Fairytale Paths: the magical and marvellous tale from the origins to the present day

The fairy tale is only apparently aimed exclusively at a child audience: instead, it conveys values and messages important to the community and constitutes an underground presence in literature from its origins, eventually making its "official" appearance in the mid-sixteenth century. The course will follow the fairy tale in prose and verse from the fourteenth to the twentieth century, in a path that ranges from blending with other literary genres (such as short stories and chivalric poems) to the autonomous form and from anonymous tales to author's fairy tales.

Syllabus for attending students

Essays supplied by the professor and downloadable from Teams/Moodle or available from the photocopy shop in front of the Department of Studi Umanistici:
- C. Stromboli, L’invenzione della fiaba, in Le forme brevi della narrativa, a cura di Elisabetta Menetti, Roma, Carocci, 2019, pp. 81-106
- D. Pirovano, Introduzione a G. Straparola, Le piacevoli notti, Roma, Salerno
- M. Rak, Introduzione a G. Basile, Lo cunto de li cunti, Milano, Garzanti
- I. Calvino, Introduzione a Le fiabe italiane
- M. Lavagetto, Dal buio delle notti invernali
Handouts with excerpts from: Giovanni Boccaccio, Decameron; Fiore di leggende, a cura di Ezio Levi; Francesco Cieco da Ferrara, Mambriano; Francesco Straparola, Le piacevoli notti; Giovan Battista Basile, Lo cunto de li cunti; Carlo Collodi, La storia di un burattino; Luigi Capuana; Guido Gozzano; Piero Calamandrei; Antonio Baldini; Tommaso Landolfi; Italo Calvino

Syllabus for not-attendig students

Non-attending students are required to add to the syllabus one of their choice of the following books:
Sarah Cruso, Guida alla lettura di Italo Calvino Fiabe Italiane, Roma, Carocci, 2007
Claudio Marazzini, Le fiabe, Roma, Carocci, 2004

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

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

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

Exam Book:
M. Venturini, L'Unità discontinua. Poesia e identità nazionale nel Novecento, Perugia, Morlacchi, 2016; or L. Pirandello, Novelle per un anno, vol. 1, edizione diretta da S. Costa, Scialle nero, La vita nuda, La rallegrata, a cura di M. Venturini, F. Tomassini, F. Miliucci, Mondadori, Oscar Moderni, 2021.

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

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

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

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

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

1st Semester program

First year course (6 credits) –
Volume: E. Bonvino, D. Cortés Velásquez, A. De Meo e E. Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa" Milano: Hopeli
The common european framework– Companion volume

Language learning and acquisition
Input, output and interaction
Common European Framework of Reference
Intercomprehension

Chapter 1: Bonvino E., Cortés Velásquez D., De Meo A., Fiorenza E. (2023). Agire in L2. Processi e strumenti nella linguistica educativa. Milano. Hoepli.
Bonvino E., Garbarino S. (2022). Intercomprensione. Cesena. Caissa.
Common European Framework of Reference – Companion Volume.
Course packets provided by the instructor.

French language: origins, history, morphology

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2014 ;
A. Roncaglia, La lingua d’OÏl, Roma, Ateneo, 1971 (Parte Prima) ;
M. Fumaroli, « Le génie de la langue française », in Trois institutions littéraires, Paris, Folio, 1995 (traduzione italiana : Il salotto, l’accademia, la lingua, Milano, Adelphi, 2001);
G.L. Beccaria, Mia lingua italiana, Torino, Einaudi, 2011.

N. Nikitina, E. Freda Piredda, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A1, Hoepli 2017.

The twentieth century French novel: two examples.

1. Novels.
- André Breton, Nadja, Torino, Einaudi.
- Georges Perec, W o il ricordo d’infanzia, Torino, Einaudi.

2. Critical essays.
- Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi.
- Gabriella Violato, Scritture surrealiste, Roma, Bulzoni, 1982.
- Valeria Sperti, Fotografia e romanzo, Napoli, Liguori, 2005, pp. 69-127.

3. Literary History.
- Il romanzo francese del Novecento, a cura di Sandra Teroni, Roma-Bari, Laterza.

Sade among the poets.

Sade, La filosofia nel boudoir, Milano, SE, 2017.

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

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


Additional text for non-attending students:

Joris-Karl Huysmans, L'abisso, Torino, Lindau, 2017.

Female models and types in Spanish literature: a journey through time and literary genres.
Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. Furthermore, the variety of genres considered (theatre, fiction, poetry) will also allow us to begin to familiarise ourselves with the specific languages and techniques of these literary forms.

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

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

- F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
- P. Calderón de la Barca, La dama duende, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 11-241 (compulsory edition made available by the teachers);
- E. Pardo Bazán, “El indulto”, “El encaje roto”, “Las medias rojas” (“L’indulto”, “Il pizzo strappato”, “Le calze rosse”), original and translation in: E. Pardo Bazán, Il pizzo strappato. Racconti sulla violenza contro le donne, a cura di Valentina Nider, Venezia, Marsilio, 2021, (compulsory edition);
- F. García Lorca, “Lucía Martínez”, “Romance de la pena negra”, “La casada infiel” (texts made available by the teachers).

Female models and types in Spanish literature: a journey through time and literary genres.

Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. In addition, the variety of genres considered (drama, fiction, poetry) will also allow us to begin to familiarize ourselves with the specific languages and techniques of these literary forms.

N.B. Students with a last name beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the SECOND SEMESTER. Students in channel M-Z will take the course with Prof. Resta in the FIRST SEMESTER.

TEXTS
1) F. de Rojas, La Celestina, introduction by C. Samonà, Milan, BUR (mandatory edition);
2) P. Calderón de la Barca, La dama duende, translation, introduction and notes by F. Antonucci in: The Theater of the Golden Ages, II, edited by M. Grazia Profeti, Milan, Bompiani, 2015, pp. 11-241 (mandatory edition made available by professors).
3) E. Pardo Bazán, "El indulto," "El encaje roto," "Las medias rojas" ("The Pardon," "The Torn Lace," "The Red Stockings," in original and translation in: E. Pardo Bazán, The Torn Lace. Tales of violence against women, edited by Valentina Nider, Venice, Marsilio, 2021, mandatory edition).
4) F. García Lorca, "Lucía Martínez," "Romance de la pena negra," "La casada infiel" (texts made available by professors).

CRITICISM AND NOTIONS OF LITERARY HISTORY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, History of Spanish Literature, Vol. I: The Middle Ages and the Golden Age, Turin, Einaudi (part 2 only, "The Golden Age" up to p. 341);
2. Introductions to the mandatory editions of the works indicated in the TEXTS section;
3. F. Antonucci, Calderón de la Barca, Rome, Salerno editrice, chapters 1, 10;
4. F. Antonucci, The Spanish literary twentieth century: paths, Pisa, ETS, units 4-5;
5. Other critical and/or supporting materials made available by the professors.

Female models and types in Spanish literature: a journey through time and literary genres.
Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. Furthermore, the variety of genres considered (theatre, fiction, poetry) will also allow us to begin to familiarise ourselves with the specific languages and techniques of these literary forms.

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

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

- F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
- P. Calderón de la Barca, La dama duende, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 11-241 (compulsory edition made available by the teachers);
- E. Pardo Bazán, “El indulto”, “El encaje roto”, “Las medias rojas” (“L’indulto”, “Il pizzo strappato”, “Le calze rosse”), original and translation in: E. Pardo Bazán, Il pizzo strappato. Racconti sulla violenza contro le donne, a cura di Valentina Nider, Venezia, Marsilio, 2021, (compulsory edition);
- F. García Lorca, “Lucía Martínez”, “Romance de la pena negra”, “La casada infiel” (texts made available by the teachers).

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

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

The course is divided into two modules. The first will be an introduction to the literature of Portugal and the Portuguese language. The second module will focus on the Portuguese novelist José Saramago.

Modulo A
AAVV, Culture di lingua portoghese, Milano, Hoepli, 2022
V. Tocco, Breve storia della letteratura portoghese. Dalle origini ai giorni nostri, Roma, Carocci, 2020.


Modulo B
A. Casadei, Il romanzo del secondo Novecento e i problemi del realismo, in Spazi e confini del romanzo. Narrative tra Novecento e Duemila, Bologna, Pendragon, 1999, pp. 231-245;
H. Costa, José Saramago e la tradizione del romanzo storico in Portogallo, in José Saramago. Il bagaglio dello scrittore, a cura di G. Lanciani, Roma, Bulzoni, 1996, pp. 7-21;
J. Saramago, Lezioni italiane, a cura di G. de Marchis, Roma, La Nuova Frontiera, 2022.

Lettura di due romanzi di José Saramago, da scegliere uno per gruppo:
Gruppo 1: Levantado do Chão, Memorial do convento, O Ano da Morte de Ricardo Reis, A Jangada de Pedra, História do Cerco de Lisboa, O Evangelho segundo Jesus Cristo.
Gruppo 2: Ensaio sobre a Cegueira, Todos os Nomes, A Caverna, O Homem Duplicado, Ensaio sobre a Lucidez, As Intermitências da Morte.

Letture
Mario de Andrade, Macunaíma (tr. it. Macunaíma, Milano, Adelphi, 2006)
António Lobo Antunes, As Naus (tr. it. Le navi, Torino, Einaudi, 1997)
Agustina Bessa-Luís, A Sibila (tr. it. La sibilla, Firenze, Giunti, 1989)
Clarice Lispector, Perto do Coração Selvagem (tr. it. Vicino al cuore selvaggio, Milano, Adelphi, 2003)
Fernando Pessoa, O livro do desassossego (tr. it. Il libro dell’inquietudine, Torino, Einaudi, 2012)
João Guimarães Rosa, Grande Sertão: Veredas (tr.it. Grande Sertão, Milano, Feltrinelli, 2011)

I corsi di primo anno si tengono in italiano.

Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)
George Orwell, Nineteen Eighty-Four (1949)

Una selezione di poesie inglesi:

WILLIAM BLAKE (1757-1827)
“Infant Sorrow” (Songs of Experience, 1794)
“The Tiger” (Songs of Experience)

WILLIAM WORDSWORTH
Composed upon Westminster Bridge, September 3, 1802 (1807)
I wandered Lonely as a Cloud (1807)

SAMUEL TAYLOR COLERIDGE (1797-1816)
Kubla Khan (1816)

GEORGE GORDON, LORD BYRON (1788-1824)
She Walks in Beauty (1813)

PERCY BYSSHE SHELLEY (1792-1822)
Ode to the West Wind (1819)

JOHN KEATS
Ode on a Grecian Urn (May 1819)
Ode to a Nightingale (1819)

ELIZABETH BARRETT BROWNING (1806-1861)
Sonnet 43

ROBERT BROWNING (1812-1889)
My Last Duchess (1842)

ALFRED, LORD TENNYSON (1809-1892)
Break, Break, Break (1842)

CHRISTINA ROSSETTI (1830-1894)
Song

EMILY DICKINSON (1830-1886)

Because I could not stop for Death —
“Hope” is the thing with feathers

RUDYARD KIPLING (1865-1936)
IF—

THOMAS HARDY (1840-1928)
The Convergence of the Twain (1912)
(Lines on the loss of the Titanic)

WILLIAM BUTLER YEATS (1865-1939)
An Irish Airman Foresees His Death
Sailing to Byzantium

EZRA POUND (1885-1972)
In a Station of the Metro

LANGSTON HUGHES (1901-1957)
Song for a Dark Girl (1927)

W. H. AUDEN (1907-1973)
Funeral Blues (1936)

STEVIE SMITH (1902-1971)
Not Waving but Drowning

GWENDOLYN ELIZABETH BROOKS (1917-2000)
We Real Cool

ROBERT FROST (1874-1963)
The Road not Taken
PHILIP LARKIN (1922-1985)
High Windows (1967)

DYLAN THOMAS (1914-1953)
Do not go gentle into that good night

ELIZABETH BISHOP (1911-1979)
One Art (1976)

ADRIENNE RICH (1929-2012)
Song (1971)

TED HUGHES (1930-1998)
Fingers (1998)

SYLVIA PLATH (1932-1963)
Mirror

DEREK WALCOTT (1930-2017)
Love After Love

CAROL ANN DUFFY (1955-)
Warming her Pearls (1955)

EAVAN BOLAND (1944-2020)
Anorexic

Il docente ha avuto cura di scegliere tre testi attraverso i quali è possibile seguire l'evoluzione dell'arte del romanzo inglese tra la metà dell'Ottocento e la metà del Novecento. I temi sviluppati in questi tre romanzi sono (tra gli altri) la scrittura femminile e il romanzo romantico; il colonialismo europeo; una visione allucinata del destino dell'Europa, dopo la Seconda guerra mondiale. Come vedremo, a partire da questi temi sarà possibile mettere in luce alcuni tratti caratteristici della cultura inglese.

All'inizio di ogni lezione verrà letta in classe da una studentessa e analizzata una poesia. Cominceremo con i grandi romantici per giungere fino a oggi.

Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)
George Orwell, Nineteen Eighty-Four (1949)

A selection of poems:
WILLIAM BLAKE (1757-1827)
“Infant Sorrow” (Songs of Experience, 1794)
“The Tiger” (Songs of Experience)

WILLIAM WORDSWORTH
Composed upon Westminster Bridge, September 3, 1802 (1807)
I wandered Lonely as a Cloud (1807)

SAMUEL TAYLOR COLERIDGE (1797-1816)
Kubla Khan (1816)

GEORGE GORDON, LORD BYRON (1788-1824)
She Walks in Beauty (1813)

PERCY BYSSHE SHELLEY (1792-1822)
Ode to the West Wind (1819)

JOHN KEATS
Ode on a Grecian Urn (May 1819)
Ode to a Nightingale (1819)

ELIZABETH BARRETT BROWNING (1806-1861)
Sonnet 43

ROBERT BROWNING (1812-1889)
My Last Duchess (1842)

ALFRED, LORD TENNYSON (1809-1892)
Break, Break, Break (1842)

CHRISTINA ROSSETTI (1830-1894)
Song

EMILY DICKINSON (1830-1886)

Because I could not stop for Death —
“Hope” is the thing with feathers

RUDYARD KIPLING (1865-1936)
IF—

THOMAS HARDY (1840-1928)
The Convergence of the Twain (1912)
(Lines on the loss of the Titanic)

WILLIAM BUTLER YEATS (1865-1939)
An Irish Airman Foresees His Death
Sailing to Byzantium

EZRA POUND (1885-1972)
In a Station of the Metro

LANGSTON HUGHES (1901-1957)
Song for a Dark Girl (1927)

W. H. AUDEN (1907-1973)
Funeral Blues (1936)

STEVIE SMITH (1902-1971)
Not Waving but Drowning

GWENDOLYN ELIZABETH BROOKS (1917-2000)
We Real Cool

ROBERT FROST (1874-1963)
The Road not Taken
PHILIP LARKIN (1922-1985)
High Windows (1967)

DYLAN THOMAS (1914-1953)
Do not go gentle into that good night

ELIZABETH BISHOP (1911-1979)
One Art (1976)

ADRIENNE RICH (1929-2012)
Song (1971)

TED HUGHES (1930-1998)
Fingers (1998)

SYLVIA PLATH (1932-1963)
Mirror

DEREK WALCOTT (1930-2017)
Love After Love

CAROL ANN DUFFY (1955-)
Warming her Pearls (1955)

EAVAN BOLAND (1944-2020)
Anorexic

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

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

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

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

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

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

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

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

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

Benjamin Franklin, Autobiography (1791), edited by Joyce E. Chaplin, New York, Norton, 2012, ISBN: 978-0393935615, pp. 9-88.
-- Joyce E. Chaplin, "Introduction", pp.xiii-xxvi.
-- Benjamin Franklin, "The Outline of Autobiography", pp. 195-98.
-- Benjamin Franklin, "Epitaph", (1728), p. 255.
-- Benjamin Franklin, "Junto Query on Human Perfection" (1732), p. 255-6.
-- Benjamin Franklin, "To Joseph Priestly" (1772), pp. 259-60.
-- Mark Twain, "The late Benjamin Franklin" (1870), pp. 306-8.

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

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

Walt Whitman, Leaves of Grass/Foglie d'erba (1855), a cura di Mario Corona, con testo a fronte, Venezia, Marsilio, 2002.
OPPURE:
Walt Whitman, Leaves of Grass/Foglie d'Erba (1855), a cura di Alessandro Ceni, Milano, Feltrinelli, 2015.
— Langston Hughes, “I, too” (https://www.poetryfoundation.org/poems/47558/i-too).
— Allen Ginsberg, “A Supermarket in California” (https://www.poetryfoundation.org/poems/47660/a-supermarket-in-california).
--Franco Moretti, "Walt Whitman o Charles Baudelaire?", in Un paese lontano. Cinque Lezioni sulla cultura americana, Torino, Einaudi, 2019, pp. 27-48.

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

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

F. Scott Fitzgerald
-- The Great Gatsby, edited by David Alworth, New York, Norton, 2021, ISBN: 978-0-393-54016-1
OR
-- F. Scott Fitzgerald, The Great Gatsby (1925), edited by Tony Tanner, New York, Oxford UP, 2000, ISBN: 978-0141182636
-- Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", in The Great Gatsby, edited by David Alworth, pp. 499-518; originally published as Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", F. Scott Fitzgerald Review 13 (2015), pp. 55-75 (Catalogo elettronico di Roma Tre).

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

N.B. Students who are not able to attend classes will study the same syllabus/books above.
Please, do buy/check out the editions indicated in the syllabus.

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

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

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

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

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


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

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

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

- Selected poems


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

The course deals with a deep reflection on a specific aspect of human communicative capacities - the faculty of language - by analyzing the various hypotheses on the topic, mainly in the field of cognitive sciences.

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

Theme of this year's course: Making home.

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

1. A textbook for the general part:
Ugo Fabietti, Elementi di antropologia culturale, Milano, Mondadori, 2015.
Stefano De Matteis, Il dilemma dell'aragosta. La forza della vulnerabilità, Milano, Meltemi 2021.

2. The monographic part includes:
Stefano De Matteis, Gli sciamani non ci salveranno.
Andrea Staid, Essere natura. Uno sguardo antropologico per cambiare il nostro rapporto con l'ambiente, UTET, 2022.

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

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

STUDENTS WHO DO NOT ATTEND THE LESSONS HAVE TO STUDY SUPPLEMENTARY MATERIALS PROVIDED BY THE TEACHER

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

One among the following textbooks:

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

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

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

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

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

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

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

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

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

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros, 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.

Other bibliographical references will be provided during the course.

2) Texts
Casona, Alejandro, La sirena varada. Los árboles mueren de pie, Barcelona, Austral, 2003.

A text to be chosen from:
Laforet, Carmen, Nada, ed. Rosa Navarro Durán, Barcelona, Destino, 2020.
Carpentier, Alejo, El arpa y la sombra, Madrid, Cátedra, 2014.

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

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

Teaching material

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros, 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.


Other bibliographical references will be provided during the course.

2) Texts
Casona, Alejandro, La sirena varada. Los árboles mueren de pie, Barcelona, Austral, 2003.

A text of your choice from:
Laforet, Carmen, Nada, ed. Rosa Navarro Durán, Barcelona, Destino, 2020.
Carpentier, Alejo, El arpa y la sombra, Madrid, Cátedra, 2014.

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

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros, 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.

Other bibliographical references will be provided during the course.

2) Texts
Casona, Alejandro, La sirena varada. Los árboles mueren de pie, Barcelona, Austral, 2003.

A text of your choice:
Laforet, Carmen, Nada, ed. Rosa Navarro Durán, Barcelona, Destino, 2020.
Carpentier, Alejo, El arpa y la sombra, Madrid, Cátedra, 2014.

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

In order to develop the ability to reflect on both the cultural context and the structures (phonetic and morphological) of the language under study, the course aims to study and analyse the historical evolution of Portuguese in the European and extra-European context. Furthermore, the elaboration and codification phase of Portuguese and the extra-European expansion phase will be compared, highlighting the predominantly bicentric, rather than polycentric, condition of the Portuguese language, with two officially recognised varieties: European Portuguese (EP) and Brazilian Portuguese ( BP).

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

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

Introduction to the German language

This module aims to introduce students to the study of the German language. It starts with learning theories and strategies. After a brief excursus on the history of the German language, it proceeds with linguistic variation and the main difficulties of the German language for an Italian speaker, and at the end of the course also arrives at syntax. In addition, the following will be introduced: valence theory and its application to German, word formation, phonetics and phonology with the main differences of the two systems German and Italian, orthography (and the reform of German orthography), and finally, contrastive linguistics and language mediation will also be covered.

S. Lippert, Studiare il tedesco. Un'introduzione, Firenze, Le Lettere 2023
S. Lippert, Aspetti contrastivi tedesco-italiano, Roma, Edizioni nuova cultura 2004 (PDF fornito dall'autrice)

N. Nikitina, E. Freda Piredda, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A1, Hoepli 2017.

The course offers an introduction to the Language analysis of both written and spoken varieties of English with an applied linguistics approach. The course aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra-and interlanguage awareness during the following two years. Taking the basic levels of language description as a starting point, the course will consider their interaction with the textual and the contextual level, from a pragmatical perspective.
In details, the first part of the course is devoted to English phonetics and intonation (sounds, connected speech, intonation phrases, stress and tones). The course will then introduce morphological, lexical, and semantic aspects (morphemes, lexemes, paradigmatic and syntagmatical relations, idioms, creative and cognitive metaphors); syntactic aspects, with special regard for the phrase and the clause structure; and the notions of cohesion and coherence. The course ends with a brief introduction to pragmatics.

Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.
Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.

Female models and types in Spanish literature: a journey through time and literary genres.
Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. Furthermore, the variety of genres considered (theatre, fiction, poetry) will also allow us to begin to familiarise ourselves with the specific languages and techniques of these literary forms.

