “El dúo de la tos”, “Dos sabios” (forniti dalla docente);
• Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra (edizione obbligatoria).

Critique and Notions of Literary History

-L. Rodríguez Cacho Manual de historia de la literatura española vol. I e II. Madrid, Castalia (parti assegnate dalla docente all’inizio del corso);
-F. Antonucci, Il Novecento letterario spagnolo, percorsi, Pisa, ETS (unità 6);
-L. Chines, C. Varotti, Che cos’è un testo letterario, Roma Carrocci (cap. 3);
-Le introduzioni e le note delle edizioni indicate (vedi sezioni “TESTI”);
-Altri materiali critici integrativi forniti dalla docente.

Through the critical reading of a selection of canonical prose texts from Spanish literature and culture between the sixteenth and early twentieth centuries, the student will be guided in the acquisition of specific historical-cultural and methodological skills. He will also have the opportunity to apply the skills acquired during exercises and sharing in the classroom. In particular, the course is aimed at exploring the aesthetic, literary and textual strategies implemented, in the time frame under study, for the symbolic construction and problematic representation of national identity (social, political, cultural), inviting the student to follow its evolutionary lines from the imperial era to the crisis of the end of the 19th century.

EXPECTED LEARNING RESULTS
A) Historical, literary and cultural skills
- Spain as a problem: origins and evolution of the dialectic between the so-called "dos Españas";
- Evolutionary lines of Spanish society between the sixteenth and the first decades of the twentieth century;
- Evolutionary lines of Spanish culture between the Siglo de Oro and Modernism.

B) Methodological skills
- Methods of approach to historical, social and cultural phenomena;
- Methods of approach to literary phenomena, with particular attention to the differences and hybridizations between genres in prose, as well as the diachronic evolution of each of them;
- Methods of analysis of the prose text (stylistic-formal and narratological approach, with particular attention to the question of point of view).

• Anonimo, Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio (edizione alternativa: Lazarillo de Tormes, ed. Francisco Rico, Madrid, Cátedra);
• José Cadalso, Cartas marruecas, qualsiasi edizione spagnola;
• Mariano José de Larra, una selezione di artículos forniti dal docente;
• Benito Pérez Galdós, Doña Perfecta, Madrid, Cátedra (disponibile anche in e-book)
• Estratti da M. de Unamuno, En torno al casticismo e Á. Ganivet, Idearium español (messi a disposizione dal docente);)
• Pío Baroja, El árbol de la ciencia, Madrid, Cátedra

This course explores the representation of the female condition in a selection of texts from Shakespeare to Mary Shelley. Through the analysis of plays, novels, essays, and poems, written by male and female authors from the end of the Sixteenth century to the beginning of the Nineteenth, we will explore the ways in which women have been narrated, and their difficult condition, their voices, their predicament represented. We will watch a selection of film adaptations of some of the texts considered and will investigate what happens to a story when it travels across media.

Primary texts:
William Shakespeare, "The Taming of the Shrew" (1590-1592); "Sonnets" (1609) (selected sonnets).
Aphra Behn, "The Rover" (1677) (Recommended edition: Penguin Classics or Oxford World's Classics).
Alexander Pope, "An Epistle to a A Lady" (1735) (the text will be provided by me).
Daniel Defoe, "Roxana: The Fortunate Mistress" (1724) (Recommended edition: Oxford World's Classics).
Mary Wollstonecraft, "A Vindication of the Rights of Woman" (1792) (Recommended edition: Penguin Books, Great Ideas). Those who prefer to buy the integral version, may read only: Author’s Introduction and the chapters II, III, IV, VIII, IX, XII, XIII.
Jane Austen, "Mansfield Park" (1814) (recommended edition: Oxford World's Classics or Penguin Classics);
Mary Wollstonecraft Shelley, "Frankenstein" (1818) (recommended edition: Oxford World's Classics or Penguin Classics);

Films to be announced

From Classicisms to the Rise of the Gothic

The programme aims to explore the re-use of the classics over the centuries under examination, and the rise of the Gothic taste from the mid-18th century.

