Carlo Goldoni's theater: readings from the "Holiday trilogy" and from the "Pamela fanciulla. Pamela maritata ”.
The course includes a complete reading and commentary on Carlo Goldoni's Holiday Trilogy, followed by an anthological reading of the dilogy entitled Pamela fanciulla. Pamela married.

1. Carlo Goldoni, Holiday trilogy (Recommended edition: Holiday trilogy, edited by F. Fido, Venezia, Marsilio, 2005).
2. Carlo Goldoni, Pamela maiden. Pamela maritata (Recommended edition: Pamela fanciulla. Pamela maritata, edited by I. Crotti, Venezia, Marsilio, 2002).
Critical bibliography for attending students
Carmelo Alberti, Goldoni, Rome, Salerno Editrice, 2004.
Siro Ferrone, Life and theater by Carlo Goldoni, Venice, Marsilio, 2014.Other more specific essays will be provided during the lessons. Texts and editions that are difficult to find will be photocopied and delivered to the copy shop.
Program for non-attending students
In addition to the program already indicated, students are expected to have knowledge of the following bibliography:
Goldoni's theater, curated by M. Pieri, Bologna, Il Mulino, 1993.
M. Baratto, Eighteenth-century theater literature in Italy: studies and readings on Carlo Goldoni, Venice, Neri Pozza, 1985.
Office hours
Thursday and Friday, from 2.00 pm to 3.00 pm (1st floor, Italian area, room no. 123).

Literature and politics in the twentieth century

The course aims to stimulate students to think about the relationship between politics and literature (mainly narrative) from the Italian Unitification to the 1980s.

TEXTS:
--AA.VV., Parole al potere, ed. Gabriele Pedullà, BUR 2019 (the introduction and the discourses by Cavour, Garibaldi, De Sanctis, Carducci, Labriola, Depretis, Giovanni Giolitti, D’Annunzio, Pascoli, Mussolini, Gramsci, Gentile, Bontempelli, Croce, Giannini, De Gasperi, Togliatti, Nenni, Levi, Moro, Berlinguer, Pasolini, Sciascia, Craxi, Pannella, Berlusconi)
--Federico De Roberto, L’imperio, ed.Gabriele Pedullà, Garzanti, 2019
--Luigi Pirandello, I vecchi e i giovani, ed. Massimo Onofri, Garzanti, 2008
--Vitaliano Brancati, “Il vecchio con gli stivali”, in Vitaliano Brancati, Il vecchio con gli stivali, Mondadori
--Italo Calvino, La giornata di uno scrutatore, Mondadori
--Nanni Balestrini, Gli invisibili, DeriveApprodi

SECONDARY BIBLIOGRAPHY:
--Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana, Einaudi 2012, vol. 3. (Dall’Unità d’Italia alla fine del Novecento)
--Marco Belpoliti, Settanta, Einaudi, 2010

SUPPLEMENTARY READINGS FOR THE STUDENTS WHO CANNOT ATTEND TO THE LESSONS:
--Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana, Einaudi 2012, vol. 3. (L’età di Milano e L’età di Torino)
--I discorsi di Parole al potere non inclusi nella selezione indicata sopra

The course will be divided into two parts. The first part (3 CFU) will deal with more theoretical issues and will focus, in particular, on Joyce autotranslation from English to French, on Queneau and on Meschonnic's translation of the Bible. The second part (3 CFU) will deal with specialized languages, with particular reference to the aspects concerning terminology of advertising and touristic texts.

S. Borutti, U. Heidmann, La Babele in cui viviamo. Traduzioni, riscritture, culture, Bollati Boringhieri 2012
J. Risset, « Joyce traduit par Joyce », in L. Santone (a cura di), J. Risset, Scritti su Joyce, Bulzoni 2019, pp. 23-61
U. Eco, « Il caso Queneau e il caso Joyce », in Dire quasi la stessa cosa, Bompiani 2003
M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875

The course aims to analyse and to translate Hispanci essayistic prose. Guided by the teacher, students will learn techniques of the expositive and argumentative writings in Spanish and translation’s strategies and they will focus primarily on the strategies and thinking of Ortega y Gasset.

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, España invertebrada y otros ensayos, Madrid, Alianza Editorial, 2014.
Ortega y Gasset, La deshumanización del arte, Madrid, Biblioteca Nueva, 2015.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario).
Ángel Ganivet, Idearium español, ed. José Luis Abellán, Madrid, Biblioteca Nueva, 2015.

Additional mandatory material for students who have failed their final tests and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Gracía, Jordi - Ródenas, Domingo, El ensayo español Siglo XX, Barcelona, Crítica, 2009 or Fuente Rodríguez, Catalina - Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.

French literature of the 16th century: Les Essais de Montaigne and the writing of the ego
The course will investigate the traces of autobiographical writing in the Essais of Montaigne, through a critical reading of some of the most representative essays. The study of the texts will be an opportunity to deepen some of the peculiar aspects of French culture and literature of the sixteenth century.

Storia europea della letteratura francese, vol. I: Lionello Sozzi, Il Cinquecento, Torino, Einaudi, PBE, 2013
Montaigne, Essais I, II, III. Edizione consigliata: Bompiani, Classici della letteratura europea, a cura di F. Garavini e A. Tournon, con testo italiano a fronte, 2012.

A selection of Essais to study in detail will be proposed at lesson

The course focuses on listening skills in L2, teaching listening in L2 and the relationship between listening and intercomprehension.

One volume:
1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.

4 Artiles on listening comprehension in L2 :

1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.

2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108

3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com

4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210

Il corso presenterà, a partire dalla lettura analitica di alcuni brani rappresentativi dei principali generi della letteratura delle origini, l’emergere e il consolidarsi, nel Medioevo romanzo, dei valori insieme etici ed estetici della cortesia. Sarà messa altresì in luce la ripresa e la rielaborazione di motivi, topoi e ideali cortesi da parte dei poeti italiani delle Origini, dalla lirica siciliana fino ai capolavori di Dante, Petrarca e Boccaccio.

- Dante Alighieri, Vita nuova, a cura di S. Carrai, BUR, 2009 (o altre edizioni);
- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989;
– M. Mancini, La gaia scienza dei trovatori, Trento, Luni editrice, 2000 (o ristampe successive), capp. 2 e 4;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- A. Fassò, Gioie cavalleresche. Barbarie e civiltà fra epica e lirica medievale, Roma, Carocci, 2005;
- Giovanni Boccaccio – Francesco Petrarca, Griselda, a cura di L.C. Rossi, Palermo, Sellerio, 1990.
Altri saggi saranno indicati durante le lezioni.

Data la complessità del corso è consigliata la frequenza.
Eventuali studenti non frequentanti devono mettersi in contatto con la docente per concordare un programma alternativo.

The course will be divided into two parts. The first part (3 CFU) will deal with more theoretical issues and will focus, in particular, on Joyce autotranslation from English to French, on Queneau and on Meschonnic's translation of the Bible. The second part (3 CFU) will deal with specialized languages, with particular reference to the aspects concerning terminology of advertising and touristic texts.

S. Borutti, U. Heidmann, La Babele in cui viviamo. Traduzioni, riscritture, culture, Bollati Boringhieri 2012
J. Risset, « Joyce traduit par Joyce », in L. Santone (a cura di), J. Risset, Scritti su Joyce, Bulzoni 2019, pp. 23-61
U. Eco, « Il caso Queneau e il caso Joyce », in Dire quasi la stessa cosa, Bompiani 2003
M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875

The course aims to analyse and to translate Hispanci essayistic prose. Guided by the teacher, students will learn techniques of the expositive and argumentative writings in Spanish and translation’s strategies and they will focus primarily on the strategies and thinking of Ortega y Gasset.

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, España invertebrada y otros ensayos, Madrid, Alianza Editorial, 2014.
Ortega y Gasset, La deshumanización del arte, Madrid, Biblioteca Nueva, 2015.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario).
Ángel Ganivet, Idearium español, ed. José Luis Abellán, Madrid, Biblioteca Nueva, 2015.

Additional mandatory material for students who have failed their final tests and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Gracía, Jordi - Ródenas, Domingo, El ensayo español Siglo XX, Barcelona, Crítica, 2009 or Fuente Rodríguez, Catalina - Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.

French literature of the 16th century: Les Essais de Montaigne and the writing of the ego
The course will investigate the traces of autobiographical writing in the Essais of Montaigne, through a critical reading of some of the most representative essays. The study of the texts will be an opportunity to deepen some of the peculiar aspects of French culture and literature of the sixteenth century.

Storia europea della letteratura francese, vol. I: Lionello Sozzi, Il Cinquecento, Torino, Einaudi, PBE, 2013
Montaigne, Essais I, II, III. Edizione consigliata: Bompiani, Classici della letteratura europea, a cura di F. Garavini e A. Tournon, con testo italiano a fronte, 2012.

A selection of Essais to study in detail will be proposed at lesson

Il corso presenterà, a partire dalla lettura analitica di alcuni brani rappresentativi dei principali generi della letteratura delle origini, l’emergere e il consolidarsi, nel Medioevo romanzo, dei valori insieme etici ed estetici della cortesia. Sarà messa altresì in luce la ripresa e la rielaborazione di motivi, topoi e ideali cortesi da parte dei poeti italiani delle Origini, dalla lirica siciliana fino ai capolavori di Dante, Petrarca e Boccaccio.

- Dante Alighieri, Vita nuova, a cura di S. Carrai, BUR, 2009 (o altre edizioni);
- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989;
– M. Mancini, La gaia scienza dei trovatori, Trento, Luni editrice, 2000 (o ristampe successive), capp. 2 e 4;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- A. Fassò, Gioie cavalleresche. Barbarie e civiltà fra epica e lirica medievale, Roma, Carocci, 2005;
- Giovanni Boccaccio – Francesco Petrarca, Griselda, a cura di L.C. Rossi, Palermo, Sellerio, 1990.
Altri saggi saranno indicati durante le lezioni.

