The arguments of the course are the pivotal subjects common to every branch of the linguistic research. The course is divided in two parts:
1. Classification and analysis of the elements, the functions and the rules of the linguistic systems. The topics are: Phonology; Morphology; Lexicon; Syntax; Texts;
2. The main steps of the linguistic research and the different methodologies adopted between the second part of the 19th and 20th centuries: The origins; The comparative methodology; Saussure and the structuralism; Chomsky and the developments of the cognitive approach; the patterns of the sociolinguistic research.

The examinations in itinere and final are written and oral and based on the books and the excercies done during the course. In the oral test will be presented a short dissertation.

Simone R. Nuovi fondamenti di Linguistica. Milano, Mc Graw Hill 206.
Robins R.H La Linguistica moderna, Bologna, Il Mulino.

The lectures treat with the theme of the biological and evolutionary foundations of language. Starting from the study of the relationsheep between language and brain, two theoretical models will be compared: the theories according to which language cannot be explained in terms of natural selection and the models that explain the faculty of language as a biological adaptation.

- Chomsky N., 1998, Linguaggio e problemi della conoscenza, Il Mulino, Bologna.
- Ferretti F., 2015, La facoltà di linguaggio. Determinati biologiche e variabilità culturale, Carocci. Roma

The course starts with an introduction to the reasons and sense of historical knowledge and aims to give students knowledge and understanding of the fundamental processes of the contemporary. Major historiographical and methodological issues will be addressed.

1. L. Caracciolo-A. Roccucci, Storia contemporanea, Le Monnier Università, Milano 2017.

2. A book to be chosen among the reading list A):
- E.J. Hobsbawm, L’età degli imperi 1875-1914, Laterza, Roma-Bari 2005;
- M. Del Pero, Libertà e impero. Gli Stati Uniti e il mondo 1776-2011, Laterza, Roma-Bari 2017;
- W. Reinhard, Storia del colonialismo, Einaudi, Torino 2002;
- B. Droz, Storia della decolonizzazione nel XX secolo, Bruno Mondadori, Milano 2010;
- O. Janz, 1914-1918. La grande guerra, Einaudi, Torino 2014;
- O.V. Chlevnjuk, Stalin. Biografia di un dittatore, Mondadori, Milano 2017;
- J.L. Harper, La guerra fredda. Storia di un mondo in bilico, il Mulino, Bologna 2013.

3. A book to be chosen among the reading list B):
- G.L. Mosse, La nazionalizzazione delle masse. Simbolismo politico e movimenti di massa in Germania (1815-1933), il Mulino, Bologna 2009;
- I. Kershaw, Hitler e l'enigma del consenso, Laterza, Roma-Bari 2007;
- M. Isnenghi, Il mito della grande guerra, il Mulino, Bologna 2014;
- A. Riccardi, La strage dei cristiani. Mardin, gli armeni e la fine di un mondo, Laterza, Roma-Bari 2016;
- A. Riccardi, L’inverno più lungo. 1943-44. Pio XII, gli ebrei e i nazisti a Roma, Laterza, Roma-Bari 2012;
- H. Mommsen, La soluzione finale. Come si è giunti allo sterminio degli ebrei, il Mulino, Bologna 2003;
- E. Gentile, Fascismo, Storia e interpretazione, Laterza, Roma-Bari 2005;
- A. Giovagnoli, La Repubblica degli italiani, Laterza, Roma-Bari 2016.

The course starts with an introduction to the reasons and sense of historical knowledge and aims to give students knowledge and understanding of the fundamental processes of the contemporary. Major historiographical and methodological issues will be addressed.

1. L. Caracciolo-A. Roccucci, Storia contemporanea, Le Monnier Università, Milano 2017.

2. A book to be chosen among the reading list A):
- E.J. Hobsbawm, L’età degli imperi 1875-1914, Laterza, Roma-Bari 2005;
- M. Del Pero, Libertà e impero. Gli Stati Uniti e il mondo 1776-2011, Laterza, Roma-Bari 2017;
- W. Reinhard, Storia del colonialismo, Einaudi, Torino 2002;
- B. Droz, Storia della decolonizzazione nel XX secolo, Bruno Mondadori, Milano 2010;
- O. Janz, 1914-1918. La grande guerra, Einaudi, Torino 2014;
- O.V. Chlevnjuk, Stalin. Biografia di un dittatore, Mondadori, Milano 2017;
- J.L. Harper, La guerra fredda. Storia di un mondo in bilico, il Mulino, Bologna 2013.

