From the elaboration to the expansion of Portuguese: the course aims to address the historical and socio-political evolution of Portuguese in the European and non-European context, highlighting within the training process the establishment of three stages of elaboration of European Portuguese.

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

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

1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.

Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Materials made available on Moodle are also part of the program.

SUMMER SESSION ONLY
Since the lab cannot be accessed, texts 2 and 3 will not be part of the program. Questions about phonetics will only address the related chapter in textbook 1 and the content of the slides.

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

1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.

Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.

The course aims to explore the different manifestations of the tragic in Spanish theater through the analysis of some representative texts of the genre included in a wide temporal, cultural and literary horizon that goes from the 'baroque nueva' comedy to the 50s of the XX century . Basic elements of analysis of the theatrical text will be provided in its relationship with literature and representation.
The course will consist of 30 hours of lectures and 6 hours of assisted teaching activity, the calendar of which will be provided by the lecturer in class and inserted in her own teaching site.

Didactic material (necessary to attend the course and to do the exam)
TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):

• Lope de Vega, Il cavaliere di Olmedo, trad. di F. Antonucci, testo spagnolo a fronte, in Il teatro dei Secoli d’Oro, a cura di M. G. Profeti, Milano, Bompiani, vol. I);
• Federico García Lorca, Bodas de sangre/Nozze di sangue, edizione bilingue a cura di E. Pittarello, Venezia, Marsilio;
• Alfonso Sastre, Escuadra hacia la muerte/Squadra verso la morte. Edición, estudio crítico y traducción de Enrico di Pastena, Pisa, ETS, 2013.

The program aims to introduce students to the theatrical phenomenon in the Spain of Siglo de Oro, through the reading, commentary and dramaturgical analysis of three canonical texts by Lope de Vega and Calderón de la Barca.

Texts (also the introductions to the indicated editions are study materials):
Lope de Vega, El perro del hortelano / Il cane dell’ortolano, a cura di F. Antonucci e S. Arata, Napoli, Liguori;
Pedro Calderón de la Barca, La vida es sueño / La vita è un sogno, a cura di Fausta Antonucci, Venezia, Marsilio, 2009.
Pedro Calderón de la Barca, El alcalde de Zalamea / Il giudice di Zalamea, a cura di Giovanni Caravaggi, in Il teatro dei Secoli d’Oro. Volume II, coord. Maria Grazia Profeti, Milano, Bompiani, 2015, pp. 909-1105.

Historic and literary context and methodology:
Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola. Vol. I: Il Medioevo e l’età d’oro, Torino, Einaudi (parte 2, “L’età d’oro”);
Maria Grazia Profeti, «Introduzione: Il teatro spagnolo dei Secoli d’Oro», in: Lope de Vega Carpio, Tirso de Molina, Miguel de Cervantes, Il teatro dei Secoli d’Oro. Volume I, coord. Maria Grazia Profeti, Milano, Bompiani, 2014, pp. VII-XXXVII.
José Luis García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (paragrafi: 2.2.2, pp. 62-67; 2.3.3.a, pp. 76-77; cap. 4, tutto).

For non-attending students, see what was said under the heading "Development", "Frequency".

The course aims to introduce students to the study of Portuguese literature, presenting at first authors, works and movements particularly significant for Portuguese cultural history: medieval poetry, literature of discoveries (sixteenth century), Romanticism, Modernism.
In a second step, the work of the novelist José Saramago will be analyzed, as well as his production that can be traced back to the historical novel.

Valeria Tocco, Breve storia della letteratura portoghese, Roma, Carocci, 2011;

Horacio Costa, José Saramago e la tradizione del romanzo storico in Portogallo, in José Saramago. Il bagaglio dello scrittore, a cura di Giulia Lanciani, Roma, Bulzoni, 1996, pp. 7-21.
José Saramago, História do cerco de Lisboa, Porto, Porto Editora, 2019 (1989) [tr.it. Storia dell’assedio di Lisbona, Milano, Feltrinelli, 2017]
José Saramago, A estátua e a pedra, Lisboa, Fundação José Saramago, 2013.

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts by some of the authors belonging to its canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the modern antihero as it develops from Shakespeare's Hamlet.

William Shakespeare, Hamlet / Amleto (English/Italian edition with It. translation by A. Lombardo);
Alfred Tennyson, Ulysses / Ulisse [online]
Charles Dickens, Great Expectations / Grandi speranze (any unabridged edition)
James Joyce, Dubliners / Gente di Dublino (any unabridged edition)

The battle of the sexes

Il corso intende avviare alla conoscenza e comprensione della cultura letteraria inglese con particolare attenzione alle dinamiche interculturali e transculturali. Si propone di far acquisire competenze di base nella lettura di testi esemplari dei tre principali macrogeneri (narrativa poesia e teatro), la cui scelta è stata effettuata seguendo un percorso tematico: la battaglia dei sessi.

Testi primari

W. Shakespeare, La bisbetica domata con testo a fronte, traduzione a cura di Iolanda Plescia, Milano, Feltrinelli, 2019.
Jane Austen, Orgoglio e pregiudizio, traduzione di Giulio Caprin, Milano, Mondadori, 2010.
Robert Browning, Poesie con testo a fronte, a cura di Angelo Righetti, Milano, Mursia, 1990.
T. S. Eliot, Frammento di un agone con testo a fronte, traduzione a cura di Roberto Sanesi, in Opere, a cura di Roberto Sanesi, Milano, Bompiani, 2001.

Testi secondari
Brioschi F., Di Girolamo C., Fusillo M., Introduzione alla letteratura. Nuova edizione, Roma, Carocci, 2017.

A general introduction to English literature, focusing on diachronic and synchronic interculturalism

Chaucer, Canterbury Tales: General Prologue, The Knight's Tale, The Man of Law's Tale, The Wife of Bath's Tale
Shakespeare, Midsummer night's dream
Defoe, Robinson Crusoe
Eliot, The Waste Land

Introductions must be read in all books

The module introduces to the problems and genres characterizing German literature in its two most intense periods - the second half of eighteenth century and the early twentieth century - through the reading of some classical texts and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti (Einaudi).
J. W. Goethe, Werther (Einaudi).
F. Schiller, I masnadieri (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
E.T.A. Hoffmann, L’uomo della sabbia (Mondadori)
G. Büchner, Lenz (Adelphi). (Marsilio).
R. M. Rilke, Nuove poesie. Requiem (Einaudi).
F. Kafka, Il processo (Einaudi).
F. Glauser, Il regno di Matto (Sellerio).
B. Brecht, L’opera da tre soldi (Einaudi).

V. Zmegac et al., Breve storia della letteratura tedesca, Einaudi.
L. Mittner, Storia della letteratura tedesca, voll. II e III, Torino 1971 ss. (le introduzioni a periodi ed autori trattati).
I non frequentanti dovranno inoltre preparare i seguenti testi:
Ulrike Kindl, Storia della letteratura tedesca, vol. 2: Dal Settecento alla prima guerra mondiale, Laterza.
Michael Dallapiazza, Claudio Santi, Storia della letteratura tedesca, vol. 3: Il Novecento, Laterza.

The course takes into account a particular aspect of human verbal skills - the faculty of language -, analyzing the different hypotheses that have been suggested on the topic over time.

- Chomsky N., 1998, Linguaggio e problemi della conoscenza, Il Mulino, Bologna.
- Ferretti F., 2015, La facoltà di linguaggio. Determinati biologiche e variabilità culturale, Carocci. Roma

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

I TEACHING MODULE (6CFU)
Exam texts:
A) A university textbook of modern history, chosen by the student from:

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

The course aims to introduce students into Spanish Phonetics, Ortography, Morfology and Sintaxt from contrastive approach (Spanish/Italian), and it gives a survey of the main theoretical approaches to translation of comedies. The history of translation from the origins to XVIIIth Century. Guided by the teacher, students will also explore Spanish translation from a linguistic and cultural perspective, will practice different kinds of excercises and learn to use fundamental bibliographical struments (grammars, diccionaries, lexical databases, etc.) for Spanish/Italian translation.

1) Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.

2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Miguel Mihura, Melocotón en almíbar/ Ninette y un señor de Murcia, Madrid, Espasa Libros, 2010.
One of following books:
Savater, Fernando, Ética para Amador, Barcelona, Ariel, 2008.
Carpentier, Alejo, El reino de este mundo, Barcelona, Austral, 2015.


Additional mandatory material for students who have failed their final tests and for non attending students:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (or Spanish traslation: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

The course aims to introduce students into Spanish Phonetics, Ortography, Morfology and Sintaxt from contrastive approach (Spanish/Italian), and it gives a survey of the main theoretical approaches to translation of comedies. The history of translation from the origins to XVIIIth Century. Guided by the teacher, students will also explore Spanish translation from a linguistic and cultural perspective, will practice different kinds of excercises and learn to use fundamental bibliographical struments (grammars, diccionaries, lexical databases, etc.) for Spanish/Italian translation.

Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Liverani, Elena, «Gli strumenti del traduttore dallo spagnolo all’italiano: appunti di lessicografia bilingue e monolingue, cartacea e online», in Tradurre dallo spagnolo, Milano, LED, 2003, pp. 15-33. Disponibile online: http://www.ledonline.it/ledonline/tradurrespagnolo/tradurrespagnolo_03_liverani.pdf
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Eventual other bibliographical references will be provided during the course.
Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Miguel Mihura, Melocotón en almíbar/ Ninette y un señor de Murcia, Madrid, Espasa Libros, 2010.
One of following books:
Savater, Fernando, Ética para Amador, Barcelona, Ariel, 2008.
Carpentier, Alejo, El reino de este mundo, Barcelona, Austral, 2015.

Additional mandatory material for students who have failed their final tests and for non attending students:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (or Spanish traslation: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

From the elaboration to the expansion of Portuguese: the course aims to address the historical and socio-political evolution of Portuguese in the European and non-European context, highlighting within the training process the establishment of three stages of elaboration of European Portuguese.

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

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

1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.

Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Materials made available on Moodle are also part of the program.

SUMMER SESSION ONLY
Since the lab cannot be accessed, texts 2 and 3 will not be part of the program. Questions about phonetics will only address the related chapter in textbook 1 and the content of the slides.

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

1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.

Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.

The course illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

Gancikov A., 2009, Grammatica russa facile, Vallardi, Milano
Pavlovskaya A., 2011, Culture Shock! A Survival Guide to Customs and Etiquette, Russia, (second edition), Marshall Cavendish, chapter 2, pp. 32-91

Other didactic material will be provided in electronic form during the course.

Readings for non attending students:
Timberlake A., A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004: chap. 1, 2, 3, 6.4, 6.5.


Attendance at lessons is highly recommended.
Non-attending students are requested to contact the teacher (e-mail: valentina.benigni@uniroma3.it)

1. Poetry.
- Charles Baudelaire, Lo spleen di Parigi. Piccoli poemi in prosa, Milano, Feltrinelli, 2015.
- Francis Ponge, Il partito preso delle cose, Torino, Einaudi, 1979.
- Nathalie Quintane, Osservazioni / Remarques, Colorno, Tiellecì, Benway series, 2015.

