Lingue e Culture Moderne - General Info

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
13262 - ITALIAN LITERATURE PAOLO MARINIPAOLO MARINIPIETRO GIULIO RIGAPIETRO GIULIO RIGA	First Semester	8	L-FIL-LET/10		Learning objectives Critical recovery of a tradition; problematization of the literary text; start of the acquisition of a philological habitus. 1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products 2) Improvement of knowledge and ability to understand applied to the textual analysis of a classic of Italian literature in a philological and historical-critical perspective 3) Increase of autonomy of judgment following an acquired autonomy of investigation in the panorama of bibliographic tools (paper and electronic) related to the historical-literary disciplines 4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalized writing. 5) Development of the ability to learn through the consideration of texts in function of the history of their tradition (oral, manuscript and printed). Teacher's Profile courseProgram Module I: The first module of the course consists of an introduction to the technical and thematic analysis of the literary text, according to the following syllabus: 1. anthology (to be chosen from anthologies in use in high schools; the list of authors and required passages can be downloaded from the course materials uploaded on Unitus Moodle) 2. manual of Italian metrics (a choice from M. Pazzaglia, La metrica italiana, Firenze, Le Lettere; G. Bertone, Breve dizionario di metrica italiana, Torino, Einaudi; P.G. Beltrami, La metrica italiana, Bologna, il Mulino) 3. handbook of Italian philology (P. Stoppelli, Filologia della letteratura italiana, Rome, Carocci) examMode In itinere examinations (optional) and final interview on the course topics. The examination will be structured as follows: first question including the reading of a passage from the anthology, with paraphrase, commentary and possible reflection on aspects relating to metrics; second question focusing on the basic concepts of historical-literary and philological practice. books 1. anthology (a choice from the anthologies in use in high schools; the list of authors and pieces required can be downloaded from the course materials uploaded on Unitus Moodle) 2. handbook of Italian metrics (a choice from M. Pazzaglia, La metrica italiana, Firenze, Le Lettere; G. Bertone, Breve dizionario di metrica italiana, Torino, Einaudi; P.G. Beltrami, La metrica italiana, Bologna, il Mulino) 3. handbook of Italian philology (P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci) classRoomMode Optional class attendance bibliography The reference bibliography will be indicated during the course. The following volumes are preliminarily 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: The first module of the course consists of an introduction to the technical and thematic analysis of the literary text, according to the following syllabus: 1. anthology (to be chosen from anthologies in use in high schools; the list of authors and required passages can be downloaded from the course materials uploaded on Unitus Moodle) 2. manual of Italian metrics (a choice from M. Pazzaglia, La metrica italiana, Firenze, Le Lettere; G. Bertone, Breve dizionario di metrica italiana, Torino, Einaudi; P.G. Beltrami, La metrica italiana, Bologna, il Mulino) 3. handbook of Italian philology (P. Stoppelli, Filologia della letteratura italiana, Rome, Carocci) examMode In itinere examinations (optional) and final interview on the course topics. The examination will be structured as follows: first question including the reading of a passage from the anthology, with paraphrase, commentary and possible reflection on aspects relating to metrics; second question focusing on the basic concepts of historical-literary and philological practice. books 1. anthology (a choice from the anthologies in use in high schools; the list of authors and pieces required can be downloaded from the course materials uploaded on Unitus Moodle) 2. handbook of Italian metrics (a choice from M. Pazzaglia, La metrica italiana, Firenze, Le Lettere; G. Bertone, Breve dizionario di metrica italiana, Torino, Einaudi; P.G. Beltrami, La metrica italiana, Bologna, il Mulino) 3. handbook of Italian philology (P. Stoppelli, Filologia della letteratura italiana, Roma, Carocci) classRoomMode Optional class attendance bibliography The reference bibliography will be indicated during the course. The following volumes are preliminarily recommended: - Marina Polacco, L'intertestualità, Roma-Bari, Laterza, 1998 - Armando Petrucci, Letteratura italiana: una storia attraverso la scrittura, Roma, Carocci, 2017 Teacher's Profile Teacher's Profile
LETTERATURA DELLA PRIMA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LITERATURE II	Second Semester	8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills)
SPANISH LITERATURE II	Second Semester	8	L-LIN/05		Learning objectives Knowledge of Spanish literature. To be able to apply the concepts learned to the texts and authors selected. Being able to make a well-founded choice between the various possible analyses of texts. Being able to present topics relating to Spanish literature.
GERMAN LITERATURE II	Second Semester	8	L-LIN/13		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations. . Teacher's Profile Teacher's Profile
LETTERATURA SECONDA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LITERATURE II	Second Semester	8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills) Teacher's Profile Teacher's Profile
SPANISH LITERATURE II	Second Semester	8	L-LIN/05		Learning objectives Knowledge of Spanish literature. To be able to apply the concepts learned to the texts and authors selected. Being able to make a well-founded choice between the various possible analyses of texts. Being able to present topics relating to Spanish literature. Teacher's Profile Teacher's Profile
GERMAN LITERATURE II	Second Semester	8	L-LIN/13		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations. Teacher's Profile Teacher's Profile
RUSSIAN LITERATURE II VALENTINA ROSSI	Second Semester	8	L-LIN/21		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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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
LITERATURE AND CULTURE OF PORTUGUESE-SPEAKING COUNTRIES II CRISTINA ROSA	Second Semester	8	L-LIN/08		Learning objectives The course aims to provide a basic literary education, articulated over a three-year period, through the analysis of a selected corpus of works, authors and themes representative of the main cultural traditions. The teaching activity, also supported by multimedia aids, is aimed at the acquisition of fundamental knowledge in the historical-ideological framework of reference, as well as the essential methodological tools for the analysis and critical-literary commentary of texts. Alongside the systematic presentation of the contents, the course aims to encourage students to approach the texts directly, promoting, where possible, reading in the original language, in order to develop a more conscious interpretative competence, to be able to formulate judgements on the subject autonomously, to be able to communicate appropriately what has been learnt and to be able to understand and interpret similar literary phenomena not covered in the syllabus autonomously Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory
TERZO GRUPPO OPZIONALE - II ANNO	-	-	-	-
HISTORY OF PHILOSOPHY SAVERIO RICCI	Second Semester	8	M-FIL/06		Learning objectives This course is designed to introduce students to the critical interpretation of philosophical texts, through the discussion of some works of English thinkers, and the historical 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 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. 605-640.
HISTORY OF EASTERN EUROPE ALESSANDRO BOCCOLINI	Second Semester	8	M-STO/02		Learning objectives The course's primary goal is to provide adequate tools to analyze and study the History and specificities of the Eastern European countries in their reciprocal political-diplomatic, social and cultural relations and those that occurred with Continental Europe in the Ages. Modern. The issues will be addressed from a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically and analytically understand the current dynamics of Eastern Europe within the European and global context. "Case Study" will bring out the major historiographical problems relating to the Slavic counties, which will consist of the history, which is fascinating as it is tragic, of Modern-Age Poland. Instead of the Polish-Lithuanian Confederation, one of Europe's largest countries, it included present-day Poland, Lithuania, Belarus, and Ukraine. His role as Ante-mural Christianitatis placed on the strategic quadrant between the Baltic and Black Seas, with the shadow of Muscovy to the east and the Ottomans to the south, will be one of the course's main themes. The themes will be studied and analyzed in the classroom using unpublished or rare texts, essays, and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively. The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English. The attending student will be invited to take an active part in the course by writing minor written theses, PowerPoint presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course. A self-assessment and anonymous test are planned to test learning progress. For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -. At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles in Italian and English). For Erasmus students, there is an English program with texts provided by the professor. Teacher's Profile
HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST ELINA FILIPPONE	Second Semester	8	L-OR/14		Learning objectives LEARNING OBJECTIVES AND OUTCOMES: Travel literature has historically represented an important tool for learning about and documenting otherwise little-known realities. However, it has also contributed to shaping stereotypical images of the “East” and its inhabitants within the Western world. This course will provide critical tools to analyse the European perception of Iran during its modernisation process. In particular, it will examine the main historical dynamics of Iran during the Pahlavi era, with a specific focus on the period between the two world wars, essential for understanding many aspects of modern and contemporary Iranian society. This critical treatment will allow students to develop an in-depth understanding of the country’s historical transformations within the broader Middle Eastern context, and acquire tools to interpret European literary and cultural production related to the theme of travel. By the end of the course, students will have acquired the following skills: 1) Knowledge and comprehension skills: a basic knowledge of Iran’s geography, both historical (Persia) and contemporary, as well as of its ethnic and religious diversity. They will be able to analyse travel writings, considering historical periodisation, the biographies and ideological backgrounds of the travellers discussed, and the motivations behind their journeys; 2) Applying knowledge and comprehension skills: the ability to contextualise historical events and processes in the geographical areas covered during the course; 3) Autonomy of judgment: the development of critical thinking to recognise and evaluate Eurocentric stereotypes in the representation of the nomadic-pastoral populations of western Iran; 4) Communication skills: the ability to clearly and coherently present the topics addressed during the course, actively and proactively participating in lessons and workshops; 5) Learning skills: the ability to conduct bibliographic research and independently find open-access materials to deepen topics of interest. Teacher's Profile Teacher's Profile
GEOGRAPHY LUISA CARBONE	Second Semester	8	M-GGR/01		Learning objectives Geography is the science that studies the processes of humanisation of planet Earth and critically examines the relationship between Culture and Nature. This interaction has a scientific as well as educational value and therefore the teaching aims to present the complexity of geographical knowledge, its epistemological objects and specific languages, with particular emphasis on cartography and GIS (Geographical Information System). specific languages, with particular emphasis on cartography and GIS (Geographical Information System). The basic educational objectives, therefore, are as follows to make students aware of the theoretical and methodological processes of the discipline provide them with keys to understanding the main geographical themes; The course aims to provide methodological critical acquisition of theoretical and methodological knowledge on the organization of geographical spaces and about the geographical paradigms, rethinking on the society-environment relationships 1) knowledge and understanding of the fundamentals of the geography 2) applying knowledge and understanding of geographic lexicon 3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse; Teacher's Profile Teacher's Profile
NEW GROUP	-	-	-	-
OPTIONAL SUBJECT	Second Semester	8
PRIMA LINGUA E TRADUZIONE STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary.
ENGLISH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/12		Learning objectives By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis, both at the micro-level of the word (phonetic-phonological, morphological, and lexico-grammatical) and at the macro-level of discourse, with reference to the key concepts of Discourse Analysis and the main areas of sociolinguistic variation. This knowledge will also include the process of standardization of English, its diatopic varieties in the contexts of first language (L1), second language (L2), and foreign language (EFL), as well as its role as both a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately and effectively in different communicative contexts, with skills consistent with level B1 plus of the CEFR. They will also develop: independent judgment, awareness of different discursive and sociolinguistic phenomena, and the varieties and uses of English in relation to cultural and communicative contexts; adequate communication skills in the presentation of disciplinary content, through the informed use of appropriate linguistic terminology; solid learning skills, functional to the consolidation and independent expansion of linguistic and theoretical skills as the training continues.
SPANISH LANGUAGE AND TRANSLATION II ROBERTA GIORDANO	Second Semester	10	L-LIN/07		Learning objectives Starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on the contextualized language use as well as on one's own learning process. Develop a communicative approach in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event. Knowledge and understanding: acquire a B1+ linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: being able to reflect on the contextualized language use as well as on one's own learning process. Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc. Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event. Teacher's Profile courseProgram Translation programm. Translation as a textual operation. Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996. classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.
GERMAN LANGUAGE AND TRANSLATION II GIOVANNI PALILLA	Second Semester	10	L-LIN/14		Learning objectives The course aims to develop strategies for reading and understanding written German through the recognition of the main morphological and syntactic phenomena. In line with the expected A2 level, the course provides the basic knowledge needed to work with short texts of controlled complexity, with particular attention to grammatical structures that are typical of German and to how they function, also from a contrastive perspective with Italian, so as to support more informed and motivated comprehension. Teaching activities prioritise guided reading of German-language texts, with particular reference to biographical texts about major writers and artists from the German-speaking world. Students will be enabled to grasp the overall meaning of the text and to identify relevant information, using the reading strategies practised in class. The grammatical knowledge acquired will be applied to comprehension and analysis, also through the guided use of support tools (glossaries, dictionaries, morphosyntactic charts), with the aim of consolidating a working method that can be transferred to similar texts. Alongside comprehension, the course promotes the ability to argue interpretative choices in a concise manner, recognising problematic points (ambiguities, constituent order, the values of frequent verbal and nominal forms) and evaluating plausible solutions on the basis of linguistic cues. From this perspective, a short translation excerpt from German into Italian is also included, intended not as an exercise in mere literal rendering, but as an activity designed to verify and reinforce comprehension, to motivate translation choices, and to reflect on structural differences between the two languages. The course also supports the development of appropriate communication skills: students will be able to present clearly, using basic linguistic terminology, observations on morphosyntactic phenomena and on the content of the texts read, as well as to summarise essential information and to rephrase simple passages. Finally, classroom activities aim to consolidate autonomous learning skills by fostering study and self-assessment routines (lexical organisation, cataloguing recurring structures, targeted revision of errors and difficulties), so that students can continue their language- acquisition pathway in an informed manner beyond the course. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
LETTERATURA DELLA PRIMA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
ENGLISH LITERATURE AND CULTURE II FRANCESCA SAGGINI	Second Semester	8	L-LIN/10		Learning objectives The course aims to investigate aspects and problems of English poetry from the Renaissance to the Modern Age and to provide critical skills in the analysis of significant literary texts. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural contexts, 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 of English literature and culture of the periods; 2) to know how to analyse and comment on the texts in question; 3) to be able to formulate judgements on the subject independently; 4) to be able to communicate what they have learned appropriately; 5) to be able to understand and interpret similar literary phenomena not covered in the syllabus independently. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.
SECONDA LINGUA E TRADUZIONE STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary.
ENGLISH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/12		Learning objectives By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis, both at the micro-level of the word (phonetic-phonological, morphological, and lexico-grammatical) and at the macro-level of discourse, with reference to the key concepts of Discourse Analysis and the main areas of sociolinguistic variation. This knowledge will also include the process of standardization of English, its diatopic varieties in the contexts of first language (L1), second language (L2), and foreign language (EFL), as well as its role as both a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately and effectively in different communicative contexts, with skills consistent with level B1 plus of the CEFR. They will also develop: independent judgment, awareness of different discursive and sociolinguistic phenomena, and the varieties and uses of English in relation to cultural and communicative contexts; adequate communication skills in the presentation of disciplinary content, through the informed use of appropriate linguistic terminology; solid learning skills, functional to the consolidation and independent expansion of linguistic and theoretical skills as the training continues.
SPANISH LANGUAGE AND TRANSLATION II ROBERTA GIORDANO	Second Semester	10	L-LIN/07		Learning objectives Starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on the contextualized language use as well as on one's own learning process. Develop a communicative approach in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event. Knowledge and understanding: acquire a B1+ linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: being able to reflect on the contextualized language use as well as on one's own learning process. Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc. Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event. Teacher's Profile courseProgram Translation programm. Translation as a textual operation. Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996. classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.
GERMAN LANGUAGE AND TRANSLATION II GIOVANNI PALILLA	Second Semester	10	L-LIN/14		Learning objectives The course aims to develop strategies for reading and understanding written German through the recognition of the main morphological and syntactic phenomena. In line with the expected A2 level, the course provides the basic knowledge needed to work with short texts of controlled complexity, with particular attention to grammatical structures that are typical of German and to how they function, also from a contrastive perspective with Italian, so as to support more informed and motivated comprehension. Teaching activities prioritise guided reading of German-language texts, with particular reference to biographical texts about major writers and artists from the German-speaking world. Students will be enabled to grasp the overall meaning of the text and to identify relevant information, using the reading strategies practised in class. The grammatical knowledge acquired will be applied to comprehension and analysis, also through the guided use of support tools (glossaries, dictionaries, morphosyntactic charts), with the aim of consolidating a working method that can be transferred to similar texts. Alongside comprehension, the course promotes the ability to argue interpretative choices in a concise manner, recognising problematic points (ambiguities, constituent order, the values of frequent verbal and nominal forms) and evaluating plausible solutions on the basis of linguistic cues. From this perspective, a short translation excerpt from German into Italian is also included, intended not as an exercise in mere literal rendering, but as an activity designed to verify and reinforce comprehension, to motivate translation choices, and to reflect on structural differences between the two languages. The course also supports the development of appropriate communication skills: students will be able to present clearly, using basic linguistic terminology, observations on morphosyntactic phenomena and on the content of the texts read, as well as to summarise essential information and to rephrase simple passages. Finally, classroom activities aim to consolidate autonomous learning skills by fostering study and self-assessment routines (lexical organisation, cataloguing recurring structures, targeted revision of errors and difficulties), so that students can continue their language- acquisition pathway in an informed manner beyond the course. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/09		Learning objectives After the cultural approach to the historical reality of Portugal, the area in which the Portuguese language developed, the general educational objective of the course is to provide students with the reasons why Portuguese is today an language spoken by approximately 260 million people throughout the world – i.e. the historical movement of Portuguese maritime expansion and the centuries-old presence of the language in territories on the African coast, India, the Far East and South America. The PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II and III course is divided into a first part on the variants of the Portuguese language - Brazilian Portuguese; Portuguese spoken in Africa and Asia; the modern Galego; Portuguese-based creoles. A translation laboratory is therefore promoted regarding the specific lexicons of the Portuguese language, in conjunction with the language lessons provided by the linguistic expert. At the end of the course, the student’s independent judgment skills, the knowledge acquired and the communication and expression skills will be valued.
RUSSIAN LANGUAGE AND TRANSLATION II VALENTINA ROSSI	Second Semester	10	L-LIN/21		Learning objectives The aim of the course is to enable the student to acquire a level of linguistic competence equal to B1/B1+ of the Common European Framework of reference for the knowledge of languages. This objective is achieved through the acquisition of lexical knowledge of groups of verbs, adjectives and pronouns, as well as conjunctions and adverbs; through the acquisition of knowledge of translation of figurative and non-figurative idioms, paronyms and verbs of motion; finally, through the acquisition of morphosyntactic structures corresponding to the B1/B1+ level. Good knowledge and understanding, both general and applied; development of independent judgement, communication skills and ability to learn Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Sofia Iashaiaeva, Davajte! Comunicare in russo 2, Hoepli, Milano, 2017; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 1, Hoepli, Milano 2019; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.
LETTERATURA SECONDA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
ENGLISH LITERATURE AND CULTURE II FRANCESCA SAGGINI	Second Semester	8	L-LIN/10		Learning objectives Knowledge and understanding: knowledge and ability to understand, in particular, the development of English literature in the nineteenth century through the authors and texts on the syllabus. Applying knowledge and understanding: the ability to apply the knowledge acquired and to explain the themes and authors studied in class. Making judgements: autonomy of judgement in research and individual study, developing a critical and constructive attitude towards one's own presentations and those of one's peers, especially with regard to one's own strengths and weaknesses in the learning and communication process. Communication skills: the ability to hold discussions and make presentations in correct Italian and the ability to work on texts in English in the original language. Learning skills: a) to familiarise oneself with study and research by working independently and attending lectures. b) to develop critical and interpretive skills in Italian, in order to improve one's ability to comprehend, interpret and describe past events and environments in terms of present events. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali. Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali. Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.
TERZO GRUPPO OPZIONALE - II ANNO	-	-	-	-
LITERATURE AND CULTURE OF ANCIENT AGE ALESSANDRO FUSI	Second Semester	8	L-FIL-LET/04		Learning objectives The course aims to provide an essential knowledge of the main features of Latin literary history and of the historical and cultural contexts that produced it; the mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; to offer direct knowledge of Vergil’s poetic text through reading and commentary. Expected learning outcomes: At the end of the teaching the student will have: 1) Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Vergil’s text 2) Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Vergil's text 3) Ability to formulate autonomous judgements on the course’s themes 4) Ability to adequately communicate what learned 5) Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Language and Literature; II. Vergil’s Aeneid Programme: The course is divided into two parts. The first part (24 hours) is organized into two sections of 12 hours each. The first section provides a concise introduction to the Latin language through guided reading of texts and practical workshop activities. The second section offers an introduction to Latin literature, focusing on fundamental aspects of the discipline, including literary genres, models and sources, intertextuality, historical and social contexts, recurring themes, linguistic and stylistic features, the transmission and loss of texts, and the reception of classical works. The second part of the course (24 hours) is entirely devoted to Virgil’s epic poem, a central text in Roman literary history and in the Western cultural tradition. Following an overview of the historical and cultural context of Virgil’s epic, the course will examine its ideological dimensions, structure, literary models, and linguistic and stylistic features, with particular attention to the tradition of Latin epic poetry. The course will then focus on the reading, translation, and literary and philological analysis of a selection of episodes from the poem. examMode Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct). books for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. classRoomMode Attendance in this course is optional, but highly recommended. bibliography for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Language and Literature; II. Vergil’s Aeneid Programme: The course is divided into two parts. The first part (24 hours) is organized into two sections of 12 hours each. The first section provides a concise introduction to the Latin language through guided reading of texts and practical workshop activities. The second section offers an introduction to Latin literature, focusing on fundamental aspects of the discipline, including literary genres, models and sources, intertextuality, historical and social contexts, recurring themes, linguistic and stylistic features, the transmission and loss of texts, and the reception of classical works. The second part of the course (24 hours) is entirely devoted to Virgil’s epic poem, a central text in Roman literary history and in the Western cultural tradition. Following an overview of the historical and cultural context of Virgil’s epic, the course will examine its ideological dimensions, structure, literary models, and linguistic and stylistic features, with particular attention to the tradition of Latin epic poetry. The course will then focus on the reading, translation, and literary and philological analysis of a selection of episodes from the poem. examMode Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct). books for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. classRoomMode Attendance in this course is optional, but highly recommended. bibliography for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme.
INFORMATICS APPLIED TO HUMANITIES FEDERICO MESCHINI	Second Semester	8	M-STO/08		Learning objectives Scopo del corso è di fornire agli studenti: 1) (Conoscenza e capacità di comprensione) gli strumenti teorici e metodologici per una migliore comprensione dell'informatica e dello strumento computazionale, in particolare per ciò che riguarda la capacità di modellazione e disseminazione dell'informazione digitale, soprattutto in relazione alla digitalizzazione delle risorse culturali, insieme ad un'introduzione all'analisi statistico/quantitativa e alla visualizzazione dei testi letterari; 2) (Conoscenza e capacità di comprensione applicate) una maggiore comprensione nell'utilizzo dello strumento computazionale, sia a livello di interfaccia testuale sia grafica, e degli ambienti di rete generalisti e specifici al patrimonio culturale, con un'introduzione ai programmi per l'analisi dei testi letterari; 3) (Autonomia di giudizio) gli strumenti critici per capire i fattori tecnologici, sociali e culturali alla base della rivoluzione digitale in relazione alle discipline umanistiche; 4) (Abilità comunicative) la capacità di comunicare le competenze acquisite in varie forme e in diversi contesti socioculturali; 5) (Capacità di apprendere) i principi teorici sottostanti l'informazione digitale in relazione alle discipline umanistiche, così da essere in grado di aggiornare le proprio competenze a riguardo. ENG Teacher's Profile Teacher's Profile
NEW TECHNOLOGIES IN ITALIAN LANGUAGE DIDACTICS RICCARDO GUALDO	Second Semester	8	L-FIL-LET/12		Learning objectives The course will focus on the use of technology for the analysis of legal language. By the end of the course, students are expected to achieve the following learning outcomes, aligned with the Dublin descriptors: 1) Knowledge and Understanding Understand the characteristics of specialized Italian language, particularly legal and administrative language in textual genres such as laws, administrative regulations, judicial rulings, and legal documents. This includes an understanding of these features in relation to other international contexts (European Union, United Kingdom, Spain), along with foundational knowledge of corpus linguistics. 2) Applying Knowledge and Understanding Be able to compile and analyze a corpus and utilize the main lexicographical and terminological resources available online for the study of legal language, also in the context of teaching specialized Italian as an L2/LS (second/foreign language). 3) Making Judgements Be able to formulate independent judgements on course topics. 4) Communication Skills Be able to communicate acquired knowledge appropriately, both orally and in writing. 5) Learning Skills Be able to independently locate and analyze specialized texts, even those not covered in the syllabus or examined during the module. Teacher's Profile Teacher's Profile
ETHICS AND LITERATURE MAURIZIO BALISTRERI	Second Semester	8	M-FIL/03		Learning objectives Ability to argue on the issues which are examined in speaking and in writing. At the end of the course the student must prove: - Knowledge and comprehension: knowledge of the theoretical and conceptual foundations of the moral philosophy problems of the course and their critical re-examination; - Ability to apply knowledge and comprehension: To be able to analyse with rigor and attention a complex text - To be able to apply a moral reasoning to particular cases. Teacher's Profile courseProgram In recent decades, moral reflection has increasingly focused on the relationship between human beings and the natural environment. The main concern regards the degradation of ecosystems and its impact on the living conditions of both present and future generations. There is widespread fear that, if we do not act urgently to address the ecological crisis, we will witness an irreversible loss of biodiversity, extreme climate phenomena, and a general deterioration in the quality of life. In this context, environmental ethics emerges as an essential field of moral philosophy, questioning how we should relate to nature and whether it has only instrumental value—useful solely as a resource for humanity—or also intrinsic value, worthy of respect regardless of the benefits we may derive from it. Through engagement with contemporary philosophical debate, the course aims to analyze the main moral issues related to environmental protection. Topics will include anthropocentrism and its critiques, biocentric and ecocentric perspectives, environmental justice, and responsibilities toward future generations. Particular attention will be given to examining the tensions between the demands of economic development and the safeguarding of ecosystems, asking how we might balance human and non-human interests. In addition, the course will take into account the cultural and symbolic dimension of our relationship with nature, exploring representations of the environment in literature, visual arts, and cinema through the lens of ecocriticism. Ecocriticism, understood as an interdisciplinary approach that investigates the representation of nature in cultural texts and its connection to real environmental issues, will provide an original contribution to ethical reflection. Reading literary and cinematic works will highlight how cultural imagination shapes the perception of the ecological crisis and the moral responses we are willing to adopt. We will analyze, for example, narratives that celebrate untouched wilderness, those that depict a degraded and dystopian planet, and those that invite us to reconsider our position as a species within a complex network of ecological relations. Works by authors such as Rachel Carson, Barry Lopez, Margaret Atwood, and Amitav Ghosh, together with environmentally themed films and documentaries, will offer insights for discussing complex issues concerning the value of nature, collective and individual responsibility, and possible strategies to mitigate or prevent irreversible damage. These stories and artistic visions, interwoven with philosophical thought, will make it possible to explore scenarios and dilemmas that go beyond the strictly scientific dimension, involving emotions, symbols, and shared imaginaries. By integrating philosophical debates with ecocritical analysis, the course will provide a comprehensive framework for evaluating the moral dimensions of our relationship with the planet. This multidisciplinary approach will not only deepen the understanding of the ethical challenges connected to the environment but also provide critical tools for developing responsible and culturally aware responses to the ecological crisis. examMode Oral exam. For the rating is used a 30-point scale (passing grade: 18 to 30). To meet the course requirements students will have to show knowledge and understanding of the material on which they are tested, analytical and argumentative skills, thorough knowledge of lexicon and major topics concerning bioethics, critical thinking skills. books Dale Jamieson – Etica e ambiente. Un’introduzione, Carocci, 2024 Paul W. Taylor – Etica ambientale. Riflessioni sul biocentrismo, Morcelliana, 2024 Emilio Corriero, Filosofia come orientamento. Un nuovo senso da assegnare alla Terra, Einaudi 2024. Testi in programma per i non frequentanti (in aggiunta ai corsi in programma): Elena Casetta – Filosofia dell’ambiente, Il Mulino, 2023 mode The course will include lectures, and syllabus texts will be analyzed. classRoomMode The course will be conducted in person. Students are encouraged to attend classes on campus, allowing for direct interaction with the instructor and peers, which promotes active and engaged learning. Attendance at lectures is not mandatory. However, considering that the teaching will be organized to ensure the centrality of the student's active role, participation in lectures is highly recommended.
13262 - ITALIAN LITERATURE	Second Semester	8	L-FIL-LET/10		Learning objectives Critical recovery of a tradition; problematization of the literary text; start of the acquisition of a philological habitus. 1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products 2) Improvement of knowledge and ability to understand applied to the textual analysis of a classic of Italian literature in a philological and historical-critical perspective 3) Increase of autonomy of judgment following an acquired autonomy of investigation in the panorama of bibliographic tools (paper and electronic) related to the historical-literary disciplines 4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalized writing. 5) Development of the ability to learn through the consideration of texts in function of the history of their tradition (oral, manuscript and printed).