TEXTS
Christopher Marlowe, Hero and Leander (con testo a fronte), traduzione a cura di Tomaso Kemeny
William Shakespeare, Midsummer Night's Dream (con testo a fronte), traduzione a cura di Nadia Fusini e Agostino Lombardo
William Shakespeare, Julius Caesar (con testo a fronte), traduzione a cura di Agostino Lombardo
John Milton, Paradise Lost (con testo a fronte), traduzione a cura di Roberto Senesi
Alexander Pope, The rape of the Lock (con testo a fronte) traduzione a cura di Alessandro Gallenzi
Jonathan Swift, La battaglia dei libri, traduzione a cura di Masolino d'Amico
Horace Walpole, Il castello di Otranto (con testo a fronte), traduzione a cura di Chiara Zanolli

CRITICISM
Critical texts will be uploaded on Moodle when the module will be held

The module addresses the theme of the quarrel between art and life in literary production between the nineteenth and twentieth centuries through the reading and analysis of some significant texts placed in their historical-cultural context.

Johann Wolfgang von Goethe, Torquato Tasso (Marsilio)
E.T.A. Hoffmann, La chiesa dei gesuiti di G. (in: Racconti notturni), La Signorina di Scuderi (in: I confratelli di San Serapionte)
Franz Grillparzer, Il povero suonatore (Marsilio)
Eduard Mörike, Mozart in viaggio verso Praga (La Vita Felice)
Thomas Mann, I Buddenbrooks (Einaudi), La morte a Venezia (Marsilio)
Rainer Maria Rilke, I quaderni di Malte Laurids Brigge (Adelphi)
Franz Kafka, Un digiunatore, Giuseppina la cantante, ossia il popolo dei topi (in: I Racconti, BUR Rizzoli)
Thomas Bernhard, Il soccombente (Adelphi)
Thomas Bernhard, Antichi Maestri (Adelphi)

Chiara Maria Buglioni, Marco Castellari, Alessandra Goggio, Moira Paleari, Letteratura tedesca. Dal Medioevo al primo Novecento, Le Monier Università, 2019. (solo da parte che riguarda i testi in programma)L. Mittner, Storia della letteratura tedesca, voll. II e III, Torino 1971 ss. (le introduzioni a periodi ed autori trattati).
Ulteriori testi critici saranno indicati durante il corso.
Non-attendees should contact the lecturer.

The course presents an introduction to the history of the development of Slavic languages and their current status.
Basic concepts of historical linguistics. From Indo-European to Proto-Slavic: major linguistic processes.
From Proto-Slavic to modern Slavic languages.
Slavonic languages of the South Slavonic, West Slavonic and East Slavonic groups: phonetic and grammatical structure, basic features.

Bibliografia:
Alexander Schenker, The Dawn of Slavic, New Haven 1994
Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Natalino Radovich, Profilo di linguistica slava. Cymba, 1969
Marcello Garzaniti. Gli slavi. Storia, culture e lingue dalle origini ai nostri giorni. 2019.
(Ulteriori materiali vengono distribuiti durante il corso)

The program aims to explore some important works of Spanish theater that dramatize the tensions between the weight of social codes and authority and the individual and collective aspiration to freedom. In a span that goes from the 17th to the 20th century, these works will allow us to retrace, from the perspective of the theatrical genre, the characteristics of the great cultural periodizations (Baroque, Romanticism, Avant-garde, Neorealism). On the other hand, the in-depth study of each text will make it possible to illustrate and put into practice, with lectures and guided exercises, a method of structural analysis specifically designed for the theatrical work, without ever losing sight of the formal and linguistic aspects that structure its dialogue.
The course has two fundamental objectives:
- observe the historical evolution of the theoretical categories of comedy and tragedy and the birth of new categories (tragicomedy, esperpento), in relation to the historical-cultural moment and the poetics of individual playwrights;
- introduction to the methodologies of analysis of the dramatic text: basic concepts, concrete application on the texts in the program.

TESTI
P. Calderón de la Barca, El alcalde de Zalamea, qualsiasi edizione spagnola; P. Calderón de la Barca, La dama duende, ed. J. Pérez Magallón, Cátedra; L. Fernández de Moratín, El sí de las niñas, ed. R. Andioc, Espasa-Calpe (colección Austral); A. García Gutiérrez, El trovador, ed. C. Ruiz Silva, Cátedra; R. M. del Valle-Inclán, Los cuernos de don Friolera, en: Martes de Carnaval, ed. J. Rubio Jiménez, Espasa-Calpe (colección Austral); F. García Lorca, Mariana Pineda, ed. L. Martínez Cuitiño, Cátedra; A. Buero Vallejo, Historia de una escalera, ed. V. Serrano, Espasa-Calpe (colección Austral).
CRITICA E METODOLOGIA
F. Antonucci, Calderón de la Barca, Salerno editrice, capitoli I, II, III.1, IV, X; le introduzioni alle edizioni indicate in programma dei testi di Moratín, García Gutiérrez, Valle-Inclán, Lorca, Buero Vallejo; F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Cátedra, cap. V (El teatro del siglo XIX), par. I, “El drama romántico”; F. Antonucci, Il Novecento letterario spagnolo: percorsi, ETS, Unità 7; S. Trecca, “Teatro spagnolo contemporaneo”, in: Letteratura spagnola contemporanea, coord. D. Manera, Pearson, pp. 407-485.
J. L. García Barrientos, Cómo se comenta una obra de teatro, Síntesis (o la edición mexicana corregida y aumentada de 2012).

