Federico De Roberto. Il corso si propone di analizzare l’opera narrativa di uno dei nostri massimi scrittori dell’Ottocento, Federico De Roberto.

TESTI NARRATIVI DA ACQUISTARE (sono da studiare anche le introduzioni):
-- Federico De Roberto, Processi verbali, Sellerio
-- Federico De Roberto, La sorte, Sellerio
-- Federico De Roberto, I Viceré
-- Federico De Roberto, L’imperio, BUR
-- Federico De Roberto, La paura e altri racconti di guerra, Garzanti

FILM DA VEDERE:
-- Luchino Visconti, Il Gattopardo

TESTI CRITICI DA ACQUISTARE:
-- Antonio Di Grado, La vita, le carte, i turbamenti di Federico De Roberto, Gentiluomo, Bonanno, 2007
-- Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana. Dal Risorgimento a oggi, vol. III, a cura di Domenico Scarpa, Einaudi, Torino 2012

NB. Altri saggi e testi saranno forniti in fotocopia

TESTI IN PIU’ PER I NON FREQUENTANTI:
-- Giuseppe Tomasi di Lampedusa, Il Gattopardo, Feltrinelli

N.B. Prima di ogni lezione verranno prese le presenze. Il numero massimo di assenze accettate è 6 ore (3 lezioni). Sopra questo numero gli studenti saranno considerati a tutti gli effetti non frequentanti e dovranno portare un libro in più

- 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.
One of the following:
G.R. Cardona, I sei lati del mondo. Linguaggio ed esperienza. Laterza 1988.
G.R. Cardona, Introduzione all'etnolinguistica. UTET Università, 2006.).

Literature and ethics in medieval England

The course will focus on the analysis of medieval English texts, with references to other Germanic literary works. Special attention will be paid to those passages related to duplicity and flattery in works such as The Canterbury Tales and Piers Plowman. The texts will serve as the starting point for outlining the main characteristics of the literary and cultural milieu in which they were produced and for widening the students’ knowledge in the field of diachronic linguistics and textual tradition. Students will learn how to use the principle bibliographical instruments for carrying out individual researches and to set a text within its literary genre.
Seminars, with students’ presentations of individual researches, will be held. Visits to historical libraries will be planned.

Editions
- The Riverside Chaucer, L. Benson (ed.), Oxford: Oxford University Press 2008.
- William Langland, Piers Plowman, E. Robertson - S.H.A. Shepherd (edd.), New York - London: Norton & Company 2006.

A selection of chapters from the following books:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge, Cambridge University Press 2002.
- P. Boitani, La letteratura del Medioevo inglese, Roma: Carocci 2001.
- M. P. Brown, A Guide to Western Historical Scripts from Antiquity to 1600, The British Library: London 1990.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004 (Parte II).
- A. M. Luiselli Fadda, “Lectio Magistralis. L’arte della filologia”, in: Percepta rependere dona. Studi di filologia per Anna Maria Luiselli Fadda, a cura di C. Bologna, M. Mocan e P. Vaciago, Olschki: Firenze 2010, pp. xiii- xxvii.

- D. Crystal, The Stories of English, Penguin Books: London 2005,
or:
- G. Wolff, Deutsche Sprachgeschichte von den Anfängen bis zur Gegenwart, UTB: Stuttgart 2009.

Further material will be given at the beginning of 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 treats the issue of linguistic pathologies with a particular focus on deficits involving the discursive level of communication. The main goal is to show how language deficits represent a key to highlight to the essential characteristics of human communication. Among the cases examined, autism, schizophrenia, head trauma and aphasia will be deeply discussed.

Mandatory text:

- Adornetti I., a cura di, 2015, Pragmatica del discorso e della conversazione. Una prospettiva cognitiva, Corisco, Roma-Messina.

One books among the followings:

- Adornetti I., 2013, Il farsi e il disfarsi del discorso. Le Lettere. Firenze
- Cummings L., 2015, Pragmatica clinica, Aracne, Roma.
- Frith C., 1995, Neuropsicologia cognitiva della schizofrenia, Cortina, Milano.
- Marini A., Carlomagno S., 2004, Analisi del discorso e patologia del linguaggio, Springer Verlag.
- Surian, L., 2002, Autismo. Indagini sullo sviluppo mentale, Laterza, Roma-Bari.

Description of course
The course aims to study and to translate Spanish short and journalistic essay. Guided by the teacher, students will learn techniques of the expositive and argumentative writings in Spanish and translation’s strategies.

Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Arenas Cruz, María Elena, Hacia una teoría general del ensayo: construcción del texto ensayístico, Cuenca, Universidad de Castilla-La Mancha, 1997.
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Ortega y Gasset, José, Meditación de Europa y otros ensayos, Madrid, Alianza Editorial, 2015.
Salinas, Pedro, El defensor, Madrid, Alianza Editorial, 2002.
Savater, Fernando, Ética para Amador, Barcelona, Ariel, 2008.
Marías, Javier, Juro no decir nunca la verdad, Barcelona, Alfaguara, 2015.
Vargas Llosa, Mario, Sables y utopías: visiones de América latina, Madrid, Punto de lectura, 2011.
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 will be provided for students who have failed their final tests and for non attending students.