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

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

- F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
- P. Calderón de la Barca, La dama duende, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 11-241 (compulsory edition made available by the teachers);
- E. Pardo Bazán, “El indulto”, “El encaje roto”, “Las medias rojas” (“L’indulto”, “Il pizzo strappato”, “Le calze rosse”), original and translation in: E. Pardo Bazán, Il pizzo strappato. Racconti sulla violenza contro le donne, a cura di Valentina Nider, Venezia, Marsilio, 2021, (compulsory edition);
- F. García Lorca, “Lucía Martínez”, “Romance de la pena negra”, “La casada infiel” (texts made available by the teachers).

Female models and types in Spanish literature: a journey through time and literary genres.

Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. In addition, the variety of genres considered (drama, fiction, poetry) will also allow us to begin to familiarize ourselves with the specific languages and techniques of these literary forms.

N.B. Students with a last name beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the SECOND SEMESTER. Students in channel M-Z will take the course with Prof. Resta in the FIRST SEMESTER.

TEXTS
1) F. de Rojas, La Celestina, introduction by C. Samonà, Milan, BUR (mandatory edition);
2) P. Calderón de la Barca, La dama duende, translation, introduction and notes by F. Antonucci in: The Theater of the Golden Ages, II, edited by M. Grazia Profeti, Milan, Bompiani, 2015, pp. 11-241 (mandatory edition made available by professors).
3) E. Pardo Bazán, "El indulto," "El encaje roto," "Las medias rojas" ("The Pardon," "The Torn Lace," "The Red Stockings," in original and translation in: E. Pardo Bazán, The Torn Lace. Tales of violence against women, edited by Valentina Nider, Venice, Marsilio, 2021, mandatory edition).
4) F. García Lorca, "Lucía Martínez," "Romance de la pena negra," "La casada infiel" (texts made available by professors).

CRITICISM AND NOTIONS OF LITERARY HISTORY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, History of Spanish Literature, Vol. I: The Middle Ages and the Golden Age, Turin, Einaudi (part 2 only, "The Golden Age" up to p. 341);
2. Introductions to the mandatory editions of the works indicated in the TEXTS section;
3. F. Antonucci, Calderón de la Barca, Rome, Salerno editrice, chapters 1, 10;
4. F. Antonucci, The Spanish literary twentieth century: paths, Pisa, ETS, units 4-5;
5. Other critical and/or supporting materials made available by the professors.

Female models and types in Spanish literature: a journey through time and literary genres.
Women and love, women and violence, women and stereotypes, women and the search for personal and sexual freedom... Since the end of the Middle Ages, unforgettable, paradigmatic female types have emerged in Spanish literature: we will study some of them, over a very wide time span, which will give us the opportunity to dwell on some major moments of cultural change. Furthermore, the variety of genres considered (theatre, fiction, poetry) will also allow us to begin to familiarise ourselves with the specific languages and techniques of these literary forms.

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

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

- F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (compulsory edition);
- P. Calderón de la Barca, La dama duende, traduzione, introduzione e note di F. Antonucci in Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 11-241 (compulsory edition made available by the teachers);
- E. Pardo Bazán, “El indulto”, “El encaje roto”, “Las medias rojas” (“L’indulto”, “Il pizzo strappato”, “Le calze rosse”), original and translation in: E. Pardo Bazán, Il pizzo strappato. Racconti sulla violenza contro le donne, a cura di Valentina Nider, Venezia, Marsilio, 2021, (compulsory edition);
- F. García Lorca, “Lucía Martínez”, “Romance de la pena negra”, “La casada infiel” (texts made available by the teachers).

I corsi di primo anno si tengono in italiano.

Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)
George Orwell, Nineteen Eighty-Four (1949)

Una selezione di poesie inglesi:

WILLIAM BLAKE (1757-1827)
“Infant Sorrow” (Songs of Experience, 1794)
“The Tiger” (Songs of Experience)

WILLIAM WORDSWORTH
Composed upon Westminster Bridge, September 3, 1802 (1807)
I wandered Lonely as a Cloud (1807)

SAMUEL TAYLOR COLERIDGE (1797-1816)
Kubla Khan (1816)

GEORGE GORDON, LORD BYRON (1788-1824)
She Walks in Beauty (1813)

PERCY BYSSHE SHELLEY (1792-1822)
Ode to the West Wind (1819)

JOHN KEATS
Ode on a Grecian Urn (May 1819)
Ode to a Nightingale (1819)

ELIZABETH BARRETT BROWNING (1806-1861)
Sonnet 43

ROBERT BROWNING (1812-1889)
My Last Duchess (1842)

ALFRED, LORD TENNYSON (1809-1892)
Break, Break, Break (1842)

CHRISTINA ROSSETTI (1830-1894)
Song

EMILY DICKINSON (1830-1886)

Because I could not stop for Death —
“Hope” is the thing with feathers

RUDYARD KIPLING (1865-1936)
IF—

THOMAS HARDY (1840-1928)
The Convergence of the Twain (1912)
(Lines on the loss of the Titanic)

WILLIAM BUTLER YEATS (1865-1939)
An Irish Airman Foresees His Death
Sailing to Byzantium

EZRA POUND (1885-1972)
In a Station of the Metro

LANGSTON HUGHES (1901-1957)
Song for a Dark Girl (1927)

W. H. AUDEN (1907-1973)
Funeral Blues (1936)

STEVIE SMITH (1902-1971)
Not Waving but Drowning

GWENDOLYN ELIZABETH BROOKS (1917-2000)
We Real Cool

ROBERT FROST (1874-1963)
The Road not Taken
PHILIP LARKIN (1922-1985)
High Windows (1967)

DYLAN THOMAS (1914-1953)
Do not go gentle into that good night

ELIZABETH BISHOP (1911-1979)
One Art (1976)

ADRIENNE RICH (1929-2012)
Song (1971)

TED HUGHES (1930-1998)
Fingers (1998)

SYLVIA PLATH (1932-1963)
Mirror

DEREK WALCOTT (1930-2017)
Love After Love

CAROL ANN DUFFY (1955-)
Warming her Pearls (1955)

EAVAN BOLAND (1944-2020)
Anorexic

Il docente ha avuto cura di scegliere tre testi attraverso i quali è possibile seguire l'evoluzione dell'arte del romanzo inglese tra la metà dell'Ottocento e la metà del Novecento. I temi sviluppati in questi tre romanzi sono (tra gli altri) la scrittura femminile e il romanzo romantico; il colonialismo europeo; una visione allucinata del destino dell'Europa, dopo la Seconda guerra mondiale. Come vedremo, a partire da questi temi sarà possibile mettere in luce alcuni tratti caratteristici della cultura inglese.

All'inizio di ogni lezione verrà letta in classe da una studentessa e analizzata una poesia. Cominceremo con i grandi romantici per giungere fino a oggi.

Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)
George Orwell, Nineteen Eighty-Four (1949)

A selection of poems:
WILLIAM BLAKE (1757-1827)
“Infant Sorrow” (Songs of Experience, 1794)
“The Tiger” (Songs of Experience)

WILLIAM WORDSWORTH
Composed upon Westminster Bridge, September 3, 1802 (1807)
I wandered Lonely as a Cloud (1807)

SAMUEL TAYLOR COLERIDGE (1797-1816)
Kubla Khan (1816)

GEORGE GORDON, LORD BYRON (1788-1824)
She Walks in Beauty (1813)

PERCY BYSSHE SHELLEY (1792-1822)
Ode to the West Wind (1819)

JOHN KEATS
Ode on a Grecian Urn (May 1819)
Ode to a Nightingale (1819)

ELIZABETH BARRETT BROWNING (1806-1861)
Sonnet 43

ROBERT BROWNING (1812-1889)
My Last Duchess (1842)

ALFRED, LORD TENNYSON (1809-1892)
Break, Break, Break (1842)

CHRISTINA ROSSETTI (1830-1894)
Song

EMILY DICKINSON (1830-1886)

Because I could not stop for Death —
“Hope” is the thing with feathers

RUDYARD KIPLING (1865-1936)
IF—

THOMAS HARDY (1840-1928)
The Convergence of the Twain (1912)
(Lines on the loss of the Titanic)

WILLIAM BUTLER YEATS (1865-1939)
An Irish Airman Foresees His Death
Sailing to Byzantium

EZRA POUND (1885-1972)
In a Station of the Metro

LANGSTON HUGHES (1901-1957)
Song for a Dark Girl (1927)

W. H. AUDEN (1907-1973)
Funeral Blues (1936)

STEVIE SMITH (1902-1971)
Not Waving but Drowning

GWENDOLYN ELIZABETH BROOKS (1917-2000)
We Real Cool

ROBERT FROST (1874-1963)
The Road not Taken
PHILIP LARKIN (1922-1985)
High Windows (1967)

DYLAN THOMAS (1914-1953)
Do not go gentle into that good night

ELIZABETH BISHOP (1911-1979)
One Art (1976)

ADRIENNE RICH (1929-2012)
Song (1971)

TED HUGHES (1930-1998)
Fingers (1998)

SYLVIA PLATH (1932-1963)
Mirror

DEREK WALCOTT (1930-2017)
Love After Love

CAROL ANN DUFFY (1955-)
Warming her Pearls (1955)

EAVAN BOLAND (1944-2020)
Anorexic

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

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

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

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

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

The title of the texts selected by the lecturer will be indicated at the beginning of the course.

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

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

The course addresses film narrative and stylistic forms, from classic Hollywood to contemporary cinema. Through the analysis of specific sequences and films, the course addresses classic cinema from the 1930s, the melodramatic style from the 1950s, film modernity (in particular Italian art film from the 1960s), postmodern cinema, postclassic films, mind-game films, and "global films". The last part of the course is dedicated to complex and vast narratives, especially television series. The film analysis will be conducted through various methods and approaches. Among them: structuralism and semiotics, formal analysis and style, psychoanalysis, feminist film theory. Cultural studies and approaches will be considered in order to address modernity, postmodernism, and contemporary mediascapes.
The final syllabus and program will be published at the beginning of the course.

Veronica Pravadelli, Dal classico al postmoderno al global. Teoria e analisi delle forme filmiche, Marsilio, Venezia 2019.
Collection of essays edited by the teacher.

The final filmography will be published during the course; it can include the following films:
Bringing Up Baby, Howard Hawks, 1938
Written on the Wind, Douglas Sirk, 1958
La dolce vita, Federico Fellini, 1960
L’avventura, Michelangelo Antonioni, 1960
Prima della rivoluzione, Bernardo Bertolucci, 1964
Die Hard, John McTiernan, 1988
Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017
Mulholland Drive, David Lynch, 2001
Babel, Alejandro González Iñárritu, 2006

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

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


3) Filmografia indicativa:

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

The course focuses on two of the most important periods in the history of Italian cinema: postwar cinema and the 60s. The first part is devoted to the most representatives theories, films, authors, figures, and styles of neorealism. The second part analyzes the auteur cinema of old and new generations (Antonioni, Fellini, Pietrangeli, Ferreri, Olmi, Pasolini, Bertolucci, Bellocchio).

