Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

German grammar and its structure and syntax. Course materials consist of extensive vocabulary-building exercises and texts that address a broad range of cultural topics. The coursebook “Zur Orientierung” covers the political, social and cultural history of Germany from the Nazi “Third Reich” to the present. Among the themes that we explore are the radical transformations of the country after the Berlin Wall.

- H. DREYER , R. SCHMITT, Lehr- und Übungsbuch der deutschen Grammatik. Die Gelbe Aktuell, Verlag für Deutsch
- Zur Orientierung, Basiswissen Deutschland, Hueber Verlag

Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

FEDERALISM AND REGIONALISM; THE REGIONALISM IN THE ITALIAN CONSTITUTION DEVELOPMENT; THE “ORDINARY” STATUTES AND THE ELECTORAL LEGISLATION; LEGISLATIVE AUTONOMY; ADMINISTRATIVE AND FINANCIAL AUTONOMY; SPECIAL AUTONOMIES; THE ORGANISATION OF THE REGIONS; LOYAL COOPERATION; REGIONS AND EUROPEAN UNION LAW, REGIONS AND INTERNATIONAL LAW.

P. Caretti, G. Tarli Barbieri, Diritto regionale, Giappichelli, Torino, 2016.

Module I – Introduction
1. the nature of public sector accounting;
2. public sector accounting;
3. economy, efficiency and effectiveness.
Module II – Management accounting
1. planning and control;
2. the role of management accounting;
3. management accounting and planning;
4. management accounting and control;
5. the annual revenue budget;
6. line-item budgeting and programme budgeting;
7. budget preparation.
Module III – Financial accounting
1.accounting theory;
2. accounting theory and public sector organisations;
3. stewardship and accountability;
4. objectives in public sector accounting theory;
5. the reporting unit;
6. accounting policy-making;
7. different accrual accounting policies;
8. the major techniques of financial accounting;
9. budgetary accounting;
10. cash accounting;
11. accruals accounting;
12. annual reports and accounts;
13. accounting uniformity;
14. performance measurement.

R. Jones, N. Pendlebury – Public sector accounting. Pearson Education, 2000. It could be excluded: from pag. 48 to 57; from pag. 69 to 124; from pag. 185 to 207; from pag. 233 to 245.

Introduction to R e R Studio. Importing data. Basic graphs. Basics of descriptive data analysis. Linear models: analysis of variance and regression. Interactions and transformations, Generalized linear models: logistic regression and Poisson regression. Time series analysis: temporal autocorrelation and linear models with ARMA errors. Spatial statistics: spatial autocorrelation and linear models with SAR and CAR errors. Panel data: random effects and generalized linear mixed effects models.

Dalgaard, P (2008) Introductory Statistics with R, Springer.

The aim of the course "Geopolitics of the code. Languages, power and identity in digital network" is to:
1) introduce the students to the basic concepts of the sociology of media;
2) analyze the intellectual contributions of the most prominent 20th century media theorists;
3) reflect on the geopolitical unbalances of the digital media scenario;
4) explore practical and theoretical alternatives offered by unconventional groups and initiatives on software, coding and social media;
5) understand the "logic of coding" through practical sessions and guided exercises in the computing lab.

Required readings (for all students)

1) Ricciardi, Mario (2012), La comunicazione. Maestri e paradigmi, Roma-Bari, Laterza.
2) Miconi, Andrea (2013), Teorie e pratiche del web, Bologna, Il Mulino.
3) Benigni, Glauco (2015), La rete tra libertà e controllo. Dagli alchimisti Nasdaq al caso Snowden. (Web nostrum 4), Firenze, goWare.

Students who will not able to come to class can still take the final exam, but are required to study the volume by Nick Couldry (Sociologia dei nuovi media. Teoria sociale e pratiche mediali digitali, Milano-Torino, Pearson, 2015), and upon contacting the teacher will select one volume from the following list:

1) Bauman, Zygmunt; Lyon, David (2015), Sesto potere. La sorveglianza nella modernità liquida, Roma-Bari, Laterza.
2) Balbi Gabriele; Magaudda Paolo (2014), Storia dei media digitali. Rivoluzioni e continuità, Roma-Bari, Laterza.
3) Fiormonte, Domenico (2003), Scrittura e filologia nell’era digitale, Torino, Bollati Boringhieri.
4) Lanier, Jaron (2010), Tu non sei un gadget, Milano, Mondadori.
5) Rampini, Federico (2015), Rete padrona. Amazon, Apple, Google & co. Il volto oscuro della rivoluzione digitale, Milano, Feltrinelli.

