L’umanesimo italiano. Il corso è organizzato come introduzione all’Umanesimo italiano, dal quale hanno preso avvio tutte le moderne letterature europee. Prima di ogni lezione verranno prese le presenze. Il numero massimo di assenze accettate è 6 ore (3 lezioni). Sopra questo numero gli studenti saranno considerati a tutti gli effetti non frequentanti e dovranno portare alcuni testi in più.

TESTI DA ACQUISTARE (sono da studiare anche le introduzioni):
-- Leon Battista Alberti, Autobiografia e altre opere latine, a cura di L. Chines e A. Severi, BUR
-- Angelo Poliziano, Commentario alla congiura dei Pazzi, a cura di L. Perini, Firenze University Press
-- Giovanni Pontano, Dialoghi, a cura di L. Geri, BUR
-- Lorenzo Valla, La falsa donazione di Costantino, a cura di O. Pugliese, BUR

Testi critici da acquistare:
-- Guido Cappelli, L’umanesimo italiano da Petrarca a Valla, Carocci, Roma 2014
-- Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana. Dalle origini al Rinascimento, vol. I, a cura di Amedeo De Vincentiis, Einaudi, Torino 2010 (da leggersi limitatamente ai saggi indicati lezione per lezione)

Description of course
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. 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.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
One of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Espasa-Calpe, 1999;
Isabel Allende, Eva Luna, Barcelona, Debolsillo, 2009.
One of following films:
El perro del hortelano di Pilar Miró (1996);
Tiempo de valientes di Damián Szifrón (2005).
3) Dictionaries
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.

This course will examine the ways language functions, how it influences thought and how it varies according to age, ethnicity, class and gender. It will explore how social identity is constructed and performed, and will consider the creative potential of language in the media (including the Internet), politics and everyday talk.
Several practical sessions will be carried out.
In particular, the programme of English as a first foreign language (12 Cfu) will be focused on the reading and comprehension of non-literary texts (e.g. newspaper articles, Web sites, etc.). Students will also learn how to use online dictionaries and corpora of the English language.

Mooney, A. and Evans, B. (2015), Language, Society & Power. An Introduction, 4th ed. Abingdon, Oxon: Routledge
ISBN 978-0-415-74000-5

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

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).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

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

The course is structured in two modules. The first one will present the main literary and cultural expressions dating back to the first centuries of Portuguese literature, focusing in particular on the medieval lyric system. The second module will concentrate on the work of Mário de Sá-Carneiro.

Modulo A – (6 Cfu)
V. Bertolucci, La letteratura portoghese medievale, in V. Bertolucci, C. Alvar, S. Asperti, Storia delle letterature medievali romanze. L’area iberica, Roma-Bari, Laterza, 1999, pp. 3-95;
G. Lanciani, L’ambasceria portoghese a Leone X e la lirica galego-portoghese, nel vol. La meccanica dell’errore, Roma, Viella, 2010, pp. 15-23;
G. Lanciani, La cantiga de amigo, canzone di «retroguardia», nel vol. La meccanica dell’errore, Roma, Viella, 2010, pp. 71-76;
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 15-175.
Note: Indicazioni bibliografiche e ulteriori materiali didattici saranno forniti agli studenti nel corso delle lezioni.

Modulo B – (6 Cfu)
M. de Sá-Carneiro, Tutta la prosa, Padova, CLEUP, 2013.
M. de Sá-Carneiro, Dispersione, Torino, Einaudi, 1998.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
S. Martins, Narrativa del Novecento: dalla transizione di fine secolo al Neorealismo, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 98-108.

Through the reading of a selection of novels written between the 1880’s and the present, and the vision of a selection of films, this course will explore the theme of the relations between generations. The exploration of the complex bonds between parents and children, or, more generally, between the old and the young, becomes in the chosen texts a lens through which to narrate the world, and to delineate the political, social and cultural features of an epoch. From Thomas Hardy to Alice Munro the topic of the relations between generations, now peaceful now turbulent, becomes a focal point of Anglophone literature.

Primary readings:
Thomas Hardy, The Mayor of Casterbridge (1886);
Virgina Woolf, To the Lighthouse (1927);
Doris Lessing, The Fifth Child (1988);
Jackie Kay, The Adoption Papers, Bloodaxe Books, 1991;
J. M. Coetzee, Boyhood. Scenes from Provincial Life (1997);
Hanif Kureishi, "Goodbye, Mother" from The Body, faber and faber, 2002 (provided by teacher);
Alice Munro, selected stories from Dear Life, Chatto & Windus, 2012 (provided by the teacher);

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013 (selected chapters, provided by the teacher);
Adrienne Rich, Of Woman Born. Motherhood as Experience and Institution (1976) (selected chapters, provided by the teacher);
Other readings will be announced as the coourse unfolds.

History of Literature:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (from chap. VII to the end), Einaudi, 2004.

Description of course
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. 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.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
One of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Espasa-Calpe, 1999;
Isabel Allende, Eva Luna, Barcelona, Debolsillo, 2009.
One of following films:
El perro del hortelano di Pilar Miró (1996);
Tiempo de valientes di Damián Szifrón (2005).
3) Dictionaries
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.

This course will examine the ways language functions, how it influences thought and how it varies according to age, ethnicity, class and gender. It will explore how social identity is constructed and performed, and will consider the creative potential of language in the media (including the Internet), politics and everyday talk.
Several practical sessions will be carried out.
In particular, the programme of English as a first foreign language (12 Cfu) will be focused on the reading and comprehension of non-literary texts (e.g. newspaper articles, Web sites, etc.). Students will also learn how to use online dictionaries and corpora of the English language.

Mooney, A. and Evans, B. (2015), Language, Society & Power. An Introduction, 4th ed. Abingdon, Oxon: Routledge
ISBN 978-0-415-74000-5

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

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).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

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

Seventeenth century French literature

1. Parte generale:
- Federico Corradi, Introduzione al Seicento francese e al Classicismo, Roma, Edizioni Nuova Cultura, 2006;
- Benedetta Papàsogli (a cura di), I moralisti classici, Bari, Laterza, 2008, pp. 3-25 e pp. 34-94;
- Francesco Fiorentino, Il teatro francese del Seicento, Bari, Laterza, 2008.
- Lagarde et Michard, XVIIe siècle, Paris, Bordas (qualsiasi edizione).

2. Testi:
- Corneille, L’Illusion comique, (qualsiasi edizione francese, anche con testo a fronte);
- Corneille, Le Cid, (qualsiasi edizione francese, anche con testo a fronte);
- Corneille, Cinna, (qualsiasi edizione francese, anche con testo a fronte);
- Cyrano de Bergerac, L’Altro mondo, Torino, Il Leone verde, 1999, pp. 27-144;
- Mme de Lafayette, La princesse de Clèves, présentation par Jean Mesnard, Paris, Flammarion, 1996 ;
- Sarà proposta agli studenti anche una scelta di testi dall’antologia .

3. Critical essays:
- Georges Forestier, Passions tragiques et règles classiques. Essai sur la tragédie française, Paris, PUF, oppure Jean Starobinski, L’œil vivant (i saggi su Corneille, Racine e La Bruyère), Paris, Gallimard (esiste anche in versione italiana);
- Giovanni Marchi, « Cyrano o l’ ‘imagination en liberté’ », in Id., L’immaginazione in libertà, Napoli, Liguori, 1985, pp. 11-21.
- Gabriella Violato, La principessa giansenista, Roma, Bulzoni, 1981, pp. 13-49.

4. Gli studenti non frequentanti integreranno il programma con uno dei seguenti saggi a scelta:
- Paul Bénichou, Morales du Grand Siècle (qualsiasi edizione, anche in italiano), oppure Paul Hazard, La crise de la conscience européenne (qualsiasi edizione, anche in italiano).

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

TEXTS (foreign students must agree upon the editions with the teacher before the beginning of the course)
- F. de Rojas, La Celestina;
- Lazarillo de Tormes;
- Lope de Vega, Peribáñez y el Comendador de Ocaña;
- Pedro Calderón de la Barca, La vida es sueño;
- Miguel de Cervantes, Don Quijote. Parte primera;
- Selection of poems provided by the teachers.

CRITICAL ESSAYS
To be agreed upon with the teacher before the beginning of the course, depending on the native language of the foreign student.

