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SUBJECTSEMESTERCFUSSDLANGUAGE
UNA MATERIA A SCELTA TRA LETT. GRECA FILOLOGIA ITALIANA STORIA DELLA SCRITTURA CURRICULUM STUDI - -- -
GREEK LITERATURE

MADDALENA VALLOZZA

8L-FIL-LET/02ita

Learning objectives

– knowledge of authors, themes and problems of Greek Literature
– ability of a critical reading of texts, in Greek for students aiming to obtain 24 credits in the SS-L-FIL-LET / 02 for the 'teaching class' A 13, in Italian translation with elements of Greek lexicon for students following other curriculums
– knowledge of main critical instruments
– methodological skills useful for analysis and independent research.

Teacher's Profile

HISTORY OF WRITING

FRANCESCO MARIA CARDARELLI

8M-STO/09ita

Learning objectives

The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age.
Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them.
Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text.
Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field.
Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course.
Learning skills: Students will have acquired the ability to independently continue the study of Paleography.

UNA MATERIA A SCELTA TRA FILOLOGIA GERMANICA, FILOLOGIA E LINGUISTICA ROMANZA CURRICULUM STUDI - -- -
GERMAN PHILOLOGY

COSTANZA CIGNI

8L-FIL-LET/15ita

Learning objectives

The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages.
Learning outcomes:
1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective.
2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German.
3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills.
4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages.

Teacher's Profile

courseProgram

This module provides both an historical and cultural framework of the Germanic tribes in the Middle Ages and a synchronic description of the Common Germanic and its later linguistic developments, with particular regard to the early varieties of West Germanic (Old English and Old High German dialects). It also offers an introduction to the philological and linguistic analysis of the earliest Germanic texts and to useful operational tools in this field of study.
Lesson plan
First part
Germanic Philology: subject, method and field of application; the comparative method in historical linguistics; Germanic and concept of proto-language reconstruction; trees vs waves: two models of language diversification; phonological and morphological development from Indo-European to Proto-Germanic and to medieval Germanic languages; linguistic interference: Germanic-Romans contacts in Antiquity and in the Early Middle Ages; Germanic tribes and writing.
Second part
Practical comparative-contrastive analysis of some Lord’s Prayer versions in Gothic, Old English and Old High German.

examMode

The oral examination lasts 15-20 minutes. It consists of a series of questions on all the topics covered by the professor and indicated in the syllabus. The assessment is aimed at evaluating: the learning level of the programme topics, the critical and methodological skills acquired by the student through the study of textbooks, the ability to establish links between various topics of the module, the ability to apply the contents learned to the solution of simple problems (such as, in particular, the identification of phonological and morphological phenomena in a short text in the original language), the accuracy in the use of language and terminology. Identification and full understanding of topics/issues, full answers to all questions supported with appropriate examples, evidence of independent thinking and accurate use of language will lead to an excellent grade (30-30L). Very good/good evaluation will be attributed to a competent knowledge of main topics/issues and/or to a correct but not always precise language (24-29). Sufficient/satisfactory grade will be assigned to a predominantly or exclusively descriptive knowledge expressed in modest and/or imprecise language (18/23). Minimum necessary knowledge of the topics, little or no linkage of ideas and inexact language will be assessed with a failing grade.

books

For the theoretical background of the discipline, a textbook to be chosen from:

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (rist. 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022

For the origins of written literatures:

-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017
(chapter 3 for Anglicists (La letteratura anglosassone)/chapter 2 for Germanists (Letteratura in antico altotedesco).

classRoomMode

Attendance is not compulsory. However, it is strongly recommended because it will facilitate the study of the bibliography and will allow you to verify in itinere the acquisition of the necessary skills to take the exam.

bibliography

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (reprint 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022
-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017

-all the supporting materials of lectures, which are available on the UniTusMoodle learning platform.

UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CRITICA LETTERARIA CURR STUDI LETTERE - -- -
FRENCH LITERATURE

ROBERTO ROMAGNINO

8L-LIN/03ita

Learning objectives

The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills).

Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


LETTERATURA E CULTURA RUSSA

VALENTINA ROSSI

8L-LIN/21ita

Learning objectives

The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history up to the end of 19th century; 3. knowledge in depth of selected moments and authors of Russian 19th century (focus: the duel as subject).
After the course students should: 1. know the main trends of Russian literature and culture, with careful consideration of the historical context; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills and competences according to Dublin descriptors.

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

18307 - GEOGRAPHY

LUISA CARBONELUISA CARBONE

First Semester 8M-GGR/01ita
15276 - EXAMS OPEN TO STUDENT'S CHOISE

Second Semester 8ita
UNA MATERIA A SCELTA TRA LETT. GRECA FILOLOGIA ITALIANA STORIA DELLA SCRITTURA CURRICULUM STUDI - -- -
ITALIAN PHILOLOGY

PAOLO MARINI

8L-FIL-LET/13ita

Learning objectives

Knowledge of the practices of Italian philology and related technical terminology. Knowledge of the paper and electronic tools of philological research. Direct comparison with one of the main poetry books of the 20th century.
1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products
2) Improvement of knowledge and comprehension skills applied to the textual analysis of a 20th century classic from a philological perspective
3) Increased autonomy of judgement following an acquired autonomy of investigation in the panorama of bibliographical tools (paper and electronic) related to the philological discipline
4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalised writings
5) Development of the ability to learn through the consideration of texts as a function of the history of the oral, manuscript and printed tradition thereof

Teacher's Profile

courseProgram

- Module I (28 hours of face-to-face lessons): Fundamentals of Italian philology
History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotal theory and practices before and after Lachmann; author philology. In-depth study of some exemplary cases of Italian philology. Presentation of the main paper and electronic tools of philological research.

- Module II (20 hours of face-to-face lessons): Eugenio Montale's "Ossi di seppia". Genesis of the book of poetry from the first to the second edition
Critical reading and philological analysis of Montale's ‘Ossi di seppia’, with special focus on the genesis of the book of poetry in the crucial passage from the first (Turin, Gobetti, 1925) to the second edition (Turin, Ribet, 1928).

examMode

In itinere examinations (optional) and final interview on course topics
The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on the reading of a text or a specific topic, to assess the student's acquired skills of autonomy and judgement.

books

Module I:
P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions).

Module II:
1) E. Montale, ‘Ossi di seppia’, edited by P. Cataldi and F. d'Amely, Milano, Mondadori, 2003 (and subsequent reprints).
2) G. Lavezzi, ‘Ossi di seppia’, in ‘Montale’, edited by P. Marini and N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 25-47.

mode

Face-to-face lessons

classRoomMode

Optional but highly recommended class attendance

bibliography

Reference literature will be provided in the course of the lectures. As a preliminary, the following reference texts are recommended:
- Marina Polacco, L'intertestualità, Roma-Bari, Laterza, 1998
- Armando Petrucci, Letteratura italiana: una storia attraverso la scrittura, Roma, Carocci, 2017

Teacher's Profile

courseProgram

- Module I (28 hours of face-to-face lessons): Fundamentals of Italian philology
History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotal theory and practices before and after Lachmann; author philology. In-depth study of some exemplary cases of Italian philology. Presentation of the main paper and electronic tools of philological research.

- Module II (20 hours of face-to-face lessons): Eugenio Montale's "Ossi di seppia". Genesis of the book of poetry from the first to the second edition
Critical reading and philological analysis of Montale's ‘Ossi di seppia’, with special focus on the genesis of the book of poetry in the crucial passage from the first (Turin, Gobetti, 1925) to the second edition (Turin, Ribet, 1928).

examMode

In itinere examinations (optional) and final interview on course topics
The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on the reading of a text or a specific topic, to assess the student's acquired skills of autonomy and judgement.

books

Module I:
P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions).

Module II:
1) E. Montale, ‘Ossi di seppia’, edited by P. Cataldi and F. d'Amely, Milano, Mondadori, 2003 (and subsequent reprints).
2) G. Lavezzi, ‘Ossi di seppia’, in ‘Montale’, edited by P. Marini and N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 25-47.

mode

Face-to-face lessons

classRoomMode

Optional but highly recommended class attendance

bibliography

Reference literature will be provided in the course of the lectures. As a preliminary, the following reference texts are recommended:
- Marina Polacco, L'intertestualità, Roma-Bari, Laterza, 1998
- Armando Petrucci, Letteratura italiana: una storia attraverso la scrittura, Roma, Carocci, 2017

HISTORY OF WRITING

FRANCESCO MARIA CARDARELLI

8M-STO/09ita

Learning objectives

The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age.
Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them.
Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text.
Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field.
Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course.
Learning skills: Students will have acquired the ability to independently continue the study of Paleography.

UNA MATERIA A SCELTA TRA FILOLOGIA GERMANICA, FILOLOGIA E LINGUISTICA ROMANZA CURRICULUM STUDI - -- -
ROMANCE PHILOLOGY AND LINGUISTICS

GIOVANNA SANTINI

8L-FIL-LET/09ita

Learning objectives

The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages ​​and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages ​​and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages ​​and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages ​​derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools.

Teacher's Profile

courseProgram

FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature writ-ten in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation.
ROMAN LINGUISTIC INTERCOMPREHENSION: In the second part, the skills acquired through the comparative study of Romance languages are put into practice in an experimental inductive learning program which aims to bring students closer to the simultaneous understanding of multiple Romance languages. Reading and listening to texts in different Romance languages are proposed, accompanied by comprehension exercises and grammatical study sheets.
HISTORY AND TRADITION OF POETRY: A third part is dedicated to the history of Romance poetry, that is, to the medieval origins and development up to the present day of some long-lasting themes, forms, structures and linguistic elements: the objective is to retrace the poetic tradition by focusing attention on individual phenomena, through which it is possible to observe the continuity of the tradition over time and the strong connections between the different linguistic areas of Romània. Students are called to intervene directly in the research and analysis of these el-ements of continuity.

examMode

For the ATTENDING students there will be one or more written tests (also in itinere) and an oral test (for the vote the results of each test are considered). In the written tests the competences on the scientific-methodological foundations of the discipline and on the main characteristics of the evolution of the Romance languages ​​starting from the Latin are evaluated; in the oral exam the evaluation of the competences acquired on specific topics treated in class will be completed (Dante's reception of troubadour and italian lyric), as well as those acquired through the reading of the bibliography. For NON-ATTENDING students, normally there is only the oral exam which evaluates the skills acquired through the reading of the specific bibliography on the scientific-methodological foundations of the discipline, on the main characteristics of the evolution of Romance languages ​​starting from Latin and on topics specifications indicated in the program (Dante's reception of troubadour and italian lyric).

books

1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884

2. Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022

3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course.

4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher.

IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM.

mode

In the lectures the fundamental topics of the course will be addressed, giving ample space to reading, analyzing and commenting on the texts; Students will be asked to participate with questions and short in-depth interventions prepared independently. Classroom exercises will be periodically proposed aimed at gradually assessing the skills acquired by the students and the need for any clarifications on the topics covered.

classRoomMode

The attendance of lectures will facilitate students in the study of the bibliography and will give them the opportunity to verify in itinere the acquisition of the skills necessary to take the exam.

bibliography

Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 20222

UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CRITICA LETTERARIA CURR STUDI LETTERE - -- -
ENGLISH LITERATURE

VALERIO VIVIANI

8L-LIN/10ita

Learning objectives

The course aims to deepen literary aspects and problems and to provide critical skills in the analysis of significant works. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural context, students will be able to understand and evaluate the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be:
1) to know the main features and characteristics relating to coeval English literature and culture;
2) to be able to analyse and comment on the texts in question;
3) to be able to formulate judgements on the subject autonomously;
4) to be able to appropriately communicate what they have learnt:
5) to be able to understand and interpret similar literary phenomena not covered in the syllabus.

17453 - FINAL EXHAMINATION

Second Semester 8ita
118655 - STORIA CONTEMPORANEA

CATIA PAPACATIA PAPA

Second Semester 8M-STO/04ita

Learning objectives

The objectives of the 2023/2024 course of Contemporary History are multiple. First, the course aims to consolidate the knowledge of the history of the 19th and 20th centuries and the ability to understand the historical evolution of European and non-European societies in the last two centuries. With recommended readings students‘ learning ability will be improved. The aim is to educate students in independent judgment and to be able to form their own critical thinking. It will also aim to strengthen their analysis skills of contemporary events. Finally, particular attention will be paid during the lessons on methodologies to develop and improve their communication skills.

Teacher's Profile

Learning objectives

– knowledge of authors, themes and problems of Greek Literature
– ability of a critical reading of texts, in Greek for students aiming to obtain 24 credits in the SS-L-FIL-LET / 02 for the 'teaching class' A 13, in Italian translation with elements of Greek lexicon for students following other curriculums
– knowledge of main critical instruments
– methodological skills useful for analysis and independent research.

Teacher's Profile

Learning objectives

The course focuses on Paleography, or the history of writing in Latin characters from the Roman Age to the beginning of the Modern Age.
Knowledge and understanding: Students will learn the fundamental principles and methodology of Paleography, the main phases of its history, as well as the fundamental notions necessary to identify the different scripts by assigning them to a specific area and era, to understand the different alphabetic signs and accessories and to decipher the abbreviations that accompany them.
Applying knowledge and understanding: Thanks also to the exercises, the student will be able to recognize the most widespread epigraphic, book and documentary writings in the Italian peninsula, to place them in time and space, to read and correctly transcribe a manuscript text.
Making judgments: The student will acquire the tools to deal independently with a single handwritten testimony and to deepen their knowledge in the paleographic field.
Communication skills: Students will be able to clearly present the knowledge acquired and the topics covered by the course.
Learning skills: Students will have acquired the ability to independently continue the study of Paleography.

Learning objectives

Knowledge of the practices of Italian philology and related technical terminology. Knowledge of the paper and electronic tools of philological research. Direct comparison with one of the main poetry books of the 20th century.
1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products
2) Improvement of knowledge and comprehension skills applied to the textual analysis of a 20th century classic from a philological perspective
3) Increased autonomy of judgement following an acquired autonomy of investigation in the panorama of bibliographical tools (paper and electronic) related to the philological discipline
4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalised writings
5) Development of the ability to learn through the consideration of texts as a function of the history of the oral, manuscript and printed tradition thereof

Teacher's Profile

courseProgram

- Module I (28 hours of face-to-face lessons): Fundamentals of Italian philology
History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotal theory and practices before and after Lachmann; author philology. In-depth study of some exemplary cases of Italian philology. Presentation of the main paper and electronic tools of philological research.

- Module II (20 hours of face-to-face lessons): Eugenio Montale's "Ossi di seppia". Genesis of the book of poetry from the first to the second edition
Critical reading and philological analysis of Montale's ‘Ossi di seppia’, with special focus on the genesis of the book of poetry in the crucial passage from the first (Turin, Gobetti, 1925) to the second edition (Turin, Ribet, 1928).

examMode

In itinere examinations (optional) and final interview on course topics
The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on the reading of a text or a specific topic, to assess the student's acquired skills of autonomy and judgement.

books

Module I:
P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions).

Module II:
1) E. Montale, ‘Ossi di seppia’, edited by P. Cataldi and F. d'Amely, Milano, Mondadori, 2003 (and subsequent reprints).
2) G. Lavezzi, ‘Ossi di seppia’, in ‘Montale’, edited by P. Marini and N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 25-47.

mode

Face-to-face lessons

classRoomMode

Optional but highly recommended class attendance

bibliography

Reference literature will be provided in the course of the lectures. As a preliminary, the following reference texts are recommended:
- Marina Polacco, L'intertestualità, Roma-Bari, Laterza, 1998
- Armando Petrucci, Letteratura italiana: una storia attraverso la scrittura, Roma, Carocci, 2017

Teacher's Profile

courseProgram

- Module I (28 hours of face-to-face lessons): Fundamentals of Italian philology
History of the discipline and technical terminology; writing media (manuscripts and prints); ecdotal theory and practices before and after Lachmann; author philology. In-depth study of some exemplary cases of Italian philology. Presentation of the main paper and electronic tools of philological research.

- Module II (20 hours of face-to-face lessons): Eugenio Montale's "Ossi di seppia". Genesis of the book of poetry from the first to the second edition
Critical reading and philological analysis of Montale's ‘Ossi di seppia’, with special focus on the genesis of the book of poetry in the crucial passage from the first (Turin, Gobetti, 1925) to the second edition (Turin, Ribet, 1928).

examMode

In itinere examinations (optional) and final interview on course topics
The examination will be structured as follows: first general question on the basics of the discipline and technical terminology; second question focused on the reading of a text or a specific topic, to assess the student's acquired skills of autonomy and judgement.

books

Module I:
P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci, 2008 (and subsequent reprints and editions).

Module II:
1) E. Montale, ‘Ossi di seppia’, edited by P. Cataldi and F. d'Amely, Milano, Mondadori, 2003 (and subsequent reprints).
2) G. Lavezzi, ‘Ossi di seppia’, in ‘Montale’, edited by P. Marini and N. Scaffai, Roma, Carocci, 2019 (and subsequent reprints), pp. 25-47.

mode

Face-to-face lessons

classRoomMode

Optional but highly recommended class attendance

bibliography

Reference literature will be provided in the course of the lectures. As a preliminary, the following reference texts are recommended:
- Marina Polacco, L'intertestualità, Roma-Bari, Laterza, 1998
- Armando Petrucci, Letteratura italiana: una storia attraverso la scrittura, Roma, Carocci, 2017

Learning objectives

The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages.
Learning outcomes:
1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective.
2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German.
3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills.
4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages.

Teacher's Profile

courseProgram

This module provides both an historical and cultural framework of the Germanic tribes in the Middle Ages and a synchronic description of the Common Germanic and its later linguistic developments, with particular regard to the early varieties of West Germanic (Old English and Old High German dialects). It also offers an introduction to the philological and linguistic analysis of the earliest Germanic texts and to useful operational tools in this field of study.
Lesson plan
First part
Germanic Philology: subject, method and field of application; the comparative method in historical linguistics; Germanic and concept of proto-language reconstruction; trees vs waves: two models of language diversification; phonological and morphological development from Indo-European to Proto-Germanic and to medieval Germanic languages; linguistic interference: Germanic-Romans contacts in Antiquity and in the Early Middle Ages; Germanic tribes and writing.
Second part
Practical comparative-contrastive analysis of some Lord’s Prayer versions in Gothic, Old English and Old High German.

examMode

The oral examination lasts 15-20 minutes. It consists of a series of questions on all the topics covered by the professor and indicated in the syllabus. The assessment is aimed at evaluating: the learning level of the programme topics, the critical and methodological skills acquired by the student through the study of textbooks, the ability to establish links between various topics of the module, the ability to apply the contents learned to the solution of simple problems (such as, in particular, the identification of phonological and morphological phenomena in a short text in the original language), the accuracy in the use of language and terminology. Identification and full understanding of topics/issues, full answers to all questions supported with appropriate examples, evidence of independent thinking and accurate use of language will lead to an excellent grade (30-30L). Very good/good evaluation will be attributed to a competent knowledge of main topics/issues and/or to a correct but not always precise language (24-29). Sufficient/satisfactory grade will be assigned to a predominantly or exclusively descriptive knowledge expressed in modest and/or imprecise language (18/23). Minimum necessary knowledge of the topics, little or no linkage of ideas and inexact language will be assessed with a failing grade.

books

For the theoretical background of the discipline, a textbook to be chosen from:

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (rist. 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022

For the origins of written literatures:

-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017
(chapter 3 for Anglicists (La letteratura anglosassone)/chapter 2 for Germanists (Letteratura in antico altotedesco).

classRoomMode

Attendance is not compulsory. However, it is strongly recommended because it will facilitate the study of the bibliography and will allow you to verify in itinere the acquisition of the necessary skills to take the exam.

bibliography

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (reprint 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022
-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017

-all the supporting materials of lectures, which are available on the UniTusMoodle learning platform.

Learning objectives

The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages ​​and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages ​​and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages ​​and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages ​​derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools.