3. A book to be chosen among the reading list B):
- G.L. Mosse, La nazionalizzazione delle masse. Simbolismo politico e movimenti di massa in Germania (1815-1933), il Mulino, Bologna 2009;
- I. Kershaw, Hitler e l'enigma del consenso, Laterza, Roma-Bari 2007;
- M. Isnenghi, Il mito della grande guerra, il Mulino, Bologna 2014;
- A. Riccardi, La strage dei cristiani. Mardin, gli armeni e la fine di un mondo, Laterza, Roma-Bari 2016;
- A. Riccardi, L’inverno più lungo. 1943-44. Pio XII, gli ebrei e i nazisti a Roma, Laterza, Roma-Bari 2012;
- H. Mommsen, La soluzione finale. Come si è giunti allo sterminio degli ebrei, il Mulino, Bologna 2003;
- E. Gentile, Fascismo, Storia e interpretazione, Laterza, Roma-Bari 2005;
- A. Giovagnoli, La Repubblica degli italiani, Laterza, Roma-Bari 2016.

The course is based on lessons, screenings, and textbooks. The slides showed during lessons will not be made available. Students who do not wish or can attend lessons are required to study a third book in addition to the two textbooks.
The course consists of two parts, Introductory and Thematic.

INTRODUCTORY PART
This part is based on the following textbook:1) Denis McQuail, Sociologia dei Media, Bologna, Il Mulino 2007.
Lessons will address the following topics:
- interpersonal and mediated communication
- the concept of “mass”: born of modern society, rise and development of mass media
- key concepts in media studies: power and identity
- the “media effects” theory and its phases
- Cultural Studies and Audience Studies
- news and news media: newsmaking, news values, frames and framing
- computer mediated communication: rise and spread of the www, digital media, digital divide
- digital media and “transmedia storytelling”.

THEMATIC PART: violence and the media.
This part is based on the following textbook: E. Giomi, S. Magaraggia, Relazioni brutali. Genere e violenza nella cultura mediale, Il Mulino, Bologna, 2017
- from Tom & Jerry to Eminem and Rihanna: the gender of violence
- anesthetization and romanticization of violence: advertising, rap music, social media
- when she is the one who kills: sci-fi, police series, docufictions

Textbooks for students who will be attending lessons:
1) Denis McQuail, Sociologia dei Media, Bologna, Il Mulino 2007. Elenco dei capitoli da studiare: I Introduzione; II La nascita dei mezzi di comunicazione di massa; III Concetti e modelli per la comunicazione di massa; IV Teorie dei media e teorie della società; V Comunicazione di massa e cultura; VI Una nuova teoria per i nuovi media?; XI La produzione della cultura mediale; XV La formazione del pubblico e l’esperienza mediale; XVI La ricerca sugli effetti; XVII Effetti socio-culturali; XVIII Informazione, opinione pubblica e comunicazione politica.
+ slides lezioni
2) E. Giomi, S. Magaraggia, Relazioni brutali. Genere e violenza nella cultura mediale, Bologna, Il Mulino, 2017

Textbooks for students who will not be attending lessons:
1) Denis McQuail, Sociologia dei Media, Bologna, Il Mulino 2007 (per intero)
2) E. Giomi, S. Magaraggia, Relazioni brutali. Genere e violenza nella cultura mediale, Bologna, Il Mulino, 2017
3) E. Menduni, G., Nencioni, M. Pannozzo, Social network. Facebook, Twitter, YouTube e gli altri: relazioni sociali, estetica, emozioni, Milano, Mondadori Università, 2017.

The program is subdivided in two parts.