The French Literature of Twenthennt century

Beaubourg, Letteratura francese 2B, Einaudi Scuola
Il romanzo francese del Novecento
M.Proust, A la Recherche du Temps perdu, vol. I: Du coté de chez Swann; vol. VII, Le Temps retrouvé. Qualsiasi edizione
J. Cayrol, Je vivrai l'amour des autres, I e II. Traduzione e introduzione di V. Pompejano, Nonostante Edizioni, 2015, 2016
M. Yourcenar, Mémoires d'Hadrien. Qualsiasi edizione

J. Rousset, A la Recherche du Temps perdu, in Forme et signification, Corti
V. Pompejano, Jean Cayrol e la biogenesi dell'eroe;
V. Pompejano, Lo statuto degli oggetti nei romanzi "lazaréens" di Jean Cayrol
(I testi dei due saggi su Cayrol saranno forniti in fotocopia a lezione)
H. Levillain commente Mémoires d'Hadrien, Folio

The main aim of the course is to engage in a detailed study of modernism, paying particular attention to Irish modernism and to a number of signficant Irish modernist writers. The first decades of the twentieth century saw great changes in many fields. The hugh technological advances that marked the start of the century and the dramatic realities of the First World War changed the world and the perception of the world. The modernists felt the need to engage in a thorough overhaul of the means of literary expression in order to find a way to give adequate expression to the new modern world in which they lived. They questioned and challenged the traditions of the past and subjected them to new literary treatments. This process was further complicated in Ireland because it was closely linked to the effort to use culture to create a new definition of Irishness within the country’s complex political context of decolonization.

Materiali didattici
James Joyce, Ulysses (Gabler edition)
Select one of the following two novels
Samuel Beckett, Waiting for Godot or Flann O’Brien, The Third Policeman
Yeats (Texts will be provided during the course)
Critical reading
John McCourt, ed., James Joyce in Context (Cambridge: Cambridge UP, 2009)
Vincent B. Sherry, Joyce: Ulysses - Landmarks of World Literature (Cambridge UP, 2004)
Terence Killeen, Ulysses Unbound, A Reader’s Companion to James Joyce’s Ulysses. Wordwell, Dublin, 2005.
John McCourt, James Joyce, Gli Anni Di Bloom. Mondadori, Milano, 2005 (or James Joyce, The Years of Bloom, Lilliput Press, Dublin, 2000).
Other critical readings will be assigned during the course

A Double Portrait: Emily Dickinson and Sylvia Plath
A selection of poems by two American women poets of the nineteenth and twentieth century will offer the ground for a close reading of the poetic text, an exploration of the two poets’ respective historical and cultural contexts, and the coeval gender politics. Translation studies will be under scrutiny.

Emily Dickinson, The Complete Poems of Emily Dickinson, ed. by T. H. Johnson (Little, Brown); Susan Howe, My Emily Dickinson (New Directions).
Sylvia Plath, The Collected Poems (Harper and Row); The Bell Jar (Faber) or Letters Home (Faber).
Criticism: The Cambridge Companion to Emily Dickinson (2002); The Cambridge Companion to Sylvia Plath (2008); Chapters from A New Literary History of America (ed. by Greil Marcus & Werner Sollors, Boston, Harvard University Press, 2009).

General part: offers an overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus: provides students with knowledge and skills needed to analyse teaching materials. Characteristics of Task-based language teaching are illustrated in detail.

Lightbown P., Spada N., How languages are learned, Oxford University Press, 2006.
Long M., In Defense of Tasks and TBLT: Nonissues and Real Issues, in Annual Review of Applied Linguistics, 36 (2016), pp. 5–33.
Cortés Velásquez D., Faone S., Nuzzo E., Guida all’analisi dei manuali per l’insegnamento delle lingue, RomaTrE-Press, in stampa.

Basic concepts of lexicology and semantics.
The lexical information.
The meaning of words.
The global structure of lexicon.
Paradigmatic and syntagmatic structures in lexicon.

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

From poetic translation to specialized translation

Students will achieve competences in theoretical and practical translation through the study of a great variety of language and literary texts. Various text analysis tools and techniques will be introduced and literary genres will be explored in their socio-cultural context. Students will be able to critically analyze, interpret and recreate texts at various levels of complexity according to a comparative method which will allow them to examine and understand the process of translating as the result of a specific spatial and temporal context.

- A. Berman, L'épreuve de l'étranger, Gallimard 1984
- U. Eco, Il caso Queneau e Il caso Joyce, in Dire quasi la stessa cosa, Bompiani 2003 (chapter 12)
- M. Guidère, Publicité et traduction, L'Harmattan 2000 (chapters: Le transfert publicitaire; Culture publicitaire et traduction; Pour une éthique de la traduction publicitaire)
-J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII
-J. Risset, Peut-on traduire les géants?, « Mezzavoce », 1, 1992
- Corpus of texts given by the teacher

The course is for all students already in possession of a 3 year bachelor’s degree; it is designed to develop and implement the theoretical and practical knowledge acquired during those three years via a series of seminars about translation.
Each seminar will be organized around three macro-themes: screen translation (subtitling, fansubbing, dubbing), children’s book translation, and touristic websites translation.
By its very nature, the course expects an active participation from students. Preparation before each meeting is required. The teacher will distribute required reading lists for the course which will be discussed in detail and expanded upon during lessons. Theories learnt will always be developed alongside practical translation work along the appropriate macro-theme.
This is a brief outline of how each theme will be developed: the seminar on screen translation will consider animated movies and TV series; the seminar on children’s books translation will take into consideration a variety comics and picture books; for the language of tourism students will deal with texts whose function is both informative and persuasive from the web.
In addition to this, students will be required to attend additional translation seminars organized by the teachers from the Dipartimento di Lingue, Letterature e Culture Straniere. At the end of the course, all students will be asked to give a power point presentation of one of their translated texts, accompanied by an analysis of their translational choices. The text needs to be agreed in advance with the course tutor.
n.b. my course is combined with the language classes taught by the C.E.L. Students are required to pass both the course exam (mine) and the language exam (prova di accertamento linguistica).