3) ESSENTIALS OF LITERARY HISTORY:
To be agreed upon with the teacher before the beginning of the course, depending on the native language of the foreign student.

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

A. Benítez Rojo, Il mare delle lenticchie, Nuoro, Illisso, 2005;
A. Carpentier, L’arpa e l’ombra, Torino, Einaudi, 1993, parti I-II;
L. Esquivel, La voce dell’acqua, Milano, Garzanti, 2007;
C. Boullosa, Dorme, Firenze, Le Lettere, 2000;
J. J. Saer, L’arcano, Firenze, Giunti, 1994;
T. Todorov, La conquista dell’America, Torino, Einaudi, 2005;
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, Utet-De Agostini, 2011 (chaps. 1, 2).

Through the reading of a selection of novels written between the 1880’s and the present, and the vision of a selection of films, this course will explore the theme of the relations between generations. The exploration of the complex bonds between parents and children, or, more generally, between the old and the young, becomes in the chosen texts a lens through which to narrate the world, and to delineate the political, social and cultural features of an epoch. From Thomas Hardy to Alice Munro the topic of the relations between generations, now peaceful now turbulent, becomes a focal point of Anglophone literature.

Primary readings:
Thomas Hardy, The Mayor of Casterbridge (1886);
Virgina Woolf, To the Lighthouse (1927);
Doris Lessing, The Fifth Child (1988);
Jackie Kay, The Adoption Papers, Bloodaxe Books, 1991;
J. M. Coetzee, Boyhood. Scenes from Provincial Life (1997);
Hanif Kureishi, "Goodbye, Mother" from The Body, faber and faber, 2002 (provided by teacher);
Alice Munro, selected stories from Dear Life, Chatto & Windus, 2012 (provided by the teacher);

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013 (selected chapters, provided by the teacher);
Adrienne Rich, Of Woman Born. Motherhood as Experience and Institution (1976) (selected chapters, provided by the teacher);
Other readings will be announced as the coourse unfolds.

History of Literature:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (from chap. VII to the end), Einaudi, 2004.

Ernest Hemingway, His Works, His Characters, and His Literary Style

The aim of this course is to acquaint students with the basic tools needed to critically address an American literary text and familiarize them with major theoretical schools originating in the USA. This year I will offer a fine-grained analysis of the novels and short stories of Ernest Hemingway (1899-1961). I will address the latest approaches in Modernism scholarship to single out the experimental quality of Hemingway’s prose style. Together we will discuss the “ Hemingway’s hero”, Hemingway’s interest in the language of film, and his bold assimilation of photography and advertisement techniques, and, lastly, Hemingway’s influence on US and non US literatures.

Selection from The Complete Short Stories of Ernest Hemingway. The Finca Vigía Edition, New York, Scribner, 1987.

The Sun Also Rises (1926), The Hemingway Library Edition, prefazione e introduzione di Patrick Hemingway e Sean Hemingway New York, Scribner, 2016.

A Farewell to Arms (1929), The Hemingway Library Edition, prefazione e introduzione di Patrick Hemingway e Sean Hemingway, New York, Scribner, 2014.

For Whom the Bell Tolls (1940), New York, Scribner, 1995.

The Garden of Eden (1986), New York, Scribner, 1995.

PLEASE TAKE NOTE OF THE FOLLOWING:
-- I will announce more primary sources and all secondary sources during the term, and publish a complete and definitive syllabus on my webpage at the end of the course.
-- Students who are not able to attend classes will study a separate syllabus, already available on line on my Università di Roma Tre webpage.

Romance Philology and Linguistics

Romance philology - The different meanings. Philology as textual criticism or ecdotics.
Classical culture and Christianity - The Christian tradition. Medieval allegory. Emblematic texts.
The origins of the Romance culture – The Romance languages. The Romance literatures. The genres.
Eros and myth through the lyrical and narrative experience - The courtly lyric. The courtly novel: the "ancients" novels, the Arthurian novel. Texts (and critical readings) will be indicated at the beginning of the course.

Lecture notes and supplementary text variables from year to year

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

Notes:
- Students enrolled for the L12 Lingue e Mediazione degree must pass the General Linguistics 1 exam before they take the Germanic Philology 1 exam; other students are strongly recommended to do likewise.
- Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number.
- Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 ; I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essays of J.M. Adam and L. Santone).

The student will learn how to distinguish various text typologies, which differ at the level of discourse, both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures). To this purpose, the use of advanced tools for translation, such as online dictionaries and corpora of contemporary English, will also be taken into account.
This course, therefore, will deal with fundamental notions about discourse analysis and translation studies, and will include several practical sessions.
Moreover, the programme of English as 1st foreign language (12 Cfu) will focus on the use of advanced tools for translation, e.g. online dictionaries and English language corpora.

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

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essay of L. Santone).

The student will learn how to distinguish various text typologies, which differ both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures).
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.

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

Title of the course: „Wort – Wörter – Wörterbuch“
The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the course.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas
Optional further reading:
Béatrice Didier, Histoire de la littérature française du XVIIIe siècle, Paris, Nathan

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Marivaux, Le jeu de l’amour et du hasard, L’Ile des esclaves
Diderot, Le Paradoxe sur le comédien ; Entretien sur le fils naturel
Rousseau, Discours sur les sciences et les arts, Les Rêveries du promeneur solitaire
Beaumarchais, Le Barbier de Séville
One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: D’Alembert, Encyclopédie, Discours préliminaire; Diderot, Le neveu de Rameau ; Voltaire, Candide ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

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 nineteenth and twentieth century 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 or http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (chap. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (chap. 5, 9, 11, 21).

The course is structured in three modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze the Angolan literature. The third module will focus Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (6 cfu)
Cultura e Letteratura angolana
A list of critical and literary texts will be provided at the beginning of the course.

Modulo C – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). The course will introduce students to the most
significant critical approaches of literary theory with particular emphasis on the specificities of
literary language and on the intertextual, intermedial, intercultural aspects of a good range of
literary texts. Students will develop an ability to critically engage with literary works and their
cultural and historical contexts.

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Fiction

Daniel Defoe, Robinson Crusoe (1719)
Matthew Lewis, The Monk (1796)
Jane Austen, Pride and Prejudice (1813)


Reading List
Jonathan Swift, Gulliver's Travels (1726)
or
Mary Shelley, Frankenstein (1818)

Poetry

John Milton
Cavalier Poets
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
S. T. Coleridge
George Byron, Lord
Walter Scott, Sir
John Keats

N. B. The list is subject to revisions. Please check again later during the year.

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). The module will particularly focus on three specific topics: 1) poetry and neoclassicism: Alexander Pope, The Rape of the Lock (1712) and John Keats, Endymion (1818); 2) the second-generation Romantics and Italy: Byron and Shelley; 3) the development of the novel from Realism to Gothic and back: Daniel Defoe, Robinson Crusoe (1719), Mary Shelley's Frankenstein (1818) and Jane Austen, Northanger Abbey (1818).

An anthology of texts and a number of critical essay will be uploaded on the teacher's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Alexander Pope, Il riccio rapito, a cura di Viola Papetti con testo inglese a fronte, BUR, MIlano 2014
John Keats, Endimione, a cura di Viola Papetti con testo inglese a fronte, BUR, Milano 2011
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009
Daniel Defoe, Robinson Crusoe, Penguin Classics o Oxford World's Classics
Jane Austen, Northanger Abbey, Penguin Classics
Mary Shelley, Frankenstein, traduzione di L. Lamberti con testo inglese a fronte, Einaudi, Torino 2011

Critical texts
Viola Papetti (a cura di), Il Neoclassicismo inglese. Da Pope a Johnson, Edizioni di Storia e Letteratura, Roma 2002 (selected chapters)
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

"The Holy Terrors" of Nineteenth-Century U.S. Culture

Part I (Dr. Sabrina Vellucci)

In this course we will look at the relevance of the idea of childhood and adolescence in nineteenth-century U.S. culture. The first part will investigate the ways in which the child catalyzes issues related to national identity, progress, and democracy. The analysis of narrative texts will point out the constitutive place of race in the U.S. national imaginary and the child's role in establishing race as a central shaping element of the ostensibly egalitarian U.S. ideals.


Part II (Prof. Maria Anita Stefanelli)

Religiosity and Rebellion in Walt Whitman and Emily Dickinson.

The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress. Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work on the two poets will be presented to the students as a revival of the two poets' independent spirit.

