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

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

General Bibliography:
The history of Italian literature from 1900 to the 1970s is to be prepared on a manual of Italian literature (we recommend: M. Tortora, Letteratura italiana contemporanea. Narrativa e poesia dal Novecento a oggi, Carocci, 2022). A good knowledge of the following authors, is required: Pirandello, Aleramo, Svevo, Tozzi, Gadda, Moravia, Pavese, Vittorini, Fenoglio, Calvino, Primo Levi, Pasolini, Elsa Morante, Ortese. It also requires a profile of the 20th century, as well as a good knowledge of the following authors: d’Annunzio, Saba, Ungaretti, Montale, Quasimodo, Luzi, Caproni, Sereni, Pasolini, Rosselli.

Exam Book:
L. Pirandello, Novelle per un anno, vol. 1, edizione diretta da S. Costa, Scialle nero, La vita nuda, La rallegrata, a cura di M. Venturini, F. Tomassini, F. Miliucci, Mondadori, Oscar Moderni, 2021; or L. Pirandello, Novelle per un anno, vol. 3, Tutt’e tre, Dal naso al cielo, Donna Mimma, Il vecchio Dio, edizione diretta da S. Costa, a cura di M. Venturini, F. Tomassini, F. Miliucci, Mondadori, Oscar Moderni, 2021.

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

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

- Linguistics: science of language, science of thought
- The birth of linguistics. Historical linguistics. General linguistics.
- Semiotic bases of language. Constituent traits. - Skillfully use the language tool: The theory of speech acts, the theory of implicatures. Convincing: know how the instrument was manufactured. Intonation and gentleness. Registry choices and familiarity. Linguistics and modern communication: tendentious communication. Linguistic tricks in persuasive messages. Diverting attention: the grammar of persuasion Linguistics and society: rights, linguistic deprivation, the varieties of the repertoire. Logs.
- Linguistics and languages. - Phonetics, phonetic transcription. Phonetics of Italian and English.
-Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental strokes. Intonation, illocutivity, and information structure of the utterance.
-Lexicon. The word. Word classes. -Morphology. Morpheme and allomorphs. Types of morphemes and morphological typology. Flexion. The formation of words: derivation and composition.
-Syntax. The structure. Head and modifier. The basic order of the elements. The argumentative structure. The ergative parameter. -Semantics. What is the meaning. Types of meanings. Schemes for ordering meanings. The delimitation of meaning (categories and prototypes).
-Pragmatics. Macropragmatics: speech acts and implicatures conversational. Micropragmatics: the information structure of the utterance.
- Interfaces between layers. Interface between phonology and morphology: loss of endings, metaphonesis. Interface between morphology and syntax: inflection and order of words. Interface between syntax and pragmatics: strong constructs and highlighting.
- Linguistics and knowledge.
- Linguistics, man, the brain: what are we? Linguistic universals. Implicational universals. Explain the universals of language. An example: two types of memory, and the "magic number seven".
- Diachronic and ancient linguistics: history, archaeology, philology. Change. Phonetic change. Morphological change. Semantic change. The "laws" of change. Words and things: linguistic and cultural reconstruction. The interpretation of the texts.

E. Lombardi Vallauri (2013). Linguistics in Practice. Bologna, Il Mulino.

The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;

1st Semester program


First part of a 12-credits second-year course
Volume: E. Bonvino, D. Cortés Velásquez, A. De Meo e E. Fiorenza (2023) Agire in L2. Milano: Hopeli
The common european framework– Companion volume on-line

Second part – Second-year course (12 credits)
Volume: Elisabetta Bonvino e Sandra Garbarino (2022) Intercomprensione . Cesena/Bologna: Caissa.
and
Papers provided by the professor

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

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

French language: origins, history, morphology.

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2014 ;
A. Roncaglia, La lingua d’OÏl, Roma, Ateneo, 1971 (Parte Prima) ;
M. Fumaroli, « Le génie de la langue française », in Trois institutions littéraires, Paris, Folio, 1995 (traduzione italiana : Il salotto, l’accademia, la lingua, Milano, Adelphi, 2001);
G.L. Beccaria, Mia lingua italiana, Torino, Einaudi, 2011.
A. Berman, La traduction et la lettre, ou l'auberge du lointain, Paris, Seuil, 1999, pp. 13-78 (tr. it. La traduzione e la lettera, Macerata, Quodlibet, 2014).

Study of Spanish phonetics, orthography, morphology and syntax with a contrastive approach (Italian/Spanish). Translation in history: from the origins to the 17th century. Introduction to dramatic translation. Introduction to the use of the main bibliographical tools (grammars, dictionaries, lexicons, etc.) useful for learning Spanish and for translation. The student will be able to put into practice the theoretical notions acquired through exercises of a different nature.

TEXTS ADOPTED
Teaching materials
1) Manuals and essays
• Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
• Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
• Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
• Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
• Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
• Altre indicazioni bibliografiche verranno fornite agli studenti nel corso delle lezioni.
2) Books
• Casona, Alejandro, La sirena varada. Los árboles mueren de pie, Barcelona, Austral, 2003.

A text of your choice from

• Mesa, Sara, La familia, Barcelona, Anagrama, 2020.
• Zambra, Alejandro, Bonsái, Madrid, Anagrama, 2006.
2) Compulsory supplementary materials for non-attending students and for attending students who do not pass the written test
• Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
• Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

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

Teaching materials

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

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

A text of your choice from

• Mesa, Sara, La familia, Barcelona, Anagrama, 2020.
• Zambra, Alejandro, Bonsái, Madrid, Anagrama, 2006.

2) Compulsory supplementary materials for non-attending students and for attending students who do not pass the written test
• Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
• Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

The course introduces Russian spelling, phonetics, phonology and morphosyntax corresponding to A1 and A2 (initial) levels. Elements of Russian language history and culture will be provided; the basis for the translation of simple texts from Russian into Italian will be laid.

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

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

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

The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.

Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.

Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.

French novel in the twentieth century

The course will examine three twentieth-century French novels, to investigate transformations and declinations of the genre in the period from the First World War to the 1960s.

Course material
M. Proust, Du côté de chez Swann
A. Camus, Le premier homme
S. de Beauvoir, Mémoires d’une jeune fille rangée

The twentieth century French novel: two examples.

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

2. Critical essays.
- Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi.
- Giorgio Agamben, Quel che resta di Auschwitz, Torino, Bollati Boringhieri.
- Gabriella Violato, Scritture surrealiste, Roma, Bulzoni, 1982.
- Valeria Sperti, Fotografia e romanzo, Napoli, Liguori, 2005, pp. 69-127.

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

The syllabus is structured around four works of narrative and theatre from Spanish literature of the 16th and 17th centuries that elaborate on the themes of marginality, crime and justice. These texts will allow us to follow a twofold path: on the one hand, to get to know some aspects related to the handling of crime and marginality that characterised Spanish society in these two centuries; on the other, to begin to familiarise ourselves with the literary (narrative, theatrical) specificity of these texts, which still today are among the best known in Spanish literature of the 'classic' age.

N.B. Students with a surname beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the FIRST SEMESTER. M-Z students will take the course with Prof. Pezzini in the SECOND SEMESTER. The course is also open to students from L12 and other degree programmes.

TEXTS
• Anonimo, Lazarillo de Tormes, ed. e trad. A. Gargano, testo italiano a fronte, Venezia, Marsilio;
• M. de Cervantes, Rinconete y Cortadillo, ed. P. Pintacuda, testo italiano a fronte, Milano, BUR;
• Tirso de Molina, El condenado por desconfiado / Dannato perché incredulo, ed. e trad. G. Cara, in: Il teatro dei secoli d’oro, I, a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 1833-2075 (text provided by the professor);
• P. Calderón de la Barca, El alcalde de Zalamea / Il giudice di Zalamea, ed. e trad. G. Caravaggi, in: Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 907-1105 (text provided by the professor).
All the editions indicated are compulsory.

CRITICISM, HISTORY OF LITERATURE, METHODOLOGY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola, Vol. I: Il Medioevo e l’età d’oro, Torino, Einaudi (only part 2, “L’età d’oro” fino a p. 341);
2. The introductions to the editions indicated in section "Texts" ;
3. F. Antonucci, Calderón de la Barca, Roma, Salerno editrice, capitoli I, III.1, IV.3.
4. L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (cap. 3);
5. J. L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (parts indicated by the professor).

Marginality and Crime in Spanish Literature of the 16th and 17th Centuries

The programme is structured around four works of fiction and theatre from Spanish literature of the 16th and 17th centuries that elaborate on the themes of marginality, crime and justice. These texts will allow us to follow a twofold path: on the one hand, to get to know certain aspects related to the handling of crime and marginality that characterised Spanish society in these two centuries; on the other, to begin to familiarise ourselves with the literary (narrative, theatrical) specificity of these texts, which still today are among the best known in Spanish literature of the 'classic' age.
N.B. Students with a surname beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the FIRST SEMESTER. M-Z students will take the course with Prof. Pezzini in the SECOND SEMESTER.

TEXTS
- Anonymous, Lazarillo de Tormes, ed. and transl. A. Gargano, Italian text, Venice, Marsilio;
- M. de Cervantes, Rinconete y Cortadillo, ed. P. Pintacuda, facing Italian text, Milan, BUR;
- Tirso de Molina, El condenado por desconfiado / Damned because unbelieving, ed. and translated by G. Cara, in: Il teatro dei secoli d'oro, I, edited by M. Grazia Profeti, Milan, Bompiani, 2014, pp. 1833-2075 (text provided by the lecturer);
- P. Calderón de la Barca, El alcalde de Zalamea / The judge of Zalamea, ed. and transl. G. Caravaggi, in: Il teatro dei secoli d'oro, II, edited by M. Grazia Profeti, Milan, Bompiani, 2015, pp. 907-1105 (text provided by the lecturer).
All the indicated editions are compulsory.

CRITICISM, HISTORY OF LITERATURE, METHODOLOGY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, History of Spanish Literature, Vol. I: The Middle Ages and the Golden Age, Turin, Einaudi (only part 2, ‘The Golden Age’ up to p. 341);
2. The introductions to the editions of the works indicated in the TEXTS section;
3. F. Antonucci, Calderón de la Barca, Rome, Salerno editrice, chapters I, III.1, IV.3.
4. L. Chines, C. Varotti, Che cos'è un testo letterario, Rome, Carocci (ch. 3);
5. J. L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (parts indicated by the lecturer).