After discussing periodization, the course will focus on the themes and problems that characterise the historical developments of Latin America from its discovery to the new millennium. In particular, the course will cover: Indigenous Americas; Europe, Spain and Portugal at the dawn of the 16th century; Discovery and conquest; Colonies – administrative, economic, social and religious structures; The 1700 and Borbonic reformism; Indipendence process and birth of Latin American republics; the Brasilian exception; the epoch of Caudillos and the Latin American liberalism; the neocolonial pact; English and American imperialsim; European migration; the construction fo national identities; social and political movements; the Mexican revolution; the tensions of modernizations; populism and desarrollismo; revolutionary and counterevolutionary tensions of the Sixities; the Neoliberal model; the military dictatorships; the political transitions and the process of regional integration.

FURTHER INFORMATION
Students who don’t plan to attend the course and those who will be attending on an irregular basis are strongly encouraged to meet the course leader during office hours at the beginning of the course. To arrange a meeting outside of office hours please send an email to the course leader. The meeting is needed in order to obtain more detailed information on what to study and to obtain information about the oral examination.

The suggested readings are:
- Marcello Carmagnani, L'altro Occidente. L'America Latina dall'invasione europea al nuovo millennio, Torino, Einaudi, 2003
- Daniele Pompeiano, Storia dell’America Latina, Milano, Bruno Mondadori, 2012;
- Loris Zanatta, Storia Dell’ America Latina Contemporanea, Laterza, Roma-Bari, 2010.

Others documents available in the professor web-site.

Italian student interested in studying on an English textbook and Erasmus students can use:

- B. Keen – K. Haynes, A History of Latin America, Houghton Mifflin Company, Boston -New York,
2009;
- C. Malamud, Historia de América, Alianza Editorial, Madrid, 2007.

Two to be chosen from:
Benedetta Calandra, La Guerra Fredda Culturale. Esportazione e ricezione Dell’ American Way Of
Life In America Latina, Ombre Corte, 2011;
- Massimo De Giuseppe, La rivoluzione messicana, Bologna, Il Mulino, 2013;
- Massimo Falfari, Dove scorre il passato. Una storia del Centro America, Il Cerchio, 2002
- Gian Luca Gardini, L’America Latina Nel XXI secolo, Roma, Carocci, 2009:
- Luigi Guarnieri Calò Carducci, Idolatria e identità creola in Perù. Le cronache andine tra Cinqucento e Seicento, Viella, Roma 2007.
- Laura Giraudo, La Questione Indigena in America Latina, Roma, Carocci, 2009;
- Raffaele Nocera-Angelo Trento, America Latina, un secolo di storia, Roma, Carocci, 2013;
- Marzia Rosti, Argentina, Roma, Mulino, 2011;
- Maria R. Stabili, Le Verità Ufficiali. Transizioni Politiche e Diritti umani in America Latina, Roma, Nuova Cultura, 2008;
- Chiara Vangelista , Confini e Frontiere. Conflitti e alleanze inter-etniche in America meridionale, San Lazzaro di Savena (Bo), Il Segnalibro, 2001;
- Loris Zanatta, Il Peronismo, Roma, Carocci, 2008.

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.

Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

German grammar and its structure and syntax. Course materials consist of extensive vocabulary-building exercises and texts that address a broad range of cultural topics. The coursebook “Zur Orientierung” covers the political, social and cultural history of Germany from the Nazi “Third Reich” to the present. Among the themes that we explore are the radical transformations of the country after the Berlin Wall.

- H. DREYER , R. SCHMITT, Lehr- und Übungsbuch der deutschen Grammatik. Die Gelbe Aktuell, Verlag für Deutsch
- Zur Orientierung, Basiswissen Deutschland, Hueber Verlag

Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

FEDERALISM AND REGIONALISM; THE REGIONALISM IN THE ITALIAN CONSTITUTION DEVELOPMENT; THE “ORDINARY” STATUTES AND THE ELECTORAL LEGISLATION; LEGISLATIVE AUTONOMY; ADMINISTRATIVE AND FINANCIAL AUTONOMY; SPECIAL AUTONOMIES; THE ORGANISATION OF THE REGIONS; LOYAL COOPERATION; REGIONS AND EUROPEAN UNION LAW, REGIONS AND INTERNATIONAL LAW.

