«Roma coda mundi». Renaissance theater in Rome between Tradition and Innovation.

Bibliography:

Required Text Books (1, 2, 3, 4, 5, 6, 7, and 8)
1. Primary Works: P. Aretino, Cortigiana (1525), any editions (edition by G. Innamorati is available online);
2. Primary Works: B. Dovizi detto il Bibbiena, La Calandra, edited by G. Padoan, Padova, Antenore, 1985 (this edition is available online);
3. Primary Works: N. Machiavelli, La Mandragola, edited by P. Stoppelli, Milan, Mondadori, 2006;
4. Criticism: Il teatro a Roma prima della Cortigiana (1525) di Pietro Aretino, edited by G. Crimi, Rome, Roma nel Rinascimento, 2020;
5. Criticism: *C. Giovanardi, Roma e le sue lingue nelle commedie del Rinascimento, in Scrivere il volgare fra Medioevo e Rinascimento, edited by N. Cannata and M.A. Grignani, Pisa, Pacini, 2009, pp. 199-211;
6. Criticism: *R. Guarino., Archeologia e spettacolo a Roma nell’età di Giulio II, in Metafore di un pontificato. Giulio II (1503-1513). Atti del convegno (Roma, 2-4 dicembre 2008), edited by F. Cantatore et alii, Rome, Roma nel Rinascimento, 2010, pp. 345-64;
7. Criticism: *R. Guarino, Feste e spettacoli a Roma nel primo Rinascimento. Tradizioni, spazi, poteri, in Roma 1347-1527. Linee di un’evoluzione. Atti del Convegno internazionale di studi (Roma, 13-15 novembre 2017), edited by M. Miglio e I. Lori Sanfilippo, Rome, Istituto storico italiano per il Medioevo, 2020, pp. 129-41.
8. Criticism: *M. Pieri, Il montaggio della commedia nel laboratorio romano, in Leone X. Finanza, mecenatismo, cultura. Atti del Convegno internazionale (Roma, 2-4 novembre 2015), 2 tt., edited by F. Cantatore et alii, Rome, Roma nel Rinascimento, 2016, I, pp. 145-66;

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

Additional readings for non-attending students:

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

During the course, structured in seminar form, Giorgio Caproni's lyrics will be examined.

- Caproni "Package"
1. Giorgio Caproni, Antologia personale, edited by Stefano Verdino, Garzanti, Milan 2017 (or subsequent editions).
2. Alessandro Baldacci, Giorgio Caproni. L'inquietudine in versi, Cesati, Florence 2016.

- Moravia "Package"
1. Alberto Moravia, Gli indifferenti, Bompiani, Milan or Mondadori, Milan.
2. Luca Chiurchiù, Primavera d'incertezza. Mito e malattia della giovinezza in Federigo Tozzi, Alberto Moravia, Vitaliano Brancati, EUM, Macerata 2020, chapters one and three.

- Brancati's "Package"
1. Vitaliano Brancati, Il bell'Antonio, with a note by Leonardo Sciascia, Mondadori, Milan 2001 (or later editions).
2. Marco Dondero, Il gallo non ha cantato. Vitaliano Brancati, il fascismo, Il bell'Antonio, Carocci, Rome 2021.

- Sciascia "Package"
1. Leonardo Sciascia, Il giorno della civetta, Adelphi, Milan (or other editions).
2. Leonardo Sciascia, Una storia semplice, Adelphi, Milan (or other editions).
3. Massimo Onofri, Storia di Sciascia, Laterza, Roma-Bari 2004, or Inschibboleth, Roma 2021.

Attending students: Caproni "package".
Non-attending students: Caproni "package" plus a "package" to be chosen among Moravia, Brancati, Sciascia.

The course will take place in the first semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.

M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/

Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.

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

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts

Ortega y Gasset, La rebelión de las masas y otros ensayos, Madrid, Alianza Editorial, 2014. (see Roma Tre Discovery) Only text online.
Zambrano, María, La España de Galdós, Madrid, Alianza Editorial, 2020.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011. (see Roma Tre Discovery)
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario). (see Roma Tre Discovery)
3) Dictionaries
Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Diccionario CLAVE, Madrid, SM, 2006.
Diccionario de americanismos, Madrid, Santillana, 2010.

Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.

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

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

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

Il "caso Conrad", tra arte e politica

I media hanno dato, giustamente, molto risalto in questo ultimo anno a quella che è stata definita la "Cancel Culture", ossia la sequenza martellante di campagne via Twitter che nei paesi anglosassoni sta cercando di cancellare dall'insegnamento nelle scuole di ogni ordine e grado l'intera tradizione culturale, e soprattutto letteraria, europea. Tutto è cominciato con l’abbattimento di statue, il cambio del nome di edifici, la rimozione di foto di vecchi scienziati, ecc. Si è molto esagerato nell’amplificare le dimensioni del fenomeno: bastava che un classicista americano denunciasse il marmo bianco delle statue greche, o che un musicologo inglese chiedesse di bandire Mozart, e tutti giù a tremare, negli USA e negli UK (centinaia di professori hanno perso il posto, molti altrettanti dottori di ricerca dovranno cercarsi un altro lavoro) o a ridere, come in Italia.
All’interno di questo sommovimento, che sta modificando comunque i curricula universitari, per qualche motivo non si è sentito fare il nome di Joseph Conrad. Strano, visto che per decenni, a partire dagli anni ’90, soprattutto negli Stati Uniti egli è stato implacabilmente denunciato come un razzista, imperialista, sessista dai critici postcoloniali. Trattandosi di uno dei tre autori più studiati (insieme a Joyce e a Virginia Woolf), era inevitabile e anche giusto esercitarsi sulle sue storie ambientate nel mondo extraeuropeo; fatto sta, che per almeno due generazioni di studiosi, insegnare Conrad è stato rischioso. Forse nel 2020 non c’era più tanto da cancellare.
Gli studi conradiani in Italia non hanno preso molto sul serio queste accuse, che pure erano già state rivolte a Conrad vent’anni prima da due giovani accademici italiani, nel volume Conrad: l’imperialismo imperfetto (1973). Sarà perché la cultura letteraria in Italia ha radici più solide; sarà perché l’attenzione per la forma dei testi più che per la biografia dell’autore è una nostra caratteristica; sarà pure che per noi Conrad non è un imitatore di Dickens bensì un grande autore europeo che scrive in inglese, anziché in russo come Dostoevskij, o in francese come Flaubert o Proust. Fatto sta che l’interesse sempre vivo per il contenuto politico delle opere conradiane si è intrecciato creativamente qui da noi con un’attenzione per la forma; e in tal modo, si è finito per capire che era l’autore stesso a illuminare, attraverso la manipolazione delle strutture narrative, il contesto storico-politico entro cui erano collocate le vicende dei suoi protagonisti e delle sue protagoniste. O almeno, questo è quanto ho cercato di dimostrare nel mio libro del 2019.
Il corso si propone di verificare quanto rilevante possa essere l’arte di Conrad per la comprensione della “Cancel Culture”, dello slogan “Black Lives Matter”, dell’”Academic-Industrial Complex” (NYT, luglio 2010). Ma non prenderò di petto questi fenomeni, se non come strumenti di analisi da portare insieme ad altri nella lettura di romanzi in cui troviamo la prima trattazione della manipolazione dei complessi di colpa di natura razziale (in questo caso a bordo di un veliero travolto da una tempesta) e una straordinaria, profetica analisi di quello che sarebbe seguito nel Novecento al colonialismo europeo ottocentesco in due storie in continuità tra loro, ambientate rispettivamente nel Congo belga e in un paese sudamericano.
L’attualità alla quale ho fatto testé richiamo non si pone in alcun modo quale orizzonte di aspettativa per il corso. Non studieremo Conrad quale romanziere politico, anche se questa è una componente primaria della sua grandezza; per studenti con alle spalle tre anni di studi letterari e linguistici, confrontarsi con le opere di Conrad nel primo anno della specialistica significa esplorare un macrotesto che è stato un cantiere aperto in cui l’autore ha sperimentato, messo alla prova una pluralità di teorie e tecniche. Etica, estetica, realismo, esotismo, idealità, geopolitica, indignazione, pietà umana, l’orrore, l’ipocrisia, le passioni: andremo alla ricerca di queste emozioni e di queste idee, imparando a decifrare un autore complesso e a tratti enigmatico.

Joseph Conrad, The Nigger of the "Narcissus" (1897)
Joseph Conrad, Heart of Darkness (1899)
Joseph Conrad, Almayer's Folly (1904)







DURING THE PREPARATION OF THE COURSE, IN THE UPCOMING YEAR, THE INSTRUCTOR MAY SLIGHTLY CHANGE SOME PARTS OF THE PROGRAM, AND WILL VERIFY THE USEFULNESS OF THE CRITICAL MATERIAL, WHICH WILL BE DISTRIBUTED AT THE BEGINNING OF THE COURSE. STUDENTS ARE ADVISED TO CHECK THE INSTRUCTOR'S PERSONAL PAGE ONLINE BEFORE CLASSES START IN MARCH 2022.

The module proposes the analysis of Brecht’s theoretical essays with a special focus on his idea and practice of theater, but also on his theory of media

B. Brecht, Große kommentierte Berliner und Frankfurter Ausgabe, Bände 21-24, Suhrkamp, Frankfurt am Main 1988–2000.
B. Brecht, Scritti teatrali, Einaudi, Torino.
B. Brecht, Scritti sulla letteratura e sull’arte, Meltemi, Milano.

«Il miglio fabbro del parlar materno». I modi del fare poesia in volgare dai trovatori a Dante
La letteratura colta in lingua volgare romanza è caratterizzata, fin dalle origini, da un'intensa riflessione retorica e metaletteraria sui modi, lo stile e il valore della poesia, in rapporto sia di emulazione che di antagonismo rispetto ai grandi classici latini. Su questo aspetto si concentrano una parte molto significativa dei topoi, dei motivi e del lessico che circolano nelle prime generazioni dei poeti, a partire dai trovatori provenzali, dai rappresentanti della Scuola siciliana fino ai poeti toscani e a Dante.
Il corso ripercorrerà, sulla base della lettura analitica di testi rappresentativi, alcuni momenti salienti di tale percorso, mettendo fra l'altro in evidenza l'inscindibile collegamento fra riflessione metapoetica e riflessione sull'amore nei primi secoli della letteratura romanza. Particolare attenzione sarà dedicata alle opere di Bernart de Ventadorn, Arnaut Daniel, Giacomo da Lentini, Guido Cavalcanti, Dante.

- Arnaut Daniel, Sirventese e canzoni, a cura di F. Bandini, Torino, Einaudi, 2000; oppure Arnaut Daniel, L'aur'amara, a cura di M. Eusebi, Roma, Carocci, 2019;
- Bernart de Ventadorn, Canzoni, a cura di M. Mancini, Roma, Carocci, 2003;

- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- M. Perugi, L’allodola che «s’innamora»: Bernart de Ventadorn nei prestilnovisti e nel primo Guido, in Da Guido Guinizzelli a Dante. Nuove prospettive sulla lirica del Duecento. Atti del Convegno di studi, Padova-Monselice 10-12 maggio 2002, a cura di F. Brugnolo e G. Peron, il Poligrafo, Padova 2004, pp. 189-206);
- P. Gresti, Dante e i trovatori: qualche riflessione, in Il centro e il cerchio. Convegno dantesco, Brescia, università cattolica, 30-31 ottobre 2009 (= «Tenzone», LXI-LXII), a c. di Cristina Cappelletti, Pisa-Roma, Fabrizio Serra, 2011, pp. 175-190;
- R. Cavazzuti, Il cammino di Dante fra i poeti del Purgatorio. Purgatorio, canti XXIII (vv.70-133); XXIV (vv.1-99); XXVI (vv.130-148); XXVII (vv. 1-142), in «Quaderni Estensi», IV (2012), pp. 175-205;
– R. Rea, Memorie di un lussurioso. Lettura del canto XXVI del Purgatorio, in «L'Alighieri», 45 (2015), pp. 103-127

The course aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the critical analysis of the history of language teaching, with special attention to the communicative approach.

• Book: Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017.
• Course packets

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

1) Van Patten B., Smith M., Benati A., Key Questions in Second Language Acquisition, Cambridge University Press, 2020.

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

3) Malicka et al. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), pp. 78-106.

The course ‘Latin language and literature’ is aimed at giving a thorough and integral knowledge of some important Latin authors and literary works, read in original and explicated as regards both the language and the contents. It consists of:
(1) A number of lectures about the so-called ‘Literary Space’ of ancient Rome, minded in particular (a) to underline the links between literature and politics (and between men of letters and society) in Rome, (b) to illustrate tipology and development of the literary genres in Rome, (c) to understand the range of different levels and functions of the latin written texts. Problems of preservation and transmission of the corpus of the latin classics will be envisaged also, even as regards their medieval and modern heritage.