The opposition of civilization / barbarism is the basis of the canon of Spanish American literature and it is closely linked to the definition of national identity. The module will explore the ideological and cultural context of contemporary spanish-american literature.

C. Aira, Un episodio en la vida del pintor viajero, Barcelona, Era, 2000;
J. M. Arguedas, Festa di sangue, Torino, Einaudi, 1988;
J. L. Borges, “Historia del guerrero y la cautiva”, in El Aleph, Madrid, Alianza, 2004;
E. Echeverría, El matadero/Il Mattatoio, Roma, Portaparole, 2010 oppure http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (capp. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.

The course is structured in two modules. The first one will consist in an introduction to contemporary Brazilian and Portuguese literature. The second one will analyze the Angolan literature.

Modulo A
Eça de Queirós, O Crime do Padre Amaro (qualuque edizione)
Eça de Queirós, O Primo Basílio (qualunque edizione)
Inglês de Sousa, O Missionário (qualunque edizione)
Machado de Assis, Dom Casmurro (qualunque edizione)
Machado de Assis, “O Primo Basílio”, in Crônicas – Crítica – Poesia – Teatro, São Paulo, Cultrix, 1961, pp. 108-123.
C. Reis, Eça e Machado de Assis ou a Batalha do Realismo, in Eça e Machado, São Paulo, PUC-SP, 2005, pp. 285-302;
J. C. de Castro Rocha, Machado de Assis: por uma poética da emulação, Rio de Janeiro, Civilização Brasileira, 2013.
S. Santiago, Eça, autor de Madame Bovary, nel vol. Uma literatura nos trópicos, Rio de Janeiro, Editora Rocco, 2000, pp. 47-65.

Modulo B – Cultura angolana
G. de Marchis (a cura di), Noi dell’Africa immensa, Roma, Nova Delphi, 2022.
I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, 2022.
V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020;

Handouts specially prepared by the visiting professor of the "will be made available to students at the beginning of the course.

The course is divided into two parts. The sixty hours of lectures - both in presence and online - will be dedicated to the study of four female narrators, created by three female and one male writers. These narrators are representative of four different narrative forms but are also figures emblematic of the many problems associated with female writing and its critics. We will begin with Jane Austen's posthumous novel, Persuasion (post. 1818), then we will read Henry James's ghost story, The Turn of the Screw (1898), in which the narrative is entrusted to a very young governess whose reliability as a source is repeatedly questioned by the author; Mrs. Dalloway (1925) by Virginia Woolf, and finally the postcolonial novel by Jean Rhys, Wide Sargasso Sea (1967). There are four masterpieces of the English literary tradition and four novels. Students are advised to read at least Persuasion before the beginning of the course.
In the twelve hours of alternative teaching, the focus will be on English poetry written between 1800 and the mid-twentieth century. The teacher will offer students a choice of Romantic, Victorian and twentieth-century poems, which will provide material for a collective experimentation on how to read and understand poetry in English. At the end of the twelve hours of work, the students attending and participating remotely will have to prepare an educational project in which they will explain how to read and understand one or more poems.

Jane Austen, Persuasion (post. 1818)
Henry James, The Turn of the Screw (1898)
Virginia Woolf, Mrs. Dalloway (1925)
Jane Rhys, Wide Sargasso Sea (1967)

The selection of poems and the critical materials will be made available before the beginning of the course. Please check the teacher's personal page on the Department website.
Those students who do not plan to follow the lessons will have to read a fifth novel, John Fowles's The French Lieutenant's Woman.

Erasmus students are exempted from studying the poems.

The course “From Jane Eyre to The Eyre Affair: Expansions and Metamorphoses of the Realist Novel” aims to explore the transformations that, starting from a classic novel like "Jane Eyre" (1847), took place in the British literary and cultural landscape of the twentieth century and the early 2000s. The course will cover some fundamental stages in modernist, postcolonial and postmodernist culture and aesthetics, up to the overall reconfiguration of the novel, and of the literary in general, in the age of media convergence.