Data la complessità del corso è consigliata la frequenza.
Eventuali studenti non frequentanti devono mettersi in contatto con la docente per concordare un programma alternativo.

Techniques of composition and transmission of medieval Germanic texts.

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

Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

- Krapp, George Philip and Dobbie, Elliott Van Kirkhe, Anglo-Saxon poetic records: a collective edition, 6 voll., New York: Columbia University Press1931-1953.
- Treharne, Elaine, Old and Middle English c.890-c.1450: An Anthology, Oxford : Wiley-Blackwell 2009.
- Wogan-Browne, Jocelyn et alii, The Idea of the Vernacular: an Anthology of Middle English Literary Theory, 1280-1520, Exeter: University of Exeter Press 1999.
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/
- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain

The course focuses on listening skills in L2, teaching listening in L2 and the relationship between listening and intercomprehension.

One volume:
1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.

4 Artiles on listening comprehension in L2 :

1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.

2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108

3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com

4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210

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

- Cecilia Andorno, Che cos'è la pragmatica linguistica. Roma, Carocci, 2005.
- Lombardi Vallauri, E. La struttura informativa. Forma e funzione negli enunciati linguistici, Roma, Carocci, 2009.
- Lombardi Vallauri, E. La ingua disonesta. Bologna, il Mulino, 2019.

The student will acquire advanced language and communication skills in written and oral production in Portuguese through the development of an in-depth knowledge of the phenomena of language variation at the diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the multiple proximities that characterize the relationship with the Spanish language and, in general, the link with the common Romance matrix at various linguistic levels will be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed, exploiting the applications of Intercomprehension in teaching for schools of various levels. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for training in the teaching of Italian as a foreign language.

Bonvino, E., Pippa, S. (2015), “Il portoghese e l’intercomprensione nella didattica della traduzione verso l’italiano”, Repères-Dorif, http://www.dorif.it/ezine/ezine_articles.php?art_id=249
Ataliba T. de Castilho (2010), Gramática do Português brasileiro, São Paulo, Contexto, pp. 197-224.
Fundação Calouste Gulbenkian (2013), Gramática do Português - Volume I, Gulbenkian, Lisboa, pp. 67-178.
De Carlo M. (a cura di) (2011), Intercomprensione e educazione al plurilinguismo, Porto S. Elpidio, Wizarts editore.
Gonçalves, Perpétua (2010), A génese do Português de Moçambique, Lisboa, Imprensa Nacional-Casa da Moeda, pp. 13-62.
Pippa, S. (2017), “Do português para italiano: aprender a ler e compreender o texto com Eurom5”, in De volta ao futuro da língua portuguesa - Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa (8-11/10/2015), Lecce, SIBA Università del Salento, pp. 4653-4664.
Pippa, S. (2018), “Em direção à língua ‘autêntica’: a variação linguística na didática do português brasileiro na Itália”, Rivista di Studi portoghesi e brasiliani, XIX, pp. 117-125.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.

English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.

1. Nicola Galloway and Heath Rose, 2015, Introducing Global Englishes, London: Routledge. ISBN 978-0-415-83532-9

2. Enrico Grazzi, 2018, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram. ISBN 978-88-6458-178-1

ÜBy comparing two opposite and complementary aspects of contemporary translation - Hans G. Hönig's functionalist-cognitivist approach and Antoine Berman's "literal" approach - the course aims to offer theoretical tools that deal with fundamental aspects of language, communication and the transit of texts from one culture to another. Lessons will be alternated with analysis of students' translations to deepen theoretical discourse with practice on various textual genres. In addition, the main dictionaries, online and on paper, with their functions, will be systematically thematized.

Hans G. Hönig, Konstruktives Übersetzen, 3. Aufl., Stauffenburg 2010.
Antoine Berman, La traduzione e la lettera o l’albergo nella lontananza, Quodlibet 2003.

The course involves the analysis of vocabulary and stylistics of modern Russian literary texts in connection with the problems of Russian-Italian translation.
a/ review of the grammar system
b/ lexicon and stylistic analysis of modern Russian literary texts

Analysis materials are provided to students during the course.



Daniela Bonciani. Bliže k Rossii. M. 2004
Laskareva E. Čistaja grammatika. Spb. 2017

The dissemination of classics through cinema and television: critical perspectives and educational applications.

The course will be structured around the following aspects to be explored:
- Theories of intermediate adaptation and rewriting
- Practices of adapting the classics of Spanish literature, with particular reference to the works studied
- Intermediate rewrites as educational tools: building units and materials for learning classics through film

Literary works (as a prerequisite)
Opere letterarie di riferimento (la cui lettura e conoscenza è da considerarsi un prerequisito)
Fernando de Rojas, La Celestina, Madrid, Castalia
Anónimo, Lazarillo de Tormes, edición de Francisco Rico, Madrid, Cátedra
Miguel de Cervantes, Don Quijote de la Mancha, edición del Instituto Cervantes a cargo de Francisco Rico, Barcelona, Crítica
Lope de Vega, Il cane dell’ortolano/El perro del hortelano, edición de Fausta Antonucci y Stefano Arata, Napoli, Liguori

Film (estratti significativi dei seguenti film saranno proiettati e commentati in aula)
La Celestina (1969), dir. y guion César Fernández Ardavín
La Celestina (1996), dir. Gerardo Vera, guion Rafael Azcona
Lazarillo de Tormes (1959), dir. César Fernández Ardavín
Lázaro de Tormes (2000), dir. y guion Fernando Fernán Gómez
El Pícaro (1974), dir. y guion Fernando Fernán Gómez
I Picari (1987), dir. Mario Monicelli, guion Leonardo Benvenuti, Piero De Bernardi, Suso Cecchi D’Amico, Mario Monicelli
Don Chisciotte (1984), dir. Maurizio Scaparro, guion Rafael Azcona, Maurizio Scaparro, Tullio Kezich
Don Kikhot (1957), dir. Grigorij Kozintsev, guion Eugenij Shvarts.
Don Quichotte (1933), dir. Gerog Wilhelm Pabst, guion Paul Morand, Georg Wilhelm Pabst
Don Quijote de Orson Welles (1992), dir. Orson Welles, guion Orson Welles, Jesús Franco
The man who killed Don Quixote (2018), dir. y guion Terry Gilliam
Lost in La Mancha (2001), dir. y guion Keith Fulton, Louis Pepe
El perro del hortelano (1996), dir. Pilar Miró, guion Pilar Miró y Rafael Pérez Sierra

BIBLIOGRAFIA
Supporto critico, metodologico e di storia letteraria
CRITICA
a) Su La Celestina
Dispensa di brevi saggi critici fornita dal docente
Peter Russell, «Introducción» (nell’edizione obbligatoria in programma)

b) Sul Lazarillo
Claudio Guillén, «La disposición temporal del Lazarillo de Tormes», Hispanic Review, 25, 1957, pp. 264-279 (messo a disposizione dal docente)
Francisco Rico, La novela picaresca y el punto de vista, Barcelona, Seix Barral (alcune parti messe a disposizione dal docente)

c) Sul Quijote
Edward C. Riley, Teoría de la novela en Cervantes, Madrid, Taurus (parti indicate dal docente)
Alcuni dei saggi anteposti all’edizione del Don Quijote obbligatoria in programma

d) Su El perro del hortelano
Fausta Antonucci, Stefano Arata, «Introduzione» (nell’edizione obbligatoria in programma)
Ignacio Arellano, Historia del teatro español del siglo XVII, Madrid, Cátedra (parti indicate dal docente)

METODOLOGIA
Simone Trecca, Filmicidad/Literariedad/Teatralidad. La diseminación intermedial de tres clásicos españoles, Madrid, Visor
Ogni studente, in base al programma di lavoro assegnato in aula (vedi sezione VERIFICA DELL’APPRENDIMENTO), riceverà un pacchetto personalizzato di materiali critici sulle riscritture intermediali delle opere in programma e sulla didattica della letteratura attraverso gli audiovisivi.

STORIA DELLA CIVILTA’ E DELLA LETTERATURA SPAGNOLA
Agli studenti che all’inizio del corso manifestino significative lacune nella conoscenza della storia della civiltà e della letteratura spagnola, con speciale attenzione al Siglo de Oro e all’epoca contemporanea (vedi sezione PREREQUISITI), saranno consigliate adeguate letture di supporto.

The course aims to show students the artistic and literary reworking of political violence in Argentina during the years of military dictatorship (1976-1983), as presented in some recent artistic products (novels, plays, photographic exhibitions). In a perspective that places Argentinian authoritarianism within a broader Latin American framework, the works will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the artistic products in the program will be analyzed.

- L. Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016.
- G. Bialet, Los sapos de la memoria, Córdoba, CB Ediciones, 2010.
- E. Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- N. Vaisman, “Postmemoria y memoria desaparecida en dos obras de la posdictadura argentina”, in J. Blejmar, S. Mandolessi, M.E. Perez, El pasado inasequible. Desaparecidos, hijos y combatientes en el arte y la literatura del nuevo milenio, Buenos Aires, Eudeba, 2018, pp. 185-202.
- A. Longoni, L. Verzero, “Mi vida después. Itinerario de un teatro vivo. Entrevista con Lola Arias”, Cása de las Américas – Revista Conjunto, n. 162, enero-marzo 2012.
- S. Nanni, “Testimonio y ficción en ámbito escolar y judicial: Los sapos de la memoria de G. Bialet”, in G. Nuzzo (a cura di), Letteratura testimoniale e costruzione della storia, Salerno, Oèdipus, 2019, pp. 355-372.
- S. Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.

The course aims to show students the literary reworking of political violence in Brazil during the years of military dictatorship (1964-1985), as presented in some recent novels. In a perspective that places Brazilian authoritarianism within a broader Latin American framework, literary texts will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the novels in the program will be analyzed.