See CRITICISM, HISTORY OF LITERATURE, METHODOLOGY in "Programme"

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

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

****WARNING: The most recent edition of "L'arcano" is: Saer, Il testimone, La Nuova Frontiera, 2023 (different title, text of the novel unchanged).

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

1. A. Benítez Rojo, Il mare delle lenticchie, Nuoro, Ilisso, 2005;
2. Esquivel, La voce dell’acqua, Milano, Garzanti, 2007;
in alternativa: C. Boullosa, Dorme, Firenze, Le lettere, 2000;
3. J. Saer, Il testimone, Roma, La Nuova Frontiera, 2023
4. Todorov, La conquistadell’America, Torino, Einaudi, 2005.
5. A handout provided by the professor

THE COURSE WILL BE TAUGHT IN ITALIAN


Gentili studentesse e gentili studenti,

per introdurvi alla materia che insegno, ‘Letteratura inglese’, ho deciso di mettere in programma solo testi scritti nel secolo scorso: tre romanzi e venticinque poesie.

Nel prosieguo dei vostri studi imparerete tantissimo sulle opere della tradizione inglese, ma in questo vostro primo incontro con la letteratura di lingua inglese penso sia importante trasmettervi la mia idea di quale sia il valore della letteratura. Lo farà leggendo i testi in originale in classe (mostrandovi il testo sullo schermo) e analizzandone la forma.
Certo, dovrò leggervi anche una decina di poesie dei secoli precedenti, perché altrimenti non sarebbe un corso di letteratura “inglese”. Ma le romanziere e poetesse e i romanzieri e poeti in programma, di lingua inglese ma spesso di culture diverse (tra i romanzieri, Woolf è l’unica inglese), trasmettono prospettive sul mondo che vanno al di là di una tradizione nazionale.

Essi hanno saputo reinventare le forme ereditate dal passato, creando forme e storie che in modi diversissimi tra loro ci inducono a riflettere sulla condizione umana. E poi – ed è forse la cosa più importante – tutti hanno partecipato in quella che è la cosa più importante per degli artisti, ricordandoci la verità di quanto scrisse il grande romanziere russo F. M. Dostoevskij: “sarà la bellezza a salvare il mondo”.

Romanzi

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

Prima dell’inizio del corso vi manderò una dispensa con le poesie e caricherò sulla piattaforma Moodle e nel gruppo Teams i testi narrativi e i primi materiali critici.

The course will be taught in Italian

FIRST YEAR COURSES ARE TAUGHT IN ITALIAN

Gentili studentesse e gentili studenti,

per introdurvi alla materia che insegno, ‘Letteratura inglese’, ho deciso di mettere in programma solo testi scritti nel secolo scorso: tre romanzi e venticinque poesie.

Nel prosieguo dei vostri studi imparerete tantissimo sulle opere della tradizione inglese, ma in questo vostro primo incontro con la letteratura di lingua inglese penso sia importante trasmettervi la mia idea di quale sia il valore della letteratura. Lo farà leggendo i testi in originale in classe (mostrandovi il testo sullo schermo) e analizzandone la forma.
Certo, dovrò leggervi anche una decina di poesie dei secoli precedenti, perché altrimenti non sarebbe un corso di letteratura “inglese”. Ma le romanziere e poetesse e i romanzieri e poeti in programma, di lingua inglese ma spesso di culture diverse (tra i romanzieri, Woolf è l’unica inglese), trasmettono prospettive sul mondo che vanno al di là di una tradizione nazionale.

Essi hanno saputo reinventare le forme ereditate dal passato, creando forme e storie che in modi diversissimi tra loro ci inducono a riflettere sulla condizione umana. E poi – ed è forse la cosa più importante – tutti hanno partecipato in quella che è la cosa più importante per degli artisti, ricordandoci la verità di quanto scrisse il grande romanziere russo F. M. Dostoevskij: “sarà la bellezza a salvare il mondo”.

Romanzi

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

Prima dell’inizio del corso vi manderò una dispensa con le poesie e caricherò sulla piattaforma Moodle e nel gruppo Teams i testi narrativi e i primi materiali critici.

Novels

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

A selection of poems witll be made available before the beginning of classes.

The Art of Words: Enchantment, Artifice, Remedy

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from Shakespeare’s dramatic art and sonneting, through Sterne’s narrative innovation and Coleridge’s visionary poetry, to Woolf’s remedial fiction, the course means, on the one hand, to illustrate the specificity of the literary code, on the other, to show the polysemy, meta-artistic focus, and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to have them in class and, possibly, to read them before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837; a selection from Shakespeare’s “Sonnets” will be provided as learning materials in Moodle.

2. Laurence Sterne, selected books from “The Life and Opinions of Tristram Shandy”. English editions: “Tristram Shandy”, edited by Judith Hawley, Norton Critical Edition, 2018, ISBN: 9780393921366; or “The Life and Opinions of Tristram Shandy”, edited by Joan New and ‎Melvyn New, Penguin Classics, 2003, ISBN: 9780141920146. Italian translations: “La vita e le opinioni di Tristram Shandy”, cura di F. Gregori e trad. di F. De Steinkühl Marenco, Oscar Classici Mondadori, 2018, ISBN: 9788804684619; or “Vita e opinioni di Tristram Shandy”, introduzione di A. Brilli e trad. di G. Aldi Pompili, BUR classici, Rizzoli, 2005, ISBN: 8817129194.

3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.

4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

The Art of Words: Enchantment, Artifice, Remedy

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from Shakespeare’s dramatic art and sonneting, through Sterne’s narrative innovation and Coleridge’s visionary poetry, to Woolf’s remedial fiction, the course means, on the one hand, to illustrate the specificity of the literary code, on the other, to show the polysemy, meta-artistic focus, and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to have them in class and, possibly, to read them before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837; a selection from Shakespeare’s “Sonnets” will be provided as learning materials in Moodle.

2. Laurence Sterne, selected books from “The Life and Opinions of Tristram Shandy”. English editions: “Tristram Shandy”, edited by Judith Hawley, Norton Critical Edition, 2018, ISBN: 9780393921366; or “The Life and Opinions of Tristram Shandy”, edited by Joan New and ‎Melvyn New, Penguin Classics, 2003, ISBN: 9780141920146. Italian translations: “La vita e le opinioni di Tristram Shandy”, cura di F. Gregori e trad. di F. De Steinkühl Marenco, Oscar Classici Mondadori, 2018, ISBN: 9788804684619; or “Vita e opinioni di Tristram Shandy”, introduzione di A. Brilli e trad. di G. Aldi Pompili, BUR classici, Rizzoli, 2005, ISBN: 8817129194.

3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.

4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

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

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

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

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

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

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

Washington Irving, The Sketch-Book of Geoffrey Crayon, Gent. (1819-20)
https://www.gutenberg.org/files/2048/2048-h/2048-h.htm
-- "Rip Van Winkle"
-- "The Legend of Sleepy Hollow"
Alessandro Portelli
-- "The buried king and the memory of the future: From Washington Irving to Bruce Springsteen", Memory Studies, Vol. 13, n. 3, 2020, pp. 267-76.
(Please download the article from the R3 Library Catalog)

Nathaniel Hawthorne
-- My Kinsman, Major Molineaux (1832)
https://xtf.lib.virginia.edu/xtf/view?docId=modern_english/uvaGenText/tei/HawKins.xml&chunk.id=d3&toc.id=&brand=default
-- The Minister's Black Veil (1836)
https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf

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

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

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

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

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

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

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

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

G. E. Lessing, Emilia Galotti (Einaudi)
J. W. Goethe, Werther (Einaudi)
F. Schiller, I masnadieri (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
H. von Kleist, Il principe di Homburg (Einaudi)
G. Büchner, Woyzeck (Marsilio)
F. Kafka, La metamorfosi (Feltrinelli)
B. Brecht, L’opera da tre soldi (Einaudi)
I. Bachmann, Il trentesimo anno (Adelphi)

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

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
A.S. Pushkin Evgenij Onegin (ed. Mondadori, translated by Ghini)
M.Ju. Lermontov A hero of our time
N.V. Gogol' The Petersburg Tales
F.M. Dostoevsky The White Nights

1 reading from
A.S. Pushkin The Captain's Daughter/Boris Godunov/Belkin's Tales/Small Tragedies/

1 reading from
Avvakum Life of Archpriest Avvakum written by himself
A.N. Radiščev Journey from Petersburg to Moscow
A.S. Griboedov What a disgrace to wit


- Choice of poems (materials will be distributed during the lessons)


Poems by heart
- The first stanza of the 1st chapter of Evgenij Onegin
- 1 poem by Puskin/Lermontov analysed in the classroom

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

G. Sabbatucci-V. Vidotto, Storia contemporanea, Laterza, 2018 e 2019
vol. I: L’Ottocento (capp. 11-18)
vol. II: Dalla Grande Guerra ad oggi (capp. 1-20)

or (same text):
G. Sabbatucci-V. Vidotto, Il mondo contemporaneo, Laterza, 2019 (capp. 2-29)

Support text (optional):
A. Brancati, T. Pagliarani, Dialoghi fra storia e futuro, vol. III: Novecento e Duemila, La Nuova Italia, 2023

All students are requested to subscribe to the Moodle channel of their academic year's course: informations about lectures, programmes, exams, etc. are given through Moodle. The lecturer does NOT use the course Teams groups.