Teacher's Profile

courseProgram

FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature writ-ten in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation.
ROMAN LINGUISTIC INTERCOMPREHENSION: In the second part, the skills acquired through the comparative study of Romance languages are put into practice in an experimental inductive learning program which aims to bring students closer to the simultaneous understanding of multiple Romance languages. Reading and listening to texts in different Romance languages are proposed, accompanied by comprehension exercises and grammatical study sheets.
HISTORY AND TRADITION OF POETRY: A third part is dedicated to the history of Romance poetry, that is, to the medieval origins and development up to the present day of some long-lasting themes, forms, structures and linguistic elements: the objective is to retrace the poetic tradition by focusing attention on individual phenomena, through which it is possible to observe the continuity of the tradition over time and the strong connections between the different linguistic areas of Romània. Students are called to intervene directly in the research and analysis of these el-ements of continuity.

examMode

For the ATTENDING students there will be one or more written tests (also in itinere) and an oral test (for the vote the results of each test are considered). In the written tests the competences on the scientific-methodological foundations of the discipline and on the main characteristics of the evolution of the Romance languages ​​starting from the Latin are evaluated; in the oral exam the evaluation of the competences acquired on specific topics treated in class will be completed (Dante's reception of troubadour and italian lyric), as well as those acquired through the reading of the bibliography. For NON-ATTENDING students, normally there is only the oral exam which evaluates the skills acquired through the reading of the specific bibliography on the scientific-methodological foundations of the discipline, on the main characteristics of the evolution of Romance languages ​​starting from Latin and on topics specifications indicated in the program (Dante's reception of troubadour and italian lyric).

books

1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884

2. Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022

3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course.

4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher.

IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM.

mode

In the lectures the fundamental topics of the course will be addressed, giving ample space to reading, analyzing and commenting on the texts; Students will be asked to participate with questions and short in-depth interventions prepared independently. Classroom exercises will be periodically proposed aimed at gradually assessing the skills acquired by the students and the need for any clarifications on the topics covered.

classRoomMode

The attendance of lectures will facilitate students in the study of the bibliography and will give them the opportunity to verify in itinere the acquisition of the skills necessary to take the exam.

bibliography

Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 20222

Learning objectives

The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills).

Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


Learning objectives

The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important moments of Russian literary history up to the end of 19th century; 3. knowledge in depth of selected moments and authors of Russian 19th century (focus: the duel as subject).
After the course students should: 1. know the main trends of Russian literature and culture, with careful consideration of the historical context; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills and competences according to Dublin descriptors.

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

Learning objectives

The course aims to deepen literary aspects and problems and to provide critical skills in the analysis of significant works. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural context, students will be able to understand and evaluate the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be:
1) to know the main features and characteristics relating to coeval English literature and culture;
2) to be able to analyse and comment on the texts in question;
3) to be able to formulate judgements on the subject autonomously;
4) to be able to appropriately communicate what they have learnt:
5) to be able to understand and interpret similar literary phenomena not covered in the syllabus.

Learning objectives


a) LEARNING OBJECTIVES
Acquire theoretical and practical skills in selected computer technologies used in the humanities:
word processing, formal languages for text structuring and presentation, digital editions, and large
language models for natural languages.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding
1. Understand the possibilities and limitations of conventional WYSIWYG (“What You See Is
What You Get”) word processing systems and recognize the importance of styles.
2. Understand the internal structure of a book in ePub format (“Electronic Publication”) and
grasp the differences between ePub format and word processing formats.
3. Understand the possibilities and limitations of a Large Language Model (LLM), its
probabilistic nature, the meaning of LLM parameters (Top-k, Top-p, temperature), and the
importance of prompt formulation by the user.
b2) Applying knowledge and understanding
Students will learn to:

1. Use a word processing system (Microsoft Word or OpenOffice Writer) to define styles,
structure a document into chapters, create a clickable table of contents, and format elements
such as images and tables.
2. Use the Sigil program to build a small editorial product in ePub format starting from a given
text.
3. Use one or more LLMs (ChatGPT, Gemini) to obtain simple creative outputs based on
personally crafted examples (prompts).
b3) Making judgements
Students will be able to assess the technological quality of:
1. A Microsoft Word or OpenOffice Writer document,
2. An editorial product in ePub format,
3. Information or a creative output obtained with the aid of an LLM.
b4) Communication skills
Learn the appropriate terminology to describe the features of a document produced through word
processing or an electronic edition: typographic effects, layout, and format specifications.
Communicate with an appropriate degree of uncertainty—due to the probabilistic nature of the
model—the results obtained from a large language model.
b5) Learning skills
Students will be able to learn and adapt to new features that will gradually become available in the
future regarding word processing systems, electronic editions, and integrated tools for
communication and device control through an LLM.

Teacher's Profile

courseProgram

a) EDUCATIONAL OBJECTIVES
Acquire theoretical and operational skills in some information technologies used in the humanities: word processing, formal languages for structuring and presenting texts, digital editions, and large-scale linguistic models for natural languages.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding;
(1) Know the capabilities and limitations of conventional WYSIWYG ("What You See Is What You Get") word processing systems and understand the importance of styles. (2) Understand the internal structure of a book in ePub ("Electronic Publication") format and understand the differences between ePub and word processing formats. (3) Know the possibilities and limitations of an LLM (“Large Language Model”), know its probabilistic nature, and understand the meaning of the parameters of an LLM (Top-k, Top-p, temperature) and the importance of the user's prompting.
b2) Applying knowledge and understanding;
The student will learn to (1) use a word processing system (Microsoft Word or Open Office Writer) to define styles, structure a document into chapters, build a clickable index, and lay out elements such as images and tables. (2) Use the Sigil program to build a small editorial product in ePub format from a given text. (3) Use one or more LLMs (ChatGPT, Gemini) to obtain simple creative products from personally constructed prompts.
b3) Making judgments;
The student will be able to evaluate the technological quality of: (1) a Microsoft Word or OpenOffice Writer document, (2) an editorial product in ePub format, (3) either the information, or a creative product, obtained with the aid of an LLM.
b4) Communication skills;
Learn the appropriate terminology to describe the characteristics of a document obtained through word processing or electronic publishing: typographic effects, layout, format specifications. Communicate the results obtained from a large linguistic model with the appropriate degree of uncertainty—due to the probabilistic model.
b5) Learning skills.
The student will be able to learn the new features that will gradually become available in the future regarding word processing systems, electronic publishing, and integrated communication and device control tools through an LLM.

examMode

The exam consists of an oral exam on the notions and skills acquired in relation to points (1)-(2)-(3) above. At the student's discretion, the oral exam may focus on one or more products presented directly by the candidate, and explained in great detail. GOMP "Intermediate Tests" are planned, with dates to be agreed upon within the CCS. The student, at his discretion, can ask to take the exam in English.

books

The following textbooks are in Italian, but they can be substituted with the corresponding original English textbook at student's discretion:
For (1): Lawrence Snyder, Laura Henry Ray, Alessandro Amoroso, “Fluency: Understanding and Using Computer Science. MyLab Edition. With Digital Content for Online Access - 7th Edition.” Pearson, 2020 ISBN: 978-8891916235. Chapters 1 (IT), 5 (Information Representation), 11 (Word Processing)
For (2): Ibid., Chapters 3 (HTML5 and CSS), Instructor's notes on Sigil (distributed on Moodle)
For (3):
a) Ibid., Chapter 4 (Finding Information on the Web) +
b) Nick Polson, James Scott, “Intelligent Numbers.” UTET, 2019. ISBN: 978-8851167820, Chapters 1 (Introduction) through 6 (The Genius of the Royal Mint) and Chapter 8 (The Yankees Clipper).
c) exercises distributed by the teacher on Moodle on large-scale linguistic models

classRoomMode

Attendance is strongly recommended, but not mandatory, and no distinction will be made between attending and non-attending students during the exam. However,
to acquire practical knowledge, it seems necessary to either attend the course exercises or practice at home, which cannot be replaced by pure study.

bibliography

Bibliography
The following texts (in Italian, they can be substituted with the original English texts) are recommended only as reference sources on the subject:
For further information on Artificial Intelligence:
Stuart J. Russell, Peter Norvig, "Artificial Intelligence: A Modern Approach. Ediz. MyLab. Vol. 2." Pearson, 2022. ISBN: 9788891927484, chapters 1 (Introduction - online) and 2 (Intelligent Agents - online), chapter 27 (Philosophy, Ethics, and Security of AI).
For further information on natural language processing:
ibidem, chapter 23 (Natural Language Processing) and chapter 24 (Deep Learning for Natural Language Processing).
For further information on the evolution of information technology:
Nick Polson, James Scott, "Intelligent Numbers." UTET, 2019. ISBN: 978-8851167820, chapter 7.

Teacher's Profile

courseProgram

a) EDUCATIONAL OBJECTIVES
Acquire theoretical and operational skills in some information technologies used in the humanities: word processing, formal languages for structuring and presenting texts, digital editions, and large-scale linguistic models for natural languages.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding;
(1) Know the capabilities and limitations of conventional WYSIWYG ("What You See Is What You Get") word processing systems and understand the importance of styles. (2) Understand the internal structure of a book in ePub ("Electronic Publication") format and understand the differences between ePub and word processing formats. (3) Know the possibilities and limitations of an LLM (“Large Language Model”), know its probabilistic nature, and understand the meaning of the parameters of an LLM (Top-k, Top-p, temperature) and the importance of the user's prompting.
b2) Applying knowledge and understanding;
The student will learn to (1) use a word processing system (Microsoft Word or Open Office Writer) to define styles, structure a document into chapters, build a clickable index, and lay out elements such as images and tables. (2) Use the Sigil program to build a small editorial product in ePub format from a given text. (3) Use one or more LLMs (ChatGPT, Gemini) to obtain simple creative products from personally constructed prompts.
b3) Making judgments;
The student will be able to evaluate the technological quality of: (1) a Microsoft Word or OpenOffice Writer document, (2) an editorial product in ePub format, (3) either the information, or a creative product, obtained with the aid of an LLM.
b4) Communication skills;
Learn the appropriate terminology to describe the characteristics of a document obtained through word processing or electronic publishing: typographic effects, layout, format specifications. Communicate the results obtained from a large linguistic model with the appropriate degree of uncertainty—due to the probabilistic model.
b5) Learning skills.
The student will be able to learn the new features that will gradually become available in the future regarding word processing systems, electronic publishing, and integrated communication and device control tools through an LLM.

examMode

The exam consists of an oral exam on the notions and skills acquired in relation to points (1)-(2)-(3) above. At the student's discretion, the oral exam may focus on one or more products presented directly by the candidate, and explained in great detail. GOMP "Intermediate Tests" are planned, with dates to be agreed upon within the CCS. The student, at his discretion, can ask to take the exam in English.

books

The following textbooks are in Italian, but they can be substituted with the corresponding original English textbook at student's discretion:
For (1): Lawrence Snyder, Laura Henry Ray, Alessandro Amoroso, “Fluency: Understanding and Using Computer Science. MyLab Edition. With Digital Content for Online Access - 7th Edition.” Pearson, 2020 ISBN: 978-8891916235. Chapters 1 (IT), 5 (Information Representation), 11 (Word Processing)
For (2): Ibid., Chapters 3 (HTML5 and CSS), Instructor's notes on Sigil (distributed on Moodle)
For (3):
a) Ibid., Chapter 4 (Finding Information on the Web) +
b) Nick Polson, James Scott, “Intelligent Numbers.” UTET, 2019. ISBN: 978-8851167820, Chapters 1 (Introduction) through 6 (The Genius of the Royal Mint) and Chapter 8 (The Yankees Clipper).
c) exercises distributed by the teacher on Moodle on large-scale linguistic models

classRoomMode

Attendance is strongly recommended, but not mandatory, and no distinction will be made between attending and non-attending students during the exam. However,
to acquire practical knowledge, it seems necessary to either attend the course exercises or practice at home, which cannot be replaced by pure study.

bibliography

Bibliography
The following texts (in Italian, they can be substituted with the original English texts) are recommended only as reference sources on the subject:
For further information on Artificial Intelligence:
Stuart J. Russell, Peter Norvig, "Artificial Intelligence: A Modern Approach. Ediz. MyLab. Vol. 2." Pearson, 2022. ISBN: 9788891927484, chapters 1 (Introduction - online) and 2 (Intelligent Agents - online), chapter 27 (Philosophy, Ethics, and Security of AI).
For further information on natural language processing:
ibidem, chapter 23 (Natural Language Processing) and chapter 24 (Deep Learning for Natural Language Processing).
For further information on the evolution of information technology:
Nick Polson, James Scott, "Intelligent Numbers." UTET, 2019. ISBN: 978-8851167820, chapter 7.

Teacher's Profile

courseProgram

a) EDUCATIONAL OBJECTIVES
Acquire theoretical and operational skills in some information technologies used in the humanities: word processing, formal languages for structuring and presenting texts, digital editions, and large-scale linguistic models for natural languages.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding;
(1) Know the capabilities and limitations of conventional WYSIWYG ("What You See Is What You Get") word processing systems and understand the importance of styles. (2) Understand the internal structure of a book in ePub ("Electronic Publication") format and understand the differences between ePub and word processing formats. (3) Know the possibilities and limitations of an LLM (“Large Language Model”), know its probabilistic nature, and understand the meaning of the parameters of an LLM (Top-k, Top-p, temperature) and the importance of the user's prompting.
b2) Applying knowledge and understanding;
The student will learn to (1) use a word processing system (Microsoft Word or Open Office Writer) to define styles, structure a document into chapters, build a clickable index, and lay out elements such as images and tables. (2) Use the Sigil program to build a small editorial product in ePub format from a given text. (3) Use one or more LLMs (ChatGPT, Gemini) to obtain simple creative products from personally constructed prompts.
b3) Making judgments;
The student will be able to evaluate the technological quality of: (1) a Microsoft Word or OpenOffice Writer document, (2) an editorial product in ePub format, (3) either the information, or a creative product, obtained with the aid of an LLM.
b4) Communication skills;
Learn the appropriate terminology to describe the characteristics of a document obtained through word processing or electronic publishing: typographic effects, layout, format specifications. Communicate the results obtained from a large linguistic model with the appropriate degree of uncertainty—due to the probabilistic model.
b5) Learning skills.
The student will be able to learn the new features that will gradually become available in the future regarding word processing systems, electronic publishing, and integrated communication and device control tools through an LLM.

examMode

The exam consists of an oral exam on the notions and skills acquired in relation to points (1)-(2)-(3) above. At the student's discretion, the oral exam may focus on one or more products presented directly by the candidate, and explained in great detail. GOMP "Intermediate Tests" are planned, with dates to be agreed upon within the CCS. The student, at his discretion, can ask to take the exam in English.

books

The following textbooks are in Italian, but they can be substituted with the corresponding original English textbook at student's discretion:
For (1): Lawrence Snyder, Laura Henry Ray, Alessandro Amoroso, “Fluency: Understanding and Using Computer Science. MyLab Edition. With Digital Content for Online Access - 7th Edition.” Pearson, 2020 ISBN: 978-8891916235. Chapters 1 (IT), 5 (Information Representation), 11 (Word Processing)
For (2): Ibid., Chapters 3 (HTML5 and CSS), Instructor's notes on Sigil (distributed on Moodle)
For (3):
a) Ibid., Chapter 4 (Finding Information on the Web) +
b) Nick Polson, James Scott, “Intelligent Numbers.” UTET, 2019. ISBN: 978-8851167820, Chapters 1 (Introduction) through 6 (The Genius of the Royal Mint) and Chapter 8 (The Yankees Clipper).
c) exercises distributed by the teacher on Moodle on large-scale linguistic models

classRoomMode

Attendance is strongly recommended, but not mandatory, and no distinction will be made between attending and non-attending students during the exam. However,
to acquire practical knowledge, it seems necessary to either attend the course exercises or practice at home, which cannot be replaced by pure study.

bibliography

Bibliography
The following texts (in Italian, they can be substituted with the original English texts) are recommended only as reference sources on the subject:
For further information on Artificial Intelligence:
Stuart J. Russell, Peter Norvig, "Artificial Intelligence: A Modern Approach. Ediz. MyLab. Vol. 2." Pearson, 2022. ISBN: 9788891927484, chapters 1 (Introduction - online) and 2 (Intelligent Agents - online), chapter 27 (Philosophy, Ethics, and Security of AI).
For further information on natural language processing:
ibidem, chapter 23 (Natural Language Processing) and chapter 24 (Deep Learning for Natural Language Processing).
For further information on the evolution of information technology:
Nick Polson, James Scott, "Intelligent Numbers." UTET, 2019. ISBN: 978-8851167820, chapter 7.

Learning objectives

The aim of this course is to provide to students both theoretical and methodological tools for a better understanding of computer science and computational tools, especially with regard to modeling skills, the main cause of the changes that have occurred in the production and dissemination of information, together with the wide spread of telematic networks in recent years. For this reason, it will be analyzed in detail how the traditional analogical modalities, in particular the book object on the one hand and cognitive environments such as libraries and archives on the other, have been 're-mediated' computationally and telematically, in order to provide at the same time an almost ubiquitous access to the historical-documental heritage, together with new forms of analysis and visualization of literary texts.

Learning objectives

The overall aim of the course is to provide students with an understanding of the history of European Western civilization during the long Early Modern period (1350–1915), with particular attention to the political, military, economic, religious, and cultural relations between European states and the Ottoman Empire. Through a combination of general textbook-based instruction, the analysis of historiographical readings, and the study of primary sources and interdisciplinary themes, the course seeks to equip students with the tools necessary to interpret the complexity of Euro-Ottoman relations and their impact on the shaping of the modern age.
Upon successful completion of the course, in accordance with the Dublin Descriptors, students will be able to:
1. Knowledge and Understanding: acquire a solid knowledge of the main historical processes of the Early Modern period, with particular reference to the dynamics of confrontation, conflict, cooperation, and exchange between European Western societies and the Ottoman Empire, while developing a critical awareness of the historical roots of issues that remain relevant in the contemporary world.
2. Applying Knowledge and Understanding: independently develop research projects on specific topics in Early Modern history, making critical use of printed, digital, and archival sources, and contextualizing events and documents related to Euro-Ottoman relations within the broader framework of European and Mediterranean history.
3. Making Judgements: analyze and interpret historiographical works and primary sources, comparing different methodological approaches and interpretative perspectives, and formulating independent assessments based on appropriate documentary evidence.
4. Communication Skills: present and discuss the results of their readings and research both orally and in writing, employing appropriate historical terminology and demonstrating critical argumentation and engagement with peers.
5. Learning Skills: develop methodological competences for the independent advancement of historical studies, identifying any gaps in prior knowledge and adopting effective strategies to overcome them

Teacher's Profile

courseProgram

History of Western Europe and Its Relations with the Ottoman Empire in the Long Early Modern Period

Definitions, periodisations and historiographical interpretations of the early modern period.
The crisis of the fourteenth century: plague, economic transformations and social change.
Humanism, the Renaissance and the formation of early modern states.
Geographical exploration, the conquest of the New World and the opening of global spaces.
The rise of the Ottoman Empire and the redefinition of European and Mediterranean balances.
The Protestant Reformations, Catholic Reform and the confessionalisation of Europe.
The Habsburgs, Charles V and the project of universal monarchy.
Philip II, the Catholic Monarchy, Tudor England and the political and religious conflicts of the sixteenth century.
The seventeenth-century crisis: population, economy, society and revolts.
The Thirty Years’ War and the formation of the European state system.
The France of Richelieu, Mazarin and Louis XIV: reason of state, absolutism and European hegemony.
The English Revolutions and the birth of parliamentary monarchy.
Eastern Europe and the Ottoman Empire in the seventeenth century: Vienna, the Holy League and the new continental balance of power.
Society, economy, trade and the Scientific Revolution between the seventeenth and eighteenth centuries.
European monarchies and wars in the eighteenth century: balance of power, imperial expansion and colonial competition.
The Enlightenment, public opinion, reforms and the culture of travel in eighteenth-century Europe.
The Industrial Revolution, the American Revolution and the transformation of Ancien Régime societies.
The French Revolution, the Napoleonic era and the Congress of Vienna.


examMode

Students’ preparation will be assessed through an oral examination.