Bernardo Kucinski, K. Relato de uma busca, São Paulo, Cosac Naify, 2014 (2011) [tr.it. K o la figlia desaparecida, Firenze, Giuntina, 2016]

G. Agamben, Quel che resta di Auschwitz. L’archivio e il testimone, Torino, Bollati Boringhieri, 1998.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

Title: “Women ‘Martyrs’: Rethinking Conrad Through His Female Figures”


Program:

Conrad’s female figures are not simply characters, they are not bodies, embodiments of a theme, certainly they are not manifestations of their author’s contorted relationship with sex, as mainstream Conrad criticism has argued now for sixty years. They are a presence, in his texts, that lends a dramatic, theatrical dimension to the flow of words composing the narrative. Through them, the author gave representation to his tragic vision of the human condition – which is the ultimate meaning of his art. Through a close-reading of three central novels in his opus, an attempt will be made to show that while the female characters are marginalized in the plots of Conrad’s novels, the authorial manipulation of their narrative structures from Heart of Darkness onwards appears to create a «tragic scene» in which a woman figures prominently. This way, the tracing of a particular theme will become in fact an opportunity to examine a unique experimentation in forms and narrative structure.

During the course the instructor will engage students in a seminar activity on one of the masterpieces of 20th-century English poetry , T.S. Eliot's Four Quartets.

Texts:

Novels
Joseph Conrad, The Secret Agent
Joseph Conrad, Chance
Joseph Conrad, Victory


Criticism:

Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere, Carocci, 2019

The student will be involved in thinking about the relationships between poetry, theater, the visual arts, the verbal language, and the graphic forms of art as they interrelate with politics in the context of the first and second part of the 20th century and beyond, into the next Millennium. Single poets, who had as a model and inspirer pre-Romantic William Blake, such as William Carlos Williams, Kenneth Patchen, and Lawrence Ferlinghetti, international artists such as Blaise Cendrars, Marcel Duchamp, Filippo Tommaso Marinetti and Jean-Louis Basquiat, American painters like Andy Warhol and Keith Haring, experimental figures of performance, such as Julian Beck and Judith Malina of the Living Theater, female film director Shirley Clarke. and the avangardists involved in 'OH! Calcutta' exploding off-Broadway in 1968, as well as unique Mickey Mouse fan Ronnie Cutrone -- all of them tended to promote the marriage between verbal matter and the iconographic dimension. Beside supplying the presentation of the work, both textual, aural, and visual, for the students to absorb as an updated collection of contemporary culture, where genres and styles mix and match to give birth to innovative forms, the students will be led to acquire a critical-theoretical framework within which to handle such subversive and anticommercial creations independently, and be encouraged to develop new and attractive methods of teaching literature to schoolchildren.

Module 1-6 CFU The exam will be in English

TEXTS
Poetry
*Lawrence Ferlinghetti, "Away above a Harborful" In 'Pictures of the Gone World' San Francisco, Pocket Poets Series, City Lights Publications, 1955.
*Kenneth Patchen, “Picture Poems', https://www.pinterest.it/pin/38773246761932816/?autologin=true
Prose
*Nathaniel Hawthorne, “Young Goodman Brown”
Drama
*Tennessee Williams, A Streetcar Named Desire, directed by Elia Kazan, versione integrale del film (Biblioteca DAMS) Per il play, qualsiasi edizione.
Kenneth Tynan et al. Oh! Calcutta! (cfr. www) Per lo script (online), vedi link: https://archive.org/details/ohcalcuttaentert00tyna -- OPTIONAL
Cinema
*Video: "Portrait of Jason", directed by Shirley Clarke (Videoteca del Dipartimento).
Video: The Watermelon Woman by Cheryl Dunye (online) -- OPTIONAL
*Video: Stranger Inside, directed by Cheryl Dunye (Amazon.it, online orders)

Modulo 7-12 CFU
TEXT
E. O'Neill, "Desire under the Elms", "A Long Day's Journey into Night"
T. Williams, "A Streetcar Named Desire"
A. Miller, "Death of a Salesman"
The students can choose texts from the different editions. Biblioteca Petrocchi keeps most of them, retrievable through "discovery".

The module proposes the analysis of several textes of Franz Kafka with a special focus on their historical-cultural and psychoanalitic dimension, but also on their transmedial adaptations.

Opere di Kafka
Gesammelte Werke, Fischer, Frankfurt a. M. 1983 ss.

The house in Russian culture and literature (Kommunal'naia kvartira)
The course will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.

Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni

Course program

Grammar of the Old Slavic language exemplified by the analysis of selected passages from ancient Slavic works:
- phonetics;
- morphology - the nominal system;
- morphology - the verbal system;
- the morpho-syntactic peculiarities of the ancient Slavic and some problems of translation.
Critical-textual problems of the works analysed.

Ancient Slavic texts for analysis (included in PDF in the special page of the teacher on the website of the Department of Foreign Languages, Literatures and Cultures):
- Preghiera Alfabetica;
- Della Lettere del Monaco Chrabar;
- Vita di s. Cirillo (brani scelti).

The significance of landscape in Medieval English Literature
Through the reading of a selection of passages from works of prose and poetry of the Old and Middle English literary tradition (Chaucer and the Gawain’poet), the main features of landscape representations in medieval English literature will be identified. The relevance of naturalistic descriptions and the way they interact with the main characters or situations of the works analysed will be also addressed through references to other works of the Germanic world, mainly German and Norse.

The philological-literary analysis of these texts will be combined with an outline of the fundamental changes of the English language through the centuries.

Texts

- G. Brunetti (ed.), Beowulf, Roma: Carocci, (selection of passages).
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin 1987 (selection of passages) .
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/index.htm
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007 (selections of passages).
- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)

Texts and essays:

- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.
- Derek Pearsall and Elizabeth Salter, Landscapes and Seasons of the Medieval World, Toronto: University of Toronto Press, 1973.
- Paul Zumthor, La misura del mondo. La rappresentazione dello spazio nel Medio Evo, Bologna, Il mulino, 1995.
- Nicholas Howe,, “The Landscape of Anglo-Saxon England: Inherited, Invented, Imagined.” In Inventing Medieval Landscapes: Senses of Place in Western Europe, edited by John Howe and Michael Wolfe, 91-112. Gainsville: University Press of Florida, 2002.
- Margaret Gelling, The landscape of Beowulf, in AngloSaxon England, 32 (2001), pp. 7-11.
- H. Appleton, The Insular Landscape of the Old English Poem The Phoenix, in Neophilologus 101 (2017), pp. 585–602.
- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight .' Chaucer Review 36, 3 (2002), pp. 209-27.
- Michael W.George, Gawain’s Struggle with Ecology: Attitudes Toward the Natural World in Sir Gawain and the Green Knight, in The Journal of Ecocriticism 2, no. 2 (July 2010), pp. 30–44.
- Olson, Paul A., 'Chaucer's Merchant and January's “Hevene in Erthe Heere”, in ELH 28, n. 3 (1961), pp. 203-214.

History of medieval English literature:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (Chapters 1,2,6,21,26)
- P. Boitani, La letteratura del Medioevo inglese, Roma, Carocci 2001.

History of the English language:
- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 2009.

Textual criticism:
- Anna Maria Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Roma-Bari: Laterza 2004 (Parts II e III).

A variety of additional materials (critical editions, glossaries, critical essays etc.) will be provided during the course.

Nicoletta Francovich Onesti, Filologia Germanica. Lingue e culture dei Germani antichi, Roma: Carocci 2004

Nicoletta Francovich Onesti / Maria Rita Digilio, Breve storia della lingua inglese, Roma: Carocci 2004

David Wallace (ed.), The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 - Da integrare con (fino alla riapertura al pubblico della Biblioteca Umanistica: https://discovery.sba.uniroma3.it/primo-explore/fulldisplay?docid=TN_gutenberg_s37342&context=PC&vid=39CAB_V1&lang=it_IT&search_scope=ALL&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,%20medieval%20english%20literature

(Laura Mancinelli, Da Carlomagno a Lutero, Torino: Bollati Boringhieri 1996) DA SOSTITUIRE CON: Roberta L. Krueger (ed.), The Cambridge Companion to Medieval Romance, Cambridge: The Cambridge University Press 2002 - Esclusi i capp. 2, 8, 10, 12, 15.

Laura Mancinelli, I Nibelunghi, Torino: Einaudi 1972

Francesca Gambino, Thomas. Tristano e Isotta, Modena: Mucchi 2014

Claire Fennell (a cura di), Sir Tristrem. La storia di Tristano in Inghilterra, Milano / Trento: Luni 2000

Altri eventuali testi saranno comunicati durante il corso.
I non frequentanti sono tenuti a contattare la docente almeno tre mesi prima dell'appello previsto.

The most recent developments in multicultural Italian literature will be framed in the thirty-year history of migrant literature in the italian cultural context. Both in the field of Italian-speaking poetry and of translingual fiction, comparative analysis will be proposed, with reference to other cultural, linguistic and artistic expression codes. Finally, the analysis will be extended to the recent fortune, among the autochthonous Italian writers, of the storytelling of migration

U. Fracassa, "New frontiers of Italian migration literature", in Migrant Writings, 11 2017.
M. Lecomte, Italian-speaking transnational poetry. Of a poetic elsewhere (1960-2016), Cesati, 2018

General part. An overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. Two aspects will be discussed in detail: 1) the characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, and 2) how to manipulate written input for comprehensibility and learnability (simplification vs elaboration of written texts).

Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017 (parte prima)

Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018 (chapters by Cortés Velásquez e Nuzzo; Borro; Lania e Mastrocesare).

Amoruso C., In parole semplici. La riscrittura funzionale dei testi nella classe plurilingue, Palumbo, Palermo, 2010 (chapters 2, 4 and 5).