P. Caretti, G. Tarli Barbieri, Diritto regionale, Giappichelli, Torino, 2016.

Module I – Introduction
1. the nature of public sector accounting;
2. public sector accounting;
3. economy, efficiency and effectiveness.
Module II – Management accounting
1. planning and control;
2. the role of management accounting;
3. management accounting and planning;
4. management accounting and control;
5. the annual revenue budget;
6. line-item budgeting and programme budgeting;
7. budget preparation.
Module III – Financial accounting
1.accounting theory;
2. accounting theory and public sector organisations;
3. stewardship and accountability;
4. objectives in public sector accounting theory;
5. the reporting unit;
6. accounting policy-making;
7. different accrual accounting policies;
8. the major techniques of financial accounting;
9. budgetary accounting;
10. cash accounting;
11. accruals accounting;
12. annual reports and accounts;
13. accounting uniformity;
14. performance measurement.

R. Jones, N. Pendlebury – Public sector accounting. Pearson Education, 2000. It could be excluded: from pag. 48 to 57; from pag. 69 to 124; from pag. 185 to 207; from pag. 233 to 245.

Introduction to R e R Studio. Importing data. Basic graphs. Basics of descriptive data analysis. Linear models: analysis of variance and regression. Interactions and transformations, Generalized linear models: logistic regression and Poisson regression. Time series analysis: temporal autocorrelation and linear models with ARMA errors. Spatial statistics: spatial autocorrelation and linear models with SAR and CAR errors. Panel data: random effects and generalized linear mixed effects models.

Dalgaard, P (2008) Introductory Statistics with R, Springer.

The aim of the course "Geopolitics of the code. Languages, power and identity in digital network" is to:
1) introduce the students to the basic concepts of the sociology of media;
2) analyze the intellectual contributions of the most prominent 20th century media theorists;
3) reflect on the geopolitical unbalances of the digital media scenario;
4) explore practical and theoretical alternatives offered by unconventional groups and initiatives on software, coding and social media;
5) understand the "logic of coding" through practical sessions and guided exercises in the computing lab.

Required readings (for all students)

1) Ricciardi, Mario (2012), La comunicazione. Maestri e paradigmi, Roma-Bari, Laterza.
2) Miconi, Andrea (2013), Teorie e pratiche del web, Bologna, Il Mulino.
3) Benigni, Glauco (2015), La rete tra libertà e controllo. Dagli alchimisti Nasdaq al caso Snowden. (Web nostrum 4), Firenze, goWare.

Students who will not able to come to class can still take the final exam, but are required to study the volume by Nick Couldry (Sociologia dei nuovi media. Teoria sociale e pratiche mediali digitali, Milano-Torino, Pearson, 2015), and upon contacting the teacher will select one volume from the following list:

1) Bauman, Zygmunt; Lyon, David (2015), Sesto potere. La sorveglianza nella modernità liquida, Roma-Bari, Laterza.
2) Balbi Gabriele; Magaudda Paolo (2014), Storia dei media digitali. Rivoluzioni e continuità, Roma-Bari, Laterza.
3) Fiormonte, Domenico (2003), Scrittura e filologia nell’era digitale, Torino, Bollati Boringhieri.
4) Lanier, Jaron (2010), Tu non sei un gadget, Milano, Mondadori.
5) Rampini, Federico (2015), Rete padrona. Amazon, Apple, Google & co. Il volto oscuro della rivoluzione digitale, Milano, Feltrinelli.

After discussing periodization, the course will focus on the themes and problems that characterise the historical developments of Latin America from its discovery to the new millennium. In particular, the course will cover: Indigenous Americas; Europe, Spain and Portugal at the dawn of the 16th century; Discovery and conquest; Colonies – administrative, economic, social and religious structures; The 1700 and Borbonic reformism; Indipendence process and birth of Latin American republics; the Brasilian exception; the epoch of Caudillos and the Latin American liberalism; the neocolonial pact; English and American imperialsim; European migration; the construction fo national identities; social and political movements; the Mexican revolution; the tensions of modernizations; populism and desarrollismo; revolutionary and counterevolutionary tensions of the Sixities; the Neoliberal model; the military dictatorships; the political transitions and the process of regional integration.

FURTHER INFORMATION
Students who don’t plan to attend the course and those who will be attending on an irregular basis are strongly encouraged to meet the course leader during office hours at the beginning of the course. To arrange a meeting outside of office hours please send an email to the course leader. The meeting is needed in order to obtain more detailed information on what to study and to obtain information about the oral examination.

The suggested readings are:
- Marcello Carmagnani, L'altro Occidente. L'America Latina dall'invasione europea al nuovo millennio, Torino, Einaudi, 2003
- Daniele Pompeiano, Storia dell’America Latina, Milano, Bruno Mondadori, 2012;
- Loris Zanatta, Storia Dell’ America Latina Contemporanea, Laterza, Roma-Bari, 2010.

Others documents available in the professor web-site.