In the Historian Lab: topic, issues, methods
The course aims to make students reflect critically on the characteristics of historical knowledge, on its hermeneutic values, on the different types of sources and their use, on the relationship between history and other human and social sciences, on the various methods and concepts of historical research, showing a wide range of works that are significant for historiography.
In the first part of the course focus on a critical reflection on the forms of historical knowledge and the organisation of work in the historian's laboratory: time, the relationship between history and memory, the historical dimension of human existence, the space of historical knowledge, the sources, the new historiographic studies between hermeneutics and social sciences.

a) Two books of your choice:
• J. Topolski, Narrare la storia, Bruno Mondadori, Milano, 1997
• M. Bloch, Apologia della storia, Einaudi, Torino, 2009
• S. Rogari, La scienza storica, UTET, Torino, 2013
• S. Morgan, K. Jenkins, A. Munslow, Manifestos for History, Routledge, New York-London, 2007
• Munslow, Narrative and History, Palgrave Macmillan, Houndmills, 2007

b) One book of your choice:
• P. Bevilacqua, Sull'utilità Della Storia, Donzelli, Roma, 2000
• P. Burke, La storia culturale, Bologna, Il Mulino, 2006
• H. White, Forme di storia. Dalla realtà alla narrazione, Roma, Carocci, 2006
• B. Bonomo, Voci della memoria, Roma, Carocci, 2013
• M. Ridolfi, Verso la public history. Fare e raccontare storia nel tempo presente, Pacini, Pisa, 2017
• S. Gruzinski, Abbiamo ancora bisogno della storia? Il senso del passato nel mondo globalizzato, Raffaello Cortina, Milano, 2016

The study of the following text is also compulsory for students on the degree course in Languages: :
F. Benigno, L'età moderna. Dalla scoperta dell'America alla Restaurazione, Laterza, Roma-Bari, 2005

a) Two books in the following list:
• J. Topolski, Narrare la storia, Bruno Mondadori, Milano, 1997
• M. Bloch, Apologia della storia, Einaudi, Torino, 2009
• S. Rogari, La scienza storica, UTET, Torino, 2013
• S. Morgan, K. Jenkins, A. Munslow, Manifestos for History, Routledge, New York-London, 2007
• Munslow, Narrative and History, Palgrave Macmillan, Houndmills, 2007

b) One book in the following list:
• P. Bevilacqua, Sull'utilità Della Storia, Donzelli, Roma, 2000
• P. Burke, La storia culturale, Bologna, Il Mulino, 2006
• H. White, Forme di storia. Dalla realtà alla narrazione, Roma, Carocci, 2006
• B. Bonomo, Voci della memoria, Roma, Carocci, 2013
• M. Ridolfi, Verso la public history. Fare e raccontare storia nel tempo presente, Pacini, Pisa, 2017
• S. Gruzinski, Abbiamo ancora bisogno della storia? Il senso del passato nel mondo globalizzato, Raffaello Cortina, Milano, 2016

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

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

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

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

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

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

The course deals with a deep reflection on a specific aspect of human communicative capacities - the faculty of language - by analyzing the various hypotheses on the topic, mainly in the field of cognitive sciences.
The course will be organized into the following main topics:

- Nature vs. nurture. Introduction to the nature of the human mind
- The faculty of language within the innatist theory: Universal Grammar
- Universal Grammar and theory of evolution
- Language without faculty: culturalist approaches
- Modularity, flexibility, evolution

- Ferretti F. (2015). La facoltà di linguaggio. Determinanti biologiche e variabilità culturale. Carocci, Roma.
- Graffi G. (2008). Che cos'è la grammatica generativa. Carocci, Roma [chapters I, II, III].

Il corso si propone di introdurre elementi della teoria evoluzionistica e i suoi cambiamenti nel tempo (dall’opposizione del lamarkismo/darwinismo alle sintesi moderna/estesa dell’evoluzione); di discutere il modo con cui le teorie dell’evoluzione hanno illuminato o al contrario reso problematiche le teorie sull’origine del linguaggio; di approfondire gli approcci cognitivisti, comparativi e culturalisti al linguaggio e ai suoi elementi costitutivi; di analizzare i concetti di modulo, intelligenza specifica (culturale), intelligenza generale e di rappresentazione mentale; il ruolo della rappresentazione della temporalità nel pensiero e nel linguaggio negli umani e altri animali.

Tramacere, Antonella. Introduzione alle psicologie evoluzionistiche. L'origine della mente umana tra scienza e filosofia. Clueb, 2022.
Ferretti, Francesco. La facoltà di linguaggio: determinanti biologiche e variabilità culturale. Carocci editore, 2015.

Anthropology of contemporaneity

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

- GILLES DE VAN, L’OPERA ITALIANA. LA PRODUZIONE, L’ESTETICA, I CAPOLAVORI, CAROCCI, 2012 (PRIMA ED. 2002).
- SELECTION OF ESSAYS AND AUDIOVISUALS INDICATED BY THE TEACHER AT THE BEGINNING OF THE LESSONS. THE ESSAYS ARE AVAILABLE IN PDF ON MOODLE AND ON THE COURSE TEAMS GROUP. THE THREE WORKS (BARBIERE DI SIVIGLIA, TRAVIATA, TOSCA) MUST BE VIEWED ON YOUTUBE OR ON DVD. THEIR ACTUAL KNOWLEDGE WILL BE VERIFIED DURING THE EXAM.

ONLY FOR NON-ATTENDERS:
- SUPPLEMENTARY MATERIALS PROVIDED BY THE TEACHER AND AVAILABLE ON MOODLE AND ON THE COURSE TEAMS GROUP

In the Historian Lab: topic, issues, methods
The course aims to make students reflect critically on the characteristics of historical knowledge, on its hermeneutic values, on the different types of sources and their use, on the relationship between history and other human and social sciences, on the various methods and concepts of historical research, showing a wide range of works that are significant for historiography.
In the first part of the course focus on a critical reflection on the forms of historical knowledge and the organisation of work in the historian's laboratory: time, the relationship between history and memory, the historical dimension of human existence, the space of historical knowledge, the sources, the new historiographic studies between hermeneutics and social sciences.

a) Two books of your choice:
• J. Topolski, Narrare la storia, Bruno Mondadori, Milano, 1997
• M. Bloch, Apologia della storia, Einaudi, Torino, 2009
• S. Rogari, La scienza storica, UTET, Torino, 2013
• S. Morgan, K. Jenkins, A. Munslow, Manifestos for History, Routledge, New York-London, 2007
• Munslow, Narrative and History, Palgrave Macmillan, Houndmills, 2007

b) One book of your choice:
• P. Bevilacqua, Sull'utilità Della Storia, Donzelli, Roma, 2000
• P. Burke, La storia culturale, Bologna, Il Mulino, 2006
• H. White, Forme di storia. Dalla realtà alla narrazione, Roma, Carocci, 2006
• B. Bonomo, Voci della memoria, Roma, Carocci, 2013
• M. Ridolfi, Verso la public history. Fare e raccontare storia nel tempo presente, Pacini, Pisa, 2017
• S. Gruzinski, Abbiamo ancora bisogno della storia? Il senso del passato nel mondo globalizzato, Raffaello Cortina, Milano, 2016

The study of the following text is also compulsory for students on the degree course in Languages: :
F. Benigno, L'età moderna. Dalla scoperta dell'America alla Restaurazione, Laterza, Roma-Bari, 2005

a) Two books in the following list:
• J. Topolski, Narrare la storia, Bruno Mondadori, Milano, 1997
• M. Bloch, Apologia della storia, Einaudi, Torino, 2009
• S. Rogari, La scienza storica, UTET, Torino, 2013
• S. Morgan, K. Jenkins, A. Munslow, Manifestos for History, Routledge, New York-London, 2007
• Munslow, Narrative and History, Palgrave Macmillan, Houndmills, 2007

b) One book in the following list:
• P. Bevilacqua, Sull'utilità Della Storia, Donzelli, Roma, 2000
• P. Burke, La storia culturale, Bologna, Il Mulino, 2006
• H. White, Forme di storia. Dalla realtà alla narrazione, Roma, Carocci, 2006
• B. Bonomo, Voci della memoria, Roma, Carocci, 2013
• M. Ridolfi, Verso la public history. Fare e raccontare storia nel tempo presente, Pacini, Pisa, 2017
• S. Gruzinski, Abbiamo ancora bisogno della storia? Il senso del passato nel mondo globalizzato, Raffaello Cortina, Milano, 2016

The course will aim to introduce students to the main theoretical approaches and historiographical debates in the discipline of International History between the 19th and 21st centuries with a specific focus on the nature and evolution of the international system from the Concert of Europe to the origins, evolution, and crisis of the 'World Concert' and the return of multipolarity and great power competition.
To this aim the course will be divided into four main teaching units
*introduciton to the main analytical and historiographical appaoches in International History
*1814/5 – 1945: the international system from the Concert of Europe and the balance of power to the notion of collective security and the League of Nations
*1945 – 1989: the international system from the attepts to establish a collective security system through the creation of the UN until its paralysis and the formation of a 'World Concert' based on the logic of the bipolar 'balance of terror' until the crisis of the Soviet bloc
*1989-2024: the efforts to create a new liberal international order and their failures until the return of great power competition

Students can choose one textbook from the following list:

Anthony Best, Jussi M. Hanhimaki, Joseph A. Maiolo, Kirsten E. Schulze (eds), Storia delle Relazioni Internazionali (Torino: UTET, 2014)

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

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

Luciano Monzali, Federico Imperato, Rosario Milano, Giuseppe Spagnulo, Storia delle relazioni internazionali (1919-2021). Tra Stati nazionali, potenze continentali e organizzazioni sovranazionali (Mondadori, 2022)

Students are adviced to use a Historical Atlas alongside theier chosen textbook.

The course aims to illustrate the structures and trends of contemporary Italian at all levels of linguistic analysis (phonetics and phonology, morphology, syntax and lexicon). It will further consider variational aspects (standard language versus dialects, and regional and popular varieties; differences between written, spoken and media usage; main textual typologies; evolution of the standard norm etc.). At the end of the course the student will be in the position to evaluate in its context and comment on from a linguistic perspective a non-literary text (written or spoken) of contemporary Italian.

- Paolo D’Achille, L’italiano contemporaneo, IV ed., Bologna, Il Mulino, 2019.

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

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

- Linguistics: science of language, science of thought
- The birth of linguistics. Historical linguistics. General linguistics.
- Semiotic bases of language. Constituent traits. - Skillfully use the language tool: The theory of speech acts, the theory of implicatures. Convincing: know how the instrument was manufactured. Intonation and gentleness. Registry choices and familiarity. Linguistics and modern communication: tendentious communication. Linguistic tricks in persuasive messages. Diverting attention: the grammar of persuasion Linguistics and society: rights, linguistic deprivation, the varieties of the repertoire. Logs.
- Linguistics and languages. - Phonetics, phonetic transcription. Phonetics of Italian and English.
-Phonology. Phonemes and allophones. Phonological oppositions. Phonological rules. The syllable. Suprasegmental strokes. Intonation, illocutivity, and information structure of the utterance.
-Lexicon. The word. Word classes. -Morphology. Morpheme and allomorphs. Types of morphemes and morphological typology. Flexion. The formation of words: derivation and composition.
-Syntax. The structure. Head and modifier. The basic order of the elements. The argumentative structure. The ergative parameter. -Semantics. What is the meaning. Types of meanings. Schemes for ordering meanings. The delimitation of meaning (categories and prototypes).
-Pragmatics. Macropragmatics: speech acts and implicatures conversational. Micropragmatics: the information structure of the utterance.
- Interfaces between layers. Interface between phonology and morphology: loss of endings, metaphonesis. Interface between morphology and syntax: inflection and order of words. Interface between syntax and pragmatics: strong constructs and highlighting.
- Linguistics and knowledge.
- Linguistics, man, the brain: what are we? Linguistic universals. Implicational universals. Explain the universals of language. An example: two types of memory, and the "magic number seven".
- Diachronic and ancient linguistics: history, archaeology, philology. Change. Phonetic change. Morphological change. Semantic change. The "laws" of change. Words and things: linguistic and cultural reconstruction. The interpretation of the texts.