Novels:
Brontë Charlotte, "Jane Eyre", Norton Critical Editions, 2016
James Henry, "The Turn of the Screw", London, Signet, 2007
Rhys Jean, "Wide Sargasso Sea", Norton Critical Editions, 1999
Fforde Jasper, "The Eyre Affair", Hodder & Stoughton, 2001

Film & TV series:
"Jane Eyre", dir. Robert Stevenson, 1943
"Jane Eyre", TV series, dir. Susanna White, BBC, 2007

History and Memory in 20th- and 21st-Century U.S. Literature

Different forms of memory will be examined through representative texts of the twentieth-century and turn of the 21st-century American literary canon in which official history is problematized, recontextualized, and rewritten. In addition to the analysis of the texts’ thematic and formal features, we will explore issues related to the processes of (de)construction of ethnic, racial, and gender identities as a result of wars, diasporas, and migrations. We will focus, then, on the specificities of literary genre (fiction, poetry, non-fiction) and on phenomena such as intertextuality and intermediality.

Henry James, The American Scene (any edition, selected chapters);
----, “The Jolly Corner” (any edition).
T.S. Eliot, “The Love Song of J. Alfred Prufrock”;
----, “Tradition and the Individual Talent”;
-----, The Waste Land (New York: Norton Critical Edition, 2001).
Nella Larsen, Passing, in Quicksand and Passing, ed. Deborah E. McDowell (New Brunswick, NJ, and London: Rutgers UP, 1986, available at the Petrocchi Library).
Toni Morrison, Beloved (New York: Vintage International, 2004, ebook, available online).
Carole Maso, Ghost Dance (any edition);
Don DeLillo, Underworld (selected chapters, any edition);
Jonathan Safran Foer, Extremely Loud and Incredibly Close (Houghton Mifflin, available at the Petrocchi Library).

19th Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky, Tolstoy

G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I ,
pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (“La notte di Natale”, “Una terribile vendetta”), Mirgorod (“Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore, Padri e Figli
F.M. Dostoevskij, Il sosia, Delitto e Castigo e un romanzo a scelta tra: I Demoni/ L’Idiota/ I Fratelli Karamazov
A.N. Ostrovskij, La foresta/L’uragano
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 readings:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso

19th Century Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky and Tolstoy

Teaching materials

Reference texts (to be chosen and limited to the historical period covered in the course)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010.
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I , pp. 505-762.

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (solo “La notte di Natale”, “Una terribile vendetta”), Mirgorod (solo “Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 freely chosen readings among:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso
NB: those who read War and Peace, add 1 optional reading. It is possible to replace the optional readings with the works of Dostoevsky, Ostrovsky and Tolstoy indicated above.

5 pages to be read in the original language (handout provided at the beginning of the course)

Text linguistics and translation

The module introduces the linguistic analysis of textual processes as a prerequisite for a methodologically sound approach to translation. Prototype semantics, the cognitive and pragmatic dimensions of the speech act will be the focus of our reflection on the act of translation, as well as the link between textual typology, types of thematic development and translation strategies. Beyond the textual dimension, we will then address the cultural studies of Diskurslinguistik, inspired by Michel Foucault's Discourse Analysis. Theoretical lectures will alternate with exercises in literary translation from German into Italian, in which different textual varieties will be addressed.

- Course material on Moodle
- Harald Weinrich, Linguistik der Lüge, Beck (italian edition: La lingua bugiarda, Il Mulino);
- Lucia Cinato Kather, Mediazione linguistica tedesco-italiano, Hoepli, Milano 2011

Preparation workshop for the preparation of the three-year thesis.

1. Mandatory readings.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007; oppure: Vera Gheno, La tesi di laurea, Bologna, Zanichelli, 2019.
b. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.

Introduction to bibliographic research, analysis and translation of literary texts and writing of a degree thesis.

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007; oppure: Vera Gheno, La tesi di laurea, Bologna, Zanichelli, 2019.
b. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.

First elements of literary research with a special focus on French literary criticism of the XX century

a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (author/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developing a paper on literary and cultural themes (Spanish Literature).

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
Da intendersi come BIBLIOGRAFIA DI RIFERIMENTO.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for linguistic-translation research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for linguistic-translation research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

SSerena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

The workshop aims to strengthen students' skills in the writing of academic texts and in the analysis of Portuguese, Brazilian and Angolan literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be focused on the writing of a project for the final dissertation, applying the theoretical and practical skills acquired.