Italian student interested in studying on an English textbook and Erasmus students can use:

- B. Keen – K. Haynes, A History of Latin America, Houghton Mifflin Company, Boston -New York,
2009;
- C. Malamud, Historia de América, Alianza Editorial, Madrid, 2007.

Two to be chosen from:
Benedetta Calandra, La Guerra Fredda Culturale. Esportazione e ricezione Dell’ American Way Of
Life In America Latina, Ombre Corte, 2011;
- Massimo De Giuseppe, La rivoluzione messicana, Bologna, Il Mulino, 2013;
- Massimo Falfari, Dove scorre il passato. Una storia del Centro America, Il Cerchio, 2002
- Gian Luca Gardini, L’America Latina Nel XXI secolo, Roma, Carocci, 2009:
- Luigi Guarnieri Calò Carducci, Idolatria e identità creola in Perù. Le cronache andine tra Cinqucento e Seicento, Viella, Roma 2007.
- Laura Giraudo, La Questione Indigena in America Latina, Roma, Carocci, 2009;
- Raffaele Nocera-Angelo Trento, America Latina, un secolo di storia, Roma, Carocci, 2013;
- Marzia Rosti, Argentina, Roma, Mulino, 2011;
- Maria R. Stabili, Le Verità Ufficiali. Transizioni Politiche e Diritti umani in America Latina, Roma, Nuova Cultura, 2008;
- Chiara Vangelista , Confini e Frontiere. Conflitti e alleanze inter-etniche in America meridionale, San Lazzaro di Savena (Bo), Il Segnalibro, 2001;
- Loris Zanatta, Il Peronismo, Roma, Carocci, 2008.

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.

Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.

German grammar and its structure and syntax. Course materials consist of extensive vocabulary-building exercises and texts that address a broad range of cultural topics. The coursebook “Zur Orientierung” covers the political, social and cultural history of Germany from the Nazi “Third Reich” to the present. Among the themes that we explore are the radical transformations of the country after the Berlin Wall.

- H. DREYER , R. SCHMITT, Lehr- und Übungsbuch der deutschen Grammatik. Die Gelbe Aktuell, Verlag für Deutsch
- Zur Orientierung, Basiswissen Deutschland, Hueber Verlag

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

Language, Culture and Institutions of the English Speaking Countries
Professor Tania Zulli
A.A. 2016/17
8 C.F.U.

Valid for all Undergraduate Courses
Classes start on March 2017

3 modules-compulsory-8 CFU.

Timetable:

Monday 12,30-14,00 [Room A],
Tuesday 16,15-17,45 [Aula Magna],
Wednesday 9,00-10,30 [Room A]


In order to give the exam, students MUST enrol on the “Portale dello studente”.
When coming to register the mark, students will have to hand a certificate attesting that they have passed the test at CLA.
This syllabus is valid till February 2018.
Students are highly recommended to read the files PROGRAM and FAQ_COURSE_2016-17 before getting in touch with the teacher for questions about the course.


SYLLABUS 2016-2017

“E. M. FORSTER: TRANSITION, CULTURE AND COLONIAL IDEOLOGY”

1° Module: English Grammar: Learning the language
The First module will focus on the consolidation of the main linguistic abilities – grammar, vocabulary, reading, writing, listening, speaking, use of English.

2° Module: E. M. Forster
The second module will concentrate on the figure of the British writer E. M. Forster, whose role of intellectual and novelist between the nineteenth and twentieth centuries reveals interesting aspects on a social, historical and individual level. In Forster’s novels, the connection of the opposite sides of existence is not only a literary act, but also – and mainly – a personal and moral one, accomplished through the political rules of Liberalism.
While admitting multiple grounds of analysis – such as the literary, historical, political and cultural ones – the course will focus on a close reading of texts and on the exploration of textual mechanisms which show the role of culture and literature in a historical and political context.

3° Module: A Passage to India
The third module will focus on the reading of one of E. M. Forster’s novels, A Passage to India, and on its description of the colonial world, including the relationship between East and West. A Passage to India marks the conclusion of a long writing process on the part of the author whose narrative explorations are performed in his previous novels. In addition to the cultural merit of representing social and racial evolutions, the value of the novel also lays in its meditation on artistic and literary forms. In class, the main aspects of A Passage to India will be analysed in the context of their socio-political value and in the perspective of the different cultural systems involved.


Attending students:

Exemption Test
The Exemption Test for attending students takes place at the end of the course and is exclusively addressed to the students who have attended classes. It is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Further details will be given by the teacher in class.


Oral Exam
Attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will be on the topics analysed during the course (both grammar and literature/culture). Further details will be given by the teacher in class.
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Exemption tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.