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (in particular chapters III and IV); Stefania Parigi, Immagini del neorealismo, Marsilio, Venezia 2014; Emiliano Morreale, I film della dolce vita. Cinema d'autore degli anni Sessanta, Dino Audino, Roma 2021; a compilation of texts on neorealism by the teacher (you can find it in the Moodle Platform). Non-attending students must also read Stefania Parigi, Pier Paolo Pasolini. Accattone, Lindau, Torino 2021.
FILMOGRAPHY: Ossessione (1943) by L. Visconti; Roma città aperta (1945) di R. Rossellini; Paisà (1946) by R. Rossellini; Germania anno zero (1948) by R. Rossellini; Ladri di biciclette (1948) by V. De Sica; La terra trema (1948) by L. Visconti; Riso amaro (1949) by G. De Santis; Miracolo a Milano (1950) by V. De Sica; Il cammino della speranza (1950) by P. Germi; Due soldi di speranza (1951) by R. Castellani; Pane amore e fantasia (1953) by L. Comencini; La strada (1954) by F. Fellini; Il grido (1957) by M. Antonioni; L’avventura (1960) by M. Antonioni; La dolce vita (1960) by F. Fellini; Accattone (1961) by P. P. Pasolini; I fidanzati (1963) by E. Olmi; Prima della rivoluzione (1964) by B. Bertolucci; La donna scimmia (1964) by M. Ferreri, I pugni in tasca (1965) by M. Bellocchio; Io la conoscevo bene by A. Pietrangeli; Blow-up (1967) by M. Antonioni; Dillinger è morto (1969) by M. Ferreri.
Films will be shown in full or in part during lessons. Dvd copies will be available at the Biblioteca "Lino Miccichè", via Ostiense 139.

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

TEXTS:

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

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

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

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

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

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


FILMOGRAPHY

Ladri di biciclette (1948) di V. De Sica; Domenica d’agosto (1950) di L. Emmer; La spiaggia (1954) di A. Lattuada; La dolce vita (1960) di F. Fellini; L’avventura (1960) di M. Antonioni; Accattone (1961) di P. P. Pasolini; Il sorpasso (1962) di D. Risi; Prima della rivoluzione (1964) di B. Bertolucci; Per un pugno di dollari (1964) di S. Leone; L’ombrellone (1965) di D. Risi; Indagine su un cittadino al di sopra di ogni sospetto (1970) di E. Petri; Ferie d’agosto (1996) di P. Virzì; L'imbalsamatore (2002) di M. Garrone.

The exam will focus on the text in the program and on the topics presented during the lessons.
The exam consists of an interview on the topics of the program in order to verify:
1) the depth and breadth of knowledge acquired;
2) the property of language;
3) the ability to critically connect themes and problems addressed.

DESCRIPTION OF THE CONDUCT OF THE COURSE

The course analyzes the structures of contemporary Italian (phonetics and phonology, morphology, syntax, vocabulary). There will be references to the linguistic norm and dialects. Some literary and other texts will be commented on.
Apri in Google Traduttore
•
Feedback

BIBLIOGRAFIA
Claudio Giovanardi – Elisa De Roberto, L’italiano. Strutture, comunicazione, testi, seconda edizione, Milano, Pearson, 2022.

The course presents the structures of the Italian language, first examining them according to their level (phonological, morphological, syntactic, lexical) and then highlighting how they function within texts. Particular attention will be paid to syntax and the structures that characterise and organize simple and complex sentence with their relations with semantics, pragmatics and textuality. At the end of the course, students will know basic concepts and categories of Italian linguistics and will have learnt how to use them to achieve a deeper and more conscious understanding of the syntactic features.

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

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

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

The course focuses on the transition between the nineteenth and twentieth centuries, particularly following the thread of Eleonora Duse. The theatre of this period is a theatre undergoing great changes. The passage from the period of the Great Actor to that of the New Theatre has always been seen as a drastic caesura. The course investigates the threads of continuity and the peculiarities of Eleonora Duse's art and life.

Mirella Schino, Eleonora Duse. Storie e immagini di una rivoluzione teatrale, Carocci
Francesca Simoncini, Eleonora Duse capocomica (Dispense)
Raffaella Di Tizio, Prima della Duse. L'arte teatrale di Fanny Sadowski rivale di Adelaide Ristori, Pescara, Ianieri, 2023.
Mirella Schino, Profilo del teatro italiano, Carocci
Mirella Schino, L'età dei maestri, Viella

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

The title of the texts selected by the lecturer will be indicated at the beginning of the course.

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

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

Reflections, theory and criticism of dramatic translation. A contrastive study of translations into Italian of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora (saber documentarse, herramientas informáticas). General study of the concepts of dialectology and language varieties, with emphasis on the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts, with subsequent translation practice.

1) Manuali e saggi:
Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de dialecto, nivel y estilo de lengua y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Newmark, Peter, Manual de traducción, Madrid, Cátedra, 1995.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Testi:
• Antolologia con selezione di testi a cura del docente.
• Cortázar, Julio, Bestiario, Madrid, Alfaguara, 2017.
Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.
Obligado, Clara, Las otras vidas. Cuentos. Madrid, Páginas de Espuma, 2006.

3) Materiali integrativi obbligatori per i non frequentanti e per i frequentanti che non superano la prova scritta:
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponibile online).
Zavala, Lauro, «La traducción intersemiótica en el cine de ficción», en CIENCIA ergo sum, Vol. 16-1, marzo-junio 2009. Universidad Autónoma del Estado de México, Toluca, México. pp. 47-54.

General study of the concepts of dialectology and language varieties, with emphasis on the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts, with consequent translation practice.
Reflections, theory and criticism of dramatic translation. Contrastive study of the Italian translations of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora (saber documentarse, herramientas informáticas).

1) Manuals and essays:
Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de dialecto‟, „Nivel‟ y „Estilo de lengua‟ y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Newmark, Peter, Manual de traducción, Madrid, Cátedra, 1995.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Texts:
Antolologia con selezione di testi a cura del docente.
Cortázar, Julio, Bestiario, Madrid, Alfaguara, 2017.
Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.
Obligado, Clara, Las otras vidas. Cuentos. Madrid, Páginas de Espuma, 2006.

3) Compulsory supplementary materials for non-attending students:
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponibile online).
Zavala, Lauro, «La traducción intersemiótica en el cine de ficción», en CIENCIA ergo sum, Vol. 16-1, marzo-junio 2009. Universidad Autónoma del Estado de México, Toluca, México. pp. 47-54.

In order to investigate metalinguistic reflection from a comparative perspective, the Portuguese Language 2B course aims to analyse a series of morpho-syntactic phenomena of European Portuguese (EP) and Brazilian Portuguese (BP).
During the lessons, constructions of the standard grammar of Portuguese will be compared with constructions emerging in EP and neo-standard BP, investigating the following elements: a) the sentence and its constituents; b) grammatical valence and functions; c) verb classes and d) the communicative and semantic structure of the sentence.

Carlos MIOTO; Maria SILVA; Ruth LOPES, Manual de sintaxe. Florianópolis, 2007.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.
Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.

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

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

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

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

- Additional materials provided during the course.

Two modules
1. Linguistic history of German-speaking countries (1st semester), 6 ECTS
The course outlines the polycentric history of the German language from its origins to the present day, contextualising it in the main cultural transformations in the broad sense and focusing on the constant contribution of Latin and then French, dwelling on phenomena such as medieval mysticism, the Lutheran Reformation, the importance of literature in shaping a unitary German in the 18th century, as well as focusing on the linguistic aspects of socio-political phenomena such as 19th century linguistic nationalism, Nazism and the division of the two Germanies or the languages of globalisation.

2. Structures of Contemporary German (1st semester), 6 ECTS
The mainly syntactic structures of German will be studied in order to develop strategies for reading and understanding simple texts. The module has a strongly grammatical-synchronic character, but is also linked to the diachronic dimension addressed in the previous module.

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

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

The course focuses on the peculiar syntactic structures of contemporary German language, which will be studied primarily in order to develop practical strategies for reading and understanding simple texts. Starting with the examination of the individual constituents of the sentence (especially nominal and verbal syntagma), particular emphasis will be devoted to the notions of syntactic field (Vorfeld, Mittelfeld, Nachfeld), spatial, temporal and causal coherence. Lectures will be conducted in a constant confrontation with small texts that students will be asked to analyze.

Hardarik Blühdorn - Marina Foschi Albert, Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa University Press, Pisa 2014 (introduzione; 2; 3; 4; 6; 7; 8; 9).

The course is aimed at deepening the lexico-grammatical and semantic foundations of Russian. It will focus on: semantic functions of the cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degrees); numerals (dates, expressions time); impersonal constructions with the dative case; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual pair; imperative; conditional. The basic notions relating to the syntax of the complex sentence will be provided as well (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses).
Theoretical principles and practical tools (bilingual and monolingual dictionaries, online resources) will also be presented for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary, and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading texts and analysing their morphological and syntactic aspects in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of Russian and will encourage the development of a metalinguistic reflection. By adopting a comparative approach between Russian and Italian aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate texts grasping their essential information and using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms of the course, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing, and organizing the various phases of work will be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in groups.

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

Dictionaries:

Bilingual - V. Kovalev, Il Kovalev. Dizionario Russo-Italiano Italiano-Russo. Quinta edizione. 126 000 voci, 220 000 significati, Bologna, Zanichelli, 2020.
Monolingual - S.I. Ožegov, Tolkovyj slovar’ russkogo jazyka. 100 000 slov, terminov i vyrazhenij. Novoe izdanie, Moskva, Mir i obrazovanie, 2021. Disponibile online all’indirizzo: www.ozhegov.org

Materials downloadable from the Moodle page and from the course Team.

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 2, 3, 4, 6, 7).

The course is aimed at deepening the lexico-grammatical and semantic foundations of Russian. It will focus on: semantic functions of the cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degrees); numerals (dates, expressions time); impersonal constructions with the dative case; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual pair; imperative; conditional. The basic notions relating to the syntax of the complex sentence will be provided as well (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses).
Theoretical principles and practical tools (bilingual and monolingual dictionaries, online resources) will also be presented for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary, and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading texts and analysing their morphological and syntactic aspects in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of Russian and will encourage the development of a metalinguistic reflection. By adopting a comparative approach between Russian and Italian aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate texts grasping their essential information and using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms of the course, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing, and organizing the various phases of work will be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in groups.

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

Dictionaries:

Bilingual - V. Kovalev, Il Kovalev. Dizionario Russo-Italiano Italiano-Russo. Quinta edizione. 126 000 voci, 220 000 significati, Bologna, Zanichelli, 2020.
Monolingual - S.I. Ožegov, Tolkovyj slovar’ russkogo jazyka. 100 000 slov, terminov i vyrazhenij. Novoe izdanie, Moskva, Mir i obrazovanie, 2021. Disponibile online all’indirizzo: www.ozhegov.org

Materials downloadable from the Moodle page and from the course Team.

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 2, 3, 4, 6, 7).