During the examination, students will be evaluated according to the following grading criteria (out of 30 points):

Knowledge (mastery of the relevant factual and conceptual information): 1–12 points
(12 = excellent; 1 = very poor)
Focus (ability to identify and address the historical issue under discussion): 1–6 points
(6 = excellent; 1 = very poor)
Analysis and Organization (ability to structure the answer and develop a coherent historical narrative): 1–6 points
(6 = excellent; 1 = very poor)
Explanation (ability to explain and interpret the historical event or phenomenon under examination): 1–6 points
(6 = excellent; 1 = very poor)

The final grade will be determined by the sum of the scores obtained in each of the above categories.

books

Testi adottati
Manuale
• Renata Ago, Vittorio Vidotto, Storia moderna, Laterza, Roma-Bari, 2021.
Studenti frequentanti
Oltre allo studio del manuale, gli studenti frequentanti dovranno portare all'esame due volumi a scelta tra i seguenti:
• Jean-François Solnon, L'Impero ottomano e l'Europa. XIV-XX secolo, LEG Edizioni, Gorizia, 2021.
• Marcello Formica, Lo specchio del turco. Immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Donzelli, Roma, 2012.
• Francesca De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Sette Città, Viterbo, 2014.
• Franco Cardini, Il turco a Vienna. Storia del grande assedio del 1683, Laterza, Roma-Bari, 2015.
• Suraiya Faroqhi, L'Impero ottomano, Il Mulino, Bologna, 2018.
Studenti non frequentanti
Oltre allo studio del manuale, gli studenti non frequentanti dovranno portare all'esame tre volumi a scelta tra quelli sopra indicati.

classRoomMode

Attendance is strongly recommended, although it is not mandatory. Students who do not attend classes are required to study one additional text selected from those indicated in the course bibliography.

bibliography

Refer to the section above

Learning objectives

This course is designed to introduce students to the critical interpretation of philosophical texts, through the discussion of some philosophical works, and their historical and cultural context.

At the end of the course the students are expected to have the following results:
- to know some of the main philosophical theories in the Early Modern period (knowledge and understanding)
- to use previous knowledge in the history of philosophy in order to read and understand some philosophical texts (applying knowledge and understanding)
- to find and to judge the argumentative structure of a philosophical text (making judgements)
- to present orally the acquired knowledge, using appropriate and specific language (communication skills)
- to read and to interpret a philosophical text (learning skills)

Teacher's Profile

courseProgram

Galileo's cosmology: the discoveries of 1610 and their scientific and cultural consequences.

examMode

The skills will be verified through an oral exam. Students will be requested to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of historical-philosophical studies; 2. reading and analysis of a piece of text, in order to evaluate the competence in the understanding and interpretation of philosophical-political works.

books

1. Galileo Galilei, Sidereus Nuncius, a cura di Andrea Battistini, Traduzione di M. Timpanaro Cardini, Venezia, Marsilio, 1993 o riedizioni
2. M. Bucciantini, M. Camerota, F. Giudice, Il telescopio di Galileo. Una storia europea, Torino, Einaudi, 2012
3. M. Camerota, Galileo. Alle origini della scienza moderna, Milano, Hoepli 2025.
4. La filosofia dei moderni. Storia e temi, a cura di G. Paganini, Roma, Carocci 2022.
5. A text of your choice between:

John Donne, Gli anniversari. Un'anatomia del mondo. a cura di A. Taschini, Roma, Donzelli editore, 2013.

Giovan Battista Marino, Adone, a cura di E. Russo, Milano, Rizzoli, 2022, canto X

mode

Lectures, 48 hours.

classRoomMode



Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.

bibliography

M. Camerota, Galileo. Alle origini della scienza moderna, Milano, Hoepli 2025, Bibliography, pp. 606-640.

Teacher's Profile

courseProgram

Galileo's cosmology: the discoveries of 1610 and their scientific and cultural consequences.

examMode

The skills will be verified through an oral exam. Students will be requested to face two kinds of task: 1. general questions, to test the ability to identify and articulate the main topics, using the specific language of historical-philosophical studies; 2. reading and analysis of a piece of text, in order to evaluate the competence in the understanding and interpretation of philosophical-political works.

books

1. Galileo Galilei, Sidereus Nuncius, a cura di Andrea Battistini, Traduzione di M. Timpanaro Cardini, Venezia, Marsilio, 1993 o riedizioni
2. M. Bucciantini, M. Camerota, F. Giudice, Il telescopio di Galileo. Una storia europea, Torino, Einaudi, 2012
3. M. Camerota, Galileo. Alle origini della scienza moderna, Milano, Hoepli 2025.
4. La filosofia dei moderni. Storia e temi, a cura di G. Paganini, Roma, Carocci 2022.
5. A text of your choice between:

John Donne, Gli anniversari. Un'anatomia del mondo. a cura di A. Taschini, Roma, Donzelli editore, 2013.

Giovan Battista Marino, Adone, a cura di E. Russo, Milano, Rizzoli, 2022, canto X

mode

Lectures, 48 hours.

classRoomMode



Attendance is not mandatory. Students are, however, encouraged to follow the course and contribute to the classroom activities planned for them.

bibliography

M. Camerota, Galileo. Alle origini della scienza moderna, Milano, Hoepli 2025, Bibliography, pp. 606-640.

Learning objectives

The course aims to provide students with a solid foundation of contemporary European history within the framework of world historical processes.
Learning outcomes: a) knowledge of the basics of Contemporary History and ability to understand the main issues of the discipline; b) ability to apply acquired knowledge to analyze particular areas and issues; c) ability to critically interpret the issues addressed, demonstrating autonomy of judgment; d) ability to communicate, using the appropriate terminology, issues and problems addressed; e) to have acquired the main basic tools and ability to make use of them to independently address further studies.

Teacher's Profile

Learning objectives

1. Knowledge and Understanding:
Acquire a deep understanding of the characteristics of technologies for knowledge reproduction, in relation to education and educational processes.
Understand the dynamics and differences between oral, written, multimedia, and networked cultures, and their influence on educational processes.
Develop the ability to critically analyze communicative practices and the processes of producing and consuming informational content in educational contexts.
Gain solid knowledge of the role of media as fundamental tools for experience and knowledge, as well as the role of information and communication technologies (ICT) in managing knowledge.
Understand how various modes of communication, developed over time, have influenced the ways in which knowledge and experience are transmitted to others, with significant impact on educational practices.
Recognize the cultural and material influences of the dominant communication infrastructures in each era, particularly in relation to the development of educational systems.
Understand the concept of "cultural software" and the role of digital platforms in managing and distributing cultural and educational content.
Analyze the relationship between the spread of ICT technologies and the changes in educational systems, assessing the implications for education and learning.

2. Applying Knowledge and Understanding:
Apply acquired knowledge to critically analyze the relationship between media and learning forms, with particular attention to communication processes, education, identity construction, and the dynamics of social behaviors mediated by digital technologies.
Manage the creation and organization of educational resources, with an awareness of the role of different communication tools in structuring and presenting knowledge.
Effectively use and manage online learning platforms and educational tools, optimizing their integration into educational pathways.
Develop and plan educational programs that leverage the characteristics of digital ecosystems, applying theoretical knowledge to practical solutions.

3. Making Judgements:
Develop the ability to independently evaluate the impact of communication technologies and media on educational processes, considering ethical, cultural, and social implications.
Cultivate a critical capacity to assess the effectiveness of various digital platforms and educational resources, selecting the most appropriate tools based on educational goals.
Formulate informed judgments about how technological changes influence education and training, reflecting on sustainability and educational innovation.

4. Communication Skills:
Acquire the ability to effectively communicate complex concepts related to the use of digital technologies in educational contexts, both in written and oral form.
Be able to engage in dialogue with experts from various fields (technology, education, communication) to design innovative solutions in the field of education.
Communicate critical analyses and reflections on media and educational technology using accessible and context-appropriate language.

5. Learning Skills:
Develop an autonomous capacity for continuous updating in the field of educational technologies and digital media, following the evolution of tools and educational paradigms.
Be able to independently learn new technological skills, integrating new knowledge and expertise into one's professional practice.
Foster intellectual curiosity and adaptability to the changing educational and technological landscape, maintaining a flexible approach to lifelong learning.

Teacher's Profile

courseProgram

The course is divided into three sections:
I. Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia;
II. The role of communication technologies and current knowledge infrastructures in learning processes;
III. Cultural software and digitally enhanced teaching tools.

In detail, the following topics will be developed during the course:

I - Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia.
1. Media and technological dimension; 2. Modes of communication and educational reflexes; 3. Orality, writing, printing, multimedia, networks; 4. Reconfiguration of the methods of archiving, reproduction and creation of knowledge for learning.

II - The role of information and communication technologies in learning processes.
1. Technologies and incorporation of values; 2. Relational configurations of knowledge; 3. The infosphere as a knowledge infrastructure and basis for digitally enhanced teaching.

III - Cultural software and digitally augmented teaching tools.
1. Software and learning platforms; 2. Metadata, databases, algorithms; 3. E-learning, mobile learning, online training, social learning and social reading; 4. Openness and Open Educational Resources.

examMode

The exam is oral and aims to verify not only the acquisition of disciplinary knowledge, but also the ability of the student to apply this knowledge to current training contexts. Students who decide to take the oral exam must study all the volumes listed in the "reference texts" section.

To access the assessment tests, all students (attending and non-attending) must compulsorily register on the university platform. Regular attendance at lessons is recommended.

books

REFERENCE TEXTS

Three mandatory texts for attending and non-attending students (the first text is available in ebook version, the others are available in both paper and digital versions):

1) One of these:
a) Gallese V., Moriggi S., Rivoltella P.C., Oltre la tecnofobia. Il digitale dalle neuroscienze all'educazione (Raffaello Cortina, 2024)
b) Rivoltella P.C., Apprendere a distanza. Teorie e metodi (Raffaello Cortina, 2021)
c) Garavaglia A., Petti L., Nuovi media per la didattica (Mondadori Università, 2022)

2) Moriggi S., Pireddu M., L'Intelligenza Artificiale e i suoi fantasmi. Vivere e pensare con le reti generative (Il Margine/Erickson, Trento, 2024)

3) Maragliano R., Pireddu M., Storia e pedagogia nei media (#graffi, 2014: ebook)

mode

The course will be strongly integrated with online learning environments. Students will have practical experience of knowledge management software and applications, and will have to produce content through individual and group work.

classRoomMode

Not mandatory

bibliography

During the course, additional texts will be proposed, in addition to the mandatory ones, for consultation and further study

Learning objectives

The course aims to highlight the differences between oral and written French with particular attention to some relevant aspects of phonetics, spelling and morphology of the French language and the related transcription problems.

Knowledge and ability to understand: knowledge of the main concepts of phonetics related to the French language; knowledge of API; knowledge of the history of the French language;
Applied knowledge and comprehension skills: being able to recognise the sounds of French that do not exist in Italian; defining and identifying homophones and paronyms;
Autonomy of judgement: being able to reflect on language use autonomously as well as on one's own learning process
Communication skills: knowing how to summarise the content of a novel in French;
Ability to learn: to be able to compare the phonetic and syntactic-grammatical systems of French and Italian

Teacher's Profile

Teacher's Profile

Teacher's Profile

Learning objectives

According to the Dublin descriptors, students are expected to acquire the following by the end of the course:

1. Knowledge and understanding: The course aims to provide students with theoretical and methodological tools to understand the conceptual and historical framework of educational linguistics, the processes of language acquisition/learning, methods and approaches for language teaching, with particular reference to Italian as L2, linguistic-cultural levels, and language policies.

2. Ability to apply knowledge and understanding of phenomena (being able to reflect on the processes of linguistic acquisition in general and those specific to Italian as L2; being able to analyze the repertoire of contemporary Italian in its grammatical structures and varieties; developing metalinguistic and language teaching competence in relation to Italian; developing effective methods of assessment and correction of "errors" in Italian L2);

3. Develop autonomy of judgment in relation to the proposed content, the relationships between linguistic skills and levels of the Common European Framework of Reference for Languages, and language competence certification systems.

4. Ability for autonomous learning, in relation to the stimuli coming from the lessons.

5. Communicative skills (consolidate the skills necessary to plan and propose didactic itineraries for Italian as a second language/foreign language).

At the end of the course, the student will be able to:

· Reconstruct the conceptual and historical framework of Italian educational linguistics.

· Define the fundamental features of language acquisition and learning processes, with particular attention to second languages.

· Recognize and evaluate, based on learners' educational needs, methods and approaches for language teaching, with a focus on Italian as L2.

· Analyze linguistic-cultural levels and European language policies.

Teacher's Profile

courseProgram

This course offers an introduction to the main issues and processes of language learning and teaching, with particular attention to the Italian context, marked by a strong plurilingual and contact-based tradition. Emphasis is placed on the relationship between social, linguistic, and cultural change and its impact on language use and pedagogy, as well as on the theoretical contributions of the Italian tradition to international language education policies.
The course examines key documents and frameworks, from the GISCEL Theses for Democratic Language Education (1975) to the Common European Framework of Reference (2002, 2020) and the ACTFL Guidelines (2020), highlighting their relevance for language teaching today.
Central topics include: linguistic-communicative competence, plurilingualism, the action-oriented approach, textual management, learner centrality, the learner as a social agent, proficiency levels, and stages of acquisition.

examMode

The exam is oral

books

De Mauro T., 2008, Che cosa è una lingua, Roma, Luca Sossella Editore.
- Giscel, 1975, Dieci Tesi per l’Educazione Linguistica Democratica, scaricabile da http://www.giscel.it/?q=content/dieci-tesi-leducazione-linguistica-democratica.
- Vedovelli M., 2010, Guida all’italiano per stranieri. Dal Quadro comune europeo per le lingue alla Sfida salutare, Carocci, Roma.
Common European Framework for Languages

classRoomMode

Class attendance is recommended but not compulsory.

bibliography

Un manuale a scelta tra

- De Marco A. (a cura di), 2014, Manuale di glottodidattica, Carocci, Roma.
Villarini A., 2021, Didattica delle lingue straniere, Il Mulino, Bologna.

- Casini S., 2019, “In principio erat verbum? Tullio De Mauro e le riflessioni americane di educazione linguistica democratica”. Italica 96.1 (2019): 94-126.
- De Mauro T., 2008, Che cosa è una lingua, Roma, Luca Sossella Editore.
- De Mauro T., 1980, Guida all’uso delle parole, Roma, Editori Riuniti.
- De Renzo F., 2019, Lingue, scuola, cittadinanza, Cesati, Firenze.
- Giscel, 1975, Dieci Tesi per l’Educazione Linguistica Democratica, scaricabile da http://www.giscel.it/?q=content/dieci-tesi-leducazione-linguistica-democratica.
- Loiero S., Lugarini E. (a cura di), 2019, Tullio De Mauro: Dieci tesi per una scuola democratica, Cesati, Firenze.
- Piccardo E., North B., 2019, The Action-oriented Approach. A Dynamic Vision of Language Education, Multilingual Matters, Bristol.
- Vedovelli M., 2010, Guida all’italiano per stranieri. Dal Quadro comune europeo per le lingue alla Sfida salutare, Carocci, Roma.
- Vedovelli M., Casini S., 2016, Che cosa è la linguistica educativa, Carocci, Roma.


Learning objectives

Knowledge of the development and the protagonists of Early Modern Italian art from the early fifteenth century to the end of the eighteenth century. Ability to identify formal, technical, iconographic and typological works of art and architecture. Identification of the formal peculiarities of the different artistic techniques. Acquisition of the first rudiments of the specialized terminology of the discipline, development of argumentative skills in the matching between image and word. This path will be a first level to acquire independent judgment and argumentative skills.

Teacher's Profile

Learning objectives

a) Knowledge of the history of contemporary art from the late eighteenth century to the present day in connection with its historical-cultural context and the general objectives of the course; b) Ability to understand the themes of contemporary art history in connection with the other disciplines of the course; c) Independent evaluation of the specific problems of the discipline; d) Communication skills for scientific and informative purposes (oral, written, through audiovisual instruments); e) Learning skills by acquiring methods for the continuous updating of one's knowledge.

Teacher's Profile

courseProgram

The course aims to explore the history of contemporary art through its works, artists, historical contexts, and the languages used. It covers a chronological span from Romanticism to the present day.
The topics covered are listed below:
- Romanticism
- Realism
- Impressionism
- Post-Impressionism and Symbolism
- Art Nouveau
- Expressionism
- Cubism
- Futurism
- Abstraction
- Architectural Rationalism
- Dadaism
- Surrealism
- Art Informel
Action Painting
The Neo-Avant-Garde Movements of the 1960s
The 1970s and 1980s
The Contemporary Artistic Debate.

examMode

Ongoing assessment as partial exemption: during the course, specific meetings will be held to explore topics developed by students on topics agreed upon with the instructor.
Oral exam: Learning will be assessed through an oral exam.
The oral exam will assess the student's understanding of the topics covered in the course and the recommended reading list, as well as their ability to analyze and contextualize the works and the underlying linguistic processes within the relevant period and geographical area.

books

- Contemporary Art History Manual – knowledge of the history of contemporary art from Impressionism to the present - (Giulio Carlo Argan L'Arte Moderna - Achille Bonito Oliva L'Arte fino al 2000 editore Sansoni, o un altro manuale p.e.– Gillo Dorfles, Angela Vettese, Arti visive – il Novecento -)
- De Micheli, Le avanguardie artistiche del Novecento, (esistono varie edizioni)
- Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction,[1936]
for non-attending students
- Denys Riout, The Art of the Twentieth Cent002ury,
- Nicolas Bourriaud, Relational Aesthetics, 2002

classRoomMode

Attendance is mandatory since lessons are held in a mixed-mode format.

bibliography

- Patrizia Mania, Coesistere attraverso il gioco. Stalker/Osservatorio Nomade al Campo Boario, in, Piano b, 2025
- Nicolas Bourriaud, Estetica relazionale, post media books, 2010

Teacher's Profile

courseProgram

The course aims to explore the history of contemporary art through its works, artists, historical contexts, and the languages used. It covers a chronological span from Romanticism to the present day.
The topics covered are listed below:
- Romanticism
- Realism
- Impressionism
- Post-Impressionism and Symbolism
- Art Nouveau
- Expressionism
- Cubism
- Futurism
- Abstraction
- Architectural Rationalism
- Dadaism
- Surrealism
- Art Informel
Action Painting
The Neo-Avant-Garde Movements of the 1960s
The 1970s and 1980s
The Contemporary Artistic Debate.

examMode

Ongoing assessment as partial exemption: during the course, specific meetings will be held to explore topics developed by students on topics agreed upon with the instructor.
Oral exam: Learning will be assessed through an oral exam.
The oral exam will assess the student's understanding of the topics covered in the course and the recommended reading list, as well as their ability to analyze and contextualize the works and the underlying linguistic processes within the relevant period and geographical area.

books

- Contemporary Art History Manual – knowledge of the history of contemporary art from Impressionism to the present - (Giulio Carlo Argan L'Arte Moderna - Achille Bonito Oliva L'Arte fino al 2000 editore Sansoni, o un altro manuale p.e.– Gillo Dorfles, Angela Vettese, Arti visive – il Novecento -)
- De Micheli, Le avanguardie artistiche del Novecento, (esistono varie edizioni)
- Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction,[1936]
for non-attending students
- Denys Riout, The Art of the Twentieth Cent002ury,
- Nicolas Bourriaud, Relational Aesthetics, 2002

classRoomMode

Attendance is mandatory since lessons are held in a mixed-mode format.

bibliography

- Patrizia Mania, Coesistere attraverso il gioco. Stalker/Osservatorio Nomade al Campo Boario, in, Piano b, 2025
- Nicolas Bourriaud, Estetica relazionale, post media books, 2010

Learning objectives

Module 1. The module aims to offer a synthesis of medieval geopolitical evolution, with a focus on the Mediterranean area and continental Europe. Its overall aim is to provide the historical tools for a more conscious reading of the current map of Europe.