The course focuses on language pathologies, with particular attention to the deficits related to the discursive communication. Among the cases discusses, there are the communicative deficits characterizing pathologies such as autism, schizophrenia, and traumatic brain injury. In such cases, as well as in many neuropsychological and psychopathological disorders, the communicative impairments mainly concern the level of discourse and depend on deficits that primarily involve the cognitive dimension, rather than the linguistic one. Thus, the study of discourse disorders is particularly useful to investigate a more general question that is extremely relevant from a theoretical point of view: the relationships between language and cognition.

Mandatory:

- Adornetti I., 2018, Patologie del linguaggio e della comunicazione. Carocci, Roma


One book among the following:

- Bambini V., 2017, Il cervello pragmatico, Carocci (Le Bussole), Roma.
- Cardella V., 2013, Perdersi nei giochi linguistici. Schizofrenia, filosofia del linguaggio e scienze cognitive, Corisco, Roma-Messina.
- Surian, L., 2002, Autismo. Indagini sullo sviluppo mentale, Laterza, Roma-Bari.

The student will acquire advanced language and communication skills in written and oral production in Portuguese through the development of an in-depth knowledge of the phenomena of language variation at the diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the multiple proximities that characterize the relationship with the Spanish language and, in general, the link with the common Romance matrix at various linguistic levels will be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed, exploiting the applications of Intercomprehension in teaching for schools of various levels. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for training in the teaching of Italian as a foreign language.

Bonvino, E., Pippa, S. (2015), “Il portoghese e l’intercomprensione nella didattica della traduzione verso l’italiano”, Repères-Dorif, http://www.dorif.it/ezine/ezine_articles.php?art_id=249
Ataliba T. de Castilho (2010), Gramática do Português brasileiro, São Paulo, Contexto, pp. 197-224.
Fundação Calouste Gulbenkian (2013), Gramática do Português - Volume I, Gulbenkian, Lisboa, pp. 67-178.
De Carlo M. (a cura di) (2011), Intercomprensione e educazione al plurilinguismo, Porto S. Elpidio, Wizarts editore.
Gonçalves, Perpétua (2010), A génese do Português de Moçambique, Lisboa, Imprensa Nacional-Casa da Moeda, pp. 13-62.
Pippa, S. (2017), “Do português para italiano: aprender a ler e compreender o texto com Eurom5”, in De volta ao futuro da língua portuguesa - Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa (8-11/10/2015), Lecce, SIBA Università del Salento, pp. 4653-4664.
Pippa, S. (2018), “Em direção à língua ‘autêntica’: a variação linguística na didática do português brasileiro na Itália”, Rivista di Studi portoghesi e brasiliani, XIX, pp. 117-125.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.

English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.

1. Nicola Galloway and Heath Rose, 2015, Introducing Global Englishes, London: Routledge. ISBN 978-0-415-83532-9

2. Enrico Grazzi, 2018, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram. ISBN 978-88-6458-178-1

ÜBy comparing two opposite and complementary aspects of contemporary translation - Hans G. Hönig's functionalist-cognitivist approach and Antoine Berman's "literal" approach - the course aims to offer theoretical tools that deal with fundamental aspects of language, communication and the transit of texts from one culture to another. Lessons will be alternated with analysis of students' translations to deepen theoretical discourse with practice on various textual genres. In addition, the main dictionaries, online and on paper, with their functions, will be systematically thematized.

Hans G. Hönig, Konstruktives Übersetzen, 3. Aufl., Stauffenburg 2010.
Antoine Berman, La traduzione e la lettera o l’albergo nella lontananza, Quodlibet 2003.

The course involves the analysis of vocabulary and stylistics of modern Russian literary texts in connection with the problems of Russian-Italian translation.
a/ review of the grammar system
b/ lexicon and stylistic analysis of modern Russian literary texts

Analysis materials are provided to students during the course.



Daniela Bonciani. Bliže k Rossii. M. 2004
Laskareva E. Čistaja grammatika. Spb. 2017

The dissemination of classics through cinema and television: critical perspectives and educational applications.

The course will be structured around the following aspects to be explored:
- Theories of intermediate adaptation and rewriting
- Practices of adapting the classics of Spanish literature, with particular reference to the works studied
- Intermediate rewrites as educational tools: building units and materials for learning classics through film

Literary works (as a prerequisite)
Opere letterarie di riferimento (la cui lettura e conoscenza è da considerarsi un prerequisito)
Fernando de Rojas, La Celestina, Madrid, Castalia
Anónimo, Lazarillo de Tormes, edición de Francisco Rico, Madrid, Cátedra
Miguel de Cervantes, Don Quijote de la Mancha, edición del Instituto Cervantes a cargo de Francisco Rico, Barcelona, Crítica
Lope de Vega, Il cane dell’ortolano/El perro del hortelano, edición de Fausta Antonucci y Stefano Arata, Napoli, Liguori

Film (estratti significativi dei seguenti film saranno proiettati e commentati in aula)
La Celestina (1969), dir. y guion César Fernández Ardavín
La Celestina (1996), dir. Gerardo Vera, guion Rafael Azcona
Lazarillo de Tormes (1959), dir. César Fernández Ardavín
Lázaro de Tormes (2000), dir. y guion Fernando Fernán Gómez
El Pícaro (1974), dir. y guion Fernando Fernán Gómez
I Picari (1987), dir. Mario Monicelli, guion Leonardo Benvenuti, Piero De Bernardi, Suso Cecchi D’Amico, Mario Monicelli
Don Chisciotte (1984), dir. Maurizio Scaparro, guion Rafael Azcona, Maurizio Scaparro, Tullio Kezich
Don Kikhot (1957), dir. Grigorij Kozintsev, guion Eugenij Shvarts.
Don Quichotte (1933), dir. Gerog Wilhelm Pabst, guion Paul Morand, Georg Wilhelm Pabst
Don Quijote de Orson Welles (1992), dir. Orson Welles, guion Orson Welles, Jesús Franco
The man who killed Don Quixote (2018), dir. y guion Terry Gilliam
Lost in La Mancha (2001), dir. y guion Keith Fulton, Louis Pepe
El perro del hortelano (1996), dir. Pilar Miró, guion Pilar Miró y Rafael Pérez Sierra

BIBLIOGRAFIA
Supporto critico, metodologico e di storia letteraria
CRITICA
a) Su La Celestina
Dispensa di brevi saggi critici fornita dal docente
Peter Russell, «Introducción» (nell’edizione obbligatoria in programma)

b) Sul Lazarillo
Claudio Guillén, «La disposición temporal del Lazarillo de Tormes», Hispanic Review, 25, 1957, pp. 264-279 (messo a disposizione dal docente)
Francisco Rico, La novela picaresca y el punto de vista, Barcelona, Seix Barral (alcune parti messe a disposizione dal docente)

c) Sul Quijote
Edward C. Riley, Teoría de la novela en Cervantes, Madrid, Taurus (parti indicate dal docente)
Alcuni dei saggi anteposti all’edizione del Don Quijote obbligatoria in programma

d) Su El perro del hortelano
Fausta Antonucci, Stefano Arata, «Introduzione» (nell’edizione obbligatoria in programma)
Ignacio Arellano, Historia del teatro español del siglo XVII, Madrid, Cátedra (parti indicate dal docente)

METODOLOGIA
Simone Trecca, Filmicidad/Literariedad/Teatralidad. La diseminación intermedial de tres clásicos españoles, Madrid, Visor
Ogni studente, in base al programma di lavoro assegnato in aula (vedi sezione VERIFICA DELL’APPRENDIMENTO), riceverà un pacchetto personalizzato di materiali critici sulle riscritture intermediali delle opere in programma e sulla didattica della letteratura attraverso gli audiovisivi.

STORIA DELLA CIVILTA’ E DELLA LETTERATURA SPAGNOLA
Agli studenti che all’inizio del corso manifestino significative lacune nella conoscenza della storia della civiltà e della letteratura spagnola, con speciale attenzione al Siglo de Oro e all’epoca contemporanea (vedi sezione PREREQUISITI), saranno consigliate adeguate letture di supporto.

The course aims to show students the artistic and literary reworking of political violence in Argentina during the years of military dictatorship (1976-1983), as presented in some recent artistic products (novels, plays, photographic exhibitions). In a perspective that places Argentinian authoritarianism within a broader Latin American framework, the works will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the artistic products in the program will be analyzed.

- L. Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016.
- G. Bialet, Los sapos de la memoria, Córdoba, CB Ediciones, 2010.
- E. Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- N. Vaisman, “Postmemoria y memoria desaparecida en dos obras de la posdictadura argentina”, in J. Blejmar, S. Mandolessi, M.E. Perez, El pasado inasequible. Desaparecidos, hijos y combatientes en el arte y la literatura del nuevo milenio, Buenos Aires, Eudeba, 2018, pp. 185-202.
- A. Longoni, L. Verzero, “Mi vida después. Itinerario de un teatro vivo. Entrevista con Lola Arias”, Cása de las Américas – Revista Conjunto, n. 162, enero-marzo 2012.
- S. Nanni, “Testimonio y ficción en ámbito escolar y judicial: Los sapos de la memoria de G. Bialet”, in G. Nuzzo (a cura di), Letteratura testimoniale e costruzione della storia, Salerno, Oèdipus, 2019, pp. 355-372.
- S. Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.

The course aims to show students the literary reworking of political violence in Brazil during the years of military dictatorship (1964-1985), as presented in some recent novels. In a perspective that places Brazilian authoritarianism within a broader Latin American framework, literary texts will be analyzed through tools and methodologies related to Trauma Studies and testimonial literature.
In a first phase, the general concepts will be presented and the historical context reconstructed. Subsequently, the novels in the program will be analyzed.

