The Origins of Italian Literature in the European Context.

This course will provide a wide-ranging introduction to Italian literature of the thirteenth and fourteenth century, with a specific focus on the origins and development of poetic genres, from the so-called 'Sicilian school' through to the experience of Dante and to the vernacular lyric of Francesco Petrarch. The first few lectures will provide some basic notions of metrics and rhetoric, useful to a close reading of literary and more specifically poetic texts. Both the historic context and the sociological profile of writers will be emphasised. The multiple linguistic, thematic and formal connections and overlappings with other European literatures will be investigated.

- G. Alfano, P. Italia, E. Russo, F. Tomasi, "Letteratura italiana. Dalle Origini a metà Cinquecento. Manuale per studi universitari", Milano, Mondadori, 2018, pp. 1-328 (Epoche 1 e 2 nella loro interezza);
- Franco Suitner, "I poeti del medio evo. Italia ed Europa (secoli XII-XIV)", Roma, Carocci, 2010 (o successive ristampe);
- Marco Santagata, "L’amoroso pensiero. Petrarca e il romanzo di Laura", Milano, Mondadori, 2014 (disponibile online in formato elettronico).

Didactic materials will be uploaded on Moodle.

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

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

General Bibliography:
The history of Italian literature from 1900 to the 1970s is to be prepared on a manual of Italian literature (we recommend: Giulio Ferroni, Il Novecento e il nuovo millennio, Mondadori Università). A good knowledge of the following authors, is required: D’Annunzio, Serao, Pirandello, Aleramo, Svevo, Gadda, Moravia, Flaiano, Pavese, Vittorini, Fenoglio, Calvino, Tomasi di Lampedusa, Bassani, Cassola, Pasolini, Sciascia, Primo Levi, Elsa Morante, Anna Maria Ortese, Eco. It also requires a profile of the 20th century, as well as a good knowledge of the following authors: Pascoli, D’Annunzio, Gozzano, Marinetti, Palazzeschi, Saba, Ungaretti, Montale, Quasimodo, Luzi, Caproni, Penna, Bertolucci, Sereni, Pavese, Pasolini, Rosselli, Magrelli.

Critical bibliography:
M. Venturini, L'Unità discontinua. Poesia e identità nazionale nel Novecento, Perugia, Morlacchi, 2016

The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.

1st Semester program

First year course (6 credits) – First part of a 12-credits second-year course

Chapters 1-4 from:
Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet

Course packet about interlanguage
Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle). This text can be substituted with the chapters 1-4 of the course packet available here
Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989


Second part – Second-year course (12 credits)


Papers on intercomprehension:

1) Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari. (fino a pag. 22) https://edizionicafoscari.unive.it/media/pdf/book/978-88-6969-135-5/978-88-6969-135-5.pdf
2) Articolo - Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
3) Pre-print sulla Didattica plurilingue e gli approcci plurali (facoltativo).


Selected chapters from:
Bonvino, Cortés e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint

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

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

History of the French language.

Aurelio Principato, Breve storia della lingua francese. Dal Cinquecento ai giorni nostri, Roma, Carocci, 2000.

Bibliography for non-attending students:

Marc Fumaroli, Trois institutions littéraires, Paris, Gallimard, coll. Folio histoire, 1994.

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

Gancikov A., 2009, Grammatica russa facile, Vallardi, Milano
Pavlovskaya A., 2011, Culture Shock! A Survival Guide to Customs and Etiquette, Russia, (second edition), Marshall Cavendish, pp. 32-110

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

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


Attendance at lessons is highly recommended.

The poème en prose: from the origins to the overcoming.

First part: history of the poème en prose in France;
Second part: Baudelaire;
Third part: Ponge;
Fourth part: Quintane, Tarkos.

1. Poetry.
- Charles Baudelaire, Lo spleen di Parigi. Piccoli poemi in prosa, Milano, Feltrinelli, 2015.
- Francis Ponge, Il partito preso delle cose, Torino, Einaudi, 1979.
- Nathalie Quintane, Osservazioni / Remarques, Colorno, Tiellecì, Benway series, 2015.
- Christophe Tarkos, I soldi, Roma, Tic Edizioni, 2018.

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

3. For further Readings.
- La poesia francese 1814-1914, a cura di Luca Pietromarchi, Roma-Bari, Laterza, 2012.
- Storia europea della letteratura francese. Dal Settecento all'età contemporanea, a cura di Lionello Sozzi, Torino, Einaudi, 2013, pp. 237-270, 305-310, 345-347, 352-354.
- Nathalie Quintane, Stand up, Roma, Tic Edizioni, 2020.

The course aims to explore the tragic 'fatum' in the Spanish theatre through the analysis of some representative texts included in a temporal, cultural and literary horizon ranging from the XVII century to the 1950s. By reading and critical commenting on the texts indicated, the student will be introduced to the study of Spanish culture and literature and to the acquisition of basic methodological notions for the analysis of dramaturgical texts.

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

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

PS. The reading of the texts must be complete and will be verified during the exam.

Description of course

The student will be introduced to the study of Spanish culture and literature. In particular, this course will explore the presence of love and death among the literary genders and through diverse epochs, by the study and analysis of some of the most representative texts of the Spanish literature.

EXPECTED ACHIEVEMENTS

A) Historical, literary and culture skills
Spanish culture of The Golden Age (poetry and theatre)
Spanish culture of Romanticism and Modernism (poetry, theatre and narrative)
Spanish culture in the Age of Avant-garde (poetry and theatre)
Evolution of Spanish society
Gender roles and functions in Spanish society (evolution)

B) THEMATIC ACHIEVEMENTS
Love and death in light of the concept of “tragicómico”
Love and death from a tragical perpective
Love and death from a romantic perpective
Love and death from the Decadentism perspective

C) METHODOLOGICAL SKILLS
Methodology for social and cultural approaches
Methodology for literary approaches
Methodology bases for the analysis of literary texts.

TEXTS:
• F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (no other edition should be used) ;
• Garcilaso de la Vega, Egloga I (provided by the professors);
• Federico García Lorca, Nozze di sangue, edizione di E. Pittarello, Venezia, Marsilio (no other edition should be used).
• Poetry anthology from Classicism to the 27th Generation (provided by the professors);
• Anthology of the Mith of Don Juan from its origins to Modern Decadentism (extracts from Tirso de Molina, José de Espronceda, José Zorrilla, Ramón del Valle-Inclán), provided by the teachers.

CRITICS AND NOTIONS OF LITERARY HISTORY:

• Carlos Alvar, José Carlos Mainer, Rosa Navarro, "Storia della letteratura spagnola" Vol. I, Torino, Einaudi (only some parts);
• F. Antonucci, "Il Novecento letterario spagnolo: percorsi", Pisa, ETS (only some parts);
• The introductions of the indicated editions;
• Cesare Segre, “Analisi concettuale della I Egloga di Garcilaso”, provided by the teachers;
• Other bibliographic materials (provided by the teachers).

The student will be introduced to the study of Spanish culture and literature through a critical reading of the indicated works. In particular, the course aims to explore the constant and changing presence between eras and literary genres of the binomial love / death by reading, commenting and analyzing some canonical texts of Spanish literature.

EXPECTED LEARNING RESULTS
A) Historical-literary and cultural skills
The Spanish culture of the Siglo de Oro (poetry and theater)
Spanish culture between romanticism and modernism (poetry, theater and prose)
Spanish culture in the vanguard era (poetry and theater)
Evolutionary lines of the Spanish company
Roles and functions of men and women in Spanish society (evolution)

B) Thematic skills
Love and death in a tragicomic key
Love and death in a tragic key
Love and death in a romantic key
Love and death in a decadentist key

C) Methodological skills
Approach methodologies to social and cultural phenomena
Approach methodologies to literary phenomena
Methodological bases for the analysis of the literary text (thematic and formal approach)

• F. de Rojas, La Celestina, introduction by C. Samonà, Milan, BUR (mandatory edition);
• Garcilaso de la Vega, Egloga I, made available by the teachers;
• Federico García Lorca, Nozze di sangue, edition E. Pittarello, Venice, Marsilio (compulsory edition)
• Short anthology of poems from classicism to the generation of 27, made available by the teachers;
• Brief anthology on the figures of Don Giovanni from the origins to modernist decadentism (extracts from Tirso de Molina, José de Espronceda, José Zorrilla, Ramón del Valle-Inclán), made available by the teachers

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

Valeria Tocco, Breve storia della letteratura portoghese, Roma, Carocci, 2011;
V. Bertolucci, La letteratura portoghese medievale, in V. Bertolucci, C. Alvar, S. Asperti, Storia delle letterature medievali romanze. L’area iberica, Roma-Bari, Laterza, 1999, pp. 3-95;
G. Lanciani, Morfologie del viaggio. L’avventura marittima portoghese, Milano, Led, 2006
Antero de Quental, Cause della decadenza dei popoli peninsulari negli ultimi tre secoli, a cura di A. Ragusa, Perugia Edizioni dell’Urogallo, 2014.

A. Casadei, Il romanzo del secondo Novecento e i problemi del realismo, in Spazi e confini del romanzo. Narrative tra Novecento e Duemila, Bologna, Pendragon, 1999, pp. 231-245;
H. Costa, José Saramago e la tradizione del romanzo storico in Portogallo, in José Saramago. Il bagaglio dello scrittore, a cura di G. Lanciani, Roma, Bulzoni, 1996, pp. 7-21;
J. Saramago, História do Cerco de Lisboa, Porto, Porto Editora, 2019 (1989) [tr.it. Storia dell’assedio di Lisbona, Milano, Feltrinelli]
J. Saramago, Ensaio sobre a Cegueira, Lisboa, Porto Editora, 2019 (1995) [tr.it. Cecità, Milano, Feltrinelli]
J. Saramago, A estátua e a pedra, Lisboa, Fundação José Saramago, 2013.
J. Saramago, Dall’allegoria come genere all’allegoria come necessità, in Scrittori e critici a confronto. Andrea Camilleri, Manuel Vázquez Montalbán, José Saramago dialogano con G. Lanciani, S. Campailla, P. Boitani, A. Mazzarella, N. Borsellino, Atti del convegno “Scrittori e critici a confronto”, Roma, La Nuova Frontiera, 2004, pp. 22-30;

We will study a play, a novel, a novella and a selection of poems, all representative of the most distinctive phenomena in the history of English literature.

During the preparation of the course, in the following months, they instructor may slightly change some parts of the program, and will verify the usefulness of the critical material, which will be distributed at the beginning of the course. Students are advised to check the instructor's personal page online before classes start in October.

Willliam Shakespeare, Antony and Cleopatra (1606)
Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)

A selection of Romantic and 20th-century poems

This course explores the theme of the master-servant relationship in two canonical English texts, William's Shakespeare "The Tempest" and Daniel Defoe's "Robinson Crusoe", and the metamorphoses of this theme across two contemporary rewritings, Margaret Atwood's "Hag-seed" and J.M. Coetzee's "Foe".

William Shakespeare, "The Tempest" (1611) (recommended edition: Arden, Penguin or Garzanti con testo a fronte);
Daniel Defoe, "Robinson Crusoe" (1719) (recommended edition: Oxford World's Classics or Penguin Classics);
J.M. Coetzee, "Foe" (1986) (any edition in English);
Margaret Atwood, "Hag-seed. The Tempest retold", Hogarth Shakespeare, 2016.