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
FILOLOGIA DELLA PRIMA LINGUA STRANIERA	-	-	-	-
GERMANIC PHILOLOGY COSTANZA CIGNI		8	L-FIL-LET/15		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. 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.
SLAVIC PHILOLOGY VALENTINA ROSSI		8	L-LIN/21		Learning objectives The course aims at providing a comprehensive sketch of the Slavic roots back to the Common Slavic period. Detail of the course subjects: Common Slavic features (social, anthropologic, linguistic); Common Slavic roots of some important Russian cultural and linguistic phenomena. The entry of the Slavs into Europe (9th century: Cyril & Methodius and their mission). After the course students should: 1. understand the development of the historical and cultural processes; 2. understand the single features and phenomena in the frame of the general processes; 3. be able to critically evaluate, at a certain extent, the causal relations between the social and cultural phenomena treated in the course; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching cultural and historical issues other than those treated in the course. In other words, they should have developed their competences according to Dublin descriptors. Teacher's Profile courseProgram 1. Ancient Slavic civilization 2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20 minutes. Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information. books Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019 classRoomMode Attendance is strongly recommended. bibliography Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/ Teacher's Profile courseProgram 1. Ancient Slavic civilization 2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20 minutes. Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information. books Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019 classRoomMode Attendance is strongly recommended. bibliography Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/
LETTERATURA PRIMA LINGUA STRANIERA- III ANNO	-	-	-	-
FRENCH LITERATURE III		8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills) Teacher's Profile Teacher's Profile
SPANISH LITERATURE III		8	L-LIN/05		Learning objectives Knowledge of Spanish literature. To be able to apply the concepts learned to the texts and authors selected. Being able to make a well-founded choice between the various possible analyses of texts. Being able to present topics relating to Spanish literature. Teacher's Profile Teacher's Profile
GERMAN LITERATURE III		8	L-LIN/13		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18 th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations. Teacher's Profile Teacher's Profile
LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES III CRISTINA ROSA		8	L-LIN/08		Learning objectives Learning objectives The aim of the course is to study in depth aspects and problems of twentieth-century literature. In particular, the aim of the course is to reflect on the forms, symbols and compositional methods of the work of José Saramago, the first Portuguese-language writer to be awarded the Nobel Prize for Literature (1998). Against the backdrop of Portuguese history in the 20th century, the salient phases of José Saramago's intellectual and artistic trajectory and themes will be outlined, starting with a reading of the novels ‘Memorial do Convento’, ‘Historia do cerco de Lisboa’, ‘Ensaio sobre a cegueira’ and ‘Levantado do chao’. Television interviews and Gonçalves Mendes' film “José e Pilar” will be screened. Through the analysis of the texts according to precise critical methodologies and by linking them to their historical and cultural context, students will be able to understand and assess the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be: 1) know the main traits and characters relating to twentieth-century literature; 2) to know how to analyse and comment on the texts in question 3) to be able to formulate judgements on the subject autonomously 4) be able to appropriately communicate what they have learnt: 5) to be able to understand and interpret similar literary phenomena not covered in the programme independently. Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory
NEW GROUP	-	-	-	-
OPTIONAL SUBJECT		8
PRIMA LINGUA E TRADUZIONE STRANIERA - III ANNUALITà	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION III		10	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary. Teacher's Profile Teacher's Profile
ENGLISH LANGUAGE AND TRANSLATION III CARMEN SERENA SANTONOCITO		10	L-LIN/12		Learning objectives “Translation Studies” The course aims to provide students with translation skills by referring to specific and various translation methods and typologies. The course also aims to develop methodological knowledge from a Translation Studies perspective to analyse literary text and its intersemiotic translations. Furthermore, concerning the Dublin descriptors, the aim is to develop: 1) Knowledge and Understanding: developing the ability to understand from a comparative perspective a source text and its translations from a linguistic, stylistic and rhetorical point of view, as well as the historical-cultural context to which the text belongs, the characteristics of the authorial idiolect and the peculiarities of the target text related to the translator’s choices. 2) Applying Knowledge and Understanding: developing the ability to acquire and use analytical tools to compare source texts and their translated versions from a contrastive perspective. 3) Making Judgements: developing the ability to analyze and select significant texts in English to assess their characteristics and the quality of their translated versions, both from an interlinguistic and inter-semiotic perspective. 4) Communication Skills aim at a full understanding of the texts analyzed in the course, of those listed in the course bibliography, and of the notions and methodology needed for communicative interaction during individual/group presentations. 5) Learning Skills: achievement of specific competence in the field of translation analysis as well as in television and film adaptations as a practice of intersemiotic translation. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above. Teacher's Profile
SPANISH LANGUAGE AND TRANSLATION III ROBERTA GIORDANO		10	L-LIN/07		Learning objectives Starting from discourse analysis, further enhance basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Knowledge and understanding: acquire a B2 linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from discourse analysis, further enhance basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: reflect on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Communication skills: acquire communicative mastery, which allows you to use the foreign language in an active and articulate way. Learning skills: learn to constantly test the knowledge acquired, promptly identifying gaps and needs. Teacher's Profile courseProgram Translation programme. Translation as a textual operation Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) Teacher's Profile courseProgram Translation programme. Translation as a textual operation Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)
GERMAN LANGUAGE AND TRANSLATION III GIOVANNI PALILLA		10	L-LIN/14		Learning objectives The German Language II–III course is structured into two complementary parts and aims to consolidate and further develop the analytical tools required for guided comprehension of written German and for linguistic reflection. The first part focuses on syntax, with particular attention to the extended topological model, passive constructions, modality, and modal particles; the second part introduces elements of text linguistics (Textlinguistik), concentrating on the concepts of Textsorte and Stil and on how grammatical and lexical choices contribute to organising and characterising texts. By the end of the course, students will have acquired more advanced knowledge of German sentence structure and of the functioning of key syntactic and pragmatic phenomena (the distribution of constituents within the extended topological model, forms and meanings of the passive, the expression of modality, and the role and interpretative rendering of modal particles). In parallel, they will understand the main assumptions of text linguistics: identifying distinctive features of different Textsorten, recognising stylistic and register choices, and understanding the relationship between communicative intention, genre conventions, and linguistic realisation. The acquired competences will be applied to the reading and analysis of texts belonging to different Textsorten, selected to highlight recurring syntactic configurations and differentiated stylistic choices. Students will be guided to integrate different levels of observation – sentence, clause/period, and text – reconstructing the function of structures such as the passive and modality in relation to communicative purposes and stylistic effects, and using reference tools (grammars, dictionaries, lexical resources) in a conscious way to solve comprehension problems. Reading will be accompanied by short translation activities from German into Italian, intended both as a comprehension check and as an exercise in motivated rendering, with attention to structural and pragmatic differences between the two languages, especially at critical points (word order, modal meanings, modal particles, and voice/diathesis choices). The course also promotes interpretative autonomy: students will be able to discuss, with reasoned argumentation, alternative analyses and translation solutions, assessing the appropriateness of a choice in relation to Textsorte, Stil, and context, and recognising ambiguities or textual implicatures (especially those conveyed by modality and modal particles). In this perspective, attention is directed not only to what a text says, but also to how it says it and why it says it that way, linking grammatical observations to effects of meaning and register. Finally, students will develop appropriate communication skills, being able to clearly present the results of syntactic and textual analysis, summarise the salient features of a Textsorte, justify interpretative and translation choices, and take part in guided discussions based on examples. The course is also designed to strengthen autonomous learning skills: organising work on texts, building personal repertoires of structures and genre/style indicators, monitoring recurring difficulties, and defining targeted study strategies, so as to make students progressively more independent in the analysis of German texts of various types. In parallel, the CEL component is aimed at achieving level B1 for second-year students and level B2 for third-year students. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION III		10	L-LIN/09		Learning objectives After the cultural approach to the historical reality of Portugal, the area in which the Portuguese language developed, the general educational objective of the course is to provide students with the reasons why Portuguese is today an language spoken by approximately 260 million people throughout the world – i.e. the historical movement of Portuguese maritime expansion and the centuries-old presence of the language in territories on the African coast, India, the Far East and South America. The PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II and III course is divided into a first part on the variants of the Portuguese language - Brazilian Portuguese; Portuguese spoken in Africa and Asia; the modern Galego; Portuguese-based creoles. A translation laboratory is therefore promoted regarding the specific lexicons of the Portuguese language, in conjunction with the language lessons provided by the linguistic expert. At the end of the course, the student’s independent judgment skills, the knowledge acquired and the communication and expression skills will be valued. Teacher's Profile Teacher's Profile
RUSSIAN LANGUAGE AND TRANSLATION III VALENTINA ROSSI		10	L-LIN/21		Learning objectives The aim of the course is to enable the student to acquire a level of linguistic competence equal to B1/B1+ of the Common European Framework of reference for the knowledge of languages. This objective is achieved through the acquisition of lexical knowledge of groups of verbs, adjectives and pronouns, as well as conjunctions and adverbs; through the acquisition of knowledge of translation of figurative and non-figurative idioms, paronyms and verbs of motion; finally, through the acquisition of morphosyntactic structures corresponding to the B1/B1+ level. Good knowledge and understanding, both general and applied; development of independent judgement, communication skills and ability to learn Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022. Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.
LETTERATURA PRIMA LINGUA STRANIERA- III ANNO	-	-	-	-
ENGLISH LITERATURE AND CULTURE III FRANCESCA SAGGINI		8	L-LIN/10		Learning objectives Knowledge and understanding: knowledge and ability to understand, in particular, the development of English literature in the nineteenth century through the authors and texts on the syllabus. Applying knowledge and understanding: the ability to apply the knowledge acquired and to explain the themes and authors studied in class. Making judgements: autonomy of judgement in research and individual study, developing a critical and constructive attitude towards one's own presentations and those of one's peers, especially with regard to one's own strengths and weaknesses in the learning and communication process. Communication skills: the ability to hold discussions and make presentations in correct Italian and the ability to work on texts in English in the original language. Learning skills: a) to familiarise oneself with study and research by working independently and attending lectures. b) to develop critical and interpretive skills in Italian, in order to improve one's ability to comprehend, interpret and describe past events and environments in terms of present events Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova scritta (in italiano) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Written examination in Italian. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova scritta (in italiano) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Written examination in Italian. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.
RUSSIAN LITERATURE III VALENTINA ROSSI		8	L-LIN/21		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; 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. Teacher's Profile courseProgram An Introduction to Russian Literary Culture. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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
13286 - FINAL EXAMINABLE COMPONENT	Second Semester	6
FILOLOGIA DELLA PRIMA LINGUA STRANIERA	-	-	-	-
ROMANCE LINGUISTICS AND PHILOLOGY GIOVANNA SANTINI		8	L-FIL-LET/09		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 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
SECONDA LINGUA E TRADUZIONE STRANIERA - III ANNUALITà - III ANNO	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION III		8	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary. Teacher's Profile Teacher's Profile
ENGLISH LANGUAGE AND TRANSLATION III CARMEN SERENA SANTONOCITO		8	L-LIN/12		Learning objectives “Translation Studies” The course aims to provide students with translation skills by referring to specific and various translation methods and typologies. The course also aims to develop methodological knowledge from a Translation Studies perspective to analyse literary text and its intersemiotic translations. Furthermore, concerning the Dublin descriptors, the aim is to develop: 1) Knowledge and Understanding: developing the ability to understand from a comparative perspective a source text and its translations from a linguistic, stylistic and rhetorical point of view, as well as the historical-cultural context to which the text belongs, the characteristics of the authorial idiolect and the peculiarities of the target text related to the translator’s choices. 2) Applying Knowledge and Understanding: developing the ability to acquire and use analytical tools to compare source texts and their translated versions from a contrastive perspective. 3) Making Judgements: developing the ability to analyze and select significant texts in English to assess their characteristics and the quality of their translated versions, both from an interlinguistic and inter-semiotic perspective. 4) Communication Skills aim at a full understanding of the texts analyzed in the course, of those listed in the course bibliography, and of the notions and methodology needed for communicative interaction during individual/group presentations. 5) Learning Skills: achievement of specific competence in the field of translation analysis as well as in television and film adaptations as a practice of intersemiotic translation. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above. Teacher's Profile Teacher's Profile
SPANISH LANGUAGE AND TRANSLATION III ROBERTA GIORDANO		8	L-LIN/07		Learning objectives Starting from discourse analysis, further enhance basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Knowledge and understanding: acquire a B2 linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from discourse analysis, further enhance basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: reflect on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Communication skills: acquire communicative mastery, which allows you to use the foreign language in an active and articulate way. Learning skills: learn to constantly test the knowledge acquired, promptly identifying gaps and needs. Teacher's Profile courseProgram Translation programme. Translation as a textual activity. Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) Teacher's Profile courseProgram Translation programme. Translation as a textual activity. Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)
GERMAN LANGUAGE AND TRANSLATION III GIOVANNI PALILLA		8	L-LIN/14		Learning objectives The course has two objectives: 1. (Module A) To present the history of the German language, explaining basic linguistic concepts with reference to the particular development of the German language. To apply linguistic knowledge to the analysis of those texts which are fundamental to the history of the German language. 2. (Module B) In-depth study of German grammar with emphasis on sentence structure and the lexical and grammatical characteristics of the various dialects. Students will be familiarised with theories and methods of translation and will develop their own strategies for interpreting linguistic messages in a given context and for translating. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION III		8	L-LIN/09		Learning objectives After the cultural approach to the historical reality of Portugal, the area in which the Portuguese language developed, the general educational objective of the course is to provide students with the reasons why Portuguese is today an language spoken by approximately 260 million people throughout the world – i.e. the historical movement of Portuguese maritime expansion and the centuries-old presence of the language in territories on the African coast, India, the Far East and South America. The PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II and III course is divided into a first part on the variants of the Portuguese language - Brazilian Portuguese; Portuguese spoken in Africa and Asia; the modern Galego; Portuguese-based creoles. A translation laboratory is therefore promoted regarding the specific lexicons of the Portuguese language, in conjunction with the language lessons provided by the linguistic expert. At the end of the course, the student’s independent judgment skills, the knowledge acquired and the communication and expression skills will be valued. Teacher's Profile Teacher's Profile
RUSSIAN LANGUAGE AND TRANSLATION III VALENTINA ROSSI		8	L-LIN/21		Learning objectives The aim of the course is to enable the student to acquire a level of linguistic competence equal to B1/B1+ of the Common European Framework of reference for the knowledge of languages. This objective is achieved through the acquisition of lexical knowledge of groups of verbs, adjectives and pronouns, as well as conjunctions and adverbs; through the acquisition of knowledge of translation of figurative and non-figurative idioms, paronyms and verbs of motion; finally, through the acquisition of morphosyntactic structures corresponding to the B1/B1+ level. Good knowledge and understanding, both general and applied; development of independent judgement, communication skills and ability to learn Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022. Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
13262 - ITALIAN LITERATURE	First Semester	8	L-FIL-LET/10		Learning objectives Critical recovery of a tradition; problematization of the literary text; start of the acquisition of a philological habitus. 1) Improvement of knowledge and ability to understand text and context in a micro-analytical perspective of literary products 2) Improvement of knowledge and ability to understand applied to the textual analysis of a classic of Italian literature in a philological and historical-critical perspective 3) Increase of autonomy of judgment following an acquired autonomy of investigation in the panorama of bibliographic tools (paper and electronic) related to the historical-literary disciplines 4) Enhancement of written and oral communication skills through debates and in-depth seminars on formalized writing. 5) Development of the ability to learn through the consideration of texts in function of the history of their tradition (oral, manuscript and printed).
LETTERATURA DELLA PRIMA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LITERATURE II	Second Semester	8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills)
SPANISH LITERATURE II	Second Semester	8	L-LIN/05		Learning objectives Knowledge of Spanish literature. To be able to apply the concepts learned to the texts and authors selected. Being able to make a well-founded choice between the various possible analyses of texts. Being able to present topics relating to Spanish literature.
GERMAN LITERATURE II	Second Semester	8	L-LIN/13		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations. . Teacher's Profile Teacher's Profile
SECONDA LINGUA E LETTERATURA STRANIERA - II ANNUALITà	-	-	-	-
ARABIC LANGUAGE AND LITERATURE II	Second Semester	10	L-OR/12		Learning objectives 1. Knowledge and understanding: completion and expansion of linguistic and grammatical knowledge acquired in the first year and general knowledge of contemporary Arabic literature. 2. Applying knowledge and understanding: reading, listening, analysis and translation of more complex texts. 3. Making judgments: ability to formulate interpretative proposals from a translation point of view. 4. Communication skills: introduction to communicative situations of increasing level of difficulty. 5. Learning skills: skill to acquire and apply the language together with an enrichment of the vocabulary.
CHINESE LANGUAGE AND LITERATURE II VICTORIA ALMONTE	Second Semester	10	L-OR/21		Learning objectives The course aims to provide proficiency in spoken and written Chinese language at level 2 of the new Chinese Proficiency Grading Standards. By the end of the course, students will: - Be able to recognize, read, and write the characters learned during the lessons; - Possess a good understanding of sentence structure; - Conduct conversations in simple communicative contexts; - Be capable of translating simple texts from Italian to Chinese and from Chinese to Italian; - Have basic knowledge of Chinese literature from the Tang Dynasty (618-907) to the Yuan Dynasty (1279-1368). Teacher's Profile courseProgram year of course: 2, lessons in the first and second semester. The course, after a generale introduction, is divided in two modules: language and literature. The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua). The "literature" module consists of studying classical Chinese literature, analyzing some original texts. The professor advises students to attend the course. examMode Assessment methods and criteria. The final exam consists of three parts: 1) the first part will be a written test with grammar excercises. 70-90 minutes. 2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills. 3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics. books Testi: tutto ciò che verrà consegnato e consigliato dalla docente durante il corso più la seguente bibliografia: - Federico Masini et al., Comunicare in cinese, Volume 1 e volume 2, Hoepli, Milano, 2021. OBBLIGATORIO. - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 4-5-6, da p. 165 a pag. 243). OBBLIGATORIO (utile per i tre anni di corso); - Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, tutto. OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 85 e da pag. 140 a pag. 213.) OBBLIGATORIO (utile per i tre anni di corso); - podcast: Viaggio verso Occidente: quando la Cina ha scoperto il Mediterraneo, su tutte le piattaforme gratuite: https://open.spotify.com/show/0arBg8YfeWicByWYpoCFrw In più sulla piattaforma MOODLE sarà pubblicato tutto il materiale aggiuntivo (dispense, slide e altro) utilizzato durante le lezioni. classRoomMode in presence
GRUPPO OPZIONALE ARABO E CINESE - II ANNO	-	-	-	-
HISTORY AND CULTURE OF SOUTH EAST ASIA	Second Semester	8	L-OR/21		Learning objectives Knowledge and understanding Students will acquire fundamental knowledge of the history, cultures, and traditions of East Asia, with particular reference to China, Japan, and Korea, and will develop an understanding of the main historical, social, religious, and cultural processes that have contributed to the formation of the societies of the region. They will also be able to understand the key concepts, events, and dynamics that characterize the historical and cultural development of the area. Applying knowledge and understanding Students will be able to apply the knowledge acquired to analyze historical and cultural phenomena in East Asia by interpreting texts, historical sources, and cultural materials. They will also be able to situate events and processes within their historical and geographical context and to relate the different cultural traditions of the region. Making judgements Students will develop the ability to critically evaluate historical information and interpretations by comparing different historiographical and cultural perspectives. They will be able to formulate independent judgments on topics related to the history and cultures of East Asia, also in relation to the global context. Communication skills Students will be able to present the acquired knowledge clearly and appropriately, using the specific terminology of the discipline. They will be able to communicate information, ideas, and interpretations concerning the history and cultures of East Asia both orally and in written form. Learning skills Students will develop autonomous learning skills that will enable them to critically deepen their understanding of topics related to the history and cultures of East Asia through the use of bibliographic sources, research tools, and academic materials.
ARABIC DIALECTOLOGY EMANUELA DE BLASIO	Second Semester	8	L-OR/12		Learning objectives Knowledge and understanding: learning the basics of Arabic dialectology; knowing and understanding and the main linguistic features of the modern Arabic dialects, by taking into account the historic-geographic development, and the sociolinguistic and typological aspects as well. Applying knowledge and understanding: apply the knowledge and skills acquired to learn a specific variety of spoken Arabic. Making judgements: ability to self-assess, and of metalinguistic reflection on the acquired knowledge and skills. Communication skills: ability to discuss the topics of the course, and to communicate and interact in the spoken variety of Arabic learned at the basic level. Learning skills: becoming familiar with the learning tools and resources of Arabic dialectology in order to further study, even independently, the subject. Teacher's Profile courseProgram The program consists of two modules. The first module aims at introducing the student to Arabic dialectology and its terminology and theoretical fundamentals, and, in particular, deals with the following topics: sociolinguistic situation of contemporary Arabic, with a focus on diglossia; emergence and spread of Arabic and New Arabic; classifications of Arabic dialects, and analysis of the main linguistic features. In the second module, a practical approach familiarizes the student with a variety of spoken Arabic, the basics of which will be acquired through the introduction to the transcription, the reading, translation and analysis of selected texts, and listening and speaking exercises as well. Attendance is not mandatory but is strongly recommended. Non-attending students must agree on the program with the teacher. examMode Final exam aims at evaluating the student's expected learning outcomes. It consists in general questions on the topics of the program, and also involves the reading and translation of one or more texts in original language covered in class as well as a short conversation in the variety of spoken Arabic studied. books MION, G., La lingua araba. Nuova edizione, Roma, Carocci, 2016 DURAND, O., Dialettologia araba, Roma, Carocci, 2009 Durand, O., Ventura, A., Grammatica di arabo mediorientale, Milano, Hoepli 2017 Handouts and additional materials will be provided by the teacher during the classes. mode Lectures, also with the use of digital tools and resources. classRoomMode Attendance is not mandatory but recommended.
TERZO GRUPPO OPZIONALE - II ANNO	-	-	-	-
HISTORY OF PHILOSOPHY SAVERIO RICCI	Second Semester	8	M-FIL/06		Learning objectives This course is designed to introduce students to the critical interpretation of philosophical texts, through the discussion of some works of English thinkers, and the historical 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 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. 605-640.
HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST ELINA FILIPPONE	Second Semester	8	L-OR/14		Learning objectives LEARNING OBJECTIVES AND OUTCOMES: Travel literature has historically represented an important tool for learning about and documenting otherwise little-known realities. However, it has also contributed to shaping stereotypical images of the “East” and its inhabitants within the Western world. This course will provide critical tools to analyse the European perception of Iran during its modernisation process. In particular, it will examine the main historical dynamics of Iran during the Pahlavi era, with a specific focus on the period between the two world wars, essential for understanding many aspects of modern and contemporary Iranian society. This critical treatment will allow students to develop an in-depth understanding of the country’s historical transformations within the broader Middle Eastern context, and acquire tools to interpret European literary and cultural production related to the theme of travel. By the end of the course, students will have acquired the following skills: 1) Knowledge and comprehension skills: a basic knowledge of Iran’s geography, both historical (Persia) and contemporary, as well as of its ethnic and religious diversity. They will be able to analyse travel writings, considering historical periodisation, the biographies and ideological backgrounds of the travellers discussed, and the motivations behind their journeys; 2) Applying knowledge and comprehension skills: the ability to contextualise historical events and processes in the geographical areas covered during the course; 3) Autonomy of judgment: the development of critical thinking to recognise and evaluate Eurocentric stereotypes in the representation of the nomadic-pastoral populations of western Iran; 4) Communication skills: the ability to clearly and coherently present the topics addressed during the course, actively and proactively participating in lessons and workshops; 5) Learning skills: the ability to conduct bibliographic research and independently find open-access materials to deepen topics of interest. Teacher's Profile Teacher's Profile
NEW GROUP	-	-	-	-
OPTIONAL SUBJECT	Second Semester	8
PRIMA LINGUA E TRADUZIONE STRANIERA - II ANNUALITà	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary.
ENGLISH LANGUAGE AND TRANSLATION II	Second Semester	10	L-LIN/12		Learning objectives By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis, both at the micro-level of the word (phonetic-phonological, morphological, and lexico-grammatical) and at the macro-level of discourse, with reference to the key concepts of Discourse Analysis and the main areas of sociolinguistic variation. This knowledge will also include the process of standardization of English, its diatopic varieties in the contexts of first language (L1), second language (L2), and foreign language (EFL), as well as its role as both a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately and effectively in different communicative contexts, with skills consistent with level B1 plus of the CEFR. They will also develop: independent judgment, awareness of different discursive and sociolinguistic phenomena, and the varieties and uses of English in relation to cultural and communicative contexts; adequate communication skills in the presentation of disciplinary content, through the informed use of appropriate linguistic terminology; solid learning skills, functional to the consolidation and independent expansion of linguistic and theoretical skills as the training continues.
SPANISH LANGUAGE AND TRANSLATION II ROBERTA GIORDANO	Second Semester	10	L-LIN/07		Learning objectives Starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on the contextualized language use as well as on one's own learning process. Develop a communicative approach in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event. Knowledge and understanding: acquire a B1+ linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: being able to reflect on the contextualized language use as well as on one's own learning process. Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc. Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event. Teacher's Profile courseProgram Translation programm. Translation as a textual operation. Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996. classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011). M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.
GERMAN LANGUAGE AND TRANSLATION II GIOVANNI PALILLA	Second Semester	10	L-LIN/14		Learning objectives The course aims to develop strategies for reading and understanding written German through the recognition of the main morphological and syntactic phenomena. In line with the expected A2 level, the course provides the basic knowledge needed to work with short texts of controlled complexity, with particular attention to grammatical structures that are typical of German and to how they function, also from a contrastive perspective with Italian, so as to support more informed and motivated comprehension. Teaching activities prioritise guided reading of German-language texts, with particular reference to biographical texts about major writers and artists from the German-speaking world. Students will be enabled to grasp the overall meaning of the text and to identify relevant information, using the reading strategies practised in class. The grammatical knowledge acquired will be applied to comprehension and analysis, also through the guided use of support tools (glossaries, dictionaries, morphosyntactic charts), with the aim of consolidating a working method that can be transferred to similar texts. Alongside comprehension, the course promotes the ability to argue interpretative choices in a concise manner, recognising problematic points (ambiguities, constituent order, the values of frequent verbal and nominal forms) and evaluating plausible solutions on the basis of linguistic cues. From this perspective, a short translation excerpt from German into Italian is also included, intended not as an exercise in mere literal rendering, but as an activity designed to verify and reinforce comprehension, to motivate translation choices, and to reflect on structural differences between the two languages. The course also supports the development of appropriate communication skills: students will be able to present clearly, using basic linguistic terminology, observations on morphosyntactic phenomena and on the content of the texts read, as well as to summarise essential information and to rephrase simple passages. Finally, classroom activities aim to consolidate autonomous learning skills by fostering study and self-assessment routines (lexical organisation, cataloguing recurring structures, targeted revision of errors and difficulties), so that students can continue their language- acquisition pathway in an informed manner beyond the course. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
LETTERATURA DELLA PRIMA LINGUA STRANIERA - II ANNUALITà	-	-	-	-
ENGLISH LITERATURE AND CULTURE II FRANCESCA SAGGINI	Second Semester	8	L-LIN/10		Learning objectives The course aims to investigate aspects and problems of English poetry from the Renaissance to the Modern Age and to provide critical skills in the analysis of significant literary texts. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural contexts, 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 of English literature and culture of the periods; 2) to know how to analyse and comment on the texts in question; 3) to be able to formulate judgements on the subject independently; 4) to be able to communicate what they have learned appropriately; 5) to be able to understand and interpret similar literary phenomena not covered in the syllabus independently. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.
GRUPPO OPZIONALE ARABO E CINESE - II ANNO	Second Semester	8
TERZO GRUPPO OPZIONALE - II ANNO	-	-	-	-