Any teaching materials you may need will be indicated at the beginning of the course and will also be published on the course leader’s website.

Translation theories

Does something like ‘translation theory’ really exist? Surely there are – and there have been – many different approaches to this activity. The class offers a diachronic and synchronic overview of the main positions in translation studies. Theoretical lessons will alternate with practical exercises (and homeworks) in translation from German into Italian.

Due to the advanced level of the translation into Italian, this course is recommended only to students with a good level in this language.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Radegundis Stolze, Übersetzungstheorien, Narr, Tübingen, 5. Aufl. 2008.

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

The course will present an overview of the theatrical genres of the Siglo de Oro dramatic production for commercial theaters and religious festivities. We will analyze some important texts from different points of view: formal, structural, historic and cultural, anthropological. Basic information about criticism on this issue will be provided. The course will be carried out entirely in Spanish.

Foreign students may take the final exam in spanish, subject to professor’s agreement.

We strongly recommend to reserve titles (syllabus item: “texts”) at the bookshops BEFORE the beginning of the lessons. We will read and comment on texts during the lessons, so it’s essential for the students to get them in time.
Attendance, although not compulsory, is strongly recommended. Non-attendant students have to contact professor F. Antonucci at least two months before the final exam.

TEXTS
• Lope de Vega, El acero de Madrid, ed. S. Arata, Madrid, Castalia;
• Lope de Vega, Peribáñez y el comendador de Ocaña, ed. bilingue a cura di F. Antonucci, Milano, BUR;
• Lope de Vega, El caballero de Olmedo, ed. F. Rico, Madrid, Cátedra;
• Pedro Calderón de la Barca, La dama duende, ed. F. Antonucci, Barcelona, Crítica;
• Pedro Calderón de la Barca, El médico de su honra, ed. J. Pérez Magallón, Madrid, Cátedra;
• Pedro Calderón de la Barca, El verdadero dios Pan, ed. F. Antonucci, Kassel, Reichenberger;
• Tirso de Molina, El condenado por desconfiado, ed. C. Morón Arroyo, Madrid, Cátedra;
• Miguel de Cervantes, El retablo de las maravillas; El juez de los divorcios (in Ocho comedias y ocho entremeses nuevos nunca representados);
• Luis Quiñones de Benavente, Los coches (in Entremeses, ed. C. Andrés, Madrid, Cátedra).

CRITICAL ESSAYS AND ESSENTIALS OF LITERARY HISTORY
a) I. Arellano, Historia del teatro español del siglo XVII, Madrid, Cátedra (caps. 1, 2, 6, 9 and 10);
b) Introductions and prologues to the recommended editions (see above, item Texts);
c) J. L. García-Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis;
d) other critical essays that will be indicated during the lessons and, before the beginning of the course, on the professor’s web site.

The theme of violence, whether political, social or stemming from the clash between human beings and nature, is pivotal in Brazilian literature. This course will examine a series of literary texts from the Twentieth century dealing with such a theme.

Modulo A
Mauricio Rosencof, Le lettere mai arrivate. Postfazione e note al testo di Diego Símini, Roma, Nova Delphi, 2015.
Manuel Puig, Il bacio della donna ragno /El beso de la mujer araña (qualsiasi edizione).
Julio Cortázar, “Disegni sui muri”, in ID., Tanto amore per Glenda, Milano, Guanda, 2009.
Emilia Perassi, “Il corpo fantasmatico dei desaparecidos. Quali rappresentazioni?”, in Nicoletta Vallorani, Dissolvenze. Corpi e culture nella contemporaneità, Milano, Il Saggiatore, 2009.
Un testo a scelta fra:
1) María José Goldner, Juan Andrés Ron, “Análisis histórico de El beso de la mujer araña de Manuel Puig”, in VII Jornadas de Sociología, Buenos Aires, Universidad de Buenos Aires, 2007, pp. 1-8.
2) Anselmo Peres Alós, “Sexualidades marginais nas bordas do texto: cinema, política e performatividade de gênero em El beso de la mujer araña”, Revista Estudos Feministas, 21, 3, sept.- dec. 2013, http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-26X2013000300020

Modulo B
Bernardo Kucinski, K o la figlia desaparecida, Firenze, Giuntina, 2016.
Ana Paula Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016.
Clarice Lispector, Il corpo, nel vol. Le passioni e i legami, Milano, Feltrinelli, 2013, pp. 681-686.
Teresa P. R. Caldeira – J. Holston, Democracy and Violence in Brazil, “Comparative Studies in Society and History”, 41, 04, October 1999, pp. 691-729.
Maria Fernanda Garbero, Di bestie e bastardi, in A.P. Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016, pp. 115-121.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

The main aim of the course is to engage in a detailed study of modernism, paying particular attention to Irish modernism and to a number of signficant Irish modernist writers. The first decades of the twentieth century saw great changes in many fields. The hugh technological advances that marked the start of the century and the dramatic realities of the First World War changed the world and the perception of the world. The modernists felt the need to engage in a thorough overhaul of the means of literary expression in order to find a way to give adequate expression to the new modern world in which they lived. They questioned and challenged the traditions of the past and subjected them to new literary treatments. This process was further complicated in Ireland because it was closely linked to the effort to use culture to create a new definition of Irishness within the country’s complex political context of decolonization.