Bernardo Kucinski, K. Relato de uma busca, São Paulo, Cosac Naify, 2014 (2011) [tr.it. K o la figlia desaparecida, Firenze, Giuntina, 2016]

G. Agamben, Quel che resta di Auschwitz. L’archivio e il testimone, Torino, Bollati Boringhieri, 1998.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

Title: “Women ‘Martyrs’: Rethinking Conrad Through His Female Figures”


Program:

Conrad’s female figures are not simply characters, they are not bodies, embodiments of a theme, certainly they are not manifestations of their author’s contorted relationship with sex, as mainstream Conrad criticism has argued now for sixty years. They are a presence, in his texts, that lends a dramatic, theatrical dimension to the flow of words composing the narrative. Through them, the author gave representation to his tragic vision of the human condition – which is the ultimate meaning of his art. Through a close-reading of three central novels in his opus, an attempt will be made to show that while the female characters are marginalized in the plots of Conrad’s novels, the authorial manipulation of their narrative structures from Heart of Darkness onwards appears to create a «tragic scene» in which a woman figures prominently. This way, the tracing of a particular theme will become in fact an opportunity to examine a unique experimentation in forms and narrative structure.

During the course the instructor will engage students in a seminar activity on one of the masterpieces of 20th-century English poetry , T.S. Eliot's Four Quartets.

Texts:

Novels
Joseph Conrad, The Secret Agent
Joseph Conrad, Chance
Joseph Conrad, Victory


Criticism:

Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere, Carocci, 2019

The student will be involved in thinking about the relationships between poetry, theater, the visual arts, the verbal language, and the graphic forms of art as they interrelate with politics in the context of the first and second part of the 20th century and beyond, into the next Millennium. Single poets, who had as a model and inspirer pre-Romantic William Blake, such as William Carlos Williams, Kenneth Patchen, and Lawrence Ferlinghetti, international artists such as Blaise Cendrars, Marcel Duchamp, Filippo Tommaso Marinetti and Jean-Louis Basquiat, American painters like Andy Warhol and Keith Haring, experimental figures of performance, such as Julian Beck and Judith Malina of the Living Theater, female film director Shirley Clarke. and the avangardists involved in 'OH! Calcutta' exploding off-Broadway in 1968, as well as unique Mickey Mouse fan Ronnie Cutrone -- all of them tended to promote the marriage between verbal matter and the iconographic dimension. Beside supplying the presentation of the work, both textual, aural, and visual, for the students to absorb as an updated collection of contemporary culture, where genres and styles mix and match to give birth to innovative forms, the students will be led to acquire a critical-theoretical framework within which to handle such subversive and anticommercial creations independently, and be encouraged to develop new and attractive methods of teaching literature to schoolchildren.

Module 1-6 CFU The exam will be in English

TEXTS
Poetry
*Lawrence Ferlinghetti, "Away above a Harborful" In 'Pictures of the Gone World' San Francisco, Pocket Poets Series, City Lights Publications, 1955.
*Kenneth Patchen, “Picture Poems', https://www.pinterest.it/pin/38773246761932816/?autologin=true
Prose
*Nathaniel Hawthorne, “Young Goodman Brown”
Drama
*Tennessee Williams, A Streetcar Named Desire, directed by Elia Kazan, versione integrale del film (Biblioteca DAMS) Per il play, qualsiasi edizione.
Kenneth Tynan et al. Oh! Calcutta! (cfr. www) Per lo script (online), vedi link: https://archive.org/details/ohcalcuttaentert00tyna -- OPTIONAL
Cinema
*Video: "Portrait of Jason", directed by Shirley Clarke (Videoteca del Dipartimento).
Video: The Watermelon Woman by Cheryl Dunye (online) -- OPTIONAL
*Video: Stranger Inside, directed by Cheryl Dunye (Amazon.it, online orders)

Modulo 7-12 CFU
TEXT
E. O'Neill, "Desire under the Elms", "A Long Day's Journey into Night"
T. Williams, "A Streetcar Named Desire"
A. Miller, "Death of a Salesman"
The students can choose texts from the different editions. Biblioteca Petrocchi keeps most of them, retrievable through "discovery".

The module proposes the analysis of several textes of Franz Kafka with a special focus on their historical-cultural and psychoanalitic dimension, but also on their transmedial adaptations.

Opere di Kafka
Gesammelte Werke, Fischer, Frankfurt a. M. 1983 ss.

The house in Russian culture and literature (Kommunal'naia kvartira)
The course will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.

Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni

Course program

Grammar of the Old Slavic language exemplified by the analysis of selected passages from ancient Slavic works:
- phonetics;
- morphology - the nominal system;
- morphology - the verbal system;
- the morpho-syntactic peculiarities of the ancient Slavic and some problems of translation.
Critical-textual problems of the works analysed.

Ancient Slavic texts for analysis (included in PDF in the special page of the teacher on the website of the Department of Foreign Languages, Literatures and Cultures):
- Preghiera Alfabetica;
- Della Lettere del Monaco Chrabar;
- Vita di s. Cirillo (brani scelti).

The significance of landscape in Medieval English Literature
Through the reading of a selection of passages from works of prose and poetry of the Old and Middle English literary tradition (Chaucer and the Gawain’poet), the main features of landscape representations in medieval English literature will be identified. The relevance of naturalistic descriptions and the way they interact with the main characters or situations of the works analysed will be also addressed through references to other works of the Germanic world, mainly German and Norse.

The philological-literary analysis of these texts will be combined with an outline of the fundamental changes of the English language through the centuries.

Texts

- G. Brunetti (ed.), Beowulf, Roma: Carocci, (selection of passages).
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin 1987 (selection of passages) .
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/index.htm
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007 (selections of passages).
- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)

Texts and essays:

- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.
- Derek Pearsall and Elizabeth Salter, Landscapes and Seasons of the Medieval World, Toronto: University of Toronto Press, 1973.
- Paul Zumthor, La misura del mondo. La rappresentazione dello spazio nel Medio Evo, Bologna, Il mulino, 1995.
- Nicholas Howe,, “The Landscape of Anglo-Saxon England: Inherited, Invented, Imagined.” In Inventing Medieval Landscapes: Senses of Place in Western Europe, edited by John Howe and Michael Wolfe, 91-112. Gainsville: University Press of Florida, 2002.
- Margaret Gelling, The landscape of Beowulf, in AngloSaxon England, 32 (2001), pp. 7-11.
- H. Appleton, The Insular Landscape of the Old English Poem The Phoenix, in Neophilologus 101 (2017), pp. 585–602.
- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight .' Chaucer Review 36, 3 (2002), pp. 209-27.
- Michael W.George, Gawain’s Struggle with Ecology: Attitudes Toward the Natural World in Sir Gawain and the Green Knight, in The Journal of Ecocriticism 2, no. 2 (July 2010), pp. 30–44.
- Olson, Paul A., 'Chaucer's Merchant and January's “Hevene in Erthe Heere”, in ELH 28, n. 3 (1961), pp. 203-214.

History of medieval English literature:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (Chapters 1,2,6,21,26)
- P. Boitani, La letteratura del Medioevo inglese, Roma, Carocci 2001.

History of the English language:
- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 2009.

Textual criticism:
- Anna Maria Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Roma-Bari: Laterza 2004 (Parts II e III).

A variety of additional materials (critical editions, glossaries, critical essays etc.) will be provided during the course.

Nicoletta Francovich Onesti, Filologia Germanica. Lingue e culture dei Germani antichi, Roma: Carocci 2004

Nicoletta Francovich Onesti / Maria Rita Digilio, Breve storia della lingua inglese, Roma: Carocci 2004

David Wallace (ed.), The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 - Da integrare con (fino alla riapertura al pubblico della Biblioteca Umanistica: https://discovery.sba.uniroma3.it/primo-explore/fulldisplay?docid=TN_gutenberg_s37342&context=PC&vid=39CAB_V1&lang=it_IT&search_scope=ALL&adaptor=primo_central_multiple_fe&tab=default_tab&query=any,contains,%20medieval%20english%20literature

(Laura Mancinelli, Da Carlomagno a Lutero, Torino: Bollati Boringhieri 1996) DA SOSTITUIRE CON: Roberta L. Krueger (ed.), The Cambridge Companion to Medieval Romance, Cambridge: The Cambridge University Press 2002 - Esclusi i capp. 2, 8, 10, 12, 15.

Laura Mancinelli, I Nibelunghi, Torino: Einaudi 1972

Francesca Gambino, Thomas. Tristano e Isotta, Modena: Mucchi 2014

Claire Fennell (a cura di), Sir Tristrem. La storia di Tristano in Inghilterra, Milano / Trento: Luni 2000

Altri eventuali testi saranno comunicati durante il corso.
I non frequentanti sono tenuti a contattare la docente almeno tre mesi prima dell'appello previsto.

General part. An overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. Two aspects will be discussed in detail: 1) the characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, and 2) how to manipulate written input for comprehensibility and learnability (simplification vs elaboration of written texts).

Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017 (parte prima)

Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018 (chapters by Cortés Velásquez e Nuzzo; Borro; Lania e Mastrocesare).

Amoruso C., In parole semplici. La riscrittura funzionale dei testi nella classe plurilingue, Palumbo, Palermo, 2010 (chapters 2, 4 and 5).

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

Chapter 1 - Nozioni di base (Basic concepts of lexicology)
Except table 1.2, "Profili sintagmatici assimilabili alla parola", and table 1.3, "Tipologia della parola".
Chapter 2 - L'informazione lessicale (Lexical information).
Chapter 3 - Il significato delle parole (The meaning of words).
Chapter 4 - La struttura globale del lessico (The global structure of lexicon).
Chapter 5 - Strutture paradigmatiche del lessico (Paradigmatic structures of lexicon).
Except paragraph 7, "Configurazioni lessicali".
Chapter 6 - Strutture sintagmatiche del lessico (Syntagmatic structures of lexicon).

