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 relationship with cinema, television and new media.

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, Pirandello, 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:
C. Melani-M. Venturini, Ecce Video. Tv e letteratura dagli anni Ottanta a oggi. Firenze, Cesati, 2018
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).

- 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 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.

Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet

Consiglio d'Europa, 2002, Quadro comune europeo di riferimento per le lingue: apprendimento, insegnamento, valutazione, La Nuova Italia - Le Monnier, capitoli 1-4. (I link alle versioni in lingua sono disponibili su moodle)
e Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

Articoli sull'intercomprensione:

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).


Bonvino e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint

history of the french language

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

Ulteriori eventuali indicazioni bibliografiche saranno fornite dal docente durante le lezioni.

Testo supplementare per gli studenti non frequentanti:

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

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

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

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

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

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

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

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


Attendance at lessons is highly recommended.

Prose poetry.

First part: history of the prose poetry in France;
Second part: Baudelaire;
Third part: Ponge and Quintane.

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.
- Nuovi poeti francesi, a cura di Fabio Scotto, Torino, Einaudi, 2011.
- Nathalie Quintane, Stand up, Roma, Tic Edizioni, 2020.

Spanish Literature I (for students of LMLC and Others Courses of Study)
Course leader: Sara Pezzini
Credits: 6
Semester I

Description

The course intends to explore the origin, characteristics and evolution of the literary myth of Don Juan. Beginning with a close reading of the play attributed to Tirso de Molina, we will then proceed to a critical analysis of some canonic texts of the Spanish literature where the figure of Don Juan emerges as main topic. Texts of diverse literary genders and epochs will be studied.

1) TEXTS:

• [Tirso de Molina], L’ingannatore di Siviglia e il convitato di pietra, Torino, Einaudi, 1998 (no other edition should be used);
• Extracts from José Esproceda’s, El estudiante de Salamanca (available online at: http://www.cervantesvirtual.com/obra-visor/el-estudiante-de-salamanca--0/html/fedd8060-82b1-11df-acc7-002185ce6064.html);
• Benito Pérez Galdós, Tristana, translated by A. Guarino, bilingual edition, Marsilio, 2007 (no other edition should be used);
• Ramón María del Valle-Inclán, Sonata di primavera, edited by G. Battista De Cesare, bilingual edition, Marsilio, 2001 (no other edition should be used);

2) CRITICS AND NOTIONS OF LITERARY HISTORY:

• Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola. Vol. 1, Torino, Einaudi (Extracts indicated by the professor);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carrocci (Extracts indicated by the professor);
• The introductions of the indicated editions;
• Other bibliographic materials (provided by the teachers).

Spanish Literature I (for L11 Course of Study)
Course leader: Sara Pezzini (A-L, Semester II), Simone Trecca (M-Z, Semester I)
Credits: 6

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.

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).


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.

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.

José Saramago, História do cerco de Lisboa, Porto, Porto Editora, 2019 (1989) [tr.it. Storia dell’assedio di Lisbona, Milano, Feltrinelli]
José Saramago, Ensaio sobre a cegueira, Lisboa, Porto Editora, 2019 (1995) [tr.it. Cecità, Milano, Feltrinelli]
José 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;

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, J.M. Coetzee's "Foe" and Margaret Atwood's "Hag-seed".

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", BBC, dir. John Gorrie (1980).
"The Tempest", dir. Julie Taymor
"Man Friday", dir. Jack Gold, screenplay by Adrian Mitchell (1975) (full movie on https://www.youtube.com/watch?v=7rPXjCy83zg)

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors writing in English. Highlighting the topos of the impossible/forbidden love, students will explore a series of texts belonging to different literary genres and different historical and literary contexts with a view to isolating and analyzing typologies of norm and otherness (from a gender, cultural, ethnical, national, social point of view) explicitly or implicitly dealt with in the texts studied.

William Shakespeare, Romeo and Juliet [play]
John Keats, La Belle Dame Sans Merci, Bright Star [poems]
Emily Brontë, Wuthering Heights [novel]
Rudyard Kipling, Lispeth, Beyond the Pale [short stories]
James Joyce, The Dead [novella]

Lessons will be held in Italian but the texts used will be in English; you are nevertheless free to use Italian translations. You can find the above texts online at: Project Gutenberg and Poetry Foundation's websites.

Voyages and shipwrecks
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts of travel literature. Starting from Shakespeare’s The Tempest to Conrad’s sea voyages, the course means to focus on the polisemy of travelling as a mark of epistemological changes by exploring the contexts, contents and formal strategies of the texts.

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.

- William Shakespeare, The Tempest/La tempesta, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006.
- Jonathan Swift, Gulliver’s Travels/I viaggi di Gulliver, a cura di Masolino d’Amico, con uno scritto di Walter Scott, Mondadori, Milano, 2015 [English version: any Wordsworth Classics o Penguin].
- Samuel Taylor Coleridge, The Rime of the Ancient Mariner/La ballata del vecchio marinaio, a cura di Rocco Coronato, con testo a fronte, Marsilio, Venezia, 2018.
- Robert Louis Stevenson, The Beach of Falesà/La spiaggia di Falesá, a cura di Richard Ambrosini, con testo a fronte, Marsilio, Venezia, 2011.
- Joseph Conrad, The Secret Sharer/Il compagno segreto, a cura di Francesco Giacobelli, con introduzione di Andrea Zanzotto, con testo a fronte, BUR, Milano, 1975.

Voyages and shipwrecks
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts of travel literature. Starting from Shakespeare’s The Tempest to Conrad’s sea voyages, the course means to focus on the polisemy of travelling as a mark of epistemological changes by exploring the contexts, contents and formal strategies of the texts.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading for all students 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.

- William Shakespeare, The Tempest/La tempesta, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006.
- Jonathan Swift, Gulliver’s Travels/I viaggi di Gulliver, a cura di Masolino d’Amico, con uno scritto di Walter Scott, Mondadori, Milano, 2015 [English version: any Wordsworth Classics o Penguin].
- Samuel Taylor Coleridge, The Rime of the Ancient Mariner/La ballata del vecchio marinaio, a cura di Rocco Coronato, con testo a fronte, Marsilio, Venezia, 2018.
- Robert Louis Stevenson, The Beach of Falesà/La spiaggia di Falesá, a cura di Richard Ambrosini, con testo a fronte, Marsilio, Venezia, 2011.
- Joseph Conrad, The Secret Sharer/Il compagno segreto, a cura di Francesco Giacobelli, con introduzione di Andrea Zanzotto, con testo a fronte, BUR, Milano, 1975.

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.

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

Mary Rowlandson, The Sovereignty and Goodness of God (1682)
https://www.gutenberg.org/files/851/851-h/851-h.htm

Phillis Wheatley, “On Being Brought from Africa to America” e “To The Right Honorable, William, Earl of Dartmouth” (1773)
https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-america
https://www.poets.org/poetsorg/poem/right-honourable-william-earl-dartmouth

June Jordan, "Il difficile miracolo dellaa poesia nerain America: una sorta di sonetto per Phillis Weathley", ACOMA 3, Inverno 1993, pp. 4-13
http://www.acoma.it/sites/default/files/pdf-articoli/3jordan.pdf

President George Washington's First Inaugural Speech (1789)
https://www.ourdocuments.gov/content.php?flash=false&page=milestone

Washington Irving, The Sketch-Book of Geoffrey Crayon, Gent. (1819), New York, OUP, 2009, ISBN: 978-0199555819
"Rip Van Winkle"
"Traits of Indian Character"
"The Legend of Sleepy Hollow"

Washington Irving, The History of New York (1809), Book I, Chapter V only
https://www.gutenberg.org/files/13042/13042-h/13042-h.htm#I_CHAPTER_V

Alessandro Portelli, "The buried king and the memory of the future: From Washington Irving to Bruce Springsteen", Memory Studies, Vol. 13, n. 3, 2020, pp. 267-76.
(l'articolo è disponibile in formato elettronico accedendo online e con le proprie credenziali al Sistema bibliotecario d'ateneo)

Edgar Allan Poe, “The Murders of the Rue Morgue” (1841) e The Masque of the Red Death" (1842)
https://www.poemuseum.org/the-murders-in-the-rue-morgue
http://storyoftheweek.loa.org/2020/10/Masque-of-the-Red-Death.html

Tommaso Giartosio, "Imitative Propensieties. Mimesi e schiavitù negli scritti di Poe", ACOMA 8, Estate-Autunno 1996, pp. 81-94.
http://www.acoma.it/sites/default/files/pdf-articoli/8giartosio.pdf

Frederick Douglass, Narrazione della vita di Frederick Douglass, uno schiavo americano, scritta da lui stesso (1845), a cura di Maria Giulia Fabi, con testo a fronte, Venezia, Marsilio, 2015.
— “Letter to His Master”, Sept. 1848 http://www.lettersofnote.com/2012/02/i-am-your-fellow-man-but-not-your-slave.html

Nathaniel Hawthorne, The Scarlet Letter (1850), edited by Leland S. Person, New York, Norton, 2017.

Walt Whitman, Leaves of Grass/Foglie d'erba (1855), a cura di Mario Corona, con testo a fronte, Venezia, Marsilio, 2002.
OR: Walt Whitman, Leaves of Grass/Foglie d'Erba (1855), a cura di Alessandro Ceni, Milano, Feltrinelli, 2015
— Langston Hughes, “I, too” (free online).
— Allen Ginsberg, “A Supermarket in America” (free online).