Non-attending students:

Written Exam
The Written Exam is made up of multiple choice exercises (module 1: grammar) plus 3 open questions (modules 2 and 3: literature and culture). Questions will focus on the programme for non-attending students.


Oral Exam
Non-attending students who would like to improve their written mark may give an Oral Exam in one of the three available sessions (i.e. January/February, June/July, September). The exam will focus on the topics of the programme for non-attending students (both grammar and literature/culture).
Depending on the oral performance, the initial mark may either increase or decrease.


N.B. Access to the Oral Exam is only possible after passing both the CLA and Written tests. When registering the mark (during one of the oral sessions) students will have to present a document attesting that they have passed the test at CLA. Enrolment on the “Portale dello studente” is compulsory.

Attending Students:

• E. M. Forster, A Passage to India, London, Penguin, 2005 (o anche altra edizione)

• T. Zulli, Come leggere A Passage to India, Chieti, Solfanelli, 2014

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.



Non-attending Students:

• Daniel Defoe, Robinson Crusoe, London, Penguin, 2015 (o anche altra edizione)

• Michela Marroni, Come leggere Robinson Crusoe, Chieti, Solfanelli, 2016.

• Peter May, Compact First. Second Edition, Student’s Book Pack with answers, Cambridge, Cambridge University Press, 2014.

TITLE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA

FIRST MODULE: ENGLISH GRAMMAR: LEARNING THE LANGUAGE
THE FIRST MODULE DEALS WITH SOME OF THE MAIN GRAMMAR AND MORPHO-SYNTACTIC STRUCTURES OF THE ENGLISH LANGUAGE. THE LANGUAGE SKILLS ACQUIRED BY THE STUDENTS WILL BE ASSESSED AT THE END OF THE COURSE THROUGH THE 'PROVA DI ESONERO'.

SECOND MODULE: AFROFUTURISM: LITERATURE, MUSIC, CINEMA
AFROFUTURISM IS AN INTERDISCIPLINARY CULTURAL MOVEMENT THAT REJECTS A NUMBER OF CLICHÉS THAT HAVE COMMONLY REFERRED TO PEOPLE OF AFRICAN DESCENT. AT A FIRST GLANCE, AFROFUTURISM MAY SOUND LIKE AN OXYMORON. “AFRO” AND “FUTURISM” ARE LIKELY TO BE CONSIDERED AS TERMS IN OPPOSITION, THE FORMER EVOKING IMAGES OF PRIMITIVISM AND BACKWARDNESS, THE LATTER – EVER SINCE F. T. MARINETTI’S DEFINITION IN 1909 – CELEBRATING INSTEAD SPEED AND MODERNITY. THE CREATIVE CONTRIBUTION OF AFROFUTURIST WRITERS, MUSICIANS, ARTISTS, FILMMAKERS AND CRITICS CHALLENGES THE STEREOTYPICAL HISTORICAL VIEW ROUTINELY APPLIED TO THE BLACK ATLANTIC EXPERIENCE AND PROPOSES COUNTER-HISTORIES THAT RECONSIDER THE ROLE OF BLACK PEOPLE IN THE WESTERN SOCIETY IN THE PAST AND IMAGINE ALTERNATIVE ROLES IN THE FUTURE. THE MODULE FOCUSES ON THE DIFFERENT LANGUAGES OF AFROFUTURISM: MUSIC, VISUAL ARTS, CINEMA AND ESPECIALLY LITERATURE − PROTO-AFROFUTURIST FICTION SUCH AS W.E.B. DU BOIS’S SHORT STORY “THE COMET” (1920), GEORGE S. SCHUYLER’S NOVEL BLACK NO MORE (1931) AND MORE RECENT EXAMPLES SUCH AS RALPH ELLISON’S INVISIBLE MAN (1952) AND OCTAVIA E. BUTLER’S KINDRED (1979). THE REFERENCE MATERIAL INCLUDES WORKS OF FICTION, CRITICAL ESSAYS AND AUDIOVISUAL MATERIAL.

FOR STUDENTS ATTENDING CLASSES:
ADRIANO ELIA, LA COMETA DI W.E.B. DU BOIS, ROMA, ROMA TRE-PRESS, 2015.
FURTHER REFERENCE MATERIAL WILL BE GIVEN DURING THE COURSE.

FOR STUDENTS NOT ATTENDING CLASSES:
- R. AMBROSINI, A. RUTT, A. ELIA, THE UK: LEARNING THE LANGUAGE, STUDYING THE CULTURE, ROMA, CAROCCI, 2008 (2005).
- N. MCNAUGHTON, UNDERSTANDING BRITISH AND EUROPEAN POLITICAL ISSUES, MANCHESTER, MANCHESTER UNIVERSITY PRESS, 2010 (2003).