Part I (Dr. Sabrina Vellucci)

Texts:
Harriet Wilson, Our Nig: or, Sketches from the Life of a Free Black (Vintage 2011);
Mark Twain, Adventures of Huckleberry Finn (Norton Critical Edition 1998);
Henry James, What Maisie Knew (Oxford University Press 2008).

Criticism:
Caroline F. Levander, Cradle of Liberty. Race, the Child, and National Belonging from Thomas Jefferson to W.E.B. DuBois (Duke University Press, 2006);
Robin Bernstein, Racial Innocence: Performing American Childhood from Slavery to the Civil Rights (New York University Press, 2011);
Karen Sanchez-Eppler, Dependent States. The Child’s Part in Nineteenth-Century American Culture (The University of Chicago Press, 2005).
A selection of chapters will be provided in class.

Part II (Prof. Maria Anita Stefanelli)

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily

Film:
Dead Poets Society

Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading).
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 ; I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essays of J.M. Adam and L. Santone).

The student will learn how to distinguish various text typologies, which differ at the level of discourse, both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures). To this purpose, the use of advanced tools for translation, such as online dictionaries and corpora of contemporary English, will also be taken into account.
This course, therefore, will deal with fundamental notions about discourse analysis and translation studies, and will include several practical sessions.
Moreover, the programme of English as 1st foreign language (12 Cfu) will focus on the use of advanced tools for translation, e.g. online dictionaries and English language corpora.

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

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essay of L. Santone).

The student will learn how to distinguish various text typologies, which differ both in terms of their pragmatic purposes, and of their lexicogrammar features (e.g. the connections between different language registers and the choice of words and morpho-syntactic structures).
This course, therefore, will deal with fundamental notions about discourse analysis
and translation studies, and will include several practical sessions.

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

Title of the course: „Wort – Wörter – Wörterbuch“
The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the course.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas
Optional further reading:
Béatrice Didier, Histoire de la littérature française du XVIIIe siècle, Paris, Nathan

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Marivaux, Le jeu de l’amour et du hasard, L’Ile des esclaves
Diderot, Le Paradoxe sur le comédien ; Entretien sur le fils naturel
Rousseau, Discours sur les sciences et les arts, Les Rêveries du promeneur solitaire
Beaumarchais, Le Barbier de Séville
One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: D’Alembert, Encyclopédie, Discours préliminaire; Diderot, Le neveu de Rameau ; Voltaire, Candide ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

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 nineteenth and twentieth century 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 or http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (chap. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (chap. 5, 9, 11, 21).

The course is structured in three modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze the Angolan literature. The third module will focus Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (6 cfu)
Cultura e Letteratura angolana
A list of critical and literary texts will be provided at the beginning of the course.

Modulo C – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). The course will introduce students to the most
significant critical approaches of literary theory with particular emphasis on the specificities of
literary language and on the intertextual, intermedial, intercultural aspects of a good range of
literary texts. Students will develop an ability to critically engage with literary works and their
cultural and historical contexts.

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Fiction

Daniel Defoe, Robinson Crusoe (1719)
Matthew Lewis, The Monk (1796)
Jane Austen, Pride and Prejudice (1813)


Reading List
Jonathan Swift, Gulliver's Travels (1726)
or
Mary Shelley, Frankenstein (1818)

Poetry

John Milton
Cavalier Poets
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
S. T. Coleridge
George Byron, Lord
Walter Scott, Sir
John Keats

N. B. The list is subject to revisions. Please check again later during the year.

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). The module will particularly focus on three specific topics: 1) poetry and neoclassicism: Alexander Pope, The Rape of the Lock (1712) and John Keats, Endymion (1818); 2) the second-generation Romantics and Italy: Byron and Shelley; 3) the development of the novel from Realism to Gothic and back: Daniel Defoe, Robinson Crusoe (1719), Mary Shelley's Frankenstein (1818) and Jane Austen, Northanger Abbey (1818).

An anthology of texts and a number of critical essay will be uploaded on the teacher's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Alexander Pope, Il riccio rapito, a cura di Viola Papetti con testo inglese a fronte, BUR, MIlano 2014
John Keats, Endimione, a cura di Viola Papetti con testo inglese a fronte, BUR, Milano 2011
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009
Daniel Defoe, Robinson Crusoe, Penguin Classics o Oxford World's Classics
Jane Austen, Northanger Abbey, Penguin Classics
Mary Shelley, Frankenstein, traduzione di L. Lamberti con testo inglese a fronte, Einaudi, Torino 2011

Critical texts
Viola Papetti (a cura di), Il Neoclassicismo inglese. Da Pope a Johnson, Edizioni di Storia e Letteratura, Roma 2002 (selected chapters)
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

"The Holy Terrors" of Nineteenth-Century U.S. Culture

Part I (Dr. Sabrina Vellucci)

In this course we will look at the relevance of the idea of childhood and adolescence in nineteenth-century U.S. culture. The first part will investigate the ways in which the child catalyzes issues related to national identity, progress, and democracy. The analysis of narrative texts will point out the constitutive place of race in the U.S. national imaginary and the child's role in establishing race as a central shaping element of the ostensibly egalitarian U.S. ideals.


Part II (Prof. Maria Anita Stefanelli)

Religiosity and Rebellion in Walt Whitman and Emily Dickinson.

The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress. Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work on the two poets will be presented to the students as a revival of the two poets' independent spirit.

Part I (Dr. Sabrina Vellucci)

Texts:
Harriet Wilson, Our Nig: or, Sketches from the Life of a Free Black (Vintage 2011);
Mark Twain, Adventures of Huckleberry Finn (Norton Critical Edition 1998);
Henry James, What Maisie Knew (Oxford University Press 2008).

Criticism:
Caroline F. Levander, Cradle of Liberty. Race, the Child, and National Belonging from Thomas Jefferson to W.E.B. DuBois (Duke University Press, 2006);
Robin Bernstein, Racial Innocence: Performing American Childhood from Slavery to the Civil Rights (New York University Press, 2011);
Karen Sanchez-Eppler, Dependent States. The Child’s Part in Nineteenth-Century American Culture (The University of Chicago Press, 2005).
A selection of chapters will be provided in class.

Part II (Prof. Maria Anita Stefanelli)

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily

Film:
Dead Poets Society

Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading).
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

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 nineteenth and twentieth century 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 or
http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (chap. I-II);
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (chap. 5, 9, 11, 21).

The course is structured in three modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XIX and XX centuries. The second one will analyze the Angolan literature. The third module will focus Portuguese Modernism.

Modulo A – (3 cfu)
E. Rodrigues, L’Ottocento (1800-1860) nel vol. Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 109-190.
G. de Marchis, L’Ottocento. L’Europa come miraggio (1862-1900) nel vol. Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 191-246.
G. Lanciani (a cura di), Il Novecento in Portogallo, Roma, Universitalia, 2014.

Modulo B – (6 cfu)
Cultura e Letteratura angolana
A list of critical and literary texts will be provided at the beginning of the course


Modulo C – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

The course will be focused on

Christopher Marlowe, The Jew of Malta
William Shakespeare, The Merchant of Venice

Christopher Marlowe, L'ebreo di Malta, Marsilio
David Riggs, The World of Christopher Marlowe, Faber and Faber
William Shakespeare, The Merchant of Venice, Arden
William Shakespeare, Il mercante di Venezia, Marsilio

Further material will be made available

Io Mamet e Tu: D. Mamet's theatre and film
Drama and films are often based on literary works. David Mamet has adapted Terence Rattigan's well-made play as a film; Pedro Almodovar has excerpts from A Streetcar Named Desire in his film, among many others.
In October a project called "Io Mamet e Tu" is being developed at Teatro Eliseo. It started in April with China Doll by Mamet, and is continuing with American Buffalo and Glengarry Glen Ross (both subjects for two films) by the Chicago-born playwright. The project will be presented to the class for the students' participation in one of its aspects.
David Mamet translates the well-made play (The Winslow Boy) into film, that will be shown in class and analysed together with the play.
In October American Buffalo and Glengarry Glen Ross will be performed at Eliseo. The students will be present at the performance with the teacher. The two plays, with China Doll (staged in April) belong to the project “Io, Mamet e tu” .
American Buffalo and Glengarry Glen Ross will be analysed in class, with special reference to the stylistic and linguistic features besides the thematic (mainly economic) references.
Other films for oral discussion: The Untouchables; The Postman Always Rings Twice.