(2) Some lectures about main features of latin language.

(3) Setting, reading, italian translation and commentary of:
- (a) Tibullo, Elegies, book 1;
- (b) Seneca, De brevitate vitae;
- (c) Virgilio, Aeneis, book II.

As for (1):
- G. B. Conte, Letteratura latina, Firenze (ed. Le Monnier, 2002 and reprints), parts I-IV (from the Beginnings to the II sec. C.E.).
- E. Norden, La letteratura romana, Bari (Laterza, 1958): only the appendix titled «Le fonti antiche», available on line at the url of the course.
- A hand-out for the lectures (“Profilo di storia della letteratura latina. Testi di supporto (dalle Origini alla morte di Silla)”, and further bibliography and tools about the texts in the syllabus will be given during the course, and made available on line at the url of the course.

As for (2):
- R. Oniga, Latin. A Linguistic Introduction. Edited & Translated by N. Schifano (Oxford University Press, 2014).

As for (3):
- Tibullo, Le elegie, a cura di F. Della Corte (ed. Mondadori – Lorenzo Valla, 1990) [only book I]
- Seneca, La brevità della vita, a cura di A. Traina (ed. Bur, 1993 and reprints).
- Publio Virgilio Marone, Eneide, traduzione a cura di A. Fo, note di F. Giannotti (ed. Einaudi, 2010), only book II.

The course ‘Latin language and literature’ is aimed at giving a thorough and integral knowledge of some important Latin authors and literary works, read in original and explicated as regards both the language and the contents. It consists of:
(1) A number of lectures about the so-called ‘Literary Space’ of ancient Rome, minded in particular (a) to underline the links between literature and politics (and between men of letters and society) in Rome, (b) to illustrate tipology and development of the literary genres in Rome, (c) to understand the range of different levels and functions of the latin written texts. Problems of preservation and transmission of the corpus of the latin classics will be envisaged also, even as regards their medieval and modern heritage.

(2) Lectures about some main features of latin language.

(3) Setting in context, reading, italian translation and commentary of:
- (a) Tibullus, Book Ist of the Elegies (to be prepared entirely);
- (b) Seneca, De brevitate vitae (to be prepared entirely);
- (c) Virgil, Aeneis, Book II (to be prepared entirely).

As for (1):
- G. B. Conte, Letteratura latina, Firenze (ed. Le Monnier, 2002 and reprints), parts I-IV (from the Beginnings to the II sec. C.E.).
- E. Norden, La letteratura romana, Bari (Laterza, 1958): only the appendix titled «Le fonti antiche», available on line at the url of the course.
- A hand-out for the lectures (“Profilo di storia della letteratura latina. Testi di supporto [dalle Origini alla morte di Silla])”, and further bibliography and tools about the texts in the syllabus will be given during the course, and/or made available on line at the url of the course.

As for (2):
- R. Oniga, Latin. A Linguistic Introduction. Edited & Translated by N. Schifano (Oxford University Press, 2014).

As for (3):
- Tibullo, Le elegie, a cura di F. Della Corte (ed. Mondadori – Lorenzo Valla, 1990) [Book I only]
- Seneca, La brevità della vita, a cura di A. Traina (ed. Bur, 1993 and reprints).
- Publio Virgilio Marone, Eneide, traduzione a cura di A. Fo, note di F. Giannotti (ed. Einaudi, 2010), Book II only.

The course will take place in the first semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.

M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/

Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.

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

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts

Ortega y Gasset, La rebelión de las masas y otros ensayos, Madrid, Alianza Editorial, 2014. (see Roma Tre Discovery) Only text online.
Zambrano, María, La España de Galdós, Madrid, Alianza Editorial, 2020.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011. (see Roma Tre Discovery)
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario). (see Roma Tre Discovery)
3) Dictionaries
Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Diccionario CLAVE, Madrid, SM, 2006.
Diccionario de americanismos, Madrid, Santillana, 2010.

Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.

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

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

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

Il "caso Conrad", tra arte e politica

I media hanno dato, giustamente, molto risalto in questo ultimo anno a quella che è stata definita la "Cancel Culture", ossia la sequenza martellante di campagne via Twitter che nei paesi anglosassoni sta cercando di cancellare dall'insegnamento nelle scuole di ogni ordine e grado l'intera tradizione culturale, e soprattutto letteraria, europea. Tutto è cominciato con l’abbattimento di statue, il cambio del nome di edifici, la rimozione di foto di vecchi scienziati, ecc. Si è molto esagerato nell’amplificare le dimensioni del fenomeno: bastava che un classicista americano denunciasse il marmo bianco delle statue greche, o che un musicologo inglese chiedesse di bandire Mozart, e tutti giù a tremare, negli USA e negli UK (centinaia di professori hanno perso il posto, molti altrettanti dottori di ricerca dovranno cercarsi un altro lavoro) o a ridere, come in Italia.
All’interno di questo sommovimento, che sta modificando comunque i curricula universitari, per qualche motivo non si è sentito fare il nome di Joseph Conrad. Strano, visto che per decenni, a partire dagli anni ’90, soprattutto negli Stati Uniti egli è stato implacabilmente denunciato come un razzista, imperialista, sessista dai critici postcoloniali. Trattandosi di uno dei tre autori più studiati (insieme a Joyce e a Virginia Woolf), era inevitabile e anche giusto esercitarsi sulle sue storie ambientate nel mondo extraeuropeo; fatto sta, che per almeno due generazioni di studiosi, insegnare Conrad è stato rischioso. Forse nel 2020 non c’era più tanto da cancellare.
Gli studi conradiani in Italia non hanno preso molto sul serio queste accuse, che pure erano già state rivolte a Conrad vent’anni prima da due giovani accademici italiani, nel volume Conrad: l’imperialismo imperfetto (1973). Sarà perché la cultura letteraria in Italia ha radici più solide; sarà perché l’attenzione per la forma dei testi più che per la biografia dell’autore è una nostra caratteristica; sarà pure che per noi Conrad non è un imitatore di Dickens bensì un grande autore europeo che scrive in inglese, anziché in russo come Dostoevskij, o in francese come Flaubert o Proust. Fatto sta che l’interesse sempre vivo per il contenuto politico delle opere conradiane si è intrecciato creativamente qui da noi con un’attenzione per la forma; e in tal modo, si è finito per capire che era l’autore stesso a illuminare, attraverso la manipolazione delle strutture narrative, il contesto storico-politico entro cui erano collocate le vicende dei suoi protagonisti e delle sue protagoniste. O almeno, questo è quanto ho cercato di dimostrare nel mio libro del 2019.
Il corso si propone di verificare quanto rilevante possa essere l’arte di Conrad per la comprensione della “Cancel Culture”, dello slogan “Black Lives Matter”, dell’”Academic-Industrial Complex” (NYT, luglio 2010). Ma non prenderò di petto questi fenomeni, se non come strumenti di analisi da portare insieme ad altri nella lettura di romanzi in cui troviamo la prima trattazione della manipolazione dei complessi di colpa di natura razziale (in questo caso a bordo di un veliero travolto da una tempesta) e una straordinaria, profetica analisi di quello che sarebbe seguito nel Novecento al colonialismo europeo ottocentesco in due storie in continuità tra loro, ambientate rispettivamente nel Congo belga e in un paese sudamericano.
L’attualità alla quale ho fatto testé richiamo non si pone in alcun modo quale orizzonte di aspettativa per il corso. Non studieremo Conrad quale romanziere politico, anche se questa è una componente primaria della sua grandezza; per studenti con alle spalle tre anni di studi letterari e linguistici, confrontarsi con le opere di Conrad nel primo anno della specialistica significa esplorare un macrotesto che è stato un cantiere aperto in cui l’autore ha sperimentato, messo alla prova una pluralità di teorie e tecniche. Etica, estetica, realismo, esotismo, idealità, geopolitica, indignazione, pietà umana, l’orrore, l’ipocrisia, le passioni: andremo alla ricerca di queste emozioni e di queste idee, imparando a decifrare un autore complesso e a tratti enigmatico.

Joseph Conrad, The Nigger of the "Narcissus" (1897)
Joseph Conrad, Heart of Darkness (1899)
Joseph Conrad, Almayer's Folly (1904)







DURING THE PREPARATION OF THE COURSE, IN THE UPCOMING YEAR, THE INSTRUCTOR MAY SLIGHTLY CHANGE SOME PARTS OF THE PROGRAM, AND WILL VERIFY THE USEFULNESS OF THE CRITICAL MATERIAL, WHICH WILL BE DISTRIBUTED AT THE BEGINNING OF THE COURSE. STUDENTS ARE ADVISED TO CHECK THE INSTRUCTOR'S PERSONAL PAGE ONLINE BEFORE CLASSES START IN MARCH 2022.

The module proposes the analysis of Brecht’s theoretical essays with a special focus on his idea and practice of theater, but also on his theory of media

B. Brecht, Große kommentierte Berliner und Frankfurter Ausgabe, Bände 21-24, Suhrkamp, Frankfurt am Main 1988–2000.
B. Brecht, Scritti teatrali, Einaudi, Torino.
B. Brecht, Scritti sulla letteratura e sull’arte, Meltemi, Milano.

«Il miglio fabbro del parlar materno». I modi del fare poesia in volgare dai trovatori a Dante
La letteratura colta in lingua volgare romanza è caratterizzata, fin dalle origini, da un'intensa riflessione retorica e metaletteraria sui modi, lo stile e il valore della poesia, in rapporto sia di emulazione che di antagonismo rispetto ai grandi classici latini. Su questo aspetto si concentrano una parte molto significativa dei topoi, dei motivi e del lessico che circolano nelle prime generazioni dei poeti, a partire dai trovatori provenzali, dai rappresentanti della Scuola siciliana fino ai poeti toscani e a Dante.
Il corso ripercorrerà, sulla base della lettura analitica di testi rappresentativi, alcuni momenti salienti di tale percorso, mettendo fra l'altro in evidenza l'inscindibile collegamento fra riflessione metapoetica e riflessione sull'amore nei primi secoli della letteratura romanza. Particolare attenzione sarà dedicata alle opere di Bernart de Ventadorn, Arnaut Daniel, Giacomo da Lentini, Guido Cavalcanti, Dante.

- Arnaut Daniel, Sirventese e canzoni, a cura di F. Bandini, Torino, Einaudi, 2000; oppure Arnaut Daniel, L'aur'amara, a cura di M. Eusebi, Roma, Carocci, 2019;
- Bernart de Ventadorn, Canzoni, a cura di M. Mancini, Roma, Carocci, 2003;

- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989;
– S. Asperti, Dante, i trovatori, la poesia, in Le culture di Dante, a c. di M. Picone et al., Firenze, Franco Cesati, 2004, pp. 61-92;
- M. Perugi, L’allodola che «s’innamora»: Bernart de Ventadorn nei prestilnovisti e nel primo Guido, in Da Guido Guinizzelli a Dante. Nuove prospettive sulla lirica del Duecento. Atti del Convegno di studi, Padova-Monselice 10-12 maggio 2002, a cura di F. Brugnolo e G. Peron, il Poligrafo, Padova 2004, pp. 189-206);
- P. Gresti, Dante e i trovatori: qualche riflessione, in Il centro e il cerchio. Convegno dantesco, Brescia, università cattolica, 30-31 ottobre 2009 (= «Tenzone», LXI-LXII), a c. di Cristina Cappelletti, Pisa-Roma, Fabrizio Serra, 2011, pp. 175-190;
- R. Cavazzuti, Il cammino di Dante fra i poeti del Purgatorio. Purgatorio, canti XXIII (vv.70-133); XXIV (vv.1-99); XXVI (vv.130-148); XXVII (vv. 1-142), in «Quaderni Estensi», IV (2012), pp. 175-205;
– R. Rea, Memorie di un lussurioso. Lettura del canto XXVI del Purgatorio, in «L'Alighieri», 45 (2015), pp. 103-127

The composition and transmission of texts in the Germanic Middle Ages.

The course will focus on the analysis of works from the English and German Middle Ages with particular attention to the representation of the hero in the earliest tradition (Beowulf, Battle of Maldon, Canto of Ildebrando) and in the later Arthurian romance (Sir Gawain and the Green Knight, Parzival by Wolfram von Eschenbach).