Module 2. The module aims to offer an overview of the Medieval millennium through an in-depth analysis of a series of phenomena/themes habitually associated with it in the common imagination as keywords (e.g. feudalism, crusade, monasticism, etc.), with the goal of placing them precisely back in their context by clearing the field of anachronisms, clichés and manipulations. An important objective will also be the discussion of the notion of the Middle Ages itself, so as to make the student aware of the problematic nature of this notion, of the historiographical discussions arisen around the definition of its chronological limits, and of the origin of the "negative" view that continues to accompany the term Middle Ages even today in the common imagination and language.

Learning objectives

1. Knowledge and understanding: being able to critically read the relationship between media and society in historical development and acquire the historical, technological and theoretical skills necessary to understand and interpret media forms, languages ​​and practices;
2. Applied knowledge and understanding: acquire the appropriate tools and languages ​​to analyze in depth the daily experience with the media and correctly interpret the social media scenarios of the past and emerging ones, in the cultural industry and in social practices;
3. Making judgements: apply the knowledge acquired during the course to critically analyze the transformations introduced by the media in the history of Western man, particularly in the context of contemporary society;
4. Communication skills: acquire an adequate specialized vocabulary and demonstrate mastery of the terminology and fundamental concepts of the course;
5. Ability to learn: acquire the autonomy necessary to continuously update the knowledge and skills acquired during the course to apply them to the analysis of the continuous evolutions that characterize the relationship between media technologies and social reality.

Laboratory Activities: Laboratory activities are an integral part of teaching and will complement the frontal teaching. They will mainly be based on group work in which students will be involved in analyzes of media use practices.

Teacher's Profile

courseProgram

-Orality and writing. The history of man and the communicative artefact, means of communication and social transformations.
-The roots of the modern: birth of metropolitan civilization and consumer aesthetics, archeology of mass communication media (1800-1850).
-Advent of the technical reproducibility of the work of art, development of the means of mass communication and audiovisual, progressive transformations of literature and society (1850-1900).
-From the historical avant-gardes to the birth of the modern collective imagination (1900-1930).
-Growth and deconstruction of the mass culture industry, information, education, entertainment. Redefinition of public opinion (1930-1970).
-Transformation of cultural policies and of the generalist media system, advent of neo-television (1970-1980).
-Birth and development of new interactive media, spread of information technology and telematics, relationship between technological innovation, knowledge models and social relations.
The society of networks. Convergent culture (1980-2020).

examMode


The oral exam can be integrated with application activities of various kinds, individual or group, subject to evaluation during the cycle of teaching activities.
The oral evaluation will check in particular the student's knowledge of respect
1. the evolution of the media in a historical and cultural context.
2. the forms and the media devices, in the distinction and in the systemic interaction.
3. the classics and reference theories in media analysis.

books

1. S. Brancato, S. Cristante, L'avventura umana nella comunicazione. Dal corpo dei Sapiens agli algoritmi, Luca Sossella, Roma, 2022 (ISBN: 9791259980243).

2. G. Boccia Artieri, F. Colombo, G. Gili, Comunicare. Persone, relazioni, media, Laterza, Roma-Bari, 2022 (ISBN: 9788859300700).

3. Un testo a scelta tra:
- G. Ragone, F. Tarzia (a cura di), Storia e teoria della serialità. Vol.I. Dal canto omerico al cinema degli anni Trenta, Meltemi, Milano, 2023 (ISBN: 9788855198172).
- S. Brancato, S. Cristante, E. Ilardi (a cura di), Storia e teoria della serialità. Vol.II. Il Novecento: dalle narrazioni di massa alla svolta digitale, Meltemi, Milano, 2024 (ISBN: 9788855199551).
- G. Boccia Artieri, G. Fiorentino (a cura di). Storia e teoria della serialità. Vol. III Le forme della narrazione contemporanea tra arte, consumi e ambienti artificiale, Meltemi, Milano, 2024 (ISBN: 9791256150267).

4. M. Pireddu, M. Serra, a cura di, Mediologia. Una disciplina attraverso i suoi classici, Liguori, Napoli 2012 (ISBN: 9788820756017).

mode

The course includes lectures that combine the cultural theoretical treatment with the presentation and discussion of concrete case studies. In addition, parts of the course will be enriched by workshops, interventions by external experts, visits to companies or institutions in the area.
- Frontal lessons.
- Workshops.
- Group work.
- Meetings with external specialists.
- Field visits.

classRoomMode

Not required

bibliography

A. Abruzzese, P. Mancini, Sociologie della comunicazione, Laterza, Roma 2007 (ISBN 9788842084846).
G. Balbi, F. Comunello, F. Pasquali, M. Sorice, a cura di, Studiare i media. Prospettive disciplinari e parole chiave, Carocci, Roma 2025 (ISBN 9788829029099).
G. Boccia Artieri, F. Colombo, G. Gili, Comunicare. Persone, relazioni, media, Laterza, Roma-Bari, 2022 (ISBN: 9788859300700).
G. Fiorentino, Dalla parte del suono. Radio, Sud e Mediterraneo 1943-1978, Settecittà, Viterbo 2018 (ISBN ISBN 978-88-7853-827-6).
G. Fiorentino, Il flaneur e lo spettatore. La fotografia dallo stereoscopio all'immagine digitale, con testi di C. Baudelaire e O. W. Holmes, Franco Angeli, Milano 2014 (ISBN 9788891708960).
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571).

Learning objectives

The course aims to highlight the differences between oral and written French with particular attention to some relevant aspects of phonetics, spelling and morphology of the French language and the related transcription problems.

Knowledge and ability to understand: knowledge of the main concepts of phonetics related to the French language; knowledge of API; knowledge of the history of the French language;
Applied knowledge and comprehension skills: being able to recognise the sounds of French that do not exist in Italian; defining and identifying homophones and paronyms;
Autonomy of judgement: being able to reflect on language use autonomously as well as on one's own learning process
Communication skills: knowing how to summarise the content of a novel in French;
Ability to learn: to be able to compare the phonetic and syntactic-grammatical systems of French and Italian

Teacher's Profile

Teacher's Profile

Teacher's Profile

Learning objectives

The module contributes to the achievement of the specific educational objectives of the ‘Linguistic, Literary and Historical Studies’ curriculum of the Humanities degree course (L10). The general objective is to provide the basic notions to understand linguistic change over time, with particular reference to Germanic languages.
Learning outcomes:
1) knowledge: students will learn the history of Germanic languages in the development from Common Germanic to modern Germanic languages and the historical background that characterize the early literatures in those languages, with particular reference to English and German. The topics discussed contribute to enrich the study of modern Germanic languages, giving them scientific depth and historical perspective.
2) Applying knowledge and development of critical thinking: at the end of the course the student will be able to apply theoretical and practical fundamentals in order to the in-depth study of early Germanic languages and literatures as well as to read, translate and analyse simple passages in Anglo-Saxon and Old German.
3) Communication skills: ability to communicate and accuracy in the use of language and terminology will derive from the learning level of the programme topics and the develop of critical-thinking and scientific reasoning skills.
4) Self-learning: in the autonomous in-depth activities the student will interact directly with the main scientific tools currently available for philological research on ancient germanic Languages.

Teacher's Profile

courseProgram

This module provides both an historical and cultural framework of the Germanic tribes in the Middle Ages and a synchronic description of the Common Germanic and its later linguistic developments, with particular regard to the early varieties of West Germanic (Old English and Old High German dialects). It also offers an introduction to the philological and linguistic analysis of the earliest Germanic texts and to useful operational tools in this field of study.
Lesson plan
First part
Germanic Philology: subject, method and field of application; the comparative method in historical linguistics; Germanic and concept of proto-language reconstruction; trees vs waves: two models of language diversification; phonological and morphological development from Indo-European to Proto-Germanic and to medieval Germanic languages; linguistic interference: Germanic-Romans contacts in Antiquity and in the Early Middle Ages; Germanic tribes and writing.
Second part
Practical comparative-contrastive analysis of some Lord’s Prayer versions in Gothic, Old English and Old High German.

examMode

The oral examination lasts 15-20 minutes. It consists of a series of questions on all the topics covered by the professor and indicated in the syllabus. The assessment is aimed at evaluating: the learning level of the programme topics, the critical and methodological skills acquired by the student through the study of textbooks, the ability to establish links between various topics of the module, the ability to apply the contents learned to the solution of simple problems (such as, in particular, the identification of phonological and morphological phenomena in a short text in the original language), the accuracy in the use of language and terminology. Identification and full understanding of topics/issues, full answers to all questions supported with appropriate examples, evidence of independent thinking and accurate use of language will lead to an excellent grade (30-30L). Very good/good evaluation will be attributed to a competent knowledge of main topics/issues and/or to a correct but not always precise language (24-29). Sufficient/satisfactory grade will be assigned to a predominantly or exclusively descriptive knowledge expressed in modest and/or imprecise language (18/23). Minimum necessary knowledge of the topics, little or no linkage of ideas and inexact language will be assessed with a failing grade.

books

For the theoretical background of the discipline, a textbook to be chosen from:

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (rist. 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022

For the origins of written literatures:

-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017
(chapter 3 for Anglicists (La letteratura anglosassone)/chapter 2 for Germanists (Letteratura in antico altotedesco).

classRoomMode

Attendance is not compulsory. However, it is strongly recommended because it will facilitate the study of the bibliography and will allow you to verify in itinere the acquisition of the necessary skills to take the exam.

bibliography

-S. Leonardi – E. Morlicchio, La filologia germanica e le lingue moderne, il Mulino, Bologna 2009.
-N. Francovich Onesti, Filologia germanica. Lingue e culture dei germani antichi, Carocci, Roma 2002 (reprint 2022).
-A. Zironi, Filologia germanica. Lingua, storia, cultura, testi, Le Monnier Università, Milano, 2022
-M. Battaglia (a cura di), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017

-all the supporting materials of lectures, which are available on the UniTusMoodle learning platform.

Learning objectives

The course is dedicated to the fundamentals of the discipline, in particular to the analysis of the processes that lead to the birth of the Romance languages ​​and to the study of the cultural phenomena that characterize the origins of Italian literary history. Knowledge: Students will learn the history of the formation of Romance languages ​​and the birth of literatures written in those languages, the main linguistic changes that characterize the transition from spoken Latin to Romance languages ​​and some of the distinctive characters that identify them, the elements that characterize the Romance poetry compared to the tradition of classical Latin poetry and Middle Latin and will be familiar with the history of the troubadour and Italian literary tradition of the origins. Application of knowledge and development of critical thinking: At the end of the course they will possess the fundamental philological and linguistic tools for the in-depth study of languages ​​derived from Latin (in particular Italian, Provençal, French, Spanish and Portuguese) and they will know how to orient themselves in the literary history of medieval Europe and in the thematic, linguistic and formal analysis of a medieval text. Communication of knowledge: class reports and ongoing tests will allow them to directly practice written and oral communication techniques. Self-learning: In the in-depth activities, they will deal directly with bibliographic and historical, linguistic and literary research tools.

Teacher's Profile

courseProgram

FUNDAMENTALS OF ROMANCE PHILOLOGY AND LINGUISTICS: A part of the course is dedicated to the fundamentals of the discipline, therefore to the birth and differentiation of the Romance languages and to the origins of the literature writ-ten in those languages. During the lectures a general overview of the historical-cultural and linguistic processes that led to the birth and development of Romance languages and literatures is provided and some ancient testimonies are analyzed from a historical and linguistic point of view. Particular attention is paid to the genetic relationships between the various languages and to the factors that determined their progressive differentiation.
ROMAN LINGUISTIC INTERCOMPREHENSION: In the second part, the skills acquired through the comparative study of Romance languages are put into practice in an experimental inductive learning program which aims to bring students closer to the simultaneous understanding of multiple Romance languages. Reading and listening to texts in different Romance languages are proposed, accompanied by comprehension exercises and grammatical study sheets.
HISTORY AND TRADITION OF POETRY: A third part is dedicated to the history of Romance poetry, that is, to the medieval origins and development up to the present day of some long-lasting themes, forms, structures and linguistic elements: the objective is to retrace the poetic tradition by focusing attention on individual phenomena, through which it is possible to observe the continuity of the tradition over time and the strong connections between the different linguistic areas of Romània. Students are called to intervene directly in the research and analysis of these el-ements of continuity.

examMode

For the ATTENDING students there will be one or more written tests (also in itinere) and an oral test (for the vote the results of each test are considered). In the written tests the competences on the scientific-methodological foundations of the discipline and on the main characteristics of the evolution of the Romance languages ​​starting from the Latin are evaluated; in the oral exam the evaluation of the competences acquired on specific topics treated in class will be completed (Dante's reception of troubadour and italian lyric), as well as those acquired through the reading of the bibliography. For NON-ATTENDING students, normally there is only the oral exam which evaluates the skills acquired through the reading of the specific bibliography on the scientific-methodological foundations of the discipline, on the main characteristics of the evolution of Romance languages ​​starting from Latin and on topics specifications indicated in the program (Dante's reception of troubadour and italian lyric).

books

1. Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
A digital version of the volume is available for a fee on the publisher's website: https://www.pandoracampus.it/store/10.978.8815/325884

2. Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 2022

3. In addition FOR ATTENDING STUDENTS: handouts and texts provided by the teacher at the beginning of the course.

4. In addition FOR NON-ATTENDING STUDENTS: handouts and texts agreed with the teacher.

IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM.

mode

In the lectures the fundamental topics of the course will be addressed, giving ample space to reading, analyzing and commenting on the texts; Students will be asked to participate with questions and short in-depth interventions prepared independently. Classroom exercises will be periodically proposed aimed at gradually assessing the skills acquired by the students and the need for any clarifications on the topics covered.

classRoomMode

The attendance of lectures will facilitate students in the study of the bibliography and will give them the opportunity to verify in itinere the acquisition of the skills necessary to take the exam.

bibliography

Lorenzo Renzi - Alvise Andreose, Manuale di linguistica e filologia romanza, Bologna, Il Mulino, 2003 (or later editions).
Susana Benavente Ferrera Francisco Calvo del Olmo Erika Hilde Frisan Veronica Manole Karine Marielly Rocha da Cunha Hugues Sheeren, PanromanIC. Manuale di intercomprensione tra lingue romanze, Bologna, Zanichelli, 20222

Learning objectives

The objective of the course is to provide students with the basic tools to know the history of Iran of 19th and 20th centuries. In that period the major transformation that have taken place in that country, somehow suspended between tradition and innovation, have led to the construction of a new identity. For this purpose, emphasis will be put on issues concerning the origin of the modernization process in the Qajar period (with particular reference to the reign of Nasiroddin Shah and his cultural politics), the European imperialism, the Constitutional Revolution; the modernization process during the Pahlavi dynasty; the 1953 coup d’état and the Islamic Revolution, with the shaping of the Islamic Republic of Iran and its consolidation at the beginning of 21st c. A Particular attention will be given to the genesis of the Iranian nationalist movement and its different ideological components; among these, the exaltation of the pre-Islamic past, the reconstruction of which racist theories of European origin have also contributed.
Expected learning outcomes at the end of the course: 1) (Knowledge and understanding) basic historical knowledge of the main political and social events and problems of Iran of the nineteenth and twentieth centuries; 2) (Applied knowledge and understanding) on the basis of the acquired historical knowledge, ability to understand and analyze the contemporary political processes of the geopolitical area studied, 3) (Making judgments) flexibility of judgment and ability to compare and select based on a vision of Iran and the Middle East area more critical than the commonly widespread, eurocentristic one; 4) (Communicative skills) acquisition of communication techniques appropriate to the description of the problems treated thanks to the involvement of the students in the laboratory activities performed during the course, and to the forms of verification in itinere; 5) (Learning skills) ability to critically read texts related to Iran and other countries of the Middle East and to adequately use basic bibliographic and historical research tools; these skills are acquired thanks to joint laboratory activities and individual in-depth study.

Learning objectives

The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century.
The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context
At the end of the course students will be able to:
1. Know the main sources of artistic literature examined (Knowledge and understanding);
2. Carry out research on the sources examined, using annotated editions and critical texts (Applied knowledge and understanding);
3. Know how to differentiate the characteristics of artistic sources (Autonomy of judgement);
4. Expose the results of your readings, integrated with digital research (Communication skills);
5. Know the main characteristics of the artistic vocabulary compared to the purely literary one (Ability to learn).

Teacher's Profile

courseProgram

Artistic literature from 1250 to 1650 will be examined through the main sources of art history consisting of recipe books for the Middle Ages (such as that of Alcherio and others collected by Jean Lebegue). Particular attention will be paid to Cennino Cennini's Libro dell'arte. For the fifteenth century, the treatises of Leon Battista Alberti will be discussed (De pictura, De re aedificatoria, De statua) and the handwritten notes by Leonardo da Vinci for the drafting of his unfinished Book of Painting. For the sixteenth century, the texts of Serlio, Palladio and Vasari will be discussed within the investigation conducted in 1547 by Benedetto Varchi, and the reception in Europe of Vasari's Lives, leading up to 1651 when Leonardo da Vinci's Treatise on Painting will be published for the first time in France, based on the collation of Vinci's autographs by Francesco Melzi.

examMode

Oral examination on books assigned with critical comparison between bibliographical sources.
Three basic questions will be asked on the main exam texts, requiring knowledge of the topics, their critical understanding and the adoption of an appropriate italian language.

books

1) M. Motolese, Italiano lingua delle arti. Un’avventura europea (1250-1650), Il Mulino, Bologna 2012;
2) S. Rinaldi, Arte Contemporanea. Le tecniche pittoriche dall’Impressionismo all’Astrattismo, Carocci, Roma 2024.
Same books for non-attending students.
www.amazon.it
www.ibs.it
www.libreriauniversitaria.it

mode

Face-to face Lessons by power point and videos projection.

classRoomMode

Attendance at lessons is optional.

bibliography

D. Levi, Il discorso sull’arte,: dalla tarda antichità a Ghiberti, Bruno Mondadori, Milano 2010;
S.B. Tosatti, Trattati medievali di tecniche artistiche, Jaca Book, Milano 2007;
Trattati e ricettari di colori, numero monografico di «Studi di Memofonte», 2016, n. 16 (online al link: https://www.memofonte.it/studi-di-memofonte/numero-16-2016/)
J. von Schlosser, La letteratura artistica. Manuale delle fonti della storia dell’arte moderna, La Nuova Italia, Firenze, 1964 (link: https://digi.ub.uni-heidelberg.de/diglit/schlosser1964).
B. Agosti, Giorgio Vasari. Luoghi e tempi delle Vite, Officina Libraria, Milano 2016.
B. Agosti, S. Ginzburg, A. Nova, Giorgio Vasari e il cantiere delle Vite del 1550, Marsilio, Venezia 2013.
L. B. Alberti, De pictura (redazione volgare), a cura di L. Bertolini, Polistampa, Firenze 2011.
F. Negri Arnoldi, Il mestiere dell’arte: introduzione alla storia delle tecniche artistiche, Paparo, Napoli 2001.
C. Cennini, Il Libro dell’Arte, a cura di F. frezzato, Neri Pozza, Vicenza 2012.
Eraclio, I colori e le arti dei Romani e la compilazione eracliana, a cura di C. Garzya Romano, Il Mulino, Bologna 1996
E. Gilmore Holt, Literary Sources of Art History. An Anthology of Texts from Theophilus to Goethe, Princeton University Press, Princeton 1947.
Leonardo da Vinci, Trattato della pittura, Langlois, Parigi 1651 (link: https://archive.org/details/gri_33125008484301).
Lingua delle arti e lingua di artisti in Italia fra Medioevo e Rinascimento, a cura diA. Aresti, Cesati Editore, Firenze 2019.
T. Montanari, L’età barocca. Le fonti per la storia dell’arte (1600-1750), Carocci, Roma 2013.
F. Tolaini, Breve storia dello studio dei ricettari di tecniche artistiche medievali, in «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofia», 4 ser., 6 (2001), 1, pp. 11-38.
B. Varchi, Pittura e scultura nel Cinquecento, a cura di P. Barocchi, Sillabe, Livorno 1998.
G. Vasari, Le vite dei più eccellenti pittori, scultori e architetti, 1550 e 1568, a cura di R. Bettarini, P. Barocchi (link: http://biblio.sns.it/risorseonline/arte/documenti/).