FEDERALISM AND REGIONALISM; THE REGIONALISM IN THE ITALIAN CONSTITUTION DEVELOPMENT; THE “ORDINARY” STATUTES AND THE ELECTORAL LEGISLATION; LEGISLATIVE AUTONOMY; ADMINISTRATIVE AND FINANCIAL AUTONOMY; SPECIAL AUTONOMIES; THE ORGANISATION OF THE REGIONS; LOYAL COOPERATION; REGIONS AND EUROPEAN UNION LAW, REGIONS AND INTERNATIONAL LAW.

P. Caretti, G. Tarli Barbieri, Diritto regionale, Giappichelli, Torino, 2016.

Module I – Introduction
1. the nature of public sector accounting;
2. public sector accounting;
3. economy, efficiency and effectiveness.
Module II – Management accounting
1. planning and control;
2. the role of management accounting;
3. management accounting and planning;
4. management accounting and control;
5. the annual revenue budget;
6. line-item budgeting and programme budgeting;
7. budget preparation.
Module III – Financial accounting
1.accounting theory;
2. accounting theory and public sector organisations;
3. stewardship and accountability;
4. objectives in public sector accounting theory;
5. the reporting unit;
6. accounting policy-making;
7. different accrual accounting policies;
8. the major techniques of financial accounting;
9. budgetary accounting;
10. cash accounting;
11. accruals accounting;
12. annual reports and accounts;
13. accounting uniformity;
14. performance measurement.

R. Jones, N. Pendlebury – Public sector accounting. Pearson Education, 2000. It could be excluded: from pag. 48 to 57; from pag. 69 to 124; from pag. 185 to 207; from pag. 233 to 245.

Introduction to R e R Studio. Importing data. Basic graphs. Basics of descriptive data analysis. Linear models: analysis of variance and regression. Interactions and transformations, Generalized linear models: logistic regression and Poisson regression. Time series analysis: temporal autocorrelation and linear models with ARMA errors. Spatial statistics: spatial autocorrelation and linear models with SAR and CAR errors. Panel data: random effects and generalized linear mixed effects models.

Dalgaard, P (2008) Introductory Statistics with R, Springer.

The aim of the course "Geopolitics of the code. Languages, power and identity in digital network" is to:
1) introduce the students to the basic concepts of the sociology of media;
2) analyze the intellectual contributions of the most prominent 20th century media theorists;
3) reflect on the geopolitical unbalances of the digital media scenario;
4) explore practical and theoretical alternatives offered by unconventional groups and initiatives on software, coding and social media;
5) understand the "logic of coding" through practical sessions and guided exercises in the computing lab.

Required readings (for all students)

1) Ricciardi, Mario (2012), La comunicazione. Maestri e paradigmi, Roma-Bari, Laterza.
2) Miconi, Andrea (2013), Teorie e pratiche del web, Bologna, Il Mulino.
3) Benigni, Glauco (2015), La rete tra libertà e controllo. Dagli alchimisti Nasdaq al caso Snowden. (Web nostrum 4), Firenze, goWare.

Students who will not able to come to class can still take the final exam, but are required to study the volume by Nick Couldry (Sociologia dei nuovi media. Teoria sociale e pratiche mediali digitali, Milano-Torino, Pearson, 2015), and upon contacting the teacher will select one volume from the following list:

1) Bauman, Zygmunt; Lyon, David (2015), Sesto potere. La sorveglianza nella modernità liquida, Roma-Bari, Laterza.
2) Balbi Gabriele; Magaudda Paolo (2014), Storia dei media digitali. Rivoluzioni e continuità, Roma-Bari, Laterza.
3) Fiormonte, Domenico (2003), Scrittura e filologia nell’era digitale, Torino, Bollati Boringhieri.
4) Lanier, Jaron (2010), Tu non sei un gadget, Milano, Mondadori.
5) Rampini, Federico (2015), Rete padrona. Amazon, Apple, Google & co. Il volto oscuro della rivoluzione digitale, Milano, Feltrinelli.

After discussing periodization, the course will focus on the themes and problems that characterise the historical developments of Latin America from its discovery to the new millennium. In particular, the course will cover: Indigenous Americas; Europe, Spain and Portugal at the dawn of the 16th century; Discovery and conquest; Colonies – administrative, economic, social and religious structures; The 1700 and Borbonic reformism; Indipendence process and birth of Latin American republics; the Brasilian exception; the epoch of Caudillos and the Latin American liberalism; the neocolonial pact; English and American imperialsim; European migration; the construction fo national identities; social and political movements; the Mexican revolution; the tensions of modernizations; populism and desarrollismo; revolutionary and counterevolutionary tensions of the Sixities; the Neoliberal model; the military dictatorships; the political transitions and the process of regional integration.