E. Lombardi Vallauri (2013). Linguistics in Practice. Bologna, Il Mulino.

Study of Spanish phonetics, orthography, morphology and syntax with a contrastive approach (Italian/Spanish). Translation in history: from the origins to the 17th century. Introduction to dramatic translation. Introduction to the use of the main bibliographical tools (grammars, dictionaries, lexicons, etc.) useful for learning Spanish and for translation. The student will be able to put into practice the theoretical notions acquired through exercises of a different nature.

TEXTS ADOPTED
Teaching materials
1) Manuals and essays
• Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
• Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
• Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
• Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
• Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
• Altre indicazioni bibliografiche verranno fornite agli studenti nel corso delle lezioni.
2) Books
• Casona, Alejandro, La sirena varada. Los árboles mueren de pie, Barcelona, Austral, 2003.

A text of your choice from

• Mesa, Sara, La familia, Barcelona, Anagrama, 2020.
• Zambra, Alejandro, Bonsái, Madrid, Anagrama, 2006.
2) Compulsory supplementary materials for non-attending students and for attending students who do not pass the written test
• Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
• Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

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

Teaching materials

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

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

A text of your choice from

• Mesa, Sara, La familia, Barcelona, Anagrama, 2020.
• Zambra, Alejandro, Bonsái, Madrid, Anagrama, 2006.

2) Compulsory supplementary materials for non-attending students and for attending students who do not pass the written test
• Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
• Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

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

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

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

The course introduces Russian spelling, phonetics, phonology and morphosyntax corresponding to A1 and A2 (initial) levels. Elements of Russian language history and culture will be provided; the basis for the translation of simple texts from Russian into Italian will be laid.

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

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

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

The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.

Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.

Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.

French novel in the twentieth century

The course will examine three twentieth-century French novels, to investigate transformations and declinations of the genre in the period from the First World War to the 1960s.

Course material
M. Proust, Du côté de chez Swann
A. Camus, Le premier homme
S. de Beauvoir, Mémoires d’une jeune fille rangée

The twentieth century French novel: two examples.

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

2. Critical essays.
- Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi.
- Giorgio Agamben, Quel che resta di Auschwitz, Torino, Bollati Boringhieri.
- Gabriella Violato, Scritture surrealiste, Roma, Bulzoni, 1982.
- Valeria Sperti, Fotografia e romanzo, Napoli, Liguori, 2005, pp. 69-127.

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

The syllabus is structured around four works of narrative and theatre from Spanish literature of the 16th and 17th centuries that elaborate on the themes of marginality, crime and justice. These texts will allow us to follow a twofold path: on the one hand, to get to know some aspects related to the handling of crime and marginality that characterised Spanish society in these two centuries; on the other, to begin to familiarise ourselves with the literary (narrative, theatrical) specificity of these texts, which still today are among the best known in Spanish literature of the 'classic' age.

N.B. Students with a surname beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the FIRST SEMESTER. M-Z students will take the course with Prof. Pezzini in the SECOND SEMESTER. The course is also open to students from L12 and other degree programmes.

TEXTS
• Anonimo, Lazarillo de Tormes, ed. e trad. A. Gargano, testo italiano a fronte, Venezia, Marsilio;
• M. de Cervantes, Rinconete y Cortadillo, ed. P. Pintacuda, testo italiano a fronte, Milano, BUR;
• Tirso de Molina, El condenado por desconfiado / Dannato perché incredulo, ed. e trad. G. Cara, in: Il teatro dei secoli d’oro, I, a cura di M. Grazia Profeti, Milano, Bompiani, 2014, pp. 1833-2075 (text provided by the professor);
• P. Calderón de la Barca, El alcalde de Zalamea / Il giudice di Zalamea, ed. e trad. G. Caravaggi, in: Il teatro dei secoli d’oro, II, a cura di M. Grazia Profeti, Milano, Bompiani, 2015, pp. 907-1105 (text provided by the professor).
All the editions indicated are compulsory.

CRITICISM, HISTORY OF LITERATURE, METHODOLOGY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola, Vol. I: Il Medioevo e l’età d’oro, Torino, Einaudi (only part 2, “L’età d’oro” fino a p. 341);
2. The introductions to the editions indicated in section "Texts" ;
3. F. Antonucci, Calderón de la Barca, Roma, Salerno editrice, capitoli I, III.1, IV.3.
4. L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (cap. 3);
5. J. L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (parts indicated by the professor).

Marginality and Crime in Spanish Literature of the 16th and 17th Centuries

The programme is structured around four works of fiction and theatre from Spanish literature of the 16th and 17th centuries that elaborate on the themes of marginality, crime and justice. These texts will allow us to follow a twofold path: on the one hand, to get to know certain aspects related to the handling of crime and marginality that characterised Spanish society in these two centuries; on the other, to begin to familiarise ourselves with the literary (narrative, theatrical) specificity of these texts, which still today are among the best known in Spanish literature of the 'classic' age.
N.B. Students with a surname beginning with a letter between A and L (=channel A-L) will take the course with Prof. F. Antonucci in the FIRST SEMESTER. M-Z students will take the course with Prof. Pezzini in the SECOND SEMESTER.

TEXTS
- Anonymous, Lazarillo de Tormes, ed. and transl. A. Gargano, Italian text, Venice, Marsilio;
- M. de Cervantes, Rinconete y Cortadillo, ed. P. Pintacuda, facing Italian text, Milan, BUR;
- Tirso de Molina, El condenado por desconfiado / Damned because unbelieving, ed. and translated by G. Cara, in: Il teatro dei secoli d'oro, I, edited by M. Grazia Profeti, Milan, Bompiani, 2014, pp. 1833-2075 (text provided by the lecturer);
- P. Calderón de la Barca, El alcalde de Zalamea / The judge of Zalamea, ed. and transl. G. Caravaggi, in: Il teatro dei secoli d'oro, II, edited by M. Grazia Profeti, Milan, Bompiani, 2015, pp. 907-1105 (text provided by the lecturer).
All the indicated editions are compulsory.

CRITICISM, HISTORY OF LITERATURE, METHODOLOGY
1. Carlos Alvar, José Carlos Mainer, Rosa Navarro, History of Spanish Literature, Vol. I: The Middle Ages and the Golden Age, Turin, Einaudi (only part 2, ‘The Golden Age’ up to p. 341);
2. The introductions to the editions of the works indicated in the TEXTS section;
3. F. Antonucci, Calderón de la Barca, Rome, Salerno editrice, chapters I, III.1, IV.3.
4. L. Chines, C. Varotti, Che cos'è un testo letterario, Rome, Carocci (ch. 3);
5. J. L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (parts indicated by the lecturer).

See CRITICISM, HISTORY OF LITERATURE, METHODOLOGY in "Programme"

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

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

****WARNING: The most recent edition of "L'arcano" is: Saer, Il testimone, La Nuova Frontiera, 2023 (different title, text of the novel unchanged).

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

1. A. Benítez Rojo, Il mare delle lenticchie, Nuoro, Ilisso, 2005;
2. Esquivel, La voce dell’acqua, Milano, Garzanti, 2007;
in alternativa: C. Boullosa, Dorme, Firenze, Le lettere, 2000;
3. J. Saer, Il testimone, Roma, La Nuova Frontiera, 2023
4. Todorov, La conquistadell’America, Torino, Einaudi, 2005.
5. A handout provided by the professor

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

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

Modulo B
AAVV, Os outros (d)e José Saramago, Roma, Roma TrE-Press (in corso di pubblicazione);
C. Reis, La strada dei miei libri. Dialoghi con José Saramago, Busto Arsizio, People, 2022;
J. Saramago, Lezioni italiane, a cura di G. de Marchis, Roma, La Nuova Frontiera, 2022.

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

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

THE COURSE WILL BE TAUGHT IN ITALIAN


Gentili studentesse e gentili studenti,

per introdurvi alla materia che insegno, ‘Letteratura inglese’, ho deciso di mettere in programma solo testi scritti nel secolo scorso: tre romanzi e venticinque poesie.

Nel prosieguo dei vostri studi imparerete tantissimo sulle opere della tradizione inglese, ma in questo vostro primo incontro con la letteratura di lingua inglese penso sia importante trasmettervi la mia idea di quale sia il valore della letteratura. Lo farà leggendo i testi in originale in classe (mostrandovi il testo sullo schermo) e analizzandone la forma.
Certo, dovrò leggervi anche una decina di poesie dei secoli precedenti, perché altrimenti non sarebbe un corso di letteratura “inglese”. Ma le romanziere e poetesse e i romanzieri e poeti in programma, di lingua inglese ma spesso di culture diverse (tra i romanzieri, Woolf è l’unica inglese), trasmettono prospettive sul mondo che vanno al di là di una tradizione nazionale.

Essi hanno saputo reinventare le forme ereditate dal passato, creando forme e storie che in modi diversissimi tra loro ci inducono a riflettere sulla condizione umana. E poi – ed è forse la cosa più importante – tutti hanno partecipato in quella che è la cosa più importante per degli artisti, ricordandoci la verità di quanto scrisse il grande romanziere russo F. M. Dostoevskij: “sarà la bellezza a salvare il mondo”.

Romanzi

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

Prima dell’inizio del corso vi manderò una dispensa con le poesie e caricherò sulla piattaforma Moodle e nel gruppo Teams i testi narrativi e i primi materiali critici.

The course will be taught in Italian

FIRST YEAR COURSES ARE TAUGHT IN ITALIAN

Gentili studentesse e gentili studenti,

per introdurvi alla materia che insegno, ‘Letteratura inglese’, ho deciso di mettere in programma solo testi scritti nel secolo scorso: tre romanzi e venticinque poesie.