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

The course will be dedicated to the reign of Claudius and its assessments in the current historical debate
During the course, there will be seminaries devoted to the comparison between the Roman Empire and the Chinese Empire

Svetonio- Life of Augustus and Tiberius

The course will start with an introduction to Deleuze's thought, then move on to the reading and commentary of some passages of Logica del senso (1969) focusing on the concepts of becoming and event. The second part of the course will follow some literary traces present in the 1969 text, and will deal with the relationship between literature and philosophy in Deleuze's thought, focusing in particular on some authors.

G. Deleuze, Logica del senso, Feltrinelli, Milano.
G. Deleuze, F. Guattari, Kafka, per una letteratura minore, Quodlibet, Macerata.
G. Deleuze, C. Parnet, Conversazioni, Ombre corte, Verona, in partic. capp. I e II.
G. Deleuze, Critica e clinica, Raffaello Cortina, Milano, in partic. capp. 1, 3, 4, 10.

A reading of your choice among:
L. Carroll, Alice nel paese delle meraviglie, qualsiasi edizione.
F. Kafka, Il processo, qualsiasi edizione.
H. Melville, Bartleby lo scrivano e Billy Budd, qualsiasi edizione.

A reading of your choice among:
M. Duras, Il rapimento di Lol V. Stein, qualsiasi edizione.
C. Lispector, Acqua viva, qualsiasi edizione.

The house in Russian culture and literature (Kommunal'naia kvartira)
The course will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.

Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni

RUSSIA, AN EMPIRE
The course will focus on empire as a peculiar element of continuity in contemporary Russian history despite the radical changes that the country has undergone. The unique characteristics of Russia’s imperial model will be analyzed in its various forms and manifestations, along with the diverse political strategies of Russian governors between 1800 and 1900s, from the Russian Empire through the USSR to the Russian Federation. The national question, the broader geographical dimension, the forms of government, foreign policies and international geopolitical visions will be studied in depth. The different imperial ideologies will also be examined.

1. Andrea Graziosi, L’Unione Sovietica 1914-1991, Bologna, il Mulino, 2011;
2. Andreas Kappeler, La Russia. Storia di un impero multietnico, Roma, Edizioni Lavoro, 2006.

Course program:

- The concept of Slavic-ecclesiastic literature.
- Hagiography: genres and macrogenres (collections of texts). Analysis of some hagiographic texts.
- Palaeoslavic hymnography. The hymnographic collections.
- Applied rhetoric: genres, collections. Analysis of some paleoslav sermons.
- Apocrypha.

The texts to be analyzed will be provided in PDF during the course.

French literature of the sixteenth century. The course will explore mid-century poetry and late-century non-fiction prose, addressing the main hubs of sixteenth-century literary civilization.

Lagarde et Michard, XVIe Siècle, Bordas;
Storia europea della letteratura francese, vol. I: Lionello Sozzi, Il Cinquecento, Torino, Einaudi, PBE, 2013

Montaigne, Essais I,II,III. Edizione consigliata: Bompiani, “Classici della letteratura europea”, a cura di F. Garavini e A. Tournon, con testo tradotto a fronte, 2012

a) The contents of the course (as indicated in the three thematic groups in point c) will be made comprehensible for all students, both those attending and not attending, thanks to the continuous alternation between French and Italian;

b) The course will be carefully set out according to the number of credits assigned;

c) The course will address three topics: a first part dedicated to the history of the sixteenth century with a particular focus on the geographical discoveries, the religious wars inside and outside Christianity and French Renaissance; a second part will examine some of the authors of the Pléiade; in the third and final part we will discuss some poetic reading through a close analysis of the text.

Attention please! The program has been modified. "Ronsard, Gli amori, Mondadori" has been removed.
So, you have to present only four books:

C. Vivanti, Le guerre di religione nel Cinquecento, Laterza, 2007

F. Braudel, Espansione europea e capitalismo (1450-1650), Il Mulino, 1999

Du Bellay, Rimpianti, Dedalus, 2014

Du Bellay, Le antichità di Roma, Carocci, 2005

After defining the American political, cultural and literary context of the first half of the twentieth century, the course aims to analyze the relationships between literature and different forms of art and language in their interrelation with the politics of the twentieth and twenty-first centuries. It will concentrate on the production of representative American artists, writers, directors from the twentieth century to the present day. In a second moment, we will focus on the theater of Eugene O'Neill, Tennessee Williams and Arthur Miller.
The North American theater, opposed by the Puritans of New England, has its first (mostly imitative) manifestations in the southern colonies during the seventeenth century and continues, with local and melodramatic tinges, in the eighteenth and nineteenth centuries. The great theater has its major development in the twentieth century, with O'Neill, Williams (in the South) and A. Miller -- the latter reaching the twenty-first century. The classic crosses it, like a fil rouge, up to the contemporary age, renewing itself from time to time in its forms and contents. A volume "in progress" edited by Caterina Ricciardi highlights many aspects of classical art in various authors of the twentieth century in the United States.
The second part of the course will be devoted to the study of literary works published from the second half of the twentieth century until the present day and to their adaptations for the screen.

Texts:
E. O'Neill, "Desire under the Elms", "A Long Day's Journey into Night"
T. Williams, "A Streetcar Named Desire"
A. Miller, "Death of a Salesman"

Tennessee Williams, "The Rose Tattoo" (1950) - Daniel Mann, "The Rose Tattoo" (1955)
Lorraine Hansberry, "A Raisin in the Sun" - Daniel Petrie (1961), Bill Duke (1989), "A Raisin in the Sun"
David Henry Hwang, "M. Butterfly" (1988) - David Cronenberg, "M. Butterfly" (1993)
Hillary Jordan, "Mudbound" (2008) - Dee Rees, "Mudbound" (2017)

After defining the American political, cultural and literary context of the first half of the twentieth century, the course aims to analyze the relationships between literature and different forms of art and language in their interrelation with the politics of the twentieth and twenty-first centuries. It will deepen the production of some American artists, writers, directors from the twentieth century to the present day. In a second moment, we will focus on the theater of Eugene O'Neill, Tennessee Wiliams and Artur Miller.
The North American theater, opposed by the puritans of New England, has its first manifestations in the southern colonies in 600 (mostly imitative) and continues, with local colors and melodramatic, in 700 and 800. The great theater has great development in the twentieth century, with O'Neill, Williams (south) and A. Miller, the last of which goes beyond the century to reach the twenty-first century. The classic crosses it, fil rouge, up to the contemporaneity, renewing itself from time to time in the forms and in the contents.
An "in progress" volume edited by Caterina Ricciardi highlights many aspects of classical art in various authors of the twentieth century in the United States.

Module 1-6 CFU The exam will be in English

TEXTS
Poetry
*Lawrence Ferlinghetti, "Away above a Harborful" In 'Pictures of the Gone World' San Francisco, Pocket Poets Series, City Lights Publications, 1955.
*Kenneth Patchen, “Picture Poems', https://www.pinterest.it/pin/38773246761932816/?autologin=true
Prose
*Nathaniel Hawthorne, “Young Goodman Brown”
Drama
*Tennessee Williams, A Streetcar Named Desire, directed by Elia Kazan, versione integrale del film (Biblioteca DAMS) Per il play, qualsiasi edizione.
Kenneth Tynan et al. Oh! Calcutta! (cfr. www) Per lo script (online), vedi link: https://archive.org/details/ohcalcuttaentert00tyna -- OPTIONAL
Cinema
*Video: "Portrait of Jason", directed by Shirley Clarke (Videoteca del Dipartimento).
Video: The Watermelon Woman by Cheryl Dunye (online) -- OPTIONAL
*Video: Stranger Inside, directed by Cheryl Dunye (Amazon.it, online orders)

The course is divided into two parts. The first, held by Francesco Fiorentino, concerns the analysis of texts by Franz Kafka, with particular attention to their historical-cultural and psychoanalytic dimension, but also to their transmedia rereading. The second, held by Ute Weidenhiller, is based on the analysis of the intertextual links between Herta Müller's prose and collages. It explores the aesthetics of fragmentation, the dialogue between words and images, the principle of editing and the combination of associations.

Francesco Fiorentino

I. Kafka

Ute Weidenhiller

II. Herta Müller

Works of Herta Müller

Prosa, Romane und Collagen:
Herta Müller, Niederungen, München Hanser 2010 (due racconti a scelta).
Herta Müller, Reisende auf einem Bein, Berlin, Rotbuch 1989.
Herta Müller, Atemschaukel, München, Hanser 2009.
Herta Müller, Vater telefoniert mit den Fliegen, München, Hanser 2012.

Essays und Vorlesungen:
Herta Müller, Der Teufel sitzt im Spiegel. Wie Wahrnehmung sich erfindet, Rotbuch Berlin 1991.
Herta Müller, In der Falle, Göttingen, Wallstein 1996.
Herta Müller, Der König verneigt sich und tötet, München/Wien, Hanser 2003.
Herta Müller, Immer derselbe Schnee und immer derselbe Onkel, München, Hanser 2011 ( i saggi: “Jedes Wort weiss etwas vom Teufelskreis”, “Die Anwendung der dünnen Straßen“).

The course is divided into two parts. The first, held by Francesco Fiorentino, concerns the analysis of texts by Franz Kafka, with particular attention to their historical-cultural and psychoanalytic dimension, but also to their transmedia rereading. The second, held by Ute Weidenhiller, is based on the analysis of the intertextual links between Herta Müller's prose and collages. It explores the aesthetics of fragmentation, the dialogue between words and images, the principle of editing and the combination of associations.

I. Kafka

Gesammelte Werke, Fischer, Frankfurt a. M. 1983 ss.

Le procés (1962). Regia: Orson Wells.
Klassenverhältnisse (1983). Regie: Hean-Marie Straub, Danièle Huillet.
Das Schloß (1997). Regie: Michael Haneke.
Kafka (1991). Regie: Steven Soderbergh.