First part (36 hours)
A) The themes of logic
B) Classical Logic: propositions, proofs, main propositional connectives, quantifiers

Second part (36 hours)
A) Classical logic: first-order logic, classes and sets, binary codes, boolean algebra)
B) Turing machine and computability
C) Axiomatization of logic

V. MICHELE ABRUSCI, LOGICA. LEZIONI DI PRIMO LIVELLO, Wolters Kluwer Italia, 2018

Investigation of communication in all of its modalities: verbal and bodily (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

There are four texts to take to the exam:
A. Anolli I.: Fondamenti di psicologia della comunicazione. Il Mulino, Bologna 2011.
B. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012: solo i capitoli da 1 a 13.
D. A text (or series of texts) chosen from among the entries in the following list:
1. CASELLI C., MARAGNA S. e VOLTERRA V.: Linguaggio e sordità. Gesti, segni e parole nello sviluppo e nell’educazione. Il Mulino, Bologna 2007.
2. GIGLIOLI P.P., CAVICCHIOLI P. e FELE G.: Rituali di degradazione. Anatomia del processo Cusani. Mulino, Bologna, 1997.
3. DIDEROT D.: Paradosso dell'attore. Editori Riuniti, Roma, 1974.
4. ORLETTI F.: La conversazione diseguale. Carocci, Roma, 2000.
5. LUGLI L. e MIZZAU M.: L’ascolto. Il Mulino, Bologna.
6. FELE G. e PAOLETTI I.: L’interazione in classe. Mulino, Bologna, 2003.
7. PARISI D. (a cura di): Per una educazione linguistica razionale. Mulino, Bologna, 1979.
8. POGGI I. (a cura di): Le parole nella testa. Guida a un'educazione linguistica cognitivista. Mulino, Bologna 1987 (fuori stampa; reperibile presso la Biblioteca di Scienze dell’Educazione).
9. POGGI I.: La grammatica del significato. Un itinerario didattico. Mulino, Bologna, 1989.
10. LAKOFF G.: Non pensate all'elefante. Fusi Orari, Milano, 2006.
11. Battistelli P. (a cura di): Io penso che tu pensi… Le origini della comprensione della mente. Franco Angeli, Milano1997.
12. Arcidiacono F. (a cura di): Conflitti e interazione in famiglia. Carocci, Roma 2007.
13. Bazzanella C. Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
14. Cacciari C.: Psicologia del linguaggio. Il Mulino, Bologna 2011.
15. Domaneschi F. e Penco C.: Come non detto. Usi e abusi dei sottintesi. Laterza, Bari 2016.
16. Pennisi A. e Perconti P. (a cura di): Le scienze cognitive del linguaggio. Il Mulino, Bologna 2006.
17. Vicari S. e Caselli C. (a cura di) Neuropsicologia dello sviluppo. Il Mulino, Bologna 2007.
18. Belacchi C. e Benelli B.: Il significato delle parole. La competenza definitoria nello sviluppo tipico e atipico. Mulino, Bologna 2007.
19. Bruno N., Pavani F., Zampini M.: La percezione multisensoriale. Mulino Bologna 2010.
20. Cornoldi C., Meneghetti C., Moè A., e Zamperlin C.: Processi cognitivi, motivazione e apprendimento. Il Mulino, Bologna, 2018.
Particolarmente indicato per chi è interesato alla psicologia dell'insegnamento e dell'apprendimento
21. Instead of A book in Italian, three articles in English downloaded from the following websites:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
http://www.comunicazione.uniroma3.it/it/page/25/_/___22
(exposure in Italian)

Other examination texts as an alternative to those mentioned above may be communicated on the notice board or agreed with the teacher.

2. 6 CFU exam

For those who have to take the exam alone 6 CFU the program is as follows:
1. Rumiati R. e Lotto L. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2012.

2. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.

3. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012: solo i capitoli da 1 a 13.

.-.-.-.-.-.-.-.-.-.