LITERATURE AND CULTURE OF ANCIENT AGE ALESSANDRO FUSI	Second Semester	8	L-FIL-LET/04		Learning objectives The course aims to provide an essential knowledge of the main features of Latin literary history and of the historical and cultural contexts that produced it; the mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; to offer direct knowledge of Vergil’s poetic text through reading and commentary. Expected learning outcomes: At the end of the teaching the student will have: 1) Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Vergil’s text 2) Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Vergil's text 3) Ability to formulate autonomous judgements on the course’s themes 4) Ability to adequately communicate what learned 5) Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Language and Literature; II. Vergil’s Aeneid Programme: The course is divided into two parts. The first part (24 hours) is organized into two sections of 12 hours each. The first section provides a concise introduction to the Latin language through guided reading of texts and practical workshop activities. The second section offers an introduction to Latin literature, focusing on fundamental aspects of the discipline, including literary genres, models and sources, intertextuality, historical and social contexts, recurring themes, linguistic and stylistic features, the transmission and loss of texts, and the reception of classical works. The second part of the course (24 hours) is entirely devoted to Virgil’s epic poem, a central text in Roman literary history and in the Western cultural tradition. Following an overview of the historical and cultural context of Virgil’s epic, the course will examine its ideological dimensions, structure, literary models, and linguistic and stylistic features, with particular attention to the tradition of Latin epic poetry. The course will then focus on the reading, translation, and literary and philological analysis of a selection of episodes from the poem. examMode Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct). books for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. classRoomMode Attendance in this course is optional, but highly recommended. bibliography for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. Teacher's Profile courseProgram Course Title: I. Introduction to Latin Language and Literature; II. Vergil’s Aeneid Programme: The course is divided into two parts. The first part (24 hours) is organized into two sections of 12 hours each. The first section provides a concise introduction to the Latin language through guided reading of texts and practical workshop activities. The second section offers an introduction to Latin literature, focusing on fundamental aspects of the discipline, including literary genres, models and sources, intertextuality, historical and social contexts, recurring themes, linguistic and stylistic features, the transmission and loss of texts, and the reception of classical works. The second part of the course (24 hours) is entirely devoted to Virgil’s epic poem, a central text in Roman literary history and in the Western cultural tradition. Following an overview of the historical and cultural context of Virgil’s epic, the course will examine its ideological dimensions, structure, literary models, and linguistic and stylistic features, with particular attention to the tradition of Latin epic poetry. The course will then focus on the reading, translation, and literary and philological analysis of a selection of episodes from the poem. examMode Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct). books for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme. classRoomMode Attendance in this course is optional, but highly recommended. bibliography for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026. for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023). A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676. More bibliography and didactic materials will be given during the course (for attending students). Non attending students have to contact the professor for a programme.
INFORMATICS APPLIED TO HUMANITIES FEDERICO MESCHINI	Second Semester	8	M-STO/08		Learning objectives Scopo del corso è di fornire agli studenti: 1) (Conoscenza e capacità di comprensione) gli strumenti teorici e metodologici per una migliore comprensione dell'informatica e dello strumento computazionale, in particolare per ciò che riguarda la capacità di modellazione e disseminazione dell'informazione digitale, soprattutto in relazione alla digitalizzazione delle risorse culturali, insieme ad un'introduzione all'analisi statistico/quantitativa e alla visualizzazione dei testi letterari; 2) (Conoscenza e capacità di comprensione applicate) una maggiore comprensione nell'utilizzo dello strumento computazionale, sia a livello di interfaccia testuale sia grafica, e degli ambienti di rete generalisti e specifici al patrimonio culturale, con un'introduzione ai programmi per l'analisi dei testi letterari; 3) (Autonomia di giudizio) gli strumenti critici per capire i fattori tecnologici, sociali e culturali alla base della rivoluzione digitale in relazione alle discipline umanistiche; 4) (Abilità comunicative) la capacità di comunicare le competenze acquisite in varie forme e in diversi contesti socioculturali; 5) (Capacità di apprendere) i principi teorici sottostanti l'informazione digitale in relazione alle discipline umanistiche, così da essere in grado di aggiornare le proprio competenze a riguardo. ENG Teacher's Profile Teacher's Profile
NEW TECHNOLOGIES IN ITALIAN LANGUAGE DIDACTICS RICCARDO GUALDO	Second Semester	8	L-FIL-LET/12		Learning objectives The course will focus on the use of technology for the analysis of legal language. By the end of the course, students are expected to achieve the following learning outcomes, aligned with the Dublin descriptors: 1) Knowledge and Understanding Understand the characteristics of specialized Italian language, particularly legal and administrative language in textual genres such as laws, administrative regulations, judicial rulings, and legal documents. This includes an understanding of these features in relation to other international contexts (European Union, United Kingdom, Spain), along with foundational knowledge of corpus linguistics. 2) Applying Knowledge and Understanding Be able to compile and analyze a corpus and utilize the main lexicographical and terminological resources available online for the study of legal language, also in the context of teaching specialized Italian as an L2/LS (second/foreign language). 3) Making Judgements Be able to formulate independent judgements on course topics. 4) Communication Skills Be able to communicate acquired knowledge appropriately, both orally and in writing. 5) Learning Skills Be able to independently locate and analyze specialized texts, even those not covered in the syllabus or examined during the module. Teacher's Profile Teacher's Profile
HISTORY OF EASTERN EUROPE ALESSANDRO BOCCOLINI	Second Semester	8	M-STO/02		Learning objectives The course's primary goal is to provide adequate tools to analyze and study the History and specificities of the Eastern European countries in their reciprocal political-diplomatic, social and cultural relations and those that occurred with Continental Europe in the Ages. Modern. The issues will be addressed from a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically and analytically understand the current dynamics of Eastern Europe within the European and global context. "Case Study" will bring out the major historiographical problems relating to the Slavic counties, which will consist of the history, which is fascinating as it is tragic, of Modern-Age Poland. Instead of the Polish-Lithuanian Confederation, one of Europe's largest countries, it included present-day Poland, Lithuania, Belarus, and Ukraine. His role as Ante-mural Christianitatis placed on the strategic quadrant between the Baltic and Black Seas, with the shadow of Muscovy to the east and the Ottomans to the south, will be one of the course's main themes. The themes will be studied and analyzed in the classroom using unpublished or rare texts, essays, and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively. The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English. The attending student will be invited to take an active part in the course by writing minor written theses, PowerPoint presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course. A self-assessment and anonymous test are planned to test learning progress. For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -. At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles in Italian and English). For Erasmus students, there is an English program with texts provided by the professor. Teacher's Profile
GEOGRAPHY LUISA CARBONE	Second Semester	8	M-GGR/01		Learning objectives Geography is the science that studies the processes of humanisation of planet Earth and critically examines the relationship between Culture and Nature. This interaction has a scientific as well as educational value and therefore the teaching aims to present the complexity of geographical knowledge, its epistemological objects and specific languages, with particular emphasis on cartography and GIS (Geographical Information System). specific languages, with particular emphasis on cartography and GIS (Geographical Information System). The basic educational objectives, therefore, are as follows to make students aware of the theoretical and methodological processes of the discipline provide them with keys to understanding the main geographical themes; The course aims to provide methodological critical acquisition of theoretical and methodological knowledge on the organization of geographical spaces and about the geographical paradigms, rethinking on the society-environment relationships 1) knowledge and understanding of the fundamentals of the geography 2) applying knowledge and understanding of geographic lexicon 3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse; Teacher's Profile Teacher's Profile
ETHICS AND LITERATURE MAURIZIO BALISTRERI	Second Semester	8	M-FIL/03		Learning objectives Ability to argue on the issues which are examined in speaking and in writing. At the end of the course the student must prove: - Knowledge and comprehension: knowledge of the theoretical and conceptual foundations of the moral philosophy problems of the course and their critical re-examination; - Ability to apply knowledge and comprehension: To be able to analyse with rigor and attention a complex text - To be able to apply a moral reasoning to particular cases. Teacher's Profile courseProgram In recent decades, moral reflection has increasingly focused on the relationship between human beings and the natural environment. The main concern regards the degradation of ecosystems and its impact on the living conditions of both present and future generations. There is widespread fear that, if we do not act urgently to address the ecological crisis, we will witness an irreversible loss of biodiversity, extreme climate phenomena, and a general deterioration in the quality of life. In this context, environmental ethics emerges as an essential field of moral philosophy, questioning how we should relate to nature and whether it has only instrumental value—useful solely as a resource for humanity—or also intrinsic value, worthy of respect regardless of the benefits we may derive from it. Through engagement with contemporary philosophical debate, the course aims to analyze the main moral issues related to environmental protection. Topics will include anthropocentrism and its critiques, biocentric and ecocentric perspectives, environmental justice, and responsibilities toward future generations. Particular attention will be given to examining the tensions between the demands of economic development and the safeguarding of ecosystems, asking how we might balance human and non-human interests. In addition, the course will take into account the cultural and symbolic dimension of our relationship with nature, exploring representations of the environment in literature, visual arts, and cinema through the lens of ecocriticism. Ecocriticism, understood as an interdisciplinary approach that investigates the representation of nature in cultural texts and its connection to real environmental issues, will provide an original contribution to ethical reflection. Reading literary and cinematic works will highlight how cultural imagination shapes the perception of the ecological crisis and the moral responses we are willing to adopt. We will analyze, for example, narratives that celebrate untouched wilderness, those that depict a degraded and dystopian planet, and those that invite us to reconsider our position as a species within a complex network of ecological relations. Works by authors such as Rachel Carson, Barry Lopez, Margaret Atwood, and Amitav Ghosh, together with environmentally themed films and documentaries, will offer insights for discussing complex issues concerning the value of nature, collective and individual responsibility, and possible strategies to mitigate or prevent irreversible damage. These stories and artistic visions, interwoven with philosophical thought, will make it possible to explore scenarios and dilemmas that go beyond the strictly scientific dimension, involving emotions, symbols, and shared imaginaries. By integrating philosophical debates with ecocritical analysis, the course will provide a comprehensive framework for evaluating the moral dimensions of our relationship with the planet. This multidisciplinary approach will not only deepen the understanding of the ethical challenges connected to the environment but also provide critical tools for developing responsible and culturally aware responses to the ecological crisis. examMode Oral exam. For the rating is used a 30-point scale (passing grade: 18 to 30). To meet the course requirements students will have to show knowledge and understanding of the material on which they are tested, analytical and argumentative skills, thorough knowledge of lexicon and major topics concerning bioethics, critical thinking skills. books Dale Jamieson – Etica e ambiente. Un’introduzione, Carocci, 2024 Paul W. Taylor – Etica ambientale. Riflessioni sul biocentrismo, Morcelliana, 2024 Emilio Corriero, Filosofia come orientamento. Un nuovo senso da assegnare alla Terra, Einaudi 2024. Testi in programma per i non frequentanti (in aggiunta ai corsi in programma): Elena Casetta – Filosofia dell’ambiente, Il Mulino, 2023 mode The course will include lectures, and syllabus texts will be analyzed. classRoomMode The course will be conducted in person. Students are encouraged to attend classes on campus, allowing for direct interaction with the instructor and peers, which promotes active and engaged learning. Attendance at lectures is not mandatory. However, considering that the teaching will be organized to ensure the centrality of the student's active role, participation in lectures is highly recommended.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
FILOLOGIA DELLA PRIMA LINGUA STRANIERA	-	-	-	-
GERMANIC PHILOLOGY COSTANZA CIGNI		8	L-FIL-LET/15		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. 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.
SLAVIC PHILOLOGY VALENTINA ROSSI		8	L-LIN/21		Learning objectives The course aims at providing a comprehensive sketch of the Slavic roots back to the Common Slavic period. Detail of the course subjects: Common Slavic features (social, anthropologic, linguistic); Common Slavic roots of some important Russian cultural and linguistic phenomena. The entry of the Slavs into Europe (9th century: Cyril & Methodius and their mission). After the course students should: 1. understand the development of the historical and cultural processes; 2. understand the single features and phenomena in the frame of the general processes; 3. be able to critically evaluate, at a certain extent, the causal relations between the social and cultural phenomena treated in the course; 4. be able to set out clearly the contents of the course; 5. be able to apply their knowledge approaching cultural and historical issues other than those treated in the course. In other words, they should have developed their competences according to Dublin descriptors. Teacher's Profile courseProgram 1. Ancient Slavic civilization 2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20 minutes. Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information. books Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019 classRoomMode Attendance is strongly recommended. bibliography Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/ Teacher's Profile courseProgram 1. Ancient Slavic civilization 2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas. examMode Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20 minutes. Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information. books Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019 classRoomMode Attendance is strongly recommended. bibliography Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/
LETTERATURA PRIMA LINGUA STRANIERA- III ANNO	-	-	-	-
FRENCH LITERATURE III		8	L-LIN/03		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills) Teacher's Profile Teacher's Profile
SPANISH LITERATURE III		8	L-LIN/05		Learning objectives Knowledge of Spanish literature. To be able to apply the concepts learned to the texts and authors selected. Being able to make a well-founded choice between the various possible analyses of texts. Being able to present topics relating to Spanish literature. Teacher's Profile Teacher's Profile
GERMAN LITERATURE III		8	L-LIN/13		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18 th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations. Teacher's Profile Teacher's Profile
RUSSIAN LITERATURE III VALENTINA ROSSI		8	L-LIN/21		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; 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. Teacher's Profile courseProgram An Introduction to Russian Literary Culture. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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
SECONDA LINGUA E LETTERATURA STRANIERA - III ANNUALITà	-	-	-	-
ARABIC LANGUAGE AND LITERATURE III		8	L-OR/12		Learning objectives 1. Knowledge and understanding: consolidation and expansion of linguistic and grammatical knowledge acquired, knowledge of contemporary Arabic literature with the translation from Arabic into Italian of literary texts by various authors. 2. Applying knowledge and understanding: analysis and translation of literary and journalistic texts. 3. Making judgments: ability to formulate interpretative proposals from a translation point of view. 4. Communication skills: communication situations of increasing level of difficulty. 5. Learning skills: ability to apply the language and translation skills aimed at literary and journalistic texts. Teacher's Profile Teacher's Profile
CHINESE LANGUAGE AND LITERATURE III VICTORIA ALMONTE		8	L-OR/21		Learning objectives Learning outcomes: 1. knowledge and understanding: reading and recognizing the syntactic structure of a Chinese advanced text and of a Chinese journalistic text (newspaper article in simplified characters); recognizing some technical terms of Chinese journalistic language; knowing the Chinese political organization and system. 2. applying knowledge and understanding: being able to translate a newspaper article (simplified): two levels of translation: first literally and then into correct and fluid Italian; being able to understand the main topic of a newspaper article on any Chinese newspaper; being able to talk in Italian about the Chinese political organization using the exact Chinese terms with the corresponding Italian translation; 3. making judgements: collect and understand data. 4. communication skills: talking about different topics, using appropriate terms. 5. learning skills. At the end of the course the student is supposed to be able to achieve the B2 level of the QCER. Teacher's Profile courseProgram Chinese language and literature 3: 48 hours, 8 cfu Professor: Victoria Almonte year of course: 3, lessons in the first and second semester. The course is divided in two modules: language and literature. The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua). The "literature" module consists of studying Chinese literature (Ming and Qing dynasties), analyzing some original texts. The professor advises students to attend the course. examMode Assessment methods and criteria. The final exam consists of three parts: 1) the first part will be a written test with grammar excercises and a small journalistic test. 70-90 minutes. 2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills. 3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics. books RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES - Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI; - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO. - Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso); - Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso); - M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO. - I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO. On MOODLE tool will be uploaded all the video-lessons and PDF support data. mode Language activities, seminars, group work. The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study. classRoomMode Language activities, seminars, group work. The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study. bibliography RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES - Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI; - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO. - Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso); - Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso); - M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO - I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO. On MOODLE tool will be uploaded all the video-lessons and PDF support data. Teacher's Profile courseProgram Chinese language and literature 3: 48 hours, 8 cfu Professor: Victoria Almonte year of course: 3, lessons in the first and second semester. The course is divided in two modules: language and literature. The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua). The "literature" module consists of studying Chinese literature (Ming and Qing dynasties), analyzing some original texts. The professor advises students to attend the course. examMode Assessment methods and criteria. The final exam consists of three parts: 1) the first part will be a written test with grammar excercises and a small journalistic test. 70-90 minutes. 2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills. 3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics. books RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES - Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI; - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO. - Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso); - Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso); - M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO. - I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO. On MOODLE tool will be uploaded all the video-lessons and PDF support data. mode Language activities, seminars, group work. The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study. classRoomMode Language activities, seminars, group work. The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study. bibliography RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES - Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI; - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO. - Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso); - Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso); - M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO - I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO. On MOODLE tool will be uploaded all the video-lessons and PDF support data.
NEW GROUP	-	-	-	-
OPTIONAL SUBJECT		8
PRIMA LINGUA E TRADUZIONE STRANIERA - III ANNUALITà	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION III		10	L-LIN/04		Learning objectives 1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies. 2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian. 3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation. 4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages. 5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary. Teacher's Profile Teacher's Profile
ENGLISH LANGUAGE AND TRANSLATION III CARMEN SERENA SANTONOCITO		10	L-LIN/12		Learning objectives “Translation Studies” The course aims to provide students with translation skills by referring to specific and various translation methods and typologies. The course also aims to develop methodological knowledge from a Translation Studies perspective to analyse literary text and its intersemiotic translations. Furthermore, concerning the Dublin descriptors, the aim is to develop: 1) Knowledge and Understanding: developing the ability to understand from a comparative perspective a source text and its translations from a linguistic, stylistic and rhetorical point of view, as well as the historical-cultural context to which the text belongs, the characteristics of the authorial idiolect and the peculiarities of the target text related to the translator’s choices. 2) Applying Knowledge and Understanding: developing the ability to acquire and use analytical tools to compare source texts and their translated versions from a contrastive perspective. 3) Making Judgements: developing the ability to analyze and select significant texts in English to assess their characteristics and the quality of their translated versions, both from an interlinguistic and inter-semiotic perspective. 4) Communication Skills aim at a full understanding of the texts analyzed in the course, of those listed in the course bibliography, and of the notions and methodology needed for communicative interaction during individual/group presentations. 5) Learning Skills: achievement of specific competence in the field of translation analysis as well as in television and film adaptations as a practice of intersemiotic translation. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above. Teacher's Profile
SPANISH LANGUAGE AND TRANSLATION III ROBERTA GIORDANO		10	L-LIN/07		Learning objectives Starting from discourse analysis, further enhance basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Knowledge and understanding: acquire a B2 linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: starting from discourse analysis, further enhance basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: reflect on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies. Communication skills: acquire communicative mastery, which allows you to use the foreign language in an active and articulate way. Learning skills: learn to constantly test the knowledge acquired, promptly identifying gaps and needs. Teacher's Profile courseProgram Translation programme. Translation as a textual operation Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) Teacher's Profile courseProgram Translation programme. Translation as a textual operation Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts. examMode The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language. Assessments of learning progress will be conducted during the course. books Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000) classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011) Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)
GERMAN LANGUAGE AND TRANSLATION III GIOVANNI PALILLA		10	L-LIN/14		Learning objectives The German Language II–III course is structured into two complementary parts and aims to consolidate and further develop the analytical tools required for guided comprehension of written German and for linguistic reflection. The first part focuses on syntax, with particular attention to the extended topological model, passive constructions, modality, and modal particles; the second part introduces elements of text linguistics (Textlinguistik), concentrating on the concepts of Textsorte and Stil and on how grammatical and lexical choices contribute to organising and characterising texts. By the end of the course, students will have acquired more advanced knowledge of German sentence structure and of the functioning of key syntactic and pragmatic phenomena (the distribution of constituents within the extended topological model, forms and meanings of the passive, the expression of modality, and the role and interpretative rendering of modal particles). In parallel, they will understand the main assumptions of text linguistics: identifying distinctive features of different Textsorten, recognising stylistic and register choices, and understanding the relationship between communicative intention, genre conventions, and linguistic realisation. The acquired competences will be applied to the reading and analysis of texts belonging to different Textsorten, selected to highlight recurring syntactic configurations and differentiated stylistic choices. Students will be guided to integrate different levels of observation – sentence, clause/period, and text – reconstructing the function of structures such as the passive and modality in relation to communicative purposes and stylistic effects, and using reference tools (grammars, dictionaries, lexical resources) in a conscious way to solve comprehension problems. Reading will be accompanied by short translation activities from German into Italian, intended both as a comprehension check and as an exercise in motivated rendering, with attention to structural and pragmatic differences between the two languages, especially at critical points (word order, modal meanings, modal particles, and voice/diathesis choices). The course also promotes interpretative autonomy: students will be able to discuss, with reasoned argumentation, alternative analyses and translation solutions, assessing the appropriateness of a choice in relation to Textsorte, Stil, and context, and recognising ambiguities or textual implicatures (especially those conveyed by modality and modal particles). In this perspective, attention is directed not only to what a text says, but also to how it says it and why it says it that way, linking grammatical observations to effects of meaning and register. Finally, students will develop appropriate communication skills, being able to clearly present the results of syntactic and textual analysis, summarise the salient features of a Textsorte, justify interpretative and translation choices, and take part in guided discussions based on examples. The course is also designed to strengthen autonomous learning skills: organising work on texts, building personal repertoires of structures and genre/style indicators, monitoring recurring difficulties, and defining targeted study strategies, so as to make students progressively more independent in the analysis of German texts of various types. In parallel, the CEL component is aimed at achieving level B1 for second-year students and level B2 for third-year students. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures. Teacher's Profile courseProgram The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon. The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project. By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts. examMode Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination. books Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik. Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III. Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso. Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis. Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci. classRoomMode On campus lectures.
PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION III		10	L-LIN/09		Learning objectives After the cultural approach to the historical reality of Portugal, the area in which the Portuguese language developed, the general educational objective of the course is to provide students with the reasons why Portuguese is today an language spoken by approximately 260 million people throughout the world – i.e. the historical movement of Portuguese maritime expansion and the centuries-old presence of the language in territories on the African coast, India, the Far East and South America. The PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II and III course is divided into a first part on the variants of the Portuguese language - Brazilian Portuguese; Portuguese spoken in Africa and Asia; the modern Galego; Portuguese-based creoles. A translation laboratory is therefore promoted regarding the specific lexicons of the Portuguese language, in conjunction with the language lessons provided by the linguistic expert. At the end of the course, the student’s independent judgment skills, the knowledge acquired and the communication and expression skills will be valued. Teacher's Profile Teacher's Profile
RUSSIAN LANGUAGE AND TRANSLATION III VALENTINA ROSSI		10	L-LIN/21		Learning objectives The aim of the course is to enable the student to acquire a level of linguistic competence equal to B1/B1+ of the Common European Framework of reference for the knowledge of languages. This objective is achieved through the acquisition of lexical knowledge of groups of verbs, adjectives and pronouns, as well as conjunctions and adverbs; through the acquisition of knowledge of translation of figurative and non-figurative idioms, paronyms and verbs of motion; finally, through the acquisition of morphosyntactic structures corresponding to the B1/B1+ level. Good knowledge and understanding, both general and applied; development of independent judgement, communication skills and ability to learn Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022. Teacher's Profile courseProgram The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary. The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы. The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice. The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course. examMode The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course. books Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009; Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020. classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018; Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020; Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016; Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.
LETTERATURA PRIMA LINGUA STRANIERA- III ANNO	-	-	-	-
ENGLISH LITERATURE AND CULTURE III FRANCESCA SAGGINI		8	L-LIN/10		Learning objectives Knowledge and understanding: knowledge and ability to understand, in particular, the development of English literature in the nineteenth century through the authors and texts on the syllabus. Applying knowledge and understanding: the ability to apply the knowledge acquired and to explain the themes and authors studied in class. Making judgements: autonomy of judgement in research and individual study, developing a critical and constructive attitude towards one's own presentations and those of one's peers, especially with regard to one's own strengths and weaknesses in the learning and communication process. Communication skills: the ability to hold discussions and make presentations in correct Italian and the ability to work on texts in English in the original language. Learning skills: a) to familiarise oneself with study and research by working independently and attending lectures. b) to develop critical and interpretive skills in Italian, in order to improve one's ability to comprehend, interpret and describe past events and environments in terms of present events Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova scritta (in italiano) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Written examination in Italian. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. Teacher's Profile courseProgram The Price of Choice This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible. In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated. The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period. examMode La prova scritta (in italiano) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione: - conoscenza della materia - capacità espositive - apporti originali e contributi personali Written examination in Italian. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts. books TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer. classRoomMode La frequenza non è obbligatoria. Attendance is not compulsory. bibliography TESTI PRIMARI Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate) Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese TESTI SECONDARI Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315 Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente. The Price of Choice PRIMARY TEXTS Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted. Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted. Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted. Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted. Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted. Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English. SECONDARY TEXTS Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315. Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.
LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES III CRISTINA ROSA		8	L-LIN/08		Learning objectives Learning objectives The aim of the course is to study in depth aspects and problems of twentieth-century literature. In particular, the aim of the course is to reflect on the forms, symbols and compositional methods of the work of José Saramago, the first Portuguese-language writer to be awarded the Nobel Prize for Literature (1998). Against the backdrop of Portuguese history in the 20th century, the salient phases of José Saramago's intellectual and artistic trajectory and themes will be outlined, starting with a reading of the novels ‘Memorial do Convento’, ‘Historia do cerco de Lisboa’, ‘Ensaio sobre a cegueira’ and ‘Levantado do chao’. Television interviews and Gonçalves Mendes' film “José e Pilar” will be screened. Through the analysis of the texts according to precise critical methodologies and by linking them to their historical and cultural context, students will be able to understand and assess the literary quality of the works they have read and commented on with full autonomy of judgement. Specifically, the learning outcomes should be: 1) know the main traits and characters relating to twentieth-century literature; 2) to know how to analyse and comment on the texts in question 3) to be able to formulate judgements on the subject autonomously 4) be able to appropriately communicate what they have learnt: 5) to be able to understand and interpret similar literary phenomena not covered in the programme independently. Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory Teacher's Profile courseProgram This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms. The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods. The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time. Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts. examMode At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish. books R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017 Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999 Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011 Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007 Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003 classRoomMode class attendance is not compulsory
FILOLOGIA DELLA PRIMA LINGUA STRANIERA	-	-	-	-
ROMANCE LINGUISTICS AND PHILOLOGY GIOVANNA SANTINI		8	L-FIL-LET/09		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 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
13286 - FINAL EXAMINABLE COMPONENT	Second Semester	6