The texts, which will be related to the literary and cultural-historical environment they were produced in, will offer the starting point for a deepening of knowledge about:
- the techniques used by different authors for the composition and elaboration of themes and motifs derived from different literary traditions;
- textual transmission (texts, paratexts, handwriting, miniatures);
- diachronic linguistics.

Students (who will be guided by the teacher in the choice of topics and bibliographic material) will be required to deliver an individual or group presentation on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.

- Beowulf, ed. Giuseppe Brunetti, Roma: Carocci 2003
(Beowulf: http://www.maldura.unipd.it/dllags/brunetti/OE/TESTI/Beowulf/index.htm)
- Krapp, George Philip and Dobbie, Elliott Van Kirkhe, Anglo-Saxon poetic records: a collective edition, 6 voll., New York: Columbia University Press1931-1953.
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- Hildebrandslied, ed. Nicoletta Francovich Onesti, Parma: Pratiche, 1995.
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007
- (Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain
- Wolfram von Eschenbach, Werke, hrsg. von Karl Lachmann, Berlin 5. Aufl. 1891
(Parzival: http://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html)

David Crystal,The Stories of English, Woodstock: Overlook Press, 2004
Andy Orchard, Pride and Prodigies: Studies in the Monsters of the Beowulf-Manuscript, Cambridge: D S Brewer, 1985

The course will reconstruct the historical evolution of cartography, retracing the modes of representation from antiquity to the eighteenth-century geodetic revolution, up to the creation of the Military Geographic Institute. Particular emphasis will be given to the deconstruction of geocartographic materials, to their use in geo-historical research for the study of landscape transformations.

Attending students:
- The exam will focus on the topics covered in class, on slides in ppt and supplementary learning material provided during the course.
Non-Attending Students:
- E. Boria, Storia della cartografia in Italia dall’Unità a oggi. Tra scienza, società e progetti di potere, Milano, Utet, 2020 (pp.XI-299)

The course will deal with the concept of geophilosophy proposed by Deleuze and Guattari, highlighting its aspects related to aesthetics.

G. Deleuze, F. Guattari, Rizoma, in Mille piani, Castelvecchi, Roma, 2014, pp. 48-73.
G. Deleuze, Che cos'è l'atto di creazione?, Cronopio, Napoli.
G. Deleuze, F. Guattari, Geofilosofia, in Che cos’è la filosofia?, Einaudi, Torino, pp. 77-107.
F. Guattari, Le tre ecologie, Sonda, Milano, 2019.

A novel by your choice by C. Lispector among:
Acqua viva, Adelphi, Milano.
Vicino al cuore selvaggio, Feltrinelli, Milano.

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

1. Andrea Graziosi, L’Unione Sovietica 1914-1991, Bologna, il Mulino, 2011;
2. Andreas Kappeler, La Russia. Storia di un impero multietnico, Roma, Edizioni Lavoro, 2006.
3. Gian Piero Piretto, Gli occhi di Stalin. La cultura visuale sovietica nell'era staliniana, Milano, Raffello Cortina Editore, 2010

The course aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the critical analysis of the history of language teaching, with special attention to the communicative approach.

• Book: Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017.
• Course packets

The course aims to present an updated and comprehensive picture of medieval culture (fifth-fifteenth century), framing Italy within a broader Euro-Mediterranean context. Taking into account the most recent historiographical debates and acquisitions, lessons will try to bring students closer to different aspects concerning cultural phenomena, starting from definitions and categories such as "culture", "written culture" and "intellectual" to analyze then school practices, literacy, production and circulation of texts in their relations with society, politics, economics and religion. More precisely, the lessons will focus on the following aspects: "culture" as a historiographic problem between theoretical debates and research; written sources: qualitative and quantitative aspects; the problem of literacy and school in the early Middle Ages; book culture in the early Middle Ages; documentary culture in the early Middle Ages; the eleventh and twelfth centuries between juridical renaissance, textual discoveries and school transformations; book culture of the late Middle Ages; documentary culture of the late Middle Ages; language: Latin and vernacular in the late Middle Ages; the fourteenth century and the relationship between crisis and cultural production; Humanism. Lessons will alternate between frontal explanations and direct exercises on the sources or on specific bibliography.

Program for non attending students:
- Ronald Witt, "L’eccezione italiana. L’intellettuale laico nel Medioevo e l’origine del Rinascimento", italian translation by Anna Carocci, Roma, Viella, 2017 (original edition Cambridge 2012)

Program for attending students:
- Lectures notes, articles and sources discussed during the lesson.

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

1) Van Patten B., Smith M., Benati A., Key Questions in Second Language Acquisition, Cambridge University Press, 2020.

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

3) Malicka et al. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), pp. 78-106.

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

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

During the course, structured in seminar form, Giorgio Caproni's lyrics will be examined.

- Caproni "Package"
1. Giorgio Caproni, Antologia personale, edited by Stefano Verdino, Garzanti, Milan 2017 (or subsequent editions).
2. Alessandro Baldacci, Giorgio Caproni. L'inquietudine in versi, Cesati, Florence 2016.

- Moravia "Package"
1. Alberto Moravia, Gli indifferenti, Bompiani, Milan or Mondadori, Milan.
2. Luca Chiurchiù, Primavera d'incertezza. Mito e malattia della giovinezza in Federigo Tozzi, Alberto Moravia, Vitaliano Brancati, EUM, Macerata 2020, chapters one and three.

- Brancati's "Package"
1. Vitaliano Brancati, Il bell'Antonio, with a note by Leonardo Sciascia, Mondadori, Milan 2001 (or later editions).
2. Marco Dondero, Il gallo non ha cantato. Vitaliano Brancati, il fascismo, Il bell'Antonio, Carocci, Rome 2021.

- Sciascia "Package"
1. Leonardo Sciascia, Il giorno della civetta, Adelphi, Milan (or other editions).
2. Leonardo Sciascia, Una storia semplice, Adelphi, Milan (or other editions).
3. Massimo Onofri, Storia di Sciascia, Laterza, Roma-Bari 2004, or Inschibboleth, Roma 2021.

Attending students: Caproni "package".
Non-attending students: Caproni "package" plus a "package" to be chosen among Moravia, Brancati, Sciascia.

The course will take place in the first semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.

M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/

Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.

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

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

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

Liberty: a philosophical and literary ideal

The course aims to investigate some moments of the literary and philosophical reflection on liberty: from the "invention of liberty" - as Starobinski defines it - of the 18th century, to the liberalism of the romantics, to the spiritual liberalism of the late 19th and early 20th centuries.

J.-J. Rousseau, Le contrat social
B. Constant, De la liberté des anciens comparée à celle des modernes, in Écrits politiques
A. de Tocqueville, De la démocratie en Amérique
Alain, Propos sur les pouvoirs (section VII “L’esprit radical)

Based on the identification of the mythical components and the specific features of Tirso de Molina's Don Juan, the course aims to study some of the most outstanding rewritings of the Don Juan character in Spanish literature, from Romanticism to the twentieth century.

The program will focus on three analytical moments:

1) Analysis of the text (and the context) of the founding piece of the myth.
2) Analysis of the variants and invariants of the myth: the romantic interpretations of Don Juan.
3) The modernist demystification and contemporary versions of the Don Juan myth.

The course will be taught entirely in Spanish.

TEXTS:
• [Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa, col. Austral, 1989.
• Espronceda, José de, El estudiante de Salamanca, ed. de Benito Varela Jâcome, Madrid, Cátedra.
• Zorrilla, Don Juan Tenorio, ed. de David T. Gies, Madrid, Clásicos Castalia, 1994.
• Ramón del Valle-Inclán, Sonata de otoño, in Sonata de otoño, Sonata de invierno: Memorias del
Marqués de Bradomín, ed. de Leda Schiavo, Madrid, Espasa, col. Austral, 2002.
• Gonzalo Torrente Ballester, Don Juan, Madrid, Alianza Editorial, 2019.


CRITIC AND METHODOLOGY
• J. Manuel Losada, «Nociones de terminología mitocrítica», ACIS, Grupo de investigación Mitocrítica, p. 1-26 (on line).
• F. Márquez Villanueva, "Orígines y elaboraciones de «El Burlador de Sevilla»", Salamanca, Universidad, 1996.
• "Don Juan: genio y figura", Gonzalo Santoja (coord.), Madrid, España Nuevo Milenio, 2001, capítulos escogidos (I. Arellano, «Las raíces del mito: Don Juan, de Tirso a Zorrilla, pp. 25-46; C. García Gual, «El mito de don Juan: variantes e invariantes», pp. 65-78; A. Piedra, «Don Juan, ¿el fin de un mito?» pp. 89-104).
• S. Sevilla Vallejo, "Don Juan, el mito vivo en Gonzalo Torrente Ballester", en "Dicenda. Cuadernos de Filología Hispánica", 2013, vol. 31, pp. 213-228 (proporcionado por la docente).

TEXTS:
• [Tirso de Molina], "El burlador de Sevilla", ed. de Ignacio Arellano, Madrid, Espasa, col. Austral, 1989.
• Espronceda, José de, "El estudiante de Salamanca", ed. de Benito Varela Jâcome, Madrid, Cátedra.
• Zorrilla, "Don Juan Tenorio", ed. de David T. Gies, Madrid, Clásicos Castalia, 1994.
• Ramón del Valle-Inclán, "Sonata de otoño", in "Sonata de otoño, Sonata de invierno: Memorias del Marqués de Bradomín", ed. de Leda Schiavo, Madrid, Espasa, col. Austral, 2002.
• Gonzalo Torrente Ballester, "Don Juan", Madrid, Alianza Editorial, 2019.


CRITIC AND METHODOLOGY
• J. Manuel Losada, «Nociones de terminología mitocrítica», ACIS, Grupo de investigación Mitocrítica, p. 1-26 (on line).
• F. Márquez Villanueva, "Orígines y elaboraciones de «El Burlador de Sevilla»", Salamanca, Universidad, 1996.
• "Don Juan: genio y figura", Gonzalo Santoja (coord.), Madrid, España Nuevo Milenio, 2001, capítulos escogidos (I. Arellano, «Las raíces del mito: Don Juan, de Tirso a Zorrilla, pp. 25-46; C. García Gual, «El mito de don Juan: variantes e invariantes», pp. 65-78; A. Piedra, «Don Juan, ¿el fin de un mito?» pp. 89-104).
• S. Sevilla Vallejo, "Don Juan, el mito vivo en Gonzalo Torrente Ballester", en "Dicenda. Cuadernos de Filología Hispánica", 2013, vol. 31, pp. 213-228 (proporcionado por la docente).

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

A short anthology of texts extracted from authors of Spanish-American literatures (16th-21th centuries)
C. Cattarulla (a cura di), Identità culinarie in Sudamerica, Roma, Nova Delphi, 2017;
E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf
L. Esquivel, Como agua para chocolate (qualunque edizione);
C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.);
K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (enero-marzo 1999), pp. 171-182;
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31.

The course will focus on the analysis of the representation of violence in Brazilian literature between the 1960s and 1970s. In particular, it will be examined literary texts that interpret the Brazilian socio-historical reality from the construction of an anti-authoritarian literary discourse and the reworking of expressive and aesthetic forms.
The course consists of an introductory part relating to the historical context and the presentation of the general contents, and an in-depth analysis of the literary works on the syllabus.

Karl Erik Schollhammer, "Breve mapeamento das relações entre violência e cultura no Brasil contemporâneo", «Estudos de Literatura Brasileira Contemporânea», n. 29, 2011, pp. 27–53;
Antonio Candido, “Censura-violência”, in A. Candido, "Recortes", Rio de Janeiro, Ouro sobre Azul, 2004, pp. 222-226;
Alfredo Bosi, “Situação e formas do conto brasileiro contemporâneo”, in A. Bosi, "O conto brasileiro contemporâneo", São Paulo, Cultrix, s.d., pp.7-22;
Clarice Lispector, "A via crucis do corpo", Rio de Janeiro, Rocco, 1998;
Vilma Arêas, “Com a ponta dos dedos: A via crucis do corpo”, in V. Arêas, "Clarice Lispector com a ponta dos dedos", Companhia das Letras, São Paulo 2005, pp. 46-73;
Rubem Fonseca, "Feliz Ano Novo", Rio de Janeiro, Nova Fronteira, 2012;
Ettore Finazzi Agrò, Roberto Vecchi, "Pior do que ser assassino…", «Estudos de Literatura Brasileira Contemporânea», n. 29, 2011, pp. 67–86;
Dalton Trevisan, "A trombeta do anjo vingador", Lisboa, Relógio D'Água, 2013
Berta Waldman, "Dalton Trevisan: a linguagem roubada", «Revista Iberoamericana», Pittsburg, v. 98-99, jan.-jun., 1977, pp. 247-255.