3. Integration of 6 CFU

For those who have already taken an exam in Psicologia della Comunicazione from 6 CFU and must take the integration for another 6 CFU, the program is as follows:

a.
Di Giovanni P. (a cura di): Psicologia della comunicazione. Zanichelli, Bologna, 2007 (Chapters 3 to 7 inclusive).

b.
Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma, 1998 (Chapters 13 to the end, inclusive)

"From the 19th century newspaper till metropolitan journalists" its the journalism course based on chronical elements for the beginners. During the lessons its necessary to read quickly three newspaper and three web site or blog every day. The final examination will be with a test (could be in english or spanish) written in 30 lines and a second oral part in the same day.
During the lessons: the differences between hard and soft news, front page and home page, titles and text, form and content, traditional and citizen journalism. The analysis of the news begins from the actuality such as heartquote, terriristic attack and so on. What is an investigation, an interview, a campain and other examples of different kind of journalism.
Contents:
The structure of newspaper, the duties, the professional rules on paper, web and social network. The truth and the fake, trend topic and opinion leader.
How does it work an editorial office and an editorial staff. The differences between text on paper and on web, the traditional journalist and the citizen journalist. The importance of the source of a piece of information. The path to became a professional journalist.
The 5 w rule, the quote, the problems with the law.

Both "Giornalismo digitale" by Sergio Bulzoni and "Giornalismi e società" by Francesco Giorgino will be replace by text on the web in english.
Text and video be the italian 'Ordine dei Giornalismi about rules and duties will be replace by those of each country

The network as a tool for knowledge creation: Data, control and freedom.
The course aims at analysing the most common devices for sharing information in order to focus on risks and opportunities.
The communication technologies revolution faces a big transformation: the original open spaces are about to be substituted by private walled gardens, in which the user is welcomed as well as restrained.

The data mining activity – well-knows as big data technology – extraction of valuable pieces of information among those directly or indirectly offered by the users, represents one of the central elements of the network organization both in economical and social terms. These strategies pose not only privacy problems (as it is easily shown) but also problems relative to the knowledge model that seems to impose on humanities as well as social sciences. Such a model can be adopted, by using an epistemological approach that could foresee as well as a monitor human habits and behaviours.
We speak about platform capitalism and algorithmic governamentality. They attribute to the algorithms not only the commercial choices but also the social and political decisions that are relevant for pacific, civic citizenship practices. The opacity of the algorithms risks to undermine the democratic possibilities even in western democracies.

The course is based on a critical approach on the relationships between freedom and control within the digital communication devices. It tackles the question from the point of view of the interaction between freedom opportunities and control mechanisms, which stands at the core of practices and techniques of digital apparatuses, with special regards to their social, political, epistemological dimensions.
This course can be considered inside the area of critical enquiry on the philosophy of technology.

The recent revelations about Cambridge Analytica scandal and the enforcement of the European General Data protection regulation since last may 2018 clarify the crucial importance of the understanding the scope and the relevance of who is the actor who controls and collects personal data and which are the aims of such a collection. We need to establish clearly which are the limits of these activities of personal data monitoring and extraction.
The course concentrates on basic elements of information and media literacy in this area of research, in order to allow students to undertand what is at stake in the massive use of digital platforms.

Lovink G. (2016) the abyss of social media, Polity press, London.
Numerico T. (et al.), (2015) The digital humanist, Punctum Press, Brooklyn, cap. I-II e cap. V
Ippolita (2017) Tecnologie del dominio, Meltemi, Milano.

This is an introductive course to the persuasion strategies, that can help to uphold and confirm one’s own opinion. The major landmarks in the development of the debate between dialectics and rhetoric will be mentioned, and the basic elements of argumentation theory as well as the most relevant figures of speech will be analyzed. In addition to theoretical notions, practice exercises will coach students to recognize persuasion strategies in the texts, with special regard to advertising and journalistic ones.

1. Mortara Garavelli, Bice, Il parlar figurato. Manualetto di figure retoriche, Laterza, Bari-Roma, 2011.
2. Lo Cascio, Enzo, Persuadere e convincere oggi. Nuovo manuale dell'argomentazione, Academia, Milano, 2009 (chapters 1-5, 7, 11-12; 12 only §§ 12.1, 12.6-12.7).

Basic notions on meaning, lexical semantics, utterances, composition principle, basic notions on pragmatics, speech acts.

1) Mereu Lunella, La sintassi delle lingue del mondo, Laterza (capp. 2, 3 eccetto paragrafo 4, e del cap. 6 solo paragrafo 5).
2) Berruto Gaetano, La semantica, Zanichelli (capp. 1, 3, 4, 5 fino a pag. 89 + da pag. 115 a 120).
3) Andorno Cecilia, Che cos’è la pragmatica, Carocci editore.