Sara Pezzini, channel A-L, course delivered in the First Semester: «Forms of fiction in Spain between the 17th and 20th centuries»

The course aims to analyse in a diachronic perspective some canonical texts of Spanish fiction and explore the evolution of the narrative voice and the point of view. The student will be led to have 1) a good knowledge of Spanish fiction from its beginnings to the present day through the reading and narratological analysis of the texts in the programme; 2) deepen the historical and cultural context to which the texts belong.

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

1. Cervantes, «Novelas ejemplares», Madrid, Cátedra ("Prólogo", "El celoso extremeño", "Rinconete y Cortadillo");
2. Mariano José de Larra, «Artículos de costumbres», Madrid, Cátedra (3 articles provided by the teacher);
3. Benito Pérez Galdós, «Tristana», Madrid, Cátedra; (compulsory edition);
4. Leopoldo Alas, “Clarín”, «Cuentos completos», Madrid, Cátedra (3 short stories provided by the teacher);
5. Pío Baroja, «El árbol de la ciencia», ed. I. Fox, Madrid, Cátedra; (compulsory edition);
6. C. Laforet, «Nada», ed. J. Teruel, Madrid, Cátedra; (compulsory edition);
7. J. Llamazares, «Luna de lobos», ed. M. Tomás-Valiente, Madrid, Cátedra

Critical texts and notions of literary history
1. G. Mancini-F. Guazzelli, "Cervantes", in: C. Samonà, G. Mancini, F. Guazzelli, A. Martinengo, "La letteratura Spagnola, I Secoli d'Oro", Milano, Rizzoli (BUR) o Milano, Sansoni-Accademia (ch. 9 and 10).
2. R. Rossi, "l'Otto-Novecento", in: Mario Di Pinto, Rosa Rossi, La letteratura spagnola dal Settecento ad oggi, Milano, Rizzoli (BUR) o Milano, Sansoni-Accademia (ch. 9, "Il Romanticismo", ch. 10, "La seconda metà dell'Ottocento, ovvero l'età del romanzo", ch. 11, "Una nuova letteratura, tra decadentismo e avanguardie", ch. 12, "Una grande letteratura fino alla guerra civile", ch. 13, "Trent'anni di dopoguerra")
3. D. Manera (a cura di), «Letteratura spagnola contemporanea», Pearson ("Narrativa", ch. 6 and 7);
4. M. Socrate, "Novelas ejemplares" in «Il riso maggiore di Cervantes», La Nuova Italia (provided by the teacher);
5. L. Chines, C. Varotti, «Che cos’è un testo letterario», Roma, Carocci (cap. 3);
6. Le introduzioni e le note delle edizioni indicate (cfr. “TEXTS”);
7. Other critical materials provided by the teacher.

History, memory, literature in Spain between the 19th and 20th centuries.

The program offers an itinerary consisting of works of drama and fiction that begins with one of the most famous romantic dramas and ends with a 1985 novel about the anti-Franco guerrillas. What strategies do playwrights and storytellers put into practice to recount the past, reflect on their country's problems, and remember the more or less famous victims of the violence of power? Each author or writer has his or her own language, rooted not only in his or her stylistic individuality and ideology, but also in the historical-cultural period in which he or she operates; and which should also be related to the peculiarities of the literary genre, drama or fiction, in which his or her work is framed. At the end of our journey we will have deepened our examination of some key-moments in the literary reflection on "Spain as a problem," and we will have approached some particularly poignant and evocative reworkings of the trauma of the civil war and the difficulties of life under the Franco dictatorship.

TEXTS
- A. García Gutiérrez, El trovador, ed. C. Ruiz Silva, Madrid, Cátedra;
- B. Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Cátedra;
- F. García Lorca, Mariana Pineda, ed. L. Martínez Cuitiño, Madrid, Cátedra;
- C. Laforet, Nada, ed. J. Teruel, Madrid, Cátedra;
- A. Buero Vallejo, Historia de una escalera, ed. V. Serrano, Madrid, Espasa (Austral Collection);
- J. Llamazares, Luna de lobos, ed. M. Tomás-Valiente, Madrid, Cátedra.
All editions indicated are mandatory.

CRITICISM AND HISTORY OF LITERATURE
1) History of literature: materials provided in pdf by the professor and made available in the Teaching Materials section of the Teaching Team.
2) The introductions and notes of the indicated editions (see "TEXTS" sections);
3) L. Chines, C. Varotti, Che cos'è un testo letterario, Roma, Carocci (chap. 3);
4) J.L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis.

The course will present modern Portuguese literature and its connection to geographical discoveries and the building of the Empire.

Albuquerque, Luís de; Ferronha, António Luís; Horta, José da Silva; Loureiro, Rui, O Confronto do Olhar, Lisboa, Caminho, 1991;
G. Lanciani, Morfologia del viaggio. L’avventura marittima portoghese, Milano, LED, 2006
E. Lourenço, As descobertas como mito e o mito das descobertas, nel vol. A Morte de Colombo. Metamorfose e Fim do Ocidente como Mito, Lisboa, Gradiva, 2005 pp. 35-41.
E. Lourenço, Imaginário de duas descobertas, nel vol. A Morte de Colombo. Metamorfose e Fim do Ocidente como Mito, Lisboa, Gradiva, 2005 pp. 43-47.

Pero Vaz de Caminha, Carta ao rei D. Manuel, in O Reconhecimento do Brasil, Lisboa, Publicações Alfa, 1989, pp. 9-34
Á. Velho, Relação da Viagem de Vasco da Gama, Lisboa, Ministério da Educação-Comissão Nacional para as Comemorações dos Descobrimentos Portugueses, 1989.
Gomes Eanes de Zurara, Crónica dos Feitos da Guiné, Lisboa, Publicações Alfa, 1989.


Letture
Almeida Garrett, Viagens na minha terra (qualunque edizione)
C. Castelo Branco, Amor de Perdição (qualunque edizione)
J. M. Eça de Queirós, Os Maias (qualunque edizione)
José de Alencar, O Guarani (qualunque edizione)
Machado de Assis, Dom Casmurro (qualunque edizione)
Aluísio Azevedo, O Cortiço (qualunque edizione)

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

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

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

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

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

Herman MELVILLE
Short Story:
- Bartelby, the Scrivener (1853) in: "Piazza Tales"
Broadview Press, Publication Date: August 7, 2018
ISBN: 9781554813100 / 1554813107
Essay:
“Hawthorne and his Mosses,” Literary World (1850) https://en.wikisource.org/wiki/Hawthorne_and_His_Mosses


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



Mark TWAIN
Huckleberry Finn (1885)
Broadview Press, Publication Date: February 15, 2011
ISBN: 9781554810048 / 1554810043

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

Johann Wolfgang von Goethe, Torquato Tasso (Marsilio)
E.T.A. Hoffmann, L'uomo della sabbia, La chiesa dei Gesuiti di G., Notturni, (L'Orma), La Signorina di Scuderi (in: I confratelli di San Serapionte)
Thomas Mann, I Buddenbrooks (Einaudi), La morte a Venezia (Marsilio)
Rainer Maria Rilke, I quaderni di Malte Laurids Brigge (Adelphi) poesie: Der Panter (La pantera), Das Karussell (La giostra)
Franz Kafka, Un digiunatore, Giuseppina la cantante, ossia il popolo dei topi, Nella colonia penale (in: I Racconti, BUR Rizzoli)
Thomas Bernhard, Antichi Maestri (Adelphi)
Ingeborg Bachmann, Il trentesimo anno (Adelphi)

Chiara Maria Buglioni, Marco Castellari, Alessandra Goggio, Moira Paleari, Letteratura tedesca. Dal Medioevo al primo Novecento, Le Monier Università, 2019.
Further critical texts will be indicated during the course.
Non-attendees should contact the lecturer.

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

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

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

Non-attending students, are invited to contact the professor at least 3 month prior the exam to define a specific program, which must include:
L. Tomasin, *Prima lezione di romanistica*, Laterza, Roma-Bari, 2023.
M.L. Meneghetti, *Le origini delle letterature medievali romanze*, Laterza, Roma-Bari, 1997 [all editions], , pp. 3-132 (not §4.3); 141-144 (not §4.4.2); 153-160 (not §5.3); 195-204 (not §6.2.2)
A. Stussi, *Breve avviamento alla filologia italiana*, Bologna, il Mulino, 2002 [all editions], pp. 11-28; 61-87

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

The lectures will:
a) illustrate some of the main phonological and morphological characteristics distinguishing Old English from the other Germanic languages and these in turn from Indo-European;
b) focus on a prose text drawn from those available in 'A Guide to Old English': the text will be translated and analyzed from a linguistic as well as a cultural and literary perspective. Issues relating to its transmission will furthermore be considered.

In the course for the academic year 2023-2024 the text that will be examined is:
Mitchell – Robinson, Guide to Old English, text no. 9 “Bede’s Account of the Poet Caedmon”

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

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

Language, society, culture: the argumentative discourse and the translation in the democratic public space

Which social uses of language do foster a democratic public space of dialogue, mediation, and a common search for shared solutions? The French discourse analysis in recent years has insisted on the democratic virtues of the argumentative discourse and more generally of the rhetoric; translation studies, on the other hand, have addressed the challenges posed by the multicultural society, starting from the linguistic and cultural translation difficulties. The course proposes a double itinerary through, first, the main methodological and conceptual tools of the French « analyse du discours » (with a theoretical and practical approach to the analysis of historical, literary and political texts); and, second, some translation theories that enhance the linguistic and cultural Other.

Aristotele, Retorica.
Cicerone, De oratore.

Reflections, theory and criticism of dramatic translation. A contrastive study of translations into Italian of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora (saber documentarse, herramientas informáticas). General study of the concepts of dialectology and language varieties, with emphasis on the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts, with subsequent translation practice.

1) Manuali e saggi:
Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de dialecto, nivel y estilo de lengua y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Newmark, Peter, Manual de traducción, Madrid, Cátedra, 1995.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Testi:
• Antolologia con selezione di testi a cura del docente.
• Cortázar, Julio, Bestiario, Madrid, Alfaguara, 2017.
Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.
Obligado, Clara, Las otras vidas. Cuentos. Madrid, Páginas de Espuma, 2006.

3) Materiali integrativi obbligatori per i non frequentanti e per i frequentanti che non superano la prova scritta:
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponibile online).
Zavala, Lauro, «La traducción intersemiótica en el cine de ficción», en CIENCIA ergo sum, Vol. 16-1, marzo-junio 2009. Universidad Autónoma del Estado de México, Toluca, México. pp. 47-54.

General study of the concepts of dialectology and language varieties, with emphasis on the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts, with consequent translation practice.
Reflections, theory and criticism of dramatic translation. Contrastive study of the Italian translations of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora (saber documentarse, herramientas informáticas).

1) Manuals and essays:
Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de dialecto‟, „Nivel‟ y „Estilo de lengua‟ y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Newmark, Peter, Manual de traducción, Madrid, Cátedra, 1995.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Texts:
Antolologia con selezione di testi a cura del docente.
Cortázar, Julio, Bestiario, Madrid, Alfaguara, 2017.
Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.
Obligado, Clara, Las otras vidas. Cuentos. Madrid, Páginas de Espuma, 2006.