FURTHER INFORMATION
Students who don’t plan to attend the course and those who will be attending on an irregular basis are strongly encouraged to meet the course leader during office hours at the beginning of the course. To arrange a meeting outside of office hours please send an email to the course leader. The meeting is needed in order to obtain more detailed information on what to study and to obtain information about the oral examination.

The suggested readings are:
- Marcello Carmagnani, L'altro Occidente. L'America Latina dall'invasione europea al nuovo millennio, Torino, Einaudi, 2003
- Daniele Pompeiano, Storia dell’America Latina, Milano, Bruno Mondadori, 2012;
- Loris Zanatta, Storia Dell’ America Latina Contemporanea, Laterza, Roma-Bari, 2010.

Others documents available in the professor web-site.

Italian student interested in studying on an English textbook and Erasmus students can use:

- B. Keen – K. Haynes, A History of Latin America, Houghton Mifflin Company, Boston -New York,
2009;
- C. Malamud, Historia de América, Alianza Editorial, Madrid, 2007.

Two to be chosen from:
Benedetta Calandra, La Guerra Fredda Culturale. Esportazione e ricezione Dell’ American Way Of
Life In America Latina, Ombre Corte, 2011;
- Massimo De Giuseppe, La rivoluzione messicana, Bologna, Il Mulino, 2013;
- Massimo Falfari, Dove scorre il passato. Una storia del Centro America, Il Cerchio, 2002
- Gian Luca Gardini, L’America Latina Nel XXI secolo, Roma, Carocci, 2009:
- Luigi Guarnieri Calò Carducci, Idolatria e identità creola in Perù. Le cronache andine tra Cinqucento e Seicento, Viella, Roma 2007.
- Laura Giraudo, La Questione Indigena in America Latina, Roma, Carocci, 2009;
- Raffaele Nocera-Angelo Trento, America Latina, un secolo di storia, Roma, Carocci, 2013;
- Marzia Rosti, Argentina, Roma, Mulino, 2011;
- Maria R. Stabili, Le Verità Ufficiali. Transizioni Politiche e Diritti umani in America Latina, Roma, Nuova Cultura, 2008;
- Chiara Vangelista , Confini e Frontiere. Conflitti e alleanze inter-etniche in America meridionale, San Lazzaro di Savena (Bo), Il Segnalibro, 2001;
- Loris Zanatta, Il Peronismo, Roma, Carocci, 2008.

Training Objectives
Italian:
The general objective is to achieve communicative and socio-cultural competence. The course aims to deepen the study of the Spanish language and Hispanic culture. To this end, we will proceed on three main routes: first, the study of the rules of operation of Spanish (level B1); second, we will address the formal and semantic characteristics of phraseological units at multiple levels (morphological, syntactic, semantic and contrastive and cultural); and third, we will address aspects related to political language.


Prerequisites
Italian:
The course is held by the teacher in Spanish language, therefore to follow the lessons requires a level of knowledge of the language A1 in order to facilitate the acquisition of the necessary linguistic and cultural skills.


Course Contents
Italian
Module I: Language
Grammar content:
Revision of the pasado tiempos of the indicative
Review of the imperative requirements
Discussion Conectores
Pretérito Perfecto de Subjuntivo, Pretérito Imperfecto de Subjuntivo, Pretérito
Pluscuamperfecto de Subjuntivo: Morphology and usages
Repaso del Condicional Simple
Condicional Compuesto. Morphology and usages
Relativos adverbiales
Por y para
Oraciones independientes: indicative/subjunctive contrasts
Oraciones relativas: indicative/subjunctive contrasts
Substantial Oraciones: minutes of perception, thought, minutes of feeling, desire, voluntad, minutes of mandate, ruego, prohibición ...
Ser, estar, parecer + que: contraste indicativo/subjuntivo
Oraciones adversativas
Oraciones causales
Oraciones consecutivas
Oraciones finales
Oraciones condicionales
Oraciones concesivas
Oraciones temporales
Fashion Oraciones
Oraciones de lugar
Oraciones comparativas
Gearbox verbs
Note: The language module covers grammar and morphosyntactic content that students will need to study in order to pass the written test (B1) for all students. The following manual is recommended:
M. C. Ainciburu, V. Gonzalez Rodriguez, A. Navas Mendez, E. Tayefeh, G. Vázquez (2011): Vía rápida. Alumni book, niveles A1-B1, Madrid: Difusión.
M. C. Ainciburu, E. Tayefeh, G. Vázquez (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

