The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.
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: https://libros.um.es/editum/catalog/book/971
Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.
Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.
Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).
Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.
Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).

Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students.
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.

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

Materials for analysis are provided during the course.
Daniela Bonciani. Bliže k Rossii. M. 2004
Laskareva E. Čistaja grammatika. Spb. 2017

Classic and modern in Francis Ponge poetry.

1. Poetry.
- Francis Ponge, La Rage de l’expression, Paris, Gallimard.
- Francis Ponge, Pièces, Paris, Gallimard.
- Francis Ponge, La Fabrique du pré, Paris, Gallimard.

2. Critical essays.
- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.
- Bernard Beugnot, Poétique de Francis Ponge, Paris, PUF, 1990.
- Laurent Demoulin, Une rhétorique par objet, Paris, Hermann, 2011, pp. 11-43 and pp. 121-262.

This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.

PRIMARY SOURCES
All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).

For generations readers have found the stories of Joseph Conrad (1857-1924) relevant to their own times: British soldiers at the front during the Great War; the Italians who discovered The Secret agent at the time of the strategy of tension. Today, with war so close and England so far away, we feel as relevant to us the life experience and works this Pole, who was born in Ukraine and came to dominate the English novel of the early twentieth century as a "foreign guest", as Virginia Woolf called him in the 1924 obituary.
One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.

Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.

Joseph Conrad, Lord Jim (1900)
Joseph Conrad, Nostromo (1904)

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

Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism.

Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)
Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);
-----, “Pandora”. Ibidem.
L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);
The Wizard of Oz (film), dir. Victor Fleming;
The Wiz (film), dir. Sidney Lumet.
William Carlos Williams, Paterson (New Directions);
Paterson (film), dir. Jim Jarmusch.
Carole Maso, The Art Lover (New Directions, 1995).

The module proposes an analysis of the key features of epic and postdramatic theatre, starting with the works of Bertolt Brecht and Heiner Müller.

Peter Szondi, Theorie des modernen Dramas, Suhrkamp.
Hans-Thies Lehmann, Postdramatisches Theater, Verlag der Autoren.

The poetry of the Troubadours is the first, foundational, lyrical experience in a Romance language. The Occitan poets of the first generations, during the 12th century, catalyze and overcome an often elusive previous tradition, and give shape to an imaginary that, through metamorphoses and adaptations, will overcome the boundaries of the Middle Ages and arrive to the present Age. The course follows a thematic and intertextual approach and aims to give an overview of troubadour poetry, its influences on European literatures (especially Italian literature), and show its legacy in the work of authors of our time (Pound, Pasolini, Raboni, and others).

C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 2021 (parti scelte)
M. Zink, I trovatori. Una storia poetica, Milano, Mimesis, 2013

An anthology of text and essays discussed in class collected by the teacher.

Non-attending students, are invited to contact the professor at least 2 months prior the exam to define a specific program.

The course has been designed for those students with no previous instruction in this field, thus, it aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the development of language skills for spoken and written communication and also on the concepts of plurilingualism, plural approaches and intercomprehension.

ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.
Elisabetta Bonvino e Sandra Garbarino (2022) "Intercomprensione" . Bolgna/Cesena: Caissa.
Course packets

An overview of some key issues in second language learning and teaching research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. The characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, will be discussed in detail.

1) Van Patten B., Smith M., Benati A., Key Questions in Second Language Acquisition, Cambridge University Press, 2020. [book]
2) Cortés Velásquez D. & Nuzzo E., La didattica con i task: principi, applicazioni, prospettive. In: 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, pp. 13-39. [book chapter]
3) Bygate, M., Samuda, V., & Van den Branden, K., A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In M. Ahmadian & M. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021, pp. 27-50. [book chapter]

Dystopia from A (Apocalypse) to Z (Zombies) and the Question of Textualities

«Utopia is an idyllic world described by the hero and considered perfect, in contrast to the world he has left. The dystopia paints a nightmare world, apprehended as such in opposition to a better world known to the hero thanks to his personal experience, thanks to the memories of a bygone age, or thanks to the reading of forbidden books dedicated to a distant past» (Hélène Greven-Borde, Formes modernes du roman utopique en Grande Bretagne (1918- 1960), in «Etudes Anglaises», 1, 1977: 20). The course starts by tracing a genealogy of dystopia in literature and culture, and then looks at theories of adaptation examining a wide variety of examples drawn from the radio, opera, cinema, and television.
Starting with an introduction to "utopia" (Thomas More e Tommaso Campanella), the core syllabus consists of twelve dystopian texts, in the broader meaning: we will read and discuss, among the others, Jack London’s The Scarlet Plague, George Orwell’s Nineteen Eighty-Four, José Saramago’s Ensaio Sobre a Cegueira, Cormac McCarthy’s The Road, and their adaptations for different media: film, television, opera, radio. We will approach the notions of intertexuality thanks to Alan Moore’s graphic novel V. for Vendetta, and of intermediality through Orson Welles’ The War of the Worlds and Simon Armitage’s radio drama The Raft of Medusa.
In analysing the texts, a variety of critical approaches will be considered, including theory of adaptation, media studies, intermedial studies, and genre theory. The course will also take into consideration the significance of dystopia in relation to social transformations, technological change, totalitarianism, and capitalist modernity.

Secondary Bibliography:
1. Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);
2. Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.
3. Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.
4. George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.
5. Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.

Further Readings:
Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011
Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.
Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).

Primary Texts and Media Adaptations:
George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)
Medial transpositions:
• [Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;
• [Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House;
• [Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013

Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006
Film: The Road, directed by John Hillcoat, USA 2009

H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005
Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938

Intertexuality:
Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)

Intermediality:
Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015

Optional Primary Sources:
Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)
Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–

P.D. James, Children of Men, London, Faber and Faber, 1992
Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006

Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)
Fahrenheit 451, directed by François Truffaut, France 1966

Emily St John Mandel, Station Eleven, London, Picador, 2014
Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022

Niccolò Ammaniti, Anna, Torino, Einaudi 2015
Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021

Other sources to be agreed (Z is for Zombies too…)

- 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 lingua disonesta. Bologna, il Mulino, 2019.

- Meaning and context
- Deixis, ambiguity, implicit communication
- Cooperation Principle: conversational maxims
- Presuppositions and implicatures
- Relevance theory and inferential communication
- Information structure: given, new, topic and focus

Bianchi, Claudia. 2003. La pragmatica del linguaggio. Roma-Bari, Laterza.
Lombardi Vallauri, Edoardo. 2009. La struttura informativa. Forma e funzione negli enunciati linguistici. Roma, Carocci.

The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.
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: https://libros.um.es/editum/catalog/book/971
Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.
Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.
Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).
Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.
Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).

Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students.
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.

Classic and modern in Francis Ponge poetry.

1. Poetry.
- Francis Ponge, La Rage de l’expression, Paris, Gallimard.
- Francis Ponge, Pièces, Paris, Gallimard.
- Francis Ponge, La Fabrique du pré, Paris, Gallimard.

2. Critical essays.
- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.
- Bernard Beugnot, Poétique de Francis Ponge, Paris, PUF, 1990.
- Laurent Demoulin, Une rhétorique par objet, Paris, Hermann, 2011, pp. 11-43 and pp. 121-262.

This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.

PRIMARY SOURCES
All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).

For generations readers have found the stories of Joseph Conrad (1857-1924) relevant to their own times: British soldiers at the front during the Great War; the Italians who discovered The Secret agent at the time of the strategy of tension. Today, with war so close and England so far away, we feel as relevant to us the life experience and works this Pole, who was born in Ukraine and came to dominate the English novel of the early twentieth century as a "foreign guest", as Virginia Woolf called him in the 1924 obituary.
One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.

Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.

Joseph Conrad, Lord Jim (1900)
Joseph Conrad, Nostromo (1904)

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

Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism.

Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)
Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);
-----, “Pandora”. Ibidem.
L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);
The Wizard of Oz (film), dir. Victor Fleming;
The Wiz (film), dir. Sidney Lumet.
William Carlos Williams, Paterson (New Directions);
Paterson (film), dir. Jim Jarmusch.
Carole Maso, The Art Lover (New Directions, 1995).

The module proposes an analysis of the key features of epic and postdramatic theatre, starting with the works of Bertolt Brecht and Heiner Müller.

Peter Szondi, Theorie des modernen Dramas, Suhrkamp.
Hans-Thies Lehmann, Postdramatisches Theater, Verlag der Autoren.

The poetry of the Troubadours is the first, foundational, lyrical experience in a Romance language. The Occitan poets of the first generations, during the 12th century, catalyze and overcome an often elusive previous tradition, and give shape to an imaginary that, through metamorphoses and adaptations, will overcome the boundaries of the Middle Ages and arrive to the present Age. The course follows a thematic and intertextual approach and aims to give an overview of troubadour poetry, its influences on European literatures (especially Italian literature), and show its legacy in the work of authors of our time (Pound, Pasolini, Raboni, and others).

C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 2021 (parti scelte)
M. Zink, I trovatori. Una storia poetica, Milano, Mimesis, 2013

An anthology of text and essays discussed in class collected by the teacher.

Non-attending students, are invited to contact the professor at least 2 months prior the exam to define a specific program.