Anna Maria Crispini (a cura di), Oltrecanone. Generi, genealogie, tradizioni, Roma, Iacobelli, 2014;
J. M. Eça de Queirós, O Primo Basílio, (qualunque edizione);
A. Azevedo, Casa de Pensão (qualunque edizione);
J. C. de Castro Rocha, Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258;
S. Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65;

The workshop aims to strengthen students' skills in the writing of academic texts and in the analysis of Portuguese, Brazilian and Angolan literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the theoretical aspects of literary translation. Finally, a third cycle of lessons will be focused on the writing of a project for the final dissertation, applying the theoretical and practical skills acquired.

J. Saramago, Levantado do Chão, Porto, Porto Editora, 2021 (1980);

AAVV, Roteiro literário Levantado do Chão, Montemor-o-Novo, Câmara Municipal de Montemor-o-Novo, 2020

U. Eco, Riflessioni teorico-pratiche sulla traduzione, in Milano, Bompiani, 1995, pp. 121-146;

D. Frier, De crónicas familiares à construção de um romance, in C. Reis (org.), José Saramago. Nascido para isto, Lisboa, Fundação José Saramago, 2020, pp. 85-124;

J. Medeiros Ferreira, A reforma agrária na geografia da revolução, in J. Mattoso (dir.), História de Portugal, vol. VIII Portugal em transe (1974-1985), Lisboa, Círculo de Leitores, 1994, pp. 121-137;

T. C. Cerdeira da Silva, Levantado do chão: no mar do latifúndio, uma epopeia campesina, nel vol. José Saramago entre a História e a Ficção: uma saga de portugueses, Lisboa, Dom Quixote, 1989, pp. 193-263.

Meetings focus on:
PC use for writing the thesis
Use of the University's bibliographic resources
Use of Italian and Russian bibliographic resources
Tools and methodologies for the analysis, translation of the narrative and poetic text
Introduction to literary criticism
Introduction to archive research

The materials needed to perform the activities will be uploaded to the MOODLE/TEAMS platform

The meetings will focus on:

National bibliographic resources: OPAC SBN catalog;
Compile a bibliography;
Read and discuss a specialist article;
Write an abstract;
Translation from Russian to Italian of a narrative text;
Translation from Russian into Italian of a poetic text;
Translation from Russian to Italian of an essay text.

The course material will be provided in class or uploaded on the Moodle platform.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.

1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).

2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

Ambrosini - canale 2
The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.
Suggested reference manual:
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards required for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

To obtain their ECTS credits, students are required to attend at least 70% of classes."

provided during classes

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

Bibliografia di riferimento
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.
Suggested reference manual:
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

Literature and Society in France, 19th-20th Century.

Exile writers (from Hugo to Zola); authors and works that are subject to judicial proceedings (from Baudelaire and Flaubert to Brasillach); an important rethinking of the role of poetry and literature (from "art pour l'art" and "J'accuse!", to Sartre’s “engagement”): the relationship of 19th-20th Century French literature to society is complex and multifaceted. The course will propose several itineraries through the way novelists and poets have conceived that relationship in their works and their theoretical reflections.

Overview
Lagarde et Michard, XIXe siècle, Paris, Bordas, qualsiasi ed.
J. W. Burrow, La crisi della ragione. Il pensiero europeo 1848-1914, Bologna, Il Mulino, 2002: prologo, chap. 2-4-5.

I. Novel
Texts – Select three texts among:
H. de Balzac, Le Père Goriot
Stendhal, Le Rouge et le Noir
Flaubert, Madame Bovary
Zola, L’Assommoir
Proust, Du côté de chez Swann

Further readings / Critical bibliography – Select three texts among:
G. Lukacs, Balzac et le réalisme français, Paris, Maspero, 1979 [1935].
F. Moretti, Atlante del romanzo europeo, Torino, Einaudi, 1997.
C. Ginzburg, “L’aspra verità. Una sfida di Stendhal agli storici”, in Id., Il filo e le tracce, Milano, Feltrinelli, 2006.
G. Sapiro, La responsabilité de l’écrivain. Littérature, droit et morale en France (XIXe-XXe siècle), Paris, Seuil, 2011, deuxième partie (“La conquête de l’autonomie littéraire sous le Second Empire”).
G. Philippe et J. Piat, La langue littéraire, Paris, Fayard, 2009, chap. 8 (“L’invention de la prose”) et 9 (“Émile Zola et la langue littéraire vers 1890”).
M. Bertini, L’ombra di Vautrin. Proust lettore di Balzac, Roma, Carocci, 2019.