3) Compulsory supplementary materials for non-attending students:
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponibile online).
Zavala, Lauro, «La traducción intersemiótica en el cine de ficción», en CIENCIA ergo sum, Vol. 16-1, marzo-junio 2009. Universidad Autónoma del Estado de México, Toluca, México. pp. 47-54.

In order to investigate metalinguistic reflection from a comparative perspective, the Portuguese Language 2B course aims to analyse a series of morpho-syntactic phenomena of European Portuguese (EP) and Brazilian Portuguese (BP).
During the lessons, constructions of the standard grammar of Portuguese will be compared with constructions emerging in EP and neo-standard BP, investigating the following elements: a) the sentence and its constituents; b) grammatical valence and functions; c) verb classes and d) the communicative and semantic structure of the sentence.

Carlos MIOTO; Maria SILVA; Ruth LOPES, Manual de sintaxe. Florianópolis, 2007.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.
Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.

The course is aimed at deepening the lexico-grammatical and semantic foundations of Russian. It will focus on: semantic functions of the cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degrees); numerals (dates, expressions time); impersonal constructions with the dative case; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual pair; imperative; conditional. The basic notions relating to the syntax of the complex sentence will be provided as well (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses).
Theoretical principles and practical tools (bilingual and monolingual dictionaries, online resources) will also be presented for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary, and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading texts and analysing their morphological and syntactic aspects in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of Russian and will encourage the development of a metalinguistic reflection. By adopting a comparative approach between Russian and Italian aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate texts grasping their essential information and using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms of the course, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing, and organizing the various phases of work will be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in groups.

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

Dictionaries:

Bilingual - V. Kovalev, Il Kovalev. Dizionario Russo-Italiano Italiano-Russo. Quinta edizione. 126 000 voci, 220 000 significati, Bologna, Zanichelli, 2020.
Monolingual - S.I. Ožegov, Tolkovyj slovar’ russkogo jazyka. 100 000 slov, terminov i vyrazhenij. Novoe izdanie, Moskva, Mir i obrazovanie, 2021. Disponibile online all’indirizzo: www.ozhegov.org

Materials downloadable from the Moodle page and from the course Team.

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 2, 3, 4, 6, 7).

The course is aimed at deepening the lexico-grammatical and semantic foundations of Russian. It will focus on: semantic functions of the cases; pronouns (possessive, indefinite, negative); adjectives (comparative and superlative degrees); numerals (dates, expressions time); impersonal constructions with the dative case; modal; verbs of position; prefixed verbs of motion; use and functions of the aspectual pair; imperative; conditional. The basic notions relating to the syntax of the complex sentence will be provided as well (direct and indirect speech, temporal, causal, final, concessive and hypothetical clauses).
Theoretical principles and practical tools (bilingual and monolingual dictionaries, online resources) will also be presented for a first methodological approach to the translation of texts relating to different stylistic fields (traditional and digital media, expository-informative, literary, and audiovisual texts), with particular attention to the specificity of the structural systems of Italian and Russian. Reading texts and analysing their morphological and syntactic aspects in translation, also in laboratory mode, will enhance the students' operational knowledge on the main aspects of Russian and will encourage the development of a metalinguistic reflection. By adopting a comparative approach between Russian and Italian aimed at textual mediation, similar or divergent phenomena between the two languages ​​will be highlighted as well as elements whose rendering is more complex in the interlingual and intercultural passage. The student will thus be able to translate texts grasping their essential information and using basic lexicographic tools.
For the assessment of knowledge, written and oral exercises and workshops will be held on the Teams and Moodle platforms of the course, where students will be involved in peer review and evaluation activities. The methods for defining responsibilities, managing, and organizing the various phases of work will be strengthened and verified; students will have the opportunity to interact and deal with methodological approaches different from their own and to manage their responsibilities by working both individually and in groups.

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

Dictionaries:

Bilingual - V. Kovalev, Il Kovalev. Dizionario Russo-Italiano Italiano-Russo. Quinta edizione. 126 000 voci, 220 000 significati, Bologna, Zanichelli, 2020.
Monolingual - S.I. Ožegov, Tolkovyj slovar’ russkogo jazyka. 100 000 slov, terminov i vyrazhenij. Novoe izdanie, Moskva, Mir i obrazovanie, 2021. Disponibile online all’indirizzo: www.ozhegov.org

Materials downloadable from the Moodle page and from the course Team.

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 2, 3, 4, 6, 7).

Introduction to french literature of the 17th and 18th century

History of literature:
Lagarde et Michard, Le XVII° siècle and Le XVIII° siècle, Paris, Bordas (i capitoli indicati)
or
L. Sozzi (a cura di), Storia europea della letteratura francese, Torino, Einaudi, 2013.
Vol. 1, Dalle origini al Seicento (i capitoli relativi al Seicento)
Vol.2, Dal Settecento all’età contemporanea (i cap. relativi al Settecento)
or:
F. Fiorentino, Il teatro francese del Seicento, Bari, Laterza, 2008
and
G. Iotti, La civiltà letteraria del Settecento, Bari, Laterza, 2009.
oppure:
G. Macchia, La letteratura francese. Dal Rinascimento al Classicismo and Dall’Illuminismo al Romanticismo, Accademia o Rizzoli, varie edizioni (i capitoli indicati).

Letture critiche:
P. Bénichou, Morales du Grand Siècle, Paris, Folio (i capitoli indicati)
(tr. it. Morali del Grand Siècle, Bologna, Il Mulino, 1990)
e
T. Todorov, L’esprit des Lumières, Paris, Livre de Poche (traduzione italiana : Lo spirito dell’Illuminismo, Milano, Garzanti

Texts:
Racine, Phèdre, GF
Molière, Le Misanthrope, GF
Voltaire, L’Ingénu, GF
Rousseau, Les Rȇveries du promeneur solitaire, GF

Sara Pezzini, channel A-L, course delivered in the First Semester: «Forms of fiction in Spain between the 17th and 20th centuries»

The course aims to analyse in a diachronic perspective some canonical texts of Spanish fiction and explore the evolution of the narrative voice and the point of view. The student will be led to have 1) a good knowledge of Spanish fiction from its beginnings to the present day through the reading and narratological analysis of the texts in the programme; 2) deepen the historical and cultural context to which the texts belong.

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

1. Cervantes, «Novelas ejemplares», Madrid, Cátedra ("Prólogo", "El celoso extremeño", "Rinconete y Cortadillo");
2. Mariano José de Larra, «Artículos de costumbres», Madrid, Cátedra (3 articles provided by the teacher);
3. Benito Pérez Galdós, «Tristana», Madrid, Cátedra; (compulsory edition);
4. Leopoldo Alas, “Clarín”, «Cuentos completos», Madrid, Cátedra (3 short stories provided by the teacher);
5. Pío Baroja, «El árbol de la ciencia», ed. I. Fox, Madrid, Cátedra; (compulsory edition);
6. C. Laforet, «Nada», ed. J. Teruel, Madrid, Cátedra; (compulsory edition);
7. J. Llamazares, «Luna de lobos», ed. M. Tomás-Valiente, Madrid, Cátedra

Critical texts and notions of literary history
1. G. Mancini-F. Guazzelli, "Cervantes", in: C. Samonà, G. Mancini, F. Guazzelli, A. Martinengo, "La letteratura Spagnola, I Secoli d'Oro", Milano, Rizzoli (BUR) o Milano, Sansoni-Accademia (ch. 9 and 10).
2. R. Rossi, "l'Otto-Novecento", in: Mario Di Pinto, Rosa Rossi, La letteratura spagnola dal Settecento ad oggi, Milano, Rizzoli (BUR) o Milano, Sansoni-Accademia (ch. 9, "Il Romanticismo", ch. 10, "La seconda metà dell'Ottocento, ovvero l'età del romanzo", ch. 11, "Una nuova letteratura, tra decadentismo e avanguardie", ch. 12, "Una grande letteratura fino alla guerra civile", ch. 13, "Trent'anni di dopoguerra")
3. D. Manera (a cura di), «Letteratura spagnola contemporanea», Pearson ("Narrativa", ch. 6 and 7);
4. M. Socrate, "Novelas ejemplares" in «Il riso maggiore di Cervantes», La Nuova Italia (provided by the teacher);
5. L. Chines, C. Varotti, «Che cos’è un testo letterario», Roma, Carocci (cap. 3);
6. Le introduzioni e le note delle edizioni indicate (cfr. “TEXTS”);
7. Other critical materials provided by the teacher.

History, memory, literature in Spain between the 19th and 20th centuries.

The program offers an itinerary consisting of works of drama and fiction that begins with one of the most famous romantic dramas and ends with a 1985 novel about the anti-Franco guerrillas. What strategies do playwrights and storytellers put into practice to recount the past, reflect on their country's problems, and remember the more or less famous victims of the violence of power? Each author or writer has his or her own language, rooted not only in his or her stylistic individuality and ideology, but also in the historical-cultural period in which he or she operates; and which should also be related to the peculiarities of the literary genre, drama or fiction, in which his or her work is framed. At the end of our journey we will have deepened our examination of some key-moments in the literary reflection on "Spain as a problem," and we will have approached some particularly poignant and evocative reworkings of the trauma of the civil war and the difficulties of life under the Franco dictatorship.

TEXTS
- A. García Gutiérrez, El trovador, ed. C. Ruiz Silva, Madrid, Cátedra;
- B. Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Cátedra;
- F. García Lorca, Mariana Pineda, ed. L. Martínez Cuitiño, Madrid, Cátedra;
- C. Laforet, Nada, ed. J. Teruel, Madrid, Cátedra;
- A. Buero Vallejo, Historia de una escalera, ed. V. Serrano, Madrid, Espasa (Austral Collection);
- J. Llamazares, Luna de lobos, ed. M. Tomás-Valiente, Madrid, Cátedra.
All editions indicated are mandatory.

CRITICISM AND HISTORY OF LITERATURE
1) History of literature: materials provided in pdf by the professor and made available in the Teaching Materials section of the Teaching Team.
2) The introductions and notes of the indicated editions (see "TEXTS" sections);
3) L. Chines, C. Varotti, Che cos'è un testo letterario, Roma, Carocci (chap. 3);
4) J.L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis.

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

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

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

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

Films to be announced

Love Relationships and Social Conventions

The course aims to explore some examples of love relationships and social conventions over three centuries through exemplary texts from poetry, theatre and fiction.

Texts

Philip Sidney, Astrophil and Stella, con testo a fronte, traduzione di Marcello Corrente, La quercia fiorita
William Shakespeare, Romeo and Juliet, con testo a fronte, traduzione di Agostino Lombardi, Feltrinelli
John Milton, Paradise Lost (con testo a fronte), traduzione a cura di Roberto Senesi,
Alexander Pope, The Rape of the Lock, con testo a fronte, traduzione di Alessandro Gallenzi, Adelphi
Jane Austen, Sense and Sensibility, ed. James Kinsley, Oxford University Press e Ragione e sentimento, traduz. Beatrice Boffito Serra, BUR

Critical readings

to be found on Moodle when the course starts

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

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

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

Evil in French literature in the 19th and 20th centuries.