2. Critical essays.
- Paolo Giovannetti, "Al ritmo delll'ossimoro. Note sulla poesia in prosa", in Id., Dalla poesia in prosa al rap, Novara, Interlinea edizioni, 2008, pp. 19-45.
- Paolo Zublena, "Esiste (ancora) la poesia in prosa?", in "L'Ulisse", n° 13, 2010, pp. 43-47.
- Andrea Inglese, "Poesia in prosa e arti poetiche. Una ricognizione in terra di Francia", https://www.nazioneindiana.com/2010/03/31/poesia-in-prosa-e-arti-poetiche-una-ricognizione-in-terra-di-francia/

The course aims to explore the different manifestations of the tragic in Spanish theater through the analysis of some representative texts of the genre included in a wide temporal, cultural and literary horizon that goes from the 'baroque nueva' comedy to the 50s of the XX century . Basic elements of analysis of the theatrical text will be provided in its relationship with literature and representation.
The course will consist of 30 hours of lectures and 6 hours of assisted teaching activity, the calendar of which will be provided by the lecturer in class and inserted in her own teaching site.

Didactic material (necessary to attend the course and to do the exam)
TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):

• Lope de Vega, Il cavaliere di Olmedo, trad. di F. Antonucci, testo spagnolo a fronte, in Il teatro dei Secoli d’Oro, a cura di M. G. Profeti, Milano, Bompiani, vol. I);
• Federico García Lorca, Bodas de sangre/Nozze di sangue, edizione bilingue a cura di E. Pittarello, Venezia, Marsilio;
• Alfonso Sastre, Escuadra hacia la muerte/Squadra verso la morte. Edición, estudio crítico y traducción de Enrico di Pastena, Pisa, ETS, 2013.

The program aims to introduce students to the theatrical phenomenon in the Spain of Siglo de Oro, through the reading, commentary and dramaturgical analysis of three canonical texts by Lope de Vega and Calderón de la Barca.

Texts (also the introductions to the indicated editions are study materials):
Lope de Vega, El perro del hortelano / Il cane dell’ortolano, a cura di F. Antonucci e S. Arata, Napoli, Liguori;
Pedro Calderón de la Barca, La vida es sueño / La vita è un sogno, a cura di Fausta Antonucci, Venezia, Marsilio, 2009.
Pedro Calderón de la Barca, El alcalde de Zalamea / Il giudice di Zalamea, a cura di Giovanni Caravaggi, in Il teatro dei Secoli d’Oro. Volume II, coord. Maria Grazia Profeti, Milano, Bompiani, 2015, pp. 909-1105.

Historic and literary context and methodology:
Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola. Vol. I: Il Medioevo e l’età d’oro, Torino, Einaudi (parte 2, “L’età d’oro”);
Maria Grazia Profeti, «Introduzione: Il teatro spagnolo dei Secoli d’Oro», in: Lope de Vega Carpio, Tirso de Molina, Miguel de Cervantes, Il teatro dei Secoli d’Oro. Volume I, coord. Maria Grazia Profeti, Milano, Bompiani, 2014, pp. VII-XXXVII.
José Luis García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis (paragrafi: 2.2.2, pp. 62-67; 2.3.3.a, pp. 76-77; cap. 4, tutto).

For non-attending students, see what was said under the heading "Development", "Frequency".

since the time of conquest and colonization the theme of the encounter with the Other has given a series of representations of the new continent that have fixed images and stereotypes. The issue, that has become a canon of contemporary Spanish-American literature, will be analyzed through selected passages from the XV and XVI century Chronachistica and through the fiction of the XX century.

Texts for attending and not attending students:

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

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts by some of the authors belonging to its canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the modern antihero as it develops from Shakespeare's Hamlet.

William Shakespeare, Hamlet / Amleto (English/Italian edition with It. translation by A. Lombardo);
Alfred Tennyson, Ulysses / Ulisse [online]
Charles Dickens, Great Expectations / Grandi speranze (any unabridged edition)
James Joyce, Dubliners / Gente di Dublino (any unabridged edition)

The battle of the sexes

Il corso intende avviare alla conoscenza e comprensione della cultura letteraria inglese con particolare attenzione alle dinamiche interculturali e transculturali. Si propone di far acquisire competenze di base nella lettura di testi esemplari dei tre principali macrogeneri (narrativa poesia e teatro), la cui scelta è stata effettuata seguendo un percorso tematico: la battaglia dei sessi.

Testi primari

W. Shakespeare, La bisbetica domata con testo a fronte, traduzione a cura di Iolanda Plescia, Milano, Feltrinelli, 2019.
Jane Austen, Orgoglio e pregiudizio, traduzione di Giulio Caprin, Milano, Mondadori, 2010.
Robert Browning, Poesie con testo a fronte, a cura di Angelo Righetti, Milano, Mursia, 1990.
T. S. Eliot, Frammento di un agone con testo a fronte, traduzione a cura di Roberto Sanesi, in Opere, a cura di Roberto Sanesi, Milano, Bompiani, 2001.

Testi secondari
Brioschi F., Di Girolamo C., Fusillo M., Introduzione alla letteratura. Nuova edizione, Roma, Carocci, 2017.

A general introduction to English literature, focusing on diachronic and synchronic interculturalism

Chaucer, Canterbury Tales: General Prologue, The Knight's Tale, The Man of Law's Tale, The Wife of Bath's Tale
Shakespeare, Midsummer night's dream
Defoe, Robinson Crusoe
Eliot, The Waste Land

Introductions must be read in all books

This course is an introduction to the national literature of the United States. I will explore the cultural complexities of an emerging and changing nation as revealed by representative authors such as Benjamin Franklin, Mark Twain, Emily Dickinson, Harriet Jacobs, and others. I will also emphasize the ways in which classic American literary texts have provided themes, styles, and narrative techniques to a distinctively American film culture. Through this course students will develop close reading and analytical writing skills. Attendance is highly recommended for prospective American Literature majors.

Benjamin Franklin, Autobiography (1791), edited by Joyce E. Chaplin, New York, Norton, 2012, ISBN: 978-0393935615
-- Joyce E. Chaplin, "Introduction", pp.xiii-xxvi.
-- Benjamin Franklin, "The Outline of Autobiography", pp. 195-98.
-- Benjamin Franklin, "Epitaph", (1728), p. 255.
-- Benjamin Franklin, "Junto Query on Human Perfection" (1732), p. 255-6.
-- Benjamin Franklin, "To Joseph Priestly" (1772), pp. 359-60.
-- Mark Twain, "The late Benjamin Franklin" (1870), pp. 306-8.
-- Hector St. John Crèvecoeur, Letters from An American Farmer, "Letter III: What Is An American", 1782.
https://avalon.law.yale.edu/18th_century/letter_03.asp

Susanna Rowson, Charlotte Temple (1794), edited by Cathy Davidson, New York, Oxford UP 1986 or any other edition.
-- Rebecca Garden, "Confined to Bed: Illness, Narrative, and Female Authority", Literature and Medicine, Volume 31, Number 1, Spring 2013, pp. 40-62 (Roma Tre Electronic Library).

John Davis, Il capitano John Smith e la principessa Pocahontas (1805), a cura di Alide Cagidemetrio, Venezia , Marsilio, 2001, ISBN: 978-8831762977
-- Mike Gabriel and Eric Goldberg, Pocahontas,Walt Disney Pictures, 1995 (Roma Tre Video Library).

Harriet Jacobs, Incidents in the Life of a Slave Girl (1861), edited by Frances Smith Foster and Richard Yarborough, New York, Norton Second Critical Edition, 2018, ISBN: 978-0393614565
-- Frances Smith Foster and Richard Yarborough, "Introduction", pp. vii-xix.
-- Harriet Jacobs, "Public Statements", pp. 173-6.
-- Harriet Jacobs, "Correspondence", pp. 195-204.
-- Sara Antonelli, "Introduzione" to the Italian edition (Vita di una ragazza schiava, Roma, Donzelli, 2004, Roma Tre Book Library).

Ralph Waldo Emerson, Selected Writings of Ralph Waldo Emerson, Peterborough, Broadview Press, 2017, ISBN: 9781554812691
-- Robert D. Habich, "Introduction", pp. 11-40.
-- Nature (1836), pp. 47-86.
-- Circles (1841), pp. 127-138.

Henry David Thoreau, "Resistance to Civil Government", 1849.

Mark Twain, The Adventures of Huckleberry Finn (1884), edited by Stephen Railton, Peterborough, Broadview Press, 2011, ISBN: 978-1554810048.
-- Stephen Railton, "Introduction", pp. 9-41.
-- "Introducing Huckleberry Finn (1895), pp. 380-1
-- "Chapter from My Autobiography, XIII", North American Review 184 (March 1907), pp. 381-4.
-- Alessandro Portelli, "Mark Twain e le parole proibite", il manifesto 2011.
http://alessandroportelli.blogspot.com/2011/01/mark-twain-e-le-parole-proibite.html
-- Robert O'Meally, "Blues per Huckleberry", Acoma 26 (primavera 2003), anno IX.
http://www.acoma.it/sites/default/files/pdf-articoli/06%20O%27Meally.pdf

Emily Dickinson, Silenzi, cura e traduzione di Barbara Lanati, Milano, Feltrinelli, 2014, ISBN: 978-8807900853
-- Terence Davies, A Quiet Passion, 2016.
-- Ashby Bland Crowder, "Emily Dickinson's Tell All the Truth but Tell it Slant", The Explicator, 71:4 (2013), pp. 236-9 (Roma Tre Electronic Library).
-- Joel Martyr, "Emily Dickinson's Pyramid Scheme", The Explicator, 74:2 (2016), pp. 99-103 (Roma Tre Electronic Library).

Hans Bertens & Theo D’haen, American Literature: A History, London, Routledge, 2013.
-- "Beginnings to 1810"
-- "Towards cultural independence: 1810 to the Civil War"

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

Readings/Bibliography

Textbooks (or others in English/Russian for Erasmus students)
E. Lo Gatto, Storia della letteratura russa, Firenze, Sansoni
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I
A.S. Pushkin, Eugenio Onegin, a cura di E. Bazzarelli (parallel text), Milano, Bur, 1999


Readings
A.S. Pushkin Evgenii Onegin,
M.Iu. Lermontov Geroi nashego vremeni
A.S. Griboedov Gore ot uma
N.V Gogol Peterburgskie povesti
F.M. Dostoevskii Belye nochi

1 reading Suggested Readings
Avvakum Zhitie protopopa Avvakuma, im samim napisannoe
A.N. Radiščev Puteshestvie iz Peterburga v Mosku
A.S. Puškin Kapitanskaia dochka/ Boris Godunov/Povesti Belkina


Literary Criticism
Iu.M. Lotman, “Roman v Stikhach Pushkina ‘Evgenii Onegin’: Kommentarii. Posobie dlia uchitelia”, in Id., Pushkin, Sankt Peterburg, Iskusstvo, 1995
B.A. Uspenskii, Izbrannye trudy. T. 1 Semiotika Istorii. Semiotika Kul’turyi, Moskva, Gnosis, 1994: “Historia sub specie Semioticae”; “Tsar i samozvanets: samozvanchestvo v Rossii kak kul’turno-istoricheskii fenomen”
Io. Brodsky, “A Guide to a Renamed City”, in Id., Less than One: Selected Essays, New York, Farrar Straus Giroux, 1886
Iu Lotman, Simvolika Peterburga i problemy semiotiki goroda


The bibliographical material is available in the library of Faculty. Additional materials will be provided during the lessons.