Herman Melville, The Piazza Tales, Broadview Press, Broadview 2018, 9781554813100 / 1554813107 (Be sure to order this book well in advance, either in paper or ebook)
-- "Bartleby" (1853)
-- "Benito Cereno" (1855)

Abraham Lincoln, "The Emancipation Proclamation" (1863)
https://www.ourdocuments.gov/doc.php?flash=false&doc=34

Abraham Lincoln, "The Gettysburg Address" (1863)
https://www.ourdocuments.gov/doc.php?flash=false&doc=36

Abraham Lincoln, Second Inaugural Address" (1865)
https://www.ourdocuments.gov/doc.php?flash=false&doc=38

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 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.

E. Lo Gatto, Storia della letteratura russa, Firenze, Sansoni (diverse edizioni)
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I.
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010

Readings
A.S. Puškin Evgenij Onegin
A.S. Griboedov Che disgrazia l’ingegno
M.Ju. Lermontov Un eroe del nostro tempo
N.V. Gogol’ I racconti di Pietroburgo
F.M. Dostoevskij Le notti bianche

2 readings (1 Pushkin)
A.S. Puškin La figlia del Capitano/ Boris Godunov/I racconti di Belkin/Piccole tragedie/La dama di picche
Avvakum Vita dell’arciprete Avvakum scritta da lui stesso
A.N. Radiščev Viaggio da Pietroburgo a Mosca
N.M. Karamzin La povera Liza

- Scelta di poesie e di brani (i materiali saranno distribuiti nel corso delle lezioni)
I materiali sono disponibili presso la biblioteca "Petrocchi"

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The course will analyze the main meanings that identify the contents of the modern age from the fifteenth century to the first half of the nineteenth century with a preliminary attention to historiographic categories, interpretative orientations, sources and tools specific to the discipline. The training objective is to offer students solid knowledge for acquiring a cognitive and critical familiarity with the "general history" of the modern age.
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: élites and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

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

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

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

The course is intended as an introduction to anthropology as cultural critique, specifically aimed at forming a figure of anthropologist regarded as “intellectual” capable of analysing, interpreting and comparing different cultural cases and systems.
The objectives of the course are:
– to develop in the student an awareness of “otherness”;
– to critically examines ideas about cultural differences and images of “otherness”;
– to develop in the student a capacity to recognize preconceptions and assumptions of their own social and cultural environments;
The students will be introduced to the major concepts, theories and methods employed by anthropologists to understand social and cultural aspects of human experience, with a particular attention to specifical mechanisms of human relationships and social systems.
They will be also familiarised with fieldwork practice and ethnographic research, so as to form a skilled and qualified personnel, sensitive to the complexities of nowadays.
On completing the course, the students should be able to apply the concepts and perspectives learned in the course of the lessons to new, original research fields and broader contexts, making interdisciplinary connections.
Acquiring the knowledge of the fundamentals of ethno-anthropology, at the end of the course the students should be able to deal independently with anthropological topics and issues.
Besides knowledge and understanding of key terms, concepts and methods in ethnology and anthropology, at the end of the course students will be expected to demonstrate the capacity to express, present and explain with the necessary clarity their knowledge.
The systematic self-reflection peculiar to the anthropological approach, its critical self-conscious thinking not only about the “objects” of its research but also about the tools used to describe and interpret them, is expected to favour the develop in the student of important learning skills such as creative and critical thinking, which will be decisive throughout their formative years and beyond.
The course aims at providing the students with the fundamentals of anthropology, updated and adjusted to the urgencies of modernity and current affairs.

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

2. The monographic part includes:
Tim Ingold, Antropologia. Ripensare il mondo, Milano, Meltemi, 2020.
Stefano de Matteis, Le false libertà. Verso la post globalizzazione, Milano, Meltemi 2017.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The course will analyze the main meanings that identify the contents of the modern age from the fifteenth century to the first half of the nineteenth century with a preliminary attention to historiographic categories, interpretative orientations, sources and tools specific to the discipline. The training objective is to offer students solid knowledge for acquiring a cognitive and critical familiarity with the "general history" of the modern age.
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: élites and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

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

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

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

The beginnings of Italian literature in the European context

This course will provide a wide-ranging introducation to the 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 Francesco Petrarch, which stands out as foundational for all European lyric poetry. Both the historic context and the sociological profile of writers will be emphasized. The multiple linguistic, thematic and formal connections and overlappings with other European literatures will be investigated.

NB: This programme will be valid from the Summer Exam Session 2021. Students who did not attend lectures and willing to give the exam during the Winter Exam Session 2021 will prepare the course programme of the last academic year: https://www.uniroma3.it/insegnamento-erogato/dipartimento-di-studi-umanistici/l/2019-2020/Lettere-0580706201000002/03A82BD1-FEC9-487C-AC70-4EB5ECD5FD4F--20703169/ (the programme is the same for all the curricula).
(Students who attended lectures last year and still have to give the exam, can do it normally). Since the course will be delivered in the second semester, the Winter Exam Session 2021 WILL NOT BE OPEN TO FIRST-YEAR STUDENTS.

To prepare the exam, students will read:

- 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)
- 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

Texts and materials discussed during lectures, and not included in the volumes in Bibliography, will be available online.

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.
Miguel Mihura, Melocotón en almíbar/ Ninette y un señor de Murcia, Madrid, Espasa Libros, 2010.
One of following books:
Enrique Jardiel Porcela, Los ladrones somos gente honrada, Madrid, Espasa, 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.

Altre indicazioni bibliografiche verranno fornite agli studenti nel corso delle lezioni.

Testi
Dispensa con un’antologia di testi (scaricabile dal sito) per le esercitazioni a lezione.
Miguel Mihura, Melocotón en almíbar/ Ninette y un señor de Murcia, Madrid, Espasa Libros, 2010.

Un testo a scelta tra:
Enrique Jardiel Porcela, Los ladrones somos gente honrada, Madrid, Espasa, 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).

L11 and L12
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 illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

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

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

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


Attendance at lessons is highly recommended.

Spanish Literature I (for students of LMLC and Others Courses of Study)
Course leader: Sara Pezzini
Credits: 6
Semester I

Description

The course intends to explore the origin, characteristics and evolution of the literary myth of Don Juan. Beginning with a close reading of the play attributed to Tirso de Molina, we will then proceed to a critical analysis of some canonic texts of the Spanish literature where the figure of Don Juan emerges as main topic. Texts of diverse literary genders and epochs will be studied.

1) TEXTS:

• [Tirso de Molina], L’ingannatore di Siviglia e il convitato di pietra, Torino, Einaudi, 1998 (no other edition should be used);
• Extracts from José Esproceda’s, El estudiante de Salamanca (available online at: http://www.cervantesvirtual.com/obra-visor/el-estudiante-de-salamanca--0/html/fedd8060-82b1-11df-acc7-002185ce6064.html);
• Benito Pérez Galdós, Tristana, translated by A. Guarino, bilingual edition, Marsilio, 2007 (no other edition should be used);
• Ramón María del Valle-Inclán, Sonata di primavera, edited by G. Battista De Cesare, bilingual edition, Marsilio, 2001 (no other edition should be used);

2) CRITICS AND NOTIONS OF LITERARY HISTORY:

• Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola. Vol. 1, Torino, Einaudi (Extracts indicated by the professor);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carrocci (Extracts indicated by the professor);
• The introductions of the indicated editions;
• Other bibliographic materials (provided by the teachers).

Spanish Literature I (for L11 Course of Study)
Course leader: Sara Pezzini (A-L, Semester II), Simone Trecca (M-Z, Semester I)
Credits: 6

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.

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).


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.

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

Il tema dell’incontro con l’Altro ha determinato fin dall’epoca della Conquista e della Colonizzazione una serie di rappresentazioni del nuovo continente che ne hanno fissato immagini e stereotipi. Il tema, diventato poi canonico della letteratura ispanoamericana contemporanea, verrà analizzato attraverso brani scelti dalla cronachistica del XV e XVI secolo e attraverso la narrativa del Novecento.

Texts for attending and not attending students:

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

This course 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, J.M. Coetzee's "Foe" and Margaret Atwood's "Hag-seed".

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", BBC, dir. John Gorrie (1980).
"The Tempest", dir. Julie Taymor
"Man Friday", dir. Jack Gold, screenplay by Adrian Mitchell (1975) (full movie on https://www.youtube.com/watch?v=7rPXjCy83zg)

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors writing in English. Highlighting the topos of the impossible/forbidden love, students will explore a series of texts belonging to different literary genres and different historical and literary contexts with a view to isolating and analyzing typologies of norm and otherness (from a gender, cultural, ethnical, national, social point of view) explicitly or implicitly dealt with in the texts studied.

William Shakespeare, Romeo and Juliet [play]
John Keats, La Belle Dame Sans Merci, Bright Star [poems]
Emily Brontë, Wuthering Heights [novel]
Rudyard Kipling, Lispeth, Beyond the Pale [short stories]
James Joyce, The Dead [novella]

Lessons will be held in Italian but the texts used will be in English; you are nevertheless free to use Italian translations. You can find the above texts online at: Project Gutenberg and Poetry Foundation's websites.