Teacher's Profile

courseProgram

Artistic literature from 1250 to 1650 will be examined through the main sources of art history consisting of recipe books for the Middle Ages (such as that of Alcherio and others collected by Jean Lebegue). Particular attention will be paid to Cennino Cennini's Libro dell'arte. For the fifteenth century, the treatises of Leon Battista Alberti will be discussed (De pictura, De re aedificatoria, De statua) and the handwritten notes by Leonardo da Vinci for the drafting of his unfinished Book of Painting. For the sixteenth century, the texts of Serlio, Palladio and Vasari will be discussed within the investigation conducted in 1547 by Benedetto Varchi, and the reception in Europe of Vasari's Lives, leading up to 1651 when Leonardo da Vinci's Treatise on Painting will be published for the first time in France, based on the collation of Vinci's autographs by Francesco Melzi.

examMode

Oral examination on books assigned with critical comparison between bibliographical sources.
Three basic questions will be asked on the main exam texts, requiring knowledge of the topics, their critical understanding and the adoption of an appropriate italian language.

books

1) M. Motolese, Italiano lingua delle arti. Un’avventura europea (1250-1650), Il Mulino, Bologna 2012;
2) S. Rinaldi, Arte Contemporanea. Le tecniche pittoriche dall’Impressionismo all’Astrattismo, Carocci, Roma 2024.
Same books for non-attending students.
www.amazon.it
www.ibs.it
www.libreriauniversitaria.it

mode

Face-to face Lessons by power point and videos projection.

classRoomMode

Attendance at lessons is optional.

bibliography

D. Levi, Il discorso sull’arte,: dalla tarda antichità a Ghiberti, Bruno Mondadori, Milano 2010;
S.B. Tosatti, Trattati medievali di tecniche artistiche, Jaca Book, Milano 2007;
Trattati e ricettari di colori, numero monografico di «Studi di Memofonte», 2016, n. 16 (online al link: https://www.memofonte.it/studi-di-memofonte/numero-16-2016/)
J. von Schlosser, La letteratura artistica. Manuale delle fonti della storia dell’arte moderna, La Nuova Italia, Firenze, 1964 (link: https://digi.ub.uni-heidelberg.de/diglit/schlosser1964).
B. Agosti, Giorgio Vasari. Luoghi e tempi delle Vite, Officina Libraria, Milano 2016.
B. Agosti, S. Ginzburg, A. Nova, Giorgio Vasari e il cantiere delle Vite del 1550, Marsilio, Venezia 2013.
L. B. Alberti, De pictura (redazione volgare), a cura di L. Bertolini, Polistampa, Firenze 2011.
F. Negri Arnoldi, Il mestiere dell’arte: introduzione alla storia delle tecniche artistiche, Paparo, Napoli 2001.
C. Cennini, Il Libro dell’Arte, a cura di F. frezzato, Neri Pozza, Vicenza 2012.
Eraclio, I colori e le arti dei Romani e la compilazione eracliana, a cura di C. Garzya Romano, Il Mulino, Bologna 1996
E. Gilmore Holt, Literary Sources of Art History. An Anthology of Texts from Theophilus to Goethe, Princeton University Press, Princeton 1947.
Leonardo da Vinci, Trattato della pittura, Langlois, Parigi 1651 (link: https://archive.org/details/gri_33125008484301).
Lingua delle arti e lingua di artisti in Italia fra Medioevo e Rinascimento, a cura diA. Aresti, Cesati Editore, Firenze 2019.
T. Montanari, L’età barocca. Le fonti per la storia dell’arte (1600-1750), Carocci, Roma 2013.
F. Tolaini, Breve storia dello studio dei ricettari di tecniche artistiche medievali, in «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofia», 4 ser., 6 (2001), 1, pp. 11-38.
B. Varchi, Pittura e scultura nel Cinquecento, a cura di P. Barocchi, Sillabe, Livorno 1998.
G. Vasari, Le vite dei più eccellenti pittori, scultori e architetti, 1550 e 1568, a cura di R. Bettarini, P. Barocchi (link: http://biblio.sns.it/risorseonline/arte/documenti/).

Learning objectives

The course aims to provide a basic knowledge of artistic literature, understood as the whole of written testimonies on the arts, and in particular on painting and sculpture, from the Middle Ages to the Seventeenth century.
The student will be able to analyze different typologies of literary sources on painting and sculpture (treatise, recipe book, diary, artists’s correspondence, travel book, account book and artist’s biographies), by identifying the lexicon and the relevant historical context
At the end of the course students will be able to:
1. Know the main sources of artistic literature examined (Knowledge and understanding);
2. Carry out research on the sources examined, using annotated editions and critical texts (Applied knowledge and understanding);
3. Know how to differentiate the characteristics of artistic sources (Autonomy of judgement);
4. Expose the results of your readings, integrated with digital research (Communication skills);
5. Know the main characteristics of the artistic vocabulary compared to the purely literary one (Ability to learn).

Teacher's Profile

courseProgram

Artistic literature from 1250 to 1650 will be examined through the main sources of art history consisting of recipe books for the Middle Ages (such as that of Alcherio and others collected by Jean Lebegue). Particular attention will be paid to Cennino Cennini's Libro dell'arte. For the fifteenth century, the treatises of Leon Battista Alberti will be discussed (De pictura, De re aedificatoria, De statua) and the handwritten notes by Leonardo da Vinci for the drafting of his unfinished Book of Painting. For the sixteenth century, the texts of Serlio, Palladio and Vasari will be discussed within the investigation conducted in 1547 by Benedetto Varchi, and the reception in Europe of Vasari's Lives, leading up to 1651 when Leonardo da Vinci's Treatise on Painting will be published for the first time in France, based on the collation of Vinci's autographs by Francesco Melzi.

examMode

Oral examination on books assigned with critical comparison between bibliographical sources.
Three basic questions will be asked on the main exam texts, requiring knowledge of the topics, their critical understanding and the adoption of an appropriate italian language.

books

1) M. Motolese, Italiano lingua delle arti. Un’avventura europea (1250-1650), Il Mulino, Bologna 2012;
2) S. Rinaldi, Arte Contemporanea. Le tecniche pittoriche dall’Impressionismo all’Astrattismo, Carocci, Roma 2024.
Same books for non-attending students.
www.amazon.it
www.ibs.it
www.libreriauniversitaria.it

mode

Face-to face Lessons by power point and videos projection.

classRoomMode

Attendance at lessons is optional.

bibliography

D. Levi, Il discorso sull’arte,: dalla tarda antichità a Ghiberti, Bruno Mondadori, Milano 2010;
S.B. Tosatti, Trattati medievali di tecniche artistiche, Jaca Book, Milano 2007;
Trattati e ricettari di colori, numero monografico di «Studi di Memofonte», 2016, n. 16 (online al link: https://www.memofonte.it/studi-di-memofonte/numero-16-2016/)
J. von Schlosser, La letteratura artistica. Manuale delle fonti della storia dell’arte moderna, La Nuova Italia, Firenze, 1964 (link: https://digi.ub.uni-heidelberg.de/diglit/schlosser1964).
B. Agosti, Giorgio Vasari. Luoghi e tempi delle Vite, Officina Libraria, Milano 2016.
B. Agosti, S. Ginzburg, A. Nova, Giorgio Vasari e il cantiere delle Vite del 1550, Marsilio, Venezia 2013.
L. B. Alberti, De pictura (redazione volgare), a cura di L. Bertolini, Polistampa, Firenze 2011.
F. Negri Arnoldi, Il mestiere dell’arte: introduzione alla storia delle tecniche artistiche, Paparo, Napoli 2001.
C. Cennini, Il Libro dell’Arte, a cura di F. frezzato, Neri Pozza, Vicenza 2012.
Eraclio, I colori e le arti dei Romani e la compilazione eracliana, a cura di C. Garzya Romano, Il Mulino, Bologna 1996
E. Gilmore Holt, Literary Sources of Art History. An Anthology of Texts from Theophilus to Goethe, Princeton University Press, Princeton 1947.
Leonardo da Vinci, Trattato della pittura, Langlois, Parigi 1651 (link: https://archive.org/details/gri_33125008484301).
Lingua delle arti e lingua di artisti in Italia fra Medioevo e Rinascimento, a cura diA. Aresti, Cesati Editore, Firenze 2019.
T. Montanari, L’età barocca. Le fonti per la storia dell’arte (1600-1750), Carocci, Roma 2013.
F. Tolaini, Breve storia dello studio dei ricettari di tecniche artistiche medievali, in «Annali della Scuola Normale Superiore di Pisa. Classe di Lettere e Filosofia», 4 ser., 6 (2001), 1, pp. 11-38.
B. Varchi, Pittura e scultura nel Cinquecento, a cura di P. Barocchi, Sillabe, Livorno 1998.
G. Vasari, Le vite dei più eccellenti pittori, scultori e architetti, 1550 e 1568, a cura di R. Bettarini, P. Barocchi (link: http://biblio.sns.it/risorseonline/arte/documenti/).

Learning objectives

The course will present the essential lines of the international history of photography, from its first experiments (1820s-1830s) to its most current expressions, in the perspective of cultural studies, with reference to the numerous interrelations with other visual languages and with the various fields of knowledge. The main objective will be to make students fully aware of the technical-linguistic evolution of the medium, of the different forms and types of production, of the ways in which images are used and disseminated, of the various functions and uses of the different objects to which photographic practice has given rise over time. To this end, students will be offered the basic information and the main historiographical tools for a critical knowledge of the general history of photography and for an orientation in the research, identification and interpretation of the images that the various photographic expressions and cultures have produced in the western world.
The course also provides a general orientation for the identification of the characteristics and peculiarities of the different photographic materials, and their contexts of origin, in order to prepare students for a correct evaluation and an autonomous interpretation of single works, or more complex collections, on the basis of the identification of their historical and expressive values and of their aspects of originality and authenticity.
The lessons will focus mainly on the following topics: the history of photography, from the experimental steps of its origins to the era of digital photography, in its relations with science, art and society: technical-linguistic evolution, forms and practices of production, ways of representation; genres and functions of images in the various contexts; venues, supports, formats and methods of presentation, publication and exhibition of images. Lastly, some particular and specific aspects of the history and culture of photography in Italy will be explored, including the processes of institutionalisation and patrimonialisation of photographic assets in both the public and private spheres.
1) Knowledge and understanding: in the course of the lessons, the various topics will be addressed in such a way as to stimulate in the students a curiosity and critical interest in the history of photography as a key element of modern culture, as a means of expression and communication that has profoundly marked and conditioned the knowledge, aspirations, judgement and imagination of modern society itself. Through the analysis of the technical-linguistic evolution of the medium, of the different languages used by professionals, amateurs and photographers artists (in relation to the various technologies available over time and to the different historical-economic and social contexts in which they have operated), of the multiple functions performed by the medium and of its relations with other media, an attempt will be made to provide students with the essential tools for a basic understanding of the historical development of the photographic representation of the world, as well as for the knowledge of the main historical and artistic events, cultural phenomena, thought and aesthetic theories that were at its origin.
2) Applying knowledge and understanding: through debate and discussion in the classroom, individual study, the reading (of their choice) of some of the proposed in-depth texts and the possible analysis or research work (also carried out in groups) on individual photographers or on particularly significant moments-movements in the history of photography, students will be able to develop autonomous interests and possible research projects.
3) Making judgements: students will have to be able to analyse and synthesise texts, images and documents, making use of the analyses of historians and critics who are experts on the various topics (through the texts adopted for the course, the recommended bibliography or other contributions identified by the students themselves); they will also have to be able to formulate their own judgement and express their own ideas on what they have acquired following the study, comparisons and critical in-depth studies.
4) Communication skills: students should be able to explain, using the specific terminology of the history of photography, the results of the critical readings recommended and agreed at the beginning of the course, possibly supplemented by personal research, also on the web.
5) Learning skills: students must be able to analyse and understand photographic works by placing them correctly in their historical and cultural contexts. In the course of lectures and seminar meetings, personal interlocutions and reflections will be solicited. In the learning process, it will be essential to respect group work and the relative deadlines set for the optimal coordination of the programme and the suggested in-depth studies.

Learning objectives

The main formative goals of the course in academic year 2023-24 are: Knowledge of fundamental moments in the history of the Italian language from its origins to the present day. Knowledge of the main evolutionary phenomena of the passage from popular Latin to Italian: phonology, morphology, syntax elements. In-depth knowledge of the history of language and linguistic thought in the 17th century.
At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian , will know how to orient himself in the linguistic history of post-unification Italy, and will have specific skills on the linguistic debate of the seventeenth century in Italy; will be able to consult critically the main lexicographic tools of Italian in print and online and will have knowledge related to Italian grammars.

Dublin descriptors
Expected learning outcomes
At the end of the course the student will know the essential elements, in a historical key, of the phonetic and morphological structure of Italian, will know how to orient himself in the linguistic history Italy from 13 up to 21 century; will be able to consult critically the main lexicographic tools of Italian in print and online.
At the end of the teaching activity the student will have achieved the following learning outcomes, consistent with the Dublin indicators
1) Knowledge and understanding;
will have an overview of the Italian linguistic history; will know the elements of the historical grammar of the Italian language.
2) Applying knowledge and understanding; will be able to indicate, in an ancient Italian text (13th-18th century), the main phonetic and morphological evolutionary phenomena in the transition from Latin to Italian.
3) Making judgements;
will be able to gain autonomous critical capacity in the studies on the Italian linguistic history.
4) Communication skills;
will be able to critically discuss, with the lecturer and with colleagues, the topics covered during the course
5) Learning skills
will be familiar with the main bibliographical tools of Italian linguistic history (manuals, grammars, dictionaries) and will know how to use the most important online repertories.

Teacher's Profile

Learning objectives

General Linguistics is not taught in the school and therefore it aims at providing the learner with the methodological and operational skills to analyze the linguistic behavior of speakers of a language (this behavior is attested in written or oral data), and to predict that part of the their linguistic behavior which is not yet attested in available data: in short, general linguistics teaches how to construct what is traditionally called "GRAMMAR" of a language. The scientific grammar of a language can be represented as a set of predictions, i.e., rules which - if correctly formulated - allow the construction of expressions (sentences, oral or written texts) deemed "acceptable" by the speakers of that language. These predictive rules generally refer to the grammatical components called phonetics-phonology, lexicon, morphology, syntax and pragmatic. Each of these components requires learning specific operational analysis techniques. Therefore, normative grammar will not be taught, writing/speaking in Italian or other languages will not be taught, Italian or other language spelling will not be taught, but students will be taught to observe the behavior of speakers (regardless of whether it is respectful or not of normative grammar), to build a linguistic database and to use it to construct a grammar, in a scientific, non-normative sense. In addition to the Italian language, the linguistic data will also be extracted from other European and non-European languages, depending on the skills of the learners. Likewise, data from fictitious languages will be used, on which to practice extracting the grammatical rules, without the need - for obvious reasons - for the learner to have a previous knowledge of the language in question. In summary: The objectives of the lecture are: knowledge of methods of phonetics, phonology, morphology and syntax, the ability to transcribe phonetically and analyze phonologically, morphologically and syntactically a sentence in Italian and in a language of the student's choice.
In compliance with the so-called "Dublin indicators" – as better detailed in the "Evaluation" field – the objectives will be aimed at achieving:
1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers
2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers
3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers
4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3)
5) Learning skills: ability to orient oneself in the relevant scientific bibliography.

Teacher's Profile

courseProgram

From the curricular point of view, General Linguistics intends to offer the institutional bases of the discipline, articulating itself on notions of a general nature, essential to be able to access the various levels of analysis of language (phonological, morphological, syntactic and semantic), both in terms of pure description and in the perspective of reconstruction and historical analysis (exemplified above all on the Romance and Indo-European areas).
The following topics will be covered:
- General themes: Notion of language. Meaning and expression. Form and substance.
- Fundamental concepts of linguistics: Sign, phoneme, morpheme, phrase and sentence.
- Fundamental procedures of linguistic analysis: Phonological, morphological and syntactic analysis of modern languages.
- Methods and principles of historical linguistics: Notions of linguistic family, phonetic law, linguistic change (exemplified above all on the Romance and Indo-European fields).
- Application of concepts and methodologies to a corpus of 30 sentences belonging to a fictive language, in order to make it possible for students to practice building a "Grammar" on an absolutely unknown linguistic sample and therefore not susceptible to contamination with grammatical prejudices inherited from the school teaching of "Italian" or other languages known to them.
With regard to the temporal distribution of the didactic commitment dedicated to the various topics, it seems to me that any hypothesis formulated in advance would be devoid of plausibility, as it is not likely to organize a didactic work in the abstract: the time slots will depend on the responses of the learners, answers that by definition depend on the audience of the learners, their characteristics and their intellectual profiles, that is, from elements that today are unknown to me – as to anyone – and consequently it is impossible to make reliable predictions about it. In general, I can only predict that this will go as in all previous years, that is to say that in my intentions I should devote one sixth of the hours to general themes and concepts, one sixth to phonetics, one sixth to phonology, one sixth to morphology, one sixth to syntax and one sixth to historical linguistics, but in reality the learners will cyclically ask me to go back, explain again points of the program, thus nullifying all predictions. And this depends on the fact that the learners, even attending students, do not study at home the program carried out in the classroom, but study only near the exam and realize only a posteriori (perhaps after weeks) that they have misunderstood what was done in the classroom. The problem would be solved if only students were required to take the final exam immediately after the course, with only one date per year, in addition to a second date destined for recovery, and not – as is the case today – to be able to take it on numerous exam dates spread over the entire academic year (and beyond): but the adoption of this solution does not depend on the undersigned (who also hopes for it), but from political choices and academic regulations that go in the opposite direction.

examMode

EXPECTED LEARNING OUTCOMES
1) Knowledge and comprehension skills: ability to extract linguistic data from a sample of speakers
2) Applied knowledge and understanding: ability to produce a minimum scientific grammar from a set of linguistic data produced by a sample of speakers
3) Making judgments: ability to compare and evaluate comparatively different grammars that account in a different and competing way for the same set of linguistic data produced by a sample of speakers
4) Communication skills: ability to communicate the reasons for the comparative judgment referred to in point 3)
5) Learning skills: ability to orient oneself in the relevant scientific bibliography.

During the oral exam, the knowledge of the topics covered in the lessons and in the scheduled texts will be ascertained. The level of preparation of the learner will be ascertained on the basis of the following grid (in thirtieths):
- KNOWLEDGE (knowledge of the necessary information) 1-12/30 (12 = excellent; 1 = very bad);
- FOCUS (how the learner focuses on the problem discussed) 1-6/30 (6 = excellent; 1 = very bad);
- PROCESSING (how the learner processes the structure of the response) 1-6/30 (6 = excellent; 1 = very bad);
- EXPLANATION (the learner's ability to explain the linguistic phenomenon in question) 1-6/30 (6 = excellent; 1 = very bad).
This quantification of the evaluation is based on percentages that I consider purely metaphorical and on categories that I can neither define nor delimit mutually; this quantification of the evaluation is an invention not mine, but of the ministerial evaluators. Consequently, if there is a student who is able to give me an exact definition and consistent exemplification of the above categories, then that student will have 30 cum laude, without further verification. If, on the other hand, there is no such student, then if he shows that he has not even understood the basics of the discipline at the exam, he will be invited by me to repeat in the next round (and only because for some time it has not been customary to fail).

books

1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI).
2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume).
In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci.

classRoomMode

Recommended attendance. Attending lectures will help students study the bibliography and give them the opportunity to verify along the way the acquisition of the skills necessary to pass the exam.

bibliography

1) R. Simone, Nuovi fondamenti di Linguistica, Milano, McGRAW-HILL, 2013 (capitoli I-XI).
2) A. De Dominicis, Fonologie comparate. Suoni e lingue d’Europa, Cina e mondo arabo, Roma, CAROCCI 2013 (the first four chapters on pp. 1-149: Phonetics + Phonology + Romance languages + Italian; plus a language of your choice - and its language family - among those presented in the volume).
In my opinion, there is no possibility of learning Linguistics without a frontal didactic guide. In general, it does not seem to me that it is possible to learn formalized methods and analysis techniques without a teaching aid consisting of a teacher. Perhaps this is possible in the case of historical or literary disciplines, but Linguistics is not an example of a historical or literary discipline. Consequently, it is not possible for me to indicate - in science and conscience - any supplementary reading for self-taught students. However, non-attending students could do exercises at home on the text by Silvia Luraghi and Anna M. Thornton, Linguistica generale: esercitazioni e autoverifica, Roma: Carocci.