Materiali didattici
James Joyce, Ulysses (Gabler edition)
Select one of the following two novels
Samuel Beckett, Waiting for Godot or Flann O’Brien, The Third Policeman
Yeats (Texts will be provided during the course)
Critical reading
John McCourt, ed., James Joyce in Context (Cambridge: Cambridge UP, 2009)
Vincent B. Sherry, Joyce: Ulysses - Landmarks of World Literature (Cambridge UP, 2004)
Terence Killeen, Ulysses Unbound, A Reader’s Companion to James Joyce’s Ulysses. Wordwell, Dublin, 2005.
John McCourt, James Joyce, Gli Anni Di Bloom. Mondadori, Milano, 2005 (or James Joyce, The Years of Bloom, Lilliput Press, Dublin, 2000).
Other critical readings will be assigned during the course

Literature and Culture of Russian Diaspora
The course aims at offering the students deep knowledge of literature and culture of Russian Diaspora (XX century).

Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. Course is taught in Russian and in Italian.
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before the exam.

Bibliography in Russian or English will be comunicated at the beginning of the course.

The theme of violence, whether political, social or stemming from the clash between human beings and nature, is pivotal in Latinamerican literature. This course will examine a series of literary texts from the Twentieth century dealing with such a theme.

Mauricio Rosencof, Le lettere mai arrivate. Postfazione e note al testo di Diego Símini, Roma, Nova Delphi, 2015.
Manuel Puig, Il bacio della donna ragno /El beso de la mujer araña (qualsiasi edizione).
Julio Cortázar, “Disegni sui muri”, in ID., Tanto amore per Glenda, Milano, Guanda, 2009.
Emilia Perassi, “Il corpo fantasmatico dei desaparecidos. Quali rappresentazioni?”, in Nicoletta Vallorani, Dissolvenze. Corpi e culture nella contemporaneità, Milano, Il Saggiatore, 2009.
Un testo a scelta fra:
1) María José Goldner, Juan Andrés Ron, “Análisis histórico de El beso de la mujer araña de Manuel Puig”, in VII Jornadas de Sociología, Buenos Aires, Universidad de Buenos Aires, 2007, pp. 1-8.
2) Anselmo Peres Alós, “Sexualidades marginais nas bordas do texto: cinema, política e performatividade de gênero em El beso de la mujer araña”, Revista Estudos Feministas, 21, 3, sept.- dec. 2013, http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-26X2013000300020
Bernardo Kucinski, K o la figlia desaparecida, Firenze, Giuntina, 2016.
Ana Paula Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016.
Clarice Lispector, Il corpo, nel vol. Le passioni e i legami, Milano, Feltrinelli, 2013, pp. 681-686.
Teresa P. R. Caldeira – J. Holston, Democracy and Violence in Brazil, “Comparative Studies in Society and History”, 41, 04, October 1999, pp. 691-729.
Maria Fernanda Garbero, Di bestie e bastardi, in A.P. Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016, pp. 115-121.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

- 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.
One of the following:
G.R. Cardona, I sei lati del mondo. Linguaggio ed esperienza. Laterza 1988.
G.R. Cardona, Introduzione all'etnolinguistica. UTET Università, 2006.).

General part: offers an overview of some key issues in second language learning research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus: provides students with knowledge and skills needed to analyse teaching materials. Characteristics of Task-based language teaching are illustrated in detail.

Lightbown P., Spada N., How languages are learned, Oxford University Press, 2006.
Long M., In Defense of Tasks and TBLT: Nonissues and Real Issues, in Annual Review of Applied Linguistics, 36 (2016), pp. 5–33.
Cortés Velásquez D., Faone S., Nuzzo E., Guida all’analisi dei manuali per l’insegnamento delle lingue, RomaTrE-Press, in stampa.

Literature and ethics in medieval England

The course will focus on the analysis of medieval English texts, with references to other Germanic literary works. Special attention will be paid to those passages related to duplicity and flattery in works such as The Canterbury Tales and Piers Plowman. The texts will serve as the starting point for outlining the main characteristics of the literary and cultural milieu in which they were produced and for widening the students’ knowledge in the field of diachronic linguistics and textual tradition. Students will learn how to use the principle bibliographical instruments for carrying out individual researches and to set a text within its literary genre.
Seminars, with students’ presentations of individual researches, will be held. Visits to historical libraries will be planned.

Editions
- The Riverside Chaucer, L. Benson (ed.), Oxford: Oxford University Press 2008.
- William Langland, Piers Plowman, E. Robertson - S.H.A. Shepherd (edd.), New York - London: Norton & Company 2006.

A selection of chapters from the following books:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge, Cambridge University Press 2002.
- P. Boitani, La letteratura del Medioevo inglese, Roma: Carocci 2001.
- M. P. Brown, A Guide to Western Historical Scripts from Antiquity to 1600, The British Library: London 1990.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004 (Parte II).
- A. M. Luiselli Fadda, “Lectio Magistralis. L’arte della filologia”, in: Percepta rependere dona. Studi di filologia per Anna Maria Luiselli Fadda, a cura di C. Bologna, M. Mocan e P. Vaciago, Olschki: Firenze 2010, pp. xiii- xxvii.