- Handouts by the teacher (available on Moodle);
- book: M. Castaldi, A. Gallia, "Evangelista Azzi, cartografo risorgimentale. La vita, le opere, la rete di relazioni (1793-1848)", Roma, Carocci, 2023: https://www.carocci.it/prodotto/evangelista-azzi-cartografo-risorgimentale

The course has been designed for those students with no previous instruction in this field, thus, it aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the development of language skills for spoken and written communication and also on the concepts of plurilingualism, plural approaches and intercomprehension.

ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.
Elisabetta Bonvino e Sandra Garbarino (2022) "Intercomprensione" . Bolgna/Cesena: Caissa.
Course packets

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

Materials for analysis are provided during the course.
Daniela Bonciani. Bliže k Rossii. M. 2004
Laskareva E. Čistaja grammatika. Spb. 2017

An overview of some key issues in second language learning and teaching research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. The characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, will be discussed in detail.

1) Van Patten B., Smith M., Benati A., Key Questions in Second Language Acquisition, Cambridge University Press, 2020. [book]
2) Cortés Velásquez D. & Nuzzo E., La didattica con i task: principi, applicazioni, prospettive. In: 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, pp. 13-39. [book chapter]
3) Bygate, M., Samuda, V., & Van den Branden, K., A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In M. Ahmadian & M. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021, pp. 27-50. [book chapter]

- 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 lingua disonesta. Bologna, il Mulino, 2019.

- 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.

1) Bianchi, Claudia. (2003). Pragmatica del linguaggio. Roma-Bari, Laterza.

2) Lombardi Vallauri, Edoardo. (2009). La struttura informativa. Forma e funzione negli enunciati linguistici. Roma, Carocci.

Dystopia from A (Apocalypse) to Z (Zombies) and the Question of Textualities

«Utopia is an idyllic world described by the hero and considered perfect, in contrast to the world he has left. The dystopia paints a nightmare world, apprehended as such in opposition to a better world known to the hero thanks to his personal experience, thanks to the memories of a bygone age, or thanks to the reading of forbidden books dedicated to a distant past» (Hélène Greven-Borde, Formes modernes du roman utopique en Grande Bretagne (1918- 1960), in «Etudes Anglaises», 1, 1977: 20). The course starts by tracing a genealogy of dystopia in literature and culture, and then looks at theories of adaptation examining a wide variety of examples drawn from the radio, opera, cinema, and television.
Starting with an introduction to "utopia" (Thomas More e Tommaso Campanella), the core syllabus consists of twelve dystopian texts, in the broader meaning: we will read and discuss, among the others, Jack London’s The Scarlet Plague, George Orwell’s Nineteen Eighty-Four, José Saramago’s Ensaio Sobre a Cegueira, Cormac McCarthy’s The Road, and their adaptations for different media: film, television, opera, radio. We will approach the notions of intertexuality thanks to Alan Moore’s graphic novel V. for Vendetta, and of intermediality through Orson Welles’ The War of the Worlds and Simon Armitage’s radio drama The Raft of Medusa.
In analysing the texts, a variety of critical approaches will be considered, including theory of adaptation, media studies, intermedial studies, and genre theory. The course will also take into consideration the significance of dystopia in relation to social transformations, technological change, totalitarianism, and capitalist modernity.

Secondary Bibliography:
1. Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);
2. Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.
3. Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.
4. George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.
5. Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.

Further Readings:
Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011
Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.
Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).

Primary Texts and Media Adaptations:
George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)
Medial transpositions:
• [Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;
• [Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House;
• [Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013

Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006
Film: The Road, directed by John Hillcoat, USA 2009

H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005
Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938

Intertexuality:
Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)

Intermediality:
Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015

Optional Primary Sources:
Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)
Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–

P.D. James, Children of Men, London, Faber and Faber, 1992
Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006

Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)
Fahrenheit 451, directed by François Truffaut, France 1966

Emily St John Mandel, Station Eleven, London, Picador, 2014
Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022

Niccolò Ammaniti, Anna, Torino, Einaudi 2015
Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021

Other sources to be agreed (Z is for Zombies too…)

Italian Renaissance theatre and Ariosto’s experience

This course will investigate the main characteristics of italian theatre, between XVth and XVIth centuries; special attention will be addressed to Ariosto’s comedies: Cassaria (1508), Suppositi (1509), and Negromante (1509-10, 1519-1520).

Bibliography:


Required Text Books (1 and 2, 3, 4, 5, 6, 7, 8, and 9)


1) Primary Works: L. Ariosto, Cassaria, 1508 (any edition; also available online: Microsoft Teams);
2) Primary Works: L. Ariosto, Suppositi, 1509) (any edition; also available online: Microsoft Teams);
3) Primary Works: L. Ariosto, Negromante (1509-1510, 1519-1520) (any edition; also available online: Microsoft Teams);


4) Criticism: *S. Ferrone, Sulle commedie in prosa dell’Ariosto, in Ludovico Ariosto. Lingua, stile e tradizione. Atti del congresso organizzato dai comuni di Reggio Emilia e Ferrara, 12-16 ottobre 1974, ed. by C. Segre, Milan, Feltrinelli, 1976, pp. 391-425;
5) Criticism: *G. Ferroni, Ariosto, Rome, Salerno Editrice, 2008, pp. 47-84;
6) Criticism: *C. Rivoletti, «E far ciò che son soliti gli astuti Servi in l’antiche comedie»: Ariosto e il «metateatro» plautino, in L’altra antichità. Autorialità e testualità nella letteratura della prima età moderna, ed. by I. Fantappiè and B. Huss, Manziana, Vecchiarelli, 2022, pp. 97-126;
7) Criticism: *C. Sartini Blum, The Shifting Role of Magic in Ariosto’s ‘Il Negromante’, in «Quaderni d’Italianistica», XIV, 1993, 2, pp. 221-238;
8) Criticism: *M. Scalabrini, La schiatta di mastro Iachelino. Una proposta per il ‘Negromante’, in «Lingua e Stile», XXXI, 1996, 1, pp. 161-175;
9) Criticism: Il teatro delle corti padane: (1478-1508), ed. by M. Bosisio, introduction by A. Bentoglio, Milan, UNICOPLI, 2019


Additional readings for non-attending students (one of the following books):

1. G. Coluccia, L’esperienza teatrale di Ludovico Ariosto, Lecce, Manni, 2001;
2. A. De Luca, Il teatro di Ludovico Ariosto, Rome, Bulzoni, 1981;
3. C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190;
4. A. Stäuble, La commedia umanistica del Quattrocento, Florence, Olschki, 1968


Items 4, 5, 6, 7, and 8 will be provided by the teacher.


Required Text Books (1, 2, 3, 4, 5, 6, 7, and 8)
1. Primary Works: P. Aretino, Cortigiana (1525), any editions (edition by G. Innamorati is available online);
2. Primary Works: B. Dovizi detto il Bibbiena, La Calandra, edited by G. Padoan, Padova, Antenore, 1985 (this edition is available online);
3. Primary Works: N. Machiavelli, La Mandragola, edited by P. Stoppelli, Milan, Mondadori, 2006;
4. Criticism: Il teatro a Roma prima della Cortigiana (1525) di Pietro Aretino, edited by G. Crimi, Rome, Roma nel Rinascimento, 2020;
5. Criticism: *G. Aquilecchia, La favola “Mandragola” si chiama (1971), in Id., Schede di italianistica, Torino, Einaudi, 1976, pp. 97-126;;
6. Criticism: *R. Guarino, Feste e spettacoli a Roma nel primo Rinascimento. Tradizioni, spazi, poteri, in Roma 1347-1527. Linee di un’evoluzione. Atti del Convegno internazionale di studi (Roma, 13-15 novembre 2017), a cura di M. Miglio e I. Lori Sanfilippo, Roma, Istituto storico italiano per il Medioevo, 2020, pp. 129-41;
7. Criticism: *A. Guidotti, Il doppio gioco della Calandria, in «Modern Language Notes», 104 (1989), 1, pp. 98-116;
8. Criticism: *M. Pieri, Il montaggio della commedia nel laboratorio romano, in Leone X. Finanza, mecenatismo, cultura. Atti del Convegno internazionale (Roma, 2-4 novembre 2015), 2 tt., edited by F. Cantatore et alii, Rome, Roma nel Rinascimento, 2016, I, pp. 145-66;

Items 5, 6, 7 and 8 will be provided by the teacher.


9. Criticism: C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190.

Environmental Dystopia in Italy: 1970-2020

This course considers Italian literary narratives of emergency, global catastrophe and survival in a damaged world, from the 1970s to the present. We will explore how dystopian speculation plays a key role in contemporary conceptions of human and more-than-human vulnerability, shaping pervasive stories and social practices. Pursuing debates in world literature, political philosophy, and the environmental humanities, the course is designed for students who are interested in the following questions:

· How have modern and contemporary Italian writers imagined dystopian and catastrophic futures, since 1970?

· What lines of influence connect late twentieth-century Italian dystopian fiction to the works and concerns of a more recent generation of novelists?

· In an age of global connectedness, does it still make sense to assume that the cultural and political force of literature is located in specific discursive, national and geopolitical contexts (e.g. the “Italian canon”)?