Through the analysis of the rewritings (ekphrases, adaptations for the stage and for the screen, parodies) of narrative, poetic, and theatrical texts published between the early twentieth century and the present day, we will investigate issues such as: immigration and ethnicity; racial discrimination and civil rights; gender identities; transculturality. We will focus on the specificities of the different genres, languages, and media, as well as on the processes of adaptation and transcodification.

L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition) – The Wizard of Oz (film), dir. Victor Fleming; The Wiz (film), dir. Sidney Lumet.
William Carlos Williams, Pictures from Brueghel and Other Poems (New Directions); Paterson (New Directions), selected books/parts – Paterson (film), dir. Jim Jarmush.
Tennessee Williams, Baby Doll & Tiger Tail. A screenplay and play (New Directions) – Baby Doll (film), dir. Elia Kazan.
Hillary Jordan, Mudbound (Windmill Books) - Mudbound (film), dir. Dee Rees.

Moscow (1920-2020): Utopias, Transformations and Nostalgia

M. Bulgakov Master i Margarita
V. Aksenov Zvezdnyi bilet
V. Erofeev Moskva-Petushki
V. Pelevin Omon Ra
Vl. Sorokin Moskva

1 additional reading
A. Platonov Shastlivaia Moskva
Ju. Trifonov Dom на naberezhnoi
V. Makanin Andegraund, ili geroi nashego vremeni

The central and marginal role of dreams in English and German medieval literature.

Whether the product of poets' imagination or of divine inspiration, dreams and visions found their way into medieval literature. Whereas in some works the dream experience - of a religious, amorous or socio-political nature - is central to the work, in other texts dreams are embedded in the plot where they frequently play a premonitory role.
The detailed reading of passages taken primarily from literary works of the medieval English period (The Dream of the Cross, Chaucer and the Nun's Priest's Tale, Pearl, Piers Plowman), with references to the German (The Nibelungen) and Norse traditions, will allow the identification of recurring symbols and motifs and will highlight the way in which poets take up and rework themes and theories related to dreams in an original way. The philological and literary analysis of the texts, in relation to the cultural environment in which they were produced, will be accompanied by the study of the main lexical, morphological and syntactic changes in the English language over the centuries.
Students (who will be guided by the teacher in the choice of topics and bibliographic material) will be required to deliver an individual or group presentation on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.

Students are strongly advised to attend the course. Non-attending students are requested to contact the teacher at the beginning of the course.




The centrality and marginality of dreams in English and German medieval literature.

Whether expressions of the poets' imagination or the fruit of divine inspiration, dreams and visions found wide space in medieval literature. While in some works the dream experience - of a religious, amorous or socio-political nature - is the centre of the work and the narrator is the poet, in others dreams are woven into the plot of the text where they frequently play a premonitory role.
The analytical reading of passages taken mainly from literary works of the English Middle Ages (The Dream of the Cross, Chaucer's Nun's Priest's Tale, Pearl, Piers Plowman), with references to the German (The Nibelungen) and Norse traditions, will allow the identification of symbols and recurring motifs and will highlight the way in which poets take up and elaborate themes and theories related to dreams in an original way. The philological and literary analysis of the texts, in relation to the cultural environment in which they were produced, will be accompanied by the study of the main lexical, morphological and syntactic changes in the English language over the centuries.
Students (who will be guided by the teacher in the choice of topics and bibliographic material) will be required to deliver an individual or group presentation on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.

Students are strongly advised to attend the course. Non-attending students are requested to contact the teacher at the beginning of the course.

Texts

- Krapp, George Philip and Dobbie, Elliott Van Kirkhe, Anglo-Saxon poetic records: a collective edition, 6 voll., New York: Columbia University Press1931-1953.
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/index.htm
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007.
(Pearl: https://d.lib.rochester.edu/teams/text/stanbury-pearl-introduction)
- William Langland, The vision of Piers Plowman, ed.by A. V. C. Schmidt, London and New York, J.M. Dent and E.P. Dutton, 1978.https://quod.lib.umich.edu/c/cme/PPlLan/1:5?rgn=div1;view=toc
- Wisniewski R., Bartsch K., de Boor H., edd., Das Nibelungenlied, Wiesbaden : Brockhaus, 1979.
- P. Scardigli e M. Meli, Il canzoniere eddico, Milano: Garzanti 1982.

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

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

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


Additional bibliographical material will be provided by the teacher during the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

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

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

2) Adornetti, I., Chiera, A., Deriu, V., Altavilla, D., Valeri, G., Marini, A., ... & Ferretti, F. (2020). L'elaborazione delle storie nel disturbo dello spettro autistico: il caso delle narrazioni visive. Sistemi intelligenti, 32(3), 623-647.

3) Li, X., Hu, D., Deng, W., Tao, Q., Hu, Y., Yang, X., ... & Zhang, X. (2017). Pragmatic ability deficit in schizophrenia and associated theory of mind and executive function. Frontiers in psychology, 8, 2164.

The course aims at deepening the knowledge related to the teaching of L2 Italian, as well as the current trends in educational linguistics, with special focus on language education from a plurilingual and intercomprehension perspective.
It will also focus on the study of the ability of written comprehension (reading) in a second language and will promote the skills of designing instructional activities and the analysis of teaching tools to be used both in in-person and in digital environments.

Book:
FIORENZA E. (2020). Strategie di lettura nella didattica plurilingue. Caissa Italia.

Some chapters from:
CORTÉS VELÁSQUEZ, D., FAONE, S., NUZZO, E. (2017). Analizzare i manuali per l’insegnamento delle lingue: strumenti per una glottodidattica applicata. Italiano LinguaDue, 2, 1-73.

Course packets provided by the professor.

The course ‘Latin language and literature’ is aimed at giving a thorough and integral knowledge of some important Latin authors and literary works, read in original and explicated as regards both the language and the contents. It consists of:
(1) A number of lectures about the so-called ‘Literary Space’ of ancient Rome, minded in particular (a) to underline the links between literature and politics (and between men of letters and society) in Rome, (b) to illustrate tipology and development of the literary genres in Rome, (c) to understand the range of different levels and functions of the latin written texts. Problems of preservation and transmission of the corpus of the latin classics will be envisaged also, even as regards their medieval and modern heritage.

(2) Some lectures about main features of latin language.

(3) Setting, reading, italian translation and commentary of:
- (a) Tibullo, Elegies, book 1;
- (b) Seneca, De brevitate vitae;
- (c) Virgilio, Aeneis, book II.

As for (1):
- G. B. Conte, Letteratura latina, Firenze (ed. Le Monnier, 2002 and reprints), parts I-IV (from the Beginnings to the II sec. C.E.).
- E. Norden, La letteratura romana, Bari (Laterza, 1958): only the appendix titled «Le fonti antiche», available on line at the url of the course.
- A hand-out for the lectures (“Profilo di storia della letteratura latina. Testi di supporto (dalle Origini alla morte di Silla)”, and further bibliography and tools about the texts in the syllabus will be given during the course, and made available on line at the url of the course.

As for (2):
- R. Oniga, Latin. A Linguistic Introduction. Edited & Translated by N. Schifano (Oxford University Press, 2014).

As for (3):
- Tibullo, Le elegie, a cura di F. Della Corte (ed. Mondadori – Lorenzo Valla, 1990) [only book I]
- Seneca, La brevità della vita, a cura di A. Traina (ed. Bur, 1993 and reprints).
- Publio Virgilio Marone, Eneide, traduzione a cura di A. Fo, note di F. Giannotti (ed. Einaudi, 2010), only book II.

The course ‘Latin language and literature’ is aimed at giving a thorough and integral knowledge of some important Latin authors and literary works, read in original and explicated as regards both the language and the contents. It consists of:
(1) A number of lectures about the so-called ‘Literary Space’ of ancient Rome, minded in particular (a) to underline the links between literature and politics (and between men of letters and society) in Rome, (b) to illustrate tipology and development of the literary genres in Rome, (c) to understand the range of different levels and functions of the latin written texts. Problems of preservation and transmission of the corpus of the latin classics will be envisaged also, even as regards their medieval and modern heritage.

(2) Lectures about some main features of latin language.

(3) Setting in context, reading, italian translation and commentary of:
- (a) Tibullus, Book Ist of the Elegies (to be prepared entirely);
- (b) Seneca, De brevitate vitae (to be prepared entirely);
- (c) Virgil, Aeneis, Book II (to be prepared entirely).

As for (1):
- G. B. Conte, Letteratura latina, Firenze (ed. Le Monnier, 2002 and reprints), parts I-IV (from the Beginnings to the II sec. C.E.).
- E. Norden, La letteratura romana, Bari (Laterza, 1958): only the appendix titled «Le fonti antiche», available on line at the url of the course.
- A hand-out for the lectures (“Profilo di storia della letteratura latina. Testi di supporto [dalle Origini alla morte di Silla])”, and further bibliography and tools about the texts in the syllabus will be given during the course, and/or made available on line at the url of the course.

As for (2):
- R. Oniga, Latin. A Linguistic Introduction. Edited & Translated by N. Schifano (Oxford University Press, 2014).

As for (3):
- Tibullo, Le elegie, a cura di F. Della Corte (ed. Mondadori – Lorenzo Valla, 1990) [Book I only]
- Seneca, La brevità della vita, a cura di A. Traina (ed. Bur, 1993 and reprints).
- Publio Virgilio Marone, Eneide, traduzione a cura di A. Fo, note di F. Giannotti (ed. Einaudi, 2010), Book II only.

This course explores narratives of global catastrophe, from the early Nineteenth Century to the present. Our discussions will be situated at the intersection of comparative literature and philosophy. We will address how ideas of the human and the non-human are transformed by encounters with existential crisis. Primary texts have been chosen from a variety of periods and languages, on the basis of formal and ideological affinity or meaningful difference. As a result of our discussions, new layers of relation between the texts will emerge. We will see how values and representations (of humanity, non-human otherness and existential crisis) are affected by changing historical and cultural circumstance. A variety of critical approaches will be considered, including ethics, psychoanalytic criticism, posthumanism, Anthropocene Studies, deconstruction, critical animal studies and genre theory.

The course will be taught in English. Primary literature should be read in the original language, where possible. Assessment will consist of a compulsory coursework essay in English (2.500 words), which must be submitted to the course tutor at least one week prior to the oral examination. The oral examination will focus on the coursework essay, and may take place in English or in Italian, depending on the student’s preference.

Primary Texts:

Mary Shelley, The Last Man [1826], ed. by Morton D. Paley (Oxford: Oxford University Press, 1994), or any other available edition.

H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer (London: Penguin, 2005), or any other available edition.

Sigmund Freud, Das Unbehagen in der Kultur (Wien: Internationaler Psychoanalytischer Verlag, 1930), trans. by James Strachey, Civilization and Its Discontents (New York: W.W. Norton, 1962), or any other available edition (select chapters).

Albert Camus, La Peste [1947], trans. by Robin Buss, introduction by Tony Judt, The Plague (London: Penguin, 2002), or any other available edition.

Aldous Huxley, Ape and Essence [1948], (London: Vintage, 2005), or any other available edition.

Guido Morselli, Dissipatio H.G., (Adelphi: Milan, 1977), trans. by Frederia Randall, Dissipatio H.G.: The Vanishing (New York: New York Review Books Classics, 2020).

Samanta Schweblin, Distancia de rescate [2014], trans. by Megan McDowell, Fever Dream (New York: Riverhead Books, 2017).

Nnedi Okorafor, Binti (New York: Tor Books, 2015).

The course will take place in the first semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.

M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/

Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.

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

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

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

Liberty: a philosophical and literary ideal

The course aims to investigate some moments of the literary and philosophical reflection on liberty: from the "invention of liberty" - as Starobinski defines it - of the 18th century, to the liberalism of the romantics, to the spiritual liberalism of the late 19th and early 20th centuries.

J.-J. Rousseau, Le contrat social
B. Constant, De la liberté des anciens comparée à celle des modernes, in Écrits politiques
A. de Tocqueville, De la démocratie en Amérique
Alain, Propos sur les pouvoirs (section VII “L’esprit radical)

Based on the identification of the mythical components and the specific features of Tirso de Molina's Don Juan, the course aims to study some of the most outstanding rewritings of the Don Juan character in Spanish literature, from Romanticism to the twentieth century.

The program will focus on three analytical moments:

1) Analysis of the text (and the context) of the founding piece of the myth.
2) Analysis of the variants and invariants of the myth: the romantic interpretations of Don Juan.
3) The modernist demystification and contemporary versions of the Don Juan myth.

The course will be taught entirely in Spanish.