II. Herta Müller

Herta Müller, Niederungen, München Hanser 2010 (due racconti a scelta).
Herta Müller, Reisende auf einem Bein, Berlin, Rotbuch 1989.
Herta Müller, Atemschaukel, München, Hanser 2009.
Herta Müller, Vater telefoniert mit den Fliegen, München, Hanser 2012.

Herta Müller, Der Teufel sitzt im Spiegel. Wie Wahrnehmung sich erfindet, Rotbuch Berlin 1991.
Herta Müller, In der Falle, Göttingen, Wallstein 1996.
Herta Müller, Der König verneigt sich und tötet, München/Wien, Hanser 2003.
Herta Müller, Immer derselbe Schnee und immer derselbe Onkel, München, Hanser 2011 ( the essays: “Jedes Wort weiss etwas vom Teufelskreis”, “Die Anwendung der dünnen Straßen“).

The course is divided into two modules.
The first module will be held by Ilaria Aletto (see the relevant sheet).

The second module will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.

The course is divided into two modules. For the module held by Prof. Aletto, see the relevant sheet.
For the module held by Prof.ssa Piccolo, the references are given below.

Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni

From expressive movement to pathos: Sergei Mikhailovich Eisenstein's theory of montage

The module, part of Prof. Laura Piccolo's course, aims at providing an overview of the types of the eisenstenian montage. The lectures will trace the different definitions of montage elaborated by Eisenstein, between an experimentation carried throughout the directorial practice, and a theoretical reflection characterized by the search for a "universal" and, at the same time, protean methodological criterion.
The starting point will be the analysis of theories on cinema developed by the Formal school during the Twenties, to which Eisenstein, although strongly influenced by them, relates in an original way.

Filmography
Dnevnik Glumova (1923)
Stačka (1924)
Bronenosec Potemkin (1925)
Oktjabr’ (1927-28)
Que viva Mexico! (1930-1932)
General’naja linija (Staroe i novoe, 1926-29)
Bežin lug (1935-36)
Aleksandr Nevskij (1938)
Ivan Groznyj 1-aja (1941-1944) i 2-aja serija (1945)

The course will focus on specialist translation from a linguistic-semiotic perspective, with particular attention to terminology and argumentative strategies, including iconic ones, of the tourist text and the advertising text.

S. Borutti, U. Heidmann, La Babele in cui viviamo. Traduzioni, riscritture, culture, Bollati Boringhieri 2012
J. Risset, « Joyce traduit par Joyce », in L. Santone (a cura di), J. Risset, Scritti su Joyce, Bulzoni 2019, pp. 23-61
U. Eco, « Il caso Queneau e il caso Joyce », in Dire quasi la stessa cosa, Bompiani 2003
M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875

Aimed at promoting dialogue and interaction while enhancing analytical and translation skills, the second year course is founded on the theoretical and practical notions acquired in the 2018-19 1st year English Language and Translation LM course, i.e.: evolution of Translation Studies as a discipline, theories of translation, key issues in translation practice, critical analysis of English-language literary texts; translation practice.
Within this framework, the course aims to further develop conceptual and practical skills, combining text analysis and translation and specifically focusing on the following issues: methodological approaches to drama analysis; evaluation of text-production and text-reception conditions, both in a synchronic and diachronic perspective; linguistic and cultural problems related to text adaptation and appropriation; dramatic and theatrical translation.

Students will be provided with case studies and readings for discussions. All materials produced during class and additional readings will be made available via the Moodle Platform (protected area dedicated to the course) at the end of each session.

Different aspects of the Calderonian theater will be explored, with the aim of obtaining an overall view of its dramaturgy and a mastery of the main techniques of analysis of the theatrical text.
The program will be structured as follows:
1) Methodological premises for the analysis of golden age theatrical texts.
2) Dramaturgical, metric, poetic and rhetorical analysis of key sequences of the five scheduled works.
3) Basic notions for the edition of a golden age theatrical text: versification, orthographic modernization, punctuation, annotation, definition of the critical text (collation and filiation of witnesses, apparatus of variants). We will work in the classroom with the texts of Celos aun del aire matan and Las armas de la hermosura.
The program will be carried out entirely in Spanish.

Pedro Calderón de la Barca, El médico de su honra, ed. J. Pérez Magallón, Madrid, Cátedra;
Pedro Calderón de la Barca, La dama duende, ed. F. Antonucci, Barcelona, Crítica (Clásicos y modernos);
Pedro Calderón de la Barca, El mágico prodigioso, ed. N. Fernández Rodríguez, Barcelona, Crítica (Clásicos y modernos);
Pedro Calderón de la Barca, Celos aun del aire matan, Las armas de la hermosura, en: Obras completas. II. Dramas, ed. Á. Valbuena Briones, Madrid, Aguilar.

After revisiting the main moments and works of the artistic-literary reworking of political violence in Argentina during the years of the military dictatorship (1976-1983), in a perspective that places Argentine authoritarianism within a broader Latin American framework, the course aims to present students with artistic products such as performances and photographic exhibitions to be analyzed through tools and methodologies related to the most recent studies on post-memory and post-testimony. At first, the main concepts that make up the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The final lessons will be dedicated to a reflection on literature as an archive of political and social violence and on its teaching in the context of recent studies on "pedagogy of memory".

- L. Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016.
- G. Bialet, Los sapos de la memoria, Córdoba, CB Ediciones, 2010.
- L. Quieto, Arqueología de la ausencia (1999-2001) e G. Germano, Ausencias (2006). Mostre fotografiche.
- N. Angelucci, Adesso posso scegliere, Roma, Nova Delphi, 2019.

- E. Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- N. Vaisman, “Postmemoria y memoria desaparecida en dos obras de la posdictadura argentina”, in J. Blejmar, S. Mandolessi, M.E. Perez, El pasado inasequible. Desaparecidos, hijos y combatientes en el arte y la literatura del nuevo milenio, Buenos Aires, Eudeba, 2018, pp. 185-202.
- A. Longoni, L. Verzero, “Mi vida después. Itinerario de un teatro vivo. Entrevista con Lola Arias”, Cása de las Américas – Revista Conjunto, n. 162, enero-marzo 2012.
- S. Nanni, “Testimonio y ficción en ámbito escolar y judicial: Los sapos de la memoria de G. Bialet”, in G. Nuzzo (a cura di), Letteratura testimoniale e costruzione della storia, Salerno, Oèdipus, 2019, pp. 355-372.
- S. Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.

After defining the historical, political and literary context of the narrative re-elaborations of violence in Brazil during the military dictatorship (1964-1985), the course aims to analyze and discuss some exemplary texts applying the methodological perspective of the Trauma Studies and to deepen the critical reflection on the testimonial literature and its didactic application in the light of the most recent methodological studies and approaches.

Julián Fuks, A Resistência, São Paulo, Companhia das Letras, 2015 [tr.it. Malgrado tutto, Pescara, Quarup, 2019]
Bernardo Kucinski, K. Relato de uma busca, São Paulo, Cosac Naify, 2014 (2011) [tr.it. K o la figlia desaparecida, Firenze, Giuntina, 2016]
Lygia Fagundes Telles, As Meninas, São Paulo, Companhia das Letras, 2009 (1973) [tr.it. Ragazze, Roma, Cavallo di Ferro, 2006)
G. Agamben, Quel che resta di Auschwitz. L’archivio e il testimone, Torino, Bollati Boringhieri, 1998.
Raffaella Bettamio, Violenza e repressione durante la dittatura civile-militare brasiliana: l’eredità dell’autoritarismo, “Diacronie. Studi di Storia Contemporanea: Stato, costituzione e democrazia”, 27, 2016, pp. 1-23.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318.

The course will focus on the study of Antony and Cleopatra and The Tempest, through the analysis of texts and the reading and discussion of various critical insights.

W. Shakespeare, Antony and Cleopatra, New Arden
W. Shakespeare, The Tempest, Oxford

After defining the American political, cultural and literary context of the first half of the twentieth century, the course aims to analyze the relationships between literature and different forms of art and language in their interrelation with the politics of the twentieth and twenty-first centuries. It will concentrate on the production of representative American artists, writers, directors from the twentieth century to the present day. In a second moment, we will focus on the theater of Eugene O'Neill, Tennessee Williams and Arthur Miller.
The North American theater, opposed by the Puritans of New England, has its first (mostly imitative) manifestations in the southern colonies during the seventeenth century and continues, with local and melodramatic tinges, in the eighteenth and nineteenth centuries. The great theater has its major development in the twentieth century, with O'Neill, Williams (in the South) and A. Miller -- the latter reaching the twenty-first century. The classic crosses it, like a fil rouge, up to the contemporary age, renewing itself from time to time in its forms and contents. A volume "in progress" edited by Caterina Ricciardi highlights many aspects of classical art in various authors of the twentieth century in the United States.
The second part of the course will be devoted to the study of literary works published from the second half of the twentieth century until the present day and to their adaptations for the screen.

Texts:
E. O'Neill, "Desire under the Elms", "A Long Day's Journey into Night"
T. Williams, "A Streetcar Named Desire"
A. Miller, "Death of a Salesman"

Tennessee Williams, "The Rose Tattoo" (1950) - Daniel Mann, "The Rose Tattoo" (1955)
Lorraine Hansberry, "A Raisin in the Sun" - Daniel Petrie (1961), Bill Duke (1989), "A Raisin in the Sun"
David Henry Hwang, "M. Butterfly" (1988) - David Cronenberg, "M. Butterfly" (1993)
Hillary Jordan, "Mudbound" (2008) - Dee Rees, "Mudbound" (2017)

After defining the American political, cultural and literary context of the first half of the twentieth century, the course aims to analyze the relationships between literature and different forms of art and language in their interrelation with the politics of the twentieth and twenty-first centuries. It will deepen the production of some American artists, writers, directors from the twentieth century to the present day. In a second moment, we will focus on the theater of Eugene O'Neill, Tennessee Wiliams and Artur Miller.
The North American theater, opposed by the puritans of New England, has its first manifestations in the southern colonies in 600 (mostly imitative) and continues, with local colors and melodramatic, in 700 and 800. The great theater has great development in the twentieth century, with O'Neill, Williams (south) and A. Miller, the last of which goes beyond the century to reach the twenty-first century. The classic crosses it, fil rouge, up to the contemporaneity, renewing itself from time to time in the forms and in the contents.
An "in progress" volume edited by Caterina Ricciardi highlights many aspects of classical art in various authors of the twentieth century in the United States.