PRIMARY TEXTS

Superstudio, ‘Le Dodici Città Ideali’, Casabella, 361, 1972, pp. 45-55.

Mario Soldati, Lo smeraldo (Mondadori, 1974).

Guido Morselli, Dissipatio H.G. (Adelphi, 1977).

Carlo Cassola, Il superstite (Rizzoli, 1978).

Paolo Volponi, Il pianeta irritabile (Einaudi, 1978).

Simona Vinci, Rovina (Einaudi, 2007).

Paolo Zanotti, Bambini bonsai (Ponte alle Grazie, 2010).

Maria Rosa Cutrufelli, L’isola delle madri (Mondadori, 2020).

Introduction to the practice of translation, with a special focus on metric translation.

Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.

Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).

The course proposes to address the audiovisual translation of audiovisual texts of a fictional nature from a sociolinguistic perspective, both in the practice of on-site subtitling realised by the students through the use of the Subtitle Edit software, and from the analysis of audiovisual products present (and not) in the Italian audiovisual panorama. At the end of the course, students will have acquired the tools to be able to subtitle Portuguese and Brazilian audiovisual products (technical-translational competence) and to reflect critically on European Portuguese (EP) and Brazilian Portuguese (PB) through translation practice. Furthermore, they will have refined their linguistic-communicative skills in the two varieties (EP and BP). These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.

Gian Luigi De Rosa, Mondi Doppiati. Tradurre l’audiovisivo dal portoghese tra variazione linguistica e problematiche traduttive, Franco Angeli, Milano, 2023 (2nd edition).
Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.
Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp. 57-67.
Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4).

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, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9

2. Additional materials will be provided during the course.

By 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.

texts that are not reprinted will be made available on Moodle.

The course aims to analyse one of Luis de Góngora's "major" poems, the «Fábula de Polifemo y Galatea» (1612 ca). After having identified the features of the so-called "poesía nueva", as well as its reception in the 17th century, the course will focus on the impact of Góngora's poetry in some Spanish authors of the 20th century.
The programme will concentrate on 3 analytical moments:

1. «Polifemo y Galatea»: analysis of text and context.

2. The reception of Gongora's poetry: golden polemic and neoclassical and nineteenth-century oblivion. Some examples.

3. Poetic and critical anthology of the "Generation of '27"; analysis of the texts and the context.

The course will be taught entirely in Spanish.

TEXTS:

1. Luis de Góngora, «Polifemo y Galatea», ed. de Jesús Ponce Cárdenas, Madrid, Cátedra

2. Selection of poetic and critical texts by: Federico García Lorca, Gerardo Diego, Jorge Guillén, Luis Cernuda, Dámaso Alonso (provided by the teacher).

CRITIC AND METHODOLOGY

• Cèlia Nadal, «Viaje a la oscuridad. Encuentro con las Soledades de Góngora y sus lectores», Pacini Editore, Pisa, 2020. Chapter selection
• Jesús Ponce Cárdenas, Victorias Aranda Arribas, «Reescrituras gongorinas en la poesía española contemporánea (1927-2014)», SIAL/TRIVIUM, Madrid 2021. Chapter selection
• Romeu, Vivian, «Guías metodológicas para el análisis de los textos poéticos. Una propuesta», 2010, pp. 1-20 (proporcionado por la docente)
• Estudio introductivo y notas de Jesús Ponce Cárdenas (See 1. Texts)
• Pietro G. Beltrami, «Gli strumenti della poesia», Il Mulino
• José Domínguez Caparrós, «Diccionario de métrica española», Alianza Editorial
• Other critical materials provided by the teacher

See 1. TEXTS; 2. CRITIC AND METHODOLOGY

By reviewing the main moments and works of the artistic-literary re-elaboration 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 artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".

- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016
- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021
- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)
- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)
- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023.

The course aims to provide a historical-literary analysis of authoritarianism in Brazil during the period of military dictatorship (1964-1985) through the study and examination of reflections on violence and political repression developed in the field of women's literature. Specifically, it will be examined literary texts that interpret the socio-historical reality of Brazil through the construction of an anti-authoritarian literary discourse and through the elaboration of new expressive and aesthetic forms.
The course consists of an introductory part relating to the historical context and the presentation of the general contents, and an in-depth analysis of the literary works on the syllabus.

Jaime Ginzburg, A violência constitutiva e a política do esquecimento, in Crítica em tempos de violência, São Paulo, edusp-fapesp, 2012, pp. 217-238;

Ettore Finazzi Agrò, (Des)memória e catástrofe: considerações sobre a literatura pós-golpe de 1964, «Estudos de Literatura Brasileira Contemporânea», n. 43, 2014, pp. 179-190;

Maria Amélia de Almeida Teles, Violações dos direitos humanos das mulheres na ditadura, «Revista Estudos Feministas», Florianópolis, v. 23 n. 3, 2015, pp. 1001-1022;

Milena Mulatti Magri, Corpos femininos, violência e autoritarismo, «Revista Sures», v. 13, n. 1, 2019, pp. 20-29;

Clarice Lispector, A hora da estrela, Rio de Janeiro, Rocco, 1998 (ed. it. L’ora della stella, in Le passioni e i legami, Milano, Feltrinelli, 2013 pp. 727-787);

Ettore Finazzi Agrò, A (im)possível resposta. Clarice Lispector e a obrigação ao testemunho, «Revista Eletrônica Literatura e Autoritarismo» – Dossiê n. 9, Setembro de 2012, pp. 4-15;

Lygia Fagundes Telles, As meninas, São Paulo, Companhia das Letras, 2009 (ed. it. Ragazze, Roma, Cavallo di ferro, 2006);

Maximiliano Torres, Configurações femininas em As Meninas, «Interdisciplinar - Revista De Estudos Em Língua E Literatura», a. VIII, v. 18, 2013;

Heloneida Studart, O pardal é um pássaro azul, São Paulo, Círculo do Livro, s.d. (ed. it. La libertà è un passero blu, Milano, Marcos y Marcos, 2012);

Alessia Di Eugenio, Literatura, autoritarismo e corpo das mulheres. A ditadura brasileira através dos romances de Heloneida Studart, «Revell - Revista de Estudos Literários da UEMS», 2(25), 215–233.

This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.

PRIMARY SOURCES
All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).

For generations readers have found the stories of Joseph Conrad (1857-1924) relevant to their own times: British soldiers at the front during the Great War; the Italians who discovered The Secret agent at the time of the strategy of tension. Today, with war so close and England so far away, we feel as relevant to us the life experience and works this Pole, who was born in Ukraine and came to dominate the English novel of the early twentieth century as a "foreign guest", as Virginia Woolf called him in the 1924 obituary.
One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.

Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.

Joseph Conrad, Lord Jim (1900)
Joseph Conrad, Nostromo (1904)

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

Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia

Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.
Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990

Vol. 2. La Rivoluzione e gli anni Venti:
M. Raeff “La cultura russa e l’emigrazione”, pp.63-99
“Marc Aldanov”, pp.111-119
J. Malmastadt “Vladislav Chodasevič”, pp.121-134
L. Losev “Marina Cvetaeva”, pp.135-161
S. Karlinsky “Vladimir Nabokov”, pp. 163-184

Vol. 3. Dal realismo socialista ai nostri giorni:
R. Guerra “L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155
V. Strada “Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823
G. Nivat “Andrej Sinjavskij”, pp.826-834
L. Losev “Iosif Brodskij”, pp. 877-891

Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte

Letture
V. Chodasevič, Liriche scelte
I. Bunin, Racconti (in russo)
Teffi, Racconti (in russo)
I. Brodskij, Dall’esilio
M. Cvetaeva, Liriche scelte
V. Šklovskij, Zoo o lettere di non amore
Vl. Nabokov, La difesa di Lužin
S. Dovlatov, La filiale/ La straniera

1 Reading
I. Bunin, La giovinezza di Arsen’ev
N. Berberova, Il corsivo è mio/ Le feste di Billancourt
Vl. Nabokov, L’occhio

The course consists of: a) Old Church Slavonic grammar - the first literary language of the Slavs - and the reading of texts in Old Slavonic; b) an introduction to the history of the development and peculiarities of the written culture of Rus', the history of the formation of the Russian language through Church Slavonic and Old Russian.
Old Church Slavonic: history and main concepts
Old Church Slavonic: grammar, texts
Church Slavonic of a Russian redaction and Old Russian. Texts.

Nicoletta Marcialis. Introduzione alla lingua paleoslava. FUP 2005
Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione.

Strategies of representations of nature in medieval literature of the Germanic area: realistic, symbolic and fantastic images.

The recurring motifs related to the representation of the landscape and the natural environment in the Middle Ages will be identified through the reading of passages taken from works of the Old and Middle English period. The way in which the natural environment and animals characterise the works and interact with the characters will be addressed in particular in texts such as: Beowulf, the Physiologus, The Nun's Priest's Tale by Chaucer, Sir Gawain and the Green Knight, Pearl. Works from the German (Nibelungenlied, Parzival by Wolfram von Eschenbach) and Norse Middle Ages will also be considered.
The philological-literary analysis of the works will be accompanied by the study of the themes of textual criticism (the relationship between text, paratext and miniatures) and of the main lexical, morphological and syntactic changes that have occurred in the English language over the centuries.