Additional info
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. The course is taught in Italian.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

I TEACHING MODULE (6CFU)
Exam texts:
A) A university textbook of modern history, chosen by the student from:

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

Going through the notions of "langue/parole" (Saussure), communication (Jakobson) and discourse (Benveniste), the first part of course (6 CFU) intends to offer a broad excursus between Social Science and Science of the Language, following a linguistic-anthropological-cultural approach. The second part (6 CFU) will propose a workshop of translation practice and will introduce to the different forms and types of text genres.

- F. de Saussure, Cours de linguistique générale, Payot 1995 (chapters: Objet de la linguistique - La langue, sa définition; Place de la langue dans les faits de langage ; Nature du signe linguistique - Signe, signifiant, signifié ; l’arbitraire du signe ; le caractère linéaire du signifiant);
- R. Jakobson, « Linguistique et poétique », in Essais de linguistique générale, Minuit 1963 ;
- E. Benveniste, La nature des pronoms ; De la subjectivité dans le langage (in Problèmes de linguistique générale, 1, Gallimard 1966) L’appareil formel de l’énonciation (in Problèmes de linguistique générale, 2, Gallimard 1974) ;
- J.-M. Adam, - J.-M. Adam, Le problème du discours poétique selon Benveniste, in "Semen", 33, 2012
on line: https://journals.openedition.org/semen/9454
- R. Jakobson, « Aspects linguistiques de la traduction », in Essais de linguistique générale, Minuit 1963
- R. Boivineau, L’ABC de l’adaptation publicitaire, “Meta : Journal des traducteurs”, 1, mars 1972, pp. 5-28 (en ligne : https://www.erudit.org/revue/meta/1972/v17/n1/002097ar.html)
- text corpus for translation provided by the teacher

Part I
Reflections, theory and criticism on dramatic translation. Contrastive studies of the Italian translations on a representative corpus of plays written between the XVII and XXI centuries. The work intends to stimulate, according to a diachronic approach, a critical reflection on the results of the translation experiences over the centuries and develop a competence in the use of lexicographic materials and corpora. Illustration and identification of the diaphasic and diastric linguistic varieties in the selected corpus, and translation practice.
Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.

Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.

Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.

Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

The course will address issues related to linguistic and cultural variation in Portuguese-speaking countries, whose historical, geographical, economic and cultural references will be illustrated. From time to time, texts of various genres and tipology will be analysed, which will then be translated and revised during exercises.

José Hermano Saraiva (2004), Storia del Portogallo. Bruno Mondadori, Milano, pp. 1-171.
Giulia Lanciani (a cura di) (2008), Da Roma all'Oceano. La lingua portoghese nel mondo, La Nuova Frontiera, Roma.
Sonia Netto Salomão (2012), A língua portuguesa nos seus percursos multiculturais. Nuova Cultura, Roma.
Raffaella Bertazzoli (2018), la traduzione: teorie e metodi, Carocci, Roma.

Other translation materials will be made available during the course.

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

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

Outlines of linguistic history of German-speaking countries
(6 ECTS)

The course outlines the polycentric history of the German language from its origins to the present day, contextualizing it in the main cultural transformations in the broadest sense and focusing both on the fundamental importance of literature in shaping a unified German in the 18th century, and on political-social phenomena such as Nazism or the disappearance of the GDR in reunification.

An in-depth module will follow in the second semester (6 ECTS)

For the Outlines of linguistic history of German-speaking countries (prof. Sampaolo)
- Marina Foschi Albert / Marianne Hepp, Manuale di storia della lingua tedesca, Liguori (in commercio anche come pdf)
Or
- Sandra Bosco Coletsos, Storia della lingua tedesca, Rosenberg & Sellier

Furthermore:
- Donatella Mazza: La linguistica tedesca. Storia e testi. Carocci (only the introductions to each text)

The course aims at providing tools for the analysis of the different types of sentences in German. Starting from the analysis of the various constituents (nominal, verbal, adjectival, prepositional, adverbial phrase), particular importance will be given to the notion of the Satzfeld as a tool for understanding the syntactic strategies in the construction of the sentence and their different semantic profiles. Lectures will take place in constant comparison with small texts that students will be asked to analyze. The program is identical for attending and non-attending students; however, attendance is strongly recommended in order to learn the methods and tools to explain the syntactic position of the elements which constitute main and secondary sentences (explicit and implicit) in German.

- Hardarik Blühdorn Marina Foschi Albert, Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa University Press, Pisa 2014 (per intero).

Giuliana Scotto, “La rechte Satzklammer dell’Hauptsatz tedesco e la posizione gerarchica fra i sintagmi in base al legame intercorrente col verbo. Uno strumento didattico per i discenti di madrelingua italiana”, in G. Scotto, Saggi di estetica, di diritto,di linguistica, Grin, München 2015, pp. 171-212.


Additional materials will be provided during the lectures.

The course aims to consolidate the grammatical and lexical knowledge of level A2 and to acquire the linguistic skills of level B1. The skills of comprehension and oral and written production in Russian will be developed, with particular reference to the contexts of use of everyday language. The course will dedicate particular space to the following grammatical contents: case semantics, numerals, impersonal expressions, verb aspect, position and movement verbs, imperative, conditional; and syntactic: relative, final, consecutive clauses, direct and indirect speech.
In parallel, the course provides basic skills in the field of translation from Russian to Italian: elements of history and theory of translation, approach to specific difficulties of translation from Russian, analysis of the text aimed at translation, laboratory translation of essays, poetic, narrative texts.

Natalia Nikitina, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A2, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano (3a edizione).

The French novel between the seventeenth and eighteenth centuries.

1. History of Literature.
- Storia europea della letteratura francese, a cura di Lionello Sozzi, Torino, Einaudi, vol. I, pp. 239-292 e pp. 413-484.
- Gianni Iotti, La civiltà letteraria francese del Settecento, Roma-Bari, Laterza, 2009.
- Lagarde, Michard, XVIII siècle, Paris, Bordas.

2. Novels.
- Cyrano de Bergerac, L'autre monde, Paris, Gallimard, Folio classique, 2004, pp.43-160. (even in any italian translation)
- Montesquieu, Lettres persanes, Paris, Gallimard, Folio.
- Choderlos de Laclos, Les Liaisons dangereuses, Paris, Gallimard, Folio.

3. Critical essays.
- Giovanni Marchi, "Cyrano o l’ ‘imagination en liberté’", in Id., L’immaginazione in libertà, Napoli, Liguori, 1985, pp. 11-21.
- Tzvetan Todorov, L'Esprit des Lumières, Paris, Laffont - Le livre de poche, 2006.
- Gambelli, Norci, Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink, 2008.

The French Epistolary Novel in XVIII Century

Montesquieu, Lettres persanes, Paris, Gallimard/Folio or other French Edition
Laclos, Les Liaisons dangereuses, Paris, Gallimard/Folio or other French Edition

Origins, developments and crisis of Spanish drama.


EXPECTED LEARNING RESULTS
A) Historical-literary and cultural competences
Birth and development of the Spanish gold theater
The corral and the show
Developments in Spanish literary history between the eighteenth and thirties of the twentieth century
Developments in Spanish theater between Neoclassicism and the early twentieth century

B) Thematic skills
Eros and honor in the play
Eros and honor in a tragic way
Eros and honor in a grotesque key
Roles of women in society and female roles in theater
Intergenerational tensions
The dialectic between closed places and open places and the dynamics of reclusion-evasion
Figurations of violence in classical and contemporary theater

C) Methodological skills
The versification in the Spanish gold theater: ways and functions of polymetry
Dramaturgical aspects of the Spanish golden theater
Performative aspects of the Spanish gold theater
Dramaturgical analysis of the contemporary theatrical text

TEXTS
Literaruìy Works (all editions are mandatory)
Lope de Vega, Il cane dell’ortolano/El perro del hortelano, a cura di F. Antonucci e S. Arata, Napoli, Liguori (e-book)
Lope de Vega, Fuente Ovejuna, a cura di M. G. Profeti, in Il teatro dei secoli d’oro, vol. I, Milano Bompiani
Pedro Calderón de la Barca, La dama duende, a cura di F. Antonucci, in Il teatro dei secoli d’oro, vol. II, Milano, Bompiani
Pedro Calderón de la Barca, El alcalde de Zalamea, a cura di G. Caravaggi, in Il teatro dei secoli d’oro, vol. II, Milano, Bompiani
Leandro Fernández de Moratín, El sí de las niñas, in Moratín, El sí de las niñas / La comedia nueva, a cura di R. Andioc, Madrid, Austral (also as a e-book)
Federico García Lorca, La casa de Bernarda Alba, a cura di M. Fca. Vilches de Frutos, Madrid, Cátedra
Ramón del Valle-Inclán, Los cuernos de don Friolera, in Valle-Inclán, Martes de Carnaval, a cura di Jesús Rubio Jiménez, Madrid, Austral

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

C. Aira, Un episodio en la vida del pintor viajero, Barcelona, Era, 2000;
J. M. Arguedas, Festa di sangue, Torino, Einaudi, 1988;
J. L. Borges, “Historia del guerrero y la cautiva”, in El Aleph, Madrid, Alianza, 2004;
E. Echeverría, El matadero/Il Mattatoio, Roma, Portaparole, 2010;
D. F. Sarmiento, Facundo, Madrid, Cátedra, 1999 (capp. I-II);
L. Lugones, Racconti fatali, Roma, Nova Delphi Libri, 2012.

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

William Shakespeare, As You Like It (1599) (recommended edition: Arden or The Oxford Shakespeare);
Aphra Behn, The Rover (1677) (recommended edition: Penguin Classics);
Daniel Defoe, Roxana (1724) (recommended edition: Oxford World's Classics)
Mary Wollstonecraft, A Vindication of the Rights of Woman (1792) (any English edition);
Jane Austen, Mansfield Park (1814) (recommended edition: Oxford World's Classics or Penguin Classics);
Mary Wollstonecraft Shelley, Frankenstein (1818) (recommended edition: Oxford World's Classics or Penguin Classics);
Select poems.

Representations of Courting and Love in English Literature from the Renaissance to the Enlightenment

Il corso mira a portare studentesse e studenti ad una buona conoscenza e comprensione della letteratura inglese dei secoli Cinquecento, Seicento e Settecento attraverso lo studio di testi esemplari in lingua originale scelti in base alla tematica della rappresentazione del corteggiamento e dell'amore.
Si intende sviluppare la competenza nella lettura e aumentare l'autonomia critico-interpretativa delle/i discenti facendole/i esercitare nelle pratiche di traduzione, riscrittura e adattamento in lingua italiana dei testi esemplari esaminati anche in prospettiva transmediale.