Voyages and shipwrecks
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts of travel literature. Starting from Shakespeare’s The Tempest to Conrad’s sea voyages, the course means to focus on the polisemy of travelling as a mark of epistemological changes by exploring the contexts, contents and formal strategies of the texts.

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.

- William Shakespeare, The Tempest/La tempesta, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006.
- Jonathan Swift, Gulliver’s Travels/I viaggi di Gulliver, a cura di Masolino d’Amico, con uno scritto di Walter Scott, Mondadori, Milano, 2015 [English version: any Wordsworth Classics o Penguin].
- Samuel Taylor Coleridge, The Rime of the Ancient Mariner/La ballata del vecchio marinaio, a cura di Rocco Coronato, con testo a fronte, Marsilio, Venezia, 2018.
- Robert Louis Stevenson, The Beach of Falesà/La spiaggia di Falesá, a cura di Richard Ambrosini, con testo a fronte, Marsilio, Venezia, 2011.
- Joseph Conrad, The Secret Sharer/Il compagno segreto, a cura di Francesco Giacobelli, con introduzione di Andrea Zanzotto, con testo a fronte, BUR, Milano, 1975.

Voyages and shipwrecks
This first-year course will provide a historical and cultural overview of English literature through contextualization and analysis of some canonical texts of travel literature. Starting from Shakespeare’s The Tempest to Conrad’s sea voyages, the course means to focus on the polisemy of travelling as a mark of epistemological changes by exploring the contexts, contents and formal strategies of the texts.

PRIMARY SOURCES

All the volumes and articles indicated below (primary and secondary sources) are compulsory reading for all students 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.

- William Shakespeare, The Tempest/La tempesta, introduzione e traduzione di Alessandro Serpieri, note di Clara Mucci, con testo a fronte, Marsilio, Venezia, 2006.
- Jonathan Swift, Gulliver’s Travels/I viaggi di Gulliver, a cura di Masolino d’Amico, con uno scritto di Walter Scott, Mondadori, Milano, 2015 [English version: any Wordsworth Classics o Penguin].
- Samuel Taylor Coleridge, The Rime of the Ancient Mariner/La ballata del vecchio marinaio, a cura di Rocco Coronato, con testo a fronte, Marsilio, Venezia, 2018.
- Robert Louis Stevenson, The Beach of Falesà/La spiaggia di Falesá, a cura di Richard Ambrosini, con testo a fronte, Marsilio, Venezia, 2011.
- Joseph Conrad, The Secret Sharer/Il compagno segreto, a cura di Francesco Giacobelli, con introduzione di Andrea Zanzotto, con testo a fronte, BUR, Milano, 1975.

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)
G. Büchner, Woyzeck (Marsilio)
R. Musil. I turbamenti del giovane Törless (Garzanti)
F. Kafka, Il processo (Einaudi).
B. Brecht, L’opera da tre soldi (Einaudi)

Madness in the Modern age

The first part of the course (6 CFU) will primarily be characterized by an ample introduction to the methodology with which the fundamental elements of cultural history are delineated. The initial sessions of the course will explore the characteristics of madness in the modern age, including diagnosis, treatment and care.


In the second part of the course (12 CFU), the cultural and social meaning of madness will be analyzed, especially in Italy in the first centuries of the modern age, that is to say in the sixteenth and seventeenth centuries (although there will be no lack of in-depth exploration of these issues, for the most part through a comparison with later and more recent eras). Finally, interdisciplinary incursions will be made into the history of art, literature, philosophy, and the history of cinema.

I MODULO (6 CFU)
- A. Arcangeli, Che cos’è la storia culturale, Roma, Carocci
- M. Foucault, Storia della follia nell’età classica (edite by di M. Galzigna), Milano, BUR

Per gli studenti non frequentanti:
- S. Catucci, Introduzione a Foucault, Roma-Bari, Laterza


II MODULO (6 CFU)
- L. Roscioni, Il governo della Follia. Ospedali, medici e pazzi nell’età moderna, Milano, Bruno Mondadori
- Lettura di L. Binswanger, Malinconia e Mania. Studi fenomenologici, Torino, Bollati Boringhieri, or L. Binswanger, Sogno ed esistenza. Introduzione di Michel Foucault, Milano, SE

Global history elements from 2° industrial revolution (seventies of XIX century) to the fall of Soviet Union (1991)

A good textbook foh high school (1870-1991)

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 addresses film narrative and style from the classic period to contemporary cinema. Through the analysis of specific scenes or entire films we will consider 1930s Hollywood cinema, 1950s Hollywood melodrama, modern cinema and in particular Italian 1960s auteur cinema, postmodern cinema, post-classic cinema, the mind-game film and the "global film". At the end we will look at Lynch's complex narratives and in particular Mulholland Drive and the tv series Twin Peaks. To study such diverse film forms we will use different methodologies such as structuralism and semiotics, formal and stylistic analysis, psychoanalysis and feminist theories. Broadly, we will use cultural perspectives to interpret modernity, postmodernity and the contemporary scenarios.

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

Coursepack at Copisteria CLP di Via G. Rocco 11:
● Raymond Bellour, “L’evidenza e il codice”, in L'analisi del film, Torino, Kaplan, 2005, pp. 100-106.
● Laura Mulvey, “Piacere visivo e cinema narrativo” e “Riflessioni su ‘Piacere visivo e cinema narrativo’ ispirate da ‘Duello al sole’”, in Cinema e piacere visivo (a cura di V. Pravadelli), Bulzoni, Roma 2013, pp. 29-43 e 45-55.
● 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.
●
Filmography:

● Bringing Up Baby, Susanna, Howard Hawks, 1938
● Written on the Wind, Come le foglie al vento, Douglas Sirk, 1958
● 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
● Mulholland Drive, David Lynch, 2001
● Twin Peaks, David Lynch e Mark Frost, ABC, 1990-1991 | Showtime, 2017
● Babel, Alejandro González Iñárritu, 2006

NEOREALIST CINEMA. THE FILMS OF FEDERICO FELLINI.
The first part is dedicated to the most emblematic theories, films, authors, figures and styles of post-war cinema. The major works of Roberto Rossellini, Vittorio De Sica, Luchino Visconti, Giuseppe De Santis, Pietro Germi are analyzed. Particular emphasis is given to the thought and practices of Cesare Zavattini. The second part is devoted to the films of Federico Fellini. Comparing with the vast existing bibliography and with the most diverse study methodologies, we analyze the dominant themes of the Fellini imaginary and the style of the films. Particular attention is paid to Fellini's reflection on cinema (from 8 ½ to Intervista), on entertainment and on the media (the humorous press, the photo novel, the vaudeville, the circus, television, advertising).

TEXTS: Gian Piero Brunetta, Guida alla storia del cinema italiano 1905-2003, Einaudi, Torino 2003 (in particular chapter III, pp. 127-204); Stefania Parigi, Neorealismo. Il nuovo cinema del dopoguerra, Marsilio, Venezia 2014; F. Fellini, Fare un film, Einaudi, Torino 2006 (I ed. 1980); Jean-Paul Manganaro, Federico Fellini. Romance, Il Saggiatore, Milano 2014; a compilation of texts on neorealism by the teacher (you can find it at the beginning of the course at the fotocopisteria in Via G. Rocco, n. 11). Non-attending students must also read P. Bondanella, Il cinema di Federico Fellini, Guaraldi, Parma 1994 (available also in ebook).

FILMOGRAPHY:
NEOREALISM: Ossessione (1943) by L. Visconti; 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) di 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; Il grido (1957) by M. Antonioni.
FEDERICO FELLINI: Lo sceicco bianco (1952), La strada (1954), Le notti di Cabiria (1957), La dolce vita (1960), 8 1/2 (1963), Toby Dammit (1968, sketch from Tre passi nel delirio), I clowns (1970), Roma (1972), Amarcord (1973), Il Casanova di Federico Fellini (1976), Ginger e Fred (1985), Intervista (1987).
Films will be shown in full or in part during lessons. Dvd copies will be available at the Biblioteca "Lino Miccichè", via Ostiense 139.

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.

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.

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

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

The course presents the structures of the Italian language, first examining them according to the level of belonging (phonological, morphological, syntactical, lexical) and then highlighting their functioning within the texts. Particular attention will be paid to the linguistic analysis of the contemporary short story, of which the mechanisms of textual and macrotextual construction will be observed through particular linguistic expedients. At the end of the course the student will be familiar with basic concepts and categories of Italian linguistics and will have learnt to use them to achieve a deeper and more conscious understanding of the various types of text.

Giovanardi, Claudio / De Roberto, Elisa, L’italiano. Strutture, comunicazione, testi, Milano, Pearson, 2018.
Dispense messe a disposizione del docente.

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).

Madness in the Modern age

The first part of the course (6 CFU) will primarily be characterized by an ample introduction to the methodology with which the fundamental elements of cultural history are delineated. The initial sessions of the course will explore the characteristics of madness in the modern age, including diagnosis, treatment and care.


In the second part of the course (12 CFU), the cultural and social meaning of madness will be analyzed, especially in Italy in the first centuries of the modern age, that is to say in the sixteenth and seventeenth centuries (although there will be no lack of in-depth exploration of these issues, for the most part through a comparison with later and more recent eras). Finally, interdisciplinary incursions will be made into the history of art, literature, philosophy, and the history of cinema.