TEXTS:
• [Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa, col. Austral, 1989.
• Espronceda, José de, El estudiante de Salamanca, ed. de Benito Varela Jâcome, Madrid, Cátedra.
• Zorrilla, Don Juan Tenorio, ed. de David T. Gies, Madrid, Clásicos Castalia, 1994.
• Ramón del Valle-Inclán, Sonata de otoño, in Sonata de otoño, Sonata de invierno: Memorias del
Marqués de Bradomín, ed. de Leda Schiavo, Madrid, Espasa, col. Austral, 2002.
• Gonzalo Torrente Ballester, Don Juan, Madrid, Alianza Editorial, 2019.


CRITIC AND METHODOLOGY
• J. Manuel Losada, «Nociones de terminología mitocrítica», ACIS, Grupo de investigación Mitocrítica, p. 1-26 (on line).
• F. Márquez Villanueva, "Orígines y elaboraciones de «El Burlador de Sevilla»", Salamanca, Universidad, 1996.
• "Don Juan: genio y figura", Gonzalo Santoja (coord.), Madrid, España Nuevo Milenio, 2001, capítulos escogidos (I. Arellano, «Las raíces del mito: Don Juan, de Tirso a Zorrilla, pp. 25-46; C. García Gual, «El mito de don Juan: variantes e invariantes», pp. 65-78; A. Piedra, «Don Juan, ¿el fin de un mito?» pp. 89-104).
• S. Sevilla Vallejo, "Don Juan, el mito vivo en Gonzalo Torrente Ballester", en "Dicenda. Cuadernos de Filología Hispánica", 2013, vol. 31, pp. 213-228 (proporcionado por la docente).

TEXTS:
• [Tirso de Molina], "El burlador de Sevilla", ed. de Ignacio Arellano, Madrid, Espasa, col. Austral, 1989.
• Espronceda, José de, "El estudiante de Salamanca", ed. de Benito Varela Jâcome, Madrid, Cátedra.
• Zorrilla, "Don Juan Tenorio", ed. de David T. Gies, Madrid, Clásicos Castalia, 1994.
• Ramón del Valle-Inclán, "Sonata de otoño", in "Sonata de otoño, Sonata de invierno: Memorias del Marqués de Bradomín", ed. de Leda Schiavo, Madrid, Espasa, col. Austral, 2002.
• Gonzalo Torrente Ballester, "Don Juan", Madrid, Alianza Editorial, 2019.


CRITIC AND METHODOLOGY
• J. Manuel Losada, «Nociones de terminología mitocrítica», ACIS, Grupo de investigación Mitocrítica, p. 1-26 (on line).
• F. Márquez Villanueva, "Orígines y elaboraciones de «El Burlador de Sevilla»", Salamanca, Universidad, 1996.
• "Don Juan: genio y figura", Gonzalo Santoja (coord.), Madrid, España Nuevo Milenio, 2001, capítulos escogidos (I. Arellano, «Las raíces del mito: Don Juan, de Tirso a Zorrilla, pp. 25-46; C. García Gual, «El mito de don Juan: variantes e invariantes», pp. 65-78; A. Piedra, «Don Juan, ¿el fin de un mito?» pp. 89-104).
• S. Sevilla Vallejo, "Don Juan, el mito vivo en Gonzalo Torrente Ballester", en "Dicenda. Cuadernos de Filología Hispánica", 2013, vol. 31, pp. 213-228 (proporcionado por la docente).

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

A short anthology of texts extracted from authors of Spanish-American literatures (16th-21th centuries)
C. Cattarulla (a cura di), Identità culinarie in Sudamerica, Roma, Nova Delphi, 2017;
E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf
L. Esquivel, Como agua para chocolate (qualunque edizione);
C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.);
K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (enero-marzo 1999), pp. 171-182;
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31.

The course will focus on the analysis of the representation of violence in Brazilian literature between the 1960s and 1970s. In particular, it will be examined literary texts that interpret the Brazilian socio-historical reality from the construction of an anti-authoritarian literary discourse and the reworking of expressive and aesthetic forms.
The course consists of an introductory part relating to the historical context and the presentation of the general contents, and an in-depth analysis of the literary works on the syllabus.

Karl Erik Schollhammer, "Breve mapeamento das relações entre violência e cultura no Brasil contemporâneo", «Estudos de Literatura Brasileira Contemporânea», n. 29, 2011, pp. 27–53;
Antonio Candido, “Censura-violência”, in A. Candido, "Recortes", Rio de Janeiro, Ouro sobre Azul, 2004, pp. 222-226;
Alfredo Bosi, “Situação e formas do conto brasileiro contemporâneo”, in A. Bosi, "O conto brasileiro contemporâneo", São Paulo, Cultrix, s.d., pp.7-22;
Clarice Lispector, "A via crucis do corpo", Rio de Janeiro, Rocco, 1998;
Vilma Arêas, “Com a ponta dos dedos: A via crucis do corpo”, in V. Arêas, "Clarice Lispector com a ponta dos dedos", Companhia das Letras, São Paulo 2005, pp. 46-73;
Rubem Fonseca, "Feliz Ano Novo", Rio de Janeiro, Nova Fronteira, 2012;
Ettore Finazzi Agrò, Roberto Vecchi, "Pior do que ser assassino…", «Estudos de Literatura Brasileira Contemporânea», n. 29, 2011, pp. 67–86;
Dalton Trevisan, "A trombeta do anjo vingador", Lisboa, Relógio D'Água, 2013
Berta Waldman, "Dalton Trevisan: a linguagem roubada", «Revista Iberoamericana», Pittsburg, v. 98-99, jan.-jun., 1977, pp. 247-255.

Through the analysis of the rewritings (ekphrases, adaptations for the stage and for the screen, parodies) of narrative, poetic, and theatrical texts published between the early twentieth century and the present day, we will investigate issues such as: immigration and ethnicity; racial discrimination and civil rights; gender identities; transculturality. We will focus on the specificities of the different genres, languages, and media, as well as on the processes of adaptation and transcodification.

L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition) – The Wizard of Oz (film), dir. Victor Fleming; The Wiz (film), dir. Sidney Lumet.
William Carlos Williams, Pictures from Brueghel and Other Poems (New Directions); Paterson (New Directions), selected books/parts – Paterson (film), dir. Jim Jarmush.
Tennessee Williams, Baby Doll & Tiger Tail. A screenplay and play (New Directions) – Baby Doll (film), dir. Elia Kazan.
Hillary Jordan, Mudbound (Windmill Books) - Mudbound (film), dir. Dee Rees.

The central and marginal role of dreams in English and German medieval literature.

Whether the product of poets' imagination or of divine inspiration, dreams and visions found their way into medieval literature. Whereas in some works the dream experience - of a religious, amorous or socio-political nature - is central to the work, in other texts dreams are embedded in the plot where they frequently play a premonitory role.
The detailed reading of passages taken primarily from literary works of the medieval English period (The Dream of the Cross, Chaucer and the Nun's Priest's Tale, Pearl, Piers Plowman), with references to the German (The Nibelungen) and Norse traditions, will allow the identification of recurring symbols and motifs and will highlight the way in which poets take up and rework themes and theories related to dreams in an original way. The philological and literary analysis of the texts, in relation to the cultural environment in which they were produced, will be accompanied by the study of the main lexical, morphological and syntactic changes in the English language over the centuries.
Students (who will be guided by the teacher in the choice of topics and bibliographic material) will be required to deliver an individual or group presentation on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.

Students are strongly advised to attend the course. Non-attending students are requested to contact the teacher at the beginning of the course.




The centrality and marginality of dreams in English and German medieval literature.

Whether expressions of the poets' imagination or the fruit of divine inspiration, dreams and visions found wide space in medieval literature. While in some works the dream experience - of a religious, amorous or socio-political nature - is the centre of the work and the narrator is the poet, in others dreams are woven into the plot of the text where they frequently play a premonitory role.
The analytical reading of passages taken mainly from literary works of the English Middle Ages (The Dream of the Cross, Chaucer's Nun's Priest's Tale, Pearl, Piers Plowman), with references to the German (The Nibelungen) and Norse traditions, will allow the identification of symbols and recurring motifs and will highlight the way in which poets take up and elaborate themes and theories related to dreams in an original way. The philological and literary analysis of the texts, in relation to the cultural environment in which they were produced, will be accompanied by the study of the main lexical, morphological and syntactic changes in the English language over the centuries.
Students (who will be guided by the teacher in the choice of topics and bibliographic material) will be required to deliver an individual or group presentation on historical-literary, linguistic and textual topics related to works of the Germanic Middle Ages.

Students are strongly advised to attend the course. Non-attending students are requested to contact the teacher at the beginning of the course.

Texts

- Krapp, George Philip and Dobbie, Elliott Van Kirkhe, Anglo-Saxon poetic records: a collective edition, 6 voll., New York: Columbia University Press1931-1953.
- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)
- The Canterbury Tales and Other Works of Chaucer (Middle English): https://www.sacred-texts.com/neu/eng/mect/index.htm
- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007.
(Pearl: https://d.lib.rochester.edu/teams/text/stanbury-pearl-introduction)
- William Langland, The vision of Piers Plowman, ed.by A. V. C. Schmidt, London and New York, J.M. Dent and E.P. Dutton, 1978.https://quod.lib.umich.edu/c/cme/PPlLan/1:5?rgn=div1;view=toc
- Wisniewski R., Bartsch K., de Boor H., edd., Das Nibelungenlied, Wiesbaden : Brockhaus, 1979.
- P. Scardigli e M. Meli, Il canzoniere eddico, Milano: Garzanti 1982.

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

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

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


Additional bibliographical material will be provided by the teacher during the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

This module will provide an interpretation of the crisis of the Roman Republic. Students will read some of the major ancient sources relating to this period (Plutarch, Sallustius and so on). They will be introduced to the figure of Mario and the way in which he came into conflict with Lucio Cornelio Silla, a Roman "warlord", who after victories in the East eventually marched on Rome in 82 and assumed the office of dictator.

G.Geraci-A. Marcone- Storia Romana (editio maior), Le Monnier Università, Mondadori Education, Milano 2017.
G.Geraci-A. Marcone- Fonti per la storia romana, Le Monnier Università, Mondadori Education, Milano 2019.
Plutarco-Vita di Mario (qualsiasi edizione)
F. Santangelo- Gaio Mario, Jouvence Milano 2021.

Course Schedule: Thursday 3pm-5pm, aula 9; Friday 11am-1pm, aula 9

Classes start on Thursday, March 3, at 3pm, aula 9


Readings

 All readings will be made available by the professor on Moodle. The Prof.’s lectures as well as class discussion will be based on those readings.


Assignments:

1. Paper (1500/2000 words) (30%)
2. Research outline presentation (10-15 mins) with a ppt (25%)
3. Final exam (30%)
4. Class participation (15%)



Course Syllabus: (days, topics, and readings)

Week 1

TH 3 March - Course Intro: Historical Thinking and Cultural History

- M. C. Lemon, Philosophy of History: A Guide for Students, pp. 290-303 (“The What is History Debate”)
- Alessandro Arcangeli, Cultural History: A Concise Introduction, pp. 1-17 (“In search of a definition”); pp. 30-48 (“Interwoven paths”)


F 4 March – NO CLASS (Make-up Class: 5 May)



Week 2

TH 10 March - Popular Culture?