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
17734 - GENERAL LINGUISTICS LUCA LORENZETTI	First Semester	8	GLOT-01/A		Learning objectives Knowledge and comprehension skills: Having learnt the fundamental concepts of general linguistics and understand their scientific nature. Ability to apply knowledge and understanding: To be able to apply the concepts learned to the technical analysis and historical understanding of linguistic phenomena. Autonomy of judgement: Being able to make a well-founded choice between the various possible analyses of a linguistic phenomenon. Communication skills: Being able to present topics relating to general linguistics in an effective and terminologically correct manner. Teacher's Profile
LETTERATURA DELLA PRIMA LINGUA STRANIERA - I ANNUALITà CARATTERIZZANTI	-	-	-	-
FRENCH LITERATURE ROBERTO ROMAGNINO	First Semester	8	FRAN-01/A		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an 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.     ***Non-attending students   Non-attending students will choose two others comedies in addition to the comedies on the program.
SPANISH LITERATURE I GIOVANNA FIORDALISO	First Semester	8	SPAN-01/A		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
GERMAN LITERATURE	First Semester	8	GERM-01/B		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations.
ALTRE ATTIVITA' FORMATIVE	-	-	-	-
FURTHER LANGUAGE STUDIES	First Semester	6
COMPUTER SKILLS FEDERICO MESCHINI	First Semester	6			Learning objectives The aim of IT skills is to provide students with: 1) (Knowledge and understanding) the theoretical and methodological tools for a better understanding of computer science and computational tools, particularly with regard to the ability to model and disseminate digital information, especially in relation to the digitisation of cultural resources, together with an introduction to statistical/quantitative analysis and the visualisation of literary texts, with the added possibility of addressing the topic of Digital Humanities as a whole; 2) (Applied knowledge and understanding) a greater understanding of the use of computational tools, both at the textual and graphical interface level, and of generalist and cultural heritage-specific network environments, with an introduction to programmes for the analysis of literary texts; 3) (Autonomy of judgement) the critical tools to understand the technological, social and cultural factors underlying the digital revolution in relation to the humanities; 4) (Communication skills) the ability to communicate the skills acquired in various forms and in different socio-cultural contexts; 5) (Learning skills) the theoretical principles underlying digital information in relation to the humanities, so as to be able to update one's skills in this regard. Teacher's Profile
WORK PLACEMENT	First Semester	6
SECONDO GRUPPO OPZIONALE - I ANNO UN ESAME DI BASE A SCELTA TRA:	-	-	-	-
ITALIAN LINGUISTICS STEFANO TELVE	First Semester	8	LIFI-01/A		Learning objectives knowledge and understanding: To have learnt the basics of Italian linguistics and to be familiar with its interactions. Applying knowledge and understanding: Being able to apply the learned linguistic phenomena to the analysis of texts of different types. Making judgement: Being able to critically identify the most linguistically relevant aspects and phenomena of a text or a type of text. Communication skills: to be able to illustrate the fundamental themes of Italian linguistics with oral and written language, in terms of argumentation and terminology. Learning skills: knowing how to analyse a text or phenomenon in relation to terminology and basic notions. Teacher's Profile courseProgram The course in "Italian Linguistics" introduces basic concepts about the history of the Italian language and analyses texts from early Vulgar up to contemporary ages, focusing on grammatical, syntactic and textual features. examMode The final assessment consists of a written examination on the program of study, with a comment of some texts. books Attending students: 1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019. 2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015. 3. Dispense del corso (available on Moodle or Google Classroom). Recommended books (only for L10 students) P. D'Achille, Breve grammatica storica dell'italiano, Roma, Carocci, 2011. Non-attending students: 1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019. 2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015. 3. S. Lubello, C. Nobili, L’italiano e le sue varietà, Firenze, Cesati, 2018. mode 48h, face to face lectures, with exercises. classRoomMode Attendance is highly recommended. bibliography None
SEMIOTICS DIEGO FEMIA	First Semester	8	PHIL-04/B		Learning objectives The course introduces students to the study of communication within a semiological framework by addressing questions such as: What does it mean for human beings to communicate? What are the fundamental modes of communication? How is persuasion exercised through signs, texts, narratives, and discursive practices? The course also aims to provide students with the conceptual and methodological tools required to identify, describe, and critically analyse some of the main pathologies of contemporary public discourse, distinguishing between their manifestations at the level of content (information disorder, hate speech, and stereotypes), interaction (aggression, silencing, and manipulation) and the communicative ecosystem (algorithmic selection, profiling, and virality). 1) Knowledge and Understanding The course aims to provide students with a basic knowledge of the main concepts, problems, and analytical tools of semiotics, with particular attention to the processes through which meaning is produced, interpreted, and circulated. Students will acquire an understanding of verbal, non-verbal, and multimodal forms of communication, persuasive strategies, and the main pathologies of public discourse. 2) Applying Knowledge and Understanding Students will be expected to use the concepts and terminology of semiotics to describe the general mechanisms underlying the functioning of languages and sign systems and to analyse concrete communicative phenomena. They will also be able to identify persuasive strategies and forms of manipulation, aggression, and silencing, as well as to assess the role played by media and algorithmic environments in the production and circulation of discourse. 3) Intended Learning Outcomes By the end of the course, students will be able to: - demonstrate knowledge of the main modes and structures of human communication; - identify and analyse processes of meaning construction, interpretation, and management; - apply semiotic tools to the analysis of texts, images, narratives, and communicative interactions; - critically identify phenomena of information disorder, stereotyping, hate speech, manipulation, and polarisation; - present and discuss the knowledge acquired using appropriate disciplinary terminology; - develop independent judgement and learning skills through practical exercises, discussions, and case-study analysis. 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.
I ANNO. UN ESAME DI BASE A SCELTA TRA:	-	-	-	-
MODERN HISTORY FRANCESCA DE CAPRIO	First Semester	8	HIST-02/A		Learning objectives The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). Teacher's Profile courseProgram The History of Western Europe and Relations with the Ottoman Empire in the Long Early Modern Period Definitions, periodization, and historiographical interpretations of the Early Modern Age. The Crisis of the Fourteenth Century: plague, economic transformations, and social change. Humanism and the Renaissance: culture, politics, and society in fifteenth- and sixteenth-century Europe. The Rise of the Ottoman Empire and the Reshaping of Mediterranean Power Relations. Europe and the Mediterranean between Conflict and Exchange: Venice, the Habsburgs, and the Ottomans. Geographical Explorations and the Opening of Global Spaces. The Protestant Reformations and the Religious Fragmentation of Europe: Lutheranism, Calvinism, and Anglicanism. Charles V and the Habsburg Imperial Project between Europe and the Mediterranean. Philip II, the Catholic Monarchy, and the Confrontation with the Ottoman Empire. Economic Crisis, Social Transformations, and Political Change between the Sixteenth and Seventeenth Centuries. The Thirty Years’ War and the Formation of the European State System. The English Revolutions and the Emergence of Parliamentary Monarchy. Louis XIV, Absolutism, and the Struggle for European Hegemony. Eighteenth-Century Europe: International Equilibria, Trade, and Economic Innovation. The Enlightenment, Public Opinion, and Cultural Transformations. The Industrial Revolution and Economic and Social Change. The Age of Revolutions: from the American Revolution to the French Revolution and the Revolutions of 1848. Nations, Empires, and Political Identities in Nineteenth-Century Europe. 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 Teacher's Profile courseProgram The History of Western Europe and Relations with the Ottoman Empire in the Long Early Modern Period Definitions, periodization, and historiographical interpretations of the Early Modern Age. The Crisis of the Fourteenth Century: plague, economic transformations, and social change. Humanism and the Renaissance: culture, politics, and society in fifteenth- and sixteenth-century Europe. The Rise of the Ottoman Empire and the Reshaping of Mediterranean Power Relations. Europe and the Mediterranean between Conflict and Exchange: Venice, the Habsburgs, and the Ottomans. Geographical Explorations and the Opening of Global Spaces. The Protestant Reformations and the Religious Fragmentation of Europe: Lutheranism, Calvinism, and Anglicanism. Charles V and the Habsburg Imperial Project between Europe and the Mediterranean. Philip II, the Catholic Monarchy, and the Confrontation with the Ottoman Empire. Economic Crisis, Social Transformations, and Political Change between the Sixteenth and Seventeenth Centuries. The Thirty Years’ War and the Formation of the European State System. The English Revolutions and the Emergence of Parliamentary Monarchy. Louis XIV, Absolutism, and the Struggle for European Hegemony. Eighteenth-Century Europe: International Equilibria, Trade, and Economic Innovation. The Enlightenment, Public Opinion, and Cultural Transformations. The Industrial Revolution and Economic and Social Change. The Age of Revolutions: from the American Revolution to the French Revolution and the Revolutions of 1848. Nations, Empires, and Political Identities in Nineteenth-Century Europe. 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
MEDIEVAL HISTORY	First Semester	8	HIST-01/A		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. During the course, students will be provided with basic informations about the main political-institutional events that took place during the Medieval millennium, from the crisis of the 3rd century to the era of the 15th century Italian Signorie. At the same time, certain themes (such as monasticism, the invention of the notion of the Crusade, the invention of the institution of the Commune, etc.) that represent the most widespread elements in the construction of the modern imaginary relating to the Medieval era will be explored in depth. Students will thus be able to reconstruct the chronological timeline of the Medieval millennium, with a particular focus on the Italian, Frankish and Germanic-imperial areas, correctly identifying causal links and lines of continuity. In this way, students will also be able to correctly decrypt the historical and cultural informations with which they come into contact in the communicative reality, also facing with greater awareness the phenomena of ideological distortion to which the notion of the Middle Ages falls victim in common language, including that of the media. At the end of the course, students should be able, when confronted with an image or a geo-political map, to construct an explanatory discourse on the reality represented, on the basis of some basic indications.
LETTERATURA DELLA SECONDA LINGUA STRANIERà - I ANNUALITà	-	-	-	-
FRENCH LITERATURE ROBERTO ROMAGNINO	First Semester	8	FRAN-01/A		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an 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.     ***Non-attending students   Non-attending students will choose two others comedies in addition to the comedies on the program.
SPANISH LITERATURE I GIOVANNA FIORDALISO	First Semester	8	SPAN-01/A		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
GERMAN LITERATURE	First Semester	8	GERM-01/B		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations.
RUSSIAN LITERATURE VALENTINA ROSSI	First Semester	8	SLAV-01/A		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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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
LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES I CRISTINA ROSA	First Semester	8	FLMR-01/C
PRIMA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTE	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION I	First Semester	10	FRAN-01/B		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
ENGLISH LANGUAGE AND TRANSLATION I CARMEN SERENA SANTONOCITO	First Semester	10	ANGL-01/C		Learning objectives By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis (phonetic-phonological, morphological, and lexical-grammatical), as well as the standardization process, diatopic varieties (L1, L2, EFL), and the role of English as a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately in different communicative contexts, with skills consistent with CEFR level B1. They will also develop: independent judgment, awareness of different linguistic phenomena, varieties, and uses of English in different sociolinguistic contexts; adequate communication skills in the presentation of disciplinary content, through the use of appropriate basic linguistic terminology; adequate learning skills, functional to continuing their studies and the progressive strengthening of linguistic skills. Teacher's Profile
SPANISH LANGUAGE AND TRANSLATION I ROBERTA GIORDANO	First Semester	10	SPAN-01/C		Learning objectives Develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on language use as well as on one's own learning process. Stimulate a communicative approach in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event. Knowledge and understanding: acquire a B1 linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: being able to reflect on language use independently as well as on one's own learning process. Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc. Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event. Teacher's Profile courseProgram The course aims to develop the knowledge of the foreign language by studying the translation problems of a written and oral text, from the Spanish to the Italian language, paying particular attention to the non-secondary aspect of the frequent risk of affinity between these two expressive codes. The knowledge of the "hispanoblante" world as a viaticum of intercultural competence will also be taken into consideration, focusing on the expressive modalities of the Spanish language as used in/by the media, in/by tourism, in/by the law, in/by journalism, in/by advertising, in/by politics. The key functions of these languages (information, persuasion, etc.) will be fathomed first from a theoretical point of view, then from a practical one, to induce students to criticize linguistic mechanisms (circumlocution, repetition, metaphor, etc.), which plays a strategic role in the construction of the discourse according to its aims and pragmatic characteristics. examMode The exam consists of an oral test. The objective of the oral test is to verify the acquisition of the notions presented during the course as well as the development of autonomy and critical sense in the use of the foreign language. During the course, tests will be carried out on the learning achieved. books A. Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2011. M.V. Calvi et al., Las lenguas de especialidad en español, Roma, Carocci, 2023. RAE, Diccionario de la Lengua Española, Madrid, Espasa Calpe. classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography A. Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2011. M.V. Calvi et al., Las lenguas de especialidad en español, Roma, Carocci, 2023. RAE, Diccionario de la Lengua Española, Madrid, Espasa Calpe.
GERMAN LANGUAGE AND TRANSLATION I GIOVANNI PALILLA	First Semester	10	GERM-01/C		Learning objectives The course welcomes beginner students (absolute and non-absolute) and students with prior knowledge of the German language. For all types of students, the course consists of a "parte docente" and a "lettorato". The "parte docente" consists of lessons on German linguistics with Dr. Palilla, the "lettorato" consists of lessons on German language with the lecturer. The linguistic course proposes techniques and strategies for reading and understanding the text written in German, through the recognition of the main phenomena that characterize the "text" dimension from a linguistic point of view. Particular attention will be given to the study and analysis of phenomena and grammatical structures typical of the German language, also in comparison with the Italian language. The reading of German-language texts belonging to different linguistic varieties and different textual genres will be privileged, with a preference for newspaper articles, biographies of great German-speaking writers and artists, short poetic texts and texts concerning geography, history and culture of German-speaking countries. The two modules offer the opportunity to acquire and develop the following linguistic and grammatical knowledge and skills: Reading and understanding of the German text, grammatical-textual skills and metalinguistic competence. In the exam, the student must demonstrate that they can: - Describe the main variations of the German language, in particular the diachronic and diatopic ones - Define and describe the concepts of "Text", "Textsorte", "Textnuster" and "Textfunktion" - Recognize and analyze the main syntactic and morphological structures of the German language, in particular: the structure of the sentence, the division into syntactic fields, their occupation, the syntactic constituents, their forms and functions, the lexicon and the formation of words, forms of textual coherence. - Describe Landeskunde topics in German, for example the school system, Bundesrepublik and Bundesländer. - Analyse short poems typical of the literary tradition of the German language. Teacher's Profile courseProgram The aim of the course is to provide students with the fundamental concepts of German linguistics. The first part offers an introduction to the German language through a brief historical overview. It then covers the basic principles of phonetics, with particular emphasis on the articulation of sounds, phonology, and graphematics, as well as morphology, focusing on key topics such as Grund- und Bestimmungswort and word formation through compounding (Komposition) and derivation (Derivation). The course then introduces the syntactic analysis of German sentences using the topological model (topologisches Satzmodell), with particular attention to the three linguistic brackets: the verbal bracket (Verbalklammer), nominal bracket (Nominalklammer), and adjunct bracket (Adjunktklammer). The final part of the course is devoted to selected aspects of German culture. Throughout the course, students will also translate a number of texts, which will serve as the basis for linguistic analysis using the theoretical concepts acquired during the lectures. examMode The prerequisite for taking the exam is to have passed the written and oral test with the CLA lecturer, which will account for 40% of the overall grade. The exam with the professor consists of a written test and an oral section. The written test will contain theoretical questions on the topics covered in the course, require the phonetic transcription of some words, as well as the syntactic analysis of a short text according to the syntactic field model and the morphological analysis of some words. Passing the written test with the professor is a prerequisite for admission to the oral part. During the latter, the written part of the exam will be reviewed and commented on, and questions will be asked about the whole programme. books Foschi Albert Marina / Hepp Marianne (2003), Manuale di storia della lingua tedesca. Napoli: Liguori (Selected chapters given during the course); Hardarik Blühdorn / Marina Foschi Albert (2014), Leggere e comprendere il tedesco. Pisa: Pisa University Press; Di Meola Claudio (2014), La linguistica tedesca. Roma: Bulzoni editore (Selected chapters given during the course); Foschi Albert Marina (2018), Le frasi complesse del tedesco. Ghezzano: Edizioni il Campano; Meibauer Jörg et al (2015), Einführung in die germanische Linguistik. Stuttgart: Springer (Selected chapters given during the course). Tatsachen über Deutschland (chapters uploaded on Moodle) Additional materials will be uploaded to Moodle during the course. classRoomMode On campus lectures. bibliography Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS. Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag. Weinrich Harald (con la collaborazione di Maria Thurmair, Eva Breind ed Eva Maria Willkopp) (2005): Textgrammatik der deutschen Sprache, Hildesheim, Olms. German grammar in Italian: Saibene Maria Grazia (2020), Grammatica descrittiva della lingua tedesca. Roma: Carocci.
SECONDA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTI	-	-	-	-
FRENCH LANGUAGE AND TRANSLATION I	First Semester	10	FRAN-01/B		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
ENGLISH LANGUAGE AND TRANSLATION I CARMEN SERENA SANTONOCITO	First Semester	10	ANGL-01/C		Learning objectives By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis (phonetic-phonological, morphological, and lexical-grammatical), as well as the standardization process, diatopic varieties (L1, L2, EFL), and the role of English as a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately in different communicative contexts, with skills consistent with CEFR level B1. They will also develop: independent judgment, awareness of different linguistic phenomena, varieties, and uses of English in different sociolinguistic contexts; adequate communication skills in the presentation of disciplinary content, through the use of appropriate basic linguistic terminology; adequate learning skills, functional to continuing their studies and the progressive strengthening of linguistic skills. Teacher's Profile
SPANISH LANGUAGE AND TRANSLATION I ROBERTA GIORDANO	First Semester	10	SPAN-01/C		Learning objectives Develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on language use as well as on one's own learning process. Stimulate a communicative approach in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event. Knowledge and understanding: acquire a B1 linguistic competence level of the Common European Framework of Reference for Languages. Applying knowledge and understanding: develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way. Making judgements: being able to reflect on language use independently as well as on one's own learning process. Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc. Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event. Teacher's Profile courseProgram The course aims to develop the knowledge of the foreign language by studying the translation problems of a written and oral text, from the Spanish to the Italian language, paying particular attention to the non-secondary aspect of the frequent risk of affinity between these two expressive codes. The knowledge of the "hispanoblante" world as a viaticum of intercultural competence will also be taken into consideration, focusing on the expressive modalities of the Spanish language as used in/by the media, in/by tourism, in/by the law, in/by journalism, in/by advertising, in/by politics. The key functions of these languages (information, persuasion, etc.) will be fathomed first from a theoretical point of view, then from a practical one, to induce students to criticize linguistic mechanisms (circumlocution, repetition, metaphor, etc.), which plays a strategic role in the construction of the discourse according to its aims and pragmatic characteristics. examMode The exam consists of an oral test. The objective of the oral test is to verify the acquisition of the notions presented during the course as well as the development of autonomy and critical sense in the use of the foreign language. During the course, tests will be carried out on the learning achieved. books A. Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2011. M.V. Calvi et al., Las lenguas de especialidad en español, Roma, Carocci, 2023. RAE, Diccionario de la Lengua Española, Madrid, Espasa Calpe. classRoomMode Although not mandatory, attendance at lectures is strongly recommended. bibliography A. Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2011. M.V. Calvi et al., Las lenguas de especialidad en español, Roma, Carocci, 2023. RAE, Diccionario de la Lengua Española, Madrid, Espasa Calpe.
GERMAN LANGUAGE AND TRANSLATION I GIOVANNI PALILLA	First Semester	10	GERM-01/C		Learning objectives The course welcomes beginner students (absolute and non-absolute) and students with prior knowledge of the German language. For all types of students, the course consists of a "parte docente" and a "lettorato". The "parte docente" consists of lessons on German linguistics with Dr. Palilla, the "lettorato" consists of lessons on German language with the lecturer. The linguistic course proposes techniques and strategies for reading and understanding the text written in German, through the recognition of the main phenomena that characterize the "text" dimension from a linguistic point of view. Particular attention will be given to the study and analysis of phenomena and grammatical structures typical of the German language, also in comparison with the Italian language. The reading of German-language texts belonging to different linguistic varieties and different textual genres will be privileged, with a preference for newspaper articles, biographies of great German-speaking writers and artists, short poetic texts and texts concerning geography, history and culture of German-speaking countries. The two modules offer the opportunity to acquire and develop the following linguistic and grammatical knowledge and skills: Reading and understanding of the German text, grammatical-textual skills and metalinguistic competence. In the exam, the student must demonstrate that they can: - Describe the main variations of the German language, in particular the diachronic and diatopic ones - Define and describe the concepts of "Text", "Textsorte", "Textnuster" and "Textfunktion" - Recognize and analyze the main syntactic and morphological structures of the German language, in particular: the structure of the sentence, the division into syntactic fields, their occupation, the syntactic constituents, their forms and functions, the lexicon and the formation of words, forms of textual coherence. - Describe Landeskunde topics in German, for example the school system, Bundesrepublik and Bundesländer. - Analyse short poems typical of the literary tradition of the German language. Teacher's Profile courseProgram The aim of the course is to provide students with the fundamental concepts of German linguistics. The first part offers an introduction to the German language through a brief historical overview. It then covers the basic principles of phonetics, with particular emphasis on the articulation of sounds, phonology, and graphematics, as well as morphology, focusing on key topics such as Grund- und Bestimmungswort and word formation through compounding (Komposition) and derivation (Derivation). The course then introduces the syntactic analysis of German sentences using the topological model (topologisches Satzmodell), with particular attention to the three linguistic brackets: the verbal bracket (Verbalklammer), nominal bracket (Nominalklammer), and adjunct bracket (Adjunktklammer). The final part of the course is devoted to selected aspects of German culture. Throughout the course, students will also translate a number of texts, which will serve as the basis for linguistic analysis using the theoretical concepts acquired during the lectures. examMode The prerequisite for taking the exam is to have passed the written and oral test with the CLA lecturer, which will account for 40% of the overall grade. The exam with the professor consists of a written test and an oral section. The written test will contain theoretical questions on the topics covered in the course, require the phonetic transcription of some words, as well as the syntactic analysis of a short text according to the syntactic field model and the morphological analysis of some words. Passing the written test with the professor is a prerequisite for admission to the oral part. During the latter, the written part of the exam will be reviewed and commented on, and questions will be asked about the whole programme. books Foschi Albert Marina / Hepp Marianne (2003), Manuale di storia della lingua tedesca. Napoli: Liguori (Selected chapters given during the course); Hardarik Blühdorn / Marina Foschi Albert (2014), Leggere e comprendere il tedesco. Pisa: Pisa University Press; Di Meola Claudio (2014), La linguistica tedesca. Roma: Bulzoni editore (Selected chapters given during the course); Foschi Albert Marina (2018), Le frasi complesse del tedesco. Ghezzano: Edizioni il Campano; Meibauer Jörg et al (2015), Einführung in die germanische Linguistik. Stuttgart: Springer (Selected chapters given during the course). Tatsachen über Deutschland (chapters uploaded on Moodle) Additional materials will be uploaded to Moodle during the course. classRoomMode On campus lectures. bibliography Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS. Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag. Weinrich Harald (con la collaborazione di Maria Thurmair, Eva Breind ed Eva Maria Willkopp) (2005): Textgrammatik der deutschen Sprache, Hildesheim, Olms. German grammar in Italian: Saibene Maria Grazia (2020), Grammatica descrittiva della lingua tedesca. Roma: Carocci.
RUSSIAN LANGUAGE AND TRANSLATION I ALESSANDRO CIFARIELLO	First Semester	10	SLAV-01/A		Learning objectives By the end of the course, students will have acquired basic knowledge and skills in Russian language and Russian–Italian translation, with the aim of reaching at least A2 CEFR level (starting from Level 0). 1. Knowledge and understanding: Students will know and understand basic phonetics, morphology, and syntax of elementary Russian; they will understand simple texts on familiar, everyday topics, identifying key structures and meanings. 2. Applying knowledge and understanding: Students will be able to use the acquired structures in basic communication: manage strategies and tactics of everyday conversation; produce short oral and written texts on familiar matters; apply basic grammatical, logical, and semantic analysis to simple texts; and translate them into Italian. 3. Making judgements: Students will be able to identify recurrent comprehension and translation issues in simple texts; they will evaluate alternative solutions and choose appropriate translation strategies, with special attention to accuracy and appropriateness in Italian. 4. Communication skills: Students will be able to communicate in Russian at an elementary level in everyday situations and present simple content clearly (orally and in writing); they will be able to explain and discuss basic language and translation choices using essential terminology. 5. Learning skills: Students will be able to plan and develop their study through guided and autonomous practice; they will be able to use basic learning tools (course materials, exercise books, dictionaries, and digital resources) in order to continue learning Russian and translation independently. Note: ERASMUS students should have at least a B1 proficiency level of Italian. Teacher's Profile courseProgram Contents: 1. Cyrillic alphabet, transliteration 2. Phonetic and orthography 3. Morphology The morph-syntax program includes: 1. Declination of singular and plural nouns (1,2,3 d.), adjectives and pronouns; 2. Use of the cases with and without the main prepositions; 3. Conjugation (1, 2, irregular) of the verb in the present, past, future tenses; 4. Cardinal and ordinal numbers (in order to express: time, months, days, years, centuries); 5. Verbs of motion without prefixes; 6. Pronoun svoj; 7. Pronoun kotoryj; 8. Verbal aspect, basic knowledge: present, past, future tenses; 9. Imperative; 10. Elements of word formation (словообразование) The language course, conducted by Dr. A. Fedortsova, is an integral part of the present course. The course will be characterized by a strong practical component aiming at the A2 level of the CEFR. Students should be acquainted with selected text from the main reference books (compulsory for the final examination), and indicated in records of the coursebook. Additional materials may be uploaded to the MOODLE and FB platform. For any further information, please contact the professor directly: a.cifariello@unitus.it examMode The assessment method will be defined during the II semester (a.y. 2023/2024), based on the pandemic trend. The exam consists of a written part, a linguistic test and an oral part. As a general rule, students taking this exam must have previously passed (at least) the A2 final test with the related language expert dr. A. Fedortsova (see "passaporto linguistico"). The minimum passing grade is 18/30. books During the course, hard-to-find material will be distributed, sent, or made accessible. Students are invited to register in the FACEBOOK group of the course (write to the teacher) and on the MOODLE page relating to the course. A. Cifariello (COMPULSORY FOR THE EXAM): 1. A. Shibarova, A. Yarin, Раз, два, три! Corso di lingua russa, vol. 1, Milano: Hoepli 2019 2. Чернышов С.И., Поехали. Начальный курс, СПб: Златоуст 2003, con CD-Rom (CONTATTARE DOCENTE) - si prega di NON acquistare la nuova edizione, in quanto difforme rispetto all'edizione adottata. 3. D. Bonciani, R. Romagnoli, N. Smykunova, Мир тесен. Fondamenti di cultura russa, Milano: Hoepli 2016 4. D. Magnati, F. Legittimo, S. lashaiaeva, ДАВАЙТЕ! COMUNICARE IN RUSSO 1, Milano: Hoepli 2017 For the texts adopted in the language exercises ask Dr. N. Kutuzova. Recommended reading in Italian/Russian (NOT COMPULSORY FOR THE EXAM): 1. C. Cevese, Ju. Dobrovolskaja, E. Magnanini, Grammatica russa. Manuale di teoria, Milano: Hoepli 2018 (consigliato) 2. E. Cadorin, I. Kukushkina, Esercizi di russo per principianti, Milano: Hoepli 2019 (consigliato) 3. E. Tancon, M.C. Pesenti, Grammatica russa, Bologna: Zanichelli, 2008 (consigliato) 4. Ju. Dobrovolskaja, Il russo: l'ABC della traduzione, Milano: Hoepli 2016 5. Беляева Г.В., Сивенко Л.С., Шипинцо Л.В., Пишем правильно. Пособие по письму и письменной речи, Москва: Русский язык 2011 (CONTATTARE DOCENTE) 6. Кривоносов А.Д., Редькина Т.Ю., Знаю и люблю русские глаголы, СПб: Златоуст 2000 (CONTATTARE DOCENTE) 7. Кузьмина Н.В., Русская грамматика в таблицах, Москва: Флинта-Наука 2010 (CONTATTARE DOCENTE) 8. Богомолов А.Н., Петанова А.Ю., Приходита!.. Приезжайте!.. Прилетайте!.., СПб: Златоуст 2008 (CONTATTARE DOCENTE) classRoomMode Attendance is strongly recommended due to the theoretical and practical nature of the course. bibliography Bibliography (NOT COMPULSORY FOR THE EXAM): 1. C. Cevese, Ju. Dobrovolskaja, E. Magnanini, Grammatica russa. Manuale di teoria, Milano: Hoepli 2018 (consigliato) 2. E. Cadorin, I. Kukushkina, Esercizi di russo per principianti, Milano: Hoepli 2019 (consigliato) 3. E. Tancon, M.C. Pesenti, Grammatica russa, Bologna: Zanichelli, 2008 (consigliato) 4. Ju. Dobrovolskaja, Il russo: l'ABC della traduzione, Milano: Hoepli 2016 (consigliato) 5. Беляева Г.В., Сивенко Л.С., Шипинцо Л.В., Пишем правильно. Пособие по письму и письменной речи, Москва: Русский язык 2011 (CONTATTARE DOCENTE) 6. Кривоносов А.Д., Редькина Т.Ю., Знаю и люблю русские глаголы, СПб: Златоуст 2000 (CONTATTARE DOCENTE) 7. Кузьмина Н.В., Русская грамматика в таблицах, Москва: Флинта-Наука 2010 (CONTATTARE DOCENTE) 8. Богомолов А.Н., Петанова А.Ю., Приходита!.. Приезжайте!.. Прилетайте!.., СПб: Златоуст 2008 (CONTATTARE DOCENTE)
CHINESE LANGUAGE AND LITERATURE I VICTORIA ALMONTE	First Semester	10	ASIA-01/F		Learning objectives Learning outcomes: 1. knowledge and understanding: reading and recognizing the syntactic structure of a Chinese elementary text. 2. applying knowledge and understanding: translate a Chinese elementary text. 3. making judgements: collect and understand data. 4. communication skills: talking about simple topic, using appropriate terms. 5. learning skills: critical thinking, creative thinking, communicating, and collaborating. Teacher's Profile courseProgram Chinese language and literature 1: 60 hours, 10 cfu Professor: Victoria Almonte a.a. 2026-2027 - year of course: 1, lessons in the first and second semester. The course, after a generale introduction, is divided in two modules: language and literature. The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua). The "literature" module consists of studying classical Chinese literature, analyzing some original texts. The professor advises students to attend the course. examMode Assessment methods and criteria. The final exam consists of three parts: 1) the first part will be a written test with grammar excercises. 70-90 minutes. 2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills. 3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics. books RECOMMENDED OR REQUIRED READING AND OTHER LEARNING RESOURCES/TOOLS: and ohter teaching materials provided by the professor during the lessons. - Federico Masini et al., Comunicare in cinese, Volume 1, Hoepli, Milano, 2021. OBBLIGATORIO; lezioni 1-18, 19. - Tiziana Lioi e Andrea De Benedittis, Introduzione alla scrittura cinese, Hoepli, Milano, 2016. FACOLTATIVO (utile per il primo anno di corso); - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 1-2-3, fino a p. 164). OBBLIGATORIO (utile per i tre anni di corso); - Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, capitolo 4. OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 70 e da pag. 85 a pag. 140.) OBBLIGATORIO (utile per i tre anni di corso); On MOODLE tool will be uploaded all the video-lessons and PDF support data. mode Language activities, seminars, group work. The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study. It also includes different types of interactive teaching activities: exercises and virtual classroom. classRoomMode in presence bibliography RECOMMENDED OR REQUIRED READING AND OTHER LEARNING RESOURCES/TOOLS - Federico Masini et al., Comunicare in cinese, Volume 1, Hoepli, Milano, 2021. OBBLIGATORIO; lezioni 1-18, 19. - Tiziana Lioi e Andrea De Benedittis, Introduzione alla scrittura cinese, Hoepli, Milano, 2016. FACOLTATIVO (utile per il primo anno di corso); - Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso); - Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 1-2-3, fino a p. 164). OBBLIGATORIO (utile per i tre anni di corso); - Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, capitolo 4. OBBLIGATORIO (utile per i tre anni di corso); - W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 70 e da pag. 85 a pag. 140.) OBBLIGATORIO (utile per i tre anni di corso); - On MOODLE tool will be uploaded all the video-lessons and PDF support data.
ARABIC LANGUAGE AND LITERATURE I EMANUELA DE BLASIO	First Semester	10	STAA-01/L		Learning objectives 1. Knowledge and understanding: knowledge of the grammatical and syntactic elements of Standard Arabic, as well as general knowledge of classical Arabic literature 2. Applying knowledge and understanding: reading, analysis and translation of simple texts. 3. Making judgements: ability to formulate translation proposals aimed at elementary texts. 4. Communication skills: development of listening skills and oral expression of the first linguistic elements. 5. Learning skills: stimulating the skill in realizing and applying linguistic models. Teacher's Profile courseProgram Contents: • Theoretical premises: hints of history and diffusion of the Arabic language; overall linguistic framework, sociolinguistic situation of the Arab world and "diglossia". • Alphabet • Diacritical signs (fatḥa, kasra, ḍamma, šadda, sukūn) • Various spelling signs (tā marbūṭa, alif madda, alif maqṣūra, defective alif, alif waṣla, alif al-wiqaya, tanwīn) • Solar letters and lunar letters • The determination • The declension: the cases marfūʽ, manṣūb, mağrūr • Personal pronouns • Suffix pronouns • Question pronouns and adverbs • The nominal sentence • The construct state • The gender of names: masculine and feminine • Fractural plural and healthy plural • The dual • Diptota declination • Adjectives and demonstrative pronouns • Agreement of irrationalism • Active participle and passive participle • Inna and her sisters • Verbal sentence • Verbal conjugation of I form: • The perfect • Verb "to be" in the past tense: Kāna • Negative verb to be: Laysa • The imperfect • Verbal negations • Construction "'an" + subjunctive • Future sa / sawfa • Imperative and denial of the imperative examMode Through the exam the student will have to demonstrate the ability to read, translate and analyze the texts studied in class, showing that he knows the syntax and terminology learned during the year. In order to take the exam, non-attending students are required to agree on the program with the teacher. books - Durand O., Langone A.D., Mion G., Corso di arabo contemporaneo, Hoepli, Milano,2010 - Baldissera, Dizionario Italiano Arabo, Arabo-Italiano, Zanichelli, Bologna, 2004 - Mion G., La Lingua Araba, Carocci, Roma, 2007 - Amaldi D., Storia della Letteratura Araba Classica, Zanichelli, Bologna, 2004 (some chapters indicated during the course) - Other handouts, texts and exercises provided by the teacher classRoomMode Attendance is not mandatory, but strongly recommended. Non-attending students must agree on the program with the teacher in order to take the exam. bibliography Durand O., Langone A.D., Mion G., Corso di arabo contemporaneo, Hoepli, Milano,2010 - Baldissera, Dizionario Italiano Arabo, Arabo-Italiano, Zanichelli, Bologna, 2004 - Mion G., La Lingua Araba, Carocci, Roma, 2007 - Amaldi D., Storia della Letteratura Araba Classica, Zanichelli, Bologna, 2004 (some chapters indicated during the course) - Other handouts, texts and exercises provided by the teacher
PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION I	First Semester	10	FLMR-01/D		Learning objectives 1) Knowledge and Understanding Students will acquire a solid foundational knowledge of the historical development of the Portuguese language, from its origins to contemporary varieties. They will therefore be able to understand the main linguistic phenomena that have characterized the evolution of Portuguese and recognize the differences between the main varieties of the language (European Portuguese, Brazilian Portuguese, and African Portuguese). Students will also develop an understanding of the fundamental concepts of translation theory and the main perspectives of translation studies. 2) Applying Knowledge Students will be able to apply their acquired linguistic and theoretical knowledge to the analysis of Portuguese texts, recognizing their historical, linguistic, and cultural characteristics. They will also be able to use the main tools of translation studies, analyzing texts to be translated and identifying appropriate solutions based on the linguistic and cultural context. 3) Making Independent Judgments Students will be able to critically evaluate the linguistic and cultural characteristics of texts, formulating independent reflections on the processes of language evolution and translation choices. They will therefore be able to justify their interpretations and translation decisions based on the theoretical and linguistic knowledge acquired during the course. 4) Communication Skills Students will be able to clearly and appropriately present content related to the history of the Portuguese language and the main concepts of translation theory, using appropriate linguistic terminology. They will also be able to participate in discussions and commentary on texts, presenting observations and analyses in a coherent and reasoned manner. 5) Learning Ability Students will develop independent study skills and critical analysis of the topics covered during the course. They will be able to use the knowledge and methodological tools acquired to continue their study of the Portuguese language.
NEW GROUP	-	-	-	-
CHOSE BY THE STUDENT	First Semester	8
PRIMA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTE	Second Semester	10
LETTERATURA DELLA PRIMA LINGUA STRANIERA - I ANNUALITà CARATTERIZZANTI	-	-	-	-
ENGLISH LITERATURE AND CULTURE I VALERIO VIVIANI	First Semester	8	ANGL-01/A		Learning objectives Knowledge and understanding: knowledge and ability to understand, in particular, the development of English literature in the nineteenth century through the authors and texts on the syllabus. Applying knowledge and understanding: the ability to apply the knowledge acquired and to explain the themes and authors studied in class. Making judgements: autonomy of judgement in research and individual study, developing a critical and constructive attitude towards one's own presentations and those of one's peers, especially with regard to one's own strengths and weaknesses in the learning and communication process. Communication skills: the ability to hold discussions and make presentations in correct Italian and the ability to work on texts in English in the original language. Learning skills: a) to familiarise oneself with study and research by working independently and attending lectures. b) to develop critical and interpretive skills in Italian, in order to improve one's ability to comprehend, interpret and describe past events and environments in terms of present events. Teacher's Profile Teacher's Profile
SECONDO GRUPPO OPZIONALE - I ANNO UN ESAME DI BASE A SCELTA TRA:	-	-	-	-
MODERN LANGUAGE DIDACTICS FEDERICA CASADEI	First Semester	8	GLOT-01/B		Learning objectives Course: Modern Languages Teaching Description: The purpose of this course is to provide students with basic knowledge in the field of language teaching. The first module of the course addresses the core principles of language learning and teaching; it provides a historical overview of educational theory and explores current theories, methodologies and issues for the teaching of languages. The second module focuses on the teaching of Languages for Specific Purposes (LSP); it provides an introduction to various theoretical and practical aspects of teaching LSP and a detailed description of the specific (lexical, syntactic, textual, pragmatic) features of technical-scientific Italian compared to general Italian. The course will be held in Italian. International students are invited to contact the professor by sending an email to f.casadei@unitus.it to get more infos. Teacher's Profile courseProgram The course is structured in two parts, one institutional and one monographic. In the institutional part, the fundamentals of language teaching are presented. In the monographic part, the peculiar aspects of special language teaching will be dealt with and the characteristic phenomena of specialistic language varieties will be examined in detail with respect to the standard variety, with particular reference to Italian. examMode The exam is written, lasts one hour and has two parts: the first part consists of a short questionnaire with multiple choice questions, the second part consists of the linguistic analysis of a piece of technical-scientific Italian. Non-attending students are advised to practice linguistic analysis of technical-scientific texts on their own. books 1) M. Chini e C. Bosisio, Fondamenti di glottodidattica, Carocci, Roma, 2014 2) R. Gualdo e S. Telve, Linguaggi specialistici dell'italiano, Carocci, Roma, 2011, solo il capitolo 1 (pp. 17-180) Texts are the same for attending and non-attending students. classRoomMode Attending the course is not mandatory but strongly recommended. bibliography For further information contact the teacher.
HISTORICAL LINGUISTICS SERENA BARCHI	First Semester	8	GLOT-01/A		Learning objectives Knowledge and comprehension skills: Having acquired the fundamental concepts of historical linguistics and language change; in particular, knowing and understanding: the basic principles of the comparative method; the main mechanisms of phonetic, morphological, syntactic and semantic change; the general outlines of the genealogy of the Indo-European languages; introductory notions of some textual traditions. Ability to apply knowledge and understanding: Being able to apply the notions learned to the analysis of simple cases of language change; in particular: to describe and classify basic instances of language change; to set up an initial comparative analysis of related forms in different languages, in the light of the principles of the comparative method; to relate linguistic data to their historical and cultural contexts, on the basis of examples drawn from texts Teacher's Profile
ALTRE ATTIVITA' FORMATIVE	-	-	-	-
FURTHER LANGUAGE STUDIES	First Semester	6
COMPUTER SKILLS FEDERICO MESCHINI	First Semester	6			Learning objectives The aim of IT skills is to provide students with: 1) (Knowledge and understanding) the theoretical and methodological tools for a better understanding of computer science and computational tools, particularly with regard to the ability to model and disseminate digital information, especially in relation to the digitisation of cultural resources, together with an introduction to statistical/quantitative analysis and the visualisation of literary texts, with the added possibility of addressing the topic of Digital Humanities as a whole; 2) (Applied knowledge and understanding) a greater understanding of the use of computational tools, both at the textual and graphical interface level, and of generalist and cultural heritage-specific network environments, with an introduction to programmes for the analysis of literary texts; 3) (Autonomy of judgement) the critical tools to understand the technological, social and cultural factors underlying the digital revolution in relation to the humanities; 4) (Communication skills) the ability to communicate the skills acquired in various forms and in different socio-cultural contexts; 5) (Learning skills) the theoretical principles underlying digital information in relation to the humanities, so as to be able to update one's skills in this regard. Teacher's Profile
WORK PLACEMENT	First Semester	6
SECONDA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTI	Second Semester	10
LETTERATURA DELLA SECONDA LINGUA STRANIERà - I ANNUALITà	-	-	-	-
FRENCH LITERATURE ROBERTO ROMAGNINO	First Semester	8	FRAN-01/A		Learning objectives The course aims to investigate and highlight the links between the rhetorical tradition and literary production during the Ancien Régime. 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 philological approach to 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: 1. with solid theoretical knowledge (1: knowledge and understanding); 2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding); 3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements); 4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills); 5. with the knowledge and the tools to extend the reflection in an 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.     ***Non-attending students   Non-attending students will choose two others comedies in addition to the comedies on the program.
SPANISH LITERATURE I GIOVANNA FIORDALISO	First Semester	8	SPAN-01/A		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
GERMAN LITERATURE	First Semester	8	GERM-01/B		Learning objectives 1) Knowledge and understanding The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre. 2) Application of knowledge Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently. 3) Autonomous judgement The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts. 4) Communication skills The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class. 5) Learning skills Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations.
RUSSIAN LITERATURE VALENTINA ROSSI	First Semester	8	SLAV-01/A		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. The “Golden Age” of Russian Literature in Poetry and Prose. 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 the end of the XVIII century to the 1860s; 2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s; 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
CHINESE LITERATURE	First Semester	8	ASIA-01/F		Learning objectives 1) Knowledge and Understanding The course provides fundamental knowledge of modern Chinese literature, its major authors, works, and historical and cultural context, enabling students to understand themes, genres, and styles. 2) Applying Knowledge By the end of the course, students will be able to analyze the literary texts of the authors studied, identifying distinctive stylistic and cultural elements and contextualizing the works within contemporary Chinese history and society. 3) Making Judgments The course develops the ability to independently interpret texts, formulate critical evaluations, and compare different works. 4) Communication Skills By the end of the course, students will be able to express ideas about the modern literature studied in a clear and structured manner. 5) Learning Skills The course provides students with the tools to independently explore Chinese literature and integrate historical, linguistic, and cultural knowledge for lifelong learning.
HISTORY AND CULTURE OF ISLAMIC COUNTRIES	First Semester	8	STAA-01/L		Learning objectives Knowledge and understanding: knowing and understanding the basics of the Islamic religion, and the main historical-political, socio-cultural, and geographical features characterizing the origin and the formation of the Arab-Islamic world. Applying knowledge and understanding: critically analyzing the main issues related to the contemporary Arab-Islamic history and culture, with an emphasis on the most recent phenomena. Making judgements: ability to self-assess, to critically discuss the topics of the program, and to independently organize and manage the work, material and resources. Communication skills: ability to clearly explain the topics of the program, and to discuss a given topic; knowing how to use appropriate and specific terminology and notions acquired during the course. Learning skills: becoming familiar with the learning tools and resources in order to fully understand the historical and cultural phenomena of the Arab-Islamic world, and, also, for further studying, even independently, the subject.
LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES I CRISTINA ROSA	First Semester	8	FLMR-01/C
I ANNO. UN ESAME DI BASE A SCELTA TRA:	-	-	-	-
HISTORY OF CONTEMPORARY EUROPE CATIA PAPA	First Semester	8	HIST-03/A		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
HISTORY OF THE EUROPEAN INTEGRATION SIMONE DURANTI	First Semester	8	HIST-03/A		Learning objectives The course aims to provide learners with an in-depth overview of the history of European integration within the general framework of international history since World War II. The course aims to provide historiographical tools and knowledges for understanding the genesis and development of the European Union within the major post-1945 events. Expected outcomes: 1) Knowledge of the discliplinary foundations of contemporary history and ability to understand the main themes of the discipline; 2) applicability of the knowledge gained to the analysis of specific issues; 3) be able to exercise critical thinking skills within the topics addressed by demonstrating autonomy of judgment; 4) congruous communication skills, starting with the vocabulary necessary for the treatment of the topics addressed; 5) Acquisition of basic tools and ability to make use of them to deal independently with further study. Teacher's Profile
NEW GROUP	-	-	-	-
FLEXIBLE CONTRACTUAL TIPOLOGY IN PUBLIC ADMINISTRATION AND IN TOURISM DANIELA COMANDE'	First Semester	8	GIUR-04/A		Learning objectives The aim of the course is to learn the basic notions useful for understanding the rules governing employment relations in both the public and private sectors with a specific focus on tourism. In this perspective, the multiple types of contract existing in our legal system for the constitution of the employment relationship will be examined in depth: from the common form of permanent and full-time subordinate employment to self-employment, through the flexible forms of the relationship. From another point of view, the internal flexibility model will be analysed, given its consequences on all types of contracts which are now involved in the work performance in relation to place, time and working hours. Active and passive labour policy instruments aimed at stimulating labour demand and supply through income support tools for workers will also be explored. In the continuous economic and social evolution, the outsourcing processes that the company decides to undertake are also of particular relevance and, therefore, the course will analyse the legislative institutes and the management of labour relations in these processes with an overview of the ways to terminate the employment relationship. By the end of the course, students will be expected to demonstrate the following: • Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the regulatory sources (national and supranational) that govern the subject. • Ability to apply knowledge and understanding: students should be able to rework the topics covered during the course to apply the acquired knowledge to identify possible solutions to the problems arising from the rapid regulatory evolution in labor law. • Judgment autonomy: students should be able to assess practical cases to integrate the acquired knowledge and formulate judgments. • Communication skills: students should be able to clearly present the learned notions and correctly use the technical language of the subject. • Learning ability: students should demonstrate that they have developed learning skills that allow them to continuously update through the study of doctrinal and jurisprudential orientations. 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. 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 philological approach to 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:
1. with solid theoretical knowledge (1: knowledge and understanding);
2. with the hermeneutic tools to understand the texts addressed (2: applying knowledge and understanding);
3. with the expressive tools to form, nourish, nuance and discuss their judgment on questions of literary history through a meticulous reading of the texts (3: making judgements);
4. with the theoretical and expressive tools to communicate clearly and effectively on these themes in front of a heterogeneous audience (4: communication skills);
5. with the knowledge and the tools to extend the reflection in an autonomous through the acquisition of the skills that will allow them to undertake the subsequent course of study (5: learning skills)