Film:
"The Tempest", dir. Gregory Doran, RSC 2016 (full movie available on youtube).
"The Tempest", dir. Julie Taymor 2010 (full movie available on youtube)
"Man Friday", dir. Jack Gold, screenplay by Adrian Mitchell (1975) (full movie on https://www.youtube.com/watch?v=7rPXjCy83zg)

Literature: reality as arte-fact

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the relationship between illusion and reality in Shakespeare’s “The Tempest” to Woolf’s focus on art in “To the Lighthouse”, the course means to illustrate both the nature of the literary device and literature’s self-referential interest in its own creative processes and forms of writing, by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the suggested editions of the texts when indicated and are expected to read the primary sources before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006. Only In case this edition is out of stock, buy Feltrinelli a cura di A. Lombardo.
2. Jonathan Swift, “Gulliver’s Travels/I viaggi di Gulliver”. English edition: Wordsworth Classics or Penguin. Italian translation: Mondadori, Milano, 2015, a cura di Masolino d’Amico, con uno scritto di Walter Scott.
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I Poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996.
4. Virginia Woolf, “To the Lighthouse/Al faro”. English edition: Penguin classics, edited by Stella McNichol with an Introduction and Notes by Hermione Lee; OR Wordsworth Classics, with Introduction and Notes by Dr Nicola Bradbury. Italian translation: “Al faro”, in “Romanzi”, a cura di N. Fusini, Mondadori, Milano, 2005, pp. 401-610 (notes pp. 1312-1340).

Literature: reality as arte-fact

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the relationship between illusion and reality in Shakespeare’s “The Tempest” to Woolf’s focus on art in “To the Lighthouse”, the course means to illustrate both the nature of the literary device and literature’s self-referential interest in its own creative processes and forms of writing, by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the suggested editions of the texts when indicated and are expected to read the primary sources before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006. Only In case this edition is out of stock, buy Feltrinelli a cura di A. Lombardo.
2. Jonathan Swift, “Gulliver’s Travels/I viaggi di Gulliver”. English edition: Wordsworth Classics or Penguin. Italian translation: Mondadori, Milano, 2015, a cura di Masolino d’Amico, con uno scritto di Walter Scott.
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I Poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996.
4. Virginia Woolf, “To the Lighthouse/Al faro”. English edition: Penguin classics, edited by Stella McNichol with an Introduction and Notes by Hermione Lee; OR Wordsworth Classics, with Introduction and Notes by Dr Nicola Bradbury. Italian translation: “Al faro”, in “Romanzi”, a cura di N. Fusini, Mondadori, Milano, 2005, pp. 401-610 (notes pp. 1312-1340).

This course is an introduction to the national literature of the United States. I will explore the cultural complexities of an emerging and changing nation as revealed by representative authors such as Mary Rowlandson, Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, and others. I will also emphasize the ways in which classic American literary texts have provided themes, styles, and narrative techniques to a distinctively American film culture. Through this course students will develop close reading and analytical writing skills. Attendance is highly recommended for prospective American Literature majors.

Perry Miller, "Errand into the Wilderness", William & Mary Quarterly, 10.1 (Jan 1953), pp. 3-32
https://www-jstor-org.biblio-proxy.uniroma3.it/stable/2936876?sid=primo&seq=1#metadata_info_tab_contents (Catalogo elettronico di Roma Tre)

La dichiarazione di indipendenza degli Stati Uniti d’America (1776)
https://www.ourdocuments.gov/doc.php?flash=false&doc=2&page=transcript

Costituzione degli Stati Uniti d'America (1787)
https://www.ourdocuments.gov/doc.php?flash=false&doc=9&page=transcript

Bill of Rights (1791)
https://www.ourdocuments.gov/doc.php?flash=false&doc=13&page=transcript

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

-- Hector St. John Crèvecoeur, Letters from An American Farmer, "Letter III: What Is An American", 1782.
https://avalon.law.yale.edu/18th_century/letter_03.asp

Susanna Rowson, Charlotte Temple (1794), edited by Cathy Davidson, New York, Oxford UP 1986 o qualunque altra edizione.
-- Rebecca Garden, "Confined to Bed: Illness, Narrative, and Female Authority", Literature and Medicine, Volume 31, Number 1, Spring 2013, pp. 40-62 (Catalogo elettronico di Roma Tre)

William Apess, "An Indian's Looking-Glass for the White Man", 1833 URL
https://english.hku.hk/staff/kjohnson/PDF/engl6a_kj_apess_lookingglass.pdf

Edgar, Allan Poe, "The Philosophy of Composition", 1846
https://www.poetryfoundation.org/articles/69390/the-philosophy-of-composition

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

Henry David Thoreau, "Where I Lived, and What I lived for", in Walden (1854)
https://archive.vcu.edu/english/engweb/transcendentalism/authors/thoreau/walden/
-- "Resistance to Civil Government" (1849)
https://archive.vcu.edu/english/engweb/transcendentalism/authors/thoreau/civil/

Frederick Douglass, "What To the Slave Is the Fourth of July",1852
http://nationalhumanitiescenter.org/ows/seminars/civilwarrecon/cwcause/Douglass%20Fourth%20of%20July.pdf

Harriet Jacobs, Incidents in the Life of a Slave Girl (1861), edited by Frances Smith Foster and Richard Yarborough, New York, Norton Second Critical Edition, 2018, ISBN: 978-0393614565
-- Frances Smith Foster and Richard Yarborough, "Introduction", pp. vii-xix.
-- pp. 173-193.
-- Sara Antonelli, "Introduzione" all'edizione Italiana (Vita di una ragazza schiava, Roma, Donzelli, 2004, (Catalogo cartaceo di Roma Tre).

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

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

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

N.B. Students who are not able to attend classes will study the same syllabus/books above.

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

G. E. Lessing, Emilia Galotti (Einaudi)
J. W. Goethe, Werther (Einaudi)
F. Schiller, I masnadieri (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
E. M. Remarque, Niente di nuovo sul fronte occidentale (Neri Pozza)
F. Kafka, Il processo (Einaudi).
B. Brecht, L’opera da tre soldi (Einaudi)

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

Parte istituzionale. Testi di riferimento (Il docente spiegherà le modalità di selezione dei materiali nel corso nelle prime lezioni)

E. Lo Gatto, Storia della letteratura russa, Firenze, Sansoni (dalle origini fino al ‘600)
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I. (pagine dedicate a Puškin e Lermontov)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010 (dal ‘600 all’epoca di Puškin)


Readings
A.S. Puškin Evgenij Onegin
M.Ju. Lermontov Geroj Nashego Vremeni
N.V. Gogol’ Peterburgskie povesti
F.M. Dostoevskij Belye Nochi

1 readings
A.S. Puškin La figlia del Capitano/ Boris Godunov/I racconti di Belkin/Piccole tragedie/La dama di picche

2 readings
Avvakum Vita dell’arciprete Avvakum scritta da lui stesso
A.N. Radiščev Viaggio da Pietroburgo a Mosca
N.M. Karamzin La povera Liza
A.S. Puškin La figlia del Capitano/ Boris Godunov/I racconti di Belkin/Piccole tragedie/La dama di picche

- Scelta di poesie e di brani (i materiali saranno distribuiti nel corso delle lezioni)


Poesie a memoria (solo per gli studenti di russistica)
- La prima strofa del I capitolo dell’Evgenij Onegin
- Il Cavaliere di bronzo (parti scelte)
- 1 poesia di Puskin e 1 poesia di Lermontov analizzate in aula

This course aims discuss a particular aspect of human communication skills - the faculty of language -, analyzing the various hypotheses that have been advanced on the topic over time, especially in the field of cognitive sciences.

- Ferretti F. (2015), La facoltà di linguaggio. Determinanti biologiche e variabilità culturale, Carocci. Roma
- Ferretti F., Adornetti I. (2012) Dalla comunicazione al linguaggio. Mondadori Univ. Milano (only chapter 1)

Theme of this year's course: Living life.

Ways and forms of how people "build" their lives.
Biographical paths, individual paths and collective exchanges.
Individual strategies and social organization.
Perfomative systems: from subjectivity to community.
The environment, the space, the house, the objects.

1. A textbook for the general part:
Ugo Fabietti, Elementi di antropologia culturale, Milano, Mondadori, 2015.

2. The monographic part includes:
Stefano De Matteis, La forza della vulnerabilità, Milano, Meltemi.
Andrea Staid,La casa vivente. Riparare gli spazi, imparare a costruire, Milano, And.
Ernesto de Martino, Oltre Eboli, Roma, e/o.

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

- GILLES DE VAN, L’OPERA ITALIANA. LA PRODUZIONE, L’ESTETICA, I CAPOLAVORI, CAROCCI, 2012 (PRIMA ED. 2002).
- SELECTED ESSAYS AND DVDS ON THE MONOGRAPHIC PART OF THE COURSE. SELECTED ESSAYS WELL BE AVAILABLE IN COPY SHOPS (VIA GIULIO ROCCO). DVDS WILL BE AVAILABLE IN THE BIBLIOTECA DI SPETTACOLO “LINO MICCICHÈ".

STUDENTS WHO DO NOT ATTEND THE LESSONS HAVE TO STUDY THE FOLLOWING ADDITIONAL BOOK:
- FABRIZIO DELLA SETA, «...NON SENZA PAZZIA». PROSPETTIVE SUL TEATRO MUSICALE, ROMA, CAROCCI, 2008 (EXCLUDING THE CHAPTERS 4, 6, 9).

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

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

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

Textbooks and critical essays
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.
Eventual other bibliographical references will be provided during the course.
Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, José Luis, La sombra del Tenorio, Castalia, Madrid, 2013.
One of following books:
Miguel Mihura, Melocotón en almíbar, Madrid, Austral, 2010.
Antonio Buero Vallejo, En la ardiente oscuridad, Madrid, Austral, 2013.

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

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

Manuali e saggi
Torre, Esteban, Teoría de la traducción literaria, Madrid, Síntesis, 2014.
Cuenca, María Josep, Gramática del texto, Madrid, Arco Libros 2018.
Bassnett, Susan, La traduzione. Teorie e pratica, Milano, Bompiani, 1993, pp. 148-163.
Diadori, Pierangela, Teoria e tecnica della traduzione. Strategie, testi e contesti, Milano, Mondadori, 2012, pp. 162-176.
Boselli, Stefano, «La traduzione teatrale», Testo a Fronte, nº 15, 15 ottobre 1996, pp. 625-642.
Instituto Cervantes, El libro del español correcto. Claves para hablar y escribir bien en español, Barcelona, Espasa, 2014.

Testi
Dispensa con un’antologia di testi (scaricabile dal sito) per le esercitazioni a lezione.
Alonso de Santos, José Luis, La sombra del Tenorio, Madrid, Castalia, 2013.
Un testo a scelta tra:
Miguel Mihura, Melocotón en almíbar, Madrid, Austral, 2010.
Antonio Buero Vallejo, En la ardiente oscuridad, Madrid, Austral, 2013.

Materiali integrativi obbligatori per i non frequentanti e per i frequentanti che non superano la prova scritta:
Eco, Umberto, Dire quasi la stessa cosa, Milano, Bompiani, 2013 (anche in traduzione spagnola: Decir casi lo mismo, Barcelona, Debolsillo, 2015).
Bertazzoli, Raffaella, La traduzione: teoria e metodi, Roma, Carocci, 2015.

The course aims to address the historical evolution of Portuguese in the European and non-European context, starting from the development phase to the expansion phase and highlighting the polycentric condition of the Portuguese language, with two officially recognized varieties: European Portuguese (EP) and Brazilian Portuguese (BP).

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

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

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

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

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

3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press. (Chapters 1,2,3,4. Available in the Language Lab for self-access practice.)

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

1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift, Working with Texts: A Core Introduction to Language Analysis, London and New York, Routledge, 2007.
2) Mark Hancock, English Pronunciation in Use Intermediate, Second Edition. Book with Answers and Downloadable Audio, Cambridge, Cambridge University Press, 2017.
3) John Wells, English Intonation: An Introduction, Cambridge, Cambridge University Press, 2009, chapters 1, 2, 3, 4.

Introduction into the german language

The course aims to introduce the students to the study of the German language. We will study grammar, the four grammatical cases in the German Language (and why we need them), grammatical gender, declination, the syntactic structure of the sentence, phonetics and different types of word formation processes.