Texts
American Buffalo (based on David Mamet’s play)
Glengarry Glen Ross (based on David Mamet’s play)
The Winslow Boy (based on Rattigan’s play)
China Doll
Bibliography: critical approach of
Christopher Bigsby, "A Critical Introduction to Twentieth-Century American Drama", Vol. III (Cambridge UP, 2004)
and
Philip French, “David Mamet and Film,” in Bigsby, The Cambridge Companion to David Mamet (Cambridge UP, 2004): 171-193.
A choice of essays, downloadable from the internet, will be proposed to the students.

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

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

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

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

Description of course
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.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Méndez, Alberto, Los girasoles ciegos, Anagrama, 2004.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
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.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.
Finally, a few lessons will explore the pedagogical implications of ELF as regards the English classroom. Students will consider if and how the raise of ELF will lead to a reconceptualisation of English language teaching (ELT).

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

Text linguistics and translation

The course centers on text linguistics as an indispensable prerequisite for translation theory and translation praxis.
Theoretical lesson will alternate with practical exercises (and homeworks) in translation from German into Italian.
Furthermore, the perspective of text linguistics is integrated with the wider one of recent german Diskurslinguistik, applied to a range of different literary text genres of XVIII century.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
M. Foschi Albert, Il profilo stilistico del testo, Pisa University Press, Pisa 2009;
Lucia Cinato Kather, Mediazione linguistica tedesco-italiano, Hoepli, Milano 2011;
Dispensa “Linguistica testuale e traduzione”.
Dispensa “Discorsi e media del Settecento”.

Description of course
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.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015 (8ª ed.)
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the module.
Valdés, Juan de, Diálogo de la lengua, ed. José Enrique Laplana, Barcelona, Crítica, 2010.
Pérez Reverte, Arturo, El capitán Alatriste, Madrid, Punto de Lectura, 2008.

3) Dictionaries
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.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.

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

Text linguistics and translation

The course centers on text linguistics as an indispensable prerequisite for text analysis, text interpretation, translation theory and translation praxis.
Theoretical lessons will alternate with practical exercises (and homeworks) in translation from German into Italian.

M. Foschi Albert, Il profilo stilistico del testo, Pisa University Press, Pisa 2009;
Dispensa “Linguistica testuale e traduzione”

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

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

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

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

The French Novel of Eightheenth Century

Lagarde et Michard, XIXe siècle, Bordas
Il Romanzo francese dell'Ottocento, a cura di A.M. Scaiola, Laterza

Balzac, La Fille aux yeux d'or
Stendhal, Le Rouge et le Noir
Flaubert, Madame Bovary

R. Girard, Mensonge romantique et vérité romanesque, Grasset
J. Rousset, Flaubert et le roman sur rien, in Forme et Signification, Corti
E. Auerbach, A l'hotel de la Mole, in Mimesis, Gallimard

The course will be focused on

Christopher Marlowe, The Jew of Malta
William Shakespeare, The Merchant of Venice

Christopher Marlowe, L'ebreo di Malta, Marsilio
David Riggs, The World of Christopher Marlowe, Faber and Faber
William Shakespeare, The Merchant of Venice, Arden
William Shakespeare, Il mercante di Venezia, Marsilio

Further material will be made available

Io Mamet e Tu: D. Mamet's theatre and film
Drama and films are often based on literary works. David Mamet has adapted Terence Rattigan's well-made play as a film; Pedro Almodovar has excerpts from A Streetcar Named Desire in his film, among many others.
In October a project called "Io Mamet e Tu" is being developed at Teatro Eliseo. It started in April with China Doll by Mamet, and is continuing with American Buffalo and Glengarry Glen Ross (both subjects for two films) by the Chicago-born playwright. The project will be presented to the class for the students' participation in one of its aspects.
David Mamet translates the well-made play (The Winslow Boy) into film, that will be shown in class and analysed together with the play.
In October American Buffalo and Glengarry Glen Ross will be performed at Eliseo. The students will be present at the performance with the teacher. The two plays, with China Doll (staged in April) belong to the project “Io, Mamet e tu” .
American Buffalo and Glengarry Glen Ross will be analysed in class, with special reference to the stylistic and linguistic features besides the thematic (mainly economic) references.
Other films for oral discussion: The Untouchables; The Postman Always Rings Twice.

Texts
American Buffalo (based on David Mamet’s play)
Glengarry Glen Ross (based on David Mamet’s play)
The Winslow Boy (based on Rattigan’s play)
China Doll
Bibliography: critical approach of
Christopher Bigsby, "A Critical Introduction to Twentieth-Century American Drama", Vol. III (Cambridge UP, 2004)
and
Philip French, “David Mamet and Film,” in Bigsby, The Cambridge Companion to David Mamet (Cambridge UP, 2004): 171-193.
A choice of essays, downloadable from the internet, will be proposed to the students.

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

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

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

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

Description of course
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.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Méndez, Alberto, Los girasoles ciegos, Anagrama, 2004.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
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.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.
Finally, a few lessons will explore the pedagogical implications of ELF as regards the English classroom. Students will consider if and how the raise of ELF will lead to a reconceptualisation of English language teaching (ELT).

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

Text linguistics and translation

The course centers on text linguistics as an indispensable prerequisite for translation theory and translation praxis.
Theoretical lesson will alternate with practical exercises (and homeworks) in translation from German into Italian.
Furthermore, the perspective of text linguistics is integrated with the wider one of recent german Diskurslinguistik, applied to a range of different literary text genres of XVIII century.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
M. Foschi Albert, Il profilo stilistico del testo, Pisa University Press, Pisa 2009;
Lucia Cinato Kather, Mediazione linguistica tedesco-italiano, Hoepli, Milano 2011;
Dispensa “Linguistica testuale e traduzione”.
Dispensa “Discorsi e media del Settecento”.

Description of course
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.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015 (8ª ed.)
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the module.
Valdés, Juan de, Diálogo de la lengua, ed. José Enrique Laplana, Barcelona, Crítica, 2010.
Pérez Reverte, Arturo, El capitán Alatriste, Madrid, Punto de Lectura, 2008.

3) Dictionaries
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.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

This course deals with the evolution of English as a global language and takes into account the historical, sociocultural, lexicogrammar and phonological elements that have contributed to the differentiation of this language into several native-speaker standard and non-standard varieties, as well as into various post-colonial varieties (i.e. world Englishes), or even into pidgin and creole languages. Students will be often shown authentic examples of different Englishes through audiovisual materials and will carry out practical activities.
Moreover, the course will focus on the socio-linguistic features of English as a lingua franca (ELF), a phenomenon that spreads primarily via the Internet.

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

Text linguistics and translation

The course centers on text linguistics as an indispensable prerequisite for text analysis, text interpretation, translation theory and translation praxis.
Theoretical lessons will alternate with practical exercises (and homeworks) in translation from German into Italian.

M. Foschi Albert, Il profilo stilistico del testo, Pisa University Press, Pisa 2009;
Dispensa “Linguistica testuale e traduzione”

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

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

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

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

General part: offers an overview of some key issues in second language learning research, with particular reference to the difference between acquisition and learning.
Focus: provides students with knowledge and skills needed to analyse learners' varieties and interactional aspects of communication between native and non-native speakers.

Nuzzo E., Grassi R., Input, output e interazione nell'insegnamento delle lingue, Bonacci-Loescher 2016.
Nuzzo E., Valutare l’interlingua di studenti cinesi, in S. Rastelli, Italiano di cinesi, italiano per cinesi, di Stefano Rastelli, Perugia, Guerra Edizioni, 2010, pp. 223-238.
Andorno C. 2008. Interazione nativo / non nativo in italiano L2: strumenti per la pianificazione dialogica. In: M.Pettorino, A. Giannini, M. Vallone & R. Savy (a cura di) La comunicazione parlata, Atti del Convegno Internazionale (Napoli, 23-25 febbraio 2006). Napoli: Liguori, pp. 1421-1439.