I MODULO (6 CFU)
- A. Arcangeli, Che cos’è la storia culturale, Roma, Carocci
- M. Foucault, Storia della follia nell’età classica (edite by di M. Galzigna), Milano, BUR

Per gli studenti non frequentanti:
- S. Catucci, Introduzione a Foucault, Roma-Bari, Laterza


II MODULO (6 CFU)
- L. Roscioni, Il governo della Follia. Ospedali, medici e pazzi nell’età moderna, Milano, Bruno Mondadori
- Lettura di L. Binswanger, Malinconia e Mania. Studi fenomenologici, Torino, Bollati Boringhieri, or L. Binswanger, Sogno ed esistenza. Introduzione di Michel Foucault, Milano, SE

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.

Eleonora Duse. The course is focused on the situation of actresses in Italy between the nineteenth and twentieth centuries, with particular reference to the case of Eleonora Duse. In the theatre of this period, unlike what happens outside the theatre, unpredictably women have autonomy of movement, can run companies, can be heads of companies, can be successful and be points of reference for the world theater. The course explores this theatrical anomaly.

Mirella Schino, Il teatro di Eleonora Duse, Roma, Bulzoni, 2008
Francesca Simoncini, Eleonora Duse capocomica, Firenze, Le Lettere, 2011 (https://filosofiacomunicazionespettacolo.el.uniroma3.it)
Mirella Schino, L’età dei maestri. Appia, Craig, Stanislavskij, Mejerchol’d, Copeau, Artaud e gli altri, Roma, Viella, 2017
Claudio Meldolesi, Pensare l’attore, Roma, Bulzoni, 2013
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) Alexandre Dumas, La signora dalle camelie, (il dramma e non il romanzo), oppure 3) Giuseppe Giacosa, Tristi amori.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The course will analyze the main meanings that identify the contents of the modern age from the fifteenth century to the first half of the nineteenth century with a preliminary attention to historiographic categories, interpretative orientations, sources and tools specific to the discipline. The training objective is to offer students solid knowledge for acquiring a cognitive and critical familiarity with the "general history" of the modern age.
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: élites and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

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

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

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

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.

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.
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponiblile online).
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
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, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Benito Pérez Galdós, Tristana, Cátedra, 2008 (il testo è disponibile anche in linea)
Adolfo Couve, La lección de pintura, in Narrativa completa, Seix Barral,, 2003, scaricabile in formato pdf dal sito della Biblioteca Nacional de Chile: http://www.memoriachilena.gob.cl/602/w3-article-93077.html
Films
Bajarse al moro (1988) di Fernando Colomo, Tristana (1970) di Luis Buñuel, La lección de pintura (2011) di Pablo Perelman

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.

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.

SPANISH LANGUAGE AND TRANSLATION II
S.S.D.: L-LIN/07
Academic year 2018-2019

Course leader: Dr. Francesca eonetti / Other Professor to be defined
Course for “Spanish Language and Translation II LCS”
Cientific Area Code: L-LIN/07
Credits: 12
Semester: I/II

Description of course
Teaching material (To be studied for the finals)
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.
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponiblile online).
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)

Other bibliographical references will be provided during the course.

2)Texts and films

Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Benito Pérez Galdós, Tristana, Cátedra, 2008
Adolfo Couve, La lección de pintura, in Narrativa completa, Seix Barral,, 2003, (download here: http://www.memoriachilena.gob.cl/602/w3-article-93077.html

The following films:
Bajarse al moro (1988) by Fernando Colomo, Tristana (1970) by Luis Buñuel, La lección de pintura (2011) by Pablo Perelman

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.

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

Notes
All students are exhorted to consult website of Professors where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.

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

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

Raffaella Bertazzoli (2018), la traduzione: teorie e metodi, Carocci, Roma.
Giulia Lanciani (a cura di) (2008), Da Roma all'Oceano. La lingua portoghese nel mondo, La Nuova Frontiera, Roma.

Other translation materials will be made available during the course.

Translation and polycentrism: translating the literary varieties of Portuguese
The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese.

Gian Luigi De Rosa and Antonella De Laurentiis (eds.), Lingua madre e lingua matrigna. Riflessioni su diglossia, bilinguismo sociale e literacy Milano, FrancoAngeli, 2011.
Gian Luigi De Rosa, Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo, in Augusto S. da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas / Pluricentric Languages: Linguistic Variation and Sociognitive Dimensions, Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011, pp. 377-392.
Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it
Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp. 3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440
Giorgio de Marchis (ed.), Lusofônica, Roma, La Nuova Frontiera, 2006.
Giovanni Nencioni, “Parlato-parlato, parlato-scritto, parlato-recitato”, in Di scritto e di parlato. Discorsi linguistici, Zanichelli, Bologna, [1976] 1983.
Susan Bassnett and André Lefevere, Constructing Cultures: Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998.

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

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

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

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

Another module will follow in the second semester (6 ECTS)

For the Outlines of linguistic history of German-speaking countries (prof. Sampaolo)
1. Marina Foschi Albert / Marianne Hepp, Manuale di storia della lingua tedesca, Liguori
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)

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

Title of the course of the II Semester: Geschichte der Übersetzungstheorien (36 ore)

Bibliography on syntax (course of the I semester)
1) Hardarik Blühdorn Marina Foschi Albert, Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa University Press, Pisa 2014 (per intero).

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

Bibliography on Geschichte der Übersetzungstheorien (II semester):
1) Michele Cometa, La scrittura delle immagini. Letteratura e cultura visuale, Raffaello Cortina, Milano 2012;
2) Gottfried Boehm, Helmut Pfotenhauer (a cura di), Beschreibungskunst- Kunstbeschreibung. Ekphrasis von der Antike bis zur Gegenwart, Wilhelm Fink, München 1995.

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

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

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

1. Storia della letteratura

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. Testi

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. Approfondimenti e testi critici

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.

Ulteriori eventuali indicazioni bibliografiche saranno fornite dal docente durante le lezioni.

Testi supplementari per gli studenti non frequentanti:

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 fiction in a diachronic perspective through the analysis of some representative texts included in a time horizon ranging from the XVI century to the early XX century.
The course will be organized around the following points:

- theory of analysis of the narrative text;

- reading and analysis of the texts also in relation to their connection with the literary context they belong to.

LITERARY WORKS (follow the specific edition indicated to prepare the exam):

• Anónimo, Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio.
• Mariano José de Larra, Artículos de costumbres: Un reo de muerte; El castellano viejo (on cervantesvirtual.com);
• Gustavo Adolfo Bécquer, El monte de las ánimas (on cervantesvirtual.com);
• Leopoldo Alas “Clarín”, La Regenta, (voll. I e II), ed. J. Oleza, 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' thought on the national social context in the second half of the 19th century.

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

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

Eça de Queirós, Singularidades de uma rapariga loura, 1874; (Qualunque edizione)

Fialho de Almeida, A Ruiva, in Contos, 1881; (Qualunque edizione)

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

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

M. N. Soares Fonseca, Uma rapariga loira no compasso do desejo, in «SCRIPTA», Belo Horizonte, v.1, n.1, 1997, pp. 256-261;

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;

I. Cordeiro Dias, O poder destrutivo da sexualidade feminina na sociedade burguesa novecentista, in «Portuguese Literary & Cultural Studies», n. 12, University of Massachusetts Dartmouth, 2007, pp. 333-340;

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.

Il programma intende affrontare il trapasso dal secolo XVII al XVIII attraverso una lettura della Tempesta shakespeareana e della riscrittura post-rivoluzionaria di Dryden-Davenant, e il secolo XVIII attraverso lo studio della Favole della botte e dei Viaggi di Gulliver, con speciale attenzione al quarto libro. Gli studenti leggeranno per conto loro il Robinson Crusoe

- William Shakespeare, The Tempest, Arden (disponibile in pdf), più edizione bilingue a scelta

- John Dryden and William Davenant, The Tempest, or The Enchanted Island, Testo disponibile online (http://jacklynch.net/Texts/tempest.html)

- Jonathan Swift, I viaggi di Gulliver, edizione italiana a scelta (è disponibile l’edizione Garzanti in pdf)

- Jonathan Swift, Gulliver’s Travels, ed. Oxford, Introduction (disponibile in pdf)

- Jonathan Swift, La favola della botte, a cura di G. Celati, Einaudi (disponibile in pdf)

- Daniel Defoe, Robinson Crusoe, edizione italiana a scelta (è disponibile l’edizione Garzanti in pdf)

From Courtly Culture to Communication in the Public Sphere: Literary Models and the Development of Criticism in English literature from the Renaissance to the Enlightenment.

The course aims to bring students to a good knowledge and understanding of English literature of the 16th, 17th and 18th centuries through the study of exemplary texts.

It aims to the development of the critical-interpretative autonomy of the students through close reading, translation, rewriting, discussion of the exemplary texts also in an intermedial perspective.