- Peter Burke, Popular Culture in Early Modern Europe, pp. 3-22 (The Discovery of the People)
- Aron Gurevich, Medieval Popular Culture: Problems of Belief and Perception, pp. 78-103
(Popular Culture in the Mirror of the Penitentials)


F 11 March – Francis Petrarch and Humanism
- Kenneth Bartelett, The Civilization of the Italian Renaissance, pp. XIX-XX; 1-8 (Introduction; Quintilian); pp. 25-34 (Petrarch: Introduction; Letter to Posterity; The Ascent of Mount Ventoux; Letter to the Shade of Cicero)


Week 3

TH 17 March – The Humanist “Revolution” and the Renaissance

- Kenneth Bartelett, The Civilization of the Italian Renaissance, pp. 66-86 (Coluccio Salutati, Letter to Peregrino Zambeccari; Vespasiano da Bisticci: Life of Poggio Bracciolini; Life of Niccolò Niccoli; Lorenzo Valla, The Glory of the Latin Language)
- Lauro Martines, Power and Imagination (Ch."Humanism: A Program for Ruling Classes")


F 18 March - Women of the Renaissance

- Bartelett, The Civilization of the Italian Renaissance, pp. 111-133 (Marriage, the Family, and Women: Intro; Francesco Barbaro; Leon Battista Alberti)
- Carolyn James, “Politics and Domesticity in the Letters of Isabella d’Este and Francesco Gonzaga, 1490 –1519”, Renaissance Quarterly 65 (2012): 321–52



Week 4

TH 24 March The “Universal Man” of The Renaissance

- Bartelett, The Civilization of the Italian Renaissance, pp. 97-104 (Florentine Neoplatonism and Mysticism: Intro; Marsilio Ficino); pp. 104-108 (Giovanni Pico della Mirandola)
- Leonardo da Vinci, Selections from the Notebooks, in The Italian Renaissance Reader, ed. by Bondanella and Musa, pp. 185-195


F 25 March - An Exercise of Critical Thinking: Lorenzo Valla’s Reading of The Donation of Constantine

- Bartelett, The Civilization of the Italian Renaissance, pp. 206-210 (Lorenzo Valla The Principal Arguments from the Forged Donation of Constantine)
- The Donation of Constantine: https://sourcebooks.fordham.edu/source/donatconst.asp


Week 5

TH 31 March Political Thought: Niccolò Machiavelli

- Starn, Seeing Culture in a Room for a Renaissance Prince, in Biersack, Aletta, The New Cultural History, pp. 205-232
- Niccolò Machiavelli, The Prince, in Bondanella and Musa (eds.), The Italian Renaissance Reader, pp. 258-264; 273-274; 291-293


F 1 April - Pope Sixtus IV, Conspiracies, and the Making of the Last Judgment in the Sistine Chapel

- Joseph H. Lynch and Phillip C. Adamo, The Medieval Church: A Brief History, pp. 318-327 (“Crisis and Calamity”); pp. 329-342 (“The Church in the Fifteenth Century”)
- Marcello Simonetta, The Montefeltro Conspiracy: A Renaissance Mystery Decoded, selected pp.



Week 6

TH 7 April – The Age of Geographical Explorations

- Cristopher Columbus, Journal of the First Voyage, paragraphs: 1, 2, 3, 4, 50-54:
http://eada.lib.umd.edu/text-entries/journal/


F 8 April - Witchcraft: A Renaissance Contradiction?

- Brian Levack, The Witch-Hunt in Early Modern Europe, Ch. 2 (The Intellectual Foundations)
- Charles Zika, Images of Witchcraft in Early Modern Europe, in Levack, ed., The Oxford Handbook of Witchcraft in Early Modern Europe and Colonial America



Week 7

TH 14 April – Heinrich Kramer’s Malleus Maleficarum and Related Traditions

- Kors and Peters, Witchcraft in Europe, 400-1700, pp. 176-228 (“The Hammer of Witches”)
- Gianfrancesco Pico della Mirandola, “Strix”, in Witchcraft in Europe, ed. by Alan Charles Kors
and Edward Peters, selected pp.


F 15 April – T 19 April: Spring Break (Make up Class for Friday: 6 May)



Week 8 -- Paper due: Thursday, 21 April at 11:59pm

TH 21 April - Carlo Ginzburg’s Benandanti

- Carlo Ginzburg, The Night Battles: Witchcraft and Agrarian Cults in the Sixteenth and Seventeenth Centuries, selected pp.


F 22 April - Civic Rituals and Popular Cultures: The Case of the Carnival

- Peter Burke, Popular Culture in Early-Modern Europe, pp. 178-204 (The World of Carnival)


Week 9

TH 28 April – Protestant and Catholic Reforms

- Lisa Jardine, Erasmus: Man of Letters, selected pp.
- Martin Luther, Address to the Christian Nobility: https://history.hanover.edu/texts/luthad.html
- Paolo Giustiniani and Pietro Querini, Booklet to Pope Leo X on the Reform of the Church, selected pp.


F 29 April - Science, Theology, and Authority

- The Index of Forbidden Books: https://sourcebooks.fordham.edu/mod/indexlibrorum.asp
- Giordano Bruno, On the Infinite, the Universe, and the Worlds, selected pp.
- Galileo Galilei's Indictment and Abjuration (1633): https://sourcebooks.fordham.edu/mod/1630galileo.asp


Week 10 – Make-Up Classes

TH 5 May – Current Cultural Trends

- James Hankins, How Not to Defend the Humanities:
https://americanaffairsjournal.org/2017/11/not-defend-humanities/
- Yuval Noah Harari, Homo Deus: A Brief History of Tomorrow, selected pp.



F 6 May - Course Recap and Final Exam Preparation

All readings will be made available by the professor on Moodle. The Prof.’s lectures as well as class discussion will be based on those readings.

The consumption of popular culture and policies aimed at influencing popular culture became increasingly salient in 20th century Western societies. Also Italian political parties and governments became aware of the importance of controlling and manipulating popular culture, and started developing sophisticated and effective forms of propaganda. Concurrently, popular culture itself became politically engaged, as militancy started to be conveyed in various forms of popular art, as writings, drawings, songs, radio and TV broadcasts and movies. The relationship between propaganda from above and popular cultures from below must not be interpreted in terms of a rigid opposition, but rather of a conflictual relationship capable of influencing each other.

The course aims at providing a general overview of the main trends in the history of italian popular culture from the early to the late 20th century, as well as at introducing students to key arguments in historical scientific research on the topic. In this way, students will develop skills to critically read, think, discuss and write about a set of historiographical arguments and a multiplicity of historical evidence.

In this sense, the course will detect how mass communication, literature and the visual arts determined the attitudes, moods and mentality of Italian society during the twentieth century.

The first part of the course will focus on the analysis of the concepts of "Popular Culture", "Propaganda", “Consensus Building” and "Political Religion”, with special references to the so-said “cultural turn”, which changed many perspectives in Contemporary History.

The second part of the course will deal with the role of Italian media as, at one hand, a pillar of ideological consensus and social stability and, to the other, as antidote to social conformism and State power. The connection between Italian Media, Popular Culture and Political History will be stressed through main periods of Italian history, observing continuity and fractures from Liberal Italy to Fascist regime and from the Cold War to the Second Italian Republic.

Students attending AND not attenting classes will have to refer to the following essays for the final oral exam:

- R. Moro, Mosse, the Cultural Turn, and the Cruces of Modern Historiography, (in George L. Mosse’s Italy, pp. 131-136)

- Holt N. Parker, Toward a Definition of Popular Culture, in “History and Theory”, May 2011, v. 50, pp. 147-170

- John Storey, Cultural Theory and Popular Culture, Cap. 1, "What is Popular Culture", pp. 1-16

In the oral exam, Students attending classes have to refer also on lessons contents. Students not attending classes must to refer instead to the following textbook:

- Matthew Hibberd, The Media in Italy: Press, Cinema and Broadcasting from Unification to Digital, New York, 2008.

In the last part of the course and before oral exam Students attending classes will have to present a paper on one of the following “blocks”. Students not attending classes will have to choose one of the “blocks” for their oral exams as well, besides essays and textbook suggested above.

Block 1: Poetry and Journalism in Early XX Century
- Pierluigi Allotti, The Style of a Revolutionary Journalist (in Mussolini 1883-1915. Triumph and Transformation of Revolutionary Socialist, pp. 225-256)
- Enrico Serventi Longhi, The Triumph of the Noble People: Gabriele d’Annunzio and Populism between literature and politics (in “Qualestoria”)

Block 2: Totalitarian Radio and Music
- Philip V. Cannistraro, The Radio in Fascist Italy (in “Journal of European Studies, vol. 2, 1972, pp.127-154)
- Marilisa Merolla, Jazz and Fascism: Contradictions and Ambivalences in the Diffusion of Jazz Music under the Italian Fascist Dictatorship (1925-1935) (in Jazz and Totalitarism, pp. 31-44)

Block 3: PostWar Italian Cinema and Glamour
-- Maurizio Zinni, Entertainment, Politics and Colonial Identity in Post-War Italian and British Cinema (1945-1960) (in Images of Colonialism and Decolonisation in Italian Media, pp- 67-80)
- Stephen Gundle, Hollywood Glamour and Mass Consuption in Postwar Italy, (in “Journal of Cold War Studies”, vol. 4 n. 3, 2002, pp. 95-118)

Block 4: Women and 70’s
-Andrea Hayek, A Room of One’s Own. Feminist Intersections between Space, Women’s Writing and Radical Bookselling in Milan (1968-1986) (in “Italian Studies”, vol. 73:1, pp. 81-97)
- Ruth Glynn, Press Representation of Italian Women Terrorist (in Women, Terrorism, and Trauma in Italian Culture pp. 39-72)

Block 5: TV fiction and Popular Culture
- Mauro Resmini, ‘Il senso dell'intreccio’: History, Totality, and Collective Agency in Romanzo criminale (in “The Italianist”, vol. 36(2), pp. 243-265)
- Luca Barra, Massimo Scaglioni, Saints, Cops and Camorristi. Editorial Policies and Production Models of Italian TV Fiction, (in “International Journal of TV Serial Narratives, vo. 1, spring 2015, pp. 65-76)

Block 6: Berlusconi and the Second Republic
- Cinzia Padovani, ‘Berlusconi’s Italy’: the media between structure and agency (in “Modern Italy”, vol. 20:1, pp. 41-57)
- Philip Schlesinger, Berlusconi Phenomenon (in Culture and Conflict in Postwar Italy, pp 270-285)

Environmental History
Unit I - 36 hours - 6 cfu.
Socio-economic changes and environmental alterations from the eighteenth century to the new millennium.
The course consists of two parts, perfectly complementary. The first part, introductory, intends to provide an essential framework of environmental history. The second part is much wider and intends to illustrate and analyze the environmental changes that with increasing intensity and importance have marked the history of the last three centuries, in their inseparable relationship with the contemporary socio-economic dynamics and with a particular reference to the Italian experience.

Environmental History
Unit I – 36 hours - 6 cfu.
Socio-economic changes and environmental alterations from the eighteenth century to the new millennium.
- S. Mosley, Storia globale dell’ambiente, il Mulino, Bologna 2013.
- P. Bevilacqua, Tra natura e storia. Ambiente, economia, risorse in Italia, Donzelli, Roma 2000.
- G. Corona, Breve storia dell’ambiente in Italia, il Mulino, Bologna 2015.
- P. Tino, Le radici della vita. Storia della fertilità della terra nel Mezzogiorno (secoli XIX-XX), Rubbettino, Soveria Mannelli 2015.
- M. Forti, Malaterra. Come hanno avvelenato l’Italia, Laterza, Bari-Roma 2018.
One of the following books at the choice:
- J. R. McNeill e P. Engelke, La Grande accelerazione. Una storia ambientale dell’Antropocene dopo il 1945, Einaudi, Torino 2018.
- P. Bevilacqua, Il cibo e la terra. Agricoltura, ambiente e salute negli scenari del nuovo millennio, Donzelli, Roma 2018.
- P. Acot, Storia del clima. Dal Big Bang alle catastrofi climatiche, Donzelli, Roma 2004 (in particolare la Parte seconda e la Parte terza).
- A. W. Crosby, Lo scambio colombiano. Conseguenze biologiche e culturali del 1492, Einaudi, Torino 1992.
- M. Armiero - S. Barca, Storia dell’ambiente. Una introduzione, Carocci, Roma 2004.
- F. Paolini, Ambiente. Una storia globale (secoli XX-XXI), tab edizioni, Roma 2020 (in particolare i capitoli 1-3 e l' "Appendice").
- S. Adorno e S. Neri Serneri (a cura di), Industria, ambiente, territorio. Per una storia ambientale delle aree industriali in Italia, il Mulino, Bologna 2009 (in particolare il saggio introduttivo di S. Adorno e S. Neri Serneri, Per una storia ambientale delle aree industriali in Italia, e i saggi di S. Neri Serneri, R. Tolaini, M. Ruzzenenti, A. Ciuffetti, M. G. Rienzo, S. Ruju, S. Adorno).
- S. Luzzi, Il virus del benessere. Ambiente, salute, sviluppo nell’Italia repubblicana, Laterza, Roma-Bari 2009.
- S. Neri Serneri, Incorporare la natura. Storie ambientali del Novecento, Carocci, Roma 2005 (in particolare il capitolo introduttivo e la Parte prima).
Additional bibliographical references will be provided during lessons.

The course aims at deepening the knowledge related to the teaching of L2 Italian, as well as the current trends in educational linguistics, with special focus on language education from a plurilingual and intercomprehension perspective.
It will also focus on the study of the ability of written comprehension (reading) in a second language and will promote the skills of designing instructional activities and the analysis of teaching tools to be used both in in-person and in digital environments.

Book:
FIORENZA E. (2020). Strategie di lettura nella didattica plurilingue. Caissa Italia.