Testi primari

Sonetti selezione: Thomas Wyatt, Whoso List to Hunt, The longë love that in my thought doth harbour; Henry Howard Earl of Surrey, Love, that doth reign and live within my thought, The soote season, that bud and bloom forth brings, William Shakespeare, Sonnets 1, 12, 20, 55, 142, 147.
W. Shakespeare, Midsummer Night's Dream, traduzione a cura di Nadia Fusini e Agostino Lombardo con testo a fronte, Milano, Feltrinelli, 2006.
George Etherage, The Man of Mode, traduzione a cura di Viola Papetti con testo a fronte, Milano, BUR, 2002
Alexander Pope, The Rape of the Lock, traduzione a cura di Viola Papetti con testo a fronte, Milano, BUR
Horace Walpole, The Castle of Otranto, OUP, 2014
Jane Austen, Northanger Abbey, Oxford, OUP, 1990

Testi secondari
Introduzioni della Norton Anthology (in dispensa)
Bertinetti, P., English Literature-A Short History, Einaudi, Torino, 2010 (capitoli dal 2 al 6)

NOTA BENE: Sulla piattaforma Moodle si trovano ulteriori materiali (tutti scaricabili) che sono da studiare obbligatoriamente. Dei testi primari obbligatori bisogna leggere e studiare le introduzioni.

The module introduces the issues and genres that characterize nineteenth-century German literature (classicism, romanticism, bourgeois realism, naturalism) through the reading of some classic texts and their historical and cultural contextualization.

L. Tieck, Il biondo Eckbert (Marsilio)
Novalis, Enrico di Ofterdingen (Adelphi)
E.T.A. Hoffmann, La principessa Brambilla (Mondadori)
F. Schiller, Maria Stuarda (Mondadori)
J. W. Goethe, Torquato Tasso (Marsilio)
J. W. Goethe, Le affinità elettive (Marsilio)

H. von Kleist, Michael Kohlhaas (Marsilio)
H. von Kleist, La marchesa di O... (Marsilio)
H. von Kleist, Sul teatro di marionette (La Vita Felice)
G. Büchner, Woyzeck (Adelphi), Leonce e Lena (in fotocopia)
F. Grillparzer, Medea (Marsilio)
A. Stifter, Tormalina (Marsilio)
Th. Fontane, Effie Briest (Feltrinelli)

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Readings/Bibliography

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Zio Vanja/ Corsia n. 6
M. Zoščenko, Novelle moscovite
M.A. Bulgakov, Cuore di cane/Uova fatali
A. Tolstoj, Aelita

The course presents the most important stages in the formation of romance linguistic and literary culture, from the evolution of the romance languages and the analysis of the first written attestations (the Appendix Probi, the indovinello veronese, the Glosses of Reichenau etc). some representive texts of the epical, lyric and courtly tradition will be analysed, with particular attention to the cultural and historical continuity between Late Antiquity and the Middle Ages.

• Au. Roncaglia, I primi passi del volgare, in Le origini della lingua e della letteratura italiana, Torino, UTET, 2006, pp. 157-214;
• Piero G. Beltrami, La filologia romanza, Bologna, il Mulino, 2017;
• Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989 (Introduzione e capp. I, IV);
• M. L. Meneghetti, Le origini delle letterature medievali romanze, Roma, Laterza, 2019 (o edizioni precedenti).

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

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

In the course for the academic year 2019-2020 the text that will be examined is:
Mitchell – Robinson, Guide to Old English, text no. 9 “Bede’s Account of the Poet Caedmon”

Notes:
- Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number. They should do so using their institutional address (i.e. ending @stud.uniroma3.it) as all other senders will be disregarded automatically;

- Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam, realistically at least six months in advance.

- B. Mitchell – F. C. Robinson, A guide to Old English, Wiley-Blackwell, Oxford, 2008, 7th ed. (or any later edition);
Additional material provided by the lecturer: in order to receive by email the additional material, as well as any other urgent communication during the course, students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number. They should do so using their institutional address (i.e. ending @stud.uniroma3.it) as all other senders will be disregarded automatically.

SUBJECT: Slavic philology LT CFU: 6
SEMESTER: 1st of the 2nd year course

Course program:
ethnogenesis of the Slavs and the Proto-Slavic language;
Slavic migrations, the division of ethno-linguistic space, the formation of the first Slavic states;
the work of Cyril and Methodius and the birth of the Slavic writing civilization: the Slavic alphabets, the Palaeoslavic language (or ancient Slavic), the first literary works;
Cyrillometodian traditions from Great Moravia to the First Bulgarian Empire and Kievan Rus';
from the Palaeoslavic and its editors to the ecclesiastical Slavic and the formation of modern Slavic languages: classification and main characteristics of the latter.

Translated with www.DeepL.com/Translator

Dispensa Stantchev (verrà fornita in PDF);
Appunti di grammatica paleoslava (Stantchev, verranno forniti in PDF);
Le Vite paleoslave dei SS. Cirillo e Metodio in traduzione:
- Peri V. (a cura di), Cirillo e Metodio. Le biografie paleoslave, Ed. O.R., Milano 1981 oppure
- A. E. Tachiaos, Cirillo e Metodio. Le radici cristiane della cultura slava, Jaca Book 2005 (pp. 163-223: Le Vite paleoslave di Cirillo e Metodio, a cura di M. Garzaniti).
Students who can and prefer to read Cyril and Methodius' Lives in Russian will be provided with the text in PDF format

Going through the notions of "langue/parole" (Saussure), communication (Jakobson) and discourse (Benveniste), the first part of course (6 CFU) intends to offer a broad excursus between Social Science and Science of the Language, following a linguistic-anthropological-cultural approach. The second part (6 CFU) will propose a workshop of translation practice and will introduce to the different forms and types of text genres.

- F. de Saussure, Cours de linguistique générale, Payot 1995 (chapters: Objet de la linguistique - La langue, sa définition; Place de la langue dans les faits de langage ; Nature du signe linguistique - Signe, signifiant, signifié ; l’arbitraire du signe ; le caractère linéaire du signifiant);
- R. Jakobson, « Linguistique et poétique », in Essais de linguistique générale, Minuit 1963 ;
- E. Benveniste, La nature des pronoms ; De la subjectivité dans le langage (in Problèmes de linguistique générale, 1, Gallimard 1966) L’appareil formel de l’énonciation (in Problèmes de linguistique générale, 2, Gallimard 1974) ;
- J.-M. Adam, - J.-M. Adam, Le problème du discours poétique selon Benveniste, in "Semen", 33, 2012
on line: https://journals.openedition.org/semen/9454
- R. Jakobson, « Aspects linguistiques de la traduction », in Essais de linguistique générale, Minuit 1963
- R. Boivineau, L’ABC de l’adaptation publicitaire, “Meta : Journal des traducteurs”, 1, mars 1972, pp. 5-28 (en ligne : https://www.erudit.org/revue/meta/1972/v17/n1/002097ar.html)
- text corpus for translation provided by the teacher

Part I
Reflections, theory and criticism on dramatic translation. Contrastive studies of the Italian translations on a representative corpus of plays written between the XVII and XXI centuries. The work intends to stimulate, according to a diachronic approach, a critical reflection on the results of the translation experiences over the centuries and develop a competence in the use of lexicographic materials and corpora. Illustration and identification of the diaphasic and diastric linguistic varieties in the selected corpus, and translation practice.
Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.

Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.

Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.

Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

The course will address issues related to linguistic and cultural variation in Portuguese-speaking countries, whose historical, geographical, economic and cultural references will be illustrated. From time to time, texts of various genres and tipology will be analysed, which will then be translated and revised during exercises.

José Hermano Saraiva (2004), Storia del Portogallo. Bruno Mondadori, Milano, pp. 1-171.
Giulia Lanciani (a cura di) (2008), Da Roma all'Oceano. La lingua portoghese nel mondo, La Nuova Frontiera, Roma.
Sonia Netto Salomão (2012), A língua portuguesa nos seus percursos multiculturais. Nuova Cultura, Roma.
Raffaella Bertazzoli (2018), la traduzione: teorie e metodi, Carocci, Roma.

Other translation materials will be made available during the course.

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

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

Outlines of linguistic history of German-speaking countries
(6 ECTS)

The course outlines the polycentric history of the German language from its origins to the present day, contextualizing it in the main cultural transformations in the broadest sense and focusing both on the fundamental importance of literature in shaping a unified German in the 18th century, and on political-social phenomena such as Nazism or the disappearance of the GDR in reunification.

An in-depth module will follow in the second semester (6 ECTS)

For the Outlines of linguistic history of German-speaking countries (prof. Sampaolo)
- Marina Foschi Albert / Marianne Hepp, Manuale di storia della lingua tedesca, Liguori (in commercio anche come pdf)
Or
- Sandra Bosco Coletsos, Storia della lingua tedesca, Rosenberg & Sellier

Furthermore:
- Donatella Mazza: La linguistica tedesca. Storia e testi. Carocci (only the introductions to each text)

The course aims at providing tools for the analysis of the different types of sentences in German. Starting from the analysis of the various constituents (nominal, verbal, adjectival, prepositional, adverbial phrase), particular importance will be given to the notion of the Satzfeld as a tool for understanding the syntactic strategies in the construction of the sentence and their different semantic profiles. Lectures will take place in constant comparison with small texts that students will be asked to analyze. The program is identical for attending and non-attending students; however, attendance is strongly recommended in order to learn the methods and tools to explain the syntactic position of the elements which constitute main and secondary sentences (explicit and implicit) in German.

- Hardarik Blühdorn Marina Foschi Albert, Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa University Press, Pisa 2014 (per intero).

Giuliana Scotto, “La rechte Satzklammer dell’Hauptsatz tedesco e la posizione gerarchica fra i sintagmi in base al legame intercorrente col verbo. Uno strumento didattico per i discenti di madrelingua italiana”, in G. Scotto, Saggi di estetica, di diritto,di linguistica, Grin, München 2015, pp. 171-212.


Additional materials will be provided during the lectures.

The course aims to consolidate the grammatical and lexical knowledge of level A2 and to acquire the linguistic skills of level B1. The skills of comprehension and oral and written production in Russian will be developed, with particular reference to the contexts of use of everyday language. The course will dedicate particular space to the following grammatical contents: case semantics, numerals, impersonal expressions, verb aspect, position and movement verbs, imperative, conditional; and syntactic: relative, final, consecutive clauses, direct and indirect speech.
In parallel, the course provides basic skills in the field of translation from Russian to Italian: elements of history and theory of translation, approach to specific difficulties of translation from Russian, analysis of the text aimed at translation, laboratory translation of essays, poetic, narrative texts.

Natalia Nikitina, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A2, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano (3a edizione).