Lagarde et Michard, XIXe siècle, Paris, Bordas, any edition.
J. W. Burrow, La crisi della ragione. Il pensiero europeo, 1848-1914, Bologna, Il Mulino, 2002.

I. Novel

Three books :
H. de Balzac, Le Père Goriot
Stendhal, Le Rouge et le Noir
G. Sand, Indiana
G. Flaubert, Madame Bovary
É. Zola, L’Assommoir
M. Proust, Du côté de chez Swann
Colette, Chéri

Essays:

G. Philippe et J. Piat, La langue littéraire, Paris, Fayard, 2009.
Th. Pavel, La Pensée du roman, Paris, Gallimard, coll. Folio essais, 2014.
M. Bertini, L’ombra di Vautrin. Proust lettore di Balzac, Roma, Carocci, 2019.

II. Poetry

Ch. Baudelaire, Les Fleurs du Mal, Paris, Flammarion, coll. GF, 2019.
G. Apollinaire, Alcools, Paris, Flammarion, coll. GF, 2019.

Essays:

G. Poulet, La poésie éclatée, Paris, PuF, 1980.
J. Starobinski, La Mélancolie au miroir, Paris, Julliard, 1989.
La poesia francese 1814-1914, a cura di L. Pietromarchi, Roma-Bari, Laterza, 2012.

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

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

The course is divided into two modules. The first aims to present an overview of Brazilian literature between the 19th and 20th centuries with a focus on literary reflection on Brazil's national formation process following the proclamation of Independence from Portugal. The second module will focus on Angolan literature.

Module A
A. Candido, “Literatura de dois gumes”, in A educação pela noite & Outros ensaios, São Paulo: Ática, 1989, pp. 163-180;
R. Schwarz, “Nacional por subtração” in As ideias for a do lugar, São Paulo: Penguin Classics Companhia das Letras, 2014, pp. 81-102;
Machado de Assis, Dom Casmurro (qualunque edizione)
João Guimarães Rosa, Grande Sertão: Veredas (qualunque edizione)
G. Ramos, São Bernardo (qualunque edizione)
S. Santiago, “Retórica da verossimilhança”, in S. Santiago, Uma literatura nos trópicos: ensaios sobre dependência cultural, Rio de Janeiro: Rocco, 2000, pp. 27-46;
J. L. Lafetá, “O mundo à revelia”, in Graciliano Ramos, São Bernardo, Rio de Janeiro: Record, 1985, pp. 192-217;
J. Ginzburg, “A violência na literatura brasileira: notas sobre Machado de Assis, Graciliano Ramos e Guimarães Rosa”, Letterature d’America, Anno XXX, n. 130, 2010, pp. 5-22;
E. Finazzi Agrò, “O Brasil é longe daqui? Poder e exceção em Grande sertão: veredas”, Scripta, 8(15), 2004, pp. 149-157

Reading List
Luís Vaz de Camões, Os Lusíadas (Qualunque edizione);
Fernão Mendes Pinto, Peregrinação (Qualunque edizione);
Padre António Vieira, Sermão de Santo António aos peixes (Qualunque edizione);
Gil Vicente, Auto da Índia (Qualunque edizione);
Francisco Manuel de Melo, Auto do Fidalgo Aprendiz (Qualunque edizione).

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

Additional bibliography and supplementary material will be made available to students at the beginning of the course.

In this course we will examine a selection of texts (poetry and novels) from Romaticism to contemporaneity with a view to outlining the notion of ‘space’ as a system of relations and as an element connected to freedom, coercion, vulnerability, (de)construction of one’s self, contemplation. The relationship between space (whether public, private, open, closed, domestic, intimate, individual, collective, etc.) and the body will lead us to reflect also upon movement and stillness. What relationship can we detect between characters, narrators, authors and the spaces they inhabit, they cross and/or describe? Can the space highlight, obscure, align and/or compete with other textual elements? What kind of rapport is there in the selected texts between the notions of space and time?

Selection of poems by William Blake (London, Chimney Sweeper I, II), William Wordsworth, (I wandered lonely as a cloud, Composed upon Westminster Bridge), Samuel Taylor Colerigde (Kubla Khan: only for those who DID NOT attend the course), John Keats (Ode on a Grecian Urn, La Belle Dame sans merci, Bright Star), Emily Brontë (Love is like the wild rose-briar, The night is darkening round me; I'll come when thou are saddest; Long neglect has worn away);
George Eliot, The Mill on the Floss;
Joseph Conrad, The Shadow Line;
Virginia Woolf, Jacob’s Room;
J.M. Coetzee, Boyhood
(the above novels must be unabridged editions in English).

Title: “The power of stories: between biography, memory and parody”.
Description: The course focuses on some texts from the early 19th century to the first decade of the 2000s that foreground the modes and power of stories and books. The texts taken into consideration range from the parodic forms of literary writing and genres found in Jane Austen’s Northanger Abbey and Virginia Woolf’s Orlando to Samuel Beckett’s reflection on the impossibility of disposing of (self)narrative in the radio play Embers, to the exaltation of the empathic and ethical function of narration in Douglas Coupland’s futuristic novel Generation A.

Jane Austen, "Northanger Abbey" (1803), any edition.
Virginia Woolf, "Orlando" (1928), any edition.
Samuel Beckett, "Embers" (1959), available online: https://evergreenreview.com/read/embers-a-play-for-radio/.
Douglas Coupland, "Generation A" (2009), Windmill Books, 2010.

Audio recordings will be provided during the course.

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

Advertising and Argumentation Strategies
The course (6 CFU) aims to investigate the history, theory and practice of advertising through an interdisciplinary approach that brings together linguistics, discourse analysis and the social sciences in order to introduce students to the semiotic density of the advertising text, to its argumentative strategies of persuasion and seduction (illocutionary stage of "faire croire"), to its verb-iconic rhetoric artfully modelled in view of the adhesion of the addressee/consumer (perlocutionary stage of "faire faire"). A small "translation atelier" will accompany the course to begin to introduce students to the specificities of the sectorial language and to introduce them to translation as a linguistic-cultural practice. We will prioritize advertisements in service of the 'ecological transition,' which means advertisements that, in line with the objectives of the French Ministry of Ecological and Energy Transition, aim to influence consumer behavior and lifestyles by raising awareness about environmental responsibility

- J.M. Adam & M. Bonhomme, L'argumentation publicitaire. Rhétorique de l'éloge et de la persuasion, Armand Colin 2005 (pp. 3-67; pp. 89-107)
- R. Barthes, Rhétorique de l'image, "Communications", 4, 1964, pp. 40-51
URL: https://www.persee.fr/doc/comm_0588-8018_1964_num_4_1_1027

The corpora of texts for the 'translation workshop' will initially be provided by the lecturer and then created by the students themselves.

The course includes a series of lectures of a theoretical nature on the diachronic variety of Spanish. The student will be able to put into practice the notions acquired through the analysis of the adopted medieval Castilian text, practising the intralinguistic translation and the translating commentary of the Italian versions. The second part of the course will deal with subtitling, paying particular attention to linguistic varieties, culturospecific elements and strategies imposed by the specific technical restrictions of audiovisual translation.

1) Textbooks and critical essays
Torrens Álvarez, Mª. Jesús, Evolución e historia de la lengua española, Madrid, Arco Libros, 2007.
Chaume Valera, Frederic, Cine y traducción, Madrid, Cátedra, 2004.
Caimi, Annamaria - Perego, Elisa, «Sottotitolazione: lo stato dell’arte», RILA – Rassegna Italiana di Linguistica Applicata, 34: 1-2, 2002, pp. 19-51 (Disponibile online).

Eventual other bibliographical references will be provided during the course.

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

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


Additional mandatory material for students who have failed their final tests and for non-attending students:
Lapesa, Rafael, «El español arcaico. Juglaría y clerecía. Comienzo de la prosa», en Historia de la lengua española, Madrid, Gredos, 1981, 9ª ed. (in particolare, pp. 193-226).
Martín Zorraquino, María Antonia, «Problemas lingüísticos en el Cantar de mio Cid», Rev. Zurita, 55, 1987, pp. 7-22 (Disponibile online).

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

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


reading list provided during the lessons.

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

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

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 (chapters 1-3)
B. Comrie , 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.

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

First part: Bibliographic research (Magno, first semester).
Second part: Literary texts and criticism (Schellino, first semester).
Third part: The writing (Cattani, second semester).

First part: Bibliographic research (Magno, first semester).
- Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.
- Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
- Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli, 2018.


Second part: Literary texts and criticism (Schellino, first semester).
- Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
- Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
- Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.


Third part: The writing (Cattani, second semester).
- Umberto Eco, Come si fa una tesi di laurea, La nave di Teseo, 2017.

Module "Drafting of the thesis".
Indications and exercises for the drafting of the thesis.

U. Eco, Come si fa una tesi, Milano, La nave di Teseo, 2017.

Introduction to bibliographic research, critical methods of analysis and translation of the literary text, thesis writing.

1:

a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.

b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.

c. Andrea Capaccioni, Le biblioteche dell'università, Santarcangelo di Romagna, Maggioli, 2018.



2:

a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.

b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.

c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.



3:

a. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.



4:

a. Claudio Giunta, Come non scrivere, Torino, Utet 2018.

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

First part: Bibliographic research (Magno, first semester).
Second part: (Pietromarchi, first semester).
Third part: (Santone, second semester).

First part: Bibliographic research (Magno, first semester).
- Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.
- Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
- Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli, 2018.


Second part: (Pietromarchi, first semester).


Third part: (Santone, second semester).
- Claudio Giunta, Come non scrivere, Utet, 2018.

The course will initiate the students in the writing of the final paper with a focus on bibliographic tools and writing techniques.

C. Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Anna Maria Crispini (a cura di), Oltrecanone. Generi, genealogie, tradizioni, Roma: Iacobelli, 2014 (saggi scelti);
Donne in traduzione, a cura di E. Di Giovanni e S. Zanotti, Firenze-Milano: Giunti-Bompiani, 2018 (saggi scelti);
Clarice Lispector, Laços de Família, Rio de Janeiro: Rocco, 2009 (racconti scelti);
Clarice Lispector, Todas as crônicas, Rio de Janeiro: Rocco, 2019 (testi scelti);
U. Eco, Riflessioni teorico-pratiche sulla traduzione, in Milano, Bompiani, 1995, pp. 121-146.

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

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

The meetings will focus on:

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

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

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

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

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

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

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

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

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

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

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

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

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

Il corso sarà in italiano.
Per il laboratorio di quest'anno terrò sei lezioni sulla letteratura inglese, così ripartite:
1) Da Chaucer a Shakespeare
2)Il Sei e Settecento
3) I poeti romantici e i romanzieri della prima metà del secolo: Jane Austen, Sir Walter Scott, le sorelle Brontë
4) L'età vittoriana
5) I primi del '900: L'International Modernism e la letteratura inglese
6) La letteratura inglese dal secondo dopoguerra a oggi.