Some chapters from:
CORTÉS VELÁSQUEZ, D., FAONE, S., NUZZO, E. (2017). Analizzare i manuali per l’insegnamento delle lingue: strumenti per una glottodidattica applicata. Italiano LinguaDue, 2, 1-73.

Course packets provided by the professor.

Moscow (1920-2020): Utopias, Transformations and Nostalgia

M. Bulgakov Master i Margarita
V. Aksenov Zvezdnyi bilet
V. Erofeev Moskva-Petushki
V. Pelevin Omon Ra
Vl. Sorokin Moskva

1 additional reading
A. Platonov Shastlivaia Moskva
Ju. Trifonov Dom на naberezhnoi
V. Makanin Andegraund, ili geroi nashego vremeni

La circolazione dei testi volgari fra XII e XIV secolo: libri, motivi, personaggi

Il corso metterà a fuoco la mobilità e la dimensione dialogica della letteratura romanza delle origini indagando alcuni casi esemplari di dialogo intertestuale fra opere significative in provenzale, francese e italiano antico, concentrandosi tanto sulla condivisione dei contenuti (motivi e idee comuni), quanto sull’aspetto materiale della circolazione e diffusione dei manoscritti nello spazio romanzo.

A. Stussi, Fondamenti di critica testuale, Bologna, il Mulino, 1995 (o ristampe successive);
• F. Brugnolo, Traduzioni poetiche nella Scuola siciliana, in Premio “Città di Monselice” per la traduzione letteraria e scientifica – 31-32-33, a cura di G. Peron, Padova, Il Poligrafo, 2004, pp. 270-91 (dispensa);
• F. Brugnolo, R. Capelli, Profilo delle letterature romanze medievali, Roma, Carocci, 2019;
• C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1990.

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

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

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

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

Lombard Southern Italy. Power and Society, in the Ninth and Tenth Centuries.
The course aims to analyze, with direct use of sources and historiography, the relationships between princely powers and society in the Lombard Southern Italy, from the principality of Arechi (774) to the tenth century: princes and aristocracy, economic bases of princely power, relations between city and territory.

G. Zornetta, Italia meridionale longobarda. Competizione, conflitto e potere politico a Benevento (secoli VIII-IX), Rome, Viella, 2020, , capitoli 2, 3, 4; V. Loré, Uno spazio instabile. Capua e i suoi conti nella seconda meta del IX secolo, in Les élites et leurs espaces. Mobilité, rayonnement, domination (du VIe au XIe siècle), eds. P. Depreux, F. Bougard, R. Le Jan, Turnhout, Brepols, 2007, pp. 341-360; Idem, Genesi e forme di uno spazio politico: Capua nell’alto Medioevo, in Felix Terra. Capua e la Terra di Lavoro in età longobarda, Atti del convegno internazionale (Capua-Caserta, 4-7 giugno 2015), ed. F. Marazzi, Cerro al Volturno, Volturnia, 2017, pp. 53-64; V. Loré, La chiesa del principe. S. Massimo di Salerno nel quadro del Mezzogiorno longobardo, in Ricerca come incontro. Archeologi, paleografi e storici per Paolo Delogu, a cura di G. Barone, A. Esposito, C. Frova, Rome, Viella, 2013, pp. 103-124; selected sources, analyzed during the lessons. Non-attending students will replace the study of the dossier with Erchemperto, Piccola storia dei Longobardi di Benevento, ed. L. A. Berto, Napoli, Liguori, 2013.

The course will be divided into 2 volets of 6 CFU. The first volet (1st semester) will be held by Visiting Professor Marion Bendinelli, who will propose a series of lessons aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation and the analysis of sectoral terminology through the retrieval of semantic-thematic réseaux and terminological fields of a corpus of texts that will be provided by the teacher. The second volet will be devoted to some perspectives on translation, with particular reference to Joyce as an auto-translator from English into French, Queneau and Meschonnic's Bible, as well as the translation of advertising and tourist texts.

For the first part of the course:
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/
Further bibliographic material for the second part will be indicated by the Visiting Professor at the beginning of his lessons.

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

The course consists of two modules.
The first will be devoted to audiovisual translation and its specific techniques, with particular attention to the main translation problems of subtitling and screenplay in the Hispanic-Italian context. In this context, it will deal with the translation of titles, language varieties, songs and humour, in close relation with issues related to culture-specific elements and all adaptation phenomena.

The second module is aimed at the acquisition of methodological tools for the creation of didactic materials, following an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate their acquired linguistic-expressive skills, to refine their metalinguistic competence and to experiment with different techniques for using audiovisual materials as mediators of "significant learning".

Testi adottati

1) Textbooks and critical essays
Díaz Cintas, Jorge – Remael, Aline, Audiovisal Translation: Subtitling, London/New York, Routledge, 2007. (Anche epub)

Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)

Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114. (disponibile online)

Rodríguez Gonzalo C., La elaboración de unidades como marco de investigación, Valencia, Perifèric, 1999.

Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013. (Vd. Roma Tre Discovery)


Griffin, Kim, Lingüística aplicada a la enseñanza del español como segunda lengua, Madrid, Arco/Libros, 2011.



2) Texts
Mihura, M., El caso de la mujer asesinadita, in Teatro completo, Madrid, Cátedra, 2009, pp. 295-353. (Vd. Roma Tre Discovery)

Almodóvar, P., Parla con lei, Torino, Einaudi, 2003.

Dispensa con un’antologia di testi a cura del docente.

Filmography under analysis
Rufufú (I soliti ignoti) di M. Monicelli
Bienvenido Mr Marshall di Luis García Berlanga
Mujeres al borde de un ataque de nervios (Donne sull’orlo di una crisi di nervi) di P. Almodóvar
Hable con ella di P. Almodóvar

3) Reference documents
Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)

Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)

Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)

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

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

Giuliana Garzone 2015. Specialized communication and popularization in English. Roma: Carocci Editore.

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

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

The course aims at the achievement of the advanced C1 level (ТРКИ-III) of the Common European Framework of Reference for the knowledge of languages.
Students will be involved in individual or group practical exercises focused on the development of productive (written and oral communication) and receptive (reading, listening) skills, aimed at assessing the acquisition of the set objectives. Linguistic and translation notions will be explored with particular attention to the syntactic organization of the sentence and the stylistic registers of different text types (literary text, filmic dialogue, essay).
To assess the knowledge being acquired, workshops will be held through the Moodle platform, in which students will be involved in peer review and evaluation activities. The students will have the opportunity to deal with methodological approaches that might be different from their own and will learn to manage their skills and responsibilities in both an individual context and group work.

Ju. Dobrovol’skaja, L’ABC della traduzione, con la collaborazione di C. Zonghetti, Milano, Hoepli, 2017.

I.S. Ivanova, L.M. Karamyševa et al., Sintaksis. Praktičeskoe posobie po russkomu jazyku kak inostrannomu, Sankt-Peterburg, Zlatoust, 2008.

PowerPoint, teaching materials used during the lectures, literary texts, films, essays and links to useful sites will be shared on the Moodle page of the course - AA21/22 - РУССКИЙ ЯЗЫК (ПРОДВИНУТЫЙ УРОВЕНЬ): ЛЕКСИКА, СИНТАКСИС И СТИЛИСТИКА / LINGUA RUSSA AVANZATA: LESSICO, SINTASSI E STILISTICA - 20710455 (ALETTO): https://lingueletteratureculturestraniere.el.uniroma3.it/course/view.php?id=524

Non-attending students are kindly requested to contact the professor at the beginning of the course to receive information on additional study materials.

Poetry and critical poetics of the French extrême contemporain.

The course will be divided into four parts. Following a chronological order, each of these will take into consideration, in order: Denis Roche, Emmanuel Hocquard, Dominique Fourcade, Nathalie Quintane.

Poetry:
- Denis Roche, Éros énergumène, Paris, Gallimard, 2001.
- Emmanuel Hocquard, Un privé à Tanger, Paris, P.O.L, 1987 (versione tascabile: Paris, Seuil, 2014).
- Dominique Fourcade, Rose-déclic, Paris, P.O.L, 1984.
- Nathalie Quintane, Remarques / Osservazioni, traduzione di Michele Zaffarano, Colorno, Tiellecì («Benway Series»), 2015.


Critical essays (three from the following list):
- Jean-Marie Gleize, Éloge de la véhémence, Paris, Seuil, 2019.
- Emmanuel Hocquard. La poésie mode d’emploi, sous la direction de N. Koble, A. Lang, M. Murat, J.-F. Puff, Paris, Le Presses du réel, 2020.
- Dominique Fourcade. Lyriques déclics, sous la direction de L. Fourcaut, L. Michel, M. Murat, Paris, Hermann, 2020.
- Nathalie Quintane, sous la direction de Benoît Auclerc, Paris, Classiques Garnier, 2015.

Magic and emotion in Shakespearean theatre: Midsummer Night's Dream and The Tempest

Shakespeare, William, Midsummer Night's Dream, ed. by Peter Holland, The Oxford Shakespeare, OUP
Shakespeare, William, The Tempest, ed. by Stephen Orgel, The Oxford Shakespeare, OUP

The course reconstructs aspects of Berlin's history in German literature from the late nineteenth century to the present day.

Theodor Fontane, Irrungen Wirrungen
Alfred Döblin, Berlin Alexanderplatz
Christa Wolf, Der geteilte Himmel (Il cielo diviso, e/o)
Herta Müller, Reisende auf einem Bein
Wladimir Kaminer, Russendisko (Russendisko Guanda)
Sven Regener, Herr Lehmann (Il signor Lehmann, Feltrinelli)


Testi critici:
Raul Calzoni, La letteratura tedesca del secondo dopoguerra. L’età delle macerie e della ricostruzione (1945-1961), Carocci, Roma 2013.
Simone Costagli, Alessandro Fambrini, Matteo Galli, Stefania Sbarra, Guida alla Letteratura tedesca. Percorsi e protagonisti 1945-2017, Odoya, Bologna 2018.

Per i non frequentanti si consiglia vivamente di mettersi in contatto con la docente.

The course will be divided into 2 volets of 6 CFU. The first volet (1st semester) will be held by Visiting Professor Marion Bendinelli, who will propose a series of lessons aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation and the analysis of sectoral terminology through the retrieval of semantic-thematic réseaux and terminological fields of a corpus of texts that will be provided by the teacher. The second volet will be devoted to some perspectives on translation, with particular reference to Joyce as an auto-translator from English into French, Queneau and Meschonnic's Bible, as well as the translation of advertising and tourist texts.

For the first part of the course:
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/
Further bibliographic material for the second part will be indicated by the Visiting Professor at the beginning of his lessons.

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

The students will gain advanced skills in translation theory applied to cross-cultural dimensions of German-speaking countries that provide a foundation for advanced translation skills from German into Italian. By translating a range of different text, they will refine their ability to analyze and create texts of significant complexity and to reflect on their linguistic and cultural implications.

There will be an additional module with a teacher to be defined, 36 h

COURSE MATERIALS
• Stefano Arduini, Ubaldo Stecconi, Manuale di traduzione. Teorie e figure professionali, Carocci, Roma 2007 e ristampe.

The course aims at the achievement of the advanced C1 level (ТРКИ-III) of the Common European Framework of Reference for the knowledge of languages.
Students will be involved in individual or group practical exercises focused on the development of productive (written and oral communication) and receptive (reading, listening) skills, aimed at assessing the acquisition of the set objectives. Linguistic and translation notions will be explored with particular attention to the syntactic organization of the sentence and the stylistic registers of different text types (literary text, filmic dialogue, essay).
To assess the knowledge being acquired, workshops will be held through the Moodle platform, in which students will be involved in peer review and evaluation activities. The students will have the opportunity to deal with methodological approaches that might be different from their own and will learn to manage their skills and responsibilities in both an individual context and group work.

Ju. Dobrovol’skaja, L’ABC della traduzione, con la collaborazione di C. Zonghetti, Milano, Hoepli, 2017.

I.S. Ivanova, L.M. Karamyševa et al., Sintaksis. Praktičeskoe posobie po russkomu jazyku kak inostrannomu, Sankt-Peterburg, Zlatoust, 2008.

PowerPoint, teaching materials used during the lectures, literary texts, films, essays and links to useful sites will be shared on the Moodle page of the course - AA21/22 - РУССКИЙ ЯЗЫК (ПРОДВИНУТЫЙ УРОВЕНЬ): ЛЕКСИКА, СИНТАКСИС И СТИЛИСТИКА / LINGUA RUSSA AVANZATA: LESSICO, SINTASSI E STILISTICA - 20710455 (ALETTO): https://lingueletteratureculturestraniere.el.uniroma3.it/course/view.php?id=524

Non-attending students are kindly requested to contact the professor at the beginning of the course to receive information on additional study materials.