Students (who will be guided in their choice of topics and bibliographic material) will be required to submit a paper, individually or in groups, on literary-historical, linguistic and textual topics related to works of the Germanic Middle Ages.

Texts:

- G. Brunetti (ed.), Beowulf, Roma: Carocci, (passi scelti).
- 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 (selected 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 (selected 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)
- Ursula Schulze, Das Nibelungenlied, Stuttgart, Reclam, 2013 (selected passages)
- Das Nibelungenlied: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/12Jh/Nibelungen/nib_intr.html
- Wolfram von Eschenbach, Parzival (Mittelhochdeutscher Text nach der Ausgabe von
Karl Lachmann, Übers, u. Nachw. v. Wolfgang Sjriewok), Stuttgart, Reclam, 1981 (selected passages).
- Wolfram von Eschenbach. Parzival: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html


Secondary literature:


- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.
- Albrecht Classen, The Forest in Medieval German Literature: Ecocritical Readings from a Historical Perspective, Lanham, MD: Lexington Books, 2015.
Hanawalt, Barbara., and Lisa J. Kiser. Engaging with Nature Essays on the Natural World in Medieval and Early Modern Europe. Notre Dame, Ind.: U of Notre Dame, 2008.
- 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, Gainsville: University Press of Florida, 2002, pp. 91-112.
- Margaret Gelling, The landscape of Beowulf, in Anglo-Saxon England, 32 (2001), pp. 7-11.
- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight, in The Chaucer Review 36, 3 (2002), pp. 209-27.
- Elizabeth Petroff, “Landscape in ‘Pearl’: The Transformation of Nature.” The Chaucer Review 16, no. 2 (1981), pp. 181–93.

History of medieval English literature:

- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (chapters1,2,6,21,26).
- 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 (Parte II e III).

Additional bibliographical material (critical editions, glossaries, critical essays etc.) will be provided during the course.

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.

1 Book + 2 articles:

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

(articolo 1) Adornetti I., Chiera A., Altavilla D., Deriu V., Marini A., Gobbo M., Valeri G., Magni R., Ferretti F. (2023). Defining the Characteristics of Story Production of Autistic Children: A Multilevel Analysis. «Journal of Autism and Developmental Disorders»

https://link.springer.com/article/10.1007/s10803-023-06096-2

(articolo 2) Galbraith, N. (2021). Delusions and Pathologies of Belief: Making Sense of Conspiracy Beliefs via the Psychosis Continuum. In Cardella V., Gangemi A. (a cura di) Psychopathology and Philosophy of Mind: What Mental Disorders Can Tell Us About Our Minds (pp. 117-144). Routledge.




(Libro) 1) Adornetti I. (2018) Patologie del linguaggio e della comunicazione. Carocci, Roma

The course aims at deepening the knowledge related to the teaching of L2 Italian, with a special focus on language assessment.

In the second language learning and use, assessment is a crucial process as it allows to account for the skills and competencies developed by the learner. In this course, through activities of analysis of teaching materials and case studies, we will explore the main aspects of this process, comparing Italian L2 and other foreign languages.

Novello, A. (2014). La valutazione delle lingue straniere e seconde nella scuola. Dalla teoria alla pratica. SAIL, Ca’ Foscari: Venezia.

Course packets provided by the instructor.

- 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 lingua disonesta. Bologna, il Mulino, 2019.

- Meaning and context
- Deixis, ambiguity, implicit communication
- Cooperation Principle: conversational maxims
- Presuppositions and implicatures
- Relevance theory and inferential communication
- Information structure: given, new, topic and focus

Bianchi, Claudia. 2003. La pragmatica del linguaggio. Roma-Bari, Laterza.
Lombardi Vallauri, Edoardo. 2009. La struttura informativa. Forma e funzione negli enunciati linguistici. Roma, Carocci.

Introduction to the practice of translation, with a special focus on metric translation.

Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.

Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).

The course proposes to address the audiovisual translation of audiovisual texts of a fictional nature from a sociolinguistic perspective, both in the practice of on-site subtitling realised by the students through the use of the Subtitle Edit software, and from the analysis of audiovisual products present (and not) in the Italian audiovisual panorama. At the end of the course, students will have acquired the tools to be able to subtitle Portuguese and Brazilian audiovisual products (technical-translational competence) and to reflect critically on European Portuguese (EP) and Brazilian Portuguese (PB) through translation practice. Furthermore, they will have refined their linguistic-communicative skills in the two varieties (EP and BP). These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.

Gian Luigi De Rosa, Mondi Doppiati. Tradurre l’audiovisivo dal portoghese tra variazione linguistica e problematiche traduttive, Franco Angeli, Milano, 2023 (2nd edition).
Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.
Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp. 57-67.
Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4).

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, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9

2. Additional materials will be provided during the course.

By 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.

texts that are not reprinted will be made available on Moodle.

The course aims to analyse one of Luis de Góngora's "major" poems, the «Fábula de Polifemo y Galatea» (1612 ca). After having identified the features of the so-called "poesía nueva", as well as its reception in the 17th century, the course will focus on the impact of Góngora's poetry in some Spanish authors of the 20th century.
The programme will concentrate on 3 analytical moments:

1. «Polifemo y Galatea»: analysis of text and context.

2. The reception of Gongora's poetry: golden polemic and neoclassical and nineteenth-century oblivion. Some examples.

3. Poetic and critical anthology of the "Generation of '27"; analysis of the texts and the context.

The course will be taught entirely in Spanish.

TEXTS:

1. Luis de Góngora, «Polifemo y Galatea», ed. de Jesús Ponce Cárdenas, Madrid, Cátedra

2. Selection of poetic and critical texts by: Federico García Lorca, Gerardo Diego, Jorge Guillén, Luis Cernuda, Dámaso Alonso (provided by the teacher).

CRITIC AND METHODOLOGY

• Cèlia Nadal, «Viaje a la oscuridad. Encuentro con las Soledades de Góngora y sus lectores», Pacini Editore, Pisa, 2020. Chapter selection
• Jesús Ponce Cárdenas, Victorias Aranda Arribas, «Reescrituras gongorinas en la poesía española contemporánea (1927-2014)», SIAL/TRIVIUM, Madrid 2021. Chapter selection
• Romeu, Vivian, «Guías metodológicas para el análisis de los textos poéticos. Una propuesta», 2010, pp. 1-20 (proporcionado por la docente)
• Estudio introductivo y notas de Jesús Ponce Cárdenas (See 1. Texts)
• Pietro G. Beltrami, «Gli strumenti della poesia», Il Mulino
• José Domínguez Caparrós, «Diccionario de métrica española», Alianza Editorial
• Other critical materials provided by the teacher

See 1. TEXTS; 2. CRITIC AND METHODOLOGY

By reviewing the main moments and works of the artistic-literary re-elaboration 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 artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".

- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016
- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021
- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)
- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)
- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023.

The course aims to provide a historical-literary analysis of authoritarianism in Brazil during the period of military dictatorship (1964-1985) through the study and examination of reflections on violence and political repression developed in the field of women's literature. Specifically, it will be examined literary texts that interpret the socio-historical reality of Brazil through the construction of an anti-authoritarian literary discourse and through the elaboration of new expressive and aesthetic forms.
The course consists of an introductory part relating to the historical context and the presentation of the general contents, and an in-depth analysis of the literary works on the syllabus.

Jaime Ginzburg, A violência constitutiva e a política do esquecimento, in Crítica em tempos de violência, São Paulo, edusp-fapesp, 2012, pp. 217-238;

Ettore Finazzi Agrò, (Des)memória e catástrofe: considerações sobre a literatura pós-golpe de 1964, «Estudos de Literatura Brasileira Contemporânea», n. 43, 2014, pp. 179-190;

Maria Amélia de Almeida Teles, Violações dos direitos humanos das mulheres na ditadura, «Revista Estudos Feministas», Florianópolis, v. 23 n. 3, 2015, pp. 1001-1022;

Milena Mulatti Magri, Corpos femininos, violência e autoritarismo, «Revista Sures», v. 13, n. 1, 2019, pp. 20-29;

Clarice Lispector, A hora da estrela, Rio de Janeiro, Rocco, 1998 (ed. it. L’ora della stella, in Le passioni e i legami, Milano, Feltrinelli, 2013 pp. 727-787);

Ettore Finazzi Agrò, A (im)possível resposta. Clarice Lispector e a obrigação ao testemunho, «Revista Eletrônica Literatura e Autoritarismo» – Dossiê n. 9, Setembro de 2012, pp. 4-15;

Lygia Fagundes Telles, As meninas, São Paulo, Companhia das Letras, 2009 (ed. it. Ragazze, Roma, Cavallo di ferro, 2006);

Maximiliano Torres, Configurações femininas em As Meninas, «Interdisciplinar - Revista De Estudos Em Língua E Literatura», a. VIII, v. 18, 2013;

Heloneida Studart, O pardal é um pássaro azul, São Paulo, Círculo do Livro, s.d. (ed. it. La libertà è un passero blu, Milano, Marcos y Marcos, 2012);

Alessia Di Eugenio, Literatura, autoritarismo e corpo das mulheres. A ditadura brasileira através dos romances de Heloneida Studart, «Revell - Revista de Estudos Literários da UEMS», 2(25), 215–233.