G. Motta, Grammatik Direkt Neu, Grammatica tedesca con esercizi, seconda edizione (Mit Lösungen), Torino, Loescher Editore 2014
D. Ponti, R. Buzzo Margari, M. Costa, Elementi di linguistica tedesca, Alessandria, Edizioni dell’Orso 1999 (parte prima: introduzione alla linguistica tedesca, pp. 13 – 110) (viene fornito dalla docente)
S. Lippert, Il tedesco come lingua che costruisce parentesi, in: Metodi e strategie dell’apprendimento linguistico. Aspetti contrastivi tedesco-italiano, Roma, Edizioni Nuova Cultura, 2009 (viene fornito dalla docente)

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

Gancikov A., 2009, Grammatica russa facile, Vallardi, Milano
Pavlovskaya A., 2011, Culture Shock! A Survival Guide to Customs and Etiquette, Russia, (second edition), Marshall Cavendish, pp. 32-110

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

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


Attendance at lessons is highly recommended.

The course aims to explore the tragic 'fatum' in the Spanish theatre through the analysis of some representative texts included in a temporal, cultural and literary horizon ranging from the XVII century to the 1950s. By reading and critical commenting on the texts indicated, the student will be introduced to the study of Spanish culture and literature and to the acquisition of basic methodological notions for the analysis of dramaturgical texts.

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

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

PS. The reading of the texts must be complete and will be verified during the exam.

Description of course

The student will be introduced to the study of Spanish culture and literature. In particular, this course will explore the presence of love and death among the literary genders and through diverse epochs, by the study and analysis of some of the most representative texts of the Spanish literature.

EXPECTED ACHIEVEMENTS

A) Historical, literary and culture skills
Spanish culture of The Golden Age (poetry and theatre)
Spanish culture of Romanticism and Modernism (poetry, theatre and narrative)
Spanish culture in the Age of Avant-garde (poetry and theatre)
Evolution of Spanish society
Gender roles and functions in Spanish society (evolution)

B) THEMATIC ACHIEVEMENTS
Love and death in light of the concept of “tragicómico”
Love and death from a tragical perpective
Love and death from a romantic perpective
Love and death from the Decadentism perspective

C) METHODOLOGICAL SKILLS
Methodology for social and cultural approaches
Methodology for literary approaches
Methodology bases for the analysis of literary texts.

TEXTS:
• F. de Rojas, La Celestina, introduzione di C. Samonà, Milano, BUR (no other edition should be used) ;
• Garcilaso de la Vega, Egloga I (provided by the professors);
• Federico García Lorca, Nozze di sangue, edizione di E. Pittarello, Venezia, Marsilio (no other edition should be used).
• Poetry anthology from Classicism to the 27th Generation (provided by the professors);
• Anthology of the Mith of Don Juan from its origins to Modern Decadentism (extracts from Tirso de Molina, José de Espronceda, José Zorrilla, Ramón del Valle-Inclán), provided by the teachers.

CRITICS AND NOTIONS OF LITERARY HISTORY:

• Carlos Alvar, José Carlos Mainer, Rosa Navarro, "Storia della letteratura spagnola" Vol. I, Torino, Einaudi (only some parts);
• F. Antonucci, "Il Novecento letterario spagnolo: percorsi", Pisa, ETS (only some parts);
• The introductions of the indicated editions;
• Cesare Segre, “Analisi concettuale della I Egloga di Garcilaso”, provided by the teachers;
• Other bibliographic materials (provided by the teachers).

The student will be introduced to the study of Spanish culture and literature through a critical reading of the indicated works. In particular, the course aims to explore the constant and changing presence between eras and literary genres of the binomial love / death by reading, commenting and analyzing some canonical texts of Spanish literature.

EXPECTED LEARNING RESULTS
A) Historical-literary and cultural skills
The Spanish culture of the Siglo de Oro (poetry and theater)
Spanish culture between romanticism and modernism (poetry, theater and prose)
Spanish culture in the vanguard era (poetry and theater)
Evolutionary lines of the Spanish company
Roles and functions of men and women in Spanish society (evolution)

B) Thematic skills
Love and death in a tragicomic key
Love and death in a tragic key
Love and death in a romantic key
Love and death in a decadentist key

C) Methodological skills
Approach methodologies to social and cultural phenomena
Approach methodologies to literary phenomena
Methodological bases for the analysis of the literary text (thematic and formal approach)

• F. de Rojas, La Celestina, introduction by C. Samonà, Milan, BUR (mandatory edition);
• Garcilaso de la Vega, Egloga I, made available by the teachers;
• Federico García Lorca, Nozze di sangue, edition E. Pittarello, Venice, Marsilio (compulsory edition)
• Short anthology of poems from classicism to the generation of 27, made available by the teachers;
• Brief anthology on the figures of Don Giovanni from the origins to modernist decadentism (extracts from Tirso de Molina, José de Espronceda, José Zorrilla, Ramón del Valle-Inclán), made available by the teachers

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

Texts for attending and not attending students:

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

We will study a play, a novel, a novella and a selection of poems, all representative of the most distinctive phenomena in the history of English literature.

During the preparation of the course, in the following months, they instructor may slightly change some parts of the program, and will verify the usefulness of the critical material, which will be distributed at the beginning of the course. Students are advised to check the instructor's personal page online before classes start in October.

Willliam Shakespeare, Antony and Cleopatra (1606)
Charlotte Brontë, Jane Eyre (1847)
Joseph Conrad, Heart of Darkness (1899)

A selection of Romantic and 20th-century poems

This course explores the theme of the master-servant relationship in two canonical English texts, William's Shakespeare "The Tempest" and Daniel Defoe's "Robinson Crusoe", and the metamorphoses of this theme across two contemporary rewritings, Margaret Atwood's "Hag-seed" and J.M. Coetzee's "Foe".

William Shakespeare, "The Tempest" (1611) (recommended edition: Arden, Penguin or Garzanti con testo a fronte);
Daniel Defoe, "Robinson Crusoe" (1719) (recommended edition: Oxford World's Classics or Penguin Classics);
J.M. Coetzee, "Foe" (1986) (any edition in English);
Margaret Atwood, "Hag-seed. The Tempest retold", Hogarth Shakespeare, 2016.

Film:
"The Tempest", dir. Gregory Doran, RSC 2016 (full movie available on youtube).
"The Tempest", dir. Julie Taymor 2010 (full movie available on youtube)
"Man Friday", dir. Jack Gold, screenplay by Adrian Mitchell (1975) (full movie on https://www.youtube.com/watch?v=7rPXjCy83zg)

Literature: reality as arte-fact

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the relationship between illusion and reality in Shakespeare’s “The Tempest” to Woolf’s focus on art in “To the Lighthouse”, the course means to illustrate both the nature of the literary device and literature’s self-referential interest in its own creative processes and forms of writing, by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the suggested editions of the texts when indicated and are expected to read the primary sources before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006. Only In case this edition is out of stock, buy Feltrinelli a cura di A. Lombardo.
2. Jonathan Swift, “Gulliver’s Travels/I viaggi di Gulliver”. English edition: Wordsworth Classics or Penguin. Italian translation: Mondadori, Milano, 2015, a cura di Masolino d’Amico, con uno scritto di Walter Scott.
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I Poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996.
4. Virginia Woolf, “To the Lighthouse/Al faro”. English edition: Penguin classics, edited by Stella McNichol with an Introduction and Notes by Hermione Lee; OR Wordsworth Classics, with Introduction and Notes by Dr Nicola Bradbury. Italian translation: “Al faro”, in “Romanzi”, a cura di N. Fusini, Mondadori, Milano, 2005, pp. 401-610 (notes pp. 1312-1340).

Literature: reality as arte-fact

This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts within the genres of poetry, drama, and fiction. Starting from the relationship between illusion and reality in Shakespeare’s “The Tempest” to Woolf’s focus on art in “To the Lighthouse”, the course means to illustrate both the nature of the literary device and literature’s self-referential interest in its own creative processes and forms of writing, by exploring the contexts, contents and formal strategies of the selected literary works.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading and will be discussed during the final exam.
Students should buy the suggested editions of the texts when indicated and are expected to read the primary sources before the beginning of the course.

1. William Shakespeare, “The Tempest/La tempesta”, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006. Only In case this edition is out of stock, buy Feltrinelli a cura di A. Lombardo.
2. Jonathan Swift, “Gulliver’s Travels/I viaggi di Gulliver”. English edition: Wordsworth Classics or Penguin. Italian translation: Mondadori, Milano, 2015, a cura di Masolino d’Amico, con uno scritto di Walter Scott.
3. Samuel Taylor Coleridge, “Kubla Khan”, in “I Poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, Firenze, 1996.
4. Virginia Woolf, “To the Lighthouse/Al faro”. English edition: Penguin classics, edited by Stella McNichol with an Introduction and Notes by Hermione Lee; OR Wordsworth Classics, with Introduction and Notes by Dr Nicola Bradbury. Italian translation: “Al faro”, in “Romanzi”, a cura di N. Fusini, Mondadori, Milano, 2005, pp. 401-610 (notes pp. 1312-1340).

The course focuses on the main themes of early modern history and modern history (from XV century to XIX century), with particular attention to the historiographic categories, the use of sources and the interpretative approaches of the historians. The different political, cultural, social, economic and religious aspects of the modern age will be studied from a local and global outlook, with a certain regard to the relations between the Italian peninsula, the European continent and extra-European realities.

Books for the exam:

A) G. Dall'Olio, Storia moderna. I temi e le fonti, Roma, Carocci
(students have to study the section introductions and read the source materials)

B) Students also have to study one of the following textbooks:
C. Capra, Storia moderna (1492-1848), Firenze, Le Monnier
R. Ago - V. Vidotto, Storia moderna, Roma - Bari, Laterza
L. Mascilli Migliorini. L’età moderna. Una storia globale, Roma - Bari, Laterza

The course addresses film narrative and stylistic forms, from classic Hollywood to contemporary cinema. Through the analysis of specific sequences and films, the course addresses classic cinema from the 1930s, the melodramatic style from the 1950s, film modernity (in particular Italian art film from the 1960s), postmodern cinema, postclassic films, mind-game films, "global films". The last part of the course is dedicated to complex and vast narratives, especially the narrative universe by David Lynch. The film analysis will be conducted through various methods and approaches; among then, structuralism and semiotics, formal analysis and style, psychoanalysis, feminist film theory. Cultural studies and approaches will be considered in order to address modernity, postmodernism, and contemporary mediascapes.
The final syllabus will be published online at https://ilariaadepascalis.wordpress.com/informazioni-generali/

Veronica Pravadelli, Dal classico al postmoderno al global. Teoria e analisi delle forme filmiche, Marsilio, Venezia 2019.

Collection of essays edited by the teacher.

Provisional filmography (it could be subjected to changes):

● Bringing Up Baby, Howard Hawks, 1938
● Written on the Wind, Douglas Sirk, 1958
● La dolce vita, Federico Fellini, 1960
● L’avventura, Michelangelo Antonioni, 1960
● Prima della rivoluzione, Bernardo Bertolucci, 1964
● Die Hard, John McTiernan, 1988
● Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017
● Mulholland Drive, David Lynch, 2001
● Babel, Alejandro González Iñárritu, 2006

The final program is online at https://ilariaadepascalis.wordpress.com/

The course focuses on narrative modes and film style from classical cinema to contemporary cinema. We will consider: 1930s classical American cinema, 1950s American melodrama, modern cinema - in particular Italian 1960s auteur cinema - postmodern and post-classic cinema, as well as mind-game films and the "global film." To study these filmic forms we will employ a whole set of methodologies: structuralism and semiotics, formal and stylistic analysis, psychoanalysis and feminist theories. More generally, we will use cultural approaches to interpret modernity, postmodernity and contemporary scenarios.