- D. Crystal, The Stories of English, Penguin Books: London 2005,
or:
- G. Wolff, Deutsche Sprachgeschichte von den Anfängen bis zur Gegenwart, UTB: Stuttgart 2009.

Further material will be given at the beginning of 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.

Ecdotics - The text (etymology). The critical edition. The formation of the philological method. The non-survived original. The preserved original. The critical edition today.
The sentimental education in the Medieval Romance narrative: models, anti-models and myths - Texts, tales and novels will be indicated at the beginning of the course.

Lecture notes and supplementary texts variables from year to year

The theme of exile in medieval English and German literary texts.

The aim of the course is to investigate how medieval authors represented and reflected upon the theme of exile. Literary texts belonging to different genres (elegies, heroic poems, hagiographical texts, romances) will be analyzed from a historical, literary and philological perspective. Special attention will be given to the identification of sources and of the recurring motifs in descriptions of seclusion and isolation and to intertextual relations. Students will be given the opportunity to learn the main stages of the development of English and German.

Seminars, with students’ presentations of individual researches, will be held. Visits to historical libraries will be planned.

- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 1993.
- P. von Polenz, Geschichte der deutschen Sprache, Berlin-New York: Walter de Gruyter 1978.
- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004 (Parte II).
A selection of chapters from:
- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge, Cambridge University Press 2002.
- D. Kartschoke, Geschichte der deutschen Literatur im hohen Mittelalter, DTV, München 1990.


Further material will be given at the beginning of 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 French Literature of Twentheenth Century

Beaubourg, Letteratura francese 2B, Einaudi Scuola
Il romanzo francese del Novecento
M.Proust, A la Recherche du Temps perdu, vol. I: Du coté de chez Swann; vol. VII, Le Temps retrouvé. Qualsiasi edizione
J. Cayrol, Je vivrai l'amour des autres, I e II. Traduzione e introduzione di V. Pompejano, Nonostante Edizioni, 2015, 2016
M. Yourcenar, Mémoires d'Hadrien. Qualsiasi edizione

J. Rousset, A la Recherche du Temps perdu, in Forme et signification, Corti
V. Pompejano, Jean Cayrol e la biogenesi dell'eroe;
V. Pompejano, Lo statuto degli oggetti nei romanzi "lazaréens" di Jean Cayrol
(I testi dei due saggi su Cayrol saranno forniti in fotocopia a lezione)
H. Levillain commente Mémoires d'Hadrien, Folio

Course Programme: Science and Politics in Shakespeare’s Works (12 CFU- II SEMESTRE)

Shakespeare’s modernity resides in the highly cognitive potential of his language and in the way different paradigms overlap in his works, in a phase in which newly problematized models of cognition brought about by the new science – or “the new philosophy” as John Donne called it – were deeply complicating the way human beings saw themselves and the universe. How is this revolutionized epistemic framework catalyzed in Shakespeare’s art? And how is it interwoven with politics in his works? The course will deal with such a set of questions. Shakespearean chosen works: Julius Caesar, Coriolanus, Antony and Cleopatra, The Rape of Lucrece

Teaching Materials:
William Shakespeare, Julius Caesar, edizione Arden; Coriolanus, edizione Arden; The Rape of Lucrece, in Shakespeare’s Poems (qualsiasi edizione); Antony and Cleopatra, edizione Arden.
M. Del Sapio Garbero, ed., Shakespeare and the New Science in Early Modern Culture / Shakespeare e la nuova scienza nella cultura early modern, Pisa, Pacini, 2016.
M. Del Sapio Garbero, co-ed., Questioning Bodies in Shakespeare’s Rome, Gӧttingen, V&R Unipress, 2010.
M. Del Sapio Garbero, “Disowning the Bond: Coriolanus’s Forgetful Humanism”, in M. Marrapodi, ed., Shakespeare and the Italian Renaissance. Appropriation, Transformation, Opposition, Farnham and Burlington, Ashgate, 2014, pp.73-91.
Advised reading:
Giorgio Melchiori, Shakespeare, Laterza, 1994

A Double Portrait: Emily Dickinson and Sylvia Plath
A selection of poems by two American women poets of the nineteenth and twentieth century will offer the ground for a close reading of the poetic text, an exploration of the two poets’ respective historical and cultural contexts, and the coeval gender politics. Translation studies will be under scrutiny.

Emily Dickinson, The Complete Poems of Emily Dickinson, ed. by T. H. Johnson (Little, Brown); Susan Howe, My Emily Dickinson (New Directions).
Sylvia Plath, The Collected Poems (Harper and Row); The Bell Jar (Faber) or Letters Home (Faber).
Criticism: The Cambridge Companion to Emily Dickinson (2002); The Cambridge Companion to Sylvia Plath (2008); Chapters from A New Literary History of America (ed. by Greil Marcus & Werner Sollors, Boston, Harvard University Press, 2009).

Literature and Culture of Russian Diaspora
The course aims at offering the students deep knowledge of literature and culture of Russian Diaspora (XX century).

Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. Course is taught in Russian and in Italian.
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before the exam.

Bibliography in Russian or English will be communicated at the beginning of the course.