Description of course
The course aims to introduce students into Spanish Phonetics, Ortography, Morfology and Sintaxt from contrastive approach (Spanish/Italian), and it give a survey of the main theoretical approaches to translation and the influential concepts that have been used to reflect on translation practice. Guided by the teacher, students will also explore Spanish translation from a linguistic and cultural perspective, practice different kinds of excercises and learn to use fundamental bibliographical struments (grammars, diccionaries, lexical databases, etc.) for Spanish/Italian translation.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attendant students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For no attendant students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Two of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Espasa-Calpe, 1999 or Lorenzo Silva, El alquimista impaciente, Barcelona, Destino, 2014.
César Aira, Los fantasmas, Barcelona, Random House Mondadori, 2013 or Isabel Allende, Eva Luna, Barcelona, Debolsillo, 2009.
Both films: El perro del hortelano di Pilar Miró (1996)
Tiempo de valientes di Damián Szifrón (2005)
3) Dictionaries
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.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

Course Aims
To acquire communicative skills and reinforce the level of the four skills: listening, reading, speaking and writing (target: level B1 of the European framework). To consolidate the students understanding of the English grammar, expand their vocabulary, and increase their level of comprehension of written and spoken English. To acquire basic skills in the analysis of varied text types. To acquire elements of terminology. To combine practice of translation (English-Italian) with acquisition of basic translation strategies.

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the pragmatic aspects of translation.
Translation theory: introduction to text types. Text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies. Special languages and the transfer of knowledge. Domain texts: basic features. Introduction to terminology.
Translation practice (English to Italian): analytical study of different types of texts (first level); features of domain languages; training in the application of translation strategies and techniques; practical aspects of terminology; training in sight translation (first level).
Classroom activities include: frontal lesson; power point presentations; dictation; note-taking; sight translation; consecutive translation.

When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-4).
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

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).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

The course aims to outline an overview of Portuguese literature from the beginning to the fifteenth century, placing special emphasis on the evolution of the Galician-Portuguese lyric poetry(XII-XIV century).
Main contents of the course:
- Cultural and historical overview on development of Galician-Portuguese language, the origins of the Galician-Portuguese lyric poetry, centres of medieval poetry in the Iberian Peninsula;
- analysis of the themes and formal aspects of the three main genres of the Galego-Portuguese lyric poetry: cantiga d'amor, cantiga de amigo, cantigas d'escarnho e maldizer;
- Analysis of the main aspects of the religious-Marian genre: Cantigas de Santa Maria of Alfonso X;
- The Manuscript Tradition of Galician-Portuguese lyric poetry;
- Evolution of Portuguese literature: prose and historiography.

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;
G. Lanciani, “L’ambasceria portoghese a Leone X e la lirica galego-portoghese”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, “La cantiga de amigo, canzone di «retroguardia»”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

Description of course
The course aims to introduce students into Spanish Phonetics, Ortography, Morfology and Sintaxt from contrastive approach (Spanish/Italian), and it give a survey of the main theoretical approaches to translation and the influential concepts that have been used to reflect on translation practice. Guided by the teacher, students will also explore Spanish translation from a linguistic and cultural perspective, practice different kinds of excercises and learn to use fundamental bibliographical struments (grammars, diccionaries, lexical databases, etc.) for Spanish/Italian translation.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attendant students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For no attendant students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Two of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Espasa-Calpe, 1999 or Lorenzo Silva, El alquimista impaciente, Barcelona, Destino, 2014.
César Aira, Los fantasmas, Barcelona, Random House Mondadori, 2013 or Isabel Allende, Eva Luna, Barcelona, Debolsillo, 2009.
Both films: El perro del hortelano di Pilar Miró (1996)
Tiempo de valientes di Damián Szifrón (2005)
3) Dictionaries
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.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

Course Aims
To acquire communicative skills and reinforce the level of the four skills: listening, reading, speaking and writing (target: level B1 of the European framework). To consolidate the students understanding of the English grammar, expand their vocabulary, and increase their level of comprehension of written and spoken English. To acquire basic skills in the analysis of varied text types. To acquire elements of terminology. To combine practice of translation (English-Italian) with acquisition of basic translation strategies.

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the pragmatic aspects of translation.
Translation theory: introduction to text types. Text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies. Special languages and the transfer of knowledge. Domain texts: basic features. Introduction to terminology.
Translation practice (English to Italian): analytical study of different types of texts (first level); features of domain languages; training in the application of translation strategies and techniques; practical aspects of terminology; training in sight translation (first level).
Classroom activities include: frontal lesson; power point presentations; dictation; note-taking; sight translation; consecutive translation.

When taking the English-Italian Translation exam exchange/Erasmus students are allowed to use the following dictionaries: English-mother tongue; English-Italian; mother tongue-Italian. Though the course is mainly in English, a fairly good knowledge of the Italian language (“expected” level: B2) is a prerequisite to be able to sit for the exam.
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-4).
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

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).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

Course program: Seventeenth century french literature: the way to Classicism. Corneille: L’Illusion comique, Le Cid, Cinna.

Overview:
Federico Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura
I moralisti classici, a cura di B. Papasogli, Bari, Laterza (chapters II, III, IV and V)
Il teatro francese del Seicento, a cura di Francesco Fiorentino, Bari, Laterza
Anthology: Lagarde et Michard, XVIIe siècle (Paris, Bordas)
Texts
Corneille, L’Illusion comique, Le Cid, Cinna (any french edition)
One critical work chosen from the following list:
Georges Forestier, Passions tragiques et règles classiques. Essai sur la tragédie française, Paris, PUF
Jean Starobinski, L’œil vivant (the essays on Corneille, Racine, La Bruyère), Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

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

A. Carpentier, L’arpa e l’ombra, Torino, Einaudi, 1993, parti I-II;
L. Esquivel, La voce dell’acqua, Milano, Garzanti, 2007;
J. J. Saer, L’arcano, Firenze, Giunti, 1994;
T. Todorov, La conquista dell’America, Torino, Einaudi, 2005;
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, Utet-De Agostini, 2011 (chap. 1, 2).

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

Ernest Hemingway, His Works, His Characters, and His Literary Style

The aim of this course is to acquaint students with the basic tools needed to critically address an American literary text and familiarize them with major theoretical schools originating in the USA. This year I will offer a fine-grained analysis of the novels and short stories of Ernest Hemingway (1899-1961). I will address the latest approaches in Modernism scholarship to single out the experimental quality of Hemingway’s prose style. Together we will discuss the “ Hemingway’s hero”, Hemingway’s interest in the language of film, and his bold assimilation of photography and advertisement techniques, and, lastly, Hemingway’s influence on US and non US literatures.

Selection from The Complete Short Stories of Ernest Hemingway. The Finca Vigía Edition, New York, Scribner, 1987.

The Sun Also Rises (1926), The Hemingway Library Edition, prefazione e introduzione di Patrick Hemingway e Sean Hemingway, New York, Scribner, 2016.

A Farewell to Arms (1929), The Hemingway Library Edition, prefazione e introduzione di Patrick Hemingway e Sean Hemingway, New York, Scribner, 2014.

PLEASE TAKE NOTE OF THE FOLLOWING:
-- I will announce more primary sources and all secondary sources during the term, and publish a complete and definitive syllabus on my webpage at the end of the course.
-- Students who are not able to attend classes will study a separate syllabus, already available on line on my Università di Roma Tre webpage.

Romance Philology and Linguistics

Romance philology - The different meanings. Philology as textual criticism or ecdotics.
Classical culture and Christianity - The Christian tradition. Medieval allegory. Emblematic texts.
The origins of the Romance culture – The Romance languages. The Romance literatures. The genres.
Eros and myth through the lyrical and narrative experience - The courtly lyric. The courtly novel: the "ancients" novels, the Arthurian novel. Texts (and critical readings) will be indicated at the beginning of the course.

Lecture notes and supplementary text variables from year to year

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

Notes:
- Students enrolled for the L12 Lingue e Mediazione degree must pass the General Linguistics 1 exam before they take the Germanic Philology 1 exam; other students are strongly recommended to do likewise.
- Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number.
- Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 ; I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essays of J.M. Adam and L. Santone).