Liberty: a philosophical and literary ideal

The course aims to investigate some moments of the literary and philosophical reflection on liberty: from the "invention of liberty" - as Starobinski defines it - of the 18th century, to the liberalism of the romantics, to the spiritual liberalism of the late 19th and early 20th centuries.

J.-J. Rousseau, Le contrat social
B. Constant, De la liberté des anciens comparée à celle des modernes, in Écrits politiques
A. de Tocqueville, De la démocratie en Amérique
Alain, Propos sur les pouvoirs (section VII “L’esprit radical)
B. Croce, Storia d’Europa nel secolo decimonono.

ESPACIOS Y TIEMPOS DEL CONFLICTO Y DE LA MEMORIA EN EL TEATRO ESPAÑOL CONTEMPORÁNEO Y ACTUAL
Il corso mira a fornire allo studente gli strumenti e le metodologie per l’analisi drammaturgica di testi teatrali dell’epoca contemporanea e attuale, con speciale attenzione allo studio delle dinamiche spazio-temporali e della costruzione del personaggio. Il testo drammatico verrà inoltre analizzato dalla prospettiva della sua realizzazione nella messa in scena, anche attraverso l’uso e l’analisi di materiali video. Il corso, infine, punta ad approfondire le riflessioni pratiche e teoriche sulla didattica della letteratura, con speciale riguardo all’uso del teatro in prospettiva didattica.

Risultati di apprendimento attesi
Conoscenze
Consolidamento delle conoscenze relative al teatro moderno e contemporaneo.
Consolidamento delle conoscenze relative alla cultura spagnola dei secoli XX e XXI.

Competenze metodologiche
Saper analizzare e interpretare in maniera autonoma testi teatrali contemporanei
Saper riconoscere, analizzare e interpretare aspetti sperimentali della scrittura teatrale contemporanea e attuale
Saper analizzare e interpretare rappresentazioni sceniche di opere del teatro contemporaneo e attuale
Saper individuare strategie e metodi per la didattizzazione del teatro ai fini dell’insegnamento della letteratura spagnola in contesti scolastici

Federico García Lorca, La casa de Bernarda Alba, Madrid, Cátedra
Antonio Buero Vallejo, La fundación, Madrid, Austral
Juan Mayorga, El cartógrafo, Segovia, La Uña Rota
José Ramón Fernández, J’attendrai, ed. Simone Trecca, Salerno, Oèdipus

The course aims to familiarize students with the main problems faced by anyone wishing to create a critical edition of a golden theatrical text, and will have a markedly laboratorial character. The activities that will be carried out require the application of skills already acquired in the course of study (ability to use historical dictionaries and corpora, knowledge of the history of the language, literary knowledge, writing skills in Spanish) and encourage the acquisition of new skills (history of the ancient book, ecdotics, metrics).

TEXTS
Lope de Vega, Fuente Ovejuna, a cura di M. G. Profeti, in Il teatro dei Secoli d’oro, coord. M. G. Profeti, Milano, Bompiani, 2014, vol. I (.pdf messo a disposizione dalla docente);
Lope de Vega, Peribáñez y el comendador de Ocaña, a cura di F. Antonucci, Milano, Rizzoli, BUR;
Lope de Vega, El mejor alcalde, el Rey, ed. digitale a cura di T. Ferrer Valls (https://tc12.uv.es/canon60/C6050_ElMejorAlcaldeElRey.php).

CRITICAL AND METHODOLOGICAL STUDIES
As to the points 1) e 2) of the syllabus:
• Blecua, Manual de crítica textual, Madrid, Castalia;
• M. G. Profeti, “Tradición impresa y voluntad del autor: el problema del teatro áureo”, en: Filologia dei testi a stampa: area iberica (Actas del Simposio, Pescara, 20-22 de noviembre de 2003), ed. Patrizia Botta, Modena, Mucchi Editore, 2005, pp. 57-72 (.pdf messo a disposizione dalla docente);
• F. Rico, El texto del Quijote (cap. I, “Cómo se hacía un libro en el Siglo de Oro”, pp. 53-93).

As to the point 3) of the syllabus:
• A. Sánchez Jiménez, Lope: el verso y la vida, Madrid, Cátedra;
• N. Salomon, “Los villanos de Fuente Ovejuna”, estudio preliminar a: Lope de Vega, Fuente Ovejuna, ed. Donald McGrady, Barcelona, Crítica, pp. IX-XXXIII (reperibile in Biblioteca Petrocchi);
• F. Antonucci, “Introduzione” all’edizione di Peribáñez inclusa fra i testi in programma;
• N. Roig Fisas y B. Morros, “Prólogo” a: Lope de Vega, El mejor alcalde, el Rey, Madrid, Espasa-Calpe, 1989, pp. 9-70 (.pdf messo a disposizione dalla docente).

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

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



Additional text for NON-ATTENDING students:
Mataix, Remedios. "La escritura (casi) invisible. Narradoras hispanoamericanas del siglo XIX", Anales de Literatura Española, Universidad de Alicante, no. 16, 2003. (pp. 5-47). [online] https://ale.ua.es/article/view/2003-n16-la-escritura-casi-invisible-narradoras-hispanoamericanas-del-siglo-xix

Through a diachronic and diatopic pathway, a study of the topos of the journey in Hispanic America is proposed, articulated in different literary declinations. From short stories to poetry, from theatre to novels, the course traces a real journey within different genres and geographies, in order to analyse the political, social and cultural implications that emerge from the selected texts concerning spatial explorations, exile, migration and contemporary violence.

• de Rivas, Manuel Antonio. “Sizigias y cuadraturas lunares ajustadas al meridiano de Mérida de Yucatan…”, UNAM, 2009. [disponible su Teams]
• Mistral, Gabriela. Poema de Chile, ed. La pollera, 2013. [disponible su Teams]
• Grupo de teatro comunitario Catalinas Sur, Venimos de muy lejos. [disponible su Teams].
• Neuman, Andrés. Una vez Argentina (qualunque edizione).
• Masso, Lorena Salazar. Esta herida llena de peces, Editorial Tránsito, 2021.

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

C. Cattarulla – G. de Marchis (a cura di), Apocalisse. Alle origini della fantascienza latinoamericana, Roma, Nova Delphi Libri, 2014
J. Amado, Gabriela, cravo e canela (qualunque edizione)
Monteiro Lobato, O Presidente Negro (qualunque edizione)
Lima Barreto, Clara dos Anjos (qualunque edizione)
A. Azevedo, O Cortiço (qualunque edizione)
Inglez de Sousa, O Missionário (qualunque edizione)

K. L. Caldwell, «A foot in the kitchen»: Brazilian Discourses on Race, Hybridity and National Identity, in Negras in Brazil, New Brunswick NJ, Rutgers University Press, 2007, pp. 27-49;
A. Candido, De cortiço a cortiço, nel vol. O Discurso e a cidade, São Paulo-Rio de Janeiro, Ouro sobre Azul, 2004, pp. 105-129;
V. Ribeiro Corossacz, Razzismo, meticciato, democrazia razziale. Le politiche della razza in Brasile, Soveria Mannelli, Rubbettino Editore, 2005;
G. M. Fredrickson, Breve storia del razzismo, Roma, Donzelli, 2005;
L. Moritz Schwarcz, O Espetáculo das Raças. Cientistas, instituições e questão racial no Brasil (1870-1930);

The course aims to reflect on the racial issue in Brazil in the first half of the 20th century. Starting from the analysis of Gilberto Freyre's theories we will try to grasp the evolution from the politics of “branqueamento” to the myth of racial democracy.

Gilberto Freyre, Casa Grande e Sanzala, São Paulo, Editora Global, 2006;
Lélia Gonzalez, Racismo e sexismo na cultura brasileira, “Revista Ciências Sociais Hoje”, 1984, pp. 223-244;
L. Jaccoud, Racismo e República: o debate sobre o branqueamento e a discriminação racial no Brasil, in As políticas públicas e a desigualdade racial no Brasil. 120 ano após a abolição, Brasília, IPEA, 2008 pp. 45-64;
Djamila Ribeiro, O lugar de fala, Polén Livros, 2019 (tr.it. Il luogo della parola, Alessandria, Capovolte, 2020)
Stefan Zweig, Brasile. Terra del futuro, Roma, Elliot, 2014;

Elegies, Dialogues, Soliloquies

Muovendosi tra poesia, teatro e (auto)biografia, il corso offre agli studenti un percorso di scoperta di alcuni dei momenti di più alta liricità nella poesia elisabettiana, vittoriana e novecentesca inglese. I sonetti di Shakespeare intrecciano temi ricorrenti nell'apostrofare due diversi oggetti di amore, una donna scura e un bel giovane. A metà Ottocento Elizabeth Barrett e Robert Browning diedero vita alla più celebre coppia romantica inglese, nel pieno dell'età vittoriana. Alla morte improvvisa della moglie detestata e tradita Hardy reagisce con diciotto poesie che vanno a comporre una sequenza di elegie senza eguali nella letteratura inglese. Sylvia Path e Ted Hughes formarono la coppia di poeti più famosa del Novecento. Il loro corpus di opere ha ispirato l'idea del corso. Il ricordo delle donne conosciute nella sua vita, come riemerge nel monologo di Krapp, si pone come contrasto ironico alle poesie che studieremo.

During the preparation of the course, from now to February of next year, the instructor may slightly change some parts of the program, and will verify the usefulness of the critical material, which will be distributed at the beginning of the course. Students are advised to check the instructor's personal page online before classes start in March 2022.

William Shakespeare, Romeo and Juliet (1596)

Elizabeth Barrett Browning and Robert Browning

Thomas Hardy (to Emma Gifford Hardy), From Poems of 1912-13

Samuel Beckett, Krapp's Last Tape (1958)

Ted Hughes and Sylvia Plath (From Birthday Letters, 1998, and Ariel, 1965)

During the preparation of the course, from now to February of next year, the instructor may slightly change some parts of the program, and will verify the usefulness of the critical material, which will be distributed at the beginning of the course. Students are advised to check the instructor's personal page online before classes start in March 2022.

The course will be focused on three theme clusters, whose comment will include reflections on literary genres of North-American Literature

Hollywood plots and counterplots (jeremiad)
The Day of the Locust (Nathanael West, 1939)
In Dreams Begin Responsibilities (Delmore Schwartz, 1946)
Father of Frankenstein (Christopher Bram, 1995)

Family Plots and counterplots (romance)
The House of the Seven Gables (Nathaniel Hawthorne, 1851)
To Kill a Mocking Bird (Harper Lee, 1960)

Fiction vs non-fiction counterplots (non-fiction)
Il caso di Compulsion (Meyer Levin, 1956)

S. Bercovitch, The American Jeremiad (introduzione)
L. Fiedler, Love and Death in the American Novel (primo capitolo)
V. Maggitti, The Great Report (Mimesis, 2018, capitolo 6)
Ulteriori saggi e reperibilità bibliografiche indicati a lezione

The course is focused on the issue of the Great American novel, whose relevance has been a longstanding milestone in the North American literary debate, since its first record on the newspaper “The Nation” in 1848. “Reworking” refers both to the serial novel (Uncle Tom’s Cabin) and to theatre and/or film adaptations. Three of the literary works in the syllabus will be discussed with references to the theoretical importance of their film adaptation and rewriting in the canonization.

Uncle Tom’s Cabin (Harriet Beecher Stowe, 1852 solo alcuni capitoli iniziali)
East of Eden (John Steinbeck, 1952)
Ragtime (E. L. Doctorow, 1975)
The Plot Against America (P. Roth, 2004)

saggi e articoli di riferimento bibliografico saranno indicati a lezione

The module proposes the analysis of Brecht’s theoretical essays with a special focus on his idea and practice of theater, but also on his theory of media

B. Brecht, Große kommentierte Berliner und Frankfurter Ausgabe, Bände 21-24, Suhrkamp, Frankfurt am Main 1988–2000.
B. Brecht, Scritti teatrali, Einaudi, Torino.
B. Brecht, Scritti sulla letteratura e sull’arte, Meltemi, Milano.

Moscow (1920-2020): Utopias, Transformations and Nostalgia
The course will focus on the image of Soviet and post-Soviet Moscow through the study of its transformation in architectural, literary and cinematographic texts. The course will focus also on the theoretical study of text of the city.

V. Aksenov Zvezdnyi bilet
V. Erofeev Moskva-Petushki
V. Pelevin Omon Ra
Vl. Sorokin Moskva

1 reading
Ju. Mamleev, Satuny
Dm. Prigov, Moskoviada