From poetic translation to specialized translation

Students will achieve competences in theoretical and practical translation through the study of a great variety of language and literary texts. Various text analysis tools and techniques will be introduced and literary genres will be explored in their socio-cultural context. Students will be able to critically analyze, interpret and recreate texts at various levels of complexity according to a comparative method which will allow them to examine and understand the process of translating as the result of a specific spatial and temporal context.

- A. Berman, L'épreuve de l'étranger, Gallimard 1984
- U. Eco, Il caso Queneau e Il caso Joyce,in Dire quasi la stessa cosa, Bompiani 2003 (chapter 12)
- M. Guidère, Publicité et traduction, L'Harmattan 2000 (chapters: Le transfert publicitaire; Culture publicitaire et traduction; Pour une éthique de la traduction publicitaire)
-J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII
-J. Risset, Peut-on traduire les géants?, « Mezzavoce », 1, 1992
- L. Santone, Traduire le « vertige de l’expansion ». Sur Madame Bovary, « Flaubert. Revue critique et génétique », 14, 2015, URL : https://flaubert.revues.org/
- corpus of texts given by the teacher

The course is for all students already in possession of a 3 year bachelor’s degree; it is designed to develop and implement the theoretical and practical knowledge acquired during those three years via a series of seminars about translation.
Each seminar will be organized around three macro-themes: screen translation, food translation, and specialized texts translation.
By its very nature, the course expects an active participation from students. Preparation before each meeting is required. The teacher will distribute photocopies of required reading lists for the course which will be discussed in detail and expanded upon during lessons. Theories learnt will always be developed alongside practical translation work along the appropriate macro-theme.
This is a brief outline of how each theme will be developed: for the seminar screen translation, students will translate a film, adapt the dialogues to the scenes (lip sync included) and subtitle it; food translation will enable students to translate texts related to food domain (e.g. recipes, menus, articles, ecc.); the lessons dedicated to specialized texts translation will look at the relation between soft science and hard science; students will examine texts from psychology and medicine. In addition to this, students will be required to attend additional translation seminars organized by the teachers from the Dipartimento di Lingue, Letterature e Culture Straniere. At the end of the course, all students will be asked to give a power point presentation of one of their translated texts, accompanied by an analysis of their translational choices. The text needs to be agreed in advance with the course tutor.

Assessment will be both ongoing and via a final written exam.
n.b. my course is combined with the language classes taught by the C.E.L. Students are required to pass both the course exam (mine) and the language exam (prova di accertamento linguistica).

Readings distributed during classes

Translation theories

Does something like ‘translation theory’ really exist? Surely there are – and there have been – many different approaches to this activity. The class offers a diachronic and synchronic overview of the main positions in translation studies. Theoretical lessons will alternate with practical exercises (and homeworks) in translation from German into Italian.

Due to the advanced level of the translation into Italian, this course is recommended only to students with a good level in this language.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Radegundis Stolze, Übersetzungstheorien, Narr, Tübingen, 5. Aufl. 2008.

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

Shakepseare's Studies: 6 CFU (I semestre)
Shakespeare’s family plots
Drawing on King Lear and the Winter’s tale the course will explore a set of issues regarding Shakespeare’s family plots and his representation of the female figure at the specific point of passage from the tragic vision of King Lear to the conciliating vision of his late plays. What is suggested as being at the core of Shakespeare’s preoccupations in the late plays is the representation of the daughter as a figure that while being connected with an uncanny maternal body may be envisioned as a mediating agency towards the achievement of a ‘redemptive’ mimesis. Links with Renaissance visual arts will be established in order to elucidate the pervasiveness of such a theme in European imagination as well as its relation with motifs such as rebirth, resurrection, reconciliation.

Bibliografia
William Shakespeare, King Lear (Arden edition); William Shakespeare, The Winter’s Tale (Arden edition)
Janet Adelman, Suffocating Mothers. Fantasies of Maternal Origin in Shakespeare’s Plays, London and New York, Routledge, 1992 (pp.103-129; pp.194-238). Disponibile in biblioteca
Maria Del Sapio Garbero, Il bene ritrovato. Le figlie di Shakespeare dal King Lear ai romances, Roma, Bulzoni, 2005.
“Maria Del Sapio Garbero, Caritas Romana: il tragico del femminile nel King Lear” in William Shakespeare. Il Senso del Tragico, a cura di Simonetta de Filippis, Napoli, Loffredo Editore, 2013 (pp.113-136). Disponibile in biblioteca.
Maria Del Sapio Garbero, “’Be stone no more: Maternity and Heretical Visual Art in Shakespeare’s Late Plays”, in Actes des congrès de la Société française Shakespeare [En ligne], 33 | 2015, pp. 1-13. URL : http://shakespeare.revues.org/3493.
Advised reading:
G. Melchiori, Shakespeare, Laterza, 1994

Catalan Philology and Literature

Delimitation of the Catalan geographical-cultural-linguistic space.
Between edition and translation - The forms of the medieval and modern tale.
The segle d'or (XV sec.) of the Catalan Middle Ages in the narrative experience - Among Curial e Güelfa, Tirant lo blanc and the mythological Faules by Joan Roís de Corella.
Translation and author's variants in the contemporaneity.