Learning objectives

Knowledge of Spanish literature.

To be able to apply the concepts learned to the texts and authors selected.

Being able to make a well-founded choice between the various possible analyses of texts.

Being able to present topics relating to Spanish literature.

Learning objectives

1) Knowledge and understanding
The course provides an understanding of the most important authors and their most significant works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a broad historical and cultural context. It provides a basic understanding of textual form and hermeneutics based on direct reading of the texts. Particular attention is paid to metre.
2) Application of knowledge
Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into Italian independently.
3) Autonomous judgement
The course encourages students to develop their hermeneutic skills by inviting them to reflect on the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes (Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts.
4) Communication skills
The course promotes students’ communication skills through active participation, classroom presentations on topics related to the course and dramatised readings by students in class.
5) Learning skills
Students will learn to integrate their existing knowledge of the 18th century with the knowledge they acquire during the course. They will also learn to equip themselves with the hermeneutic and formal tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to compare texts with their film and theatre adaptations.
.

Teacher's Profile

Learning objectives

The course aims to investigate aspects and problems of English poetry from the Renaissance to the Modern Age and to provide critical skills in the analysis of significant literary texts. Through the analysis of texts according to precise critical methodologies and thanks to the connection to the relative historical and cultural contexts, 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 of English literature and culture of the periods;
2) to know how to analyse and comment on the texts in question;
3) to be able to formulate judgements on the subject independently;
4) to be able to communicate what they have learned appropriately;
5) to be able to understand and interpret similar literary phenomena not covered in the syllabus independently.