Philip Sidney, Astrophil and Stella, a cura di Vanna Gentili, Adriatica (selezione della docente).
William Shakespeare, "Venus and Adonis/Venere e Adone", in Poemetti, a cura di Gilberto Sacerdoti, con testo a fronte, Garzanti
William Shakespeare, Antonio e Cleopatra, a cura di Agostino Lombardo, con testo a fronte
Alexander Pope, The Rape of the Lock/ Il ratto del ricciolo, traduzione di Alessandro Gallenzi, Adelphi
Philip Sidney An Apology for Poetry (estratti selezionati dalla docente)
John Dryden, An Essay of Dramatic Poesy (estratti selezionati dalla docente);
Alexander Pope, Essay on Criticism (estratti selezionati dalla docente)
Samuel Johnson The Preface to Shakespeare (estratti selezionati dalla docente)
Thomas Grey, Poesie scelte dal sito https://www.thomasgray.org/

Introduction to Sixteenth, Seventeenth and Eighteenth Century (dispensa)

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.

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://billofrightsinstitute.org/founding-documents/bill-of-rights/

Mary Rowlandson, The Sovereignty and Goodness of God (1682)
https://www.gutenberg.org/files/851/851-h/851-h.htm

Phillis Wheatley, “On Being Brought from Africa to America” e “To The Right Honorable, William, Earl of Dartmouth” (1773)
https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-america
https://www.poets.org/poetsorg/poem/right-honourable-william-earl-dartmouth

June Jordan, "Il difficile miracolo dellaa poesia nera in America: una sorta di sonetto per Phillis Weathley", ACOMA 3, Inverno 1993, pp. 4-13
http://www.acoma.it/sites/default/files/pdf-articoli/3jordan.pdf

President George Washington's First Inaugural Speech (1789)
https://www.ourdocuments.gov/content.php?flash=false&page=milestone

Washington Irving, The Sketch-Book of Geoffrey Crayon, Gent. (1819), New York, OUP, 2009, ISBN: 978-0199555819
"Rip Van Winkle"
"Traits of Indian Character"
"The Legend of Sleepy Hollow"

Washington Irving, The History of New York (1809), Book I, Chapter V only
https://www.gutenberg.org/files/13042/13042-h/13042-h.htm#I_CHAPTER_V

Alessandro Portelli, "The buried king and the memory of the future: From Washington Irving to Bruce Springsteen", Memory Studies, Vol. 13, n. 3, 2020, pp. 267-76.
(l'articolo è disponibile in formato elettronico accedendo online e con le proprie credenziali al Sistema bibliotecario d'ateneo)

Edgar Allan Poe, “The Murders of the Rue Morgue” (1841) e The Masque of the Red Death" (1842)
https://www.poemuseum.org/the-murders-in-the-rue-morgue
http://storyoftheweek.loa.org/2020/10/Masque-of-the-Red-Death.html

Tommaso Giartosio, "Imitative Propensieties. Mimesi e schiavitù negli scritti di Poe", ACOMA 8, Estate-Autunno 1996, pp. 81-94.
http://www.acoma.it/sites/default/files/pdf-articoli/8giartosio.pdf

Frederick Douglass, Narrazione della vita di Frederick Douglass, uno schiavo americano, scritta da lui stesso (1845), a cura di Maria Giulia Fabi, con testo a fronte, Venezia, Marsilio, 2015.
— “Letter to His Master”, Sept. 1848
http://www.lettersofnote.com/2012/02/i-am-your-fellow-man-but-not-your-slave.html

Nathaniel Hawthorne, The Scarlet Letter (1850), edited by Leland S. Person, New York, Norton, 2017.

Walt Whitman, Leaves of Grass/Foglie d'erba (1855), a cura di Mario Corona, con testo a fronte, Venezia, Marsilio, 2002.
OR: Walt Whitman, Leaves of Grass/Foglie d'Erba (1855), a cura di Alessandro Ceni, Milano, Feltrinelli, 2015.
— Langston Hughes, “I, too” (free online).
— Allen Ginsberg, “A Supermarket in America” (free online).

Herman Melville, The Piazza Tales, Broadview Press, Broadview 2018, 9781554813100 / 1554813107 (Be sure to order this book well in advance, either in paper or ebook)
-- "Bartleby" (1853)
-- "Benito Cereno" (1855)

Abraham Lincoln, "The Emancipation Proclamation" (1863)
https://www.ourdocuments.gov/doc.php?flash=false&doc=34

Abraham Lincoln, "The Gettysburg Address" (1863)
https://www.ourdocuments.gov/doc.php?flash=false&doc=36

Abraham Lincoln, Second Inaugural Address" (1865)
https://www.ourdocuments.gov/doc.php?flash=false&doc=38

Ralph Waldo Emerson, Selected Writings of Ralph Waldo Emerson, Peterborough, Broadview Press, 2017, ISBN: 9781554812691 (Be sure to order this title well in advance, in paper or ebook).
-- Robert D. Habich, "Introduction", pp. 11-40.
-- The American Scholar
-- The Divinity School Adress
-- Experience
-- pp. 341-63 (Reed, Channing, Fuller, Bowen, Channing, LM Alcott, Healey Dall, 377-79 (Poe, Fuller), 381-82 (Whitman), 389-94 (James, LM Alcott).

Louisa May Alcott, Little Women, edited by Ann Hiebert Alton, Peterborough, Broadview Press, 2001, ISBN: ISBN: 9781551111919 / 1551111918 (Be sure to order this title well in advance, in paper or ebook).
-- "Introduction", pp. 9-32.
-- "The Composition and Publication of Little Women", pp. 497-99, 503.
-- "The Sources for Little Women", pp. 518-29.

Henry James, Portrait of a Lady, edited by Michael Gorra, New York, Norton, 2017, ISBN: 978-0393938531
-- "Preface to the 1908 Edition", pp. 3-13.
-- 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)
-- "Désirée's Baby" (1893) https://www.katechopin.org/pdfs/desirees-baby.pdf
-- "The Story of An Hour" (1894) https://www.katechopin.org/story-hour/

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).

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 (also in ebook).
-- "Beginnings to 1810"
-- "Towards cultural independence: 1810 to the Civil War"
-- "Civil War to World War I: 1865-1918"

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

19th Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky, Tolstoy

G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I ,
pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (“La notte di Natale”, “Una terribile vendetta”), Mirgorod (“Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore, Padri e Figli
F.M. Dostoevskij, Il sosia, Delitto e Castigo e un romanzo a scelta tra: I Demoni/ L’Idiota/ I Fratelli Karamazov
A.N. Ostrovskij, La foresta/L’uragano
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 readings:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso

19th Century Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky and Tolstoy

Teaching materials

Reference texts (to be chosen and limited to the historical period covered in the course)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I , pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (solo “La notte di Natale”, “Una terribile vendetta”), Mirgorod (solo “Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 freely chosen readings among:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso
NB: those who read War and Peace, add 1 optional reading. It is possible to replace the optional readings with the works of Dostoevsky, Ostrovsky and Tolstoy indicated above.

5 pages to be read in the original language (handout provided at the beginning of the course)

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 2020-2021 the text that will be examined is:
Mitchell – Robinson, Guide to Old English, text no. 9 “Bede’s Account of the Poet Caedmon”

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

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

- 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: in order to receive by email the additional material, as well as any other urgent communication during the course, students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number. They should do so using their institutional address (i.e. ending @stud.uniroma3.it) as all other senders will be disregarded automatically.

Global history elements from 2° industrial revolution (seventies of XIX century) to the fall of Soviet Union (1991)

A good textbook foh high school (1870-1991)

Madness in the Modern age

The first part of the course (6 CFU) will primarily be characterized by an ample introduction to the methodology with which the fundamental elements of cultural history are delineated. The initial sessions of the course will explore the characteristics of madness in the modern age, including diagnosis, treatment and care.


In the second part of the course (12 CFU), the cultural and social meaning of madness will be analyzed, especially in Italy in the first centuries of the modern age, that is to say in the sixteenth and seventeenth centuries (although there will be no lack of in-depth exploration of these issues, for the most part through a comparison with later and more recent eras). Finally, interdisciplinary incursions will be made into the history of art, literature, philosophy, and the history of cinema.

I MODULO (6 CFU)
- A. Arcangeli, Che cos’è la storia culturale, Roma, Carocci
- M. Foucault, Storia della follia nell’età classica (edite by di M. Galzigna), Milano, BUR

Per gli studenti non frequentanti:
- S. Catucci, Introduzione a Foucault, Roma-Bari, Laterza


II MODULO (6 CFU)
- L. Roscioni, Il governo della Follia. Ospedali, medici e pazzi nell’età moderna, Milano, Bruno Mondadori
- Lettura di L. Binswanger, Malinconia e Mania. Studi fenomenologici, Torino, Bollati Boringhieri, or L. Binswanger, Sogno ed esistenza. Introduzione di Michel Foucault, Milano, SE

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.

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.
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponiblile online).
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
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, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Benito Pérez Galdós, Tristana, Cátedra, 2008 (il testo è disponibile anche in linea)
Adolfo Couve, La lección de pintura, in Narrativa completa, Seix Barral,, 2003, scaricabile in formato pdf dal sito della Biblioteca Nacional de Chile: http://www.memoriachilena.gob.cl/602/w3-article-93077.html
Films
Bajarse al moro (1988) di Fernando Colomo, Tristana (1970) di Luis Buñuel, La lección de pintura (2011) di Pablo Perelman

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.

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.