Required texts:
Veronica Pravadelli, Dal classico al postmoderno al global. Teoria e analisi delle forme filmiche, Marsilio, Venezia 2019.
Course reader: students can buy it at Copisteria CLP Via G. Rocco 11 (tel. 06 5759751):
● Raymond Bellour, “L’evidenza e il codice”, in L'analisi del film, Kaplan, Torino 2005, pp. 100-106.
● Sigmund Freud, “Alcune conseguenze psichiche della differenza anatomica tra i sessi” (1925) e “La femminilità” (1932), in Scritti sulla sessualità femminile, Bollati Boringhieri, Torino 1969, pp. 23-35 e 61-88.
● Veronica Pravadelli, “Introduzione”, in La grande Hollywood. Stili di vita e di regia nel cinema classico americano, Marsilio, Venezia 2007, pp. 9-16.
● Christian Metz, “Il cinema moderno e la narratività” in Semiologia del cinema, Garzanti, Milano 1972, pp. 245-272 (estratto).
● Gilles Deleuze, Cinema 2. L’immagine-tempo, Ubulibri, Milano 1989, pp. 11-24.
● Elena Pulcini, “La passione del moderno: l’amore di sé”, in Storia delle passioni, a cura di Silvia Vegetti Finzi, Laterza, Roma-Bari 1995, pp. 133-180.
● Frederic Jameson, Il postmoderno o la logica culturale del tardo capitalismo, Garzanti, Milano 1989, pp. 7-51.
● Ilaria A. De Pascalis, Il cinema europeo contemporaneo: scenari transnazionali, immaginari globali, Bulzoni, Roma 2015, pp. 221-242.
● Paolo Bertetto, “L’analisi interpretativa. Mulholland Drive”, in Metodologie di analisi del film, a cura di Id., Laterza, Roma-Bari 2006, pp. 223-255.
● Lorenzo Marmo, “Tornando a casa. Desiderio spettatoriale e dispersione narrativa in Twin Peaks: The Return di David Lynch”, in SigMa – Rivista di Letterature comparate, Teatro e Arti dello spettacolo, vol. 1, 2017, pp. 537-561.


Films:

● Bringing Up Baby, Susanna, Howard Hawks, 1938
● Written on the Wind, Come le foglie al vento, Douglas Sirk, 1956
● La dolce vita, Federico Fellini, 1960
● L’avventura, Michelangelo Antonioni, 1960
● Prima della rivoluzione, Bernardo Bertolucci, 1964
● Die Hard, Trappola di cristallo, John McTiernan, 1988
● Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017: visione integrale dell’episodio 2 stagione 1 Zen, or the Skill to Catch a Killer
● Mulholland Drive, David Lynch, 2001
● Babel, Alejandro González Iñárritu, 2006

The course focuses on two of the most important periods in the history of Italian cinema: postwar cinema and the 60s. The first part is devoted to the most representatives theories, films, authors, figures, and styles of neorealism. The second part analyzes the auteur cinema of old and new generations (Antonioni, Fellini, Pietrangeli, Ferreri, Olmi, Pasolini, Bertolucci, Bellocchio).

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (in particular chapters III and IV); Stefania Parigi, Immagini del neorealismo, Marsilio, Venezia 2014; Emiliano Morreale, I film della dolce vita. Cinema d'autore degli anni Sessanta, Dino Audino, Roma 2021; a compilation of texts on neorealism by the teacher (you can find it in the Moodle Platform). Non-attending students must also read Federico Vitella, Michelangelo Antonioni. L’avventura, Lindau, Torino 2010.
FILMOGRAPHY: Ossessione (1943) by L. Visconti; Roma città aperta (1945) di R. Rossellini; Paisà (1946) by R. Rossellini; Germania anno zero (1948) by R. Rossellini; Ladri di biciclette (1948) by V. De Sica; La terra trema (1948) by L. Visconti; Riso amaro (1949) by G. De Santis; Miracolo a Milano (1950) by V. De Sica; Il cammino della speranza (1950) by P. Germi; Due soldi di speranza (1951) by R. Castellani; Pane amore e fantasia (1953) by L. Comencini; La strada (1954) by F. Fellini; Il grido (1957) by M. Antonioni; L’avventura (1960) by M. Antonioni; La dolce vita (1960) by F. Fellini; Accattone (1961) by P. P. Pasolini; I fidanzati (1963) by E. Olmi; Prima della rivoluzione (1964) by B. Bertolucci; La donna scimmia (1964) by M. Ferreri, I pugni in tasca (1965) by M. Bellocchio; Io la conoscevo bene by A. Pietrangeli; Blow-up (1967) by M. Antonioni; Dillinger è morto (1969) by M. Ferreri.

The course examines the period from the post-war to the present, focusing in the first part on the main stages that have marked the history of Italian cinema in terms of films, authors and genres. In the second part, we will focus instead on a particular topos, that of the beach, which has always been central to the national imagination and of course also in our cinematographic tradition. We will therefore examine the aesthetic, narrative, productive and cultural peculiarities of some cinematographic works in which the "bathing condition" has become a privileged occasion to investigate the main historical, social and anthropological changes experienced by our country in more than half a century.

TEXTS:

G.P. Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (dal cap. III in poi);

C. Uva, L'ultima spiaggia. Rive e derive del cinema italiano, Marsilio, Venezia 2021;

E. Giacovelli, C’era una volta la commedia all’italiana, Gremese, Roma 2015;

C. Uva (a cura di), Matteo Garrone, Marsilio, Venezia 2020.

FOR ERASMUS STUDENTS:
G.P. Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (dal cap. III in poi);

C. Uva, L'ultima spiaggia. Rive e derive del cinema italiano, Marsilio, Venezia 2021.


FILMOGRAPHY

Ladri di biciclette (1948) di V. De Sica; Domenica d’agosto (1950) di L. Emmer; La spiaggia (1954) di A. Lattuada; Vacanze a Ischia (1957) di M. Camerini; La dolce vita (1960) di F. Fellini; L’avventura (1960) di M. Antonioni; Accattone (1961) di P. P. Pasolini; Il sorpasso (1962) di D. Risi; La voglia matta (1962) di L. Salce; Prima della rivoluzione (1964) di B. Bertolucci; Per un pugno di dollari (1964) di S. Leone; L’ombrellone (1965) di D. Risi; Indagine su un cittadino al di sopra di ogni sospetto (1970) di E. Petri; Ferie d’agosto (1996) di P. Virzì; Ospiti (1998) di M. Garrone, Estate romana (2000) di M. Garrone, L'imbalsamatore (2002) di M. Garrone, Reality (2012) di M. Garrone, Il racconto dei racconti - Tale of Tales (2015) di M. Garrone.

L’italiano contemporaneo: strutture e uso
Il corso analizza le strutture dell’italiano contemporaneo (fonetica e fonologia, morfologia, sintassi, lessico). Vi saranno riferimenti alla norma linguistica e ai dialetti. Saranno commentati alcuni testi letterari e di altro genere.

Claudio Giovanardi – Elisa De Roberto, L’italiano. Strutture, comunicazione, testi, Milano, Pearson, 2018.

The course presents the structures of the Italian language, examining them first according to the level they belong to (phonological, morphological, syntactic, lexical) and then highlighting how they function within texts. Particular attention will be paid to textuality and the structures that characterise and define different types of text (narrative, descriptive, expository, regulatory, argumentative). At the end of the course, students will be familiar with the basic concepts and categories of Italian linguistics and will have learned how to use them to achieve a deeper and more informed understanding of the various types of texts.

Giovanardi, Claudio / De Roberto, Elisa, L’italiano. Strutture, comunicazione, testi, Milano, Pearson, 2018.

The course focuses on the main themes of early modern history and modern history (from XV century to XIX century), with particular attention to the historiographic categories, the use of sources and the interpretative approaches of the historians. The different political, cultural, social, economic and religious aspects of the modern age will be studied from a local and global outlook, with a certain regard to the relations between the Italian peninsula, the European continent and extra-European realities.

Books for the exam:

A) G. Dall'Olio, Storia moderna. I temi e le fonti, Roma, Carocci
(students have to study the section introductions and read the source materials)

B) Students also have to study one of the following textbooks:
C. Capra, Storia moderna (1492-1848), Firenze, Le Monnier
R. Ago - V. Vidotto, Storia moderna, Roma - Bari, Laterza
L. Mascilli Migliorini. L’età moderna. Una storia globale, Roma - Bari, Laterza

The course aims to offer a global vision of the historical development of European Theatre, through a series of close ups on themes and changes of its values and conditions, from Mediaeval culture to contemporary performance. The notion of cultural performance will be assumed as a key concept, in order to enlarge the horizon of the artistic and cultural values of theatre to other fields and practices of representation (Dance, ritual, celebration).
In its first part, the course deals with texts and contexts of books considered as groundbreaking sources for the theory and practice of the Western performer in 20th century (Artaud, Brecht, Grotowski).
In the second period, through the reading of Shakespeare's Hamlet, a focus will concern the dramatic tradition in European modern theatre.
In the final period, taking part in meeting and panels with operators, curators and performers, the students will share ongoing projects and current trends in Italian contemporary theatre

A. Artaud, Il teatro e il suo doppio, Einaudi, Torino; B. Brecht, Scritti teatrali, Einaudi, Torino; J. Grotowski, Testi. Volume II, Il teatro povero (1965-69),La casa Usher, Firenze;
W. Shakespeare, Amleto, edizione e traduzione a c. di A. Serpieri, Marsilio
2 testi a scelta tra i seguenti tre:
M. Schino, L’età dei maestri, Viella, Roma; E. Barba, La conquista della differenza, Bulzoni, Roma; F. Cruciani, Lo spazio del teatro, Laterza, Bari.
For non attending students: R. Guarino, Shakespeare. La scrittura nel teatro, Carocci, Roma; oppure il terzo dei testi a scelta.

The course focuses on the transition between the nineteenth and twentieth centuries, particularly following the thread of Eleonora Duse. The theatre of this period is a theatre undergoing great changes. The passage from the period of the Great Actor to that of the New Theatre has always been seen as a drastic caesura. The course investigates the threads of continuity and the peculiarities of Eleonora Duse's art and life.

Mirella Schino, Il teatro di Eleonora Duse, Roma, Bulzoni, 2008
Francesca Simoncini, Eleonora Duse capocomica, Firenze, Le Lettere, 2011
Mirella Schino, L’età dei maestri. Appia, Craig, Stanislavskij, Mejerchol’d, Copeau, Artaud e gli altri, Roma, Viella, 2017
Ferdinando Taviani, Le visioni del teatro, Roma, Bulzoni, 2021
Gli studenti leggeranno inoltre almeno uno di questi tre drammi a scelta (più una introduzione o un approfondito profilo biografico sull’autore): 1) Gabriele d’Annunzio, La città morta, oppure 2) Ibsen, Hedda Gabler, oppure 3) Ibsen, La donna del mare.

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

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

The course aims at analyzing a series of phenomena of morphosynthetic nature of European Portuguese (EP) and Brazilian Portuguese (BP). During the lessons we will compare constructions of the standard grammar of Portuguese with emerging constructions in EP and BP neostandard, deepening the following elements: a) the sentence and its constituents; b) the grammatical valence and functions; c) classes of verbs; d) the communicative and semantic structure of the sentence; e) the deixis.

Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Gian Luigi De Rosa, “Formas de tratamiento alocutivo y estrategias de interacción: el uso de «você» en el PE y en el PB”, in Antonio Scocozza Giuseppe D ́Angelo (eds.), Magister et Discipuli, Filosofía, historia, política y cultura, Tomo I, Penguin Random House, Bogotá, 2016.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.
Isabel Leiria, "Percorsi della lingua portoghese dopo l’aprile del 1974", in Giorgio de Marchis (a cura di), "Lusoglosse", la Nuova frontiera, Roma 2011.
Fernando Tarallo, "Diagnosticando uma gramática brasileira: o português d’aquém e d’além-mar ao final do século XIX". In: Ian Roberts & Mary A. Kato (eds.), "Português Brasileiro. Uma viagem diacrônica". Campinas: Editora Unicamp, 1993.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.