The course will focus on the history of Portuguese and Brazilian literature during the 16th and 17th centuries. Particular attention will be given to the analysis of the most representative texts of modern travel literature in order to deepen the main characteristics of the Discourse of Discovery and the representation of otherness.

G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni, 1999, pp. 177- 474;

L. Stegagno Picchio, Storia della letteratura brasiliana, Torino, Einaudi, 1997, pp. 13-102;

B. Gomes de Brito, História trágico-marítima 1-2, Lisboa, Afrodite, 1971 (testi scelti);

G. Lanciani, I resoconti di naufragio nel volume Morfologie del viaggio. L’avventura marittima portoghese, Milano, LED, 2006, pp. 59-134;

A Carta de Pêro Vaz de Caminha, in J. Cortesão, A Carta de Pêro Vaz de Caminha, Lisboa, Imprensa Nacional-Casa da Moeda, 1994, pp. 153-225;

V. Bertolucci Pizzorusso, Uno spettacolo per il Re: l’infanzia di Adamo nella “Carta” di Pero Vaz de Caminha, “Quaderni portoghesi”, 4, 1978, pp. 49-81;

F. Cardim, Tratados da terra e da gente do Brasil, (capitoli scelti);

P. de Magalhães Gândavo, História da Província de Santa Cruz, Belo Horizonte, Itatiaia, São Paulo, EDUSP, 1980.

G. de Marchis, Tecniche e strategie descrittive nei Trattati di Gândavo e Cardim nel volume 500 anni di Brasile. La scoperta, le scoperte (a cura di P. Ceccucci), Roma, Bulzoni, 2002, pp, 51-70.

E. Finazzi Agrò, Il principio in assenza. Il ruolo pre-liminare dell’indio nella cultura brasiliana nel volume 500 anni di Brasile. La scoperta, le scoperte (a cura di P. Ceccucci), Roma, Bulzoni, 2002, pp, 21-36.

The texts will be available on Dropbox (to access the shared folder, please contact me by e-mail).

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

William Shakespeare, As You Like It (1599) (recommended edition: Arden or The Oxford Shakespeare);
Aphra Behn, The Rover (1677) (recommended edition: Penguin Classics);
Daniel Defoe, Roxana (1724) (recommended edition: Oxford World's Classics)
Mary Wollstonecraft, A Vindication of the Rights of Woman (1792) (any English edition);
Jane Austen, Mansfield Park (1814) (recommended edition: Oxford World's Classics or Penguin Classics);
Mary Wollstonecraft Shelley, Frankenstein (1818) (recommended edition: Oxford World's Classics or Penguin Classics);
Select poems.

Representations of Courting and Love in English Literature from the Renaissance to the Enlightenment

Il corso mira a portare studentesse e studenti ad una buona conoscenza e comprensione della letteratura inglese dei secoli Cinquecento, Seicento e Settecento attraverso lo studio di testi esemplari in lingua originale scelti in base alla tematica della rappresentazione del corteggiamento e dell'amore.
Si intende sviluppare la competenza nella lettura e aumentare l'autonomia critico-interpretativa delle/i discenti facendole/i esercitare nelle pratiche di traduzione, riscrittura e adattamento in lingua italiana dei testi esemplari esaminati anche in prospettiva transmediale.

Testi primari

Sonetti selezione: Thomas Wyatt, Whoso List to Hunt, The longë love that in my thought doth harbour; Henry Howard Earl of Surrey, Love, that doth reign and live within my thought, The soote season, that bud and bloom forth brings, William Shakespeare, Sonnets 1, 12, 20, 55, 142, 147.
W. Shakespeare, Midsummer Night's Dream, traduzione a cura di Nadia Fusini e Agostino Lombardo con testo a fronte, Milano, Feltrinelli, 2006.
George Etherage, The Man of Mode, traduzione a cura di Viola Papetti con testo a fronte, Milano, BUR, 2002
Alexander Pope, The Rape of the Lock, traduzione a cura di Viola Papetti con testo a fronte, Milano, BUR
Horace Walpole, The Castle of Otranto, OUP, 2014
Jane Austen, Northanger Abbey, Oxford, OUP, 1990

Testi secondari
Introduzioni della Norton Anthology (in dispensa)
Bertinetti, P., English Literature-A Short History, Einaudi, Torino, 2010 (capitoli dal 2 al 6)

NOTA BENE: Sulla piattaforma Moodle si trovano ulteriori materiali (tutti scaricabili) che sono da studiare obbligatoriamente. Dei testi primari obbligatori bisogna leggere e studiare le introduzioni.

This course will deepen your understanding of 19th-century American Literature and prepare you to approach American Realism and Modernism. In the classroom, I will explore the cultural complexities of a rapidly expanding nation as revealed by representative authors such as Ralph Waldo Emerson, Mark Twain, Emily Dickinson, Henry James, and others. I will also emphasize the ways in which classic American literary texts have provided themes, styles, and narrative techniques to a distinctively American film culture. Through this course, students will strengthen their close reading and analytical writing skills. Attendance is highly recommended for prospective American Literature majors.

Benjamin Franklin, Autobiography, edited by Joyce E. Chaplin, New York, Norton, 2012, ISBN: 978-0393935615
-- Joyce E. Chaplin, "Introduction", pp.xiii-xxvi.
-- Benjamin Franklin, "The Outline of Autobiography", pp. 195-98.
-- Benjamin Franklin, "Epitaph", (1728), p. 255.
-- Benjamin Franklin, "Junto Query on Human Perfection" (1732), p. 255-6.
-- Benjamin Franklin, "To Joseph Priestly" (1772), pp. 359-60.
-- Mark Twain, "The late Benjamin Franklin" (1870), pp. 306-8.
-- Hector St. John Crèvecoeur, Letters from An American Farmer, "Letter III: What Is An American", 1782.
https://avalon.law.yale.edu/18th_century/letter_03.asp

Susanna Rowson, Charlotte Temple (1794), edited by Cathy Davidson, New York, Oxford UP 1986 or any other edition.
-- Rebecca Garden, "Confined to Bed: Illness, Narrative, and Female Authority", Literature and Medicine, Volume 31, Number 1, Spring 2013, pp. 40-62 (Roma Tre Electronic Library).

John Davis, Il capitano John Smith e la principessa Pocahontas (1805), a cura di Alide Cagidemetrio, Venezia , Marsilio, 2001, ISBN: 978-8831762977
-- Mike Gabriel and Eric Goldberg, Pocahontas,Walt Disney Pictures, 1995 (Roma Tre Video Library).

Harriet Jacobs, Incidents in the Life of a Slave Girl (1861), edited by Frances Smith Foster and Richard Yarborough, New York, Norton Second Critical Edition, 2018, ISBN: 978-0393614565
-- Frances Smith Foster and Richard Yarborough, "Introduction", pp. vii-xix.
-- Harriet Jacobs, "Public Statements", pp. 173-6.
-- Harriet Jacobs, "Correspondence", pp. 195-204.
-- Sara Antonelli, "Introduzione" all'edizione Italiana (Vita di una ragazza schiava, Roma, Donzelli, 2004, Roma Tre Book Library).

Ralph Waldo Emerson, Selected Writings of Ralph Waldo Emerson, Peterborough, Broadview Press, 2017, ISBN: 9781554812691 (Be sure to order this title well in advance).
-- Robert D. Habich, "Introduction", pp. 11-40.
-- Nature (1836), pp. 47-86.
-- Circles (1841), pp. 127-138
-- The American Scholar (1837), pp. 87-104.
-- The Divinity School Adress (1838), pp. 105-121.
-- Experience (1844), pp. 164-185.

Henry David Thoreau, "Resistance to Civil Government", 1849.

Mark Twain, The Adventures of Huckleberry Finn (1884), edited by Stephen Railton, Peterborough, Broadview Press, 2011, ISBN: 978-1554810048 (Be sure to order this title well in advance).
-- Stephen Railton, "Introduction", pp. 9-41.
-- "Introducing Huckleberry Finn (1895), pp. 380-1
-- "Chapter from My Autobiography, XIII", North American Review 184 (March 1907), pp. 381-4.
-- Alessandro Portelli, "Mark Twain e le parole proibite", il manifesto 2011.
http://alessandroportelli.blogspot.com/2011/01/mark-twain-e-le-parole-proibite.html
-- Robert O'Meally, "Blues per Huckleberry", Acoma 26 (primavera 2003), anno IX.
http://www.acoma.it/sites/default/files/pdf-articoli/06%20O%27Meally.pdf
-- Alessandro Portelli, "'Tu non andrai da solo', ovvero 'E va bene andrò all'inferno'. La dannazione volontaria di Hester Prynne", Acoma 6 (Inverno 1996), Anno III, pp.18-26.
http://www.acoma.it/sites/default/files/pdf-articoli/6portelli.pdf

Emily Dickinson, Silenzi, cura e traduzione di Barbara Lanati, Milano, Feltrinelli, 2014, ISBN: 978-8807900853
-- Terence Davies, A Quiet Passion, 2016.
-- Ashby Bland Crowder, "Emily Dickinson's Tell All the Truth but Tell it Slant", The Explicator, 71:4 (2013), pp. 236-9 (Roma Tre Electronic Library).
-- Joel Martyr, "Emily Dickinson's Pyramid Scheme", The Explicator, 74:2 (2016), pp. 99-103 (Roma Tre Electronic Library).

Louisa May Alcott, Little Women, edited by Ann Hiebert Alton, Peterborough, Broadview Press, 2001, ISBN: 9781551111919 (Be sure to order this title well in advance).
-- "Introduction", pp. 9-32.
-- "The Composition and Publication of Little Women", pp. 497-99, 503.
-- "The Sources for Little Women", pp. 518-29.

Henry James, Portrait of a Lady, edited by Michael Gorra, New York, Norton, 2017, ISBN: 978-0393938531
-- "Preface to the 1908 Edition", pp. 3-13.
-- Hawthorne (1879), by Henry James, pp. 40-45
https://archive.org/details/hawthorne02jamegoog/page/n5/mode/2up
-- Robert Weisbuch, "Henry James and the Problem of Evil", pp. 604-13.

Herman Melville, "Billy Budd", in Tales, Poems, and Other Writings, edited by John Bryant, New York, Modern Library, 2002, page. 449-521.
-- "A Utilitarian View of the Monitor Fight", p. 343.
-- Lester H. Hunt, "Billy Budd: Melville's Dilemma", Philosophy and Literature, 26:2 (October 2002), pp. 273-95 (Roma Tre Electronic Library).

W.E.B. Dubois, The Souls of Black Folk (1903), edited by Monica Elbert, New York, Oxford UP, 1996, 978-0140189988

F. Scott Fitzgerald, The Great Gatsby (1925), edited by Tony Tanner, New York, Oxford UP, 2000, ISBN: 978-0141182636
-- "Introduction", pp. vii-lv.
-- Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", F. Scott Fitzgerald Review 13 (2015), pp. 55-75 (Roma Tre Electronic Library).
-- Sara Antonelli, "Gatsby nostro contemporaneo", Acoma, 15 (Autunno-Inverno), 2018, 121-133.
http://www.acoma.it/sites/default/files/pdf-articoli/11%20Antonelli.pdf

Hans Bertens & Theo D’haen, American Literature: A History, London, Routledge, 2013.
-- "Beginnings to 1810"
-- "Towards cultural independence: 1810 to the Civil War"
-- "Civil War to World War I: 1865-1918"

The module introduces the issues and genres that characterize nineteenth-century German literature (classicism, romanticism, bourgeois realism, naturalism) through the reading of some classic texts and their historical and cultural contextualization.