SPANISH LANGUAGE AND TRANSLATION II
S.S.D.: L-LIN/07
Academic year 2018-2019

Course leader: Dr. Francesca eonetti / Other Professor to be defined
Course for “Spanish Language and Translation II LCS”
Cientific Area Code: L-LIN/07
Credits: 12
Semester: I/II

Description of course
Teaching material (To be studied for the finals)
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.
Santoyo, Julio-César, “Traducciones y adaptaciones teatrales: ensayo de tipología”, Cuadernos de Teatro Clásico, 4, 1989, pp. 95-112. (disponiblile online).
Lapeña, Alejandro L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72. (disponiblile online)

Other bibliographical references will be provided during the course.

2)Texts and films

Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Benito Pérez Galdós, Tristana, Cátedra, 2008
Adolfo Couve, La lección de pintura, in Narrativa completa, Seix Barral,, 2003, (download here: http://www.memoriachilena.gob.cl/602/w3-article-93077.html

The following films:
Bajarse al moro (1988) by Fernando Colomo, Tristana (1970) by Luis Buñuel, La lección de pintura (2011) by Pablo Perelman

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.

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

Notes
All students are exhorted to consult website of Professors where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

1) Textbooks and critical essays
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.

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

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

Raffaella Bertazzoli (2018), la traduzione: teorie e metodi, Carocci, Roma.
Giulia Lanciani (a cura di) (2008), Da Roma all'Oceano. La lingua portoghese nel mondo, La Nuova Frontiera, Roma.

Other translation materials will be made available during the course.

Translation and polycentrism: translating the literary varieties of Portuguese
The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese.

Gian Luigi De Rosa and Antonella De Laurentiis (eds.), Lingua madre e lingua matrigna. Riflessioni su diglossia, bilinguismo sociale e literacy Milano, FrancoAngeli, 2011.
Gian Luigi De Rosa, Reflexos do processo de restandardização do PB no falado fílmico brasileiro contemporâneo, in Augusto S. da Silva, Amadeu Torres & Miguel Gonçalves (a cura di), Línguas Pluricêntricas: Variação Linguística e Dimensões Sociocognitivas / Pluricentric Languages: Linguistic Variation and Sociognitive Dimensions, Aletheia, Publicações da Faculdade de Filosofia da Universidade Católica Portuguesa, Braga, 2011, pp. 377-392.
Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it
Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp. 3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440
Giorgio de Marchis (ed.), Lusofônica, Roma, La Nuova Frontiera, 2006.
Giovanni Nencioni, “Parlato-parlato, parlato-scritto, parlato-recitato”, in Di scritto e di parlato. Discorsi linguistici, Zanichelli, Bologna, [1976] 1983.
Susan Bassnett and André Lefevere, Constructing Cultures: Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998.

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

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

The course aims to present an overview of the historical development of contemporary Portuguese literature, with particular attention to the Portuguese authors' thought on the national social context in the second half of the 19th century.

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

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

Eça de Queirós, Singularidades de uma rapariga loura, 1874; (Qualunque edizione)

Fialho de Almeida, A Ruiva, in Contos, 1881; (Qualunque edizione)

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

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

M. N. Soares Fonseca, Uma rapariga loira no compasso do desejo, in «SCRIPTA», Belo Horizonte, v.1, n.1, 1997, pp. 256-261;

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;

I. Cordeiro Dias, O poder destrutivo da sexualidade feminina na sociedade burguesa novecentista, in «Portuguese Literary & Cultural Studies», n. 12, University of Massachusetts Dartmouth, 2007, pp. 333-340;

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.

Il programma intende affrontare il trapasso dal secolo XVII al XVIII attraverso una lettura della Tempesta shakespeareana e della riscrittura post-rivoluzionaria di Dryden-Davenant, e il secolo XVIII attraverso lo studio della Favole della botte e dei Viaggi di Gulliver, con speciale attenzione al quarto libro. Gli studenti leggeranno per conto loro il Robinson Crusoe

- William Shakespeare, The Tempest, Arden (disponibile in pdf), più edizione bilingue a scelta

- John Dryden and William Davenant, The Tempest, or The Enchanted Island, Testo disponibile online (http://jacklynch.net/Texts/tempest.html)

- Jonathan Swift, I viaggi di Gulliver, edizione italiana a scelta (è disponibile l’edizione Garzanti in pdf)

- Jonathan Swift, Gulliver’s Travels, ed. Oxford, Introduction (disponibile in pdf)

- Jonathan Swift, La favola della botte, a cura di G. Celati, Einaudi (disponibile in pdf)

- Daniel Defoe, Robinson Crusoe, edizione italiana a scelta (è disponibile l’edizione Garzanti in pdf)

From Courtly Culture to Communication in the Public Sphere: Literary Models and the Development of Criticism in English literature from the Renaissance to the Enlightenment.

The course aims to bring students to a good knowledge and understanding of English literature of the 16th, 17th and 18th centuries through the study of exemplary texts.

It aims to the development of the critical-interpretative autonomy of the students through close reading, translation, rewriting, discussion of the exemplary texts also in an intermedial perspective.

Philip Sidney, Astrophil and Stella, a cura di Vanna Gentili, Adriatica (selezione della docente).
William Shakespeare, "Venus and Adonis/Venere e Adone", in Poemetti, a cura di Gilberto Sacerdoti, con testo a fronte, Garzanti
William Shakespeare, Antonio e Cleopatra, a cura di Agostino Lombardo, con testo a fronte
Alexander Pope, The Rape of the Lock/ Il ratto del ricciolo, traduzione di Alessandro Gallenzi, Adelphi
Philip Sidney An Apology for Poetry (estratti selezionati dalla docente)
John Dryden, An Essay of Dramatic Poesy (estratti selezionati dalla docente);
Alexander Pope, Essay on Criticism (estratti selezionati dalla docente)
Samuel Johnson The Preface to Shakespeare (estratti selezionati dalla docente)
Thomas Grey, Poesie scelte dal sito https://www.thomasgray.org/

Introduction to Sixteenth, Seventeenth and Eighteenth Century (dispensa)

The conflict between art and life
The module addresses the theme of the quarrel between art and life in literary production between the nineteenth and twentieth centuries through the reading and analysis of some significant texts placed in their historical-cultural context.

Johann Wolfgang von Goethe, Torquato Tasso (Marsilio)
E.T.A. Hoffmann, La chiesa dei gesuiti di G. (in: Racconti notturni, La Signorina di Scuderi (in: I confratelli di San Serapionte)
Franz Grillparzer, Il povero suonatore (Marsilio)
Eduard Mörike, Mozart in viaggio verso Praga (La Vita Felice)
Gottfried Keller, Enrico il verde (Einaudi)
Thomas Mann, Tonio Kröger (Mondadori)
Thomas Mann, La morte a Venezia (Marsilio)
Rainer Maria Rilke, I quaderni di Malte Laurids Brigge (Adelphi)
Franz Kafka, Un digiunatore, Giuseppina la cantante, ossia il popolo dei topi (in: I Racconti, BUR Rizzoli)
Thomas Bernhard, Il soccombente (Adelphi)
Thomas Bernhard, Antichi Maestri (Adelphi)

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).
Further critical texts will be indicated during the course.
Non-attendants should contact the teacher.

The program will link Cervantes' Quijote with some canonical works of 19th to the 21st century Spanish fiction, for which it is obviously a model.
The course has two fundamental objectives:
- introduction to the methodologies of narrative text analysis: basic concepts, concrete application on the texts in the program;
- reading and analysis (linguistic, cultural, narratological) of the texts in the program, also in relation to their literary context (for this reason, knowledge of literary history will be integrated with the ability to analyze and interpret the texts).

TEXTS
Miguel de Cervantes, El ingenioso hidalgo don Quijote de La Mancha (1 parte), qualsiasi edizione spagnola (ed. digital disponible en: https://cvc.cervantes.es/literatura/clasicos/quijote/)
Benito Pérez Galdós, La desheredada, ed. Germán Gullón, Madrid, Cátedra;
Miguel de Unamuno, Niebla, ed. Mario J. Valdés, Madrid, Cátedra;
Luis Martín-Santos, Tiempo de silencio, Madrid, Alianza Editorial;
Javier Cercas, Soldados de Salamina, ed. Domingo Ródenas, Madrid, Cátedra.
CRITICISM AND LITERARY HISTORY
Edward C. Riley, Introducción al Quijote, Barcelona, Crítica (capítulos 1, 2, 3, 4, 5, 6, 13, 15);
Introductions to the editions above of: La desheredada, Niebla, Soldados de Salamina;
Alfonso Rey, “postfacción” a: L. Martín-Santos, Tiempo de silencio, ed. A. Rey, Barcelona, Crítica;
L. Chines – C. Varotti, Che cos’è un testo letterario, Roma, Carocci, capitolo 3 (“La narrazione”);
D. L. Shaw, Historia de la literatura española. 5. Siglo XIX, Barcelona, Ariel (i seguenti capitoli: 4. “La prosa posromántica”, 8. “Pereda, Valera y Palacio Valdés”, 9. “Galdós, ‘Clarín’ y Pardo Bazán”); G. G. Brown, Historia de la literatura española. 6/1. El siglo XX, Barcelona, Ariel (il seguente capitolo: 4. “La literatura posterior a la guerra civil”);
F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (Unità 1 e 6);
For non-attending students, and as a support for partially attending students, some critical articles (max. 3) to be studied in addition to the aforementioned bibliography will be indicated in the Temario (which will be provided by the professor by the end of the course).

Students must obtain the TEXTS before the start of the course.