Linguistic history of German-speaking countries (1st semester), 6 ECTS

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

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

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

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

The course aims to consolidate the grammatical and lexical knowledge of level A2 and to acquire the linguistic skills of level B1. The skills of comprehension and oral and written production in Russian will be developed, with particular reference to the contexts of use of everyday language. The course will dedicate particular space to the following grammatical contents: case semantics, numerals, impersonal expressions, verb aspect, position and movement verbs, imperative, conditional; and syntactic: relative, final, consecutive clauses, direct and indirect speech.
Basic skills will be developed for the translation from Russian to Italian of different types of text.

Natalia Nikitina, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A2, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano (3a edizione).
Other teaching materials will be provided in class or made available on the Moodle platform.

Morality and immorality in French literature of the 17th and the 18th centuries.

1. History of literature:

Storia europea della letteratura francese, a cura di Lionello Sozzi, Torino, Einaudi, vol. I, pp. 239-292, 413-484.
La civiltà letteraria francese del Settecento, a cura di Gianni Iotti, Roma-Bari, Laterza, 2009.
André Lagarde, Laurent Michard, XVIIIe siècle, Paris, Bordas, qualsiasi edizione.

2. Books:

Jean Racine, Phèdre, édition de Raymond Picard, [Paris], Gallimard, coll. Folio classique, 2000.
Montesquieu, Lettres persanes, édition présentée, établie et annotée par Jean Starobinski, [Paris], Gallimard, coll. Folio classique, 2003.
Pierre Choderlos de Laclos, Les Liaisons dangereuses, introduction, notes, bibliographie et chronologie par René Pomeau, Paris, Flammarion, coll. GF, 2006.


3. Criticism:

Paul Bénichou, Morales du Grand Siècle, Paris, Gallimard, coll. Folio essais, 1988.
Delia Gambelli, Letizia Norci Cagiano, Valeria Pompejano, Il romanzo epistolare in Francia nel Settecento, Roma, Biblink, 2008.
Tzvetan Todorov, L’Esprit des Lumières, Paris, Le livre de poche, 2007.


Bibliography for non-attending students:

Pascal, Les Provinciales, édition présentée, établie et annotée par Michel Le Guern, Paris, Gallimard, coll. Folio, 1987.
Philippe Sellier, Port-Royal et la littérature. Pascal, Paris, Honoré Champion, coll. Champion classiques, 2010.

The course will explore the evolution of Spanish prose from a diachronic perspective; in particular, the different declinations of the relationship between author, narrator and character will be examined. The student will be led to have a good knowledge of Spanish fiction between the XVII century and the early XX century through a critical reading of the texts indicated.
The course will be structured around the following points:
- theory of the analysis of the narrative text;
- reading and analysis of the texts also in relation to their relationship with the literary context to which they belong.

TEXTS (it is necessary to follow the specific edition indicated for exam preparation):

• Anónimo, Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio;
• Miguel de Cervantes, Novelas ejemplares: El casamiento engañoso; El coloquio de los perros (i due testi sono disponibili su cervantesvirtual.com);
• Mariano José de Larra, Artículos de costumbres: Un reo de muerte (testo disponibile su cervantesvirtual.com);
• Gustavo Adolfo Bécquer, El monte de las ánimas (testo disponibile su cervantesvirtual.com);
• Benito Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Cátedra;
• Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra.

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

Texts for attending and not attending students:

1. Gerchunoff, Los gauchos judíos, Buenos Aires, Arenal, 2003 (selection of excerpts);
2. Magnus, Un cinese a Buenos Aires, Milano, Gran via, 2009;
3. A. Carpentier, El reino de este mundo (any edition);
4. E. Burgos, Me llamo Rigoberta Menchú (any edition);
5. Perassi, L. Scarabelli (a cura di), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (capp.: 12, 20, 21, 22).

The course aims to present an overview of the historical development of contemporary Portuguese literature, with particular attention to the Portuguese authors' reflections on the national social context between the 19th and 20th centuries.

Giulia Lanciani (a cura di), "Il Settecento e l’Ottocento in Portogallo", Roma, Universitalia, 2015, pp. 109-244;

Giulia Lanciani (a cura di), "Il Novecento in Portogallo", Roma, Universitalia, 2014, pp. 9-44; pp. 90-125;

Mário de Sá-Carneiro, “Loucura…”, in "Princípio: novelas originais", Porto, Orfeu, 1985;

Barbara Gori, “Eros e Thanatos nella novella Loucura... di Mário de Sá-Carneiro”, in M. Graziani (a cura di), "Un incontro lusofono plurale di lingue, letterature, storie, culture", Firenze University Press, 2018, pp. 85-95;

Fialho de Almeida, “Dois primos”, in "Contos" [1881] (qualunque edizione)

Fialho de Almeida, “Mephistopheles e Margarida”, in "A cidade do vício" [1882] (qualunque edizione)

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

Abel Botelho, "O livro de Alda", Porto, Livraria Chardron de Lélo & Irmão, 1927;

Massaud Moisés, "A «Patologia Social» de Abel Botelho", São Paulo, FFCLUSP, 1961, pp. 65-72.

José Régio, “O vestido cor de fogo”, in "Histórias de mulheres", Porto, Brasilia Editora, 1974;

L. De Crescenzo, "A voluptuosa revolta do corpo: uma leitura de O vestido cor de fogo", in «Estudos Regianos», n. 26, Centro de Estudos Regianos, Vila do Conde, 2019, pp. 135-144.

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

Perry Miller, "Errand into the Wilderness", William & Mary Quarterly, 10.1 (Jan 1953), pp. 3-32
https://www-jstor-org.biblio-proxy.uniroma3.it/stable/2936876?sid=primo&seq=1#metadata_info_tab_contents (Catalogo elettronico di Roma Tre)

La dichiarazione di indipendenza degli Stati Uniti d’America (1776)
https://www.ourdocuments.gov/doc.php?flash=false&doc=2&page=transcript

Costituzione degli Stati Uniti d'America (1787)
https://www.ourdocuments.gov/doc.php?flash=false&doc=9&page=transcript

Bill of Rights (1791)
https://www.ourdocuments.gov/doc.php?flash=false&doc=13&page=transcript

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

-- Hector St. John Crèvecoeur, Letters from An American Farmer, "Letter III: What Is An American", 1782.
https://avalon.law.yale.edu/18th_century/letter_03.asp

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

William Apess, "An Indian's Looking-Glass for the White Man", 1833 URL
https://english.hku.hk/staff/kjohnson/PDF/engl6a_kj_apess_lookingglass.pdf

Edgar, Allan Poe, "The Philosophy of Composition", 1846
https://www.poetryfoundation.org/articles/69390/the-philosophy-of-composition

Ralph Waldo Emerson, Selected Writings of Ralph Waldo Emerson, Peterborough, Broadview Press, 2017, ISBN: 9781554812691 (Attenzione: va ordinato con largo anticipo).
-- Robert D. Habich, "Introduction", pp. 11-40.
-- Nature (1836), pp. 47-86.
-- Circles (1841), pp. 127-138
-- The American Scholar (1837), pp. 87-104.
-- The Divinity School Adress (1838), pp. 105-121.
-- Experience (1844), pp. 164-185.
-- William Ellery Channing, "Memoirs of Margaret Fuller Ossoli", p. 352-3.
-- Louisa May Alcott, "Transcendental Wild Oats", pp. 353-60.
-- Caroline Healey Dall, "Transcendentalism in New England", pp. 360-1.
-- Edgar Allan Poe, "Ralph Waldo Emerson", p. 378.
-- Walt Whitman, "Boston Common", pp. 381-2.

Henry David Thoreau, "Where I Lived, and What I lived for", in Walden (1854)
https://archive.vcu.edu/english/engweb/transcendentalism/authors/thoreau/walden/
-- "Resistance to Civil Government" (1849)
https://archive.vcu.edu/english/engweb/transcendentalism/authors/thoreau/civil/

Frederick Douglass, "What To the Slave Is the Fourth of July",1852
http://nationalhumanitiescenter.org/ows/seminars/civilwarrecon/cwcause/Douglass%20Fourth%20of%20July.pdf

Harriet Jacobs, Incidents in the Life of a Slave Girl (1861), edited by Frances Smith Foster and Richard Yarborough, New York, Norton Second Critical Edition, 2018, ISBN: 978-0393614565
-- Frances Smith Foster and Richard Yarborough, "Introduction", pp. vii-xix.
-- pp. 173-193.
-- Sara Antonelli, "Introduzione" all'edizione Italiana (Vita di una ragazza schiava, Roma, Donzelli, 2004, (Catalogo cartaceo di Roma Tre).

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

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

Louisa May Alcott, Little Women, edited by Ann Hiebert Alton, Peterborough, Broadview Press, 2001, ISBN: 9781551111919 (Be sure to order this title well in advance).
-- "Introduction", pp. 9-32.
-- "The Composition and Publication of Little Women", pp. 497-99, 503.
-- "The Sources for Little Women", pp. 518-29.
-- "Selection from Louisa May Alcott's Journals and Letters e oltre", pp.608-614.

Henry James, Portrait of a Lady, edited by Michael Gorra, New York, Norton, 2017, ISBN: 978-0393938531
-- "Preface to the 1908 Edition", pp. 3-13.
-- Notes of a Son and Brother, pp.419-421
-- "Letter to Mary James", pp.425-27.
-- Notebooks, pp. 428-430.
-- Hawthorne (1879), by Henry James, pp. 40-45
https://archive.org/details/hawthorne02jamegoog/page/n5/mode/2up

Kate Chopin, The Awakening and Other Writings (1899), Petersborough, Broadview Press, 2011, ISBN 9781551113494 / 155111349X (Attenzione: va ordinato con largo anticipo, in cartaceo o ebook).
-- Introduzione, pp. 9-33.
-- The Awakening (1899)
-- "At Chenière Caminada" (1893)
-- "Madame Célestin's Divorce" (1894)
-- "A Respectable Woman" (1894)
-- Will H. Coleman, Historical Sketch and Guide to New Orleans and Environs (1885)
-- Alice Dunbar-Nelson, "People of Color in Louisiana: Part I" (1916)
-- Elizabeth Cady Stanton, "The Solitude of the Self" (1892)

Three Negro Classics: Up from Slavery, The Souls of Black Folks, The Autobiography of an Ex-Colored Man, New York, Avon Books, 1999 ISBN: 978-0380015818.

-Booker T. Washington, Up from Slavery (1901)
-- Capitoli I, III, VI, VII, XIV.

-W.E.B. Dubois, The Souls of Black Folk (1903)
-- The Forethought
-- Our Spiritual Strivings (Cap. I)
-- On Mr. Booker T. Washington And Others (Cap. III)
-- On the Meaning of Progress (Cap. IV)
-- Of the Wings of Atlanta (Cap. V).
-- Of the Passing of the First-Born (Cap. XI)
-- Of the Coming of John (Cap. XIII)
-- Of the Sorrow Songs (Cap. XIV)
-- The After-Thought.

Stuart Hall, "Tearing Down the Veil", The Guardian, Feb 22, 2003.
https://www.theguardian.com/books/2003/feb/22/featuresreviews.guardianreview30

F. Scott Fitzgerald, The Great Gatsby (1925), edited by Tony Tanner, New York, Oxford UP, 2000, ISBN: 978-0141182636
-- "Introduction", pp. vii-lv.

F. Scott Fitzgerald, "Winter Dreams", 1922
http://www.gutenberg.net.au/fsf/WINTER-DREAMS.html

F. Scott Fitzgerald, "Echoes of the Jazz Age", 1931
https://gutenberg.ca/ebooks/fitzgeraldfs-echoesofthejazzage/fitzgeraldfs-echoesofthejazzage-00-h.html,

Sara Antonelli, "Landscape with a Tragic Hero: F. Scott Fitzgerald's Trimalchio", F. Scott Fitzgerald Review 13 (2015), pp. 55-75 (Catalogo elettronico di Roma Tre).