Learning objectives

The course introduces to the study of communication within a semiological framework to answer questions such as: what does it mean for human beings to communicate? In what does the cognitive value of communication consist? What are the fundamental modes of communication? How is persuasion exercised through the symbolic processes that support communication?

1) Objectives in terms of "Knowledge and understanding": the course aims to develop knowledge on the main research topics of the semiotics, providing the tools for building a map of the epistemological references of the discipline and its most relevant objects. In addition, it is also intended to provide a conceptual reference system for the reconstruction of the theories of managing the meaning. At the end of the course the students will have learned the fundamental dynamics of communication processes. In particular, they will know the different verbal and non-verbal modes of expression and their uses in symbolic processes of meaning management.

2) Objectives in terms of "Ability to apply knowledge and understanding": the student should be able to observe expressive and communicative phenomena from the semiotic perspective, starting with the symbolic processes of everyday life, using the terms and basic concepts of semiotics.
It will analyze the semiotic properties that characterize the different codes and specific features of human verbal language, in particular of the persuasive symbolic processes at work in advertising discourse. At the end of the course, students will be able to understand the technical terminology and the fundamental notions of effective communication and will be able to critically analyze the effectiveness of symbolic processes of persuasion even in contexts of inter-, cross- and trans-mediality.

3) At the end of the course, students must have achieved the following results:
- recognize fundamental communicative modes (knowledge and applied understanding skills);
- know the main symbolic strategies implemented in different communicative modes in concrete persuasive experiences or their design (autonomy of judgment and ability to learn);
- knowing how to present the acquired knowledge, using an appropriate language and with the ability to connect theoretical concepts to concrete manifestations of sense-making (communication skills);
- develop cooperative learning skills through the activities integrated in the course to the lectures (presentation of case studies, exercises, debates, seminar moments).

Teacher's Profile

courseProgram

The first part of the course will introduce some of the main theoretical concepts and analytical tools of semiotics and demonstrate how they can be applied in practice. Students will acquire the basic terminology of the discipline and develop an understanding of processes of signification, modes of communication, and the mechanisms of verbal, non-verbal, and multimodal human communication.

The second part of the course will focus on the analysis of texts, narratives, interactions, and media practices, with particular attention to persuasive strategies, the discursive construction of values, and the pathologies of contemporary public discourse. These topics will be addressed through lectures, individual and group exercises, and case studies drawn from the press, cinema, radio, television, websites, and social media platforms.

The course will cover the following topics:

1) Signification and communication: the objects, problems, and methods of semiotics;
2) Acting in order to communicate: modes and categories of human action (natural, ritual, and communicative);
3) Signals, signs, and codes: the classification and functioning of sign phenomena;
4) Semiotic systems: the properties, structures, and articulations of languages and sign systems;
5) Modes of human communication: verbal, non-verbal, and multimodal communication;
6) Texts and textuality: expressive organisation, genres, intertextuality, and relations between languages and semiotic modes;
7) Narrative, argumentation, and persuasion: the construction of points of view, strategies of value construction, and forms of manipulation;
8) Cooperation, agonism, and pathologies of public discourse: cooperation, polemics, agonism, and incitement to hatred;
9) Media ecosystems and the circulation of discourse: information disorder, algorithmic selection, profiling, filter bubbles, and virality.

examMode

The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.

Learning will be tested by means of a written (70%) and oral (30%) examination.

The written test will be structured in the form of a test with 30 closed-ended, multiple-choice questions (for each of which one point will be awarded, with no penalty for errors). The written test will account for 70% of the final grade.

The oral test will be held at the end of the written test, on the same day, and will comprise the correction and discussion of the written test and a short interview on the course topics. The oral test will count for the remaining 30% towards the final grade.

ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).

Assessment criteria:

- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.

- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.

- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.

books

1) Stefano Gensini, Elementi di semiotica, Rome: Carocci, 2002 (or subsequent editions/reprints). ISBN: 9788843021949. 144 pages. The entire book is required.

2) Raffaella Petrilli, L’interazione simbolica. Introduzione alla comunicazione e ai linguaggi, Nuova edizione rivista ed ampliata (revised and expanded new edition), Perugia: Guerra, 2018. ISBN: 9788855706377. 164 pages. The entire book is required.

3) Paola Pietrandrea, Comunicazione, dibattito pubblico, social media, Rome: Carocci, 2021 (or subsequent editions/reprints). ISBN: 9788829011216. 123 pages. Parts One and Two (pp. 1–123) are required; Part Three (from p. 125 to the end of the book) is excluded.

4) Course materials provided by the instructor and available on Moodle at: https://moodle.unitus.it/moodle/course/view.php?id=4982

mode

The lessons will be mainly delivered as lectures (frontal teaching), with extensive use of multimedia aids (slides, videos, web research related to current issues) and constant classroom discussion.

During the course, with attending students, the teaching methodology of the "flipped classroom" will be used in some cases, scheduling lessons and offering students the opportunity to independently study some topics and/or case studies on the teacher's instructions (at home, individually or in groups), reserving the time of the following lesson for in-depth study and experimentation with collaborative activities, targeted exercises, debates and workshops on the topic addressed.

In all lessons, there will be extensive use of examples related to exemplary case studies, texts drawn from current events and moments of collective discussion.

classRoomMode

Course attendance is not mandatory, although recommended.

Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).

bibliography

A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.

Overall, the reference texts on which the course is based include:
- D. Abercrombie, “Paralanguage”, in International Journal of Language & Communication Disorders, vol. 3(1): 55-59, 1968.
- F. Albano Leoni, Dei suoni e dei sensi: il volto fonico delle parole, Bologna: Il Mulino, 2009.
- J.L Austin (1962), Come fare cose con le parole, a cura di C. Penco e M. Sbisà, Genova: Marietti, 2007.
- R. Barthes (1964), Elementi di semiologia, a cura di Gianfranco Marrone, Torino: Einaudi, 2002.
- E. Benveniste, Problèmes de linguistique générale, Paris: Gallimard, 1966.
- E. Benveniste, Problèmes de linguistique générale II, Paris: Gallimard, 1974.
- C. Bianchi, Hate speech: il lato oscuro del linguaggio, Roma-Bari: Laterza, 2021.
- C. Bianchi, L. Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025.
- R.L. Birdwhistell, Introduction to kinesics: an annotation system for analysis of body motion and gesture, Louisville: University of Louisville Press, 1952.
- N. Chomsky (1966), Linguistica cartesiana, Milano: Mimesis, 2017.
- T. De Mauro (1980), Guida all'uso delle parole. Parlare e scrivere semplice e preciso per capire e farsi capire, dodicesima ed., Roma: Editori Riuniti, 2004.
- T. De Mauro, Minisemantica dei linguaggi non verbali e delle lingue, Roma-Bari: Laterza, 1982.
- T. De Mauro, Elogio di Gian Babbeo, in A. Testa (a cura di), La creatività a più voci, Roma-Bari: Laterza, pp. 37-45, 2005.
- T. De Mauro, Lezioni di linguistica teorica, Roma-Bari: Laterza, 2008.
- T. De Mauro, Il linguaggio tra natura e storia, Milano: Mondadori Università, 2008.
- O. Ducrot, Dire et ne pas dire, Paris : Hermann, 1972.
- D. Efron, Gesture and environment, New York: King’s Crown, 1941.
- I. Eibl-Eibesfeldt (1972), Somiglianze e differenze interculturali tra movimenti espressivi, in R.A. Hinde (a cura di), La comunicazione non-verbale, Roma-Bari: Laterza, 1974, pp. 395-418.
- P. Ekman, W.V. Friesen, Facial Action Coding System, Palo Alto: Psychologists Press, 1978.
- P. Ekman, W.V. Friesen (2003), Giù la maschera: come riconoscere le emozioni dall’espressione del viso, Firenza: Giunti, 2007.
- D. Femia, La presentazione delle lingue: sulla dimensione semiotica del significare, Roma: PADIS Università Sapienza Pubblicazioni Aperte, 2013.
- D. Femia, Pragmatica dei corpora, Roma: Round Robin, 2022.
- F. Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022.
- J.-M. Floch (1995), Identità visive: costruire l'identità a partire dai segni, Milano: Franco Angeli, 1997.
- I.J. Gelb (1952), Teoria generale e storia della scrittura: fondamenti della grammatologia, a cura di R. Ronchi, Milano: Egea, 1993.
- G. Genette (1987), Soglie: i dintorni del testo, Torino: Einaudi, 1989.
- S. Gensini (a cura di), Manuale di semiotica, Roma: Carocci, 2004.
- S. Gensini (a cura di), Fare comunicazione: teoria ed esercizi, Roma: Carocci, 2006.
- S. Gensini (a cura di), Filosofie della comunicazione. Tra semiotica, linguistica e scienze sociali, Roma: Carocci, 2012.
- J.J. Gibson (1979), Un approccio ecologico alla percezione visiva, Bologna: Il Mulino, 1999.
- E. Goffman (1959), La vita quotidiana come rappresentazione, Bologna: Il Mulino, 1969.
- A.J. Greimas (1966), Semantica strutturale: ricerca di metodo, a cura di P. Fabbri e G. Marrone, Roma: Meltemi, 2000.
- H.P. Grice, Logic and conversation, in P. Cole e J.L. Morgan (a cura di), Syntax and semantics. Vol. 3: speech acts, New York: Academic Press, 1975, pp. 41-58.
- E.T. Hall (1959), The silent language, seconda ed., New York: Anchor Books, 1990.
- E.A. Havelock (1963), Cultura orale e civiltà della scrittura: da Omero a Platone, Roma-Bari: Laterza, 2006.
- R.A. Hinde (a cura di, 1972), La comunicazione non-verbale, Roma-Bari: Laterza, 1974.
- L.T. Hjelmslev, “La struttura fondamentale del linguaggio”, postumo, in Versus, vol. 43: 3-40, 1968.
- R. Jakobson (1960), Linguistica e poetica, in Saggi di linguistica generale, prima ed. 1966, Milano: Feltrinelli, 2002, pp. 181-218.
- R. Lakoff, “Language and woman’s place”, in Language in Society, 1973, vol. 2(1): 45-79.
- A. Leroi-Gourhan (1964), Il gesto e la parola, 2 voll., Torino: Einaudi, 1977.
- G. Manetti, A. Fabris, Comunicazione, Brescia: Scholé, 2019.
- C. Marmo (2014), Segni, linguaggi e testi, nuova ed., Bologna: BUP, 2015.
- A. Mehrabian (1972), Nonverbal communication, New Brunswick: Aldine Transaction, 2009.
- A. Mehrabian, Silent messages: implicit communication of emotions and attitudes, Belmont: Wadsworth, 1981.
- D.A. Norman (1988), La caffettiera del masochista: psicopatologia degli oggetti quotidiani, Firenze: Giunti, 1997.
- W.J. Ong (1982), Oralità e scrittura: le tecnologie della parola, Bologna: Il Mulino, 2006.
- E. Pariser, The Filter Bubble: What the Internet Is Hiding from You, London: Penguin, 2011.
- C.S. Peirce, Opere, a cura di Massimo A. Bonfantini, Milano: Bompiani, 2003.
- R. Petrilli, D. Femia (a cura di), Di cosa parliamo quando parliamo con odio, Roma: Tab Edizioni, 2025.
- R. Plutchik, The emotions, New York: Random House, 1962.
- I. Poggi, Le parole del corpo, Roma: Carocci, 2006.
- M.P. Pozzato, Capire la semiotica, Roma: Carocci, 2013.
- E. Sapir (1927), The Unconscious Patterning of Behavior in Society, ristampa in D.G. Mandelbaum (a cura di), Selected Writings of Edward Sapir in Language, Culture, and Personality, Berkeley and Los Angeles: University of California Press, pp. 544-559, 1949.
- F. de Saussure (1922), Corso di linguistica generale, trad. e cura di Tullio De Mauro, prima ed. 1967, Roma-Bari: Laterza, 2005.
- M. Sbisà, Detto non detto: le forme della comunicazione implicita, Roma-Bari: Laterza, 2007.
- J.R. Searle (1969), Atti linguistici: saggio di filosofia del linguaggio, Torino: Bollati Boringhieri, 2009.
- D. Sperber, D. Wilson (1986), Relevance: communication and cognition, seconda ed. 1995, Oxford: Blackwell, 1996.
- C.E. Shannon, “A mathematical theory of communication”, in The Bell System Technical Journal, 1948, vol. 27(3): 379-423.
- D. Tannen (1990), Ma perché non mi capisci? Alla ricerca di un linguaggio comune fra uomini e donne, Torino: Frassinelli, 1998.
- A. Testa, Le vie del senso: come dire cose opposte con le stesse parole, Roma: Carocci, 2004.
- G.L. Trager, “Paralanguage: a first approximation”, in Studies in Linguistics, vol. 13(1): 1-12, 1958.
- U. Volli, Semiotica della pubblicità, Roma-Bari: Laterza, 2003.
- U. Volli, Lezioni di filosofia della comunicazione, Roma-Bari: Laterza, 2008.
- L.S. Vygotskij (1934), Pensiero e linguaggio: ricerche psicologiche, Roma-Bari: Laterza, 2008.
- C. Wardle, H. Derakhshan, Information disorder: Toward an interdisciplinary framework for research and policy making, Strasbourg: Éditions du Conseil de l'Europe, 2017.
- P. Watzlawick, J.H. Beavin e D.D. Jackson (1967), Pragmatica della comunicazione umana: studio dei modelli interattivi, delle patologie e dei paradossi, Roma: Astrolabio, 1971.
- L. Wittgenstein (1953), Ricerche filosofiche, prima ed. 1967, Torino: Einaudi, 1999.
- L. Wittgenstein (1967), Note sul “Ramo d’oro” di Frazer, Milano: Adelphi, 1975.

Teacher's Profile

courseProgram

The first part of the course will introduce some of the main theoretical concepts and analytical tools of semiotics and demonstrate how they can be applied in practice. Students will acquire the basic terminology of the discipline and develop an understanding of processes of signification, modes of communication, and the mechanisms of verbal, non-verbal, and multimodal human communication.

The second part of the course will focus on the analysis of texts, narratives, interactions, and media practices, with particular attention to persuasive strategies, the discursive construction of values, and the pathologies of contemporary public discourse. These topics will be addressed through lectures, individual and group exercises, and case studies drawn from the press, cinema, radio, television, websites, and social media platforms.

The course will cover the following topics:

1) Signification and communication: the objects, problems, and methods of semiotics;
2) Acting in order to communicate: modes and categories of human action (natural, ritual, and communicative);
3) Signals, signs, and codes: the classification and functioning of sign phenomena;
4) Semiotic systems: the properties, structures, and articulations of languages and sign systems;
5) Modes of human communication: verbal, non-verbal, and multimodal communication;
6) Texts and textuality: expressive organisation, genres, intertextuality, and relations between languages and semiotic modes;
7) Narrative, argumentation, and persuasion: the construction of points of view, strategies of value construction, and forms of manipulation;
8) Cooperation, agonism, and pathologies of public discourse: cooperation, polemics, agonism, and incitement to hatred;
9) Media ecosystems and the circulation of discourse: information disorder, algorithmic selection, profiling, filter bubbles, and virality.

examMode

The final assessment takes place in accordance with Article 26 of the University's Didactic Regulations. In assessing the test and awarding the final grade, the following will be taken into account: the level of content knowledge demonstrated, the ability to apply concepts and theories, the ability to analyse, synthesise and argue, the ability to make a critical sense, the use of an appropriate philosophical-linguistic vocabulary.

Learning will be tested by means of a written (70%) and oral (30%) examination.

The written test will be structured in the form of a test with 30 closed-ended, multiple-choice questions (for each of which one point will be awarded, with no penalty for errors). The written test will account for 70% of the final grade.

The oral test will be held at the end of the written test, on the same day, and will comprise the correction and discussion of the written test and a short interview on the course topics. The oral test will count for the remaining 30% towards the final grade.

ONLY FOR ATTENDING STUDENTS:
During the course, one or two exercises will be carried out on the topics covered in class. Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).

Assessment criteria:

- The following will result in excellent marks (e.g. 27-30): a clear exposition of the course content with appropriate language; the full ability to connect the different positions of the authors and the applicative value of the theories; the possession of good critical and argumentation skills.

- The following will result in fair marks (e.g. 22-26): a clear, albeit mnemonic, exposition of the examination texts; a fair ability to connect the contents and theories studied; possession of critical capacity and the use of sufficiently appropriate language.

- The following will result in sufficient marks (e.g. 18-21): a complete but superficial knowledge of the examination programme; a poor ability to connect and apply the course content; only a recognition or poor competence in the appropriate philosophical-linguistic vocabulary.

books

1) Stefano Gensini, Elementi di semiotica, Rome: Carocci, 2002 (or subsequent editions/reprints). ISBN: 9788843021949. 144 pages. The entire book is required.

2) Raffaella Petrilli, L’interazione simbolica. Introduzione alla comunicazione e ai linguaggi, Nuova edizione rivista ed ampliata (revised and expanded new edition), Perugia: Guerra, 2018. ISBN: 9788855706377. 164 pages. The entire book is required.

3) Paola Pietrandrea, Comunicazione, dibattito pubblico, social media, Rome: Carocci, 2021 (or subsequent editions/reprints). ISBN: 9788829011216. 123 pages. Parts One and Two (pp. 1–123) are required; Part Three (from p. 125 to the end of the book) is excluded.

4) Course materials provided by the instructor and available on Moodle at: https://moodle.unitus.it/moodle/course/view.php?id=4982

mode

The lessons will be mainly delivered as lectures (frontal teaching), with extensive use of multimedia aids (slides, videos, web research related to current issues) and constant classroom discussion.

During the course, with attending students, the teaching methodology of the "flipped classroom" will be used in some cases, scheduling lessons and offering students the opportunity to independently study some topics and/or case studies on the teacher's instructions (at home, individually or in groups), reserving the time of the following lesson for in-depth study and experimentation with collaborative activities, targeted exercises, debates and workshops on the topic addressed.

In all lessons, there will be extensive use of examples related to exemplary case studies, texts drawn from current events and moments of collective discussion.

classRoomMode

Course attendance is not mandatory, although recommended.

Attending students who will do the exercises provided will be able to take advantage of any positive result in the final exam (students attending at least 80% of the lessons, who have carried out the exercises in class, will not have to take the written test on the day of the exam).

bibliography

A specific concluding page of the slides used in support for each lecture will contain all the bibliographic references used for the lecture and useful for:
- link the topics discussed in the classroom to the texts adopted;
- allow for any voluntary further study through additional cited texts and/or theoretical-cultural background.