L. Tieck, Il biondo Eckbert (Marsilio)
Novalis, Enrico di Ofterdingen (Adelphi)
E.T.A. Hoffmann, La principessa Brambilla (Mondadori)
F. Schiller, Maria Stuarda (Mondadori)
J. W. Goethe, Torquato Tasso (Marsilio)
J. W. Goethe, Le affinità elettive (Marsilio)

H. von Kleist, Michael Kohlhaas (Marsilio)
H. von Kleist, La marchesa di O... (Marsilio)
H. von Kleist, Sul teatro di marionette (La Vita Felice)
G. Büchner, Woyzeck (Adelphi), Leonce e Lena (in fotocopia)
F. Grillparzer, Medea (Marsilio)
A. Stifter, Tormalina (Marsilio)
Th. Fontane, Effie Briest (Feltrinelli)

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Readings/Bibliography

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Zio Vanja/ Corsia n. 6
M. Zoščenko, Novelle moscovite
M.A. Bulgakov, Cuore di cane/Uova fatali
A. Tolstoj, Aelita

Since its discovery, the spanish-american reality has been put together as a multicultural laboratory that has led to the formulation of labile and complex cultural frontiers. The module will explore the mechanisms within the literature of the 19th, 20th and 21th century.

Texts for attending and not attending students:

1. Gerchunoff, Los gauchos judíos, Buenos Aires, Arenal, 2003;
2. Magnus, Un cinese a Buenos Aires, Milano, Gran via, 2009;
3. Sábato, Sobre héroes y tumbas, Barcelona, Seix Barral, 2003;
4. A. Carpentier, El reino de este mundo (qualunque edizione);
5. E. Burgos, Me llamo Rigoberta Menchú (qualunque edizione);
6. Perassi, L. Scarabelli (a cura di), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (capp.: 12, 20, 21, 22).

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

1. Gerchunoff, Los gauchos judíos, Buenos Aires, Arenal, 2003;
2. Magnus, Un cinese a Buenos Aires, Milano, Gran via, 2009;
3. Sábato, Sobre héroes y tumbas, Barcelona, Seix Barral, 2003;
4. A. Carpentier, El reino de este mundo (qualunque edizione);
5. E. Burgos, Me llamo Rigoberta Menchú (qualunque edizione);
6. Perassi, L. Scarabelli (a cura di), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (capp.: 12, 20, 21, 22).

The texts we will study will allow us to to trace the evolution of the main poetica and narrative form which have dominated English literature in the XIX and XX centuries. The narrative texts are meant to create pairs that will illustrate contrasts and similarities among these various forms: Wuthering Heights vs. Jane Eyre - “The Tale” vs. “The Mark on the Wall” - The Prime of Miss Brodie vs. Wide Sargasso Sea; each one of these texts will be used to set up a perspective from which to study contemporary British culture.
The first hour will be devoted to fiction, the second to poetry.

Novels and Short Stories
- Emily Brontë, Wuthering Heights, 1847 (novel)
- R. L. Stevenson, Dr Jekyll and Mr Hyde, 1886 (novella)
- Joseph Conrad, “The Tale”, 1917 (short short story )
- Virginia Woolf, “The Mark on the Wall”, 1917 (short short story)
- Muriel Spark, The Prime of Miss Brodie, 1961 (short novel)
- Jean Rhys, Wide Sargasso Sea, 1966 (novel)
- Hanif Kureishi, "My Son the Fanatic", 1994 (short story)

Reading List:
- Charlotte Brontë, Jane Eyre, 1847 (novel)
- E. M. Forster, Passage to India, 1924 (novel)

Poetry

William Wordsworth, “Lines written a few miles above Tintern Abbey” (1798), “Composed upon Westminster Bridge, September 3, 1802”;
P. B. Shelley, “Ode to the West Wind” (1819);
John Keats, “On first looking into Chapman’s Homer” (1816), “Ode to a Nightingale” (1819), “Ode on a Grecian Urn” (1820);
Lord Byron, “She Walks in Beauty” (1813), “On This Day I Complete My Thirty-Sixth Year” (1824);
Elizabeth Barrett Browning, “Sonnet 43” (1846);
Matthew Arnold, “Dover Beach” (1867);
G. M. Hopkins, “The Windhover” (1877);
Rudyard Kipling, “If—” (1895);
Thomas Hardy, “The Convergence of the Twain” (1912);
Thomas Stearns Eliot, “The Love Song of Alfred J. Prufrock” (1915);
William Butler Yeats, “Easter, 1916” (1921), “Sailing to Byzantium” (1928);
W. H. Auden, “As I Walked Out One Evening” (1940);
Dylan Thomas, “Do Not Go Gentle into That Good Night” (1951);
Derek Walcott, “Love After Love” (1976), “The Season of Phantasmal Peace” (1981)

Bibliography
Andrew Sanders, Storia della letteratura inglese dal XIX secolo al postmoderno, a cura di Anna Anzi, Mondadori, Milano, 2000.
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986.
Gianni Cianci (a cura di), Il Modernismo, Il Mulino, Bologna.
Jack Stillinger (ed.), Twentieth century interpretations of Keats's Odes : a collection of critical essays, Prentice-Hall, Englewood Cliffs, N.J., 1968
Camille Paglia, Sexual Personae, Yale University Press, 1990.
Richard Ambrosini, “Lo specchio come psiche in The Strange Case of Doctor Jekyll and Mr Hyde di R. L. Stevenson”. In Agostino Lombardo (a cura di). Gioco di specchi: Saggi sull’uso letterario dell’immagine dello specchio. Bulzoni, Roma, 1999, pp. 271-87.
Helen Vendler, Our Secret Discipline, Oxford University Press, 2007.
Gayatri Chakravorty Spivak, "Three Women's Texts and a Critique of Imperialism", Inquiry, Vol. 12, No. 1(Autumn, 1985), pp.243-261.

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts by some of the authors belonging to the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the city of London as a site for conflict, celebration, delusion and self-deception, utopia, creativity, etc. from the Nineteenth century to nowadays.

William Blake, London, The Chimney Sweeper (from Songs of Innocence and Songs od Experience) [online];
William Wordsworth, Composed upon Westminster Bridge, September 3, 1802 [online];
John Keats, Ode on a Grecian Urn [online];
Charles Dickens, Great Expectations [any English unabridged edition];
Amy Levy, A London Plane-tree, London in July, A March Day in London [online];
Oscar Wilde, Impression du Matin, Symphony in Yellow [online];
Oscar Wilde, The Picture of Dorian Gray [any English unabridged edition];
Virginia Woolf, The London Scene [any English unabridged edition];
Sam Selvon, The Lonely Londoners [any English unabridged edition];
Doris Lessing, London Observed [any English unabridged edition];
Bernardine Evaristo, Hello Mum [any English unabridged edition].

Memory and Post-Memory in U.S. 20th- and 21st-Century Literature

The different forms of memory (historical, collective, personal, post-memorial) will be examined through a sample of representative texts of the twentieth- and twenty-first-century American literary canon. The historical periodization will broadly refer to the years 1910-1945; 1945-2000; 2001-present. Special attention will be placed on questions related to the representation of trauma, the construction of ethnic identities as a result of diasporas and migrations, the construction of gender identities, the narration of collective and personal histories. These issues will be explored focusing on the specificities of literary genres (fiction, poetry, film) and phenomena such as intertextuality and intermediality.

James Weldon Johnson, The Autobiography of an Ex-Colored Man. Norton Critical Edition, 2015.
Edgar Lee Masters, The Spoon River Anthology, ed. Fernanda Pivano (parallel Italian translation), Einaudi, 2014.
Gertrude Stein, The Autobiography of Alice B. Toklas, any edition.
Ernest Hemingway, A Moveable Feast, Scribner.
Vladimir Nabokov, Speak, Memory. An Autobiography Revisited, Penguin.
Lorraine Hansberry, A Raisin in the Sun, any edition.
Maya Angelou, I Know Why the Caged Bird Sings, any edition.
Leslie Marmon Silko, Ceremony, Penguin.
Toni Morrison, Beloved, Penguin.
Jonathan Safran Foer, Extremely Loud, Incredibly Close, qualunque edizione.

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

G. E. Lessing, Minna von Barnhelm (Marsilio).
G. E. Lessing, Emilia Galotti (Marsilio).
G. E. Lessing, Nathan il saggio (Garzanti).
J. W. Goethe, Ifigenia in Tauride (Marsilio).
J. W. Goethe, Torquato Tasso (Marsilio).
F. Schiller, I masnadieri (Mondadori)
F. Schiller, Don Carlos (Marsilio)
F. Schiller, Maria Stuarda (EInaudi)
H. von Kleist, La brocca rotta – Anfitrione – Il principe di Homburg (Garzanti)
H. von Kleist, Pentesilea (Marsilio)
G. Büchner, Woyzeck (Marsilio).
G. Büchner, La morte di Danton (Marsilio)
F. Wedekind, Lulù – Lo spirito della terra – Il vaso di Pandora (Adelphi)
B. Brecht, Il signor Puntila e il suo servo Matti (Einaudi)
B. Brecht, La rivina dell’egoista Fatzer (Einaudi)
B. Brecht, Vita di Galileo (Einaudi)

M. Fancelli, Il Secolo d’Oro della drammaturgia tedesca, in R. Alonge e G. Davico Bonino (cur.), Storia del teatro moderno e contemporaneo. Il grande teatro borghese. Settecento –Ottocento, vol. II, Einaudi, Torino 2000, pp. 677-708.
L. Forte, Il teatro di lingua tedesca, ovvero l'universo della contraddizione, in R. Alonge e G. Davico Bonino (cur.), Storia del teatro moderno e contemporaneo. Avanguardie e utopie del teatro. Il Novecento, vol. III, Einaudi, Torino 2001, pp. 435-562.

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Readings/Bibliography

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Zio Vanja/ Corsia n. 6
M. Zoščenko, Novelle moscovite
M.A. Bulgakov, Cuore di cane/Uova fatali
A. Tolstoj, Aelita

The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts and Audiovisual materials. Intralinguistic Translation and Introduction to Audiovisual Translation and Subtitling, analysing in particular the linguistic varieties and the culturo-specific elements.

1) Textbooks and critical essays
Medina López, Javier, Historia de la lengua española I. Español Medieval, Madrid, Arco Libros, 2003.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2017 (3ª ed.).
Chaume Valera, Frederic, Cine y traducción, Madrid, Cátedra, 2004 (Ch. 3, 6, 7).
Duro Moreno, Miguel (Coord.), La traducción para el doblaje y la subtitulación, Madrid, Cátedra, 2011 (articles of J. J. Zaro Vera, J. Díaz Cintas, M. Rodríguez Espinosa and P. Zabalbeascoa).
Delabastita, Dirk, «Translation and Mass-Communication: Film and TV Translation as Evidence of Cultural Dynamics», Babel, 35, 1989, pp. 193-218.

Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the module.
García Lorca, Federico, Nozze di sangue (con testo spagnolo a fronte), trad. Elide Pittarello, Venezia, Marsilio, 2012.
Mendoza, Eduardo, El misterio de la cripta embrujada, Barcelona, Planeta, 2016.
Padura, Leonardo, Pasado perfecto, Barcelona, MaxiTusquets, 2017 (11ª ed.).

Films:
Bodas de sangre (Carlos Saura, 1981)
La novia (Paula Ortiz, 2015)
El método (Marcelo Piñeyro, 2005)
Y tu mamá también (Alfonso Cuarón, 2001)
Roma (Alfonso Cuarón, 2018)
Cuatro estaciones en La Habana. Teleserie. 1. Pasado perfecto. (Félix Viscarret for Netflix, 2017) o Pasado perfecto (Félix Viscarret, 2017)
El caso: crónicas de sucesos (Serie TVE) (Iñaki Mercero/ Javier Quintas/ José Ramos Paíno, 2016)
La peste (Serie Movistar) of Alberto Rodríguez Librero (2018)

Additional mandatory material for students who have failed their final tests and for non attending students:
Lola Pons Rodríguez, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, or Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), or Duro Moreno, Miguel (Coord.), La traducción para el doblaje y la subtitulación, Madrid, Cátedra, 2011 (Articoli di J. J. Zaro Vera, J. Díaz Cintas, M. Rodríguez Espinosa e P. Zabalbeascoa).

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the practical aspects of translation.
Translation theory: introduction to text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies.
Translation practice (English to Italian): application of translation strategies and techniques; training in written translation; training in sight translation (first level, oral communication).

Texts
Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-6).
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

The aim of the course is providing students with the theoretical tools required for a proper interpretation of the postcolonial text and the translation skills necessary to face the translation of postcolonial literature. Special light will be shed on the notion of English varieties (englishes) used by postcolonial authors.

The first part of the course will take into account the issues of Postcolonialism and Postcolonial Translation theory while the second part will be focused on the use of English varieties in postcolonial literature.

Theory will always be followed by practice through the analysis of past translations of postcolonial novels. In the final part of the course students will be engaged in the translation of postcolonial texts.

Barbara Antonucci, Get Real(ia), Introduzione alla professione del traduttore, Varazze, PM, 2018

Text linguistics and translation

The module introduces textual linguistics as a way of analysing textual processes, making it a prerequisite for a methodologically founded approach to translation. The semantics of prototypes, the cognitive and pragmatic dimension of the linguistic act will be at the centre of our reflection on the translation act, as will the link between textual typology, types of thematic developments and translation strategies. Theoretical lessons will alternate with translation exercises into Italian in which different textual varieties will be dealt with. Beyond the textual dimension, the Diskurslinguistik inspired by M. Foucault will be addressed

COURSE MATERIALS
- Harald Weinrich, Linguistik der Lüge, Beck (trad. it. La lingua bugiarda, Il Mulino);
- Lucia Cinato Kather, Mediazione linguistica tedesco-italiano, Hoepli, Milano 2011;
- Dispensa “Linguistica testuale e traduzione” cfr. pagina Materiali didattici del docente http://lingueletteratureculturestraniere.uniroma3.it/bacheca/gsampaolo/materiali-didattici/

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

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

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

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

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

1. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.
2. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
3. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
4. Massimo Bustreo, Tesi di laurea step by step, Milano, Ulrico Hoepli, 2015.
5. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
6. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.

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

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

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

REFERENCE BOOKS:

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.

Bibliographic citation system (autor/ date), how to use notes effectively.

The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.

Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.

Proposals and hypoteses for developement of a paper on literary, linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.

Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

REFERENCE BOOKS
Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

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

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.

Bibliographic citation system (autor/ date), how to use notes effectively.

The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.

Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.

Proposals and hypoteses for developement of a paper on literary, linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.

Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

The laboratory aims to strengthen the students' skills in literary analysis of Portuguese texts. A series of lectures will be devoted to general questions related to literary translation and to the specificity of literary texts from culturally non-hegemonic areas. A second cycle of lessons will be dedicated to the analysis of the novel “O Primo Basílio” by the Portuguese novelist Eça de Queirós and its Italian translations. During the course of the exercises, students will have to put the acquired skills into practice, analysing and translating passages from the work of Vasco themselves.

Texts adopted

Antoine Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003.

Umberto Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)

J.M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)

Silviano Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65



References

Pascale Casanova, “La república mundial de las Letras”, Barcelona, Anagrama, 2001

Siri Nergaard (a cura di), “Teorie contemporanee della traduzione”, Milano, Bompiani, 2002.

João Cezar de Castro Rocha, “Machado de Assis: por uma poética da emulação”, Rio de Janeiro, Civilização Brasileira, 2013.

The laboratory aims to strengthen the students' skills in literary analysis of Portuguese texts. A series of lectures will be devoted to general questions related to literary translation and to the specificity of literary texts from culturally non-hegemonic areas. A second cycle of lessons will be dedicated to the analysis of the novel “O Primo Basílio” by the Portuguese novelist Eça de Queirós and its Italian translations. During the course of the exercises, students will have to put the acquired skills into practice, analysing and translating passages from the work of Vasco themselves.

Antoine Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003.
Umberto Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
J.M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
Silviano Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for translation practice.

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for text analysis and translation practice.

Translation practice, using literary texts.

A selection of 20th-century literary texts

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for translation practice.

Translation practice, using literary texts.

Selection of twentieth-century literary texts

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop is made up of 3 activities:
• Prof. Francesco Fiorentino – Theatre translation (4 hours)
• Prof. Ute Weidenhiller – Translation of poetry (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

The workshop is made up of 3 activities:
• Prof. Francesco Fiorentino – Theatre translation (4 hours)
• Prof. Ute Weidenhiller – Translation of poetry (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

The workshop is made up of 3 activities:

• Francesco Fiorentino - Theatrical text analisis (4 ore)
•. Prof. Ute Weidenhiller – Analysis of the poetic text (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

Meetings focus in the first half of the year on:
PC use for writing the thesis
Use of the University's bibliographic resources
Use of Russian bibliographic resources (open access)
Tools and methodologies for the analysis of the narrative and poetic text
Introduction to literary criticism
Introduction to subtitling

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

The meetings in the second semester will focus on:

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

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

The course aims to explore the evolution of Spanish narrative through the analysis of some representative texts of the genre included in a time horizon that goes from the second half of the nineteenth century to the beginning of the XXI. Basic elements of analysis of the narrative text will be provided in its relationship with the literary context to which it belongs.
The course will consist of 60 hours of lectures and 12 hours of assisted teaching activity, the calendar of which will be provided by the lecturer in class and inserted in her own teaching site.

Didactic material (necessary to attend the course and to do the exam)

TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):

• Leopoldo Alas “Clarín”, La regenta, (vols. I e II), ed. J. Oleza, Madrid, Cátedra;
• Camilo José Cela, La colmena, ed. J. Urrutia, Mádrid, Cátedra;
• Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra;
• Javier Cercas, Soldados de Salamina, ed. Domingo Ródenas, Madrid, Cátedra.

The texts we will study will allow us to to trace the evolution of the main poetica and narrative form which have dominated English literature in the XIX and XX centuries. The narrative texts are meant to create pairs that will illustrate contrasts and similarities among these various forms: Wuthering Heights vs. Jane Eyre - “The Tale” vs. “The Mark on the Wall” - The Prime of Miss Brodie vs. Wide Sargasso Sea; each one of these texts will be used to set up a perspective from which to study contemporary British culture.
The first hour will be devoted to fiction, the second to poetry.

Novels and Short Stories
- Emily Brontë, Wuthering Heights, 1847 (novel)
- R. L. Stevenson, Dr Jekyll and Mr Hyde, 1886 (novella)
- Joseph Conrad, “The Tale”, 1917 (short short story )
- Virginia Woolf, “The Mark on the Wall”, 1917 (short short story)
- Muriel Spark, The Prime of Miss Brodie, 1961 (short novel)
- Jean Rhys, Wide Sargasso Sea, 1966 (novel)
- Hanif Kureishi, "My Son the Fanatic", 1994 (short story)

Reading List:
- Charlotte Brontë, Jane Eyre, 1847 (novel)
- E. M. Forster, Passage to India, 1924 (novel)

Poetry

William Wordsworth, “Lines written a few miles above Tintern Abbey” (1798), “Composed upon Westminster Bridge, September 3, 1802”;
P. B. Shelley, “Ode to the West Wind” (1819);
John Keats, “On first looking into Chapman’s Homer” (1816), “Ode to a Nightingale” (1819), “Ode on a Grecian Urn” (1820);
Lord Byron, “She Walks in Beauty” (1813), “On This Day I Complete My Thirty-Sixth Year” (1824);
Elizabeth Barrett Browning, “Sonnet 43” (1846);
Matthew Arnold, “Dover Beach” (1867);
G. M. Hopkins, “The Windhover” (1877);
Rudyard Kipling, “If—” (1895);
Thomas Hardy, “The Convergence of the Twain” (1912);
Thomas Stearns Eliot, “The Love Song of Alfred J. Prufrock” (1915);
William Butler Yeats, “Easter, 1916” (1921), “Sailing to Byzantium” (1928);
W. H. Auden, “As I Walked Out One Evening” (1940);
Dylan Thomas, “Do Not Go Gentle into That Good Night” (1951);
Derek Walcott, “Love After Love” (1976), “The Season of Phantasmal Peace” (1981)

Bibliography
Andrew Sanders, Storia della letteratura inglese dal XIX secolo al postmoderno, a cura di Anna Anzi, Mondadori, Milano, 2000.
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986.
Gianni Cianci (a cura di), Il Modernismo, Il Mulino, Bologna.
Jack Stillinger (ed.), Twentieth century interpretations of Keats's Odes : a collection of critical essays, Prentice-Hall, Englewood Cliffs, N.J., 1968
Camille Paglia, Sexual Personae, Yale University Press, 1990.
Richard Ambrosini, “Lo specchio come psiche in The Strange Case of Doctor Jekyll and Mr Hyde di R. L. Stevenson”. In Agostino Lombardo (a cura di). Gioco di specchi: Saggi sull’uso letterario dell’immagine dello specchio. Bulzoni, Roma, 1999, pp. 271-87.
Helen Vendler, Our Secret Discipline, Oxford University Press, 2007.
Gayatri Chakravorty Spivak, "Three Women's Texts and a Critique of Imperialism", Inquiry, Vol. 12, No. 1(Autumn, 1985), pp.243-261.

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts by some of the authors belonging to the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the city of London as a site for conflict, celebration, delusion and self-deception, utopia, creativity, etc. from the Nineteenth century to nowadays.