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. Sábato, Sobre héroes y tumbas, Barcelona, Seix Barral, 2003 (selection of excerpts);
4. A. Carpentier, El reino de este mundo (any edition);
5. E. Burgos, Me llamo Rigoberta Menchú (any edition);
6. Perassi, L. Scarabelli (a cura di), Itinerari di cultura ispanoamericana, Novara, UTET-De Agostini, 2011 (capp.: 12, 20, 21, 22).

Introduction to the history of Angolan art. The course will be preceded by a series of lectures dealing with different aspects of Angolan literature and culture, with particular emphasis on the work of Ruy Duarte de Carvalho.

Materiale didattico
S. Celani, L’Africa di lingua portoghese. Letteratura, storia, cultura, Viterbo, Sette Città, 2003, pp. 5-32;
A. Mixinge, Made in Angola. Arte contemporânea, artistas e debates, L’Harmattan, 2009;
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;

Lettura di un’opera a scelta tra quelle presenti nel seguente elenco:

José Eduardo Agualusa, Barocco tropicale, Roma, La Nuova Frontiera, 2012;
Ruy Duarte de Carvalho, Terra di Offerta, Livorno, Vittoria Iguazu Editora, 2020;
Ondjaki, NonnaDiciannove e il segreto del sovietico, L’Aquila, Il Sirente, 2015;
Pepetela, Generazione dell’Utopia, Reggio Emilia, Diabasis, 2009;
Manuel Rui, Magari fossi un’onda, Roma, La Nuova Frontiera, 2006;
Ana Paula Tavares, La testa di Salomé, Perugia, Urogallo, 2017;
Luandino Vieira, Luuanda, Milano, Feltrinelli, 1990.
Uanhenga Xitu, “Maestro Tamoda”, in Africana. Racconti dall’Africa che scrive in portoghese, a cura di V. Barca e R. Francavilla, Milano, Feltrinelli, pp. 149-170;

Ulteriore materiale didattico potrà essere distribuito nel corso delle lezioni.

The course will focus on the history of Brazilian literature during the 19th and 20th centuries with particular attention to the role of literature in the formation of Brazil's national identity. It will be also deepened the study of the works of the writers Machado de Assis and Clarice Lispector.

L. Stegagno Picchio, Storia della letteratura brasiliana, Torino, Einaudi, 1997, (Cap. V-VIII, XI-XII, XIII-XV);

S. Santiago, “O entre-lugar do discurso latino-americano” in Uma literatura nos trópicos, Rio de Janeiro, Rocco, 2000, pp. 9-26;

Machado de Assis, Obra completa, vol. II-III, Rio de Janeiro, Aguilar, 1959 (selected texts);

A. Candido, “Esquema de Machado de Assis”, in Vários escritos, Rio de Janeiro, Ouro sobre Azul; São Paulo, Duas Cidades, 2004, pp. 15-32;

C. Lispector, Laços de família, Rio de Janeiro, Rocco, 2009 (selected texts);

C. Lispector, A legião estrangeira, Rio de Janeiro, Rocco, 1999 (selected texts);

A. R. de Sant’Anna, “Laços de família e A legião estrangeira”, in A. R. de Sant’Anna e M. Colasanti, Com Clarice, São Paulo, Unesp, 2013, pp. 77-120.

In this year's course we will examine some of the most important phenomena of British 19th- and 20th-century British literary culture: Romantic and Modernist poetry; female writing; the golden age of Irish literature; colonial and adventure fiction; the political novel; postcolonial literature. In particular, we will focus on those fin-de-siècle works that reveal a growing artistic self-consciousness on the part of some novelists and an influence of written prose on Modernist poets.

Fiction
Charlotte Brontë, Jane Eyre, (1847) (romanzo)
Rudyard Kipling, “William the Conqueror (I & II) (1895) (racconto)
Joseph Conrad, The Shadow Line: A confession (1916) (racconto lungo)
James Joyce, Portrait of the Artist as a Young Man (1917) (romanzo)
George Orwell, Nineteen Eighty-Four (1949) (romanzo)

Drama
Derek Walcott, Dream on Monkey Mountain (1970)

Poetry

Students will find the (about thirty) poems and critical essays in two publications which will be available before the beginning of the course. The discussion in class will focus in particular on the five Romantic poets, two Victorians - Robert Browning and Algernon Charles Swinburne - on W. B. Yeats, the American modernists T. S. Eliot and Ezra Pound, and on W. H. Auden and Derek Walcott.

Non-attending students will have to prepare one of these two novels:

Muriel Spark, The Prime of Miss Brodie (1961) (novel)
Hanif Kureishi, The Buddha of Suburbia (1990) (novel)

Storia della letteratura:
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

Bibliografia critica:
Questi sono i primi saggi/capitoli di libro relativi alle opere di narrativa. Ulteriori saggi verranno indicati durante il corso.
Richard Ambrosini (2019), “La Linea d’ombra. Una confessione”, in La storia delle storie di Conrad. Biografia intellettuale di un romanziere, pp. 302-312.(Disponibile in biblioteca)
Bulla, Guido (1989), Il muro di vetro. Nineteen Eighty-Four e l’ultimo Orwell, Bulzoni. (Estratti disponibili in pdf)
Capoferro, Riccardo (2015), “Providence, Anti-Providence, and the Experience of Time inThe Shadow-Line”, Conradiana, 47, i, pp. 17-42. (Disponibile in pdf)
Fausto Ciompi (2001), “Verso l’individuo. Sei paragrafi di critica swinburneana”, Il confronto letterario, 36, ii, pp. 391—435. (Disponibile in pdf)
Sandra M. Gilbert (1977), “Plain Jane's Progress”, Signs, 2, iv, pp. 779-804. (Disponibile in pdf)
Hugh Kenner (1948), “The Portrait in Perspective”, The Kenyon Review, 10, iii, pp. 361-381. (Disponibile in pdf)
Alex Tickell (2009), Kipling’s famine‐romance: Masculinity, gender and colonial biopolitics in “William the Conqueror”, Journal of Postcolonial Writing, 45, iii, pp. 251-262. (Disponibile in pdf)
Helen Vendler, (1997), Poems, Poets, Poetry. An Introduction and Anthology, Bedford Books, Boston. (Estratti disponibili in pdf)

All materials will be made available on the Moodle platform.

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

Literary texts (compulsory):
William Blake, London, Jerusalem, The Chimney Sweeper (I, II), Holy Thursday (I, II) [online];
William Wordsworth, Composed upon Westminster Bridge, September 3, 1802 [online];
John Keats, Ode on a Grecian Urn [online];
Charles Dickens, Oliver Twist [any English unabridged edition];
Amy Levy, A London Plane-tree, London in July, A March Day in London [online];
Oscar Wilde, Impression du Matin, Symphony in Yellow [online];
Virginia Woolf, The London Scene [selected essays provided by the teacher];
Virginia Woolf, Mrs Dalloway [any English unabridged edition];
Sam Selvon, The Lonely Londoners [any English unabridged edition];
Hanif Kureishi, Love in a Blue Time [selected essays provided by the teacher].

Lessons will be held in Italian and English and the texts used will be in English. Italian translations are not allowed. You can find the above texts 'online' at: Project Gutenberg and Poetry Foundation's websites. All the texts provided by the teacher will be uploaded on Moodle at the beginning of the course.

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)
H. von Kleist, La brocca rotta (Garzanti)
H. v. Kleist, Il principe di Homburg (Garzanti)
G. Büchner, La morte di Danton (Marsilio)
F. Wedekind, Lulù (Adelphi)
B. Brecht, Vita di Galileo (Einaudi)
B. Brecht, Il cerchio di gesso del Caucaso (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).

19th Russian Literature: Gogol, Turgenev, Dostoevsky, Ostrovsky, Tolstoy

G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I ,
pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (“La notte di Natale”, “Una terribile vendetta”), Mirgorod (“Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore, Padri e Figli
F.M. Dostoevskij, Il sosia, Delitto e Castigo e un romanzo a scelta tra: I Demoni/ L’Idiota/ I Fratelli Karamazov
A.N. Ostrovskij, La foresta/L’uragano
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 readings:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso

19-th Century Russian Literature: Gogol, Turgenev, Ostrovsky and Tolstoy

Teaching materials

Reference texts (to be chosen and limited to the historical period covered in the course)
G. Carpi, Storia della letteratura russa, Roma, Carocci, 2010
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I , pp. 505-762

Readings
N.V. Gogol’, Veglie alla fattoria presso Dikan’ka (solo “La notte di Natale”, “Una terribile vendetta”), Mirgorod (solo “Proprietari di vecchio stampo”), L’ispettore generale, Le anime morte.
I.S. Turgenev, Le memorie di un cacciatore
L.N. Tolstoj, Anna Karenina/ Guerra e Pace, La morte di Ivan Il’ič.

2 freely chosen readings among:
N.V. Gogol’, Storia del litigio tra Ivan Ivanovič e Ivan Nikiforovič
F.M. Dostoevskij, La mite
L.N. Tolstoj, I racconti di Sebastopoli, La sonata a Kreutzer
N.S. Leskov, Il viaggiatore incantato, L’angelo sigillato
M.V. Garšin, Il fiore rosso
NB: those who read War and Peace, add 1 optional reading. It is possible to replace the optional readings with the works of Dostoevsky, Ostrovsky and Tolstoy indicated above.