Overall, the reference texts on which the course is based include:
- D. Abercrombie, “Paralanguage”, in International Journal of Language & Communication Disorders, vol. 3(1): 55-59, 1968.
- F. Albano Leoni, Dei suoni e dei sensi: il volto fonico delle parole, Bologna: Il Mulino, 2009.
- J.L Austin (1962), Come fare cose con le parole, a cura di C. Penco e M. Sbisà, Genova: Marietti, 2007.
- R. Barthes (1964), Elementi di semiologia, a cura di Gianfranco Marrone, Torino: Einaudi, 2002.
- E. Benveniste, Problèmes de linguistique générale, Paris: Gallimard, 1966.
- E. Benveniste, Problèmes de linguistique générale II, Paris: Gallimard, 1974.
- C. Bianchi, Hate speech: il lato oscuro del linguaggio, Roma-Bari: Laterza, 2021.
- C. Bianchi, L. Caponetto, Filosofia sociale del linguaggio, Roma-Bari: Laterza, 2025.
- R.L. Birdwhistell, Introduction to kinesics: an annotation system for analysis of body motion and gesture, Louisville: University of Louisville Press, 1952.
- N. Chomsky (1966), Linguistica cartesiana, Milano: Mimesis, 2017.
- T. De Mauro (1980), Guida all'uso delle parole. Parlare e scrivere semplice e preciso per capire e farsi capire, dodicesima ed., Roma: Editori Riuniti, 2004.
- T. De Mauro, Minisemantica dei linguaggi non verbali e delle lingue, Roma-Bari: Laterza, 1982.
- T. De Mauro, Elogio di Gian Babbeo, in A. Testa (a cura di), La creatività a più voci, Roma-Bari: Laterza, pp. 37-45, 2005.
- T. De Mauro, Lezioni di linguistica teorica, Roma-Bari: Laterza, 2008.
- T. De Mauro, Il linguaggio tra natura e storia, Milano: Mondadori Università, 2008.
- O. Ducrot, Dire et ne pas dire, Paris : Hermann, 1972.
- D. Efron, Gesture and environment, New York: King’s Crown, 1941.
- I. Eibl-Eibesfeldt (1972), Somiglianze e differenze interculturali tra movimenti espressivi, in R.A. Hinde (a cura di), La comunicazione non-verbale, Roma-Bari: Laterza, 1974, pp. 395-418.
- P. Ekman, W.V. Friesen, Facial Action Coding System, Palo Alto: Psychologists Press, 1978.
- P. Ekman, W.V. Friesen (2003), Giù la maschera: come riconoscere le emozioni dall’espressione del viso, Firenza: Giunti, 2007.
- D. Femia, La presentazione delle lingue: sulla dimensione semiotica del significare, Roma: PADIS Università Sapienza Pubblicazioni Aperte, 2013.
- D. Femia, Pragmatica dei corpora, Roma: Round Robin, 2022.
- F. Ferretti, L’istinto persuasivo. Come e perché gli umani hanno iniziato a raccontare storie, Roma: Carocci, 2022.
- J.-M. Floch (1995), Identità visive: costruire l'identità a partire dai segni, Milano: Franco Angeli, 1997.
- I.J. Gelb (1952), Teoria generale e storia della scrittura: fondamenti della grammatologia, a cura di R. Ronchi, Milano: Egea, 1993.
- G. Genette (1987), Soglie: i dintorni del testo, Torino: Einaudi, 1989.
- S. Gensini (a cura di), Manuale di semiotica, Roma: Carocci, 2004.
- S. Gensini (a cura di), Fare comunicazione: teoria ed esercizi, Roma: Carocci, 2006.
- S. Gensini (a cura di), Filosofie della comunicazione. Tra semiotica, linguistica e scienze sociali, Roma: Carocci, 2012.
- J.J. Gibson (1979), Un approccio ecologico alla percezione visiva, Bologna: Il Mulino, 1999.
- E. Goffman (1959), La vita quotidiana come rappresentazione, Bologna: Il Mulino, 1969.
- A.J. Greimas (1966), Semantica strutturale: ricerca di metodo, a cura di P. Fabbri e G. Marrone, Roma: Meltemi, 2000.
- H.P. Grice, Logic and conversation, in P. Cole e J.L. Morgan (a cura di), Syntax and semantics. Vol. 3: speech acts, New York: Academic Press, 1975, pp. 41-58.
- E.T. Hall (1959), The silent language, seconda ed., New York: Anchor Books, 1990.
- E.A. Havelock (1963), Cultura orale e civiltà della scrittura: da Omero a Platone, Roma-Bari: Laterza, 2006.
- R.A. Hinde (a cura di, 1972), La comunicazione non-verbale, Roma-Bari: Laterza, 1974.
- L.T. Hjelmslev, “La struttura fondamentale del linguaggio”, postumo, in Versus, vol. 43: 3-40, 1968.
- R. Jakobson (1960), Linguistica e poetica, in Saggi di linguistica generale, prima ed. 1966, Milano: Feltrinelli, 2002, pp. 181-218.
- R. Lakoff, “Language and woman’s place”, in Language in Society, 1973, vol. 2(1): 45-79.
- A. Leroi-Gourhan (1964), Il gesto e la parola, 2 voll., Torino: Einaudi, 1977.
- G. Manetti, A. Fabris, Comunicazione, Brescia: Scholé, 2019.
- C. Marmo (2014), Segni, linguaggi e testi, nuova ed., Bologna: BUP, 2015.
- A. Mehrabian (1972), Nonverbal communication, New Brunswick: Aldine Transaction, 2009.
- A. Mehrabian, Silent messages: implicit communication of emotions and attitudes, Belmont: Wadsworth, 1981.
- D.A. Norman (1988), La caffettiera del masochista: psicopatologia degli oggetti quotidiani, Firenze: Giunti, 1997.
- W.J. Ong (1982), Oralità e scrittura: le tecnologie della parola, Bologna: Il Mulino, 2006.
- E. Pariser, The Filter Bubble: What the Internet Is Hiding from You, London: Penguin, 2011.
- C.S. Peirce, Opere, a cura di Massimo A. Bonfantini, Milano: Bompiani, 2003.
- R. Petrilli, D. Femia (a cura di), Di cosa parliamo quando parliamo con odio, Roma: Tab Edizioni, 2025.
- R. Plutchik, The emotions, New York: Random House, 1962.
- I. Poggi, Le parole del corpo, Roma: Carocci, 2006.
- M.P. Pozzato, Capire la semiotica, Roma: Carocci, 2013.
- E. Sapir (1927), The Unconscious Patterning of Behavior in Society, ristampa in D.G. Mandelbaum (a cura di), Selected Writings of Edward Sapir in Language, Culture, and Personality, Berkeley and Los Angeles: University of California Press, pp. 544-559, 1949.
- F. de Saussure (1922), Corso di linguistica generale, trad. e cura di Tullio De Mauro, prima ed. 1967, Roma-Bari: Laterza, 2005.
- M. Sbisà, Detto non detto: le forme della comunicazione implicita, Roma-Bari: Laterza, 2007.
- J.R. Searle (1969), Atti linguistici: saggio di filosofia del linguaggio, Torino: Bollati Boringhieri, 2009.
- D. Sperber, D. Wilson (1986), Relevance: communication and cognition, seconda ed. 1995, Oxford: Blackwell, 1996.
- C.E. Shannon, “A mathematical theory of communication”, in The Bell System Technical Journal, 1948, vol. 27(3): 379-423.
- D. Tannen (1990), Ma perché non mi capisci? Alla ricerca di un linguaggio comune fra uomini e donne, Torino: Frassinelli, 1998.
- A. Testa, Le vie del senso: come dire cose opposte con le stesse parole, Roma: Carocci, 2004.
- G.L. Trager, “Paralanguage: a first approximation”, in Studies in Linguistics, vol. 13(1): 1-12, 1958.
- U. Volli, Semiotica della pubblicità, Roma-Bari: Laterza, 2003.
- U. Volli, Lezioni di filosofia della comunicazione, Roma-Bari: Laterza, 2008.
- L.S. Vygotskij (1934), Pensiero e linguaggio: ricerche psicologiche, Roma-Bari: Laterza, 2008.
- C. Wardle, H. Derakhshan, Information disorder: Toward an interdisciplinary framework for research and policy making, Strasbourg: Éditions du Conseil de l'Europe, 2017.
- P. Watzlawick, J.H. Beavin e D.D. Jackson (1967), Pragmatica della comunicazione umana: studio dei modelli interattivi, delle patologie e dei paradossi, Roma: Astrolabio, 1971.
- L. Wittgenstein (1953), Ricerche filosofiche, prima ed. 1967, Torino: Einaudi, 1999.
- L. Wittgenstein (1967), Note sul “Ramo d’oro” di Frazer, Milano: Adelphi, 1975.

Learning objectives

The overall aim of the course is to provide students with an understanding of the history of European Western civilization during the long Early Modern period (1350–1915), with particular attention to the political, military, economic, religious, and cultural relations between European states and the Ottoman Empire. Through a combination of general textbook-based instruction, the analysis of historiographical readings, and the study of primary sources and interdisciplinary themes, the course seeks to equip students with the tools necessary to interpret the complexity of Euro-Ottoman relations and their impact on the shaping of the modern age.
Upon successful completion of the course, in accordance with the Dublin Descriptors, students will be able to:
1. Knowledge and Understanding: acquire a solid knowledge of the main historical processes of the Early Modern period, with particular reference to the dynamics of confrontation, conflict, cooperation, and exchange between European Western societies and the Ottoman Empire, while developing a critical awareness of the historical roots of issues that remain relevant in the contemporary world.
2. Applying Knowledge and Understanding: independently develop research projects on specific topics in Early Modern history, making critical use of printed, digital, and archival sources, and contextualizing events and documents related to Euro-Ottoman relations within the broader framework of European and Mediterranean history.
3. Making Judgements: analyze and interpret historiographical works and primary sources, comparing different methodological approaches and interpretative perspectives, and formulating independent assessments based on appropriate documentary evidence.
4. Communication Skills: present and discuss the results of their readings and research both orally and in writing, employing appropriate historical terminology and demonstrating critical argumentation and engagement with peers.
5. Learning Skills: develop methodological competences for the independent advancement of historical studies, identifying any gaps in prior knowledge and adopting effective strategies to overcome them

Teacher's Profile

courseProgram

History of Western Europe and Its Relations with the Ottoman Empire in the Long Early Modern Period

Definitions, periodisations and historiographical interpretations of the early modern period.
The crisis of the fourteenth century: plague, economic transformations and social change.
Humanism, the Renaissance and the formation of early modern states.
Geographical exploration, the conquest of the New World and the opening of global spaces.
The rise of the Ottoman Empire and the redefinition of European and Mediterranean balances.
The Protestant Reformations, Catholic Reform and the confessionalisation of Europe.
The Habsburgs, Charles V and the project of universal monarchy.
Philip II, the Catholic Monarchy, Tudor England and the political and religious conflicts of the sixteenth century.
The seventeenth-century crisis: population, economy, society and revolts.
The Thirty Years’ War and the formation of the European state system.
The France of Richelieu, Mazarin and Louis XIV: reason of state, absolutism and European hegemony.
The English Revolutions and the birth of parliamentary monarchy.
Eastern Europe and the Ottoman Empire in the seventeenth century: Vienna, the Holy League and the new continental balance of power.
Society, economy, trade and the Scientific Revolution between the seventeenth and eighteenth centuries.
European monarchies and wars in the eighteenth century: balance of power, imperial expansion and colonial competition.
The Enlightenment, public opinion, reforms and the culture of travel in eighteenth-century Europe.
The Industrial Revolution, the American Revolution and the transformation of Ancien Régime societies.
The French Revolution, the Napoleonic era and the Congress of Vienna.


examMode

Students’ preparation will be assessed through an oral examination.

During the examination, students will be evaluated according to the following grading criteria (out of 30 points):

Knowledge (mastery of the relevant factual and conceptual information): 1–12 points
(12 = excellent; 1 = very poor)
Focus (ability to identify and address the historical issue under discussion): 1–6 points
(6 = excellent; 1 = very poor)
Analysis and Organization (ability to structure the answer and develop a coherent historical narrative): 1–6 points
(6 = excellent; 1 = very poor)
Explanation (ability to explain and interpret the historical event or phenomenon under examination): 1–6 points
(6 = excellent; 1 = very poor)

The final grade will be determined by the sum of the scores obtained in each of the above categories.

books

Testi adottati
Manuale
• Renata Ago, Vittorio Vidotto, Storia moderna, Laterza, Roma-Bari, 2021.
Studenti frequentanti
Oltre allo studio del manuale, gli studenti frequentanti dovranno portare all'esame due volumi a scelta tra i seguenti:
• Jean-François Solnon, L'Impero ottomano e l'Europa. XIV-XX secolo, LEG Edizioni, Gorizia, 2021.
• Marcello Formica, Lo specchio del turco. Immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Donzelli, Roma, 2012.
• Francesca De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Sette Città, Viterbo, 2014.
• Franco Cardini, Il turco a Vienna. Storia del grande assedio del 1683, Laterza, Roma-Bari, 2015.
• Suraiya Faroqhi, L'Impero ottomano, Il Mulino, Bologna, 2018.
Studenti non frequentanti
Oltre allo studio del manuale, gli studenti non frequentanti dovranno portare all'esame tre volumi a scelta tra quelli sopra indicati.

classRoomMode

Attendance is strongly recommended, although it is not mandatory. Students who do not attend classes are required to study one additional text selected from those indicated in the course bibliography.

bibliography

Refer to the section above

Learning objectives

The course aims to provide students with a solid foundation of contemporary European history within the framework of world historical processes.
Learning outcomes: a) knowledge of the basics of Contemporary History and ability to understand the main issues of the discipline; b) ability to apply acquired knowledge to analyze particular areas and issues; c) ability to critically interpret the issues addressed, demonstrating autonomy of judgment; d) ability to communicate, using the appropriate terminology, issues and problems addressed; e) to have acquired the main basic tools and ability to make use of them to independently address further studies.

Teacher's Profile

Learning objectives

The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime, through the case study of the novel genre. The course aims to provide students with some historical reference points and the philological, stylistic, rhetorical and hermeneutic tools to read and appreciate Early Modern texts. Through an literary and philologiacl approach to the the text, students will develop critical skills and the ability to work autonomously on texts from the 17th and 18th centuries, also learning to master the tools of the discipline and to find, select and use the secondary bibliography in the most effective way. The course will therefore provide students not only with theoretical knowledge but also with the hermeneutic tools to understand the texts addressed (1: knowledge and understanding, and 2: applying knowledge and understanding) and the expressive ones to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements), as well as to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills) and extend the reflection in a autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills).

Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


Teacher's Profile

courseProgram

1.1

The French Literature course aims to question the influence of the rhetorical tradition on the literature of the Ancien Régime. This year we will focus on the study of 17th-century novel, particularly La Princesse de Clèves by Madame de Lafayette.


1.2 Readings


History of literature: 17th and 18th centuries (especially the 17th century)
A tragedy or comedy of your choice (17th or 18th century)
One 17th or 18th century novel of your choice
La Fontaine: The First Book of "Fables"

examMode

Interview on the program

Incomplete preparation of the planned program, lack of precision in expression and lack of knowledge of the specialized lexicon (stylistics, rhetoric, criticism) will be considered prohibitive for success in the test.

books




I.1 Éditions conseillées/edizioni consigliate
Référence edition: Madame de Lafayette, Oeuvres complètes, éd. C. Esmein-Sarrazin, Paris, Gallimard, Bibliothèque de la Pléiade, 2004
Others editions
Madame de Lafayette, La Princesse de Clèves, éd. Ph. Sellier, Paris, Le LIvre de Poche, 1999
Madame de Lafayette, La Princesse de Clèves, éd. A. Régent, Paris, Larousse, 2019
Madame de Lafayette, La Principessa di Clèves, trad. V. Papa, Milano, Mondadori, 2022
Madame de Lafayette, La Principessa di Clèves, trad. R. Debenedetti, Milano, Garzanti, 2022

mode

Lectures, seminars

classRoomMode

Attendance is optional but recommended. Non-attending students are invited to contact me at the beginning of the semester of lessons, to agree on a suitable alternative and personalized programme. It will not be possible to agree on a personalized or even less "reduced" program a few weeks before the exam.

bibliography

References

II. Reading a textbook on the history of French literature (17th-18th centuries) is essential, for example:



A. Adam, Histoire de la littérature française au XVIIe siècle, 3 vol., Paris, A. Michel, 1997.


P. Brunel, Y. Bellenger, D. Couty, Ph. Sellier, M. Truffet, Historie de la littérature française. Du Moyen Âge au XVIIIe siècle, Paris, Bordas, 2001 [1972].


G. Macchia, La letteratura francese dal Rinascimento al Classicismo, Milano, Rizzoli, 1992.


J.-M. Darmon, M. Delon (dir.), Histoire de la France littéraire. Classicismes, XVIIe-XVIIIe siècle, Paris, PUF, 2006 (vol. 2).


F. Corradi, Introduzione al Seicento francese e al classicismo, Roma, Edizioni Nuova Cultura, 2006.


A. Viala, Une histoire brève de la littérature française. L’Âge classique et les Lumières, Paris, PUF, 2016.


L. Sozzi (dir.), Storia europea della letteratura francese. I. Dalle origini al Seicento, Torino, Einaudi, 2013 ; II. Dal Settecento all’età contemporanea, Torino, Einaudi, 2013.


D. Reguig, Histoire littéraire du XVIIe siècle, Paris, Armand Colin, 2017.


M. Landi (dir.), Letteratura francese. Dalle origini al Settecento (vol. 1), Milano, Mondadori-Le Monnier Università, 2021.







III. La Princesse de Clèves
C. Esmein-Sarrazin, La Princesse de Clèves de Madame de Lafayette. Ou la "Joconde" des lettres françaises, Paris, H. Champion, 2025 ISBN: 9782380961287
C. Zonza, La Nouvelle Historique en France à l'âge classique (1657-1703), Paris, H. Champion, 2007
H. Coulet, Le Roman jusqu'à la Révolution, Paris, A. Colin, 1967 (ou éditions ultérieures/o successive)



IV. Stylistic:


C. Fromilhague et A. Sancier, Introduction à l’analyse stylistique, Paris, Bordas, 1991


N. Laurent, Initiation à la stylistique, Paris, Hachette Supérieur, 2001


A. Herschberg-Pierrot, Stylistique de la prose, Paris, Belin, 2003 (ou autre édition)







V. Rhetoric:



·
A. Kibédy Varga, Rhétorique et littérature, Paris, Klincksieck, 2002. 

·
C. Reggiani, Introduction à la rhétorique, Paris, Hachette, 2001.

·
B. Mortara Garavelli, Manuale di retorica, Milano, Bompiani, 2021 [1988].




VI. 



Critical readings (essays, articles, web pages) will be recommended and offered during classes, with the aim of clarifying or better understanding specific aspects of the program.


Learning objectives

1. Knowledge and understanding: Students will acquire an organic mastery of the literary history covered in the course, analyzed not only through a chronological sequence but also through the application of rigorous theoretical and critical criteria. They will be able to contextualize works and movements within their socio-cultural framework, utilizing the main methodological tools provided by contemporary literary criticism to decode the complexity of the texts. Since the texts selected for the syllabus will be in the original language, prior knowledge of Spanish is required.
2. Applying knowledge and understanding: By the end of the course, students will be able to translate theoretical concepts into concrete analytical skills. Specifically, they will be capable of conducting a critical reading and an in-depth interpretation of the authors examined, developing the ability to establish intertextual comparisons. This competence will allow them to relate literary phenomena, themes, and genres belonging to the period under study, fostering a comparative approach even toward other foreign literatures in their curriculum.
3. Making judgements: Students will develop the capacity to reprocess the course content in a personal and critical manner. They will be able to present the themes addressed in the primary texts, critical bibliography, and the literary history handbook with rigor and depth. Particular emphasis will be placed on the development of an autonomous analysis of the literary text, combining formal aspects (structure, style, rhetoric) with semantic ones (meaning, ideology, reception), while formulating reasoned critical judgements.
4. Communication skills: The objective is to achieve full expository mastery, allowing for the clear, effective, and persuasive presentation of disciplinary content. Students must demonstrate the correct use of technical vocabulary related to literary criticism, showing the ability to structure complex arguments regarding literary history, the authors, and the works analyzed, while adapting the register to the requirements of scientific communication.
5. Learning skills: Students will develop an autonomous and flexible study method aimed at the continuous exploration of literary phenomena and major intellectual currents. Through the practice of critical reading and constant engagement with texts, they will acquire the research methodologies and bibliographic tools necessary to successfully pursue further advanced studies or undertake independent research in the fields of essay writing and textual criticism.