Module II: Phraseology and Paremiology
Theoretical content:

History of the nacimiento of the study of the phraseológicas and paremiológicas unidades
Near Exponents
Definition of UF
Characteristics of the UF (idiomaticidad, fijación, sentido figurado, brevedad, presencia de arcaísmos ...
Clasification of UF
Las locuciones
Las colocaciones
Las paremias
The phraseological statements
Contrasting análisisis
Ejemplos and practical application

Note: At the end of the semester, students must present a group work in Power Point related to the program carried out during the lessons of Module II (Phraseology). This work will be evaluated as an exemption and must be agreed in advance with the teacher and Dr. Alessia Ruggeri (alessia.ruggeri@uniroma3.it). In addition, students are required to study the books in the program and the handouts (AA. 2016-2017).
Students who do not attend will have to study the books in the program and the handouts (AA. 2016-2017) and will have to learn an adequate number of phraseologisms (phrases, placements, paremias), as well as explain their meaning, the correspondence in Italian, the origin, the register of use and indicate examples of other similar structures (synonyms). For this purpose, we recommend the texts:

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.

The handouts of the theoretical contents can be found at the Partenone copy office in Viale Leonardo Da Vinci, 282.



Module III Culture

The module focuses on the study of political language. The characteristics and analysis of political discourse.

MESSINA FAJARDO, Luisa A.: El lenguaje político. Characteristics and análisis of political discourse. Milan: Maggioli publisher / Apogeo education, 2016.

More information will be online on the portal of the teacher.

Teaching Methods
Italian:
The teaching for the Course of Language, Culture and Institutions of the Spanish Language Countries (7 CFU) is divided into three modules: 1) Language, 2) Phraseology and Paremiology and 3) Culture. Module I concerns a review of the main grammar rules of the Spanish language. Module II deals with phraseology and is based on the theoretical and practical study of the phraseological and paremological figures of daily use in a communicative, cultural and contrasting Spanish-Italian perspective. Module III deals with the study of key aspects of political language. The topics will be dealt with frontally and in the form of seminars.


Methods of verifying learning
Written examination
The written exam is based on multiple-choice and open-ended exercises that involve knowledge of the subjects

M. C. AINCIBURU, V. GONZALEZ RODRIGUEZ, A. NAVAS MENDEZ, E. TAYEFEH, G. VAZQUEZ (2011): Vía rápida. Libro del alumno, niveles A1-B1, Madrid: Difusión.
M. C. AINCIBURU, E. TAYEFEH, G. VÁZQUEZ (2011): Vía Rápida - Cuaderno de ejercicios, niveles A1-B1, Madrid: Difusión.

PRIETO, M. (2007): Modismos y metáforas culturales. Madrid, Edinumen
VRANIC, G. (2008): Hablar por los codos. Madrid, Edelsa.
MESSINA FAJARDO, Luisa A.: El lenguaje político. Características y análisis del discurso político. Milano: Maggioli editore / Apogeo education, 2016.

The course IS OFFERED TO ALL STUDENTS: non-current formats (9 CFU), current format (7/8 CFU), attending and non attending students.

It will focus on: “Literature, economy and society between the Restauration and the July Monarchy”.

The course will tackle these topics through the analysis of two Balzac novels: “Gobseck” (1830) and “Eugénie Grandet” (1833).

The course will also provide a review of basic French grammar (verb, noun).

1) Balzac, “Gobseck”, introduction, notes, anthologie critique, bibliographie par Philippe Berthier, Paris, Flammarion, GF, 1984 (or any other paperback French edition)

2) Balzac, “Eugénie Grandet”, chronologie, présentation, notes, dossier, bibliographie par Éléonore Roy-Reverzy, Paris, Flammarion, GF, 2008 (or any other paperback French edition)

3) “Il romanzo francese dell’Ottocento”, Anna Maria Scaiola, ed., Bari, Laterza, 2008 (chapter III)

4) “Les Constitutions de la France depuis 1789”, présentation par Jacques Godechot, édition corrigée et mise à jour par Hervé Faupin, Paris, Flammarion, coll. GF, 2006 (chapters I and II, available from copy shop Appunti, via Chiabrera 174)

Grammar Texts (optional):
1) Maïa Grégoire et Odile Thiévenaz, “Grammaire progressive du français” (niveau intermédiaire), nouvelle édition, Paris, Clé International, 2003
Or
2) Dominique Berger et Nerina Spicacci, “Savoir-dire, savoir-faire” (niveaux A1/A2/B1), Bologna, Zanichelli 2007

Texts are available from: Feltrinelli International Bookstore, Via V. E. Orlando, 84/86 00185 Roma.