II. Poetry
La poesia francese 1814-1914, a cura di L. Pietromarchi, Roma-Bari, Laterza, 2012.
Texts
C. Baudelaire, I fiori del male, trad. di G. Caproni e commento di L. Pietromarchi, Venezia, Marsilio, 2008 (a selection of poems).
A selection of poems by other authors will be provided during the class.
Critical bibliography – Select two texts among:
M. Raymond, De Baudelaire au surréalisme, qualsiasi ed., “Introduction”.
G. Poulet, La poésie éclatée, qualsiasi ed.
J. Starobinski, La Mélancolie au miroir, Paris, Julliard, 1989.

The course is structured in two modules. The first one will consist in an introduction to contemporary Brazilian and Portuguese literature. The second one will analyze the Angolan literature.

Modulo A
Eça de Queirós, O Crime do Padre Amaro (qualuque edizione)
Eça de Queirós, O Primo Basílio (qualunque edizione)
Inglês de Sousa, O Missionário (qualunque edizione)
Machado de Assis, Dom Casmurro (qualunque edizione)
Machado de Assis, “O Primo Basílio”, in Crônicas – Crítica – Poesia – Teatro, São Paulo, Cultrix, 1961, pp. 108-123.
C. Reis, Eça e Machado de Assis ou a Batalha do Realismo, in Eça e Machado, São Paulo, PUC-SP, 2005, pp. 285-302;
J. C. de Castro Rocha, Machado de Assis: por uma poética da emulação, Rio de Janeiro, Civilização Brasileira, 2013.
S. Santiago, Eça, autor de Madame Bovary, nel vol. Uma literatura nos trópicos, Rio de Janeiro, Editora Rocco, 2000, pp. 47-65.

Modulo B – Cultura angolana
G. de Marchis (a cura di), Noi dell’Africa immensa, Roma, Nova Delphi, 2022.
I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, 2022.
V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020;

Handouts specially prepared by the visiting professor of the "will be made available to students at the beginning of the course.

The module introduces to the main charatheristics of the German theatre through a formal and tematic analysis of some classical dramatic texts and their historical-cultural contextualization.

G. E. Lessing, Minna von Barnhelm (Marsilio).
G. E. Lessing, Emilia Galotti (Marsilio).
J. W. Goethe, Ifigenia in Tauride (Marsilio).
F. Schiller, I masnadieri (Mondadori)
F. Schiller, Maria Stuarda (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
H. v. Kleist, Il principe di Homburg (Garzanti)
G. Büchner, La morte di Danton (Marsilio)
G. Büchner, Woyzeck (Marsilio)
B. Brecht, Vita di Galileo (Einaudi)
F. Dürrenmatt, La visita della vecchia signora (Einaudi)
F. Dürrenmatt, I fisici (Einaudi)
P. Handke, Insulti al pubblico (Quodlibet)
Heiner Müller, Philoktet (il Melangolo).

The course introduces to the main charatheristics of the German theatre of the 18th and 19th century through a formal and tematic analysis of some classical dramatic texts and their historical-cultural contextualization.

J.W. Goethe, Ifigenia in Tauride (Marsilio)
F. Schiller, Maria Stuart (Mondadori)
F. Schiller, I masnadieri (Mondadori)
G. Büchner, Woyzeck (Garzanti)
G. Büchner, Morte di Danton (Einaudi)

19th Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky, Tolstoy

G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I ,
pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (“La notte di Natale”, “Una terribile vendetta”), Mirgorod (“Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore, Padri e Figli
F.M. Dostoevskij, Il sosia, Delitto e Castigo e un romanzo a scelta tra: I Demoni/ L’Idiota/ I Fratelli Karamazov
A.N. Ostrovskij, La foresta/L’uragano
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 readings:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso

19th Century Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky and Tolstoy

Teaching materials

Reference texts (to be chosen and limited to the historical period covered in the course)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010.
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I , pp. 505-762.

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (solo “La notte di Natale”, “Una terribile vendetta”), Mirgorod (solo “Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 freely chosen readings among:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso
NB: those who read War and Peace, add 1 optional reading. It is possible to replace the optional readings with the works of Dostoevsky, Ostrovsky and Tolstoy indicated above.

5 pages to be read in the original language (handout provided at the beginning of the course)

Introduction to the theory and practice of translation, with a special focus on literary and poetic translation. Introduction to the history of the French language.

- Gianluigi Beccaria, Mia lingua italiana, Torino, Einaudi, 2011.
- Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208);
- Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000;
- AAVV, Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue, Roma, Carocci, 2000.