5 pages to be read in the original language (handout provided at the beginning of the course)

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 computer assisted translation will be introduced to the students.

Students will be asked to translate texts and analyze translations.

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

Txt linguistics and translation

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

Course materials

- 4 Dispense “Linguistica testuale e traduzione”, su Moodle
- Harald Weinrich, Linguistik der Lüge, Beck (trad. it. 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.

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 bibliographical research, critical methods of literary text analysis and translation, thesis writing.

1. Letture obbligatorie.

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. Letture consigliate.

2.1 La bibliografia:
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.

2.2 La ricerca:
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 La redazione:
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.

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.
To be considered as REFERENCE BOOKS.

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

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

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

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, 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.

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

The laboratory aims to strengthen students' skills in linguistic analysis and translation of Portuguese literary texts. A series of lectures will be dedicated to general issues related to literary translation. A second cycle of lessons will be dedicated to the analysis of some passages of novels. During the exercises, students will have to put into practice the skills acquired, analysing and translating autonomously.

Texts adopted

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

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

João de Melo, Antologia do Conto Português, Alfragide, Dom Quixote, 2002

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139
Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Inoltre I testi da analizzare e tradurre saranno brani tratti da

H. James, Il carteggio Aspern, edizioni Marsilio, Einaudi, Mondadori, Garzanti
W. Shakespeare, Antonio e Cleopatra, edizioni Bompiani, Mondadori, Feltrinelli, Garzanti

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Moreover 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 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 -- available in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139
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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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 teacher will make available on Moodle a collection of passages drawn from a certain number of literary texts in English.

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.

Nel workshop verranno confrontate diverse traduzioni di alcuni passi del medesimo testo (Henry James, "Aspern Papers", William Shakespeare, "Antony and Cleopatra"), al fine di approfondire il significato e le implicazioni delle scelte traduttive

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

The texts for the analysis and translation will be taken from:

H. James, Il carteggio Aspern, edizioni Marsilio, Einaudi, Mondadori, Garzanti
W. Shakespeare, Antonio e Cleopatra, edizioni Bompiani, Mondadori, Feltrinelli, Garzanti

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (available at Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139).
Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008
(available at 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.

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.

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008
(available at 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 Italina 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.

Literature and Society in France, XIXth-XXth 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 XIXth-XXth 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.

Introduction to the history of Angolan art. The course will be preceded by a series of lectures dealing with different aspects of Angolan literature and culture, with particular emphasis on the work of Ruy Duarte de Carvalho.

Materiale didattico
S. Celani, L’Africa di lingua portoghese. Letteratura, storia, cultura, Viterbo, Sette Città, 2003, pp. 5-32;
A. Mixinge, Made in Angola. Arte contemporânea, artistas e debates, L’Harmattan, 2009;
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;

Lettura di un’opera a scelta tra quelle presenti nel seguente elenco:

José Eduardo Agualusa, Barocco tropicale, Roma, La Nuova Frontiera, 2012;
Ruy Duarte de Carvalho, Terra di Offerta, Livorno, Vittoria Iguazu Editora, 2020;
Ondjaki, NonnaDiciannove e il segreto del sovietico, L’Aquila, Il Sirente, 2015;
Pepetela, Generazione dell’Utopia, Reggio Emilia, Diabasis, 2009;
Manuel Rui, Magari fossi un’onda, Roma, La Nuova Frontiera, 2006;
Ana Paula Tavares, La testa di Salomé, Perugia, Urogallo, 2017;
Luandino Vieira, Luuanda, Milano, Feltrinelli, 1990.
Uanhenga Xitu, “Maestro Tamoda”, in Africana. Racconti dall’Africa che scrive in portoghese, a cura di V. Barca e R. Francavilla, Milano, Feltrinelli, pp. 149-170;

Ulteriore materiale didattico potrà essere distribuito nel corso delle lezioni.

The course will focus on the history of Brazilian literature during the 19th and 20th centuries with particular attention to the role of literature in the formation of Brazil's national identity. It will be also deepened the study of the works of the writers Machado de Assis and Clarice Lispector.

L. Stegagno Picchio, Storia della letteratura brasiliana, Torino, Einaudi, 1997, (Cap. V-VIII, XI-XII, XIII-XV);

S. Santiago, “O entre-lugar do discurso latino-americano” in Uma literatura nos trópicos, Rio de Janeiro, Rocco, 2000, pp. 9-26;

Machado de Assis, Obra completa, vol. II-III, Rio de Janeiro, Aguilar, 1959 (selected texts);

A. Candido, “Esquema de Machado de Assis”, in Vários escritos, Rio de Janeiro, Ouro sobre Azul; São Paulo, Duas Cidades, 2004, pp. 15-32;

C. Lispector, Laços de família, Rio de Janeiro, Rocco, 2009 (selected texts);

C. Lispector, A legião estrangeira, Rio de Janeiro, Rocco, 1999 (selected texts);

A. R. de Sant’Anna, “Laços de família e A legião estrangeira”, in A. R. de Sant’Anna e M. Colasanti, Com Clarice, São Paulo, Unesp, 2013, pp. 77-120.

History, Memory and Trauma in U.S. 20th- and 21st-Century Literature

The different forms of memory (historical, collective, personal, post-memorial) will be examined through a sample of representative texts of the twentieth- and twenty-first-century American literary canon. The historical periodization will broadly refer to the decades 1900-1945; 1945-2000; 2001-present. Special attention will be placed on questions related to the representation of trauma, the construction of ethnic identities as a result of diasporas and migrations, the construction of gender identities, the narration of collective and personal histories. These issues will be explored focusing on the specificities of literary genres (fiction, poetry, film) and phenomena such as intertextuality and intermediality.

James Weldon Johnson, The Autobiography of an Ex-Colored Man (New York: Norton Critical Edition, 2015, consultabile presso la Biblioteca Petrocchi).
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)
Allen Ginsberg, “Howl”, any edition.
Toni Morrison, Beloved, any edition.
David Foster Wallace, “E Unibus Pluram: Television and U.S. Fiction”, Review of Contemporary Fiction, 13:2 (Summer 1993) available at http://jsomers.net/DFW_TV.pdf
Jonathan Safran Foer, Extremely Loud and Incredibly Close (Houghton Mifflin, available at the Petrocchi Library)

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

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

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

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

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

Film:
Bodas de sangre di Carlos Saura (1981)
La novia di Paula Ortiz (2015)
Cásese quien pueda di Marco Polo Constandse (2014)
El olivo di Icíar Bollaín (2016)
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:
Lola Pons Rodríguez, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, oppure Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), oppure Díaz Cintas, Jorge – Remael, Aline, Audiovisal Translation: Subtitling, London/New York, Routledge, 2007 (ch. 3, 6, 7).

The course aims at analyzing the process of re-standardization of European Portuguese (EP) and Brazilian Portuguese (BP) through the study and investigation on a series of phenomena of morphosynthetic nature. 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.
Gian Luigi De Rosa, “O sujeito nulo na aquisição do português brasileiro como língua estrangeira”, in Vânia Cristina Casseb-Galvão, Gian Luigi De Rosa, Kleber Aparecido Silva e Lennie Aryete Pereira Bertoque (eds.), O sujeito gramatical no português brasileiro. Expressão, concordância, ergatividade e afetamento (co-curatela con), Parábola Editorial, São Paulo, 2020, pp. 61-78, ISBN 978-65-86250-09-1.
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.

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.

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 bibliographical research, critical methods of literary text analysis and translation, thesis writing.

1. Letture obbligatorie.

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. Letture consigliate.

2.1 La bibliografia:
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.

2.2 La ricerca:
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 La redazione:
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.

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.
To be considered as REFERENCE BOOKS.

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

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

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

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, 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.

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

The laboratory aims to strengthen students' skills in linguistic analysis and translation of Portuguese literary texts. A series of lectures will be dedicated to general issues related to literary translation. A second cycle of lessons will be dedicated to the analysis of some passages of novels. During the exercises, students will have to put into practice the skills acquired, analysing and translating autonomously.

Texts adopted

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

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

João de Melo, Antologia do Conto Português, Alfragide, Dom Quixote, 2002

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139
Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Inoltre I testi da analizzare e tradurre saranno brani tratti da

H. James, Il carteggio Aspern, edizioni Marsilio, Einaudi, Mondadori, Garzanti
W. Shakespeare, Antonio e Cleopatra, edizioni Bompiani, Mondadori, Feltrinelli, Garzanti

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Moreover 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 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 -- available in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139
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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

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

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 teacher will make available on Moodle a collection of passages drawn from a certain number of literary texts in English.

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.

Nel workshop verranno confrontate diverse traduzioni di alcuni passi del medesimo testo (Henry James, "Aspern Papers", William Shakespeare, "Antony and Cleopatra"), al fine di approfondire il significato e le implicazioni delle scelte traduttive

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (lo trovi in Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139

The texts for the analysis and translation will be taken from:

H. James, Il carteggio Aspern, edizioni Marsilio, Einaudi, Mondadori, Garzanti
W. Shakespeare, Antonio e Cleopatra, edizioni Bompiani, Mondadori, Feltrinelli, Garzanti

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008 (available at Roma Tre Discovery https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=345139).
Moreover 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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008
(available at 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.

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.

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.

Neil Murray and Geraldine Hughes, Writing Up Your University Assignments And Research Projects, Open University Press, 2008
(available at 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 Italina 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.