Lecture notes and supplementary text variables from year to year

The French Literature of Twentheenth Century

Beaubourg, Letteratura francese 2B, Einaudi Scuola
Il romanzo francese del Novecento
M.Proust, A la Recherche du Temps perdu, vol. I: Du coté de chez Swann; vol. VII, Le Temps retrouvé. Qualsiasi edizione
J. Cayrol, Je vivrai l'amour des autres, I e II. Traduzione e introduzione di V. Pompejano, Nonostante Edizioni, 2015, 2016
M. Yourcenar, Mémoires d'Hadrien. Qualsiasi edizione

J. Rousset, A la Recherche du Temps perdu, in Forme et signification, Corti
V. Pompejano, Jean Cayrol e la biogenesi dell'eroe;
V. Pompejano, Lo statuto degli oggetti nei romanzi "lazaréens" di Jean Cayrol
(I testi dei due saggi su Cayrol saranno forniti in fotocopia a lezione)
H. Levillain commente Mémoires d'Hadrien, Folio

The theme of violence, whether political, social or stemming from the clash between human beings and nature, is pivotal in Latinamerican literature. This course will examine a series of literary texts from the Twentieth century dealing with such a theme.

Mauricio Rosencof, Le lettere mai arrivate. Postfazione e note al testo di Diego Símini, Roma, Nova Delphi, 2015.
Manuel Puig, Il bacio della donna ragno /El beso de la mujer araña (qualsiasi edizione).
Julio Cortázar, “Disegni sui muri”, in ID., Tanto amore per Glenda, Milano, Guanda, 2009.
Emilia Perassi, “Il corpo fantasmatico dei desaparecidos. Quali rappresentazioni?”, in Nicoletta Vallorani, Dissolvenze. Corpi e culture nella contemporaneità, Milano, Il Saggiatore, 2009.
Un testo a scelta fra:
1) María José Goldner, Juan Andrés Ron, “Análisis histórico de El beso de la mujer araña de Manuel Puig”, in VII Jornadas de Sociología, Buenos Aires, Universidad de Buenos Aires, 2007, pp. 1-8.
2) Anselmo Peres Alós, “Sexualidades marginais nas bordas do texto: cinema, política e performatividade de gênero em El beso de la mujer araña”, Revista Estudos Feministas, 21, 3, sept.- dec. 2013, http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-26X2013000300020
Bernardo Kucinski, K o la figlia desaparecida, Firenze, Giuntina, 2016.
Ana Paula Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016.
Clarice Lispector, Il corpo, nel vol. Le passioni e i legami, Milano, Feltrinelli, 2013, pp. 681-686.
Teresa P. R. Caldeira – J. Holston, Democracy and Violence in Brazil, “Comparative Studies in Society and History”, 41, 04, October 1999, pp. 691-729.
Maria Fernanda Garbero, Di bestie e bastardi, in A.P. Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016, pp. 115-121.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

The theme of violence, whether political, social or stemming from the clash between human beings and nature, is pivotal in Brazilian literature. This course will examine a series of literary texts from the Twentieth century dealing with such a theme.

Modulo A
Mauricio Rosencof, Le lettere mai arrivate. Postfazione e note al testo di Diego Símini, Roma, Nova Delphi, 2015.
Manuel Puig, Il bacio della donna ragno /El beso de la mujer araña (qualsiasi edizione).
Julio Cortázar, “Disegni sui muri”, in ID., Tanto amore per Glenda, Milano, Guanda, 2009.
Emilia Perassi, “Il corpo fantasmatico dei desaparecidos. Quali rappresentazioni?”, in Nicoletta Vallorani, Dissolvenze. Corpi e culture nella contemporaneità, Milano, Il Saggiatore, 2009.
Un testo a scelta fra:
1) María José Goldner, Juan Andrés Ron, “Análisis histórico de El beso de la mujer araña de Manuel Puig”, in VII Jornadas de Sociología, Buenos Aires, Universidad de Buenos Aires, 2007, pp. 1-8.
2) Anselmo Peres Alós, “Sexualidades marginais nas bordas do texto: cinema, política e performatividade de gênero em El beso de la mujer araña”, Revista Estudos Feministas, 21, 3, sept.- dec. 2013, http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-26X2013000300020

Modulo B
Bernardo Kucinski, K o la figlia desaparecida, Firenze, Giuntina, 2016.
Ana Paula Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016.
Clarice Lispector, Il corpo, nel vol. Le passioni e i legami, Milano, Feltrinelli, 2013, pp. 681-686.
Teresa P. R. Caldeira – J. Holston, Democracy and Violence in Brazil, “Comparative Studies in Society and History”, 41, 04, October 1999, pp. 691-729.
Maria Fernanda Garbero, Di bestie e bastardi, in A.P. Maia, Di uomini e bestie, Roma, La Nuova Frontiera, 2016, pp. 115-121.
Janaína de Almeida Teles, Os familiares de mortos e desaparecidos políticos e a luta por “verdade e justiça” no Brasil, in Edson Teles – Vladimir Safatle (orgs), O que resta da ditadura. A exceção brasileira, São Paulo, Boitempo, 2010 pp. 299-318

Course Programme: Science and Politics in Shakespeare’s Works (12 CFU- II SEMESTRE)

Shakespeare’s modernity resides in the highly cognitive potential of his language and in the way different paradigms overlap in his works, in a phase in which newly problematized models of cognition brought about by the new science – or “the new philosophy” as John Donne called it – were deeply complicating the way human beings saw themselves and the universe. How is this revolutionized epistemic framework catalyzed in Shakespeare’s art? And how is it interwoven with politics in his works? The course will deal with such a set of questions. Shakespearean chosen works: Julius Caesar, Coriolanus, Antony and Cleopatra, The Rape of Lucrece