The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts and Audiovisual materials. Intralinguistic Translation and Introduction to Audiovisual Translation and Subtitling, analysing in particular the linguistic varieties and the culturo-specific elements.

1) Textbooks and critical essays
Torrens Álvarez, Mª. Jesús, Evolución e historia de la lengua española, Madrid, Arco Libros, 2007.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2017 (3ª ed.).
Chaume Varela, Frederic, Cine y traducción, Madrid, Cátedra, 2004.
Eventual other bibliographical references will be provided during the course.

2) Texts
Cantare del Cid, trad. A. Baldissera con testo spagnolo a fronte, Milano, Garzanti, 2003.
Chaves Nogales, Manuel, A sangre y fuego. Héroes, bestias y mártires de España, Barcelona, Libros del Asteroides, 2013.
Piglia, Ricardo, Plata quemada, Barcelona, Debolsillo, 2017.
Sánchis Sinisterra, José, Ñaque - ¡Ay, Carmela!, ed. M. Aznar Soler, Madrid, Cátedra, 2011.
Abenámar, Alejandro – Hernández Alejandro, Mientras dure la guerra (guion): https://drive.google.com/file/d/1GdHfS0KOvyI66HFI4xBgv_iKY18Jd8Br/view

Films:
Mientras dure la guerra di Alejandro Abenámar (2019)
¡Ay, Carmela! di Carlos Saura (1990)
Plata quemada di Marcelo Piñeyro (2000)

Additional mandatory material for students who have failed their final tests and for non-attending students:
Vaquero de Ramírez, María, El español de América I. Pronunciación, Madrid, Arco Libros, 2003 (3ª ed.).
Vaquero de Ramírez, María, El español de América II. Morfosintaxis y Léxico, Madrid, Arco Libros, 2003 (3ª ed.).
Padura, Leonardo, Paisaje de otoño, Barcelona, Planeta, 2014.

The course intends to deepen some aspects of text linguistics and translation studies, combining them with practical translation exercises. Particular attention will be paid to the specificities of the Portuguese language in its Brazilian variety. The theme of the registers and characteristics of different types of text, from journalistic to legal, will then be addressed, with an in-depth study of genre differences in literary translation. We will read together the essays of classical and contemporary authors and we will address the concept of discursive traditions. The reflection on the types of text will be accompanied by observations on the types of translation

AUBERT, Francis Henrik: Modalidades de tradução: teoria e resultados, in: “TradTerm”, São Paulo, v. 5.1, pp. 99-128, 1998.
BERGMANN, Juliana Cristina Faggion / LISBOA, Maria Fernanda Araujo: Teoria e pratica da tradução, Curitiba: Intersaberes 212, pp. 27-60.
BRITTO, Paulo Henriques: Tradução e ilusão, in “Revista de Estudos Avançados”, 76, São Paulo, USP 2012, pp. 21-27.
COSERIU, Eugenio: O falso e o verdadeiro na teoria da tradução, in: Werner Heidermann (a cura di), Clásicos da Teoria da Traduçao, Florianópolis, UFSC 2010 (2. Ed.), pp. 253-291
COSTA, Sérgio Roberto: Introdução, in: Dicionário de Gêneros Textuais. São Paulo: Autêntica 2008 (3. Ed.), pp. 13-26.
HURTADO ALBIR, Amparo. Clasificación y descripción de la traducción, in: Traducción y traductología, Madrid: Cátedra, 2001, pp. 43-95.
JAKOBSON, Roman: Aspectos lingüísticos da tradução. In: Lingüística e comunicação, a cura di Izidoro Blikstein, São Paulo: Cultrix, 2001 [1959], pp. 63-72.
KABATEK, Johannes: Tradição discursiva e gênero, in: Lobo, T. / Carneiro, Z . / Soledade, J. / Almeida, A., / Ribeiro, S. (a cura di), Rosae: linguística histórica, história das línguas e outras histórias. Salvador: EDUFBA, 2012, pp. 579-588.
TRAVANCASA, Isabel Siquiera: O tradutor Miguilim: cartas de Guimarães Rosa e Edoardo Bizzari, in “Gutenberg”, v. 2, n. 1, Santa Maria: UFSM 2022, pp. 1-9.

Theoretic knowledge of methodological approaches to translation will be provided. Particular attention will be paid to specialized discourse through the analysis of texts related to the domain of tourism (catalogues, websites, guide books, brochures, etc.). Key issues like localization, transcreation, copywriting, and SEO/SEM will be introduced to the students.