Teacher's Profile

courseProgram

The Price of Choice
This course examines how Anglophone fiction represents choice as a situated act, never as a purely free decision. Through Austen, Brontë, Hardy and Carter, it relates individual desire to social constraint, showing how women’s decisions are shaped by marriage, money, reputation and social hierarchies, while narrative form determines how such choices become legible.
In Austen’s novels, romantic choice is inseparable from moral intelligence and the ability to read social codes. Jane Eyre shifts the question towards personal autonomy, making choice a test of integrity and emotional survival. Tess of the d’Urbervilles exposes the tragic dimension of choice when individual freedom is constrained by class, gender and moral judgement. In Angela Carter’s short stories, fairy tale becomes a space in which desire, danger and transformation are renegotiated.
The course will combine close reading with historical and literary contextualisation, with particular attention to the construction of female subjectivity. Diego Saglia’s volume will support the study of Austen, while the selected chapters from Rocco Coronato will provide a critical framework for the movement from Romanticism to the contemporary period.

examMode

La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione:
- conoscenza della materia
- capacità espositive
- apporti originali e contributi personali

Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts.

books

TESTI PRIMARI
Jane Austen, Pride and Prejudice (1813), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate)
Jane Austen, Emma (1815), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate)
Jane Austen, Persuasion (1817), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate)
Charlotte Bronte, Jane Eyre (1847), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate)
Thomas Hardy, Tess of the d'Urbervilles: A Pure Woman (1891), qualsiasi edizione integrale in inglese (anche quelle free disponibili online sono accettate)
Angela Carter, i racconti “The Bloody Chamber”, “The Tiger’s Bride” e “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, qualsiasi edizione integrale in inglese
TESTI SECONDARI
Diego Saglia, Leggere Austen, Carocci 2016, qualsiasi formato (tutto il libro). ISBN: 9788843079315
Rocco Coronato, Selezioni da English Literature - Vol. II From Romanticism to the Present, Milano, Le Monnier Università, 2025. Verranno indicate dalla docente.

The Price of Choice
PRIMARY TEXTS
Jane Austen, Pride and Prejudice (1813), any complete edition in English. Free editions available online are also accepted.
Jane Austen, Emma (1815), any complete edition in English. Free editions available online are also accepted.
Jane Austen, Persuasion (1817), any complete edition in English. Free editions available online are also accepted.
Charlotte Bronte, Jane Eyre (1847), any complete edition in English. Free editions available online are also accepted.
Thomas Hardy, Tess of the d’Urbervilles: A Pure Woman (1891), any complete edition in English. Free editions available online are also accepted.
Angela Carter, the short stories “The Bloody Chamber”, “The Tiger’s Bride” and “The Company of Wolves” (1979), in The Bloody Chamber and Other Stories, any complete edition in English.
SECONDARY TEXTS
Diego Saglia, Leggere Austen, Carocci, 2016, any format. The whole book. ISBN: 9788843079315.
Rocco Coronato, selections from English Literature – Vol. II: From Romanticism to the Present, Milan, Le Monnier Università, 2025. These will be indicated by the lecturer.

bibliography

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

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.
The “Golden Age” of Russian Literature in Poetry and Prose.
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 the end of the XVIII century to the 1860s;
2. Specific issues and themes in Russian literature of the end of the XVIII century to the 1860s;
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

examMode

books

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 provide a basic literary education, articulated over a three-year period, through the analysis of a selected corpus of works, authors and themes representative of the main cultural traditions. The teaching activity, also supported by multimedia aids, is aimed at the acquisition of fundamental knowledge in the historical-ideological framework of reference, as well as the essential methodological tools for the analysis and critical-literary commentary of texts.
Alongside the systematic presentation of the contents, the course aims to encourage students to approach the texts directly, promoting, where possible, reading in the original language, in order to develop a more conscious interpretative competence, to be able to formulate judgements on the subject autonomously, to be able to communicate appropriately what has been learnt and to be able to understand and interpret similar literary phenomena not covered in the syllabus autonomously

Teacher's Profile

courseProgram

This course offers an introductory overview of Portuguese literature from its origins to the Baroque period, with particular attention to the development of literary genres, themes, and forms.

The course begins with Medieval Galician-Portuguese lyric poetry, examining its main poetic genres and the historical and cultural context in which they emerged. It then moves on to the literature of the fifteenth and sixteenth centuries, focusing on the historical, linguistic, and cultural transformations that accompanied the rise of Portuguese literature during the Humanist and Renaissance periods.

The final part of the course is devoted to the Baroque period, with special emphasis on female convent literature as a distinctive space for literary, spiritual, and cultural production. Selected texts by significant women writers will be studied in order to explore the role of convent writing and its relationship with the religious, literary, and social traditions of the time.

Classes will combine close reading, translation, and textual analysis with an introduction to the relevant historical and literary contexts.

examMode

At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish.

books

R. Vecchi –V. Russo, La letteratura portoghese, Perugia, Le Monnier , 2017
Giulia Lanciani, G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo. Dalle origini al Seicento, Roma, Bulzoni Editore, 1999
Breve storia della letteratura portoghese (a cura di V. Tocco), Roma, Carocci Editore, 2011
Gli abiti neri. Letteratura femminile del Barocco portoghese (a cura di Anabela Galhardo Couto), Roma, Il Filo, 2007
Giovanni Ricciardi, Scrittori brasiliani, Tullio Pironti, 2003

classRoomMode

class attendance is not compulsory

Teacher's Profile

courseProgram

examMode

At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish.

books

classRoomMode

class attendance is not compulsory

Learning objectives

Knowledge and understanding: knowledge and ability to understand, in particular, the development of English literature in the nineteenth century through the authors and texts on the syllabus.
Applying knowledge and understanding: the ability to apply the knowledge acquired and to explain the themes and authors studied in class.
Making judgements: autonomy of judgement in research and individual study, developing a critical and constructive attitude towards one's own presentations and those of one's peers, especially with regard to one's own strengths and weaknesses in the learning and communication process.
Communication skills: the ability to hold discussions and make presentations in correct Italian and the ability to work on texts in English in the original language.
Learning skills: a) to familiarise oneself with study and research by working independently and attending lectures. b) to develop critical and interpretive skills in Italian, in order to improve one's ability to comprehend, interpret and describe past events and environments in terms of present events.

Teacher's Profile

courseProgram

examMode

books

bibliography

Teacher's Profile

courseProgram

examMode

La prova orale (in inglese) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione:
- conoscenza della materia
- capacità espositive
- apporti originali e contributi personali.

Oral examination in English. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts.

books

classRoomMode

La frequenza non è obbligatoria.
Attendance is not compulsory.

bibliography

Learning objectives

This course is designed to introduce students to the critical interpretation of philosophical texts, through the discussion of some works of English thinkers, and the historical 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 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. 605-640.

Learning objectives

The course's primary goal is to provide adequate tools to analyze and study the History and specificities of the Eastern European countries in their reciprocal political-diplomatic, social and cultural relations and those that occurred with Continental Europe in the Ages. Modern. The issues will be addressed from a multidisciplinary perspective (historical, cultural, religious, social), giving the opportunity to critically and analytically understand the current dynamics of Eastern Europe within the European and global context.
"Case Study" will bring out the major historiographical problems relating to the Slavic counties, which will consist of the history, which is fascinating as it is tragic, of Modern-Age Poland. Instead of the Polish-Lithuanian Confederation, one of Europe's largest countries, it included present-day Poland, Lithuania, Belarus, and Ukraine. His role as Ante-mural Christianitatis placed on the strategic quadrant between the Baltic and Black Seas, with the shadow of Muscovy to the east and the Ottomans to the south, will be one of the course's main themes.
The themes will be studied and analyzed in the classroom using unpublished or rare texts, essays, and archive documents (travel reports, diplomatic documents, handwritten notices related to the geopolitical area of analysis) that will be presented and discussed collectively.
The course is enriched by the "Seminar Cycle on the History of Eastern Europe", in which researchers and personalities from the world of institutions, national and foreign, participate. The meetings will also take place in English.
The attending student will be invited to take an active part in the course by writing minor written theses, PowerPoint presentations and guided discussions on topics established and scheduled by the teacher during the first lessons of the course.
A self-assessment and anonymous test are planned to test learning progress.
For particularly interested students, there is the possibility to participate in the organizational and editorial activities of the international scientific journal Eastern European History Review and the CESPoM (Center for Studies on the Age of Sobieski and Modern Poland), with the possibility of coming into contact with experts sector and institutions - national and international -.
At the start of the course, the student will have in-depth material already uploaded on the course page (Essays, Books, Maps, videos, and newspaper articles in Italian and English).
For Erasmus students, there is an English program with texts provided by the professor.

Teacher's Profile

Learning objectives

LEARNING OBJECTIVES AND OUTCOMES: Travel literature has historically represented an important tool for learning about and documenting otherwise little-known realities. However, it has also contributed to shaping stereotypical images of the “East” and its inhabitants within the Western world. This course will provide critical tools to analyse the European perception of Iran during its modernisation process. In particular, it will examine the main historical dynamics of Iran during the Pahlavi era, with a specific focus on the period between the two world wars, essential for understanding many aspects of modern and contemporary Iranian society. This critical treatment will allow students to develop an in-depth understanding of the country’s historical transformations within the broader Middle Eastern context, and acquire tools to interpret European literary and cultural production related to the theme of travel. By the end of the course, students will have acquired the following skills: 1) Knowledge and comprehension skills: a basic knowledge of Iran’s geography, both historical (Persia) and contemporary, as well as of its ethnic and religious diversity. They will be able to analyse travel writings, considering historical periodisation, the biographies and ideological backgrounds of the travellers discussed, and the motivations behind their journeys; 2) Applying knowledge and comprehension skills: the ability to contextualise historical events and processes in the geographical areas covered during the course; 3) Autonomy of judgment: the development of critical thinking to recognise and evaluate Eurocentric stereotypes in the representation of the nomadic-pastoral populations of western Iran; 4) Communication skills: the ability to clearly and coherently present the topics addressed during the course, actively and proactively participating in lessons and workshops; 5) Learning skills: the ability to conduct bibliographic research and independently find open-access materials to deepen topics of interest.

Teacher's Profile

Learning objectives

Geography is the science that studies the processes of humanisation of planet Earth and critically examines the relationship between Culture and Nature. This interaction has a scientific as well as educational value and therefore the teaching aims to present the complexity of geographical knowledge, its epistemological objects and specific languages, with particular emphasis on cartography and GIS (Geographical Information System).
specific languages, with particular emphasis on cartography and GIS (Geographical Information System).
The basic educational objectives, therefore, are as follows
to make students aware of the theoretical and methodological processes of the discipline
provide them with keys to understanding the main geographical themes;
The course aims to provide methodological critical acquisition of theoretical and methodological knowledge on the organization of geographical spaces and about the geographical paradigms, rethinking on the society-environment relationships
1) knowledge and understanding of the fundamentals of the geography
2) applying knowledge and
understanding of geographic lexicon
3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse;

Teacher's Profile

Learning objectives

The course aims to provide an essential knowledge of the main features of Latin literary history and of the historical and cultural contexts that produced it; the mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; to offer direct knowledge of Vergil’s poetic text through reading and commentary.

Expected learning outcomes: At the end of the teaching the student will have:
1) Knowledge of the main features of the history of latin literature; knowledge of the peculiar features of Vergil’s text
2) Ability to analyse Latin literary history and comprehend her diachronic development; ability to analyse and discuss appropriately Vergil's text
3) Ability to formulate autonomous judgements on the course’s themes
4) Ability to adequately communicate what learned
5) Ability to comprehend and interpret autonomously literary phenomena and similar texts not included in the programme.

Teacher's Profile

courseProgram

Course Title: I. Introduction to Latin Language and Literature; II. Vergil’s Aeneid

Programme: The course is divided into two parts. The first part (24 hours) is organized into two sections of 12 hours each. The first section provides a concise introduction to the Latin language through guided reading of texts and practical workshop activities. The second section offers an introduction to Latin literature, focusing on fundamental aspects of the discipline, including literary genres, models and sources, intertextuality, historical and social contexts, recurring themes, linguistic and stylistic features, the transmission and loss of texts, and the reception of classical works.

The second part of the course (24 hours) is entirely devoted to Virgil’s epic poem, a central text in Roman literary history and in the Western cultural tradition. Following an overview of the historical and cultural context of Virgil’s epic, the course will examine its ideological dimensions, structure, literary models, and linguistic and stylistic features, with particular attention to the tradition of Latin epic poetry. The course will then focus on the reading, translation, and literary and philological analysis of a selection of episodes from the poem.

examMode

Examination is conducted according to art. 26 of Didactic University Regulation. In the exam evaluation and in the attribution of the vote the following aspects will be taken into account: level of knowledge of contents (superficial, appropriate, precise and complete, complete ahd in-depth), critical thinking and formulation of judgements (sufficient, good, excellent), command of expression (inadequate exposure, simple, clear and correct, sure and correct).

books

for the study of Latin Grammar: M.J. Falcone, Breve grammatica di latino, Roma, Carocci, 2026.
for the study of Latin literature any school textbook at the discretion of the student, to be approved by the professor (recommended A. Cavarzere-A. De Vivo-P. Mastandrea, Letteratura latina. Una sintesi storica, Roma, Carocci Editore, 2023).
A complete edition of Vergil’ Aeneid with Latin text (suggested: Virgilio, Eneide. Introduzione di A. La Penna; trad. e nn. di R. Scarcia, Milano, BUR, with many reprints, ISBN: 9788817117418); S. Casali, Virgilio: guida all’Eneide, Roma, Carocci editore, 2023, ISBN: 9788829020676.

More bibliography and didactic materials will be given during the course (for attending students).
Non attending students have to contact the professor for a programme.

classRoomMode

Attendance in this course is optional, but highly recommended.

bibliography

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Attendance in this course is optional, but highly recommended.

bibliography

Learning objectives

Scopo del corso è di fornire agli studenti: 1) (Conoscenza e capacità di comprensione) gli strumenti teorici e metodologici per una migliore comprensione dell'informatica e dello strumento computazionale, in particolare per ciò che riguarda la capacità di modellazione e disseminazione dell'informazione digitale, soprattutto in relazione alla digitalizzazione delle risorse culturali, insieme ad un'introduzione all'analisi statistico/quantitativa e alla visualizzazione dei testi letterari; 2) (Conoscenza e capacità di comprensione applicate) una maggiore comprensione nell'utilizzo dello strumento computazionale, sia a livello di interfaccia testuale sia grafica, e degli ambienti di rete generalisti e specifici al patrimonio culturale, con un'introduzione ai programmi per l'analisi dei testi letterari; 3) (Autonomia di giudizio) gli strumenti critici per capire i fattori tecnologici, sociali e culturali alla base della rivoluzione digitale in relazione alle discipline umanistiche; 4) (Abilità comunicative) la capacità di comunicare le competenze acquisite in varie forme e in diversi contesti socioculturali; 5) (Capacità di apprendere) i principi teorici sottostanti l'informazione digitale in relazione alle discipline umanistiche, così da essere in grado di aggiornare le proprio competenze a riguardo.

ENG

Teacher's Profile

Learning objectives

The course will focus on the use of technology for the analysis of legal language. By the end of the
course, students are expected to achieve the following learning outcomes, aligned with the Dublin
descriptors:
1) Knowledge and Understanding
Understand the characteristics of specialized Italian language, particularly legal and administrative
language in textual genres such as laws, administrative regulations, judicial rulings, and legal
documents. This includes an understanding of these features in relation to other international
contexts (European Union, United Kingdom, Spain), along with foundational knowledge of corpus
linguistics.
2) Applying Knowledge and Understanding
Be able to compile and analyze a corpus and utilize the main lexicographical and terminological
resources available online for the study of legal language, also in the context of teaching
specialized Italian as an L2/LS (second/foreign language).
3) Making Judgements
Be able to formulate independent judgements on course topics.
4) Communication Skills
Be able to communicate acquired knowledge appropriately, both orally and in writing.
5) Learning Skills
Be able to independently locate and analyze specialized texts, even those not covered in the
syllabus or examined during the module.

Teacher's Profile

Learning objectives

Ability to argue on the issues which are examined in speaking and in writing.

At the end of the course the student must prove:

- Knowledge and comprehension: knowledge of the theoretical and conceptual foundations of the moral philosophy problems of the course and their critical re-examination;

- Ability to apply knowledge and comprehension: To be able to analyse with rigor and attention a complex text - To be able to apply a moral reasoning to particular cases.

Teacher's Profile

courseProgram

In recent decades, moral reflection has increasingly focused on the relationship between human beings and the natural environment. The main concern regards the degradation of ecosystems and its impact on the living conditions of both present and future generations. There is widespread fear that, if we do not act urgently to address the ecological crisis, we will witness an irreversible loss of biodiversity, extreme climate phenomena, and a general deterioration in the quality of life. In this context, environmental ethics emerges as an essential field of moral philosophy, questioning how we should relate to nature and whether it has only instrumental value—useful solely as a resource for humanity—or also intrinsic value, worthy of respect regardless of the benefits we may derive from it.

Through engagement with contemporary philosophical debate, the course aims to analyze the main moral issues related to environmental protection. Topics will include anthropocentrism and its critiques, biocentric and ecocentric perspectives, environmental justice, and responsibilities toward future generations. Particular attention will be given to examining the tensions between the demands of economic development and the safeguarding of ecosystems, asking how we might balance human and non-human interests. In addition, the course will take into account the cultural and symbolic dimension of our relationship with nature, exploring representations of the environment in literature, visual arts, and cinema through the lens of ecocriticism.

Ecocriticism, understood as an interdisciplinary approach that investigates the representation of nature in cultural texts and its connection to real environmental issues, will provide an original contribution to ethical reflection. Reading literary and cinematic works will highlight how cultural imagination shapes the perception of the ecological crisis and the moral responses we are willing to adopt. We will analyze, for example, narratives that celebrate untouched wilderness, those that depict a degraded and dystopian planet, and those that invite us to reconsider our position as a species within a complex network of ecological relations.

Works by authors such as Rachel Carson, Barry Lopez, Margaret Atwood, and Amitav Ghosh, together with environmentally themed films and documentaries, will offer insights for discussing complex issues concerning the value of nature, collective and individual responsibility, and possible strategies to mitigate or prevent irreversible damage. These stories and artistic visions, interwoven with philosophical thought, will make it possible to explore scenarios and dilemmas that go beyond the strictly scientific dimension, involving emotions, symbols, and shared imaginaries.

By integrating philosophical debates with ecocritical analysis, the course will provide a comprehensive framework for evaluating the moral dimensions of our relationship with the planet. This multidisciplinary approach will not only deepen the understanding of the ethical challenges connected to the environment but also provide critical tools for developing responsible and culturally aware responses to the ecological crisis.

examMode

Oral exam. For the rating is used a 30-point scale (passing grade: 18 to 30).

To meet the course requirements students will have to show knowledge and understanding of the material on which they are tested, analytical and argumentative skills, thorough knowledge of lexicon and major topics concerning bioethics, critical thinking skills.

books

Dale Jamieson – Etica e ambiente. Un’introduzione, Carocci, 2024

Paul W. Taylor – Etica ambientale. Riflessioni sul biocentrismo, Morcelliana, 2024

Emilio Corriero, Filosofia come orientamento. Un nuovo senso da assegnare alla Terra, Einaudi 2024.

Testi in programma per i non frequentanti (in aggiunta ai corsi in programma):

Elena Casetta – Filosofia dell’ambiente, Il Mulino, 2023

mode

The course will include lectures, and syllabus texts will be analyzed.

classRoomMode

The course will be conducted in person. Students are encouraged to attend classes on campus, allowing for direct interaction with the instructor and peers, which promotes active and engaged learning. Attendance at lectures is not mandatory. However, considering that the teaching will be organized to ensure the centrality of the student's active role, participation in lectures is highly recommended.

Learning objectives

1) With reference to knowledge and understanding: Knowledge of the main theories on translation, with particular reference to modern translation studies and issues relating to Cultural studies and Gender studies.
2. With reference to applied knowledge and understanding: Ability to apply concepts and tools in the translation field, with particular reference to French/Italian.
3) Making judgements: Ability to use the two main translation methods, such as direct translation and oblique translation.
4) Communication skills: Expected level of communicative language is B2 according to the Common European Framework of Reference for Languages.
5) Learning skills: Students and students develop the learning skills that are necessary for them to continue in translation practice, such as the ability to organize the three translation Steps, morphosyntactic analysis of the text and cultural adaptation, where necessary.

Learning objectives

By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis, both at the micro-level of the word (phonetic-phonological, morphological, and lexico-grammatical) and at the macro-level of discourse, with reference to the key concepts of Discourse Analysis and the main areas of sociolinguistic variation. This knowledge will also include the process of standardization of English, its diatopic varieties in the contexts of first language (L1), second language (L2), and foreign language (EFL), as well as its role as both a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately and effectively in different communicative contexts, with skills consistent with level B1 plus of the CEFR. They will also develop: independent judgment, awareness of different discursive and sociolinguistic phenomena, and the varieties and uses of English in relation to cultural and communicative contexts; adequate communication skills in the presentation of disciplinary content, through the informed use of appropriate linguistic terminology; solid learning skills, functional to the consolidation and independent expansion of linguistic and theoretical skills as the training continues.

Learning objectives

Starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on the contextualized language use as well as on one's own learning process. Develop a communicative approach in the use of a foreign
language, learning to package texts/speeches suited to the context, recipients and purposes of the event.

Knowledge and understanding: acquire a B1+ linguistic competence level of the Common European Framework of Reference for Languages.
Applying knowledge and understanding: starting from the most relevant translational and pragmatic notions, develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way.
Making judgements: being able to reflect on the contextualized language use as well as on one's own learning process.
Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc.
Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event.

Teacher's Profile

courseProgram

Translation programm. Translation as a textual operation.
Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal.

examMode

The exam consists of an oral test. The aim of the oral test is to assess the acquisition of the concepts presented during the course, as well as the development of autonomy and a critical approach to using the foreign language.
Assessments of learning progress will be conducted during the course.

books

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

Learning objectives

The course aims to develop strategies for reading and understanding written German through the
recognition of the main morphological and syntactic phenomena. In line with the expected A2 level,
the course provides the basic knowledge needed to work with short texts of controlled complexity,
with particular attention to grammatical structures that are typical of German and to how they
function, also from a contrastive perspective with Italian, so as to support more informed and
motivated comprehension.

Teaching activities prioritise guided reading of German-language texts, with particular reference to
biographical texts about major writers and artists from the German-speaking world. Students will be
enabled to grasp the overall meaning of the text and to identify relevant information, using the
reading strategies practised in class. The grammatical knowledge acquired will be applied to
comprehension and analysis, also through the guided use of support tools (glossaries, dictionaries,
morphosyntactic charts), with the aim of consolidating a working method that can be transferred to
similar texts.

Alongside comprehension, the course promotes the ability to argue interpretative choices in a
concise manner, recognising problematic points (ambiguities, constituent order, the values of
frequent verbal and nominal forms) and evaluating plausible solutions on the basis of linguistic
cues. From this perspective, a short translation excerpt from German into Italian is also included,
intended not as an exercise in mere literal rendering, but as an activity designed to verify and
reinforce comprehension, to motivate translation choices, and to reflect on structural differences
between the two languages.

The course also supports the development of appropriate communication skills: students will be
able to present clearly, using basic linguistic terminology, observations on morphosyntactic
phenomena and on the content of the texts read, as well as to summarise essential information and
to rephrase simple passages. Finally, classroom activities aim to consolidate autonomous learning
skills by fostering study and self-assessment routines (lexical organisation, cataloguing recurring
structures, targeted revision of errors and difficulties), so that students can continue their language-
acquisition pathway in an informed manner beyond the course.

Teacher's Profile

courseProgram

The course is devoted to the study of the semantics of the German lexicon and aims to provide students with the principal theoretical tools for analysing linguistic meaning. Through the study of the structure of the lexicon, semantic relations between words, and processes of semantic change, the course explores how the German vocabulary reflects historical, cultural, and cognitive phenomena. Particular attention is paid to the relationship between language and culture, to processes of language contact between German and Italian, and to the analysis of specific semantic fields as a means of understanding the organisation and functioning of the lexicon.

The course covers the main concepts of lexical semantics, with particular reference to the organisation of the lexicon, the semantic relations of synonymy, antonymy, hyponymy, homonymy, and polysemy, as well as processes of semantic change such as metaphor, metonymy, semantic narrowing, and semantic broadening. It also examines lexical borrowing between German and Italian, with particular emphasis on German loanwords in Italian, and considers the role of the lexicon as an expression of the history and culture of the German-speaking world. In addition, part of the course is devoted to translation from German into Italian, with particular attention to lexical aspects. A part of the course will be devoted to the LBC project.

By the end of the course, students will have acquired the tools necessary to describe the organisation of the German lexicon, analyse semantic relations between lexical items, interpret the principal processes of semantic change, and understand the relationship between linguistic phenomena, cultural history, and translation. They will also be able to make critical use of the main lexicographical resources and to apply the knowledge acquired to the analysis of authentic texts.

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

Pittner, Karin (2016): Einführung in die germanische Linguistik. WBG: Darmstadt, Kap. 4 Semantik
Maibauer Jörg, et al (2015): Einführung in die germanische Linguistik. Metzler: Stuttgart, Kap. 5 Semantik.
Johnson Sally/Braber Natalie (2008): Exploring the German Language. Cambridge: Cambridge university press, Part III.

Bosco Coletsos, Sandra (1999): L' espressione del demonico in tedesco. Formule magiche, incantesimi, streghe, Weise Frauen, gnomi, giganti e animali nelle fiabe e nelle leggende dei fratelli Grimm. Alessandria: Edizioni dell'orso.

Bianchi, Maria Teresa (2004): Introduzione al lessico del tedesco. Bari: Graphis.
Koester Gensini, Sabine E. (2009): Le parole del tedesco. Roma: Carocci.

classRoomMode

On campus lectures.

Learning objectives

Teacher's Profile

courseProgram

Translation programm. Translation as a textual operation.
Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal.

examMode

books

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

Learning objectives

Teacher's Profile

courseProgram

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

classRoomMode

On campus lectures.

Learning objectives

After the cultural approach to the historical reality of Portugal, the area in which the Portuguese language developed, the general educational objective of the course is to provide students with the reasons why Portuguese is today an language spoken by approximately 260 million people throughout the world – i.e. the historical movement of Portuguese maritime expansion and the centuries-old presence of the language in territories on the African coast, India, the Far East and South America.
The PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II and III course is divided into a first part on the variants of the Portuguese language - Brazilian Portuguese; Portuguese spoken in Africa and Asia; the modern Galego; Portuguese-based creoles. A translation laboratory is therefore promoted regarding the specific lexicons of the Portuguese language, in conjunction with the language lessons provided by the linguistic expert.
At the end of the course, the student’s independent judgment skills, the knowledge acquired and the communication and expression skills will be valued.