This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.

PRIMARY SOURCES
All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).

For generations readers have found the stories of Joseph Conrad (1857-1924) relevant to their own times: British soldiers at the front during the Great War; the Italians who discovered The Secret agent at the time of the strategy of tension. Today, with war so close and England so far away, we feel as relevant to us the life experience and works this Pole, who was born in Ukraine and came to dominate the English novel of the early twentieth century as a "foreign guest", as Virginia Woolf called him in the 1924 obituary.
One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.

Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.

Joseph Conrad, Lord Jim (1900)
Joseph Conrad, Nostromo (1904)

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

The course consists of: a) Old Church Slavonic grammar - the first literary language of the Slavs - and the reading of texts in Old Slavonic; b) an introduction to the history of the development and peculiarities of the written culture of Rus', the history of the formation of the Russian language through Church Slavonic and Old Russian.
Old Church Slavonic: history and main concepts
Old Church Slavonic: grammar, texts
Church Slavonic of a Russian redaction and Old Russian. Texts.

Nicoletta Marcialis. Introduzione alla lingua paleoslava. FUP 2005
Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione.

Strategies of representations of nature in medieval literature of the Germanic area: realistic, symbolic and fantastic images.

The recurring motifs related to the representation of the landscape and the natural environment in the Middle Ages will be identified through the reading of passages taken from works of the Old and Middle English period. The way in which the natural environment and animals characterise the works and interact with the characters will be addressed in particular in texts such as: Beowulf, the Physiologus, The Nun's Priest's Tale by Chaucer, Sir Gawain and the Green Knight, Pearl. Works from the German (Nibelungenlied, Parzival by Wolfram von Eschenbach) and Norse Middle Ages will also be considered.
The philological-literary analysis of the works will be accompanied by the study of the themes of textual criticism (the relationship between text, paratext and miniatures) and of the main lexical, morphological and syntactic changes that have occurred in the English language over the centuries.

Students (who will be guided in their choice of topics and bibliographic material) will be required to submit a paper, individually or in groups, on literary-historical, linguistic and textual topics related to works of the Germanic Middle Ages.

Texts:

- G. Brunetti (ed.), Beowulf, Roma: Carocci, (passi scelti).
- 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 (selected 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 (selected 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)
- Ursula Schulze, Das Nibelungenlied, Stuttgart, Reclam, 2013 (selected passages)
- Das Nibelungenlied: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/12Jh/Nibelungen/nib_intr.html
- Wolfram von Eschenbach, Parzival (Mittelhochdeutscher Text nach der Ausgabe von
Karl Lachmann, Übers, u. Nachw. v. Wolfgang Sjriewok), Stuttgart, Reclam, 1981 (selected passages).
- Wolfram von Eschenbach. Parzival: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html


Secondary literature:


- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.
- Albrecht Classen, The Forest in Medieval German Literature: Ecocritical Readings from a Historical Perspective, Lanham, MD: Lexington Books, 2015.
Hanawalt, Barbara., and Lisa J. Kiser. Engaging with Nature Essays on the Natural World in Medieval and Early Modern Europe. Notre Dame, Ind.: U of Notre Dame, 2008.
- 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, Gainsville: University Press of Florida, 2002, pp. 91-112.
- Margaret Gelling, The landscape of Beowulf, in Anglo-Saxon England, 32 (2001), pp. 7-11.
- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight, in The Chaucer Review 36, 3 (2002), pp. 209-27.
- Elizabeth Petroff, “Landscape in ‘Pearl’: The Transformation of Nature.” The Chaucer Review 16, no. 2 (1981), pp. 181–93.

History of medieval English literature:

- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (chapters1,2,6,21,26).
- 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 (Parte II e III).

Additional bibliographical material (critical editions, glossaries, critical essays etc.) will be provided during the course.

The oldest vernacular texts in the Italian-Romance area (origins-first half of the 13th century)

1) Ludovica Maconi, Mirko Volpi, Antichi documenti dei volgari italiani, Roma, Carocci, 2022.
2) Paolo D'Achille, Breve grammatica storica dell'italiano, 3. ed., Roma, Carocci, 2019.
3) Roberta Cella, Nino Mastruzzo, La più antica lirica italiana «Quando eu stava in le tu cathene» (Ravenna 1226), Bologna, il Mulino, 2022.

Attending students can replace volume 3) with notes and materials provided in class.

Judeophobia in the Roman Empire

The course is aimed at an in-depth analysis of the ways in which
the Roman world was confronted with the Jewish culture and religion in the
first three centuries of the Empire.

G. Geraci-A. Marcone, Storia romana (editio maior), Le Monnier, Firenze 2017
A. Angius- P. Arena- A. Marcone- Fonti per la storia romana. Economia, cultura, società, Carocci, Roma, 2023.
Giulio Firpo, Le rivolte giudaiche, Laterza, Roma-Bari 2023
P. Schäfer- Giudeofobia: L'antisemitismo nel mondo antico, Carocci, Roma 2011
A. Marcone- Vespasiano, Salerno, Roma 2024

- Handouts by the teacher (available on Moodle);
- book: M. Castaldi, A. Gallia, "Evangelista Azzi, cartografo risorgimentale. La vita, le opere, la rete di relazioni (1793-1848)", Roma, Carocci, 2023: https://www.carocci.it/prodotto/evangelista-azzi-cartografo-risorgimentale

The course will address the role of philosophy in its relationship with art, beginning with the idea of philosophy proposed by Deleuze and Guattari.

G. Deleuze, F. Guattari, Che cos'è la filosofia?, Einaudi, Torino.
D. Angelucci, Là fuori. La filosofia e il reale, Ombre Corte, Verona, 2023.
Un testo a scelta tra:
G. Deleuze, F. Guattari, Kafka. Per una letteratura minore, Quodlibet, Macerata.
G. Deleuze, F. Guattari, Rizoma, in Mille piani. Capitalismo e schizofrenia, Orthotes, Salerno.

The course aims at deepening the knowledge related to the teaching of L2 Italian, with a special focus on language assessment.

In the second language learning and use, assessment is a crucial process as it allows to account for the skills and competencies developed by the learner. In this course, through activities of analysis of teaching materials and case studies, we will explore the main aspects of this process, comparing Italian L2 and other foreign languages.

Novello, A. (2014). La valutazione delle lingue straniere e seconde nella scuola. Dalla teoria alla pratica. SAIL, Ca’ Foscari: Venezia.

Course packets provided by the instructor.

Papyrus in the Middle Ages: A Mediterranean History (4th-11th Centuries).

This course aims to address, through seminar-style approaches, the history of papyrus in the Middle Ages. It is a classic topic that, starting from Henri Pirenne's research, has been consistently investigated by scholars of written culture, who have viewed papyrus as a writing material, as well as by historians of economics, who have regarded papyrus as an indicator of trade relations across the Mediterranean.

Taking into account interpretations and debates surrounding this topic or related themes, the lessons aim to discuss studies (books, essays), and especially sources (translated into Italian) based on a specific questionnaire: in which areas of the Mediterranean was papyrus produced, and how? What were the logics, dynamics, and economic actors of its circulation across the Mediterranean after the fall of the Western Roman Empire (476)? Did circulation encounter obstacles after the 7th century due to religious differences between Islam and Christianity? What were its areas of usage? How did these areas of usage vary depending on the cultural, geographical, economic, and political contexts? What impact did the economic logic of papyrus have on European cultural dynamics? When did the history of papyrus end, and why? How does the history of papyrus interact with our understanding of the cultural and economic history of the medieval Mediterranean?

Note well: In addition to participating in the discussions during the lessons, in the final section of the course students will be required to prepare and discuss, individually or in groups, a brief written text.

For attending students, the exam is essentially based on the materials provided by the professor and discussed in class. For reference reading, one can consider D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162 (it will be available in the proper Teams channel)

For non-attending students, the examination is based on the comprehensive study of:
H. Pirenne, Maometto e Carlomagno, any of the many editions available
- C. Picard, Il mare dei califfi. Storia del Mediterraneo musulmano (secoli VII-XII), Roma, Carocci, 2017
- D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162
Note well: in addition to an integral study, non-attending students are also asked to make the three readings interact with each other, trying in particular to understand: a) how our knowledge of Mediterranean history has changed since Pirenne's book publication - thus paying attention to Picard's book in this regard; b) how the data on papyrus circulation (cf. Internullo's essay) interacts with our knowledge of the Mediterranean.

Note well 2: A remedial programme must be agreed with the lecturer for those who have never taken a basic Medieval History examination (M-STO/01).

Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia

Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.
Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990

Vol. 2. La Rivoluzione e gli anni Venti:
M. Raeff “La cultura russa e l’emigrazione”, pp.63-99
“Marc Aldanov”, pp.111-119
J. Malmastadt “Vladislav Chodasevič”, pp.121-134
L. Losev “Marina Cvetaeva”, pp.135-161
S. Karlinsky “Vladimir Nabokov”, pp. 163-184

Vol. 3. Dal realismo socialista ai nostri giorni:
R. Guerra “L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155
V. Strada “Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823
G. Nivat “Andrej Sinjavskij”, pp.826-834
L. Losev “Iosif Brodskij”, pp. 877-891

Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte

Letture
V. Chodasevič, Liriche scelte
I. Bunin, Racconti (in russo)
Teffi, Racconti (in russo)
I. Brodskij, Dall’esilio
M. Cvetaeva, Liriche scelte
V. Šklovskij, Zoo o lettere di non amore
Vl. Nabokov, La difesa di Lužin
S. Dovlatov, La filiale/ La straniera

1 Reading
I. Bunin, La giovinezza di Arsen’ev
N. Berberova, Il corsivo è mio/ Le feste di Billancourt
Vl. Nabokov, L’occhio

- 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 lingua disonesta. Bologna, il Mulino, 2019.

- 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.

1) Bianchi, Claudia. (2003). Pragmatica del linguaggio. Roma-Bari, Laterza.

2) Lombardi Vallauri, Edoardo. (2009). La struttura informativa. Forma e funzione negli enunciati linguistici. Roma, Carocci.

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.

In addition, there is a PDF file of lecture notes on Moodle.

The course (12 CFU) will be divided into 2 volets. The first volet (6 CFU, I semester) will be devoted to some perspectives of translation with a quick return to Berman, then to Joyce self-translator from English to French, to Queneau and to Risset's Divina Commedia. The second volet (6 CFU, 2nd semester) will address translation in its relations with adaptation practices, with a particular focus on bande dessinée. Through the analysis of the verbo-iconic strategies adopted from time to time, the course will want to show how in the "lettre-image" connivance the effects of sense destined for the addressee/reader who is, at the same time, a "spectator" are passed on.

For the 1st volet:
A. Berman, L'épreuve de l'étranger, Gallimard 1984 (capitoli 1, 3, 4, 11 e Conclusion)
- B. Cassin, Les intraduisibles, entretien avec F. Thomas, URL : https://journals.openedition.org/rsl/252
- Le vocabulaire européen des philosophies. Dictionnaire des intraduisibles, entretien avec C. Briffard, URL : http://www.revue-texto.net/Dialogues/Cassin_interview.html
J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII
. 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
- L. Santone, Une « ressemblance intime » : Baudelaire traducteur de Poe (in corso di stampa)

For the 2nd volet:
-G. Tallarico, « Stratégies culturelles dans la traduction des livres pour enfants: le cas de Geronimo Stilton », Parallèles, 27, avril 2015, pdf scaricabile all’indirizzo : https://iris.univr.it/handle/11562/817367#.YG22Px8zbIU
-N. Celotti, « La bande dessinée : art reconnu, traduction méconnue », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 1-12.
-A. Patierno, « Un cas d’adaptation en BD : Le Petit Prince de Saint-Exupéry », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 29-38.
-J. Muller, “Proust en BD”, Cahiers de narratologie, 31, 2016, URL : https://journals.openedition.org/narratologie/7604
Translation/adaptation exercises on texts provided by the lecturer are also planned.

Translation and bycentrism: translating the literary varieties of Portuguese
The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese.

Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it
Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp. 3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440
Giorgio de Marchis (a cura di), Lusofônica, Roma, La Nuova Frontiera, 2006.
Susan Bassnett and André Lefevere, Constructing Cultures : Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998.

The course has a twofold strand, centering on the one hand on the translation of specialized discourse and on the other of literary texts. Common to both strands is a reflection on the linguistic and textual features of the source texts, which is meant as a preliminary step to translation, while allowing students to consolidate and expand their language competence.
The specialized discourse strand will address the characteristics of Language for Special Purposes across domains, from a contrastive perspective, focusing on lexical and terminological aspects, as well as on structural aspects, at the syntactic and textual level. Such linguistic features will be set in relation with the register and the genre to which a text belongs. To this purpose, corpus linguistics will be introduced, both as a resource for computer-assisted translation and as a tool for register and genre analysis. Texts will be taken from a variety of discursive domains, including scientific discourse and popularization, institutional, and legal discourse. Theoretical-methodological reflection will be intertwined with translation practice, including the use and construction of specialized corpora.
The literary translation strand will frame translation in contemporary theoretical and methodological perspectives, with special regard for the concepts of translation as a form of rewriting, and of cultural adaptation. The focus, however, will be on the practice of translation with a solid anchorage to linguistics. Particular attention will be given to the stylistic peculiarities of the source text, and especially to the interaction of the linguistic code with other aspects of narratives. Starting form the analysis of existing translations, and, relying on competences acquired in the first year, students’ awareness will be raised with regard to the recognition of linguistic varieties and register, and the strategies that can be used for their transposition in the target language and context. Different genres will be addressed, all falling in the domain of creative writing: narrative and its para-texts, theatre, audiovisual products.

Cavagnoli Franca 2017. La traduzione letteraria anglofona. Il proprio e l'altrui - English e englishes. Gli autori postcoloniali di lingua inglese. Milano: Hoepli.

Giuliana Garzone 2020. Specialized communication and popularization in English. Roma: Carocci Editore.

Osimo Bruno 2006. La traduzione saggistica dall'inglese. Guida pratica con versioni guidate e glossario. Milano: Hoepli.

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 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

1. Poetry.
- Francis Ponge, La Rage de l’expression, Paris, Gallimard.
- Francis Ponge, Pièces, Paris, Gallimard.
- Francis Ponge, La Fabrique du pré, Paris, Gallimard.

2. Critical essays.
- Francis Ponge, Méthodes, Paris, Gallimard.
- Bernard Beugnot, Poétique de Francis Ponge, Paris, PUF, 1990.
- Bernard Veck, Francis Ponge ou le refus de l'absolu littéraire, Liège, Mardaga, 1993.

"Lope de Vega and the publishing market through the centuries: between printing and publishing".
Starting from two canonical texts of Lope de Vega's literary production, one related to theatre and the other to prose, the course aims to deepen the discourse on the transmission of texts in the Baroque era from a sociological as well as ecdotical point of view. The course will be developed following two phases: a first, theoretical phase will cover the historical-literary framework and introduce the student to the history of printing in the 17th century, starting with the textual transmission of El perro del hortelano and Las fortunas de Diana. In a second phase, the student will be provided with the methodological tools necessary for the production of a critical edition (recensio and constitutio textus, punctuation and orthographic modernisation, annotation, apparatus of variants, analysis of errors) and will examine specific cases taken from the works included in the programme.

TEXTS:
• Lope de Vega, El perro del hortelano (digital edition: https://artelope.uv.es/biblioteca/textosAL/AL0798_ElPerroDelHortelano.php);
• Lope de Vega, Las fortunas de Diana (digital edition: https://www.cervantesvirtual.com/obra-visor/las-fortunas-de-diana--0/html/001ddbd2-82b2-11df-acc7-002185ce6064_2.html)

Semiotic and anthropological studies have highlighted how power relations, distinctions between social classes, gender issues, links between distant peoples, national, local and mixed race identities, religious practices or doctrinal patterns and even literary traditions are defined (or self-defined) through the food communication system. The module explores some of these issues through texts that now belong to the Hispanic American literary tradition and which also contribute to the formation of an archive of the culinary tradition and its memory.

E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf;
L. Esquivel, Como agua para chocolate (any edition);
Virginia Higa, Los sorrentinos, Buenos Aires, Insurgentes, 2018 (pdf);
C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.);
L.Mansilla, Una excursión a los indios ranqueles (chapter I) (pdf).;
A short anthology of texts extracted from authors of Spanish-American literatures (16th-20th centuries).

Shakespeare's romantic comedy and the performance of the written text through the media

The course proposes to analyse the 'romantic comedy' genre invented by Shakespeare and in particular the performance of three texts: The Taming of the Shrew, The Merchant of Venice and Twelfth Night, in the passage through a different language, in the Italian translation, and through different media, in the adaptation, thus not only from page to theatre, but to cinema, television, radio, social media.

William Shakespeare, The Taming of the Shrew, Oxford University Press
William Shakespeare The Merchant of Venice, Oxford University Press
William Shakespeare, Twelfth Night, Oxford University Press

More bibliography will be referenced on Moodle and during the course

Titolo: "From the written page to performance media: remediations and transmediations of the literary text".
Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.

William Shakespeare, "Romeo and Juliet" (1592-4), ed. by René Weis, Bloomsbury Arden (New edition), 2012.
Angela Carter, "Come Unto These Yellow Sands" (1979) [il testo verrà reso disponibile dalla docente].
Margaret Atwood’s "The Handmaid’s Tale" (1985), Vintage, 1996.

Recordings, films and TV series' episodes will be provided during the course.

Women, History, and the Postcolonial Nation in South African Poetry

In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?

Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;
Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);
Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;
Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.

Island narratives and the rhetoric of nostalgia

In this course we will explore the island trope in a selection of texts, from R.L. Stevenson’s Treasure Island to Jamaica Kincaid’s A Small Place. In these narratives, the island features at times as a place of adventure, at other times as a theatre where humanity is tested, as a projection of psychotic fantasies, as an artificial paradise, or as a place of violence and squalor. In its latest, astonishing metamorphosis, the island has become a gigantic, floating garbage patch. In this way, islands continue to inspire the imagination of both writers and readers.