La storia letteraria cui farà riferimento il docente nelle sue lezioni è "Letteratura inglese. Un profilo storico" di Franco Marucci (Carocci, 2020). Gli studenti potranno utilizzare i manuali su cui hanno studiato in passato.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

THEATRE AND POETRY: the verse at the service of the comic, the tragic and the farcical
Through the critical reading of a selection of significant texts of Spanish theatre from the Golden Age to the present day, the student will be guided in the acquisition of specific historical-cultural and methodological skills, with particular regard to the relationship that, in diachrony, the theatrical genre has established with verse writing. They will also have the opportunity to apply the skills acquired during classroom practice and sharing activities.

EXPECTED LEARNING OUTCOMES
A) Historical-literary and cultural competences
- The evolution of poetic forms between tradition and innovation;
- The evolution of theatre from corrales to contemporary drama performance spaces;

B) Methodological skills
- Methodologies of approach to socio-historical and cultural phenomena;
- Methodologies of approach to literary phenomena, with particular attention to the diachronic evolution of the poetic and theatrical genres;
- Methodologies of analysing the theatrical text (stylistic-formal and dramaturgical approach, with particular attention to the structuring use of verse writing).

• Lope de Vega, La dama boba, edición crítica de Marco Presotto (versione digitale disponibile on line: http://amsacta.unibo.it/id/eprint/4409/1/La_dama_boba.pdf); è possibile consultare anche una versione con testo a fronte in italiano in M.G. Profeti (a cura di), Il teatro dei Secoli d’oro, Bompiani, vol. I)
• Lope de Vega, El caballero de Olmedo, ed. M.G. Profeti (versione digitale disponibile on line: https://artelope.uv.es/biblioteca/textosAL/AL0538_ElCaballeroDeOlmedo.php); è possibile consultare anche una versione con testo a fronte in italiano in M.G. Profeti (a cura di), Il teatro dei Secoli d’oro, Bombiani, vol. I)
• Calderón de la Barca, La dama duende (versione digitale disponibile on line: https://emothe.uv.es/biblioteca/textosEMOTHE/EMOTHE0312_LaDamaDuende.php); è possibile consultare anche una versione con testo a fronte in italiano in M.G. Profeti (a cura di), Il teatro dei Secoli d’oro, Bombiani, vol. II)
• Calderón de la Barca, El médico de su honra, edición de Fausta Antonucci, in El médico de su honra/El alcalde de Zalamea, Espasa, Real Academia Española, 2021
• Duque de Rivas, Don Álvaro o la fuerza del sino, Austral (disponibile anche in ebook)
• Ramón del Valle-Inclán, Farsa y licencia de la reina castiza, in Tablado de marionetas (testo e introduzione messi a disposizione dal docente)
• Federico García Lorca, Yerma, ed. Miguel García-Posada, Austral
• Alberto Conejero, Los días de la nieve/I giorni della neve, a cura di Francesca Leonetti, Roma Nova Delphi Libri, 2022

The course is divided into two modules. The first aims to present an overview of Brazilian literature between the 19th and 20th centuries with a focus on literary reflection on Brazil's national formation process following the proclamation of Independence from Portugal. The second module will focus on Angolan literature.

Module A
A. Candido, “Literatura de dois gumes”, in A educação pela noite & Outros ensaios, São Paulo: Ática, 1989, pp. 163-180;
R. Schwarz, “Nacional por subtração” in As ideias for a do lugar, São Paulo: Penguin Classics Companhia das Letras, 2014, pp. 81-102;
Machado de Assis, Dom Casmurro (qualunque edizione)
João Guimarães Rosa, Grande Sertão: Veredas (qualunque edizione)
G. Ramos, São Bernardo (qualunque edizione)
S. Santiago, “Retórica da verossimilhança”, in S. Santiago, Uma literatura nos trópicos: ensaios sobre dependência cultural, Rio de Janeiro: Rocco, 2000, pp. 27-46;
J. L. Lafetá, “O mundo à revelia”, in Graciliano Ramos, São Bernardo, Rio de Janeiro: Record, 1985, pp. 192-217;
J. Ginzburg, “A violência na literatura brasileira: notas sobre Machado de Assis, Graciliano Ramos e Guimarães Rosa”, Letterature d’America, Anno XXX, n. 130, 2010, pp. 5-22;
E. Finazzi Agrò, “O Brasil é longe daqui? Poder e exceção em Grande sertão: veredas”, Scripta, 8(15), 2004, pp. 149-157

Reading List
Luís Vaz de Camões, Os Lusíadas (Qualunque edizione);
Fernão Mendes Pinto, Peregrinação (Qualunque edizione);
Padre António Vieira, Sermão de Santo António aos peixes (Qualunque edizione);
Gil Vicente, Auto da Índia (Qualunque edizione);
Francisco Manuel de Melo, Auto do Fidalgo Aprendiz (Qualunque edizione).

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

Additional bibliography and supplementary material will be made available to students at the beginning of the course.

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

Different forms of memory will be examined through representative texts of the 20th and 21st-century American literary canon in which official history is problematized, recontextualized, and rewritten. In addition to analyzing the thematic and formal features of the texts, we will explore issues related to the processes of (de)construction of ethnic, racial, and gender identities as a result of wars, diasporas, and migrations. We will focus, then, on the specificities of literary genre (fiction, poetry, non-fiction) and on phenomena such as intertextuality and intermediality.

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

The module introduces to the main charatheristics of the 20th century German theatre through a formal and tematic analysis of some classical dramatic texts and their historical-cultural contextualization.

B. Brecht, I capolavori (Einaudi)
F. Dürrenmatt, La visita della vecchia signora (Einaudi)
P. Handke, Insulti al pubblico (Quodlibet)
Heiner Müller, Teatro (Cuepress).
R. Schimmelpfennig, Visita al Padre (Cuepress)
E. Jelinek, Jackie (La nave di Teseo)
E. Jelinek, Loro non come loro (Effigie)
E. Jelinek, Bambiland (Einaudi)

This part of the course introduces to the main characteristics of the German theatre of the 18th and 19th century through a formal and thematic analysis of some classical dramatic texts and their historical-cultural contextualization. Together with the analysis of the texts, the main dynamics that characterized the history of literature and theatre in Germany between the eighteenth and nineteenth centuries will also be considered, from Sturm und Drang to Weimar Classicism up to the affirmation of realism.

J.W. Goethe, Faust. Tragedia. Prima parte (Garzanti; trad. di Andrea Casalegno)
F. Schiller, Maria Stuarda (Mondadori o Garzanti)
G. Büchner, Morte di Danton (Einaudi)

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

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

First part: Bibliographic research (Magno, first semester).
Second part: Literary texts and criticism (Schellino, first semester).
Third part: The writing (Cattani, second semester).

First part: Bibliographic research (Magno, first semester).
- Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.
- Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
- Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli, 2018.


Second part: Literary texts and criticism (Schellino, first semester).
- Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
- Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
- Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.


Third part: The writing (Cattani, second semester).
- Umberto Eco, Come si fa una tesi di laurea, La nave di Teseo, 2017.

Module "Drafting of the thesis".
Indications and exercises for the drafting of the thesis.

U. Eco, Come si fa una tesi, Milano, La nave di Teseo, 2017.

Introduction to bibliographic research, critical methods of analysis and translation of the literary text, thesis writing.

1:

a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.

b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.

c. Andrea Capaccioni, Le biblioteche dell'università, Santarcangelo di Romagna, Maggioli, 2018.



2:

a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.

b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.

c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.



3:

a. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.



4:

a. Claudio Giunta, Come non scrivere, Torino, Utet 2018.

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

First part: Bibliographic research (Magno, first semester).
Second part: (Pietromarchi, first semester).
Third part: (Santone, second semester).

First part: Bibliographic research (Magno, first semester).
- Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli, 2018.
- Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
- Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli, 2018.


Second part: (Pietromarchi, first semester).


Third part: (Santone, second semester).
- Claudio Giunta, Come non scrivere, Utet, 2018.

The course will initiate the students in the writing of the final paper with a focus on bibliographic tools and writing techniques.

C. Giunta, Come NON scrivere, Torino, Utet, 2018.

The final paper in Spanish literature: theory and practice.
Exercises on elaboration and structure of the paper, editorial rules and effective use of notes.
Theoretical-practical activities on bibliographic research with Roma Tre Discovery and presentation of other catalogs and databases available online useful for research in the literary field.
Method, proposals and hypotheses for conducting a three-year term paper in the field of literature.

- Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
- Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
- Other teaching materials, including multimedia, provided by teachers.

TO BE UNDERSTOOD AS REFERENCE BIBLIOGRAPHY

The final paper in Spanish literature: theory and practice.
Exercises on elaboration and structure of the paper, editorial rules and effective use of notes.
Theoretical and practical activities of bibliographical research with Roma Tre Discovery and presentation of other catalogues and databases available online useful for research in the literary field.
Method, proposals and hypotheses for the development of the Bachelor's degree thesis in the literary field.

- Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
- Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
- Other teaching materials, including multimedia, provided by teachers.
To be understood as REFERENCE BIBLIOGRAPHY.

The final paper in Spanish literature: theory and practice.
Exercises on elaboration and structure of the paper, editorial rules and effective use of notes.
Theoretical-practical activities on bibliographic research with Roma Tre Discovery and presentation of other catalogues and databases available online useful for research in the literary field.
Method, proposals and hypotheses for the development of a three-year thesis in the literary field.

- Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
- Claudio Giunta, Come NON scrivere, Torino, UTET, 2018.
- Altri materiali didattici, anche di natura multimediale, forniti dai docenti.

The final paper in Spanish literature: theory and practice.
Exercises on elaboration and structure of the paper, editorial rules and effective use of notes.
Theoretical-practical activities on bibliographic research with "Roma Tre Discovery" and presentation of other catalogues and databases available online useful for research in the literary field.
Method, proposals and hypotheses for the development of a three-year thesis in the literary field.

- Serena Fornasiero, Silvana Tamiozzo Goldmann, «Scrivere l'italiano. Galateo della comunicazione scritta», Bologna, Il Mulino, 2013.
- Claudio Giunta,«Come NON scrivere», Torino, UTET, 2018.
- Other teaching materials, including multimedia, provided by teachers.

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

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

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

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

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

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

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

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

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

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

The workshop is made up of 2 activities:

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

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

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

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

The meetings will focus on:

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

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

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

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

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

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

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

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

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

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

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

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

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

Il corso sarà in italiano.
Per il laboratorio di quest'anno terrò sei lezioni sulla letteratura inglese, così ripartite:
1) Da Chaucer a Shakespeare
2)Il Sei e Settecento
3) I poeti romantici e i romanzieri della prima metà del secolo: Jane Austen, Sir Walter Scott, le sorelle Brontë
4) L'età vittoriana
5) I primi del '900: L'International Modernism e la letteratura inglese
6) La letteratura inglese dal secondo dopoguerra a oggi.

La storia letteraria cui farà riferimento il docente nelle sue lezioni è "Letteratura inglese. Un profilo storico" di Franco Marucci (Carocci, 2020). Gli studenti potranno utilizzare i manuali su cui hanno studiato in passato.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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