Learning objectives

The aim of the course is to enable the student to acquire a level of linguistic competence equal to B1/B1+ of the Common European Framework of reference for the knowledge of languages. This objective is achieved through the acquisition of lexical knowledge of groups of verbs, adjectives and pronouns, as well as conjunctions and adverbs; through the acquisition of knowledge of translation of figurative and non-figurative idioms, paronyms and verbs of motion; finally, through the acquisition of morphosyntactic structures corresponding to the B1/B1+ level. Good knowledge and understanding, both general and applied; development of independent judgement, communication skills and ability to learn

Teacher's Profile

courseProgram

The course aims to lay the foundations for achieving level B1, at the end of Module I, and level B1+, at the end of Module II. The course will focus mainly on verbs in relation to the use of verbs of motion (with and without prefixes), the formation of aspectual pairs, the use of aspect, and the main meanings of prefixes. The course also aims to enrich students' basic vocabulary.
The program of Module I includes: the genitive plural of nouns, the accusative plural of animate nouns, pronouns, prepositions and their usage, the declension of adjectives, the comparative and superlative forms of adjectives, the reciprocal pronoun друг друга, modal forms, the verbs брать/взять, verbs of motion without prefixes, the verbs of motion летать/лететь, бегать/бежать, verbs of motion with the prefixes при-, у-, в- (во-), вы-, the imperative, and the particle бы.
The program of Module II includes: the short form of adjectives, cardinal and ordinal numbers, the declension of surnames, the meanings and uses of the imperfective and perfective aspects (the aspect of verbs in the infinitive and imperative forms, the transitive verbs of motion нести/носить, везти/возить, вести/водить, verbs of motion with prefixes, the imperative of verbs of motion, prepositions and conjunctions with a causal meaning, the conditional introduced by если бы, the particle ли and indirect questions, the formation and use of participles, the formation and use of gerunds, and the passive voice.
The language exercises, led by Dr. Natalya Kutuzova, are an integral part of the course.

examMode

The final exam consists of a written and an oral component and is designed to assess the student’s translation skills and knowledge of grammar, with particular emphasis on the topics covered during the course.

books

Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009;
Francesca Legittimo, Dario Magnati, Sofia Iashaiaeva, Davajte! Comunicare in russo 2, Hoepli, Milano, 2017;
Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020.

classRoomMode

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

bibliography

Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 1, Hoepli, Milano 2019;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020;
Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016;
Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.

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.

Teacher's Profile

courseProgram

examMode

books

classRoomMode

bibliography

Learning objectives

The course aims at providing a comprehensive sketch of the Slavic roots back to the Common Slavic period. Detail of the course subjects: Common Slavic features (social, anthropologic, linguistic); Common Slavic roots of some important Russian cultural and linguistic phenomena. The entry of the Slavs into Europe (9th century: Cyril & Methodius and their mission).
After the course students should:
1. understand the development of the historical and cultural processes;
2. understand the single features and phenomena in the frame of the general processes;
3. be able to critically evaluate, at a certain extent, the causal relations between the social and cultural phenomena treated in the course;
4. be able to set out clearly the contents of the course;
5. be able to apply their knowledge approaching cultural and historical issues other than those treated in the course.
In other words, they should have developed their competences according to Dublin descriptors.

Teacher's Profile

courseProgram

1. Ancient Slavic civilization
2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas.

examMode

Exam: oral. Evaluation: n/30, pass mark: 18/30. Duration: about 20 minutes.
Students which cannot attend the courses, as well as Erasmus students and those which are not fluent in Italian, are kindly requested to contact the teacher for more information.

books

Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019

classRoomMode

Attendance is strongly recommended.

bibliography

Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/

Teacher's Profile

courseProgram

1. Ancient Slavic civilization
2. The Christian acculturation of the Slavs in 9th-century Europe; the Cyril-Methodius mission and the formation of Slavic cultural areas.

examMode

books

Marcello Garzaniti, Gli slavi: storia, culture e lingue dalle origini ai nostri giorni, Carocci, Roma, 2019

classRoomMode

Attendance is strongly recommended.

bibliography

Giovanni Maver, voce "Slavi" in Enciclopedia Italiana, vol. 31 (1936 - rist. 1949), pp. 939-948; also online: https://www.treccani.it/enciclopedia/slavi_(Enciclopedia-Italiana)/

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

Teacher's Profile

courseProgram

examMode

books

mode

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

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

Learning objectives

1) Knowledge and understanding
The course provides an understanding of the most important authors and their most significant
works of German literature from the Enlightenment, Sturm und Drang, and Classicism within a
broad historical and cultural context. It provides a basic understanding of textual form and
hermeneutics based on direct reading of the texts. Particular attention is paid to metre.
2) Application of knowledge
Students apply their knowledge of Klopstock’s metre by translating some of the author’s odes into
Italian independently.

3) Autonomous judgement
The course encourages students to develop their hermeneutic skills by inviting them to reflect on
the role of the immigrant (Goethe’s Iphigenia in Tauris), the conflict between social classes
(Schiller’s Intrigue and Love and Lessing’s Emilia Galotti), and the clash between social norms and
individual needs (Goethe’s The Sorrows of Young Werther), through reading the texts.
4) Communication skills
The course promotes students’ communication skills through active participation, classroom
presentations on topics related to the course and dramatised readings by students in class.
5) Learning skills
Students will learn to integrate their existing knowledge of the 18 th century with the knowledge they
acquire during the course. They will also learn to equip themselves with the hermeneutic and formal
tools necessary for text analysis. Furthermore, they will learn to reflect on and explore the
relationship between literature, history, philosophy, politics and sociology. Finally, they will learn to
compare texts with their film and theatre adaptations.

Teacher's Profile

Learning objectives

Learning objectives
The aim of the course is to study in depth aspects and problems of twentieth-century literature. In particular, the aim of the course is to reflect on the forms, symbols and compositional methods of the work of José Saramago, the first Portuguese-language writer to be awarded the Nobel Prize for Literature (1998). Against the backdrop of Portuguese history in the 20th century, the salient phases of José Saramago's intellectual and artistic trajectory and themes will be outlined, starting with a reading of the novels ‘Memorial do Convento’, ‘Historia do cerco de Lisboa’, ‘Ensaio sobre a cegueira’ and ‘Levantado do chao’. Television interviews and Gonçalves Mendes' film “José e Pilar” will be screened. Through the analysis of the texts according to precise critical methodologies and by linking them to their historical and cultural context, students will be able to understand and assess the literary quality of the works they have read and commented on with full autonomy of judgement.

Specifically, the learning outcomes should be:
1) know the main traits and characters relating to twentieth-century literature;
2) to know how to analyse and comment on the texts in question
3) to be able to formulate judgements on the subject autonomously
4) be able to appropriately communicate what they have learnt:
5) to be able to understand and interpret similar literary phenomena not covered in the programme independently.

Teacher's Profile

courseProgram

examMode

At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish.

books

classRoomMode

class attendance is not compulsory

Teacher's Profile

courseProgram

examMode

At the end of the course, an in-progress test on some of the topics covered during the course will be held, only for those students who so wish.

books

classRoomMode

class attendance is not compulsory

Learning objectives

Teacher's Profile

courseProgram

examMode

La prova scritta (in italiano) valuterà le competenze conoscitive e argomentative degli studenti. Il voto prenderà in considerazione:
- conoscenza della materia
- capacità espositive
- apporti originali e contributi personali

Written examination in Italian. The final grade will reflect the students' argumentative skills and, when possible, their personal contribution to the discussion of the texts.

books

classRoomMode

La frequenza non è obbligatoria.
Attendance is not compulsory.

bibliography

Teacher's Profile

courseProgram

examMode

books

classRoomMode

La frequenza non è obbligatoria.
Attendance is not compulsory.

bibliography

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; 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.

Teacher's Profile

courseProgram

examMode

books

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

examMode

books

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

Teacher's Profile

Learning objectives

“Translation Studies”
The course aims to provide students with translation skills by referring to specific and various translation methods and typologies. The course also aims to develop methodological knowledge from a Translation Studies perspective to analyse literary text and its intersemiotic translations. Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding: developing the ability to understand from a comparative perspective a source text and its translations from a linguistic, stylistic and rhetorical point of view, as well as the historical-cultural context to which the text belongs, the characteristics of the authorial idiolect and the peculiarities of the target text related to the translator’s choices.

2) Applying Knowledge and Understanding: developing the ability to acquire and use analytical tools to compare source texts and their translated versions from a contrastive perspective.

3) Making Judgements: developing the ability to analyze and select significant texts in English to assess their characteristics and the quality of their translated versions, both from an interlinguistic and inter-semiotic perspective.

4) Communication Skills aim at a full understanding of the texts analyzed in the course, of those listed in the course bibliography, and of the notions and methodology needed for communicative interaction during individual/group presentations.

5) Learning Skills: achievement of specific competence in the field of translation analysis as well as in television and film adaptations as a practice of intersemiotic translation. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

Learning objectives

Starting from discourse analysis, further enhance basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies.
Knowledge and understanding: acquire a B2 linguistic competence level of the Common European Framework of Reference for Languages.
Applying knowledge and understanding: starting from discourse analysis, further enhance basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way.
Making judgements: reflect on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies.
Communication skills: acquire communicative mastery, which allows you to use the foreign language in an active and articulate way.
Learning skills: learn to constantly test the knowledge acquired, promptly identifying gaps and needs.

Teacher's Profile

courseProgram

Translation programm. Translation as a textual operation.
Pragmatics programm: emisor, destinatario, enunciado, entorno, evento comunicativo, acto de habla, cortesia verbal.

examMode

books

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (Cátedra, 2011).
M.V. Escandell Vidal, Introducción a la pragmática, Barcelona, Ariel, 1996.

Teacher's Profile

courseProgram

Translation programme. Translation as a textual operation
Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts.

examMode

books

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

Learning objectives

The German Language II–III course is structured into two complementary parts and aims to consolidate and further develop the analytical tools required for guided comprehension of written German and for linguistic reflection. The first part focuses on syntax, with particular attention to the extended topological model, passive constructions, modality, and modal particles; the second part introduces elements of text linguistics (Textlinguistik), concentrating on the concepts of Textsorte and Stil and on how grammatical and lexical choices contribute to organising and characterising texts.

By the end of the course, students will have acquired more advanced knowledge of German sentence structure and of the functioning of key syntactic and pragmatic phenomena (the distribution of constituents within the extended topological model, forms and meanings of the passive, the expression of modality, and the role and interpretative rendering of modal particles). In parallel, they will understand the main assumptions of text linguistics: identifying distinctive features of different Textsorten, recognising stylistic and register choices, and understanding the relationship between communicative intention, genre conventions, and linguistic realisation.

The acquired competences will be applied to the reading and analysis of texts belonging to different Textsorten, selected to highlight recurring syntactic configurations and differentiated stylistic choices. Students will be guided to integrate different levels of observation – sentence, clause/period, and text – reconstructing the function of structures such as the passive and modality in relation to communicative purposes and stylistic effects, and using reference tools (grammars, dictionaries, lexical resources) in a conscious way to solve comprehension problems. Reading will be accompanied by short translation activities from German into Italian, intended both as a comprehension check and as an exercise in motivated rendering, with attention to structural and pragmatic differences between the two languages, especially at critical points (word order, modal meanings, modal particles, and voice/diathesis choices).

The course also promotes interpretative autonomy: students will be able to discuss, with reasoned argumentation, alternative analyses and translation solutions, assessing the appropriateness of a choice in relation to Textsorte, Stil, and context, and recognising ambiguities or textual implicatures (especially those conveyed by modality and modal particles). In this perspective, attention is directed not only to what a text says, but also to how it says it and why it says it that way, linking grammatical observations to effects of meaning and register.

Finally, students will develop appropriate communication skills, being able to clearly present the results of syntactic and textual analysis, summarise the salient features of a Textsorte, justify interpretative and translation choices, and take part in guided discussions based on examples. The course is also designed to strengthen autonomous learning skills: organising work on texts, building personal repertoires of structures and genre/style indicators, monitoring recurring difficulties, and defining targeted study strategies, so as to make students progressively more independent in the analysis of German texts of various types. In parallel, the CEL component is aimed at achieving level B1 for second-year students and level B2 for third-year students.

Teacher's Profile

courseProgram

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

classRoomMode

On campus lectures.

Teacher's Profile

courseProgram

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

classRoomMode

On campus lectures.

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

courseProgram

examMode

books

classRoomMode

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

bibliography

Teacher's Profile

courseProgram

examMode

books

Serafima Chavronina, Aleksandra Ščirocenskaja, Russkij jazyk v uprazhnenijach, Rysskiij jazyk. Kursy, Moskva 2009;
Francesca Legittimo, Dario Magnati, Oxana Bejenari, Davajte! Comunicare in russo 3, Hoepli, Milano, 2020.

classRoomMode

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

bibliography

Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020;
Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016;
Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

Learning objectives

Starting from discourse analysis, further enhance basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies.

Knowledge and understanding: acquire a B2 linguistic competence level of the Common European Framework of Reference for Languages.
Applying knowledge and understanding: starting from discourse analysis, further enhance basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way.
Making judgements: reflect on linguistic use, as well as on one's own learning process and on possible correction and improvement strategies.
Communication skills: acquire communicative mastery, which allows you to use the foreign language in an active and articulate way.
Learning skills: learn to constantly test the knowledge acquired, promptly identifying gaps and needs.

Teacher's Profile

courseProgram

Translation programme. Translation as a textual activity.
Discourse Analysis Programme: Pragmatic linguistics and discourse analysis, discursive units, textual typology, textual analysis, narrative texts (literary, advertising, legal-administrative), expository (journalistic, advertising, literary, legal-administrative), instructive, heterogeneous texts.

examMode

books

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

Teacher's Profile

courseProgram

examMode

books

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Amparo Hurtado Albir, Traducción y Traductología (CÁTEDRA , 2011)
Catalina Fuentes Rodríguez, Lingüística pragmática y análisis del discurso (Arco/Libros, 2000)

Learning objectives

The course has two objectives:
1. (Module A)
To present the history of the German language, explaining basic linguistic concepts with reference to the particular development of the German language.
To apply linguistic knowledge to the analysis of those texts which are fundamental to the history of the German language.
2. (Module B)
In-depth study of German grammar with emphasis on sentence structure and the lexical and grammatical characteristics of the various dialects.
Students will be familiarised with theories and methods of translation and will develop their own strategies for interpreting linguistic messages in a given context and for translating.

Teacher's Profile

courseProgram

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

classRoomMode

On campus lectures.

Teacher's Profile

courseProgram

examMode

Admission to the examination is conditional upon obtaining the language passport required for the current academic year. Assessment consists of a written examination followed by an oral examination.

books

classRoomMode

On campus lectures.

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

courseProgram

examMode

books

classRoomMode

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

bibliography

Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020;
Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016;
Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.

Teacher's Profile

courseProgram

examMode

books

classRoomMode

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

bibliography

Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Manuale di teoria, Hoepli, Milano 2018;
Claudia Cevese, Julia Dobrovolskaja, Emilia Magnanini, Grammatica russa. Esercizi, Volume 2, Hoepli, Milano 2020;
Julia Dobrovolskaja, Il russo: l’ABC della traduzione, Hoepli, Milano 2016;
Linda Torresin, Tradurre dal russo. Teoria e pratica per studenti italofoni, Hoepli, Milano 2022.

Learning objectives

1. Knowledge and understanding: completion and expansion of linguistic and grammatical knowledge acquired in the first year and general knowledge of contemporary Arabic literature.
2. Applying knowledge and understanding: reading, listening, analysis and translation of more complex texts.
3. Making judgments: ability to formulate interpretative proposals from a translation point of view.
4. Communication skills: introduction to communicative situations of increasing level of difficulty.
5. Learning skills: skill to acquire and apply the language together with an enrichment of the vocabulary.

Learning objectives

The course aims to provide proficiency in spoken and written Chinese language at level 2 of the new Chinese Proficiency Grading Standards.
By the end of the course, students will:
- Be able to recognize, read, and write the characters learned during the lessons;
- Possess a good understanding of sentence structure;
- Conduct conversations in simple communicative contexts;
- Be capable of translating simple texts from Italian to Chinese and from Chinese to Italian;
- Have basic knowledge of Chinese literature from the Tang Dynasty (618-907) to the Yuan Dynasty (1279-1368).

Teacher's Profile

courseProgram

year of course: 2, lessons in the first and second semester.
The course, after a generale introduction, is divided in two modules: language and literature.
The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua).
The "literature" module consists of studying classical Chinese literature, analyzing some original texts.
The professor advises students to attend the course.

examMode

Assessment methods and criteria.
The final exam consists of three parts:
1) the first part will be a written test with grammar excercises. 70-90 minutes.
2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills.
3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics.

books

Testi: tutto ciò che verrà consegnato e consigliato dalla docente durante il corso più la seguente bibliografia:
- Federico Masini et al., Comunicare in cinese, Volume 1 e volume 2, Hoepli, Milano, 2021. OBBLIGATORIO.
- Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso);
- Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 4-5-6, da p. 165 a pag. 243). OBBLIGATORIO (utile per i tre anni di corso);
- Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, tutto. OBBLIGATORIO (utile per i tre anni di corso);
- W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 85 e da pag. 140 a pag. 213.) OBBLIGATORIO (utile per i tre anni di corso);
- podcast: Viaggio verso Occidente: quando la Cina ha scoperto il Mediterraneo, su tutte le piattaforme gratuite: https://open.spotify.com/show/0arBg8YfeWicByWYpoCFrw

In più sulla piattaforma MOODLE sarà pubblicato tutto il materiale aggiuntivo (dispense, slide e altro) utilizzato durante le lezioni.

classRoomMode

in presence

Learning objectives

Knowledge and understanding
Students will acquire fundamental knowledge of the history, cultures, and traditions of East Asia, with particular reference to China, Japan, and Korea, and will develop an understanding of the main historical, social, religious, and cultural processes that have contributed to the formation of the societies of the region. They will also be able to understand the key concepts, events, and dynamics that characterize the historical and cultural development of the area.
Applying knowledge and understanding
Students will be able to apply the knowledge acquired to analyze historical and cultural phenomena in East Asia by interpreting texts, historical sources, and cultural materials. They will also be able to situate events and processes within their historical and geographical context and to relate the different cultural traditions of the region.
Making judgements
Students will develop the ability to critically evaluate historical information and interpretations by comparing different historiographical and cultural perspectives. They will be able to formulate independent judgments on topics related to the history and cultures of East Asia, also in relation to the global context.
Communication skills
Students will be able to present the acquired knowledge clearly and appropriately, using the specific terminology of the discipline. They will be able to communicate information, ideas, and interpretations concerning the history and cultures of East Asia both orally and in written form.
Learning skills
Students will develop autonomous learning skills that will enable them to critically deepen their understanding of topics related to the history and cultures of East Asia through the use of bibliographic sources, research tools, and academic materials.

Learning objectives

Knowledge and understanding: learning the basics of Arabic dialectology; knowing and understanding and the main linguistic features of the modern Arabic dialects, by taking into account the historic-geographic development, and the sociolinguistic and typological aspects as well.

Applying knowledge and understanding: apply the knowledge and skills acquired to learn a specific variety of spoken Arabic.

Making judgements: ability to self-assess, and of metalinguistic reflection on the acquired knowledge and skills.

Communication skills: ability to discuss the topics of the course, and to communicate and interact in the spoken variety of Arabic learned at the basic level.

Learning skills: becoming familiar with the learning tools and resources of Arabic dialectology in order to further study, even independently, the subject.

Teacher's Profile

courseProgram

The program consists of two modules.
The first module aims at introducing the student to Arabic dialectology and its terminology and theoretical fundamentals, and, in particular, deals with the following topics: sociolinguistic situation of contemporary Arabic, with a focus on diglossia; emergence and spread of Arabic and New Arabic; classifications of Arabic dialects, and analysis of the main linguistic features.
In the second module, a practical approach familiarizes the student with a variety of spoken Arabic, the basics of which will be acquired through the introduction to the transcription, the reading, translation and analysis of selected texts, and listening and speaking exercises as well.

Attendance is not mandatory but is strongly recommended. Non-attending students must agree on the program with the teacher.

examMode

Final exam aims at evaluating the student's expected learning outcomes. It consists in general questions on the topics of the program, and also involves the reading and translation of one or more texts in original language covered in class as well as a short conversation in the variety of spoken Arabic studied.

books

MION, G., La lingua araba. Nuova edizione, Roma, Carocci, 2016
DURAND, O., Dialettologia araba, Roma, Carocci, 2009
Durand, O., Ventura, A., Grammatica di arabo mediorientale, Milano, Hoepli 2017

Handouts and additional materials will be provided by the teacher during the classes.

mode

Lectures, also with the use of digital tools and resources.

classRoomMode

Attendance is not mandatory but recommended.

Learning objectives

1. Knowledge and understanding: consolidation and expansion of linguistic and grammatical knowledge acquired, knowledge of contemporary Arabic literature with the translation from Arabic into Italian of literary texts by various authors.
2. Applying knowledge and understanding: analysis and translation of literary and journalistic texts.
3. Making judgments: ability to formulate interpretative proposals from a translation point of view.
4. Communication skills: communication situations of increasing level of difficulty.
5. Learning skills: ability to apply the language and translation skills aimed at literary and journalistic texts.

Teacher's Profile

Learning objectives

Learning outcomes:
1. knowledge and understanding: reading and recognizing the syntactic structure of a Chinese advanced text and of a Chinese journalistic text (newspaper article in simplified characters); recognizing some technical terms of Chinese journalistic language; knowing the Chinese political organization and system.

2. applying knowledge and understanding: being able to translate a newspaper article (simplified): two levels of translation: first literally and then into correct and fluid Italian; being able to understand the main topic of a newspaper article on any Chinese newspaper; being able to talk in Italian about the Chinese political organization using the exact Chinese terms with the corresponding Italian translation;

3. making judgements: collect and understand data.
4. communication skills: talking about different topics, using appropriate terms.
5. learning skills.

At the end of the course the student is supposed to be able to achieve the B2 level of the QCER.

Teacher's Profile

courseProgram

examMode

books

classRoomMode

in presence

Teacher's Profile

courseProgram

Chinese language and literature 3: 48 hours, 8 cfu
Professor: Victoria Almonte
year of course: 3, lessons in the first and second semester.

The course is divided in two modules: language and literature.
The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua).
The "literature" module consists of studying Chinese literature (Ming and Qing dynasties), analyzing some original texts.
The professor advises students to attend the course.

examMode

Assessment methods and criteria.
The final exam consists of three parts:
1) the first part will be a written test with grammar excercises and a small journalistic test. 70-90 minutes.
2) the second part will be an oral exam and will be aimed at verify the outcomes of making judgements and communication skills.
3) the third part will be an oral exam and will be aimed at verify the outcome of learning skills: critical thinking, creative thinking, communicating, and collaborating. It will include also literature topics.

books

RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES
- Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI;
- Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso);
- Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO.
- Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso);
- Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso);
- Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso);
- W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso);
- M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO.
- I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO.

On MOODLE tool will be uploaded all the video-lessons and PDF support data.

mode

Language activities, seminars, group work.
The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study.

classRoomMode

Language activities, seminars, group work.
The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study.

bibliography

RECOMMENDED OR REQUIRED READINGS AND OTHER LEARNING RESOURCES
- Federico Masini et al., Il cinese per gli italiani, Corso intermedio, volume 2, e corso avanzato, volume 3, Hoepli, Milano, 2010. OBBLIGATORI;
- Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso);
- Luisa Paternicò et al., Grammatica della lingua cinese, Utet, 2021, OBBLIGATORIO.
- Chiara Romagnoli, Grammatica del cinese moderno, le parole vuote del cinese moderno, Hoepli, Milano, 2012. FACOLTATIVO (utile per approfondimenti durante il secondo e il terzo anno di corso);
- Paolo De Troia, Il cinese dei Giornali, Hoepli, Milano, 2013, FACOLTATIVO (utile per approfondimenti di traduzione durante il terzo anno di corso);
- Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (cap. 7). OBBLIGATORIO (utile per i tre anni di corso);
- W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 71 a pag. 81 e da pag. 208 a pag. 288.) OBBLIGATORIO (utile per i tre anni di corso);
- M. Castorina, La Cultura cinese, Hoepli, 2015. OBBLIGATORIO
- I. Di Nallo, A.M. Paoluzzi, L. Lettere, N. Zhang, La Civiltà cinese, manuale di cultura e letteratura, volume 3, Orientalia Editrice, 2023. OBBLIGATORIO.

On MOODLE tool will be uploaded all the video-lessons and PDF support data.

Learning objectives

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.

    ***Non-attending students   Non-attending students will choose two others comedies in addition to the comedies on 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

Learning objectives

Teacher's Profile

Learning objectives

The aim of IT skills is to provide students with: 1) (Knowledge and understanding) the theoretical and methodological tools for a better understanding of computer science and computational tools, particularly with regard to the ability to model and disseminate digital information, especially in relation to the digitisation of cultural resources, together with an introduction to statistical/quantitative analysis and the visualisation of literary texts, with the added possibility of addressing the topic of Digital Humanities as a whole; 2) (Applied knowledge and understanding) a greater understanding of the use of computational tools, both at the textual and graphical interface level, and of generalist and cultural heritage-specific network environments, with an introduction to programmes for the analysis of literary texts; 3) (Autonomy of judgement) the critical tools to understand the technological, social and cultural factors underlying the digital revolution in relation to the humanities; 4) (Communication skills) the ability to communicate the skills acquired in various forms and in different socio-cultural contexts; 5) (Learning skills) the theoretical principles underlying digital information in relation to the humanities, so as to be able to update one's skills in this regard.

Teacher's Profile

Learning objectives

knowledge and understanding:
To have learnt the basics of Italian linguistics and to be familiar with its interactions.

Applying knowledge and understanding:
Being able to apply the learned linguistic phenomena to the analysis of texts of different types.

Making judgement:
Being able to critically identify the most linguistically relevant aspects and phenomena of a text or a type of text.

Communication skills:
to be able to illustrate the fundamental themes of Italian linguistics with oral and written language, in terms of argumentation and terminology.

Learning skills:
knowing how to analyse a text or phenomenon in relation to terminology and basic notions.