As for 1 and 2, students will find the bibliographical materials at Copisteria Copiando.

Information and its codification.
Information and its processing
Information and its structure
Information and its languages
Information and the future of computer science

V. Michele Abrusci, Introduzione all'informatica (in preparazione)

The lessons aim at developing and refining students’ competences in English. Methods, techniques, and contents of the course will be shaped on the basis of the background knowledge and learning modalities and paces of the students.
In particular, the students will be trained to:

· learn and recognize most of the English grammar structures;
· learn some phonological characteristics of varieties of English spoken in Great Britain and the United States;
· understand journalistic and academic texts in English;
· recognize linguistic varieties through different texts.
The language of journalism and some aspects related to British and American journalism will be given specific relevance.
The goal of the course is for the students to develop all the competences in the foreign language (speaking, writing, listening, reading, communicative) through the active participation in the class activities and the use of authentic texts (newspaper and magazine articles, news reports, newscasts, news releases) and of the textbook. In this course, English language will be the tool to learning and reasoning both on aspects of language and on those connected with journalism as a profession. In class, students will be engaged in a number of individual and group activities which include the work on a personal learning portfolio.
Classes will be primarily taught in English. Participation and attendance are strongly recommended.

Di Ferrante, Laura, Pizziconi, Sergio, e Attardo Salvatore (2018). Discovering English Grammar and Variation. Pacini Editore.

Lakoff, G., & Brugman, C. (1987). The semantics of aux-inversion and anaphora constraints. In Linguistic Society of America meeting, San Francisco, CA.

Grammar for news
http://www.bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20150914135359954

The course introduces to the teoretical and political aspects of communication. A special attention will be drawn both on the concepts of culture, democracy and multiculturalism, and on the relationship between rationality and identity, interests and values, intercultural perspectives and political and identitarian conflicts, in global times.

- Dispense "Istituzioni filosofia politica" - reperibili alla copisteria di fronte alla facoltà
- F. Giardini, I nomi della crisi. Antropologia e politica, Kluwer 2017

THE COURSE DEALS WITH THE ORIGIN OF LANGUAGE FROM AN EVOLUTIONARY PERSPECTIVE. STARTING FROM THE COMPARISON BETWEEN HUMAN LANGUAGE AND ANIMAL COMMUNICATION, TWO THEORETICAL PROPOSALS WILL BE DISCUSSED: ON THE ONE HAND, THE HYPOTHESIS OF THOSE WHO ARGUE THAT HUMAN LANGUAGE HAS A CONTINUOUS RELATIONSHIP WITH THE COMMUNICATION SYSTEMS OF NONHUMAN ANIMALS (IN PARTICULAR, THOSE OF THE APES); ON THE OTHER HAND, THE HYPOTHESIS OF THOSE WHO, ON THE CONTRARY, BELIEVE THAT VERBAL COMMUNICATION CANNOT BE EXPLAINED IN A CONTINUISTIC FRAMEWORK. THE AIM IS TO PRESENT ARGUMENT IN FAVOR OF THE CONTINUISTIC MODELS THROUGHT THE IDEA THAT LANGUAGE IS ORIGINATED BY THE GESTURE SYSTEM.

- Ferretti F., Adornetti I., 2012, Dalla comunicazione al linguaggio. Scimmie, ominidi e umani in una prospettiva darwiniana, Mondadori Università, Milano.
- Adornetti I., 2016, Il linguaggio: origine ed evoluzione. Carocci, Roma.

Feelings and sentiments of our time

Texts
A. Mazzarella, Il male necessario. Etica ed estetica sulla scena contemporanea, Bollati Boringhieri, Torino 2014.
A. Mazzarella, Le relazioni pericolose. Sensazioni e sentimenti del nostro tempo, Bollati Boringhieri, Torino 2017.
D. DeLillo, Cosmopolis, Einaudi Torino 2003.
W. G. Sebald, Austerlitz, Adelphi, Milano 2006.

Filmography
D. Cronenberg, Cosmopolis (2012); S. McQueen, Shame (2011).