Teaching Materials:
William Shakespeare, Julius Caesar, edizione Arden; Coriolanus, edizione Arden; The Rape of Lucrece, in Shakespeare’s Poems (qualsiasi edizione); Antony and Cleopatra, edizione Arden.
M. Del Sapio Garbero, ed., Shakespeare and the New Science in Early Modern Culture / Shakespeare e la nuova scienza nella cultura early modern, Pisa, Pacini, 2016.
M. Del Sapio Garbero, co-ed., Questioning Bodies in Shakespeare’s Rome, Gӧttingen, V&R Unipress, 2010.
M. Del Sapio Garbero, “Disowning the Bond: Coriolanus’s Forgetful Humanism”, in M. Marrapodi, ed., Shakespeare and the Italian Renaissance. Appropriation, Transformation, Opposition, Farnham and Burlington, Ashgate, 2014, pp.73-91.
Advised reading:
Giorgio Melchiori, Shakespeare, Laterza, 1994

A Double Portrait: Emily Dickinson and Sylvia Plath
A selection of poems by two American women poets of the nineteenth and twentieth century will offer the ground for a close reading of the poetic text, an exploration of the two poets’ respective historical and cultural contexts, and the coeval gender politics. Translation studies will be under scrutiny.

Emily Dickinson, The Complete Poems of Emily Dickinson, ed. by T. H. Johnson (Little, Brown); Susan Howe, My Emily Dickinson (New Directions).
Sylvia Plath, The Collected Poems (Harper and Row); The Bell Jar (Faber) or Letters Home (Faber).
Criticism: The Cambridge Companion to Emily Dickinson (2002); The Cambridge Companion to Sylvia Plath (2008); Chapters from A New Literary History of America (ed. by Greil Marcus & Werner Sollors, Boston, Harvard University Press, 2009).

Literature and Culture of Russian Diaspora
The course aims at offering the students deep knowledge of literature and culture of Russian Diaspora (XX century).

Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. Course is taught in Russian and in Italian.
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before the exam.

Bibliography in Russian or English will be communicated at the beginning of the course.

From poetic translation to specialized translation

Students will achieve competences in theoretical and practical translation through the study of a great variety of language and literary texts. Various text analysis tools and techniques will be introduced and literary genres will be explored in their socio-cultural context. Students will be able to critically analyze, interpret and recreate texts at various levels of complexity according to a comparative method which will allow them to examine and understand the process of translating as the result of a specific spatial and temporal context.

- A. Berman, L'épreuve de l'étranger, Gallimard 1984
- U. Eco, Il caso Queneau e Il caso Joyce,in Dire quasi la stessa cosa, Bompiani 2003 (chapter 12)
- M. Guidère, Publicité et traduction, L'Harmattan 2000 (chapters: Le transfert publicitaire; Culture publicitaire et traduction; Pour une éthique de la traduction publicitaire)
-J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII
-J. Risset, Peut-on traduire les géants?, « Mezzavoce », 1, 1992
- L. Santone, Traduire le « vertige de l’expansion ». Sur Madame Bovary, « Flaubert. Revue critique et génétique », 14, 2015, URL : https://flaubert.revues.org/
- corpus of texts given by the teacher

The course is for all students already in possession of a 3 year bachelor’s degree; it is designed to develop and implement the theoretical and practical knowledge acquired during those three years via a series of seminars about translation.
Each seminar will be organized around three macro-themes: screen translation, food translation, and specialized texts translation.
By its very nature, the course expects an active participation from students. Preparation before each meeting is required. The teacher will distribute photocopies of required reading lists for the course which will be discussed in detail and expanded upon during lessons. Theories learnt will always be developed alongside practical translation work along the appropriate macro-theme.
This is a brief outline of how each theme will be developed: for the seminar screen translation, students will translate a film, adapt the dialogues to the scenes (lip sync included) and subtitle it; food translation will enable students to translate texts related to food domain (e.g. recipes, menus, articles, ecc.); the lessons dedicated to specialized texts translation will look at the relation between soft science and hard science; students will examine texts from psychology and medicine. In addition to this, students will be required to attend additional translation seminars organized by the teachers from the Dipartimento di Lingue, Letterature e Culture Straniere. At the end of the course, all students will be asked to give a power point presentation of one of their translated texts, accompanied by an analysis of their translational choices. The text needs to be agreed in advance with the course tutor.

Assessment will be both ongoing and via a final written exam.
n.b. my course is combined with the language classes taught by the C.E.L. Students are required to pass both the course exam (mine) and the language exam (prova di accertamento linguistica).

Readings distributed during classes

Translation theories

Does something like ‘translation theory’ really exist? Surely there are – and there have been – many different approaches to this activity. The class offers a diachronic and synchronic overview of the main positions in translation studies. Theoretical lessons will alternate with practical exercises (and homeworks) in translation from German into Italian.

Due to the advanced level of the translation into Italian, this course is recommended only to students with a good level in this language.

At the end of the course, students must pass a written translation test.

The classes of the German native-speaker teachers form an integral part of the course and begin at the start of the academic year.

Radegundis Stolze, Übersetzungstheorien, Narr, Tübingen, 5. Aufl. 2008.

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