Primary texts:
Robert Louis Stevenson, Treasure Island (1883)
David Herbert Lawrence, The Man who Loved Islands (1928)
William Golding, Lord of the Flies (1954)
V. S. Naipaul, The Middle Passage (1962)
Doris Lessing, Briefing for a Descent into Hell (1971)
Jamaica Kincaid, A Small Place (1988)
Marianne Wiggins, John Dollar (1999)
Films:
Lord of the Flies, dir. Peter Brook (1963) (link available on the course’s Team)
Cast Away, dir. Robert Zemeckis (2000)
Plastic Paradise, dir. Angela Sun (2014).

The course is focused on the Hollywood Novel, a subgenre of twentieth century American novel, including writers, such as Fitzgerald and West, who worked for cinema as screenplayers and later reworked their experience in works that are not biographical but metaphorically represent American life through Hollywood lenses. Themes will be discussed related to alienation and mass-production. Texts will allow a different discussion about literature and cinema shifting from adaptation to reshaping literary language in cinematic terms. A recent TV series and an older movie about the end of classical Hollywood will be shown and discussed during the extra academic classes.



20710480 - American Fictions: Plots and Counterplots

2nd year MA Languages and Literatures for Teaching and Translation

(36 hours – 6 CFU; meeting twice a week – each class is 2 hours)

Programma 20710480 American Fictions: Plots and Counterplots


Novels

H. McCOY, I Should Have Stayed Home (1938)
New Publisher, 2021 ISBN-13 ‏ ‎ 978-1618952967

N. WEST, The Day of the Locust (1939)
Penguin, 2018 ISBN: 9780241341674

F. Scott FITZGERALD, The Last Tycoon (1941)
Penguin, 2002 ISBN: 9780141185637

Short Stories

F. Scott FITZGERALD, The Pat Hobby Stories (1962), selection of six stories (the whole collection must be read, though)
https://archive.org/details/pathobbystories0000fitz/page/n5/mode/2up

Film:
Sunset Boulevard (US, Paramount, 1950) regia di Billy Wilder

The course proposes an overview on the literature written in the 20th Century by immigrants or immigrants’ descendants in the U.S.A. The texts tackle the literary representation of the migration from the country of origin and the adjustment in the host country, dealing especially with controversial and multifaceted phenomena such as assimilation (or “melting-pot”) vs cultural pluralism, national identity, ethnic identity, and racial and ethnic discrimination. Moreover, the texts display a variety of perspectives on the migratory dynamics depending on the country of origin and on the perception of their community in the host country. The choice of these texts allows to compare different critical approaches due to their different literary techniques and different genres: autobiography, semi-autobiography, the Modernist novel, the realist novel, and the collective novel in first person plural. Thus, the course analyzes both the linguistic and structural differences and the recurring literary topoi. Some classes may include cinematic representations of migratory phenomena in the U.S.A.

 Mary Antin, The Promised Land (1912)

 Louis Adamic, Laughing in the Jungle (1932)

(any edition and format, digital or on paper)

The course proposes an overview on the literature written in the 20th Century by immigrants or immigrants’ descendants in the U.S.A. The texts tackle the literary representation of the migration from the country of origin and the adjustment in the host country, dealing especially with controversial and multifaceted phenomena such as assimilation (or “melting-pot”) vs cultural pluralism, national identity, ethnic identity, and racial and ethnic discrimination. Moreover, the texts display a variety of perspectives on the migratory dynamics depending on the country of origin and on the perception of their community in the host country. The choice of these texts allows to compare different critical approaches due to their different literary techniques and different genres: autobiography, semi-autobiography, the Modernist novel, the realist novel, and the collective novel in first person plural. Thus, the course analyzes both the linguistic and structural differences and the recurring literary topoi. Some classes may include cinematic representations of migratory phenomena in the U.S.A.

 Mary Antin, The Promised Land (1912)

 Louis Adamic, Laughing in the Jungle (1932)

 Henry Roth, Call it Sleep (1937)

 Mario Puzo, The Fortunate Pilgrim (1965)

 Julie Otsuka, The Buddha in the Attic (2011)

(any edition and format, digital or on paper)

The course (12 CFU) will be divided into 2 volets. The first volet (6 CFU, I semester) will be devoted to some perspectives of translation with a quick return to Berman, then to Joyce self-translator from English to French, to Queneau and to Risset's Divina Commedia. The second volet (6 CFU, 2nd semester) will address translation in its relations with adaptation practices, with a particular focus on bande dessinée. Through the analysis of the verbo-iconic strategies adopted from time to time, the course will want to show how in the "lettre-image" connivance the effects of sense destined for the addressee/reader who is, at the same time, a "spectator" are passed on.

For the 1st volet:
A. Berman, L'épreuve de l'étranger, Gallimard 1984 (capitoli 1, 3, 4, 11 e Conclusion)
- B. Cassin, Les intraduisibles, entretien avec F. Thomas, URL : https://journals.openedition.org/rsl/252
- Le vocabulaire européen des philosophies. Dictionnaire des intraduisibles, entretien avec C. Briffard, URL : http://www.revue-texto.net/Dialogues/Cassin_interview.html
J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII
. 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
- L. Santone, Une « ressemblance intime » : Baudelaire traducteur de Poe (in corso di stampa)

For the 2nd volet:
-G. Tallarico, « Stratégies culturelles dans la traduction des livres pour enfants: le cas de Geronimo Stilton », Parallèles, 27, avril 2015, pdf scaricabile all’indirizzo : https://iris.univr.it/handle/11562/817367#.YG22Px8zbIU
-N. Celotti, « La bande dessinée : art reconnu, traduction méconnue », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 1-12.
-A. Patierno, « Un cas d’adaptation en BD : Le Petit Prince de Saint-Exupéry », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 29-38.
-J. Muller, “Proust en BD”, Cahiers de narratologie, 31, 2016, URL : https://journals.openedition.org/narratologie/7604
Translation/adaptation exercises on texts provided by the lecturer are also planned.

The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling.
The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".

1) Textbooks and critical essays
Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)
Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114 (disponibile online)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.

Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.

Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)

The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling.
The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".

1) Textbooks and critical essays
Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)
Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114 (disponibile online)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.

Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.

Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)

Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.

Translation and bycentrism: translating the literary varieties of Portuguese
The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese.

Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it
Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp. 3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440
Giorgio de Marchis (a cura di), Lusofônica, Roma, La Nuova Frontiera, 2006.
Susan Bassnett and André Lefevere, Constructing Cultures : Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998.

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 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

Liberty in France 18th and 19th century

The course aims to investigate some moments of the literary and philosophical reflection on liberty: from the "invention of liberty" - as Starobinski defines it - of the 18th century, to the liberalism of the beginning of the 19th century.

J.-J. Rousseau, Le contrat social
B. Constant, De la liberté des anciens comparée à celle des modernes, in Écrits politiques
A. de Tocqueville, De la démocratie en Amérique

STAGING AS AN INTERPRETATIVE PRACTICE OF THE DRAMATIC TEXT: CHALLENGES FOR THE ANALYSIS OF PERFORMANCE AND THE DIDACTICS OF LITERATURE IN THE EFL CLASSROOM.
The course aims to provide students with the tools and methodologies for the dramaturgical analysis of theatrical texts from classical and contemporary times, with special focus on the study of current staging practices. The dramatic text will also be analysed from the perspective of its realisation in staging, also through the use and analysis of video materials. Finally, the course aims to deepen practical and theoretical reflections on the didactics of literature, with special focus on the use of theatre in a didactic perspective.

Expected learning outcomes
Knowledge
Consolidation of knowledge related to classical and contemporary theatre.
Consolidation of knowledge related to Spanish culture.

Methodological skills
To be able to independently analyse and interpret classical and contemporary theatre texts
Being able to recognise, analyse and interpret experimental aspects of contemporary theatre writing.
Able to analyse and interpret stage performances of classical and contemporary plays
Being able to identify strategies and methods for the teaching of theatre for the teaching of Spanish literature in school contexts.

Textos dramáticos
Lope de Vega, El perro del hortelano/Il cane dell’ortolano, edizione di Fausta Antonucci e Stefano Arata, Napoli, Liguori
Calderón de la Barca, La vida es sueño/La vita è un sogno, edizione di Fausta Antonucci, Venezia, Marsilio
Federico García Lorca, La casa de Bernarda Alba, a cura di Enrico Di Pastena, Pisa, ETS


The reading and analysis of the texts will be accompanied by the viewing and analysis of recordings of various productions.

The aim of the course is to highlight the extent to which women's bodies and corporalities that do not conform to gender norms have always been a territory in constant re-conquest, as in Latin America. The study of the selected texts is an opportunity to reflect on how some recently published novels have been able to accommodate in the literary space the social, political and cultural instances that on the contemporary horizon deal with the themes of gender violence, dissident identities and sexual expression in the ethnic-social system.

• Reyes, Dolores. Cometierra, Sigilo, Buenos Aires, 2020.
• Lozano, Brenda. Brujas, Alfaguara, 2020.
• Sosa Villada, Camila. Las malas, Tusquets (2019), 2020.