William Blake, London, The Chimney Sweeper (from Songs of Innocence and Songs od Experience) [online];
William Wordsworth, Composed upon Westminster Bridge, September 3, 1802 [online];
John Keats, Ode on a Grecian Urn [online];
Charles Dickens, Great Expectations [any English unabridged edition];
Amy Levy, A London Plane-tree, London in July, A March Day in London [online];
Oscar Wilde, Impression du Matin, Symphony in Yellow [online];
Oscar Wilde, The Picture of Dorian Gray [any English unabridged edition];
Virginia Woolf, The London Scene [any English unabridged edition];
Sam Selvon, The Lonely Londoners [any English unabridged edition];
Doris Lessing, London Observed [any English unabridged edition];
Bernardine Evaristo, Hello Mum [any English unabridged edition].

Memory and Post-Memory in U.S. 20th- and 21st-Century Literature

The different forms of memory (historical, collective, personal, post-memorial) will be examined through a sample of representative texts of the twentieth- and twenty-first-century American literary canon. The historical periodization will broadly refer to the years 1910-1945; 1945-2000; 2001-present. Special attention will be placed on questions related to the representation of trauma, the construction of ethnic identities as a result of diasporas and migrations, the construction of gender identities, the narration of collective and personal histories. These issues will be explored focusing on the specificities of literary genres (fiction, poetry, film) and phenomena such as intertextuality and intermediality.

James Weldon Johnson, The Autobiography of an Ex-Colored Man. Norton Critical Edition, 2015.
Edgar Lee Masters, The Spoon River Anthology, ed. Fernanda Pivano (parallel Italian translation), Einaudi, 2014.
Gertrude Stein, The Autobiography of Alice B. Toklas, any edition.
Ernest Hemingway, A Moveable Feast, Scribner.
Vladimir Nabokov, Speak, Memory. An Autobiography Revisited, Penguin.
Lorraine Hansberry, A Raisin in the Sun, any edition.
Maya Angelou, I Know Why the Caged Bird Sings, any edition.
Leslie Marmon Silko, Ceremony, Penguin.
Toni Morrison, Beloved, Penguin.
Jonathan Safran Foer, Extremely Loud, Incredibly Close, qualunque edizione.

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

G. E. Lessing, Minna von Barnhelm (Marsilio).
G. E. Lessing, Emilia Galotti (Marsilio).
G. E. Lessing, Nathan il saggio (Garzanti).
J. W. Goethe, Ifigenia in Tauride (Marsilio).
J. W. Goethe, Torquato Tasso (Marsilio).
F. Schiller, I masnadieri (Mondadori)
F. Schiller, Don Carlos (Marsilio)
F. Schiller, Maria Stuarda (EInaudi)
H. von Kleist, La brocca rotta – Anfitrione – Il principe di Homburg (Garzanti)
H. von Kleist, Pentesilea (Marsilio)
G. Büchner, Woyzeck (Marsilio).
G. Büchner, La morte di Danton (Marsilio)
F. Wedekind, Lulù – Lo spirito della terra – Il vaso di Pandora (Adelphi)
B. Brecht, Il signor Puntila e il suo servo Matti (Einaudi)
B. Brecht, La rivina dell’egoista Fatzer (Einaudi)
B. Brecht, Vita di Galileo (Einaudi)

M. Fancelli, Il Secolo d’Oro della drammaturgia tedesca, in R. Alonge e G. Davico Bonino (cur.), Storia del teatro moderno e contemporaneo. Il grande teatro borghese. Settecento –Ottocento, vol. II, Einaudi, Torino 2000, pp. 677-708.
L. Forte, Il teatro di lingua tedesca, ovvero l'universo della contraddizione, in R. Alonge e G. Davico Bonino (cur.), Storia del teatro moderno e contemporaneo. Avanguardie e utopie del teatro. Il Novecento, vol. III, Einaudi, Torino 2001, pp. 435-562.

Poetry movements of the first half of the 20th century: Symbolism, Futurism, Acmeism. Analysis of texts and criticism.
The Revolution and the 1920s. Artistic and Literary movements. 1920s as a laboratory for genres and ideas. Writers and Power. The First Soviet Writers Congress.

Readings/Bibliography

Textbooks
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-171; 224-253; 271-282; 328-336; 349-358; 363-379.
Storia della letteratura russa. Il Novecento, Einaudi, Torino 1990, v. II-III (Maiakovskii, Akhmatova, Bulgakov and Pasternak). English or Russian textbook could be agreed upon with the teachers.


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Zio Vanja/ Corsia n. 6
M. Zoščenko, Novelle moscovite
M.A. Bulgakov, Cuore di cane/Uova fatali
A. Tolstoj, Aelita

Introduction to the theory and practice of translation, with a special focus on literary and poetic translation. Introduction to the history of the French language.- Gianluigi Beccaria, Mia lingua italiana, Torino, Einaudi, 2011.
- Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (only part two: Poemi, pp. 91-208);
- Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000;
- AAVV, Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue, Roma, Carocci, 2000.

- Gianluigi Beccaria, Mia lingua italiana, Torino, Einaudi, 2011.
- Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (part two: Poemi, pp. 91-208);
- Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000;
- AAVV, Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue, Roma, Carocci, 2000: 20 chapters of your choice (on 44 chapters).

The module is intended to provide an introduction to the main theoretical issues in translation studies and to the practical aspects of translation.
Translation theory: introduction to text analysis and theoretical approaches to translation. Text structure and adaptation: linguistic adaptation and cultural adaptation. Contrastive analysis (English/Italian). Overview of main translation strategies.
Translation practice (English to Italian): application of translation strategies and techniques; training in written translation; training in sight translation (first level, oral communication).

Texts
Prescribed texts
P. Faini, Tradurre. Manuale teorico e pratico, Carocci (new edition, 2008, chs 1-6).
Practice materials and resources are posted weekly on teacher’s website.
Reference works
(texts not included in the programme but useful to non-attending students)
R. Quirk, S. Greenbaum, A University Grammar of English, Longman
L. Serianni, Italiano, Garzanti

The aim of the course is providing students with the theoretical tools required for a proper interpretation of the postcolonial text and the translation skills necessary to face the translation of postcolonial literature. Special light will be shed on the notion of English varieties (englishes) used by postcolonial authors.

The first part of the course will take into account the issues of Postcolonialism and Postcolonial Translation theory while the second part will be focused on the use of English varieties in postcolonial literature.

Theory will always be followed by practice through the analysis of past translations of postcolonial novels. In the final part of the course students will be engaged in the translation of postcolonial texts.

Barbara Antonucci, Get Real(ia), Introduzione alla professione del traduttore, Varazze, PM, 2018

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

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

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

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

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

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

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

REFERENCE BOOKS:

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.

Bibliographic citation system (autor/ date), how to use notes effectively.

The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.

Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.

Proposals and hypoteses for developement of a paper on literary, linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.

Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

REFERENCE BOOKS
Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

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

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

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

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.
Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

General introduction. Formal indications on the structure of the paper: extension, layout, how to make citations, etc.

Bibliographic citation system (autor/ date), how to use notes effectively.

The Roma Tre Discovery bibliographic database. Practical bibliographic research exercises. Presentation of other databases available online useful for literary research.

Use of online dictionaries, use of corpora and databases available online for linguistic and translation research.

Proposals and hypoteses for developement of a paper on literary, linguistic-translation themes.

Serena Fornasiero, Silvana Tamiozzo Goldmann, Scrivere l'italiano. Galateo della comunicazione scritta, Bologna, Il Mulino, 2013.

Claudio Giunta, Come NON scrivere, Torino, Utet, 2018.

The laboratory aims to strengthen the students' skills in literary analysis of Portuguese texts. A series of lectures will be devoted to general questions related to literary translation and to the specificity of literary texts from culturally non-hegemonic areas. A second cycle of lessons will be dedicated to the analysis of the novel “O Primo Basílio” by the Portuguese novelist Eça de Queirós and its Italian translations. During the course of the exercises, students will have to put the acquired skills into practice, analysing and translating passages from the work of Vasco themselves.

Texts adopted

Antoine Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003.

Umberto Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)

J.M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)

Silviano Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65



References

Pascale Casanova, “La república mundial de las Letras”, Barcelona, Anagrama, 2001

Siri Nergaard (a cura di), “Teorie contemporanee della traduzione”, Milano, Bompiani, 2002.

João Cezar de Castro Rocha, “Machado de Assis: por uma poética da emulação”, Rio de Janeiro, Civilização Brasileira, 2013.

The laboratory aims to strengthen the students' skills in literary analysis of Portuguese texts. A series of lectures will be devoted to general questions related to literary translation and to the specificity of literary texts from culturally non-hegemonic areas. A second cycle of lessons will be dedicated to the analysis of the novel “O Primo Basílio” by the Portuguese novelist Eça de Queirós and its Italian translations. During the course of the exercises, students will have to put the acquired skills into practice, analysing and translating passages from the work of Vasco themselves.

Antoine Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003.
Umberto Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
J.M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
Silviano Santiago, “Eça, autor de Madame Bovary”, nel vol. “Uma literatura nos trópicos”, Rio de Janeiro, Rocco Editora, 2000, pp. 47-65

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Alex Osmond, Academic Writing and Grammar for Students, Sage Publications Ltd; Second edition (2015).

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for translation practice.

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for text analysis and translation practice.

Translation practice, using literary texts.

A selection of 20th-century literary texts

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)In the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

Handouts and documents for translation practice.

Translation practice, using literary texts.

Selection of twentieth-century literary texts

The workshop includes three main topics, organised into three distinct steps, which envisage both lectures (plenary or small-group sessions) and workshop activities. The latter are devoted to the analysis of specialised, cultural and literary texts, as a self-standing focus of research for the final dissertation or preliminary to translation. 1)in the first step, lectures aim to frame the final dissertation as a specific genre of academic discourse, highlighting its structural, register and drafting conventions. 2) The next step is centred on text analysis, with special regard for specialised texts, drawing on different linguistic perspectives with a view to identifying lexical, terminological and discursive features, as well as translation problems. 3) The third step is devoted to the analysis and translation of both printed and multimodal literary texts (poetry, drama, fictional and non-fictional narrative), and of literary essays.

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

The workshop is made up of 3 activities:
• Prof. Francesco Fiorentino – Theatre translation (4 hours)
• Prof. Ute Weidenhiller – Translation of poetry (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

The workshop is made up of 3 activities:
• Prof. Francesco Fiorentino – Theatre translation (4 hours)
• Prof. Ute Weidenhiller – Translation of poetry (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

The workshop is made up of 3 activities:

• Francesco Fiorentino - Theatrical text analisis (4 ore)
•. Prof. Ute Weidenhiller – Analysis of the poetic text (4 hours)
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (22 hours)

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

Meetings focus in the first half of the year on:
PC use for writing the thesis
Use of the University's bibliographic resources
Use of Russian bibliographic resources (open access)
Tools and methodologies for the analysis of the narrative and poetic text
Introduction to literary criticism
Introduction to subtitling

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

The meetings in the second semester will focus on:

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

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