Sara Antonelli, "Gatsby nostro contemporaneo", Acoma 15 (Autunno-Inverno), 2018, 121-133.
http://www.acoma.it/sites/default/files/pdf-articoli/11%20Antonelli.pdf

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

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

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


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

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

From Chekhov to the Symbolists (1860-1921). Text analysis and critical insights.

Teaching materials
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-113.
N. Rjazanovskij, Storia della Russia, (any edition), chapters from the reign of Alexander II to the October Revolution

The volumes are available at the Petrocchi Library.

Readings

- A.P. Čechov, Il giardino dei ciliegi, Tre sorelle
- A. Blok, selezione di liriche, La baracchetta dei saltimbanchi, La sconosciuta, I dodici.

A reading at choice between
A.P. Čechov, Zio Vanja/ Corsia n. 6

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

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

In the course for the academic year 2021-2022 the text that will be examined is:
Mitchell – Robinson, Guide to Old English, text no. 9 “Bede’s Account of the Poet Caedmon”

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

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

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

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

Part I
Reflections, theory and criticism on dramatic translation. Contrastive studies of the Italian translations on a representative corpus of plays written between the XVII and XXI centuries. The work intends to stimulate, according to a diachronic approach, a critical reflection on the results of the translation experiences over the centuries and develop a competence in the use of lexicographic materials and corpora. Illustration and identification of the diaphasic and diastric linguistic varieties in the selected corpus, and translation practice.

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

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.

2) Texts and films
• Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
• Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
• Benito Pérez Galdós, Tristana, Cátedra, 2008.


The following films:
Tristana (1970) di Luis Buñuel Visionabile QUI
Bajarse al moro (1988) di Fernando Colomo Visionabile QUI

3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.

2) Texts and films
• Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
• Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
• Benito Pérez Galdós, Tristana, Cátedra, 2008.


The following films:
Tristana (1970) di Luis Buñuel
Bajarse al moro (1988) di Fernando Colomo

3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.

The course aims at analyzing a series of phenomena of morphosynthetic nature of European Portuguese (EP) and Brazilian Portuguese (BP). During the lessons we will compare constructions of the standard grammar of Portuguese with emerging constructions in EP and BP neostandard, deepening the following elements: a) the sentence and its constituents; b) the grammatical valence and functions; c) classes of verbs; d) the communicative and semantic structure of the sentence; e) the deixis.

Gian Luigi De Rosa, “Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo”, in Augusto Soares da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), "Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas", Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011.
Gian Luigi De Rosa, “Segmentazione e costruzioni marcate nel parlato filmico brasiliano contemporaneo”, in Sonia Netto Salomão, Giorgio de Marchis & Simone Celani (a cura di), Italia, Portogallo, Brasile: un incontro di storia, lingua e letteratura attraverso i secoli, Edizioni Nuova Cultura, Roma, 2014.
Gian Luigi De Rosa, “Formas de tratamiento alocutivo y estrategias de interacción: el uso de «você» en el PE y en el PB”, in Antonio Scocozza Giuseppe D ́Angelo (eds.), Magister et Discipuli, Filosofía, historia, política y cultura, Tomo I, Penguin Random House, Bogotá, 2016.
Inês Duarte, "O português moderno: da România à România nova", in G. Lanciani e G. de Marchis (a cura di), "Da Roma all’oceano. La lingua portoghese nel mondo", La Nuova Frontiera, Roma, 2008.
Maria Eugenia Duarte, "Do pronome nulo ao pronome pleno: a trajetória do sujeito no português do Brasil",in ROBERTS, Ian & KATO, Mary A. (orgs.), Português brasileiro: Uma viagem diacrônica. Homenagem a Fernando Taral/o. Campinas: Editora da Unicamp, 1993.
Isabel Leiria, "Percorsi della lingua portoghese dopo l’aprile del 1974", in Giorgio de Marchis (a cura di), "Lusoglosse", la Nuova frontiera, Roma 2011.
Fernando Tarallo, "Diagnosticando uma gramática brasileira: o português d’aquém e d’além-mar ao final do século XIX". In: Ian Roberts & Mary A. Kato (eds.), "Português Brasileiro. Uma viagem diacrônica". Campinas: Editora Unicamp, 1993.
Silvia Rodrigues Vieira e Silvia Figueiredo Brandão, Ensino de gramática, desrição e uso, Editora Contexto, 2007.

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

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

The course aims to consolidate the grammatical and lexical knowledge of level A2 and to acquire the linguistic skills of level B1. The skills of comprehension and oral and written production in Russian will be developed, with particular reference to the contexts of use of everyday language. The course will dedicate particular space to the following grammatical contents: case semantics, numerals, impersonal expressions, verb aspect, position and movement verbs, imperative, conditional; and syntactic: relative, final, consecutive clauses, direct and indirect speech.
Basic skills will be developed for the translation from Russian to Italian of different types of text.

Natalia Nikitina, Grammatica d'uso della lingua russa. Teoria ed esercizi. Livello A2, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano (3a edizione).
Other teaching materials will be provided in class or made available on the Moodle platform.

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

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

Film:
As You Like It, dir. Thea Sharrock (2010) (Shakespeare’s Globe);
Mansfield Park, dir. Patricia Rozema (1999);
Google Baby, dir. Zippi Brand Frank (2009).

The course introduces the main historical and literary features of English culture in the Sixteenth, Seventeenth and Sighteenth centuries through the analytical study of the following texts:
1) William Shakespeare, Love's Labour Lost
2) Ben Jonson, The Masque of Blackness
3) John Milton, Paradise Lost (Book I)
4) George Etherege, The Man of Mode
4) Alexander Pope, The Rape of the Lock
5) Jane Austen, Sense and Sensibility

1) William Shakespeare, Pene d'amore perdute con testo a fronte, traduzione di Nemi D'Agostino, Garzanti
2) Ben Jonson, The Masque of Blackness (http://www.luminarium.org/editions/maskblack.htm)
3) John Milton, Paradise Lost (Book I) (https://www.poetryfoundation.org/poems/45718/paradise-lost-book-1-1674-version)
4) George Etherege, L'uomo alla moda con testo a fronte, traduzione di Viola Papetti, Rizzoli
4) Alexander Pope, Il ratto del ricciolo con testo a fronte, traduzione di Alessandro Gallenzi, Adelphi
5) Jane Austen, Sense and Sensibility, Oxford World's Classics

The course explores aspects of nineteenth- and early twentieth-century German literature through the reading of selected classical texts and their historical and cultural contextualization.

Ludwig Tieck, Il biondo Eckbert (Marsilio)
Novalis, Enrico di Ofterdingen (Adelphi)
Johann Wolfgang von Goethe, Le affinità elettive (Marsilio)
E.T.A. Hoffmann, Racconti notturni, (Einaudi)
Heinrich von Kleist, La marchesa di O...e altri racconti (Garzanti)
Heinrich Heine, Il viaggio nello Harz (Marsilio)
Georg Büchner, Lenz (Marsilio)
Hugo von Hofmannsthal, Lettera di Lord Chandos (Marsilio)
Thomas Mann, I Buddenbrooks (Einaudi)
Rainer Maria Rilke, I quaderni di Malte Laurids Brigge (Adelphi)
Franz Kafka, Il messaggio dell'imperatore (Adelphi)
Franz Kafka, Nella colonia penale (Marsilio)


testi critici:

V. Zmegac et al., Breve storia della letteratura tedesca, Einaudi.
L. Mittner, Storia della letteratura tedesca, voll. II e III, Torino 1971 ss. (le introduzioni a periodi ed autori trattati).
Ulteriori testi critici saranno indicati durante il corso.
I non frequentanti dovranno mettersi in contatto con la docente.

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

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


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

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

From Chekhov to the Symbolists (1860-1921). Text analysis and critical insights.

Teaching materials
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-113.
N. Rjazanovskij, Storia della Russia, (any edition), chapters from the reign of Alexander II to the October Revolution

The volumes are available at the Petrocchi Library.

Readings

- A.P. Čechov, Il giardino dei ciliegi, Tre sorelle
- A. Blok, selezione di liriche, La baracchetta dei saltimbanchi, La sconosciuta, I dodici.

A reading at choice between
A.P. Čechov, Zio Vanja/ Corsia n. 6

The model of chivalric narratives in seventeenth-century Spanish literature.
The program aims to examine Cervantes' Quijote and three plays by Calderón which rework some aspects of the chivalric model parodied in the Quijote. We will then study the links that Cervantes' narrative establishes with the theater, and the specific ways in which, according to the different dramatic genres, Calderón uses some elements of the chivalric genre in his theater.
The course has two fundamental objectives:
- application of the concepts of analysis of the narrative text already learned in the second year of the course to a novel that founds the Spanish and European narrative tradition, and has many interesting peculiarities;
- introduction to the methodologies of analysis of the dramatic text: basic concepts, concrete application on the texts included in the syllabus.
The knowledge and in-depth understanding of such texts, which will arise from the analysis and guided reading activities, will be related to the literary context of the 16th-17th centuries.

TEXTS
Miguel de Cervantes, El ingenioso hidalgo don Quijote de La Mancha, any Spanish edition (Digital edition available at the link: https://cvc.cervantes.es/literatura/clasicos/quijote/)
Pedro Calderón de la Barca, La vida es sueño / La vita è un sogno, edited by F. Antonucci, Venice, Marsilio;
Pedro Calderón de la Barca, La dama duende / La dama folletto, edited by F. Antonucci, in Il Teatro dei secoli d’oro, vol II, coord. Maria Grazia Profeti, Milano, Bompiani, 2015 (.pdf provided by the teacher);
Pedro Calderón de la Barca, La fiera, el rayo y la piedra, ed. A. Egido, Madrid, Cátedra.
Students must obtain the TEXTS before the start of the course.

CRITICISM and LITERARY HISTORY
• Edward C. Riley, Introducción al Quijote, Barcelona, ​​Crítica.
• Edward C. Riley, La teoria del romanzo in Cervantes, Bologna, Il Mulino; or in Spanish edition, La teoría de la novela en Cervantes, Madrid, Taurus.
• F. Antonucci, Calderón de la Barca, Rome, Salerno editrice.
• J.L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis.
• Introductions to the editions indicated in the syllabus.

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

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

Bibliography:

J. M. Arguedas, "Tra il quechua e lo spagnolo l'angoscia del meticcio", in ID., Musica, danze e riti del Perù, Torino,Einaudi, 1991, pp. 3-8.
C. Cattarulla, "Corpi dimenticati/corpi recuperati. La cautiva nella letteratura e nella pittura argentina", in Camilla Cattarulla (ed.), Identità americane: corpi e nazione, Roma, Cooper, 2006, pp. 90-108.
C. Cattarulla, “La fisiognomica del malón in César Aira, Un episodio en la vida del pintor viajero”, in Quaderni del Premio Letterario Giuseppe Acerbi. Letteratura Argentina,Verona, Edizioni Fiorini, 2009, pp. 56-59.
A. Echavarría Ferrari, "Historia del guerrero y de la cautiva" de Borges: tentativa de codificación de un lenguaje "americano", in www.cervantesvirtual.com

The course is structured in two modules. The first one will consist in an introduction to contemporary Brazilian and Portuguese literature. The second one will analyze the Angolan literature and It will be taught by a visiting professor.

Modulo A
Eça de Queirós, O Crime do Padre Amaro (qualuque edizione)
Eça de Queirós, O Primo Basílio (qualunque edizione)
Inglês de Sousa, O Missionário (qualunque edizione)
Machado de Assis, Dom Casmurro (qualunque edizione)
Machado de Assis, “O Primo Basílio”, in Crônicas – Crítica – Poesia – Teatro, São Paulo, Cultrix, 1961, pp. 108-123.
C. Reis, Eça e Machado de Assis ou a Batalha do Realismo, in Eça e Machado, São Paulo, PUC-SP, 2005, pp. 285-302;
J. C. de Castro Rocha, Machado de Assis: por uma poética da emulação, Rio de Janeiro, Civilização Brasileira, 2013.
S. Santiago, Eça, autor de Madame Bovary, nel vol. Uma literatura nos trópicos, Rio de Janeiro, Editora Rocco, 2000, pp. 47-65.