Course Aims
To reinforce and extend the level of the four skills: listening, reading, speaking and writing (target: level B2 of the European Framework). To extend and consolidate the students’ linguistic knowledge (vocabulary, syntax) and the written and oral skills they acquired in the first year. To enhance the students’ methodological and practical skills in translation (English-Italian, varied text types, including specialized texts), while providing a basic training in the use of major translation tools.
Course Programme
Based on the introductory module of the first year, the second year module is intended to explore further aspects concerning the theory and practice of translation.
Translation theory: Specialized texts, special languages and the transfer of knowledge. Text structure and language features (intermediate level); text function and translation strategies. Contrastive analysis (English/Italian). Domain languages and introduction to terminology; terminological records.
Translation practice (English to Italian): analytical study of specialized texts (pre-intermediate/intermediate level); features of special languages; training in the application of translation strategies and techniques (pre-intermediate/intermediate level); practical aspects of terminology; training in sight translation and consecutive translation (pre-intermediate level). Writing conventions and formal presentation of texts (lab classes): track changes; software for corpus analysis; wordnet.
Translation passages are selected from authentic texts (newspaper articles, specialized texts, academic texts).
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B2). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

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

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 5-6).
S. Cavagnoli, La comunicazione specialistica, Carocci (chs 2-3)
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti
J. Delisle J. H.Lee.Jahnke, M.C.Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli
P. Newmark, La traduzione. Problemi e metodi, Garzanti

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the course.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas
Optional further reading:
Béatrice Didier, Histoire de la littérature française du XVIIIe siècle, Paris, Nathan

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Marivaux, Le jeu de l’amour et du hasard, L’Ile des esclaves
Diderot, Le Paradoxe sur le comédien ; Entretien sur le fils naturel
Rousseau, Discours sur les sciences et les arts, Les Rêveries du promeneur solitaire
Beaumarchais, Le Barbier de Séville
One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: D’Alembert, Encyclopédie, Discours préliminaire; Diderot, Le neveu de Rameau ; Voltaire, Candide ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

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 nineteenth and twentieth century 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 or http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (chap. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (chap. 5, 9, 11, 21).

The course is structured in three modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze the Angolan literature. The third module will focus Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (6 cfu)
Cultura e Letteratura angolana
A list of critical and literary texts will be provided at the beginning of the course.

Modulo C – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). The course will introduce students to the most
significant critical approaches of literary theory with particular emphasis on the specificities of
literary language and on the intertextual, intermedial, intercultural aspects of a good range of
literary texts. Students will develop an ability to critically engage with literary works and their
cultural and historical contexts.

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Fiction

Daniel Defoe, Robinson Crusoe (1719)
Matthew Lewis, The Monk (1796)
Jane Austen, Pride and Prejudice (1813)


Reading List
Jonathan Swift, Gulliver's Travels (1726)
or
Mary Shelley, Frankenstein (1818)

Poetry

John Milton
Cavalier Poets
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
S. T. Coleridge
George Byron, Lord
Walter Scott, Sir
John Keats

N. B. The list is subject to revisions. Please check again later during the year.

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). The module will particularly focus on three specific topics: 1) poetry and neoclassicism: Alexander Pope, The Rape of the Lock (1712) and John Keats, Endymion (1818); 2) the second-generation Romantics and Italy: Byron and Shelley; 3) the development of the novel from Realism to Gothic and back: Daniel Defoe, Robinson Crusoe (1719), Mary Shelley's Frankenstein (1818) and Jane Austen, Northanger Abbey (1818).

An anthology of texts and a number of critical essay will be uploaded on the teacher's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Alexander Pope, Il riccio rapito, a cura di Viola Papetti con testo inglese a fronte, BUR, MIlano 2014
John Keats, Endimione, a cura di Viola Papetti con testo inglese a fronte, BUR, Milano 2011
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009
Daniel Defoe, Robinson Crusoe, Penguin Classics o Oxford World's Classics
Jane Austen, Northanger Abbey, Penguin Classics
Mary Shelley, Frankenstein, traduzione di L. Lamberti con testo inglese a fronte, Einaudi, Torino 2011

Critical texts
Viola Papetti (a cura di), Il Neoclassicismo inglese. Da Pope a Johnson, Edizioni di Storia e Letteratura, Roma 2002 (selected chapters)
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

"The Holy Terrors" of Nineteenth-Century U.S. Culture

Part I (Dr. Sabrina Vellucci)

In this course we will look at the relevance of the idea of childhood and adolescence in nineteenth-century U.S. culture. The first part will investigate the ways in which the child catalyzes issues related to national identity, progress, and democracy. The analysis of narrative texts will point out the constitutive place of race in the U.S. national imaginary and the child's role in establishing race as a central shaping element of the ostensibly egalitarian U.S. ideals.


Part II (Prof. Maria Anita Stefanelli)

Religiosity and Rebellion in Walt Whitman and Emily Dickinson.

The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress. Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work on the two poets will be presented to the students as a revival of the two poets' independent spirit.

Part I (Dr. Sabrina Vellucci)

Texts:
Harriet Wilson, Our Nig: or, Sketches from the Life of a Free Black (Vintage 2011);
Mark Twain, Adventures of Huckleberry Finn (Norton Critical Edition 1998);
Henry James, What Maisie Knew (Oxford University Press 2008).

Criticism:
Caroline F. Levander, Cradle of Liberty. Race, the Child, and National Belonging from Thomas Jefferson to W.E.B. DuBois (Duke University Press, 2006);
Robin Bernstein, Racial Innocence: Performing American Childhood from Slavery to the Civil Rights (New York University Press, 2011);
Karen Sanchez-Eppler, Dependent States. The Child’s Part in Nineteenth-Century American Culture (The University of Chicago Press, 2005).
A selection of chapters will be provided in class.

Part II (Prof. Maria Anita Stefanelli)

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily

Film:
Dead Poets Society

Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading).
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the ourse.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Diderot, Le Paradoxe sur le comédien
Rousseau, Discours sur les sciences et les arts
Beaumarchais, Le Barbier de Séville

One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: Diderot, Le neveu de Rameau ; Marivaux, Le jeu de l’amour et du hasard ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

The course is structured in two modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). T

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Poetry
John Milton, “Lycidas”, Sonnets (“Piedmont”),
Andrew Marvell,
Alexander Pope, The Rape of the Lock (1714)
Thomas Gray, Elegy Written in a Country Churchyard (1751)
Poeti

John Milton
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
Samuel T. Coleridge
P. B. Shelley
George Byron, Lord
Walter Scott, Sir
John Keats


Novels
Daniel Defoe, Robinson Crusoe (1719)
Jane Austen, Pride and Prejudice (1813)

Reading List,
Mary Shelley, Frankenstein (1818)

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). In the second part of the module will focus on the second-generation Romantics and Italy.

An anthology of texts and a number of critical essay will be uploaded on the module convenor's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009

Critical texts
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

Religiosity and rebellion in Whitman and Dickinson.
The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress.
Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work will be presented to the students as a revival of the two poets' independent spirit.

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily
Film:
Dead Poets Society
Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading)
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

Heine, Büchner, and Nietzsche. From the “Death of Art” to nihilism

The class deals with three German XIXth century authors who influenced considerably the European culture of their time or the culture of the following two centuries.
Heinrich Heine’s poetry with its ironical, unromantic mood is a fundamental model of modern poetry, even for Baudelaire.
The students will read all plays by Georg Büchner, dead at 23 in 1836, who was appreciated only by XXth century avantgarde for his innovative theatrical language with its mix of nihilism and social trend.
The “artist”-thinker Friedrich Nietzsche, who wrote his works in only 16 years between 1872 and 1888, belongs deeply to XXth century critic of values. The students will read his main early works, among these the famous “Birth of Tragedy”.

HEINRICH HEINE
• Idee. Il libro Le Grand (Classici Giunti)
• Poesie nella dispensa
GEORG BÜCHNER
• Teatro. La morte di Danton-Leonce e Lena-Woyzeck (Adelphi editore)
• Lenz (Adelphi editore)
FRIEDRICH NIETZSCHE
• La nascita della tragedia (Adelphi editore o qualsiasi altra edizione)
• Sull’utilità e il danno della storia per la vita (Adelphi editore o altre edizioni)
• Su verità e menzogna in senso extramorale (alias Su verità e menzogna)
• David Strauss. L'uomo di fede e lo scrittore (Adelphi edizioni)
LETTERATURA CRITICA
• Dispensa (contenente anche le poesie di Heine)
• N.B. ULTERIORI INDICAZIONI SULLA LETTERATURA CRITICA VERRANNO FORNITE PRIMA DELL’INIZIO DEL CORSO

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Acquisition of written and spoken communicative skills (both passive and active); B2 level phonological, morphological, syntactical and lexical competence (according to “Quadro di riferimento europeo per le lingue”); basic notions of phonetics, linguistic anthropology and text analysis; to acquire basic skills in the analysis of varied text types, particularly the analysis of advertising; to combine the analysis of texts with practice of translation (French-Italian).