Teacher's Profile

courseProgram

The Birth of the Picaresque Novel: From Lazarillo de Tormes to El Buscón

After contextualizing 16th-century prose from a historical and cultural perspective, the course aims to examine the characteristics of the picaresque novel, which marked Spanish Golden Age literature and represented a crucial moment in the growth and development of narrative fiction. The course will cover the reading and commentary of the anonymous Lazarillo de Tormes, which marked the first appearance of the genre, and Francisco de Quevedo’s El Buscón. A broader reflection on the genre will also be conducted through selected readings from M. Alemán’s Guzmán de Alfarache.
Additionally, students will read the cornerstone of Spanish narrative fiction, El ingenioso hidalgo don Quijote de la Mancha by M. de Cervantes, alongside the corresponding critical bibliography (M. Socrate, Il riso maggiore di Cervantes, Florence, La Nuova Italia, 1998 [only the section on Don Quijote; non-attending students must read the entire text]; OR: A. Ruffinatto, Cervantes, Rome, Carocci, 2002).

examMode

The exam consists of an oral test in which students will critically present the topics covered in the syllabus.

books

Lazarillo de Tormes, ed. Francisco Rico, Madrid, Cátedra, 1987 (per la traduzione italiana: Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio editore, 2017)
F. de Quevedo, Historia de la vida del buscón llamado don Pablos, ejemplo de vagamundos y espejo de tacaños, (per la traduzione italiana: Il trafficone, a cura di M. G. Profeti, Milano, BUR, 1990, oppure F. de Quevedo, L’imbroglione, a cura di A. Ruffinatto, trad. e note di M. Rosso, Venezia, Marsilio, 1992);

Miguel de CERVANTES, Don Quijote de la Mancha, ed. J. Jay Allen, o altra edizione spagnola recente.

classRoomMode

Attendance is not mandatory. Non-attending students should refer to the syllabus dedicated to them.

bibliography

M. G. Profeti, M.G. (1998), L’età d’oro della letteratura spagnola. Il Cinquecento, Firenze, La Nuova Italia, 1998 (pp. 3-46; 216-258; 377-401. Per i non frequentanti: pp. 3-105; 216-258; 265-401; 471-579).
M. G. Profeti, M.G. (1998), L’età d’oro della letteratura spagnola. Il Seicento, Firenze, La Nuova Italia, 1998 (pp. 3-63; 291-384; 453-489. Per i non frequentanti: pp. 3-63; 77-194; 291-384; 453-489).
A. Gargano, Alle origini del romanzo moderno: Lazzaro, o della sovversione, pp. 9-105, in Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio editore, 2017.
F. Rico, La novela picaresca y el punto de vista, Barcelona, Seix Barral, 1989 (Il romanzo picaresco e il punto di vista, a cura di A. Gargano, Milano, Bruno Mondadori Editore, 2001);

Dispensa di letture critiche presenti in Unitusmoodle.

Teacher's Profile

courseProgram

The Birth of the Picaresque Novel: From Lazarillo de Tormes to El Buscón

After contextualizing 16th-century prose from a historical and cultural perspective, the course aims to examine the characteristics of the picaresque novel, which marked Spanish Golden Age literature and represented a crucial moment in the growth and development of narrative fiction. The course will cover the reading and commentary of the anonymous Lazarillo de Tormes, which marked the first appearance of the genre, and Francisco de Quevedo’s El Buscón. A broader reflection on the genre will also be conducted through selected readings from M. Alemán’s Guzmán de Alfarache.
Additionally, students will read the cornerstone of Spanish narrative fiction, El ingenioso hidalgo don Quijote de la Mancha by M. de Cervantes, alongside the corresponding critical bibliography (M. Socrate, Il riso maggiore di Cervantes, Florence, La Nuova Italia, 1998 [only the section on Don Quijote; non-attending students must read the entire text]; OR: A. Ruffinatto, Cervantes, Rome, Carocci, 2002).

examMode

The exam consists of an oral test in which students will critically present the topics covered in the syllabus.

books

Lazarillo de Tormes, ed. Francisco Rico, Madrid, Cátedra, 1987 (per la traduzione italiana: Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio editore, 2017)
F. de Quevedo, Historia de la vida del buscón llamado don Pablos, ejemplo de vagamundos y espejo de tacaños, (per la traduzione italiana: Il trafficone, a cura di M. G. Profeti, Milano, BUR, 1990, oppure F. de Quevedo, L’imbroglione, a cura di A. Ruffinatto, trad. e note di M. Rosso, Venezia, Marsilio, 1992);

Miguel de CERVANTES, Don Quijote de la Mancha, ed. J. Jay Allen, o altra edizione spagnola recente.

classRoomMode

Attendance is not mandatory. Non-attending students should refer to the syllabus dedicated to them.

bibliography

M. G. Profeti, M.G. (1998), L’età d’oro della letteratura spagnola. Il Cinquecento, Firenze, La Nuova Italia, 1998 (pp. 3-46; 216-258; 377-401. Per i non frequentanti: pp. 3-105; 216-258; 265-401; 471-579).
M. G. Profeti, M.G. (1998), L’età d’oro della letteratura spagnola. Il Seicento, Firenze, La Nuova Italia, 1998 (pp. 3-63; 291-384; 453-489. Per i non frequentanti: pp. 3-63; 77-194; 291-384; 453-489).
A. Gargano, Alle origini del romanzo moderno: Lazzaro, o della sovversione, pp. 9-105, in Lazarillo de Tormes, a cura di A. Gargano, Venezia, Marsilio editore, 2017.
F. Rico, La novela picaresca y el punto de vista, Barcelona, Seix Barral, 1989 (Il romanzo picaresco e il punto di vista, a cura di A. Gargano, Milano, Bruno Mondadori Editore, 2001);

Dispensa di letture critiche presenti in Unitusmoodle.

Learning objectives

The course aims at giving: 1. a general introduction to the Russian culture; 2. a picture of the most important monets of Russian literary history; 3. knowledge in depth of selected moments and authors of Russian XIX century.
After the course students should: 1. know the main development trends of Russian literature and culture across history; 2. have a solid knowledge of the most important authors, applying the general knowledge; 3. be able to critically evaluate, at a certain extent, authors and literary groups; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching new authors and/or literary groups. In other words they should have developed their skills according to Dublin descriptors.
In other words, they should have developed their competences according to Dublin descriptors.

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

Teacher's Profile

courseProgram

An Introduction to Russian Literary Culture.
Leo Tolstoy and Anton Chekhov Between the 19th and 20th Centuries.
Poetry of the “Silver Age”: Alexander Blok.
Moving Beyond Symbolism: Anna Akhmatova, Osip Mandelstam, and Vladimir Mayakovsky.
Prose in the post-revolutionary era: Yevgeny Zamyatin, Mikhail Bulgakov.
Monographic study: “The Master and Margarita” by Mikhail Bulgakov.

examMode

Oral exam. The exam will test students’ knowledge of:
1. The history of Russian literature and culture from from the 1870s to the 1940s;
2. Specific issues and themes in Russian literature from the 1870s to the 1940s;
3. The key texts and critical literature included in the reading list.
Students will demonstrate the ability to analyze and critically evaluate the key texts included in the reading list, and to place them within their historical and cultural contexts.
Successful candidates will be required to demonstrate adequate knowledge in all of the above points (1, 2, 3).
The exam aims to assess:
- The knowledge of key concepts in the history of Russian literature from the end of the XVIII century to the 1860s.
- The ability to describe and place literary phenomena within their contexts of production and reception;
- The ability of close reading and appreciation of all the texts included in the reading list as well as a thorough command of methodological and theoretical tools;
- The ability to use formal and critical terminology;
- activities and tests on e-learning Platform moodle.
Students will demonstrate that they can discuss the subjects treated during the course, make appropriate connections between different authors and works, and express themselves clearly.
Grades are given on the basis of 30 points. Points are awarded if students are able to
1) describe form and contents of the texts studied,
2) understand, summarize and propose critical readings of those texts,
3) elaborate personal judgements that are solidly grounded on the text and/or secondary literature,
4) use appropriate terms.
Nos. 1 and 4 are essential in order to obtain the minimum passing grade (18/30); higher evaluations depend on to what extent’ students have developed their skills in all four points listed above.

books

TEXTS:
- Leo Tolstoy, Anna Karenina (trad. di Claudia Zonghetti), Einaudi, Torino 2017;
- Leo Tolstoy, La morte di Ivan Il’ič (a c. di Laura Salmon), Rizzoli, Milano 2023;
- Anton Chekhov, Il grasso e il magro, L’angoscia, Una storia noiosa, La corsia n. 6;
- Anton Chekhov, La signora col cagnolino, in Id., Racconti (a c. di F. Malcovati), 2 voll., Garzanti, Milano 2010; otherwise Il giardino dei ciliegi (a c. di C. Strada Janovič), Marsilio, Venezia 1997;
- Aleksandr Blok, Di Te ho presagio, La sconosciuta, in Id., Poesie, a cura di A.M. Ripellino, Guanda, Milano 2000;
- Aleksandr Blok, I dodici (a c. di C. De Michelis), Marsilio, Venezia 1995;
- Osip Mandelstam, Insonnia. Vele tese. Omero, Nella diafana Petropolis noi moriremo (v. dispensa su Moodle), Son tornato nella mia città che conosco fino alle lacrime; Viviamo senza più fiutare sotto di noi il paese, in Id., Ottanta poesie (a c. di R. Faccani), Einaudi, Torino 2009;
- Anna Achmatova, Il canto dell’ultimo incontro, Io ho appreso a vivere con semplicità, con saggezza (v. dispensa su Moodle), Requiem, in Id., Poema senza eroe e altre poesie, Einaudi, Torino 1993;
- Vladimir Mayakovsky, L’infernaccio della città, La blusa del bellimbusto (v. dispensa su Moodle), Amo, in Id., Poesie d’amore 1913-1939 (a c. di P. Ferretti), Einaudi, Torino, 2023;
- Yevgeny Zamyatin, Noi (a cura di A. Cifariello), Fanucci, Roma 2024;
- Mikhail Bulgakov, Il Maestro e Margherita (edizioni consigliate: Einaudi, trad. V. Dridso; Feltrinelli, trad. M. Crepax; Garzanti, trad. E. Guercetti)..

CRITICAL ESSAYS:
- Roberta De Giorgi, Lev Nikolaevič Tolstoj (1828-1910), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-4, operus.uniud.it;
- Maria Zalambani, Lev Tolstoj, Anna Karenina (1875-77), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di Maria Cristina Bragone, Mario Caramitti, Roberta De Giorgi, Laura Rossi, Silvia Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-30, operus.uniud.it;
- Francesca Lazzarin, Anton Pavlovič Čechov (1860-1904), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Sergio Molinari, Norma e aberrazione in Čechov, in Id., Lo spirito del testo, Il cardo, Venezia 1993, pp. 253-280;
- Cesare G. De Michelis, Il simbolismo: la prima fase; Il simbolismo: la seconda fase, in M. Colucci, R. Picchio (a c. di), Storia della civiltà letteraria russa, UTET, Torino 1997, vol. II, pp. 57-113;
- Cesare G. De Michelis, Aleksandr Blok (1880-1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Cesare G. De Michelis, Aleksandr Blok, I dodici (1918), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-33, operus.uniud.it;
- Mario Caramitti, Osip Mandel’štam (1891-1938), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Tomas Venclova, La poetica di Osip Mandel’štam, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. III. Dal realismo socialista ai nostri giorni, Einaudi Torino 1991, pp. 525-534;
- Mario Caramitti, Anna Achmatova (1889-1966), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d'Arco (NA) 2023-, pp. 1-3, operus.uniud.it;
- Mario Caramitti, Anna Achmatova, “Ho stretto le mani sotto la scura veletta” (1911), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-17, operus.uniud.it;
- Efim Ėtkind, La poetica di Majakovskij, in E. Ėtkind, G. Nivat, V. Strada, I. Serman (a c. di), Storia della letteratura russa. Il Novecento, vol. II. La rivoluzione e gli anni Venti, Einaudi, Torino 1990, pp. 327-339;
- Giulia Gigante, Evgenij Ivanovič Zamjatin (1884-1936), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-2, operus.uniud.it;
- Giulia Gigante, Evgenij Zamjatin, Noi (1921), in OpeRus: la letteratura russa attraverso le opere. Dalle origini ai nostri giorni, a cura di M.C. Bragone, M. Caramitti, R. De Giorgi, L. Rossi, S. Toscano, Wojtek Edizioni, Pomigliano d’Arco (NA) 2023-, pp. 1-21, operus.uniud.it.;
- Cesare G. De Michelis, Jeshua Ha Nozri, ovvero la “Passione secondo Bulgakov”, in Id., Il tredicesimo apostolo. Evangelo e prassi nella letteratura sovietica, Claudiana, Torino 1975, pp. 69-102.

REFERENCE HANDBOOK:
Andrew Kahn, Mark Lipovetsky, Irina Reyfman, Stephanie Sandler, A History of Russian Literature, Oxford University Press, Oxford 2018.

classRoomMode

Attendance is strongly recommended due to the theoretical and practical nature of the course.

bibliography

Neil Cornwell, Reference Guide to Russian Literature, Routledge, New York, 2013

Learning objectives

The course aims to deepen literary aspects and problems and to provide critical skills in the analysis of significant works. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural context, students will be able to understand and evaluate the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be:
1) to know the main features and characteristics relating to coeval English literature and culture;
2) to be able to analyse and comment on the texts in question;
3) to be able to formulate judgements on the subject autonomously;
4) to be able to appropriately communicate what they have learnt:
5) to be able to understand and interpret similar literary phenomena not covered in the syllabus.

CHOICE GROUPSYEAR/SEMESTERCFUSSDLANGUAGE
UNA MATERIA A SCELTA TRA LETT. GRECA FILOLOGIA ITALIANA STORIA DELLA SCRITTURA CURRICULUM STUDI -8 - -
16441 - GREEK LITERATURE

MADDALENA VALLOZZA

Third Year / First Semester 8L-FIL-LET/02ita
18152 - HISTORY OF WRITING

FRANCESCO MARIA CARDARELLI

Third Year / First Semester 8M-STO/09ita
17411 - ITALIAN PHILOLOGY

PAOLO MARINI

Third Year / Second Semester 8L-FIL-LET/13ita
UNA MATERIA A SCELTA TRA FILOLOGIA GERMANICA, FILOLOGIA E LINGUISTICA ROMANZA CURRICULUM STUDI -8 - -
15342 - GERMAN PHILOLOGY

COSTANZA CIGNI

Third Year / First Semester 8L-FIL-LET/15ita
15341 - ROMANCE PHILOLOGY AND LINGUISTICS

GIOVANNA SANTINI

Third Year / Second Semester 8L-FIL-LET/09ita
UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE E CULTURA RUSSA CRITICA LETTERARIA CURR STUDI LETTERE -8 - -
16455 - FRENCH LITERATURE

ROBERTO ROMAGNINO

Third Year / First Semester 8L-LIN/03ita
118428 - LETTERATURA E CULTURA RUSSA

VALENTINA ROSSI

Third Year / First Semester 8L-LIN/21ita
15368 - ENGLISH LITERATURE

VALERIO VIVIANI

Third Year / Second Semester 8L-LIN/10ita
NEW GROUP -8 - -
121040 - INFORMATION TECHNOLOGY FOR THE HUMANITIES

FRANCESCO MARIA DONINI

First Year / First Semester 8IINF-05/AITA
121252 - DIGITAL HUMANITIES

FEDERICO MESCHINI

First Year / Second Semester 8HIST-04/CITA
UNA MATERIA A SCELTA TRA: INSEGNAMENTO DI BASE I -24 - -
15376 - MODERN HISTORY

FRANCESCA DE CAPRIO

First Year / First Semester 8HIST-02/Aita
120961 - HISTORY OF PHILOSOPHY

SAVERIO RICCI

First Year / First Semester 8PHIL-05/AITA
118430 - STORIA CONTEMPORANEA

CATIA PAPA

First Year / Second Semester 8HIST-03/Aita
121041 - KNOWLEDGE TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE

MARIO PIREDDU

First Year / Second Semester 8PAED-02/AITA
UNA MATERIA A SCELTA TRA GLI AFFINI DEL I ANNO CURRICULUM STUDI -8 - -
121045 - FRENCH LANGUAGE AND TRANSLATION

First Year / First Semester 8FRAN-01/BITA
15327 - ENGLISH LANGUAGE AND TRANSLATION

CARMEN SERENA SANTONOCITO

First Year / First Semester 8ANGL-01/Cita
121333 - EDUCATIONAL LINGUISTIC

SIMONE CASINI

First Year / First Semester 8GLOT-01/BITA
UNA MATERIA A SCELTA TRA STORIA ARTE MEDIEVALE STORIA MEDIEVALE STORIA ARTE MODERNA STORIA ARTE CONTEMPORANE ACURR LETTERE -8 - -
13122 - HISTORY OF MODERN ART

FAUSTO NICOLAI

Third Year / First Semester 8L-ART/02ita
13123 - HISTORY OF CONTEMPORARY ART

PATRIZIA MANIA

Third Year / First Semester 8L-ART/03ita
15379 - MEDIEVAL HISTORYThird Year / Second Semester 8M-STO/01ita
UNA MATERIA A SCELTA TRA TEORIE E TECNICHE DEI MEDIA STORIA DELLA MUSICA CURR LETTERE -8 - -
15266 - THEORY AND TECHNIQUES IN THE MASS MEDIA

GIOVANNI FIORENTINO

Third Year / First Semester 8SPS/08ita
UNA MATERIA A SCELTA TRA LINGUA E TRADUZIONE INGLESE E FRANCESE -0 - -
15327 - ENGLISH LANGUAGE AND TRANSLATION

CARMEN SERENA SANTONOCITO

Second Year / First Semester 8L-LIN/12ita
121045 - FRENCH LANGUAGE AND TRANSLATION

Second Year / First Semester 8L-LIN/04ITA
UNA MATERIA A SCELTA TRA FILOLOGIA GERMANICA, FILOLOGIA E LINGUISTICA ROMANZA -8 - -
15342 - GERMAN PHILOLOGY

COSTANZA CIGNI

Second Year / First Semester 8L-FIL-LET/15ita
15341 - ROMANCE PHILOLOGY AND LINGUISTICS

GIOVANNA SANTINI

Second Year / Second Semester 8L-FIL-LET/09ita
UNA MATERIA A SCELTA TRA LETTERATURA ARTISTICA LE DEI PAESI DI CULTURA IRANICA -8 - -
15375 - HISTORY OF IRAN AND IRANIAN-CULTURE COUNTRIES

ELINA FILIPPONE

Second Year / First Semester 8L-OR/14ita
120947 - ARTISTIC LITERATURE

SIMONA RINALDI

Second Year / First Semester 8L-ART/04ITA
NEW GROUP -8 - -
118476 - LETTERATURA ARTISTICA

SIMONA RINALDI

Second Year / First Semester 8L-ART/04ita
121044 - HISTORY AND CULTURES OF PHOTOGRAPHY

MAURIZIO ESPOSITO

Second Year / First Semester 8L-ART/06ITA
121253 - PUBLIC AND POLITICAL COMMUNICATION IN THE DIGITAL SPHERE

LUIGI DI GREGORIO

Second Year / Second Semester 8SPS/04ITA
NEW GROUP -16 - -
16435 - ITALIAN LINGUISTICS

RICCARDO GUALDO

Second Year / Second Semester 8L-FIL-LET/12ita
17389 - LINGUISTICS

AMEDEO DE DOMINICIS

Second Year / Second Semester 8L-LIN/01ita
121060 - SEMIOTICS

DIEGO FEMIA

Second Year / Second Semester 8M-FIL/05ITA
UNA MATERIA A SCELTA TRA STORIA MODERNA E CONTEMPORANEA -8 - -
15376 - MODERN HISTORY

FRANCESCA DE CAPRIO

First Year / First Semester 8HIST-02/Aita
118430 - STORIA CONTEMPORANEA

CATIA PAPA

First Year / Second Semester 8HIST-03/Aita
UNA MATERIA A SCELTA TRA LETT FRANCESE, INGLESE, SPAGNOLA E RUSSA -8 - -
16455 - FRENCH LITERATURE

ROBERTO ROMAGNINO

First Year / First Semester 8FRAN-01/Aita
120944 - SPANISH LITERATURE

GIOVANNA FIORDALISO

First Year / First Semester 8SPAN-01/AITA
15210 - RUSSIAN LITERATURE

VALENTINA ROSSI

First Year / First Semester 8SLAV-01/Aita
15368 - ENGLISH LITERATURE

VALERIO VIVIANI

First Year / Second Semester 8ANGL-01/Aita