Modulo B – Cultura angolana
I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, (in via di pubblicazione)
V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020;
D. Tramontano, La decolonizzazione angolana: lotta per l’indipendenza e guerra civile, in Il colore rosso dei jacaranda. A 30 anni dalle indipendenze delle ex colonie portoghesi, a cura di L. Apa e M. Zamponi, San Marino, AIEP Editore, 2005, pp. 59-73;

Handouts specially prepared by the visiting professor "will be made available to students at the beginning of the course.

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts belonging to different literary genres. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the city of London as a site for passage, conflict, celebration, identity and transformation from the Nineteenth century to nowadays.

William Blake, London, Jerusalem, The Chimney Sweeper (I, II), Holy Thursday (I, II) [online];
William Wordsworth, Composed upon Westminster Bridge, September 3, 1802 [online];
Amy Levy, A London Plane-tree, London in July, A March Day in London [online];
Oscar Wilde, Impression du Matin, Symphony in Yellow [online];
R. L. Stevenson, The Strange Case of Dr Jekyll and Mr Hyde [any unabridged English edition]
Virginia Woolf, The London Scene;
Doris Lessing, “In Defence of the Underground”; “Storms”; “She” (from London Observed)
Bernardine Evaristo, Hello Mum

The course "From Jane Eyre to The Eyre Affair: Expansions and Metamorphoses of the Realist Novel" aims to explore the transformations that, starting from a classic novel like Jane Eyre (1847), took place in the British literary and cultural landscape of the twentieth century. and the early 2000s. The course will cover some fundamental stages in modernist, postcolonial and postmodernist culture and aesthetics, up to the overall reconfiguration of the novel, and of the literary in general, in the age of media convergence.

NOVELS:

Bronte Charlotte, "Jane Eyre", London and New York, Norton Critical Editions, 2016
Du Maurier Daphne, "Rebecca", London, Virago Press, 2015 [integral version only for non-attending students]
Rhys Jean, "Wide Sargasso Sea", London and New York, Norton Critical Editions, 1999
Fforde Jasper, "The Eyre Affair", London, Hodder & Stoughton, 2001

FILMS AND TV SERIES:

Jane Eyre, directed by Robert Stevenson, 1943
"Jane Eyre", TV series directed by Susanna White, BBC production, 2007
"Rebecca", directed by Alfred Hitchcock, 1940

History and Memory in U.S. 20th-Century Literature

Different forms of memory will be examined through representative texts of the twentieth-century American literary canon in which official history is problematized, recontextualized, and rewritten. In addition to the analysis of the texts’ thematic and formal features, we will explore issues related to the processes of construction of ethnic/racial identity, as a result of diasporas and migrations, and gender identity. We will focus, then, on the specificities of literary genre (fiction, poetry, non-fiction) and on phenomena such as intertextuality and intermediality.

Henry James, The Turn of the Screw, ed. Peter G. Beidler (Boston-New York: Bedford/St. Martin, 2010, available at the Petrocchi Library) (James's text is also available online on Discovery: https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=3008598&ppg=2 )
Edith Wharton, Ethan Frome (New York: Norton Critical Edition, 1994, available at the Petrocchi Library)
T.S. Eliot, The Waste Land (New York: Norton Critical Edition, 2001).
Nella Larsen, Passing, in Quicksand and Passing, ed. Deborah E. McDowell (New Brunswick, NJ, and London: Rutgers UP, 1986, available at the Petrocchi Library).
Allen Ginsberg, “Howl”, Howl & Other Poems, intro. William Carlos Williams (San Francisco: City Lights Books, 1956, 1959) (PDF available online).
Toni Morrison, Beloved (New York: Vintage International, 2004, ebook, available online).
David Foster Wallace, “E Unibus Pluram: Television and U.S. Fiction”, Review of Contemporary Fiction, 13:2 (Summer 1993) http://jsomers.net/DFW_TV.pdf
Don DeLillo, "Midnight in Dostoevsky." The New Yorker, Nov. 22, 2009 https://www.newyorker.com/magazine/2009/11/30/midnight-in-dostoevsky

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

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


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
I. Il'f e E. Petrov, 12 stul'ev
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

From Chekhov to the Symbolists (1860-1921). Text analysis and critical insights.

Teaching materials
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-113.
N. Rjazanovskij, Storia della Russia, (any edition), chapters from the reign of Alexander II to the October Revolution

The volumes are available at the Petrocchi Library.

Readings

- A.P. Čechov, Il giardino dei ciliegi, Tre sorelle
- A. Blok, selezione di liriche, La baracchetta dei saltimbanchi, La sconosciuta, I dodici.

A reading at choice between
A.P. Čechov, Zio Vanja/ Corsia n. 6

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

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Medina López, Javier, Historia de la lengua española I. Español Medieval, Madrid, Arco Libros, 2003.
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2017 (3ª ed.).
Chaume Valera, Frederic, Cine y traducción, Madrid, Cátedra, 2004 (cap. 3, 6, 7).
Roales Ruiz, Antonio, Técnicas para la Traducción Audiovisual: subtitulación, Salamanca, Escolar y Mayo Editores, 2017.
Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the module.
Carabias, Josefina, Azaña. Los que lo llamábamos don Manuel, Barcelona, Seix Barral, 2021.
Padura, Leonardo, Pasado perfecto, Barcelona, MaxiTusquets, 2017 (11ª ed.).

Films:
Ciudadano ilustre di Mariano Cohn, Gastón Duprat (2016)
Cásese quien pueda di Marco Polo Constandse (2014)
Cuatro estaciones en La Habana. Teleserie. 1. Pasado perfecto. de Félix Viscarret per Netflix (2017) o Pasado perfecto de Félix Viscarret (2017)
El caso: crónicas de sucesos (Serie RTVE) di Iñaki Mercero/ Javier Quintas/ José Ramos Paíno (2016)

3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material for students who have failed their final tests and for non attending students:
Vaquero de Ramírez, María, El español de América I. Pronunciación, Madrid, Arco Libros, 2003 (3ª ed.).
Vaquero de Ramírez, María, El español de América II. Morfosintaxis y Léxico, Madrid, Arco Libros, 2003 (3ª ed.).
Poniatowska, Elena, Paseo de la reforma, Madrid, Alfaguara, 2021 (Edición 25 Aniversario) oppure Rey Rosa, Rodrigo, Tres novelas exóticas, Madrid, Alfaguara, 2015.

Text linguistics and translation

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

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

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

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.
b. Massimo Bustreo, Tesi di laurea step by step, Milano, Ulrico Hoepli, 2015.
c. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.
d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

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

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.
b. Massimo Bustreo, Tesi di laurea step by step, Milano, Ulrico Hoepli, 2015.
c. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.
d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

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

1. Mandatory bibliography:



a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.

b. Massimo Bustreo, Tesi di laurea step by step, Milano, Hoepli, 2015.

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





2. Other bibliography:


2.1

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

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

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



2.2

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

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

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



2.3

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

b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.

c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.

d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

The 6 hours of the course will initiate the students in the writing of the final paper with a focus on bibliographic tools and writing techniques.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The workshop aims to strengthen students' skills in the writing of academic texts and in the literary and translanguaging analysis of Portuguese and Brazilian literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be devoted to literary translation. During the exercises, students will have to put into practice the acquired skills, analysing and translating autonomously passages of Portuguese and Brazilian authors of the 19th century.

A. Azevedo, “Casa de Pensão” (qualunque edizione)
A. Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003
U. Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
U. Eco, “Come si fa una tesi di laurea. Le materie umanistiche”, Milano, Bompiani, 2001
J. M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
J. C. de Castro Rocha, “Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas”, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258.

The workshop aims to strengthen students' skills in the writing of academic texts and in the literary and translanguaging analysis of Portuguese and Brazilian literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be devoted to literary translation. During the exercises, students will have to put into practice the acquired skills, analysing and translating autonomously passages of Portuguese and Brazilian authors of the 19th century.

A. Azevedo, “Casa de Pensão” (qualunque edizione)
A. Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003
U. Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
U. Eco, “Come si fa una tesi di laurea. Le materie umanistiche”, Milano, Bompiani, 2001
J. M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
J. C. de Castro Rocha, “Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas”, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258.

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

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

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

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

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

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

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

During the first class the teacher will assign to the students a topic for her final paper, based on the main interests each of them has developed during the undergraduate course.

In the classroom we will follow a threeforld strategy: first I will show how to outline the position of the author/work within its literary and cultural context; then I will attract their attention to how the individual author has replicated, manipulated or subverted the convention of the particular literary genre she has adopted; I will explain how to extract from the mass of biographical information those most perminent for the purpose; and, finally, I will have them practice variour interpretive tools.

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

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

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

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

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

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

To obtain their ECTS credits, students are required to attend at least 70% of classes."

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

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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

The meetings will focus on:

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

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

Literature and Society in France, 19th-20th Century.

Exile writers (from Hugo to Zola); authors and works that are subject to judicial proceedings (from Baudelaire and Flaubert to Brasillach); an important rethinking of the role of poetry and literature (from "art pour l'art" and "J'accuse!", to Sartre’s “engagement”): the relationship of 19th-20th Century French literature to society is complex and multifaceted. The course will propose several itineraries through the way novelists and poets have conceived that relationship in their works and their theoretical reflections.

Course Materials

Overview
Lagarde et Michard, XIXe siècle, Paris, Bordas, qualsiasi ed.
J. W. Burrow, La crisi della ragione. Il pensiero europeo 1848-1914, Bologna, Il Mulino, 2002: prologo, chap. 2-4-5.

I. Novel
Texts – Select three texts among:
H. de Balzac, Le Père Goriot
Stendhal, Le Rouge et le Noir
Flaubert, Madame Bovary
Zola, L’Assommoir
Proust, Du côté de chez Swann

Further readings / Critical bibliography – Select three texts among:
G. Lukacs, Balzac et le réalisme français, Paris, Maspero, 1979 [1935].
F. Moretti, Atlante del romanzo europeo, Torino, Einaudi, 1997.
C. Ginzburg, “L’aspra verità. Una sfida di Stendhal agli storici”, in Id., Il filo e le tracce, Milano, Feltrinelli, 2006.
G. Sapiro, La responsabilité de l’écrivain. Littérature, droit et morale en France (XIXe-XXe siècle), Paris, Seuil, 2011, deuxième partie (“La conquête de l’autonomie littéraire sous le Second Empire”).
G. Philippe et J. Piat, La langue littéraire, Paris, Fayard, 2009, chap. 8 (“L’invention de la prose”) et 9 (“Émile Zola et la langue littéraire vers 1890”).
M. Bertini, L’ombra di Vautrin. Proust lettore di Balzac, Roma, Carocci, 2019.


II. Poetry
La poesia francese 1814-1914, a cura di L. Pietromarchi, Roma-Bari, Laterza, 2012.
Texts
C. Baudelaire, I fiori del male, trad. di G. Caproni e commento di L. Pietromarchi, Venezia, Marsilio, 2008 (a selection of poems).
A selection of poems by other authors will be provided during the class.
Critical bibliography – Select two texts among:
M. Raymond, De Baudelaire au surréalisme, qualsiasi ed., “Introduction”.
G. Poulet, La poésie éclatée, qualsiasi ed.
J. Starobinski, La Mélancolie au miroir, Paris, Julliard, 1989.

The course is structured in two modules. The first one will consist in an introduction to contemporary Brazilian and Portuguese literature. The second one will analyze the Angolan literature and It will be taught by a visiting professor.