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, L’appareil formel de l’énonciation in Problèmes de linguistique générale, 2, Gallimard 1974 ; I. Fónagy, Les bases pulsionnelles de la phonation, in La vive voix, Payot 1983, pp. 107-151 ; J. M. Adam-M. Bonhomme, L’argumentation publicitaire, Armand Colin 2005 (première partie) ; D. Londei, L. Santone (ed) Entre linguistique et anthropologie. Observations de terrain, modèles d’analyse et expériences d’écriture, Peter Lang 2013 (essays of J.M. Adam and L. Santone).

Course Aims
To reinforce and extend the level of the four skills: listening, reading, speaking and writing (target: level B2 of the European Framework). To extend and consolidate the students’ linguistic knowledge (vocabulary, syntax) and the written and oral skills they acquired in the first year. To enhance the students’ methodological and practical skills in translation (English-Italian, varied text types, including specialized texts), while providing a basic training in the use of major translation tools.
Course Programme
Based on the introductory module of the first year, the second year module is intended to explore further aspects concerning the theory and practice of translation.
Translation theory: Specialized texts, special languages and the transfer of knowledge. Text structure and language features (intermediate level); text function and translation strategies. Contrastive analysis (English/Italian). Domain languages and introduction to terminology; terminological records.
Translation practice (English to Italian): analytical study of specialized texts (pre-intermediate/intermediate level); features of special languages; training in the application of translation strategies and techniques (pre-intermediate/intermediate level); practical aspects of terminology; training in sight translation and consecutive translation (pre-intermediate level). Writing conventions and formal presentation of texts (lab classes): track changes; software for corpus analysis; wordnet.
Translation passages are selected from authentic texts (newspaper articles, specialized texts, academic texts).
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (B2). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 200 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

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

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 5-6).
S. Cavagnoli, La comunicazione specialistica, Carocci (chs 2-3)
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti
J. Delisle J. H.Lee.Jahnke, M.C.Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli
P. Newmark, La traduzione. Problemi e metodi, Garzanti

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the course.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas
Optional further reading:
Béatrice Didier, Histoire de la littérature française du XVIIIe siècle, Paris, Nathan

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Marivaux, Le jeu de l’amour et du hasard, L’Ile des esclaves
Diderot, Le Paradoxe sur le comédien ; Entretien sur le fils naturel
Rousseau, Discours sur les sciences et les arts, Les Rêveries du promeneur solitaire
Beaumarchais, Le Barbier de Séville
One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: D’Alembert, Encyclopédie, Discours préliminaire; Diderot, Le neveu de Rameau ; Voltaire, Candide ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

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 nineteenth and twentieth century 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 or http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (chap. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.
E. Perassi, L. Scarabelli (eds.), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (chap. 5, 9, 11, 21).

The course is structured in three modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze the Angolan literature. The third module will focus Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (6 cfu)
Cultura e Letteratura angolana
A list of critical and literary texts will be provided at the beginning of the course.

Modulo C – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). The course will introduce students to the most
significant critical approaches of literary theory with particular emphasis on the specificities of
literary language and on the intertextual, intermedial, intercultural aspects of a good range of
literary texts. Students will develop an ability to critically engage with literary works and their
cultural and historical contexts.

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Fiction

Daniel Defoe, Robinson Crusoe (1719)
Matthew Lewis, The Monk (1796)
Jane Austen, Pride and Prejudice (1813)


Reading List
Jonathan Swift, Gulliver's Travels (1726)
or
Mary Shelley, Frankenstein (1818)

Poetry

John Milton
Cavalier Poets
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
S. T. Coleridge
George Byron, Lord
Walter Scott, Sir
John Keats

N. B. The list is subject to revisions. Please check again later during the year.

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). The module will particularly focus on three specific topics: 1) poetry and neoclassicism: Alexander Pope, The Rape of the Lock (1712) and John Keats, Endymion (1818); 2) the second-generation Romantics and Italy: Byron and Shelley; 3) the development of the novel from Realism to Gothic and back: Daniel Defoe, Robinson Crusoe (1719), Mary Shelley's Frankenstein (1818) and Jane Austen, Northanger Abbey (1818).

An anthology of texts and a number of critical essay will be uploaded on the teacher's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Alexander Pope, Il riccio rapito, a cura di Viola Papetti con testo inglese a fronte, BUR, MIlano 2014
John Keats, Endimione, a cura di Viola Papetti con testo inglese a fronte, BUR, Milano 2011
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009
Daniel Defoe, Robinson Crusoe, Penguin Classics o Oxford World's Classics
Jane Austen, Northanger Abbey, Penguin Classics
Mary Shelley, Frankenstein, traduzione di L. Lamberti con testo inglese a fronte, Einaudi, Torino 2011

Critical texts
Viola Papetti (a cura di), Il Neoclassicismo inglese. Da Pope a Johnson, Edizioni di Storia e Letteratura, Roma 2002 (selected chapters)
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

"The Holy Terrors" of Nineteenth-Century U.S. Culture

Part I (Dr. Sabrina Vellucci)

In this course we will look at the relevance of the idea of childhood and adolescence in nineteenth-century U.S. culture. The first part will investigate the ways in which the child catalyzes issues related to national identity, progress, and democracy. The analysis of narrative texts will point out the constitutive place of race in the U.S. national imaginary and the child's role in establishing race as a central shaping element of the ostensibly egalitarian U.S. ideals.


Part II (Prof. Maria Anita Stefanelli)

Religiosity and Rebellion in Walt Whitman and Emily Dickinson.

The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress. Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work on the two poets will be presented to the students as a revival of the two poets' independent spirit.

Part I (Dr. Sabrina Vellucci)

Texts:
Harriet Wilson, Our Nig: or, Sketches from the Life of a Free Black (Vintage 2011);
Mark Twain, Adventures of Huckleberry Finn (Norton Critical Edition 1998);
Henry James, What Maisie Knew (Oxford University Press 2008).

Criticism:
Caroline F. Levander, Cradle of Liberty. Race, the Child, and National Belonging from Thomas Jefferson to W.E.B. DuBois (Duke University Press, 2006);
Robin Bernstein, Racial Innocence: Performing American Childhood from Slavery to the Civil Rights (New York University Press, 2011);
Karen Sanchez-Eppler, Dependent States. The Child’s Part in Nineteenth-Century American Culture (The University of Chicago Press, 2005).
A selection of chapters will be provided in class.

Part II (Prof. Maria Anita Stefanelli)

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily

Film:
Dead Poets Society

Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading).
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

French eighteenth century: an introduction to the Enlightenment

Students must follow conferences and seminars on different aspects of eighteenth century, that will be organized during the ourse.

Overview:
La civiltà letteraria del Settecento, a cura di Gianni Iotti, Bari, Laterza
Anthology: Lagarde et Michard, XVIIIe siècle, Paris, Bordas

Texts (any french edition):
Montesquieu, Lettres persanes
Voltaire : Lettres philosophiques, Traité sur la tolérance, Zadig
Diderot, Le Paradoxe sur le comédien
Rousseau, Discours sur les sciences et les arts
Beaumarchais, Le Barbier de Séville

One critical work chosen from the following list:
L. Bianchi (a cura di) L’idea di cosmopolitismo. Circolazione e metamorfosi, Napoli, Liguori; J. Ehrard, L’idée de nature en France dans la première moitié du XVIIIe siècle, Paris, Albin Michel ; Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink ; C. Martin (dir.), Les Lettres persanes de Montesquieu, Paris, PUPS, 2013 ; R. Pomeau, L’Europe des Lumières, Paris, Stock ; J. Starobinski, Jean-Jacques Rousseau: la transparence et l’obstacle, Paris, Gallimard

Notes: There may be minor adjustments to the program during the course.

Students unable to attend lessons must also read: Diderot, Le neveu de Rameau ; Marivaux, Le jeu de l’amour et du hasard ; Rousseau : Émile; Prévost, Histoire du chévalier Des Grieux et de Manon Lescaut and two critical works.

The course is structured in two modules. The first one will consist in an introduction to Brazilian and Portuguese literature in the XVI-XVIII centuries. The second one will analyze Portuguese Modernism.