Non-attending students should contact the professor at least two months prior to the exam.

Additional text for non-attending students:
Mataix, Remedios. “La escritura (casi) invisible. Narradoras hispanoamericanas del siglo XIX”, Anales de Literatura Española, Universidad de Alicante, n. 16, 2003. (pp. 5-47). [on line] https://ale.ua.es/article/view/2003-n16-la-escritura-casi-invisible-narradoras-hispanoamericanas-del-siglo-xix

The course aims to reflect on the racial question in Brazil in the decades between the 19th and 20th centuries. The analysis of some novels and short stories will highlight how the idea of nationhood and the ideal of order and progress is deeply linked to the racial theories developed after the abolition of slavery (1888).

Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Objectiva Penguin Random House, Lisboa, 2020, Cap. 5 (pp. 139- 165) Cap. 7 (pp. 191- 224);

Roberto DaMatta, “A ilusão das relações raciais”, in O que faz o brasil, Brasil?, Rocco, Rio de Janeiro,1986, pp. 35-48;

Valeria Ribeiro Corossacz, Dalle teorie sull'ineguaglianza razziale alla democrazia razziale: breve storia del meticciato in Brasile, LA RICERCA FOLKLORICA, n.51, 135-147;

Djamila Ribeiro, Lugar de fala, Editora Jandaíra, Rio de Janeiro 2021;

Lélia Gonzales, Racismo e sexismo na cultura brasileira, «Revista Ciências Sociais Hoje», Anpocs, p. 223-244, 1984;

Aluísio Azevedo, O Cortiço [1890] (qualunque edizione);

Antonio Candido, “De cortiço a cortiço”, in O Discurso e a cidade, São Paulo, Livraria Duas Cidades, 1993, pp. 123-152;

Jorge Amado, Gabriela, cravo e canela [1958] (qualunque edizione);

Sayonara Amaral de Oliveira, (2011). Das impertinências do corpo de Gabriela no romance de Jorge Amado, «Letras De Hoje», vol. 46, n. 4, 2011, pp. 23-30;

Carolina Maria de Jesus, Quarto de despejo. Diário de uma favelada [1960];

Regina Dalcastagnè, Para não ser trapo no mundo:: as mulheres negras e a cidade na literatura brasileira contemporânea, «Estudos De Literatura Brasileira Contemporânea», n. 44, 2014, pp. 289–302.

The course will analyse the interpretations of Brazil proposed by Gilberto Freyre, Sérgio Buarque de Holanda and Caio Prado Júnior.

Gilberto Freyre, Casa Grande e Sanzala, São Paulo, Editora Global, 2006;
Sérgio Buarque de Holanda, Raízes do Brasil, São Paulo, Companhia das Letras, 2013;
Caio Prado Júnior, Formação do Brasil contemporâneo, São Paulo, Companhia das Letras, 2011;

Ricardo Benzaquen de Araújo, Chuvas de verão. “Antagonismos em equilíbrio” em Casa-Grande & senzala de Gilberto Freyre, in A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009, pp. 198-211.
Antonio Candido, O Significado de Raízes do Brasil, in Raízes do Brasil, São Paulo, Companhia das Letras, 2011, pp. 9-24;
Mario Helio Gomes de Lima, Gilberto Freyre, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp. 153-168;
Thiago Lima Nicodemo, Sérgio Buarque de Holanda, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp.139-152;
Luiz Bernardo Pericás – Maria Clélia Wider, Caio Prado Júnior, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp.193-214;
Bernardo Ricupero, Caio Prado Júnior e o lugar do Brasil no mundo, in A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009, pp. 226-239.

Shakespeare's romantic comedy and the performance of the written text through the media

The course proposes to analyse the 'romantic comedy' genre invented by Shakespeare and in particular the performance of three texts: The Taming of the Shrew, The Merchant of Venice and Twelfth Night, in the passage through a different language, in the Italian translation, and through different media, in the adaptation, thus not only from page to theatre, but to cinema, television, radio, social media.

William Shakespeare, The Taming of the Shrew, Oxford University Press
William Shakespeare The Merchant of Venice, Oxford University Press
William Shakespeare, Twelfth Night, Oxford University Press

More bibliography will be referenced on Moodle and during the course

Titolo: "From the written page to performance media: remediations and transmediations of the literary text".
Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.

William Shakespeare, "Romeo and Juliet" (1592-4), ed. by René Weis, Bloomsbury Arden (New edition), 2012.
Angela Carter, "Come Unto These Yellow Sands" (1979) [il testo verrà reso disponibile dalla docente].
Margaret Atwood’s "The Handmaid’s Tale" (1985), Vintage, 1996.

Recordings, films and TV series' episodes will be provided during the course.

Women, History, and the Postcolonial Nation in South African Poetry

In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?

Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;
Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);
Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;
Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.

Island narratives and the rhetoric of nostalgia

In this course we will explore the island trope in a selection of texts, from R.L. Stevenson’s Treasure Island to Jamaica Kincaid’s A Small Place. In these narratives, the island features at times as a place of adventure, at other times as a theatre where humanity is tested, as a projection of psychotic fantasies, as an artificial paradise, or as a place of violence and squalor. In its latest, astonishing metamorphosis, the island has become a gigantic, floating garbage patch. In this way, islands continue to inspire the imagination of both writers and readers.

Primary texts:
Robert Louis Stevenson, Treasure Island (1883)
David Herbert Lawrence, The Man who Loved Islands (1928)
William Golding, Lord of the Flies (1954)
V. S. Naipaul, The Middle Passage (1962)
Doris Lessing, Briefing for a Descent into Hell (1971)
Jamaica Kincaid, A Small Place (1988)
Marianne Wiggins, John Dollar (1999)
Films:
Lord of the Flies, dir. Peter Brook (1963) (link available on the course’s Team)
Cast Away, dir. Robert Zemeckis (2000)
Plastic Paradise, dir. Angela Sun (2014).

The course focuses on the relationship between literature and media (lithographs realized for the books, radio, film, gramophone, photography), in early twentieth-century Germany by analyzing the following aspects: 1. seeing the invisible: the fantastic and the occult in literature and film; 2. the genre of the novel and the new media; 3. experiments with literature and media.

Texts:
- Gustav Meyrink: Der Golem (Mit Illustrationen von Hugo Steiner-Prag)
- A choice between Thomas Mann: Der Zauberberg and Hermann Hesse: Der Steppenwolf
- Bertolt Brecht: Der Ozeanflug. Ein Radiolehrstück für Knaben und Mädchen / Das Badener Lehrstück vom Einverständnis
Films:
- Stellan Rye: Der Student von Prag
- Carl Boese, Paul Wegener: Der Golem, wie er in die Welt kam
- Arthur Robison: Schatten. Eine nächtliche Halluzination

Myth of Rome. The image of the 'eternal city' in literature, visual arts and film. With excursion.

Johann Joachim Winckelmann: Geschichte der Kunst und des Altertums (1764, Auszüge)
Johann Wolfgang Goethe, Die italienische Reise (1816, Auszüge)
August von Platen: Die Pyramide des Cestius (1826); Warm und hell dämmert in Rom die Winternacht (1826);
Marie Luise Kaschnitz, Rom (1936), Engelsbrücke. Römische Betrachtung (1955; Auszüge)
Ingeborg Bachmann, Was ich in Rom sah und hörte (1955), Das dreißigste Jahr (1961)
Rolf-Dieter Brinkmann: Rom, Blicke (1973, Auszüge);
Uwe Timm, Römische Aufzeichnungen (2000).
Hanns-Josef Ortheil, Rom. Eine Ekstase (2011); Rom, Villa Massimo (2015)

Rom in film
Roberto Rosselini: Roma città aperte, 1945; William Wyler, Ein Herz und eine Krone, 1953; Fellini: La dolce vita, 1960; Pasolini, Accatone – Wer nie sein Brot mit Tränen aß, 1961 oder Mamma Roma, 1962; Jim Jarmouch, Night on earth, 1991)

Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia

Parte generale:
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.
Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990

Vol. 2. La Rivoluzione e gli anni Venti:
M. Raeff “La cultura russa e l’emigrazione”, pp.63-99
“Marc Aldanov”, pp.111-119
J. Malmastadt “Vladislav Chodasevič”, pp.121-134
L. Losev “Marina Cvetaeva”, pp.135-161
S. Karlinsky “Vladimir Nabokov”, pp. 163-184

Vol. 3. Dal realismo socialista ai nostri giorni:
R. Guerra “L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155
V. Strada “Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823
G. Nivat “Andrej Sinjavskij”, pp.826-834
L. Losev “Iosif Brodskij”, pp. 877-891

Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006

Letture
V. Chodasevič, Liriche scelte
I. Bunin, Racconti (in russo)
Teffi, Racconti (in russo)
I. Brodskij, Dall’esilio
M. Cvetaeva, Liriche scelte
V. Šklovskij, Zoo o lettere di non amore
Vl. Nabokov, La difesa di Lužin
S. Dovlatov, La filiale/ La straniera

1 Lettura a scelta
I. Bunin, La giovinezza di Arsen’ev
N. Berberova, Il corsivo è mio/ Le feste di Billancourt
Vl. Nabokov, L’occhio