Module 1-6 CFU The exam will be in English

TEXTS
Poetry
*Lawrence Ferlinghetti, "Away above a Harborful" In 'Pictures of the Gone World' San Francisco, Pocket Poets Series, City Lights Publications, 1955.
*Kenneth Patchen, “Picture Poems', https://www.pinterest.it/pin/38773246761932816/?autologin=true
Prose
*Nathaniel Hawthorne, “Young Goodman Brown”
Drama
*Tennessee Williams, A Streetcar Named Desire, directed by Elia Kazan, versione integrale del film (Biblioteca DAMS) Per il play, qualsiasi edizione.
Kenneth Tynan et al. Oh! Calcutta! (cfr. www) Per lo script (online), vedi link: https://archive.org/details/ohcalcuttaentert00tyna -- OPTIONAL
Cinema
*Video: "Portrait of Jason", directed by Shirley Clarke (Videoteca del Dipartimento).
Video: The Watermelon Woman by Cheryl Dunye (online) -- OPTIONAL
*Video: Stranger Inside, directed by Cheryl Dunye (Amazon.it, online orders)

The course is divided into two parts. The first, held by Francesco Fiorentino, concerns the analysis of texts by Franz Kafka, with particular attention to their historical-cultural and psychoanalytic dimension, but also to their transmedia rereading. The second, held by Ute Weidenhiller, is based on the analysis of the intertextual links between Herta Müller's prose and collages. It explores the aesthetics of fragmentation, the dialogue between words and images, the principle of editing and the combination of associations.

Francesco Fiorentino

I. Kafka

Ute Weidenhiller

II. Herta Müller

Works of Herta Müller

Prosa, Romane und Collagen:
Herta Müller, Niederungen, München Hanser 2010 (due racconti a scelta).
Herta Müller, Reisende auf einem Bein, Berlin, Rotbuch 1989.
Herta Müller, Atemschaukel, München, Hanser 2009.
Herta Müller, Vater telefoniert mit den Fliegen, München, Hanser 2012.

Essays und Vorlesungen:
Herta Müller, Der Teufel sitzt im Spiegel. Wie Wahrnehmung sich erfindet, Rotbuch Berlin 1991.
Herta Müller, In der Falle, Göttingen, Wallstein 1996.
Herta Müller, Der König verneigt sich und tötet, München/Wien, Hanser 2003.
Herta Müller, Immer derselbe Schnee und immer derselbe Onkel, München, Hanser 2011 ( i saggi: “Jedes Wort weiss etwas vom Teufelskreis”, “Die Anwendung der dünnen Straßen“).

The course is divided into two parts. The first, held by Francesco Fiorentino, concerns the analysis of texts by Franz Kafka, with particular attention to their historical-cultural and psychoanalytic dimension, but also to their transmedia rereading. The second, held by Ute Weidenhiller, is based on the analysis of the intertextual links between Herta Müller's prose and collages. It explores the aesthetics of fragmentation, the dialogue between words and images, the principle of editing and the combination of associations.

I. Kafka

Gesammelte Werke, Fischer, Frankfurt a. M. 1983 ss.

Le procés (1962). Regia: Orson Wells.
Klassenverhältnisse (1983). Regie: Hean-Marie Straub, Danièle Huillet.
Das Schloß (1997). Regie: Michael Haneke.
Kafka (1991). Regie: Steven Soderbergh.

II. Herta Müller

Herta Müller, Niederungen, München Hanser 2010 (due racconti a scelta).
Herta Müller, Reisende auf einem Bein, Berlin, Rotbuch 1989.
Herta Müller, Atemschaukel, München, Hanser 2009.
Herta Müller, Vater telefoniert mit den Fliegen, München, Hanser 2012.

Herta Müller, Der Teufel sitzt im Spiegel. Wie Wahrnehmung sich erfindet, Rotbuch Berlin 1991.
Herta Müller, In der Falle, Göttingen, Wallstein 1996.
Herta Müller, Der König verneigt sich und tötet, München/Wien, Hanser 2003.
Herta Müller, Immer derselbe Schnee und immer derselbe Onkel, München, Hanser 2011 ( the essays: “Jedes Wort weiss etwas vom Teufelskreis”, “Die Anwendung der dünnen Straßen“).

The course is divided into two modules.
The first module will be held by Ilaria Aletto (see the relevant sheet).

The second module will focus on the different types of housing in Russia, in particular on usad'ba and kommunal'naja kvartira through cultural, literary and filmic texts.

The course is divided into two modules. For the module held by Prof. Aletto, see the relevant sheet.
For the module held by Prof.ssa Piccolo, the references are given below.

Readings
N.V. Gogol’, Starosvetskie pomeščiki
I.S. Turgenev, Dvorjanskoe gnezdo
A.P. Čechov, rasskazy (selected texts), Vyšnevyj sad
M. A. Bulgakov, Master i Margarita, Zojkina kvartira, Traktakt o žilišče
Ju. V. Trifonov, Dom na naberežnoj
V. Sorokin, Roman
V. Makanin, Andegraund ili geroj našego vremeni

From expressive movement to pathos: Sergei Mikhailovich Eisenstein's theory of montage

The module, part of Prof. Laura Piccolo's course, aims at providing an overview of the types of the eisenstenian montage. The lectures will trace the different definitions of montage elaborated by Eisenstein, between an experimentation carried throughout the directorial practice, and a theoretical reflection characterized by the search for a "universal" and, at the same time, protean methodological criterion.
The starting point will be the analysis of theories on cinema developed by the Formal school during the Twenties, to which Eisenstein, although strongly influenced by them, relates in an original way.

Filmography
Dnevnik Glumova (1923)
Stačka (1924)
Bronenosec Potemkin (1925)
Oktjabr’ (1927-28)
Que viva Mexico! (1930-1932)
General’naja linija (Staroe i novoe, 1926-29)
Bežin lug (1935-36)
Aleksandr Nevskij (1938)
Ivan Groznyj 1-aja (1941-1944) i 2-aja serija (1945)

The main aim of the course is the contrastive paremiologic study of the translations in Italian language of a representative corpus gathered by La Celestino and The Quijote. The retrieval of the sources and The lexicology study of the proverbs will be the first phase of a work that wants to solicit, according to a diacronic approach , a critical reflection about the results of the translating experiences stratified along the centuries and to develop a dominion of the lexicographical materials and of the corporation. These resources will give to the students the right instruments to operate consciously and efficiently with some translation proofs compared to the analyzed material. The new experience will be supported by the discussion on methodological problems and by a reflection of the act of translating as linguistic cultural mediation, in order to consolidate the necessary skills to act in a coherent way in front of the transcultural problems.

Bizzarri, Hugo Ó., El refranero en la edad Media, Madrid, Ediciones del laberinto, 2004.
Irribarren, José María, El porqué de los dichos: sentido origen y andecdota de dichos, modismos y frases proverbiales, Barcelona, Ariel, 2005.
Iturriaga, José Gella, “444 refranes de La Celestina”, in La Celestina y su entorno social, Dirección de M. Criado de Val, Barcelona, Borras Ediciones, 1977, pp. 246-268.
Tobar, M. Luisa, Las traducciones italianas de La Celestina, Centro virtual Cervantes: https://cvc.cervantes.es/lengua/iulmyt/pdf/traduccion_clasicos/21_tobar.pdf.
Bizzarri Ugo Ó., Algunos comentarios al margen de las paremias cervantinas: http://www.phrasis.it/rivista/index.php/rp/article/view/8
Selezione di testi a cura del docente

The programme provides for the acquisition of in-depth linguistic and translating skills in specialist texts between Portuguese and Italian. Emphasis will be placed on preparation for translation, the collection of resources and ad hoc materials, the creation of terminology sheets and, finally, on the translation itself and the revision process.

Magris, Marella (2002), Manuale di terminologia aspetti teorici, metodologici e applicativi, Milano, Hoepli.
Scarpa, Federica (2008), La traduzione specializzata. Un approccio didattico professionale, Milano, Hoepli.
Pippa, S. (2018), “Due lingue ‘speciali’: una riflessione sul portoghese e la traduzione scientifica verso l’italiano”. In (a cura di) Paola Faini, Terminologia, linguaggi specialistici, traduzione. Prospettive teoriche e pratiche, Trento, Tangram Edizioni Scientifiche. pp. 81-92.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.

Other translation materials will be made available during the course.

The course involves the analysis of vocabulary and stylistics of modern Russian literary texts in connection with the problems of Russian-Italian translation.

The course material will be provided in electronic form during the course.


Daniela Bonciani. Bliže k Rossii. M. 2004
Laskareva E. Progulki po russkoj leksike. SPb. 2018
Dobrovolskaja J. Il russo: l'ABC della traduzione. Hoepli 2004

The course, dedicated to contemporary theoretical approaches to translation, focuses primarily on a comparison between two antithetical positions: the functionalist one, which goes from the German Skopostheorie to cognitivist developments, and the "literal" one represented by Berman. Translations of various textual genres will also be analysed in order to verify and deepen the theoretical positions of the texts and the various translator's tools will be dealt with.

Hans G. Hönig, Konstruktives Übersetzen, 3. Aufl., Stauffenburg 2010.
Antoine Berman, La traduzione e la lettera o l’albergo nella lontananza, Quodlibet 2003.