Modulo A – (3 cfu)
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999, pp. 177-253 e 383-428
R. Marnoto, Il Settecento, in Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2014, pp. 7-108

Modulo B – (3 cfu)
O. Paz, Ignoto a sé stesso, nel vol. Ignoto a se stesso. Saggi su Fernando Pessoa e Luis Cernuda, Genova, Il Melangolo, 1988, pp. 13-40.
M. de Sá-Carneiro, Em ouro e alma. Correspondência com Fernando Pessoa, edição de Ricardo Vasconcelos e Jerónimo Pizarro, Lisboa, Tinta da China, 2015.
L. Stegagno Picchio, Pessoa, Marinetti e il Futurismo mentale della generazione dell’Orpheu, nel vol. Nel segno di Orfeo. Fernando Pessoa e l’Avanguardia portoghese, Genova, Il Melangolo, 2004, pp. 109-136.
F. J.B. Martinho, La poesia del Novecento: dagli inizi del secolo alla fine degli anni ’50, in Il Novecento in Portogallo, Roma, UniversItalia, 2015, pp. 15-38.
D. Mourão-Ferreira, Ícaro e Dédalo: Mário de Sá-Carneiro e Fernando Pessoa, nel vol. Hospital das Letras, Lisboa, IN-CM, 1983, pp. 131-138.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). T

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Poetry
John Milton, “Lycidas”, Sonnets (“Piedmont”),
Andrew Marvell,
Alexander Pope, The Rape of the Lock (1714)
Thomas Gray, Elegy Written in a Country Churchyard (1751)
Poeti

John Milton
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
Samuel T. Coleridge
P. B. Shelley
George Byron, Lord
Walter Scott, Sir
John Keats


Novels
Daniel Defoe, Robinson Crusoe (1719)
Jane Austen, Pride and Prejudice (1813)

Reading List,
Mary Shelley, Frankenstein (1818)

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). In the second part of the module will focus on the second-generation Romantics and Italy.

An anthology of texts and a number of critical essay will be uploaded on the module convenor's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009

Critical texts
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

Religiosity and rebellion in Whitman and Dickinson.
The poet appropriated by cinema to create a visual counterpart of teen-agers' rebellion through Dead Poets Society presents a poetics of religion taking origin from physical vitality and the idea of progress.
Even if not through a direct interaction with Whitman, Dickinson's approach to God is non-conventional, and is quite far from her family's involvement in religious matters, in spite of the fact that she chose not to leave her father's home. During the course, some of her poems revolving on the "volcano" as the poetic motif that led her to sum up her life as a "loaded gun," will be examined, using also "translation" as a mode of analysis.
In addition to the critical appreciation of Whitman's and Dickinson's poems, some creative contemporary work will be presented to the students as a revival of the two poets' independent spirit.

Texts:
Walt Whitman, Poems (any edition) (a choice of essays will be selected for further reading)
Emily Dickinson, Poems (any edition) (a choice of essays will be selected for further reading)
Kindle edition of: Paul Di Filippo, Walt and Emily
Film:
Dead Poets Society
Critical approach:
Walt Whitman, Utopia in the Present Tense: Walt Whitman and the Language of the New World, ed. Marina Camboni, Roma 1994 (a choice of essays will be selected for further reading)
Adrienne Rich, “Vesuvius at Home: The Power of Emily Dickinson,” reprinted in On Lies, Secrets and Silence: Selected Prose 1966-1978 (New York, 1979).
Helen Barolini, “The Italian Side of Emily Dickinson,” The Virginia Quarterly Review, Vol. 70, n. 3 (summer 1994) 461-79.
Daniela Gioseffi, “Adoration for Italy in Emily Dickinson’s Poetry: Emotional Symbolism and Womanly Rebellion,” iitaly (October 2, 2001): click inside the piece when prompted for a longer version of it.

Heine, Büchner, and Nietzsche. From the “Death of Art” to nihilism

The class deals with three German XIXth century authors who influenced considerably the European culture of their time or the culture of the following two centuries.
Heinrich Heine’s poetry with its ironical, unromantic mood is a fundamental model of modern poetry, even for Baudelaire.
The students will read all plays by Georg Büchner, dead at 23 in 1836, who was appreciated only by XXth century avantgarde for his innovative theatrical language with its mix of nihilism and social trend.
The “artist”-thinker Friedrich Nietzsche, who wrote his works in only 16 years between 1872 and 1888, belongs deeply to XXth century critic of values. The students will read his main early works, among these the famous “Birth of Tragedy”.

HEINRICH HEINE
• Idee. Il libro Le Grand (Classici Giunti)
• Poesie nella dispensa
GEORG BÜCHNER
• Teatro. La morte di Danton-Leonce e Lena-Woyzeck (Adelphi editore)
• Lenz (Adelphi editore)
FRIEDRICH NIETZSCHE
• La nascita della tragedia (Adelphi editore o qualsiasi altra edizione)
• Sull’utilità e il danno della storia per la vita (Adelphi editore o altre edizioni)
• Su verità e menzogna in senso extramorale (alias Su verità e menzogna)
• David Strauss. L'uomo di fede e lo scrittore (Adelphi edizioni)
LETTERATURA CRITICA
• Dispensa (contenente anche le poesie di Heine)
• N.B. ULTERIORI INDICAZIONI SULLA LETTERATURA CRITICA VERRANNO FORNITE PRIMA DELL’INIZIO DEL CORSO

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

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

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

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

Description of course
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.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Méndez, Alberto, Los girasoles ciegos, Anagrama, 2004.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
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.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

Course Aims
To reinforce and extend the level of the four skills: listening, reading, speaking and writing (level C1 of the European framework). To develop fluency and expressiveness both in oral and written English. To extend and consolidate the students’ linguistic knowledge (vocabulary, syntax). To develop a high level of skill in written translation between English and Italian, and to enhance the students’ methodological approach to varied text types, including specialized texts, while providing further training in sight translation and in the use of major translation tools.

Course Programme
The course aims to extend the translation student’s knowledge of the theoretical and practical aspects of translation, including issues of intercultural and intermedial translation, terminology, use of corpora in translation, and specialized translation. Specialized, academic and literary texts will provide the basis for translation practice.
Translation theory: language and cultural aspects in varied text types; analysis of translation strategies and problem-solving procedures. Terminology and translation; terminological records. Key issues in literary translation. Text analysis applied to specialized and literary texts.
Translation practice (English to Italian): text analysis and translation techniques; training in the application of translation strategies and problem-solving procedures; further training in terminology; training in sight translation (intermediate level) and consecutive translation (pre¬-intermediate level). Online resources; corpus analysis and related software (lab classes).
Classroom activities include: frontal lesson; power point presentation; dictation; sight translation; consecutive translation training; group work on texts; terminological activities.
Assessments
12 credits will be credited on successful completion of the following examination tests:
 Language exam (C1). Information about our language training modules and assessments at http://host.uniroma3.it/linguisti/lcs-ingles/Roma3/Welcome.html
 Formal written exam:
- English-Italian translation (about 210 words, English-Italian dictionary allowed);
- Theory: open ended questions on programme topics.
 The written exam will be complemented by the oral translation of a written text (sight translation). Please consult website for further details.

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

Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci, 2008 (chs 7-8).
P. Faini, Terminology Management and the Translator. From Project Planning to Database Creation, Tangram, Trento, 2014
F. Scarpa, La traduzione specializzata, Hoepli, 2001 (ch. 2, 27-66)
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
J. Delisle, H. Lee Jahnke, M.C. Cormier, Terminologia della traduzione, M. Ulrych ed., Hoepli, 2002
M. Gotti, Investigating Specialized Discourse, Peter Lang, 2005
P. Newmark, La traduzione. Problemi e metodi, Garzanti
S. Cavagnoli, La comunicazione specialistica, Carocci, 2007
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

Text linguistics and translation

The course centers on text linguistics as an indispensable prerequisite for translation theory and translation praxis.
Theoretical lesson will alternate with practical exercises (and homeworks) in translation from German into Italian.
Furthermore, the perspective of text linguistics is integrated with the wider one of recent german Diskurslinguistik, applied to a range of different literary text genres of XVIII century.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
M. Foschi Albert, Il profilo stilistico del testo, Pisa University Press, Pisa 2009;
Lucia Cinato Kather, Mediazione linguistica tedesco-italiano, Hoepli, Milano 2011;
Dispensa “Linguistica testuale e traduzione”.
Dispensa “Discorsi e media del Settecento”.