Nel prosieguo dei vostri studi imparerete tantissimo sulle opere della tradizione inglese, ma in questo vostro primo incontro con la letteratura di lingua inglese penso sia importante trasmettervi la mia idea di quale sia il valore della letteratura. Lo farà leggendo i testi in originale in classe (mostrandovi il testo sullo schermo) e analizzandone la forma.
Certo, dovrò leggervi anche una decina di poesie dei secoli precedenti, perché altrimenti non sarebbe un corso di letteratura “inglese”. Ma le romanziere e poetesse e i romanzieri e poeti in programma, di lingua inglese ma spesso di culture diverse (tra i romanzieri, Woolf è l’unica inglese), trasmettono prospettive sul mondo che vanno al di là di una tradizione nazionale.

Essi hanno saputo reinventare le forme ereditate dal passato, creando forme e storie che in modi diversissimi tra loro ci inducono a riflettere sulla condizione umana. E poi – ed è forse la cosa più importante – tutti hanno partecipato in quella che è la cosa più importante per degli artisti, ricordandoci la verità di quanto scrisse il grande romanziere russo F. M. Dostoevskij: “sarà la bellezza a salvare il mondo”.

Romanzi

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

Prima dell’inizio del corso vi manderò una dispensa con le poesie e caricherò sulla piattaforma Moodle e nel gruppo Teams i testi narrativi e i primi materiali critici.

Novels

Virginia Woolf, To the Lighthouse (1927)
Jean Rhys, Wide Sargasso Sea (1967)
J. M. Coetzee, Disgrace (1999)

A selection of poems witll be made available before the beginning of classes.

The Art of Words: Enchantment, Artifice, Remedy

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from Shakespeare’s dramatic art and sonneting, through Sterne’s narrative innovation and Coleridge’s visionary poetry, to Woolf’s remedial fiction, the course means, on the one hand, to illustrate the specificity of the literary code, on the other, to show the polysemy, meta-artistic focus, and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to have them in class and, possibly, to read them before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837; a selection from Shakespeare’s “Sonnets” will be provided as learning materials in Moodle.

2. Laurence Sterne, selected books from “The Life and Opinions of Tristram Shandy”. English editions: “Tristram Shandy”, edited by Judith Hawley, Norton Critical Edition, 2018, ISBN: 9780393921366; or “The Life and Opinions of Tristram Shandy”, edited by Joan New and ‎Melvyn New, Penguin Classics, 2003, ISBN: 9780141920146. Italian translations: “La vita e le opinioni di Tristram Shandy”, cura di F. Gregori e trad. di F. De Steinkühl Marenco, Oscar Classici Mondadori, 2018, ISBN: 9788804684619; or “Vita e opinioni di Tristram Shandy”, introduzione di A. Brilli e trad. di G. Aldi Pompili, BUR classici, Rizzoli, 2005, ISBN: 8817129194.

3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.

4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

The Art of Words: Enchantment, Artifice, Remedy

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from Shakespeare’s dramatic art and sonneting, through Sterne’s narrative innovation and Coleridge’s visionary poetry, to Woolf’s remedial fiction, the course means, on the one hand, to illustrate the specificity of the literary code, on the other, to show the polysemy, meta-artistic focus, and epistemological import of these literary representations by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the following editions of the texts and are expected to have them in class and, possibly, to read them before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006, ISBN: 9788831789837; a selection from Shakespeare’s “Sonnets” will be provided as learning materials in Moodle.

2. Laurence Sterne, selected books from “The Life and Opinions of Tristram Shandy”. English editions: “Tristram Shandy”, edited by Judith Hawley, Norton Critical Edition, 2018, ISBN: 9780393921366; or “The Life and Opinions of Tristram Shandy”, edited by Joan New and ‎Melvyn New, Penguin Classics, 2003, ISBN: 9780141920146. Italian translations: “La vita e le opinioni di Tristram Shandy”, cura di F. Gregori e trad. di F. De Steinkühl Marenco, Oscar Classici Mondadori, 2018, ISBN: 9788804684619; or “Vita e opinioni di Tristram Shandy”, introduzione di A. Brilli e trad. di G. Aldi Pompili, BUR classici, Rizzoli, 2005, ISBN: 8817129194.

3. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996, ISBN: 9788809208438.

4. Virginia Woolf, “Mrs Dalloway/La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, Venezia, 2012, ISBN: 9788831711456.

GOALS: The teaching of "Italian Cinema" is part of the training activities that characterize the degree course in Dams (path "Cinema, television and new media"). It proposes to deal with the history of Italian cinema according to a multiplicity of perspectives concerning the cultural context, economic and legislative institutions, stylistic forms, critical and theoretical reflections, the interpretation of films, the relationships of cinema with other arts and other media. The goal is to provide knowledge and methodological tools that allow the student to measure himself critically with the history of Italian cinema and with the analysis of filmic texts.

PROGRAM: From the arrival of sound to neorealism. Italian cinema in the Fascist era. Origins and development of neorealism in the political, moral, cultural and artistic climate of the second Postwar. Production and reception modes. Plurality of ideologies, poetics, and styles. Contamination of genres. Neorealistic iconography. Forms of aesthetic renovation. The critical debate of the time. Historiographic reevaluations, critical rereadings and theoretical analyses from the 60s to today.

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (pp. 73-204); David Bruni, Commedia degli anni anni trenta, Il Castoro, Milano 2013; Stefania Parigi, Neorealismo. Il nuovo cinema del dopoguerra, Marsilio, Venezia 2014 and 2016; a compilation of texts on neorealism by the teacher (you can find it in the Moodle Platform).

FILMOGRAPHY: Gli uomini, che mascalzoni… (1932) by M. Camerini; 1860 (1934) by A. Blasetti; Vecchia guardia (1935) by A. Blasetti; Dora Nelson (1939) by M. Soldati; I Grandi Magazzini (1939) by Mario Camerini; Ossessione (1943) by L.Visconti; Paisà (1946) by R. Rossellini; Germania anno zero (1948) by R. Rossellini; Ladri di biciclette (1948) by V. De Sica; La terra trema (1948) by L.Visconti; Riso amaro (1949) by G. De Santis; Miracolo a Milano (1950) by V. De Sica; Il cammino della speranza (1950) by P. Germi; Bellissima (1951) by L. Visconti; Due soldi di speranza (1951) by R. Castellani; Lo sceicco bianco (1952) by F. Fellini; Pane amore e fantasia (1953) by L. Comencini; Il grido (1957) by M. Antonioni. Films will be shown in full or in part during lessons. Dvd copies will be available at the Biblioteca "Lino Miccichè", via Ostiense 139.

The course offers an insight into the meaning of theatre-making and the dialogue between writing and practices through some salient cases characterising the European stage in different periods and contexts, with a focus on episodes from the modern and contemporary ages.
One part of the course focuses on Elizabethan theatre and its intertwining of stage practices and dramaturgy. Another focus is devoted to the reading of a play and the reinterpretations that take it from antiquity to the heart of the 20th century: Sophocles' Antigone will be read in its original and Brecht's version. Finally, the course will focus on some books that have inspired 20th century theatre culture, transforming the relationship between text and performance and between theory and practice. In this perspective, the experiences of Artaud, Grotowski and the Living Theatre will be examined.

Raimondo Guarino, Il teatro elisabettiano, Carocci, Roma
Antigone. Variazioni sul mito, a cura di Maria Grazia Ciani, Marsilio, Venezia (o in nuova edizione Feltrinelli, Milano)
Cristina Valenti, Storia del Living Theatre: conversazione con Judith Malina, Titivillus, Pisa
Anotonin Artaud, Il teatro e il suo doppio, Einaudi, Torino
Jerzy Grotowski, Per un teatro povero, Bulzoni, Roma

Non-attending students will add a text to be agreed with the lecturer

The course focuses on the transition between the nineteenth and twentieth centuries, particularly following the thread of the protagonism of actresses. In this period, women in the theatre have a role that is impossible for other women: they can earn, command, be eminent artists, be points of reference.

Mirella Schino, Eleonora Duse. Storie e immagini di una rivoluzione teatrale, Carocci
Mirella Schino, L’età dei maestri, Viella
Doriana Legge, Un Novecento scomodo. Il teatro di Emma Gramatica, Tatiana Pavlova e Anna Fougez, Bulzoni, 2022
Laura Mariani, Le attrici nel teatro italiano dell'Ottocento, Viella 2024
Mirella Schino, Profilo del teatro italiano, Carocci

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

G. Sabbatucci-V. Vidotto, Storia contemporanea, Laterza, 2018 e 2019
vol. I: L’Ottocento (capp. 11-18)
vol. II: Dalla Grande Guerra ad oggi (capp. 1-20)

or (same text):
G. Sabbatucci-V. Vidotto, Il mondo contemporaneo, Laterza, 2019 (capp. 2-29)

Support text (optional):
A. Brancati, T. Pagliarani, Dialoghi fra storia e futuro, vol. III: Novecento e Duemila, La Nuova Italia, 2023

All students are requested to subscribe to the Moodle channel of their academic year's course: informations about lectures, programmes, exams, etc. are given through Moodle. The lecturer does NOT use the course Teams groups.

French writer-translators of the 19th and 20th centuries.

Henri Meschonnic, Poétique du traduire, Paris, Verdier, 2012.

Additional text for non-attending students:

Christine Lombez, La Seconde Profondeur. La traduction poétique et les poètes traducteurs en Europe au XXe siècle, Paris, Les Belles Lettres, 2016.

The main focus of this programme is on translation studies, particularly on the development of different theories and approaches to translation and their applications. The aim of the course is a) to provide students with the essential theoretical background; b) to make students carry out practical sessions and translate a variety of authentic texts from English into Italian; and c) to reflect on translation as an intercultural mediational process and discuss its implications.
Several text typologies will be taken into consideration (e.g. journalism, academic writing, literature, film scripts, manuals, spoken language, etc.), which differ at the level of discourse both in terms of their pragmatic purposes and their lexicogrammar features (e.g. the connections between different language registers and the choice of words, lexical phrases, idioms and morpho-syntactic structures, etc.).
The programme will also take into account the use of advanced tools for translation, e.g. online dictionaries and language corpora.

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

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

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

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

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

- Additional materials provided during the course.

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

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018.
Materials downloadable from the Moodle page and from the course Team.

Dictionaries:

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

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 5, 6, 7).

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

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018.
Materials downloadable from the Moodle page and from the course Team.

Dictionaries:

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

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 5, 6, 7).