Students will be asked to translate texts and analyze translations.

reading list:
B.Antonucci, Get Real(ia), introduzione alla professione del traduttore, Varazze, PM, 2018

Reading list provided during the course

Materiale didattico
B.Antonucci, Get Real(ia), introduzione alla professione del traduttore, Varazze, PM, 2018


reading list provided during the lessons.

Preparation workshop for the preparation of the three-year thesis.

1. Mandatory readings.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007; oppure: Vera Gheno, La tesi di laurea, Bologna, Zanichelli, 2019.
b. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.

Introduction to bibliographic research, analysis and translation of literary texts and writing of a degree thesis.

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007; oppure: Vera Gheno, La tesi di laurea, Bologna, Zanichelli, 2019.
b. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.

First elements of literary research with a special focus on French literary criticism of the XX century

a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (author/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developing a paper on literary and cultural themes (Spanish Literature).

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
Da intendersi come BIBLIOGRAFIA DI RIFERIMENTO.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for linguistic-translation research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for linguistic-translation research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

SSerena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.
Bibliographic citation system (autor/ date), how to use notes effectively.
The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.
Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.
Proposals and hypoteses for developement of a paper on literary, cultural and linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
To be considered as REFERENCE BIBLIOGRAPHY.

The workshop aims to strengthen students' skills in the writing of academic texts and in the analysis of Portuguese, Brazilian and Angolan literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be focused on the writing of a project for the final dissertation, applying the theoretical and practical skills acquired.

Anna Maria Crispini (a cura di), Oltrecanone. Generi, genealogie, tradizioni, Roma, Iacobelli, 2014;
J. M. Eça de Queirós, O Primo Basílio, (qualunque edizione);
A. Azevedo, Casa de Pensão (qualunque edizione);
J. C. de Castro Rocha, Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258;
S. Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65;

The workshop aims to strengthen students' skills in the writing of academic texts and in the analysis of Portuguese, Brazilian and Angolan literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the theoretical aspects of literary translation. Finally, a third cycle of lessons will be focused on the writing of a project for the final dissertation, applying the theoretical and practical skills acquired.

J. Saramago, Levantado do Chão, Porto, Porto Editora, 2021 (1980);

AAVV, Roteiro literário Levantado do Chão, Montemor-o-Novo, Câmara Municipal de Montemor-o-Novo, 2020

U. Eco, Riflessioni teorico-pratiche sulla traduzione, in Milano, Bompiani, 1995, pp. 121-146;

D. Frier, De crónicas familiares à construção de um romance, in C. Reis (org.), José Saramago. Nascido para isto, Lisboa, Fundação José Saramago, 2020, pp. 85-124;

J. Medeiros Ferreira, A reforma agrária na geografia da revolução, in J. Mattoso (dir.), História de Portugal, vol. VIII Portugal em transe (1974-1985), Lisboa, Círculo de Leitores, 1994, pp. 121-137;

T. C. Cerdeira da Silva, Levantado do chão: no mar do latifúndio, uma epopeia campesina, nel vol. José Saramago entre a História e a Ficção: uma saga de portugueses, Lisboa, Dom Quixote, 1989, pp. 193-263.

The workshop is made up of 2 activities:
• Prof. Giovanni Sampaolo – Comparison of Italian and German editing standards and their use in translation (18 hours)
• Prof. Ute Weidenhiller – Translation of poetry (18 hours)

The course materials will be made available online at the beginning of the activities of the workshop

The workshop is made up of 2 activities:

• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (18 hours)
• Prof. Ute Weidenhiller – Translation of poetry (12 hours)

The teaching materials will be made available online at the beginning of the activities of the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.

1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).

2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

Ambrosini - canale 2
The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.
Suggested reference manual:
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards required for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

To obtain their ECTS credits, students are required to attend at least 70% of classes."

provided during classes

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

Bibliografia di riferimento
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.
Suggested reference manual:
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139)

The laboratory is divided into two main didactic activities: 1) plenary lessons and 2) small group workshops.
1. The plenary lessons are aimed at providing some guidance for students who, at the end of their three-year formative period are expected to conform their writing to the standards expected for a final essay. The lessons will focus on its formal, cognitive and linguistic features while pointing out the main steps of the writing process (main conventions of academic writing, editorial guidelines, thematic cores, both printed and online resources for academic research).
2. The workshops focus on the theoretical and practical activities targeted at linguistic and literary analyses of cultural, and literary texts. The aim is to underline the basic role of analysis in the final essay in light of different methodological perspectives brought to bear on a variety of formal and structural aspects of the texts.

The texts for the analysis and translation will be made available during the workshop.