Modulo A
Eça de Queirós, O Crime do Padre Amaro (qualuque edizione)
Eça de Queirós, O Primo Basílio (qualunque edizione)
Inglês de Sousa, O Missionário (qualunque edizione)
Machado de Assis, Dom Casmurro (qualunque edizione)
Machado de Assis, “O Primo Basílio”, in Crônicas – Crítica – Poesia – Teatro, São Paulo, Cultrix, 1961, pp. 108-123.
C. Reis, Eça e Machado de Assis ou a Batalha do Realismo, in Eça e Machado, São Paulo, PUC-SP, 2005, pp. 285-302;
J. C. de Castro Rocha, Machado de Assis: por uma poética da emulação, Rio de Janeiro, Civilização Brasileira, 2013.
S. Santiago, Eça, autor de Madame Bovary, nel vol. Uma literatura nos trópicos, Rio de Janeiro, Editora Rocco, 2000, pp. 47-65.

Modulo B – Cultura angolana
I. Mata – R. Francavilla – V. Tocco (a cura di), Le letterature africane in lingua portoghese - Temi, percorsi, prospettive, Milano, Hoepli, (in via di pubblicazione)
V. Russo, La resistenza continua. Il colonialismo portoghese, le lotte di liberazione e gli intellettuali italiani, Milano, Meltemi, 2020;
D. Tramontano, La decolonizzazione angolana: lotta per l’indipendenza e guerra civile, in Il colore rosso dei jacaranda. A 30 anni dalle indipendenze delle ex colonie portoghesi, a cura di L. Apa e M. Zamponi, San Marino, AIEP Editore, 2005, pp. 59-73;

Handouts specially prepared by the visiting professor "will be made available to students at the beginning of the course.

This course provides a detailed analysis of some of the historical and cultural knots in English literature through the study of texts belonging to different literary genres. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the city of London as a site for passage, conflict, celebration, identity and transformation from the Nineteenth century to nowadays.

William Blake, London, Jerusalem, The Chimney Sweeper (I, II), Holy Thursday (I, II) [online];
William Wordsworth, Composed upon Westminster Bridge, September 3, 1802 [online];
Amy Levy, A London Plane-tree, London in July, A March Day in London [online];
Oscar Wilde, Impression du Matin, Symphony in Yellow [online];
R. L. Stevenson, The Strange Case of Dr Jekyll and Mr Hyde [any unabridged English edition]
Virginia Woolf, The London Scene;
Doris Lessing, “In Defence of the Underground”; “Storms”; “She” (from London Observed)
Bernardine Evaristo, Hello Mum

The course "From Jane Eyre to The Eyre Affair: Expansions and Metamorphoses of the Realist Novel" aims to explore the transformations that, starting from a classic novel like Jane Eyre (1847), took place in the British literary and cultural landscape of the twentieth century. and the early 2000s. The course will cover some fundamental stages in modernist, postcolonial and postmodernist culture and aesthetics, up to the overall reconfiguration of the novel, and of the literary in general, in the age of media convergence.

NOVELS:

Bronte Charlotte, "Jane Eyre", London and New York, Norton Critical Editions, 2016
Du Maurier Daphne, "Rebecca", London, Virago Press, 2015 [integral version only for non-attending students]
Rhys Jean, "Wide Sargasso Sea", London and New York, Norton Critical Editions, 1999
Fforde Jasper, "The Eyre Affair", London, Hodder & Stoughton, 2001

FILMS AND TV SERIES:

Jane Eyre, directed by Robert Stevenson, 1943
"Jane Eyre", TV series directed by Susanna White, BBC production, 2007
"Rebecca", directed by Alfred Hitchcock, 1940

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

G. E. Lessing, Minna von Barnhelm (Marsilio).
G. E. Lessing, Emilia Galotti (Marsilio).
J. W. Goethe, Ifigenia in Tauride (Marsilio).
J. W. Goethe, Torquato Tasso (Marsilio).
F. Schiller, I masnadieri (Mondadori)
F. Schiller, Maria Stuarda (Mondadori)
H. von Kleist, La brocca rotta (Garzanti)
H. v. Kleist, Il principe di Homburg (Garzanti)
G. Büchner, La morte di Danton (Marsilio)
G. Büchner, Woyzeck (Marsilio)
B. Brecht, Vita di Galileo (Einaudi)
F. Dürrenmatt, La visita della vecchia signora (Einaudi)
F. Dürrenmatt, I fisici (Einaudi)
P. Weiss, L’istruttoria (Einaudi)
P. Handke, Insulti al pubblico (Quodlibet)
Heiner Müller, Anatomie Titus (L’Orma).

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

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


Readings
A.P. Chekhov, Vyshenvii sad, Tri sestry
A. Blok, Dvenadtsat’, Balaganchik, Neznakomka
V. Maiakovskii, Oblako v shtanakh, poems analysed during the lessons
A. Akhmatova, Requiem, 10 poems of the first period
E. Zamiatin, My
I. Il'f e E. Petrov, 12 stul'ev
M. Bulgakov, Master i Margarita
B. Pasternak, Doktor Zhivago

1 additional Reading:
A.P. Čechov, Djadja Vanja/ Palata n. 6
M. Zoščenko, Rasskazy
M.A. Bulgakov, Sobach'e serdce/Rokovye jaitsa
A. Tolstoj, Aelita

From Chekhov to the Symbolists (1860-1921). Text analysis and critical insights.

Teaching materials
Storia della civiltà letteraria russa, a cura di Michele Colucci e Riccardo Picchio, Torino, UTET, 1997, v. I, pp. 763-787; v II, pp. 57-113.
N. Rjazanovskij, Storia della Russia, (any edition), chapters from the reign of Alexander II to the October Revolution

The volumes are available at the Petrocchi Library.

Readings

- A.P. Čechov, Il giardino dei ciliegi, Tre sorelle
- A. Blok, selezione di liriche, La baracchetta dei saltimbanchi, La sconosciuta, I dodici.

A reading at choice between
A.P. Čechov, Zio Vanja/ Corsia n. 6

Introduction to the theory and practice of translation, with a special focus on literary and poetic translation. Introduction to the history of the French language.

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

Theoretic knowledge of methodological approaches to translation will be provided. Particular attention will be paid to specialized discourse through the analysis of texts related to the domain of tourism (catalogues, websites, guide books, brochures, etc.). Key issues like localization, transcreation and copywriting will be introduced to the students.

Students will be asked to translate texts and analyze translations.

B.Antonucci, Get Real(ia), introduzione alla professione del traduttore, Varazze, PM, 2018

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

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

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

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

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

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.
b. Massimo Bustreo, Tesi di laurea step by step, Milano, Ulrico Hoepli, 2015.
c. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.
d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

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

1. Mandatory essays.

a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.
b. Massimo Bustreo, Tesi di laurea step by step, Milano, Ulrico Hoepli, 2015.
c. Umberto Eco, Come si fa una tesi di laurea, Milano, La nave di Teseo, 2017.


2. Recommended essays.

2.1 About bibliography:
a. Andrea Capaccioni, Ricerche bibliografiche, Santarcangelo di Romagna, Maggioli editore, 2018.
b. Max Giovagnoli, Come si fa una tesi di laurea con Internet e il Web, Milano, Tecniche nuove, 2009.
c. Andrea Capaccioni, Le biblioteche dell’Università, Santarcangelo di Romagna, Maggioli editore, 2018.

2.2 About research:
a. Yves Chevrel, Yen-Maï Tran-Gervat, Guide pratique de la recherche en littérature, Paris, Presses Sorbonne Nouvelle, 2018.
b. Jean-Thomas Nordmann, La Critique littéraire française du XIXe siècle (1800-1914), Paris, Le Livre de poche, 2001.
c. Michel Jarrety, La Critique littéraire française du XXe siècle, Paris, PUF, coll. Que sais-je ?, 1998.

2.3 About writing:
a. Claudio Giunta, Come non scrivere, Milano, Utet, 2018.
b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.
c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.
d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

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

1. Mandatory bibliography:



a. Massimo Cerruti, Monica Cini, Introduzione elementare alla scrittura accademica, Roma-Bari, Laterza, 2007.

b. Massimo Bustreo, Tesi di laurea step by step, Milano, Hoepli, 2015.

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





2. Other bibliography:


2.1

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

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

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



2.2

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

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

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



2.3

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

b. Roberto Lesina, Il nuovo manuale di stile, Bologna, Zanichelli, 1998.

c. Lexique des règles typographiques en usage à l'Imprimerie nationale, Paris, Imprimerie nationale, 2002.

d. Jean-Yves Tadié, La Critique littéraire au XXe siècle, Paris, Pocket, 1997.

The 6 hours of the course will initiate the students in the writing of the final paper with a focus on bibliographic tools and writing techniques.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The workshop aims to strengthen students' skills in the writing of academic texts and in the literary and translanguaging analysis of Portuguese and Brazilian literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be devoted to literary translation. During the exercises, students will have to put into practice the acquired skills, analysing and translating autonomously passages of Portuguese and Brazilian authors of the 19th century.

A. Azevedo, “Casa de Pensão” (qualunque edizione)
A. Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003
U. Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
U. Eco, “Come si fa una tesi di laurea. Le materie umanistiche”, Milano, Bompiani, 2001
J. M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
J. C. de Castro Rocha, “Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas”, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258.

The workshop aims to strengthen students' skills in the writing of academic texts and in the literary and translanguaging analysis of Portuguese and Brazilian literary texts. A first cycle of lessons will be devoted to the methods of writing an academic paper (bibliographical research, citation of sources, editorial rules, etc.); a second cycle of lessons will focus on the specificities of literary texts from culturally non-hegemonic areas. Finally, a third cycle of lessons will be devoted to literary translation. During the exercises, students will have to put into practice the acquired skills, analysing and translating autonomously passages of Portuguese and Brazilian authors of the 19th century.

A. Azevedo, “Casa de Pensão” (qualunque edizione)
A. Berman, “La traduzione e la lettera o l'albergo della lontananza”, Macerata, Quodlibet 2003
U. Eco, “Dire quasi la stessa cosa”, Milano, Bompiani, 2003. (Capitoli 4 e 5)
U. Eco, “Come si fa una tesi di laurea. Le materie umanistiche”, Milano, Bompiani, 2001
J. M. Eça de Queirós, “O Primo Basílio”, (qualunque edizione)
J. C. de Castro Rocha, “Culturas Shakespearianas. Teoria mimética e os desafios da mímesis em circustâncias não hegemônicas”, São Paulo, Realizações Editora, 2017, cap. 4 (Poéticas da emulação), pp. 185-258.

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

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

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

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

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

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

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

During the first class the teacher will assign to the students a topic for her final paper, based on the main interests each of them has developed during the undergraduate course.

In the classroom we will follow a threeforld strategy: first I will show how to outline the position of the author/work within its literary and cultural context; then I will attract their attention to how the individual author has replicated, manipulated or subverted the convention of the particular literary genre she has adopted; I will explain how to extract from the mass of biographical information those most perminent for the purpose; and, finally, I will have them practice variour interpretive tools.

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

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

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

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

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

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

To obtain their ECTS credits, students are required to attend at least 70% of classes."

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

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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

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

The texts for the analysis and translation will be made available during the workshop.
Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

The workshop is made up of 2 activities:
• Prof. Giovanni Sampaolo – Comparison of Italian and German editing standards and their use in translation (18 hours)
• Prof. Ute Weidenhiller – Translation of poetry (12 hours)

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

The workshop is made up of 2 activities:
• Prof. Giovanni Sampaolo – The tools of translation. Dictionaries of Italian, German, bilingual dictionaries, other lexical, phraseological, stylistic encyclopedic reference works; using online resources, hypertextual dictionaries, corpora and others. The practice of translation: working methods. Comparison of Italian and German editing standards (18 hours)
• Prof. Ute Weidenhiller – Translation of poetry (12 hours)

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

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

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

The meetings will focus on:

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

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