Forms of fiction in Spain between the 17th and 20th centuries

The course aims to analyse in a diachronic perspective some canonical texts of Spanish fiction and to explore the evolution of the narrative voice and the point of view. The student will be led to have 1) a good knowledge of Spanish fiction between the 17th century and the first part of the 20th century through the critical reading of a selection of short stories and novels and the narratological analysis of the texts in the programme; 2) deepen the historical and cultural context to which the texts in the programme belong.

Texts

1. Miguel de Cervantes, Novelas ejemplares, Madrid, Cátedra (Prólogo, El casamiento engañosos; El coloquio de los perros). The texts are also available at cervantesvirtual.com);
2. José Cadalso, Cartas marruecas: Introducción, Carta XX, Carta XXI, Madrid, Cátedra (texts are also available at cervantesvirtual.com)
3. Mariano José de Larra, Artículos de costumbres: Un reo de muerte (available at cervantesvirtual.com)
4. Benito Pérez Galdós, Tristana, Madrid, Cátedra (compulsory ed.);
5. Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra. (compulsory ed.);
6. Carmen Laforet, Nada, ed. J. Teruel, Madrid, Cátedra; (compulsory ed.).

Criticism and notions of literary history

1. R. Rossi, 'Nineteenth-Nineteenth Century' in: Mario Di Pinto, Rosa Rossi, La letteratura spagnola dal Settecento ad oggi, Milan, Rizzoli (BUR) or Milan, Sansoni-Accademia. Chapters 9-13.
2. F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (unit 6);
3. M. Socrates, ‘Novelas ejemplares’ in Cervantes' Il riso maggiore, La Nuova Italia (provided by the lecturer);
4. L. Chines, C. Varotti, Che cos'è un testo letterario, Rome, Carocci (ch. 3);
6. The introductions and notes of the editions indicated as compulsory (see ‘TEXTS’ sections);
7. Other critical materials provided by the lecturer; handouts on the history of literature and historical context provided by the lecturer.

See: TEXTS and Criticism and notions of literary history in "Programme"

“Forms of the self in Spanish fiction: authorial identity and narrative identity.”
The course will explore the evolution of Spanish prose from a diachronic perspective; in particular, the different declinations of the relationship between author, narrator and character will be examined. The student will be brought to have a good knowledge of Spanish fiction between the 17th century and the early 20th century through a critical reading of a selection of short stories and novels. The course will be structured around the following points:
- theory of narrative text analysis;
- reading and analysis of the texts in question also in relation to their context.

TESTI (follow the specific edition indicated for the preparation of the examination):

- Miguel de Cervantes, Novelas ejemplares: Prologue, El casamiento engañoso; El coloquio de los perros (available on cervantesvirtual.com);
- José Cadalso, Cartas marruecas: Introduction, Letter XX, Letter XXI (available on cervantesvirtual.com);
- Mariano José de Larra, Artículos de costumbres: Un reo de muerte (available on cervantesvirtual.com);
- Benito Pérez Galdós, Doña Perfecta, ed. I. J. López, Madrid, Cátedra;
- Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra;
- Camilo José Cela, La colmena, ed. J. Urrutia, Madrid, Cátedra.

This course is aimed at introducing students to the main literary expressions of the Nineteenth Century in North America, with a focus on the notion of American Renaissance and the formulation of American Canon. Students will be given the tools to understand and analyze the content through a double perspective: the relation between romance and novel, and the opposition between literature and market.

R W. Emerson, Self-reliance (online text)
E. A. Poe, Edgar Allan Poe: Selected Poetry and Tales, Broadview Press, Edited by: James M. Hutchisson ISBN: 9781554810468 / 155481046T
Hawthorne, The Birthmark (online text). The Marble Faun OUP (World’s Classics) ISBN 978-0199554072
H. B. Stowe, Uncle Tom’s Cabin, Broadview Press, Edited by: C. Diller, ISBN: ISBN 9781551118062 / 1551118068
H. Melville, Benito Cereno, Broadview Press, Edited by B. Yothers. ISBN: 9781554813094 / 1554813093
E. Dickinson, Selected Poems and Letters, Broadview Press, ISBN: 9781554816347 / 1554816343
L. M. Alcott, Little Women, OUP (World’s Classic). ISBN 978-0199538119
M. Twain, Huckleberry Finn, Broadview Press, Edited by S. Railton. ISBN: 9781554810048 / 1554810043

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

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

Lecture notes edited by the teacher.
F. Brugnolo, R. Capelli, *Profilo delle letterature romanze medievali. Nuova edizione*, Carocci, Roma, 2011 [all editions]; pp. 1-34 (§ 1.1-1.2); 46-139 (§§; 1.5-1.8); 223-272 (§§ 2.1-2.4); 285-309 (§§ 2.1-2.4); 323-332 (§ 4.1); 367-382 (§§ 4.5-4.6); 407-420 (§§ 6.1-6.2).

Non-attending students, are invited to contact the professor at least 3 month prior the exam to define a specific program, which must include:
A. Vàrvaro, Linguistica romanza. Corso introduttivo. Seconda edizione, Liguori, Napoli, 2001 (the following chapters must not be studied: 4, 10, 11, 12, 13, 15, 16, 17, 18; 19, 20, 24, 25, 26, 31, 32, 33, 34)

One of the following:
Au. Roncaglia, *Le origini della lingua e della letteratura italiana*, Torino, UTET, 2006, pp. 1-155.
M.L. Meneghetti, *Le origini delle letterature medievali romanze*, Laterza, Roma-Bari, 1997 [all editions], pp. 3-132.

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

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

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

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

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

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

1. Manuali e saggi
-Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
-Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
-Coseriu, Eugenio, “Los conceptos de dialecto, nivel y estilo de lengua y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
-López Fonseca, Antonio, "La traducción dramática: textos para ver, oír… sentir, Estudios de Traducción. III, 2013, pp. 269-28 (disponibile online).
-Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112 (disponibile online).
-Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
-Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Testi:
-Antologia con selezione di testi a cura del docente.
-Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
-Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.
-Obligado, Clara, Las otras vidas. Cuentos. Madrid, Páginas de Espuma, 2006.

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

TESTI ADOTTATI
1) Essays:
Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Briz, Antonio, "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Coseriu, Eugenio, “Los conceptos de dialecto‟, „Nivel‟ y „Estilo de lengua‟ y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
López Fonseca, Antonio, "La traducción dramática: textos para ver, oír… sentir”, Estudios de Traducción. III, 2013, pp. 269-328.
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV, V, VI.

2) Books:
• Antolologia con selezione di testi a cura della docente.
• Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
• Sender, Ramón, La tesis de Nancy, Madrid, Cátedra, 2006.

The main focus of this programme is on translation studies, particularly on the development of different theories and approaches to translation and their applications. The aim of the course is a) to provide students with the essential theoretical background; b) to make students carry out practical sessions and translate a variety of authentic texts from English into Italian; and c) to reflect on translation as an intercultural mediational process and discuss its implications.
Several text typologies will be taken into consideration (e.g. journalism, academic writing, literature, film scripts, manuals, spoken language, etc.), which differ at the level of discourse both in terms of their pragmatic purposes and their lexicogrammar features (e.g. the connections between different language registers and the choice of words, lexical phrases, idioms and morpho-syntactic structures, etc.).
The programme will also take into account the use of advanced tools for translation, e.g. online dictionaries and language corpora.

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

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

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

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

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

- Additional materials provided during the course.

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

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

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

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

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

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

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

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018.
Materials downloadable from the Moodle page and from the course Team.

Dictionaries:

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

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 5, 6, 7).

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

N. Nikitina, Grammatica d’uso della lingua russa. Teoria ed esercizi. Livello A2, Milano, Hoepli, 2018.
Materials downloadable from the Moodle page and from the course Team.

Dictionaries:

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

Non-attending students and mother tongue students: A. Timberlake, A Reference Grammar of Russian, Cambridge, Cambridge University Press, 2004 (chap. 5, 6, 7).

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

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

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

Texts:
Racine, Phèdre, GF
Molière, Le Misanthrope, GF
Voltaire, Candide, GF
Rousseau, Les Rȇveries du promeneur solitaire,(cap. 5) GF

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

1. Gerchunoff, Los gauchos judíos, Buenos Aires, Arenal, 2003;
ed. it. Gerchunoff, Una sinagoga nella pampa, Cattarulla (a cura di), Nova Delphi, 2024;
2. Magnus, Un cinese a Buenos Aires, Milano, Gran via, 2009;
3. A. Carpentier, El reino de este mundo (any edition);
4. E. Burgos, Me llamo Rigoberta Menchú (any edition).

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

Testi adottati


Albuquerque, Luís de; Ferronha, António Luís; Horta, José da Silva; Loureiro, Rui, O Confronto do Olhar, Lisboa, Caminho, 1991;
F. La Cecla, Il malinteso. Antropologia dell’incontro, Milano, Meltemi, 2022;
G. Lanciani, Morfologia del viaggio. L’avventura marittima portoghese, Milano, LED, 2006;
M. Mauss, Saggio sul dono, Torino, Einaudi, 2002.

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


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

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

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

Films to be announced

Testi primari

Philip Sidney, Astrophil and Stella, con testo a fronte, traduzione di Marcello Corrente, La quercia fiorita
William Shakespeare, Romeo e Giulietta, con testo a fronte, traduzione di Agostino Lombardo, Feltrinelli
John Milton, Paradise Lost (con testo a fronte), traduzione a cura di Roberto Senesi,
Alexander Pope, The Rape of the Lock, con testo a fronte, traduzione di Viola Papetti, BUR
Jane Austen, Northanger Abbey, Oxford University Press

Manuale
Ingo Berensmeyer, A Short Media History of English Literature, De Gruyter, 2022 (accessibile online da Roma Tre Discovery)

Testi critici
Estratti da Maddalena Pennacchia, Shakespeare intermediale (2012) e Adattamento, appropriazione, condivisione di un classico (2018)
Ulteriori saggi critici saranno indicati su Moodle in apertura del corso

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

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

Manuali:

Chiara Maria Buglioni, Marco Castellari, Alessandra Goggio, Moira Paleari, Letteratura tedesca. Dal Medioevo al primo Novecento, Le Monier Università, 2019.
Ulteriori testi critici saranno indicati durante il corso.
I non frequentanti dovranno mettersi in contatto con la docente.
E.T.A. Hoffmann, L'uomo della sabbia, La chiesa dei Gesuiti di G., Notturni, (L'Orma), La Signorina di Scuderi (in: I confratelli di San Serapionte)
Thomas Mann, I Buddenbrooks (Einaudi), La morte a Venezia (Marsilio)
Rainer Maria Rilke, I quaderni di Malte Laurids Brigge (Adelphi) poesie: Der Panter (La pantera), Das Karussell (La giostra)
Franz Kafka, Un digiunatore, Giuseppina la cantante, ossia il popolo dei topi, Nella colonia penale (in: I Racconti, BUR Rizzoli)
Thomas Bernhard, Antichi Maestri (Adelphi)
Ingeborg Bachmann, Il trentesimo anno (Adelphi)

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

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

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

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

French literature and culture between the nineteenth and twentieth centuries.

1. Literary History.
- Alain Viala, De la Révolution à la Belle Époque, Paris, PUF.
- Il romanzo francese del Novecento, a cura di Sandra Teroni, Roma - Bari, Laterza.
- La poesia francese. 1814-1914, a cura di Luca Pietromarchi, Roma – Bari, Laterza.

2. Novels.
- Balzac, Le Colonel Chabert, Paris, Flammarion, édition avec dossier, coll. GF.
- Baudelaire, I fiori del male, a cura di Massimo Colesanti, Roma, Newton Compton ; or: Baudelaire, I fiori del male, a cura di Luca Pietromarchi, Venezia, Marsilio; or: Baudelaire, Les Fleurs du Mal, Paris, Flammarion, édition avec dossier, coll. GF.
- Apollinaire, Alcools, Paris, Flammarion, édition avec dossier, coll. GF.
- Gide, Les Faux-Monnayeurs, Paris, Flammarion, édition avec dossier, coll. GF.

3. Critical essays.
- Alain Vaillant, Qu’est-ce que le romantisme ?, Paris, CNRS.
- Henri Mitterand, L’illusion réaliste. De Balzac à Aragon, Paris, PUF.
- Michel Raimond, La crise du roman, Paris, Corti, solo le pagine su André Gide.
- Marcel Raymond, « Introduction », in Id., De Baudelaire au surréalisme, Paris, Corti, pp. 11-46.
- Georges Poulet, La poésie éclatée, Paris, PUF.

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

C. Aira, Un episodio en la vida del pintor viajero, (any edition)
J. M. Arguedas, Festa di sangue, Torino, Einaudi, 1988;
J. L. Borges, “Historia del guerrero y la cautiva”, in El Aleph, (any edition)
E. Echeverría, El matadero (any edition)
D. F. Sarmiento, Facundo, (capp. I-II) (any edition);
L. Lugones, Cuentos fatales (any edition)

The course is divided into two modules. The first will focus on contemporary Portuguese literature, with particular attention to reflections on the national social context developed by Naturalist writers. The second module will focus on Angolan literature and culture.

Module A

G. de Marchis, “L’Ottocento. L’Europa come miraggio (1862-1900)”, in G. Lanciani (a cura di), Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2015, pp. 191-244;

A. Machado Pires, “Natureza e Civilização nos escritores naturalistas portugueses”, in «Revista Colóquio/Letras», n. 22, 1974, pp. 31-42;

S. Campos Matos, “A Crise do Final de Oitocentos em Portugal: uma revisão”, in S. Campos Matos (a cura di), Crises em Portugal nos Séculos XIX e XX, Centro de História da Universidade de Lisboa, 2002, pp. 99-115;

I. Vaquinhas, “«Miserável e gloriosa»: a imagem ambivalente da mulher no século XIX”, in I Vaquinhas, “Senhoras e mulheres” na sociedade portuguesa do século XIX, Lisboa, Edições Colibri, 2011, pp. 35-50;

M. Saraiva de Jesus, Alguns estereótipos sobre a mulher na segunda metade do século XIX, «Veredas», vol. 1, Porto, 1998, pp. 149-163;

Lettura di due opere a scelta (e relativo saggio critico)

Eça de Queirós, O crime do Padre Amaro (qualunque edizione);

Eça de Queirós, O primo Basílio (qualunque edizione);

E. Blaut Fernandes, “A Santa tornava-se Vénus”, in António Apolinário Lourenço et al. (a cura di), O Século do Romance. Realismo e Naturalismo na Ficção Oitocentista, Coimbra, Centro de Literatura Portuguesa, 2013, pp. 467-477;

Abel Botelho, O livro de Alda (qualunque edizione);

Abel Botelho, Os Lázaros (qualunque edizione);

L. De Crescenzo, «Triste cosa è esser donna». La femminilità degenerata secondo Abel Botelho, Alessandria, Edizioni dell’Orso, 2024 [pp. 41-53; 60-68 oppure pp. 102-119];

Fialho de Almeida, A Ruiva, in Contos, Castro Verde, Narrativa, 2021, pp. 19-106;

R. Revez, A reflexão sobre a mulher em Fialho de Almeida, in «Faces de Eva», n. 27, Edições Colibri/Universidade Nova de Lisboa, 2012, pp. 91-104;

Reading list

Luís Vaz de Camões, Os Lusíadas (Qualunque edizione);

Fernão Mendes Pinto, Peregrinação (Qualunque edizione);

Padre António Vieira, Sermão de Santo António aos peixes (Qualunque edizione);

Gil Vicente, Auto da Índia [1509] (Qualunque edizione);

Francisco Manuel de Melo, Auto do Fidalgo Aprendiz (Qualunque edizione).

Module B – Angolan Culture

G. de Marchis (a cura di), Noi dell’Africa immensa, Roma, Nova Delphi, 2022;

I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, 2022;

V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020.

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

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference textsFor International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

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

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

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

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

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

Eventual other bibliographical references will be provided during the course.

2) Texts
Cantare del Cid, trad. A. Baldissera con testo spagnolo a fronte, Milano, Garzanti, 2003.
Pérez Reverte, Arturo, Sidi, Barcelona, Debolsillo, 2019.
Ayala, Francisco, Los usurpadores. La cabeza del cordero, Madrid, Alianza Editorial, 2020 or Aub, Max, Cuentos ciertos, Madrid, Cátedra, 2022 or oppure Benet, Juan, Volverás a Región, Barcelona, Debolsillo, 2009.
Vargas Llosa, Mario, La tía Julia y el escribidor, Barcelona, Debolsillo, 2015 or García Márquez, Gabriel, El coronel no tiene quien le escriba, Barcelona, Debolsillo, 2011.

Short films:
Vamos a llevarnos bien (2018), Corto de José Luis Velázquez. https://cortosdemetraje.com/vamos-a-llevarnos-bien/
Cacerolada (2022), Corto de Teresa Ruiz Velasco. https://cortosdemetraje.com/cacerolada/
Vecinooo (2020), Corto de Paco León. https://cortosdemetraje.com/vecinooo/

3) Reference Bibliography
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

The course aims at analysing the Portuguese language in literary and filmic texts. Syntactic functions, language production in interaction and forms of textual organisation will be analysed, emphasising syntactic, marked and unmarked constructions.

Gian Luigi De Rosa, “Null Subjects in Contemporary Brazilian Filmic Speech”, in REVISTA GRAGOATÁ, 25, pp. 244-267 (https://periodicos.uff.br/gragoata/article/view/34794/25376)
Maria Helena de Moura Neves, A gramática do português revelada em textos, Editora Unesp, 2018.
Mary Kato, Ana Maria Martins & Jairo Nunes, Português Brasileiro, Português Europeu. Sintaxe comparada, Editora Contexto, 2023.

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

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

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

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

Readings for non attending students:
L. Kasatkin, L. Krysin,; V. Zhivov, Il russo, a cura di N. Marcialis e A. Parenti; La Nuova Italia Editrice, Firenze 1995 (chapters 1-3)
B. Comrie , G. Stone, M. Polinsky, The Russian Language in the Twentieth Century, Clarendon Press, Oxford 1996 (pp: 185-230)

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

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

1:

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

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

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



2:

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

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

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



3:

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



4:

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

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

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

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

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

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

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

C. Giunta, Come NON scrivere, Torino, Utet, 2018.
For the texts of the other 2 modules, please refer to the reference lecturers.

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

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

the references texts will be indicated during the teaching hours

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

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

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

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp. 185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp. 185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp.185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

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

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

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

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

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

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

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

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

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

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

THe course will be taught in Italian

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The programme proposes an itinerary consisting of works of poetry, fiction and non-fiction that elaborate on different aspects of the relationship between man and nature, with a specific focus on the 'literarisation' of this relationship between the Renaissance and Romanticism and on the interpretation of the specificities of the Spanish landscape in the literary and non-fiction elaboration between the second half of the 19th century and the 20th century. The programme closes with an essay that addresses the problem of 'España vacía', anticipated by Julio Llamazares' novel (1988). We will thus have the opportunity to reflect not only on a very topical issue (that of the difficult balance between man and nature, between anthropised and non-anthropised spaces), but also on the specific languages of fiction, poetry and the essay.

TEXTS
• Garcilaso de la Vega, Poesía, ed. I. García Aguilar, Madrid, Cátedra (only a few poems that will be indicated in class and on the Course Team);
• Luis de Góngora, Choice of poetic texts provided by the professor;
• G. A. Bécquer, “El rayo verde”, una scelta di Rimas (texts provided by the professor);
• B. Pérez Galdós, Doña Perfecta, ed. I. Javier López, Madrid, Cátedra;
• Antonio Machado, Campos de Castilla, ed. G. Ribbans, Madrid, Cátedra;
• J. Martínez Ruiz “Azorín”, “En el Toboso” (text provided by the professor);
• M. Delibes, El camino, ed. M. Sotelo, Madrid, Austral;
• J. Llamazares, La lluvia amarilla, ed. M. Tomás-Valiente, Madrid, Cátedra;
• S. del Molino, La España vacía, Madrid, Turner (only some parts indicated by the professor).
All the editions indicated are compulsory.

CRITICISM, HISTORY OF LITERATURE, METHODOLOGY
1) The introductions to the editions of: G. de la Vega, Poesía; B. Pérez Galdós, Doña Perfecta; A. Machado, Campos de Castilla; J. Llamazares, La lluvia amarilla (vedi alla voce “Testi”).
2) L. Rodríguez Cacho, Manual de historia de la literatura española, capitolo 3 (“El teatro y la poesía en el siglo XIX”, i primi tre paragrafi, pp. 87-127, sul Romanticismo, il dramma storico, la poesia), capitolo 4 (“La prosa romántica”, solo il paragrafo su Bécquer prosista), capitolo 5 (“Galdós y Clarín en el auge de la novela realista”, tutto).
3) F. Antonucci, Il Novecento letterario spagnolo, Pisa, ETS, Unità 1, 2, 3.
4) G. Caravaggi, Antonio Machado, Roma, Salerno editrice, pp. **
5) S. Cattaneo - D. Manera, “Narrativa spagnola contemporanea”, in: D. Manera (dir.), Letteratura spagnola contemporanea, Pearson, pp. 1-173.
6) P. G. Beltrami, Gli strumenti della poesia, Bologna, Il Mulino, pp. 1-87.
7) L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci.

The course is divided into two modules. The first will focus on contemporary Portuguese literature, with particular attention to reflections on the national social context developed by Naturalist writers. The second module will focus on Angolan literature and culture.

Module A

G. de Marchis, “L’Ottocento. L’Europa come miraggio (1862-1900)”, in G. Lanciani (a cura di), Il Settecento e l’Ottocento in Portogallo, Roma, Universitalia, 2015, pp. 191-244;

A. Machado Pires, “Natureza e Civilização nos escritores naturalistas portugueses”, in «Revista Colóquio/Letras», n. 22, 1974, pp. 31-42;

S. Campos Matos, “A Crise do Final de Oitocentos em Portugal: uma revisão”, in S. Campos Matos (a cura di), Crises em Portugal nos Séculos XIX e XX, Centro de História da Universidade de Lisboa, 2002, pp. 99-115;

I. Vaquinhas, “«Miserável e gloriosa»: a imagem ambivalente da mulher no século XIX”, in I Vaquinhas, “Senhoras e mulheres” na sociedade portuguesa do século XIX, Lisboa, Edições Colibri, 2011, pp. 35-50;

M. Saraiva de Jesus, Alguns estereótipos sobre a mulher na segunda metade do século XIX, «Veredas», vol. 1, Porto, 1998, pp. 149-163;

Lettura di due opere a scelta (e relativo saggio critico)

Eça de Queirós, O crime do Padre Amaro (qualunque edizione);

Eça de Queirós, O primo Basílio (qualunque edizione);

E. Blaut Fernandes, “A Santa tornava-se Vénus”, in António Apolinário Lourenço et al. (a cura di), O Século do Romance. Realismo e Naturalismo na Ficção Oitocentista, Coimbra, Centro de Literatura Portuguesa, 2013, pp. 467-477;

Abel Botelho, O livro de Alda (qualunque edizione);

Abel Botelho, Os Lázaros (qualunque edizione);

L. De Crescenzo, «Triste cosa è esser donna». La femminilità degenerata secondo Abel Botelho, Alessandria, Edizioni dell’Orso, 2024 [pp. 41-53; 60-68 oppure pp. 102-119];

Fialho de Almeida, A Ruiva, in Contos, Castro Verde, Narrativa, 2021, pp. 19-106;

R. Revez, A reflexão sobre a mulher em Fialho de Almeida, in «Faces de Eva», n. 27, Edições Colibri/Universidade Nova de Lisboa, 2012, pp. 91-104;

Reading list

Luís Vaz de Camões, Os Lusíadas (Qualunque edizione);

Fernão Mendes Pinto, Peregrinação (Qualunque edizione);

Padre António Vieira, Sermão de Santo António aos peixes (Qualunque edizione);

Gil Vicente, Auto da Índia [1509] (Qualunque edizione);

Francisco Manuel de Melo, Auto do Fidalgo Aprendiz (Qualunque edizione).

Module B – Angolan Culture

G. de Marchis (a cura di), Noi dell’Africa immensa, Roma, Nova Delphi, 2022;

I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, 2022;

V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020.

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

In this course we will examine a selection of texts (poetry and novels) from Romanticism to contemporaneity with a view to outlining the notions of 'centre' and 'margin(s)' as a system of binary relations that can and/or cannot be contested. In particular, the course will focus on how these notions inform issues of space and gender.

Selection of poems by William Blake, William Wordsworth, John Keats, P. B. Shelley;
Charles Dickens, David Copperfield (any unabridged edition in English)
Virginia Woolf, Night and Day (any unabridged edition in English)
Hanif Kureishi, My Beautiful Laundrette (any unabridged edition in English)
Bernardine Evaristo, Blonde Roots (any unabridged edition in English)

THIS SELECTION MAY CHANGE BEFORE THE COURSE BEGINS

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

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

Audio recordings will be available on the Moodle.

"American Ghosts": History and Memory in 20th- and 21st-Century U.S. Literature

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

Henry James, "The Turn of the Screw";
----, “The Jolly Corner”;
T.S. Eliot, “The Love Song of J. Alfred Prufrock”;
----, “Tradition and the Individual Talent”;
-----, The Waste Land (New York: Norton Critical Edition, 2001).
Alain Locke, "Enter the New Negro", Survey Graphic, Vol. VI, No. 6 (March 1925)
Nella Larsen, Passing, in Quicksand and Passing, ed. Deborah E. McDowell (New Brunswick, NJ, and London: Rutgers UP, 1986, available at the Petrocchi Library).
Toni Morrison, Beloved (New York: Vintage International, 2004, ebook, available online).
Carole Maso, Ghost Dance;
Don DeLillo, Underworld (selected chapters, any edition);
Jonathan Safran Foer, Extremely Loud and Incredibly Close.

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

B. Brecht, I capolavori (Einaudi).
Ödon von Horvath, Teatro popolare (Aelphi).
F. Dürrenmatt, La visita della vecchia signora (Einaudi).
Heiner Müller, Teatro (Cuepress).
P. Weiss, L’istruttoria (Einaudi)
H. Kipphardt, Sul caso di J. Robert Oppenheimer (Einaudi)
P. Handke, Insulti al pubblico (Quodlibet).
Th. Bernhard, Ritter, Dene, Voss (Quodlibet)

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

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

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference textsFor International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

19th Russian Literature: classics and transmediality. Works of Gogol, Turgenev, Dostoevsky, Chernyshevsky, Tolstoy

Reference texts
(For International Students: indications will be given at the beginning of the course)

Readings
N.V. Gogol', Vigils at the Farm near Dikan'ka (only 'Christmas Night', 'A Terrible Revenge'), The Inspector General, Dead Souls.
I.S. Turgenev, A Hunter's Memoirs (only 'The Meadow of Bež'), Fathers and Sons
F.M. Dostoevsky, The Double, Crime and Punishment, The Mild and a novel among: The Demons/ The Idiot/ The Brothers Karamazov
N.G. Černyševskij, What to do?
L.N. Tolstoy, Anna Karenina/ War and Peace, The Death of Ivan Il'ič.

2 readings among:
N.V. Gogol', Mirgorod (only ‘Old-fashioned landlords’)
A.I. Herzen, The Past and Thoughts
A.N. Ostrovsky, The Forest/Hurricane
L.N. Tolstoy, The Tales of Sebastopol, The Kreutzer Sonata
M.V. Garšin, The Red Flower
NB: those who read War and Peace need only add 1 optional reading. It is possible to substitute the optional readings with those of Dostoevsky, and Tolstoy indicated above

5 pages approx. of reading texts in the original language (handout handed out at the beginning of the course)

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

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

Eventual other bibliographical references will be provided during the course.

2) Texts
Cantare del Cid, trad. A. Baldissera con testo spagnolo a fronte, Milano, Garzanti, 2003.
Pérez Reverte, Arturo, Sidi, Barcelona, Debolsillo, 2019.
Ayala, Francisco, Los usurpadores. La cabeza del cordero, Madrid, Alianza Editorial, 2020 or Aub, Max, Cuentos ciertos, Madrid, Cátedra, 2022 or oppure Benet, Juan, Volverás a Región, Barcelona, Debolsillo, 2009.
Vargas Llosa, Mario, La tía Julia y el escribidor, Barcelona, Debolsillo, 2015 or García Márquez, Gabriel, El coronel no tiene quien le escriba, Barcelona, Debolsillo, 2011.

Short films:
Vamos a llevarnos bien (2018), Corto de José Luis Velázquez. https://cortosdemetraje.com/vamos-a-llevarnos-bien/
Cacerolada (2022), Corto de Teresa Ruiz Velasco. https://cortosdemetraje.com/cacerolada/
Vecinooo (2020), Corto de Paco León. https://cortosdemetraje.com/vecinooo/

3) Reference Bibliography
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Focus on methodological approaches to translation and on translation practice enhancing the student's skill to face any kind of text related to Tourism Communication. Particular attention will be paid to specialized discourse through the analysis of texts related to the domain of tourism (catalogues, websites, guide books, brochures, etc.). Key issues like localization, transcreation, copywriting, and SEO/SEM will be introduced to the students.

Barbara Antonucci, Get real(ia), introduzione alla professione del traduttore, Varazze, PM, 2018.

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

1:

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

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

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



2:

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

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

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



3:

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



4:

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

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

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

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

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

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

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

C. Giunta, Come NON scrivere, Torino, Utet, 2018.
For the texts of the other 2 modules, please refer to the reference lecturers.

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

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

the references texts will be indicated during the teaching hours

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

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

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

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

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

TO BE UNDERSTOOD AS REFERENCE BIBLIOGRAPHY

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

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

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

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

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

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

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

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

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

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

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

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

General introduction. Formal guidance on the structure of the three-year thesis: outline, layout, how to make citations, etc.
Bibliographic citation system (author/date), how to use notes effectively.
Bibliographic research with Roma Tre Discovery. Practical exercises. Presentation of other catalogues and databases available online useful for research in the literary field.
Use of online dictionaries, use of corpora and other databases useful for research.
Proposals and hypotheses for the development of a three-year thesis in the literary-cultural and linguistic-linguistic field.

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

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

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

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp. 185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp. 185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

GANCHO, C. Vilares (1995). Como analisar narrativas. São Paulo: Ática;
ROCHA, J. C. de Castro (2017). Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas. São Paulo: Realizações Editora, [cap. 4 (Poéticas da emulação)], pp.185-258;
VENUTI, L. (1996). O escândalo da tradução. TradTerm, 3, pp. 99-122.

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

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

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

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

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

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

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

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

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

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

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

THe course will be taught in Italian

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The workshop is made up of 2 activities:

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

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

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

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

The meetings will focus on:

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

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

The 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
Testi Adottati
I materiali per le analisi vengono forniti durante il corso.

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

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