Teacher's Profile

courseProgram

The course in "Italian Linguistics" introduces basic concepts about the history of the Italian language and analyses texts from early Vulgar up to contemporary ages, focusing on grammatical, syntactic and textual features.

examMode

The final assessment consists of a written examination on the program of study, with a comment of some texts.

books

Attending students:
1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019.
2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015.
3. Dispense del corso (available on Moodle or Google Classroom).
Recommended books (only for L10 students) P. D'Achille, Breve grammatica storica dell'italiano, Roma, Carocci, 2011.

Non-attending students:
1. L'italiano. Strutture, varietà, usi, a cura di R. Librandi, Roma, Carocci, 2019.
2. R. Cella, Storia dell’italiano, Bologna, Il Mulino, 2015.
3. S. Lubello, C. Nobili, L’italiano e le sue varietà, Firenze, Cesati, 2018.

mode

48h, face to face lectures, with exercises.

classRoomMode

Attendance is highly recommended.

bibliography

None

Learning objectives

The course introduces students to the study of communication within a semiological framework by addressing questions such as: What does it mean for human beings to communicate? What are the fundamental modes of communication? How is persuasion exercised through signs, texts, narratives, and discursive practices? The course also aims to provide students with the conceptual and methodological tools required to identify, describe, and critically analyse some of the main pathologies of contemporary public discourse, distinguishing between their manifestations at the level of content (information disorder, hate speech, and stereotypes), interaction (aggression, silencing, and manipulation) and the communicative ecosystem (algorithmic selection, profiling, and virality).

1) Knowledge and Understanding
The course aims to provide students with a basic knowledge of the main concepts, problems, and analytical tools of semiotics, with particular attention to the processes through which meaning is produced, interpreted, and circulated. Students will acquire an understanding of verbal, non-verbal, and multimodal forms of communication, persuasive strategies, and the main pathologies of public discourse.

2) Applying Knowledge and Understanding
Students will be expected to use the concepts and terminology of semiotics to describe the general mechanisms underlying the functioning of languages and sign systems and to analyse concrete communicative phenomena. They will also be able to identify persuasive strategies and forms of manipulation, aggression, and silencing, as well as to assess the role played by media and algorithmic environments in the production and circulation of discourse.

3) Intended Learning Outcomes
By the end of the course, students will be able to:
- demonstrate knowledge of the main modes and structures of human communication;
- identify and analyse processes of meaning construction, interpretation, and management;
- apply semiotic tools to the analysis of texts, images, narratives, and communicative interactions;
- critically identify phenomena of information disorder, stereotyping, hate speech, manipulation, and polarisation;
- present and discuss the knowledge acquired using appropriate disciplinary terminology;
- develop independent judgement and learning skills through practical exercises, discussions, and case-study analysis.

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

Course: Modern Languages Teaching

Description: The purpose of this course is to provide students with basic knowledge in the field of language teaching. The first module of the course addresses the core principles of language learning and teaching; it provides a historical overview of educational theory and explores current theories, methodologies and issues for the teaching of languages. The second module focuses on the teaching of Languages for Specific Purposes (LSP); it provides an introduction to various theoretical and practical aspects of teaching LSP and a detailed description of the specific (lexical, syntactic, textual, pragmatic) features of technical-scientific Italian compared to general Italian.

The course will be held in Italian. International students are invited to contact the professor by sending an email to f.casadei@unitus.it to get more infos.

Teacher's Profile

courseProgram

The course is structured in two parts, one institutional and one monographic. In the institutional part, the fundamentals of language teaching are presented. In the monographic part, the peculiar aspects of special language teaching will be dealt with and the characteristic phenomena of specialistic language varieties will be examined in detail with respect to the standard variety, with particular reference to Italian.

examMode

The exam is written, lasts one hour and has two parts: the first part consists of a short questionnaire with multiple choice questions, the second part consists of the linguistic analysis of a piece of technical-scientific Italian. Non-attending students are advised to practice linguistic analysis of technical-scientific texts on their own.

books

1) M. Chini e C. Bosisio, Fondamenti di glottodidattica, Carocci, Roma, 2014
2) R. Gualdo e S. Telve, Linguaggi specialistici dell'italiano, Carocci, Roma, 2011, solo il capitolo 1 (pp. 17-180)

Texts are the same for attending and non-attending students.

classRoomMode

Attending the course is not mandatory but strongly recommended.

bibliography

For further information contact the teacher.

Learning objectives

Knowledge and comprehension skills:
Having acquired the fundamental concepts of historical linguistics and language change; in particular, knowing and understanding:

the basic principles of the comparative method;
the main mechanisms of phonetic, morphological, syntactic and semantic change;
the general outlines of the genealogy of the Indo-European languages;
introductory notions of some textual traditions.

Ability to apply knowledge and understanding:
Being able to apply the notions learned to the analysis of simple cases of language change; in particular:

to describe and classify basic instances of language change;
to set up an initial comparative analysis of related forms in different languages, in the light of the principles of the comparative method;
to relate linguistic data to their historical and cultural contexts, on the basis of examples drawn from texts

Teacher's Profile

Learning objectives

The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn).

Teacher's Profile

courseProgram

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

Definitions, periodization, and historiographical interpretations of the Early Modern Age.
The Crisis of the Fourteenth Century: plague, economic transformations, and social change.
Humanism and the Renaissance: culture, politics, and society in fifteenth- and sixteenth-century Europe.
The Rise of the Ottoman Empire and the Reshaping of Mediterranean Power Relations.
Europe and the Mediterranean between Conflict and Exchange: Venice, the Habsburgs, and the Ottomans.
Geographical Explorations and the Opening of Global Spaces.
The Protestant Reformations and the Religious Fragmentation of Europe: Lutheranism, Calvinism, and Anglicanism.
Charles V and the Habsburg Imperial Project between Europe and the Mediterranean.
Philip II, the Catholic Monarchy, and the Confrontation with the Ottoman Empire.
Economic Crisis, Social Transformations, and Political Change between the Sixteenth and Seventeenth Centuries.
The Thirty Years’ War and the Formation of the European State System.
The English Revolutions and the Emergence of Parliamentary Monarchy.
Louis XIV, Absolutism, and the Struggle for European Hegemony.
Eighteenth-Century Europe: International Equilibria, Trade, and Economic Innovation.
The Enlightenment, Public Opinion, and Cultural Transformations.
The Industrial Revolution and Economic and Social Change.
The Age of Revolutions: from the American Revolution to the French Revolution and the Revolutions of 1848.
Nations, Empires, and Political Identities in Nineteenth-Century Europe.

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

Teacher's Profile

courseProgram

examMode

books

classRoomMode

bibliography

Refer to the section above

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.

During the course, students will be provided with basic informations about the main political-institutional events that took place during the Medieval millennium, from the crisis of the 3rd century to the era of the 15th century Italian Signorie. At the same time, certain themes (such as monasticism, the invention of the notion of the Crusade, the invention of the institution of the Commune, etc.) that represent the most widespread elements in the construction of the modern imaginary relating to the Medieval era will be explored in depth. Students will thus be able to reconstruct the chronological timeline of the Medieval millennium, with a particular focus on the Italian, Frankish and Germanic-imperial areas, correctly identifying causal links and lines of continuity.
In this way, students will also be able to correctly decrypt the historical and cultural informations with which they come into contact in the communicative reality, also facing with greater awareness the phenomena of ideological distortion to which the notion of the Middle Ages falls victim in common language, including that of the media.
At the end of the course, students should be able, when confronted with an image or a geo-political map, to construct an explanatory discourse on the reality represented, on the basis of some basic indications.

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 provide learners with an in-depth overview of the history of European integration within the general framework of international history since World War II. The course aims to provide historiographical tools and knowledges for understanding the genesis and development of the European Union within the major post-1945 events. Expected outcomes: 1) Knowledge of the discliplinary foundations of contemporary history and ability to understand the main themes of the discipline; 2) applicability of the knowledge gained to the analysis of specific issues; 3) be able to exercise critical thinking skills within the topics addressed by demonstrating autonomy of judgment; 4) congruous communication skills, starting with the vocabulary necessary for the treatment of the topics addressed; 5) Acquisition of basic tools and ability to make use of them to deal independently with further study.

Teacher's Profile

Learning objectives

Teacher's Profile

courseProgram

examMode

books

mode

Lectures, seminars

classRoomMode

bibliography

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

courseProgram

examMode

books

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

1) Knowledge and Understanding
The course provides fundamental knowledge of modern Chinese literature, its major authors, works, and historical and cultural context, enabling students to understand themes, genres, and styles.

2) Applying Knowledge
By the end of the course, students will be able to analyze the literary texts of the authors studied, identifying distinctive stylistic and cultural elements and contextualizing the works within contemporary Chinese history and society.

3) Making Judgments
The course develops the ability to independently interpret texts, formulate critical evaluations, and compare different works.

4) Communication Skills
By the end of the course, students will be able to express ideas about the modern literature studied in a clear and structured manner.

5) Learning Skills
The course provides students with the tools to independently explore Chinese literature and integrate historical, linguistic, and cultural knowledge for lifelong learning.

Learning objectives

Knowledge and understanding: knowing and understanding the basics of the Islamic religion, and the main historical-political, socio-cultural, and geographical features characterizing the origin and the formation of the Arab-Islamic world.

Applying knowledge and understanding: critically analyzing the main issues related to the contemporary Arab-Islamic history and culture, with an emphasis on the most recent phenomena.

Making judgements: ability to self-assess, to critically discuss the topics of the program, and to independently organize and manage the work, material and resources.

Communication skills: ability to clearly explain the topics of the program, and to discuss a given topic; knowing how to use appropriate and specific terminology and notions acquired during the course.

Learning skills: becoming familiar with the learning tools and resources in order to fully understand the historical and cultural phenomena of the Arab-Islamic world, and, also, for further studying, even independently, the subject.

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

Learning objectives

By the end of the course, students will have acquired knowledge and understanding of the main levels of English language analysis (phonetic-phonological, morphological, and lexical-grammatical), as well as the standardization process, diatopic varieties (L1, L2, EFL), and the role of English as a local and global language. They will be able to understand texts (oral and written) and use linguistic resources appropriately in different communicative contexts, with skills consistent with CEFR level B1. They will also develop: independent judgment, awareness of different linguistic phenomena, varieties, and uses of English in different sociolinguistic contexts; adequate communication skills in the presentation of disciplinary content, through the use of appropriate basic linguistic terminology; adequate learning skills, functional to continuing their studies and the progressive strengthening of linguistic skills.

Teacher's Profile

Learning objectives

Develop basic skills (comprehension and production of written and oral texts) in an integrated way, reflecting on language use as well as on one's own learning process. Stimulate a communicative approach
in the use of a foreign language, learning to package texts/speeches suited to the context, recipients and purposes of the event.
Knowledge and understanding: acquire a B1 linguistic competence level of the Common European Framework of Reference for Languages.
Applying knowledge and understanding: develop basic skills (comprehension and production of written texts, oral comprehension and expression) in an integrated way.
Making judgements: being able to reflect on language use independently as well as on one's own learning process.
Communication skills: starting from the study of authentic texts in Spanish, learning to carry out fundamental linguistic and communicative operations: explaining, summarizing, paraphrasing, etc.
Learning skills: develop a communicative approach in the use of a foreign language, learning to "package" texts/speeches suited to the context, recipients and purposes of the event.

Teacher's Profile

courseProgram

The course aims to develop the knowledge of the foreign language by studying the translation problems of a written and oral text, from the Spanish to the Italian language, paying particular attention to the non-secondary aspect of the frequent risk of affinity between these two expressive codes.
The knowledge of the "hispanoblante" world as a viaticum of intercultural competence will also be taken into consideration, focusing on the expressive modalities of the Spanish language as used in/by the media, in/by tourism, in/by the law, in/by journalism, in/by advertising, in/by politics.
The key functions of these languages (information, persuasion, etc.) will be fathomed first from a theoretical point of view, then from a practical one, to induce students to criticize linguistic mechanisms (circumlocution, repetition, metaphor, etc.), which plays a strategic role in the construction of the discourse according to its aims and pragmatic characteristics.

examMode

The exam consists of an oral test. The objective of the oral test is to verify the acquisition of the notions presented during the course as well as the development of autonomy and critical sense in the use of the foreign language.
During the course, tests will be carried out on the learning achieved.

books

A. Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2011.
M.V. Calvi et al., Las lenguas de especialidad en español, Roma, Carocci, 2023.
RAE, Diccionario de la Lengua Española, Madrid, Espasa Calpe.

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Learning objectives

The course welcomes beginner students (absolute and non-absolute) and students with prior knowledge of the German language. For all types of students, the course consists of a "parte docente" and a "lettorato". The "parte docente" consists of lessons on German linguistics with Dr. Palilla, the "lettorato" consists of lessons on German language with the lecturer.
The linguistic course proposes techniques and strategies for reading and understanding the text written in German, through the recognition of the main phenomena that characterize the "text" dimension from a linguistic point of view. Particular attention will be given to the study and analysis of phenomena and grammatical structures typical of the German language, also in comparison with the Italian language. The reading of German-language texts belonging to different linguistic varieties and different textual genres will be privileged, with a preference for newspaper articles, biographies of great German-speaking writers and artists, short poetic texts and texts concerning geography, history and culture of German-speaking countries.
The two modules offer the opportunity to acquire and develop the following linguistic and grammatical knowledge and skills: Reading and understanding of the German text, grammatical-textual skills and metalinguistic competence.
In the exam, the student must demonstrate that they can:
- Describe the main variations of the German language, in particular the diachronic and diatopic ones
- Define and describe the concepts of "Text", "Textsorte", "Textnuster" and "Textfunktion"
- Recognize and analyze the main syntactic and morphological structures of the German language, in particular: the structure of the sentence, the division into syntactic fields, their occupation, the syntactic constituents, their forms and functions, the lexicon and the formation of words, forms of textual coherence.
- Describe Landeskunde topics in German, for example the school system, Bundesrepublik and Bundesländer.
- Analyse short poems typical of the literary tradition of the German language.

Teacher's Profile

courseProgram

The aim of the course is to provide students with the fundamental concepts of German linguistics. The first part offers an introduction to the German language through a brief historical overview. It then covers the basic principles of phonetics, with particular emphasis on the articulation of sounds, phonology, and graphematics, as well as morphology, focusing on key topics such as Grund- und Bestimmungswort and word formation through compounding (Komposition) and derivation (Derivation). The course then introduces the syntactic analysis of German sentences using the topological model (topologisches Satzmodell), with particular attention to the three linguistic brackets: the verbal bracket (Verbalklammer), nominal bracket (Nominalklammer), and adjunct bracket (Adjunktklammer). The final part of the course is devoted to selected aspects of German culture. Throughout the course, students will also translate a number of texts, which will serve as the basis for linguistic analysis using the theoretical concepts acquired during the lectures.

examMode

The prerequisite for taking the exam is to have passed the written and oral test with the CLA lecturer, which will account for 40% of the overall grade.

The exam with the professor consists of a written test and an oral section. The written test will contain theoretical questions on the topics covered in the course, require the phonetic transcription of some words, as well as the syntactic analysis of a short text according to the syntactic field model and the morphological analysis of some words.

Passing the written test with the professor is a prerequisite for admission to the oral part. During the latter, the written part of the exam will be reviewed and commented on, and questions will be asked about the whole programme.

books

Foschi Albert Marina / Hepp Marianne (2003), Manuale di storia della lingua tedesca. Napoli: Liguori (Selected chapters given during the course);
Hardarik Blühdorn / Marina Foschi Albert (2014), Leggere e comprendere il tedesco. Pisa: Pisa University Press;
Di Meola Claudio (2014), La linguistica tedesca. Roma: Bulzoni editore (Selected chapters given during the course);
Foschi Albert Marina (2018), Le frasi complesse del tedesco. Ghezzano: Edizioni il Campano;
Meibauer Jörg et al (2015), Einführung in die germanische Linguistik. Stuttgart: Springer (Selected chapters given during the course).

Tatsachen über Deutschland (chapters uploaded on Moodle)

Additional materials will be uploaded to Moodle during the course.

classRoomMode

On campus lectures.

bibliography

Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.
Weinrich Harald (con la collaborazione di Maria Thurmair, Eva Breind ed Eva Maria Willkopp) (2005): Textgrammatik der deutschen Sprache, Hildesheim, Olms.

German grammar in Italian:
Saibene Maria Grazia (2020), Grammatica descrittiva della lingua tedesca. Roma: Carocci.

Learning objectives

Teacher's Profile

Learning objectives

Teacher's Profile

courseProgram

examMode

books

classRoomMode

Although not mandatory, attendance at lectures is strongly recommended.

bibliography

Learning objectives

Teacher's Profile

courseProgram

examMode

books

classRoomMode

On campus lectures.

bibliography

Learning objectives

By the end of the course, students will
have acquired basic knowledge and skills
in Russian language and Russian–Italian
translation, with the aim of reaching at
least A2 CEFR level (starting from Level
0).
1. Knowledge and understanding:
Students will know and understand basic
phonetics, morphology, and syntax of
elementary Russian; they will understand
simple texts on familiar, everyday topics,
identifying key structures and meanings.
2. Applying knowledge and understanding:
Students will be able to use the acquired
structures in basic communication:
manage strategies and tactics of everyday
conversation; produce short oral and
written texts on familiar matters; apply
basic grammatical, logical, and semantic
analysis to simple texts; and translate
them into Italian.
3. Making judgements:
Students will be able to identify recurrent

comprehension and translation issues in
simple texts; they will evaluate alternative
solutions and choose appropriate
translation strategies, with special attention
to accuracy and appropriateness in Italian.
4. Communication skills:
Students will be able to communicate in
Russian at an elementary level in everyday
situations and present simple content
clearly (orally and in writing); they will be
able to explain and discuss basic language
and translation choices using essential
terminology.
5. Learning skills:
Students will be able to plan and develop
their study through guided and
autonomous practice; they will be able to
use basic learning tools (course materials,
exercise books, dictionaries, and digital
resources) in order to continue learning
Russian and translation independently.
Note: ERASMUS students should have at
least a B1 proficiency level of Italian.

Teacher's Profile

courseProgram

Contents:
1. Cyrillic alphabet, transliteration
2. Phonetic and orthography
3. Morphology

The morph-syntax program includes:
1. Declination of singular and plural nouns (1,2,3 d.), adjectives and pronouns;
2. Use of the cases with and without the main prepositions;
3. Conjugation (1, 2, irregular) of the verb in the present, past, future tenses;
4. Cardinal and ordinal numbers (in order to express: time, months, days, years, centuries);
5. Verbs of motion without prefixes;
6. Pronoun svoj;
7. Pronoun kotoryj;
8. Verbal aspect, basic knowledge: present, past, future tenses;
9. Imperative;
10. Elements of word formation (словообразование)

The language course, conducted by Dr. A. Fedortsova, is an integral part of the present course.

The course will be characterized by a strong practical component aiming at the A2 level of the CEFR.

Students should be acquainted with selected text from the main reference books (compulsory for the final examination), and indicated in records of the coursebook.

Additional materials may be uploaded to the MOODLE and FB platform. For any further information, please contact the professor directly: a.cifariello@unitus.it

examMode

The assessment method will be defined during the II semester (a.y. 2023/2024), based on the pandemic trend.

The exam consists of a written part, a linguistic test and an oral part.

As a general rule, students taking this exam must have previously passed (at least) the A2 final test with the related language expert dr. A. Fedortsova (see "passaporto linguistico").

The minimum passing grade is 18/30.

books

During the course, hard-to-find material will be distributed, sent, or made accessible. Students are invited to register in the FACEBOOK group of the course (write to the teacher) and on the MOODLE page relating to the course.

A. Cifariello (COMPULSORY FOR THE EXAM):

1. A. Shibarova, A. Yarin, Раз, два, три! Corso di lingua russa, vol. 1, Milano: Hoepli 2019
2. Чернышов С.И., Поехали. Начальный курс, СПб: Златоуст 2003, con CD-Rom (CONTATTARE DOCENTE) - si prega di NON acquistare la nuova edizione, in quanto difforme rispetto all'edizione adottata.
3. D. Bonciani, R. Romagnoli, N. Smykunova, Мир тесен. Fondamenti di cultura russa, Milano: Hoepli 2016
4. D. Magnati, F. Legittimo, S. lashaiaeva, ДАВАЙТЕ! COMUNICARE IN RUSSO 1, Milano: Hoepli 2017

For the texts adopted in the language exercises ask Dr. N. Kutuzova.

Recommended reading in Italian/Russian (NOT COMPULSORY FOR THE EXAM):
1. C. Cevese, Ju. Dobrovolskaja, E. Magnanini, Grammatica russa. Manuale di teoria, Milano: Hoepli 2018 (consigliato)
2. E. Cadorin, I. Kukushkina, Esercizi di russo per principianti, Milano: Hoepli 2019 (consigliato)
3. E. Tancon, M.C. Pesenti, Grammatica russa, Bologna: Zanichelli, 2008 (consigliato)
4. Ju. Dobrovolskaja, Il russo: l'ABC della traduzione, Milano: Hoepli 2016
5. Беляева Г.В., Сивенко Л.С., Шипинцо Л.В., Пишем правильно. Пособие по письму и письменной речи, Москва: Русский язык 2011 (CONTATTARE DOCENTE)
6. Кривоносов А.Д., Редькина Т.Ю., Знаю и люблю русские глаголы, СПб: Златоуст 2000 (CONTATTARE DOCENTE)
7. Кузьмина Н.В., Русская грамматика в таблицах, Москва: Флинта-Наука 2010 (CONTATTARE DOCENTE)
8. Богомолов А.Н., Петанова А.Ю., Приходита!.. Приезжайте!.. Прилетайте!.., СПб: Златоуст 2008 (CONTATTARE DOCENTE)

classRoomMode

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

bibliography

Bibliography (NOT COMPULSORY FOR THE EXAM):
1. C. Cevese, Ju. Dobrovolskaja, E. Magnanini, Grammatica russa. Manuale di teoria, Milano: Hoepli 2018 (consigliato)
2. E. Cadorin, I. Kukushkina, Esercizi di russo per principianti, Milano: Hoepli 2019 (consigliato)
3. E. Tancon, M.C. Pesenti, Grammatica russa, Bologna: Zanichelli, 2008 (consigliato)
4. Ju. Dobrovolskaja, Il russo: l'ABC della traduzione, Milano: Hoepli 2016 (consigliato)
5. Беляева Г.В., Сивенко Л.С., Шипинцо Л.В., Пишем правильно. Пособие по письму и письменной речи, Москва: Русский язык 2011 (CONTATTARE DOCENTE)
6. Кривоносов А.Д., Редькина Т.Ю., Знаю и люблю русские глаголы, СПб: Златоуст 2000 (CONTATTARE DOCENTE)
7. Кузьмина Н.В., Русская грамматика в таблицах, Москва: Флинта-Наука 2010 (CONTATTARE DOCENTE)
8. Богомолов А.Н., Петанова А.Ю., Приходита!.. Приезжайте!.. Прилетайте!.., СПб: Златоуст 2008 (CONTATTARE DOCENTE)

Learning objectives

Learning outcomes:
1. knowledge and understanding: reading and recognizing the syntactic structure of a Chinese elementary text.
2. applying knowledge and understanding: translate a Chinese elementary text.
3. making judgements: collect and understand data.
4. communication skills: talking about simple topic, using appropriate terms.
5. learning skills: critical thinking, creative thinking, communicating, and collaborating.

Teacher's Profile

courseProgram

Chinese language and literature 1: 60 hours, 10 cfu
Professor: Victoria Almonte
a.a. 2026-2027 - year of course: 1, lessons in the first and second semester.
The course, after a generale introduction, is divided in two modules: language and literature.
The "language" module consists of studying grammar, syntactic structure, lexicon of the Mandarin Chinese (or putonghua).
The "literature" module consists of studying classical Chinese literature, analyzing some original texts.
The professor advises students to attend the course.

examMode

books

RECOMMENDED OR REQUIRED READING AND OTHER LEARNING RESOURCES/TOOLS: and ohter teaching materials provided by the professor during the lessons.
- Federico Masini et al., Comunicare in cinese, Volume 1, Hoepli, Milano, 2021. OBBLIGATORIO; lezioni 1-18, 19.
- Tiziana Lioi e Andrea De Benedittis, Introduzione alla scrittura cinese, Hoepli, Milano, 2016. FACOLTATIVO (utile per il primo anno di corso);
- Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso);
- Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 1-2-3, fino a p. 164). OBBLIGATORIO (utile per i tre anni di corso);
- Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, capitolo 4. OBBLIGATORIO (utile per i tre anni di corso);
- W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 70 e da pag. 85 a pag. 140.) OBBLIGATORIO (utile per i tre anni di corso);

On MOODLE tool will be uploaded all the video-lessons and PDF support data.

mode

Language activities, seminars, group work.
The course provides traditional activities (lectures) in the form of video lessons, with PDF support for individual study.

It also includes different types of interactive teaching activities: exercises and virtual classroom.

classRoomMode

in presence

bibliography

RECOMMENDED OR REQUIRED READING AND OTHER LEARNING RESOURCES/TOOLS
- Federico Masini et al., Comunicare in cinese, Volume 1, Hoepli, Milano, 2021. OBBLIGATORIO; lezioni 1-18, 19.
- Tiziana Lioi e Andrea De Benedittis, Introduzione alla scrittura cinese, Hoepli, Milano, 2016. FACOLTATIVO (utile per il primo anno di corso);
- Chiara Romagnoli, Grammatica d’uso della lingua cinese, teoria ed esercizi, livelli A1-B1 del QCRE, Hoepli, Milano, 2016. OBBLIGATORIO (utile per i tre anni di corso);
- Giuliano Bertuccioli, La letteratura cinese, a cura di Federica Casalin, L’Asino d’oro, Roma, 2013 (capp. 1-2-3, fino a p. 164). OBBLIGATORIO (utile per i tre anni di corso);
- Miriam Castorina, La cultura cinese, Hoepli, Milano, 2011, capitolo 4. OBBLIGATORIO (utile per i tre anni di corso);
- W. Idema, L. Haft, Letteratura cinese, Cafoscarina, Venezia, 2000 (da pag. 1 a pag. 70 e da pag. 85 a pag. 140.) OBBLIGATORIO (utile per i tre anni di corso);
-

On MOODLE tool will be uploaded all the video-lessons and PDF support data.

Learning objectives

1. Knowledge and understanding: knowledge of the grammatical and syntactic elements of Standard Arabic, as well as general knowledge of classical Arabic literature
2. Applying knowledge and understanding: reading, analysis and translation of simple texts.
3. Making judgements: ability to formulate translation proposals aimed at elementary texts.
4. Communication skills: development of listening skills and oral expression of the first linguistic elements.
5. Learning skills: stimulating the skill in realizing and applying linguistic models.

Teacher's Profile

courseProgram

Contents:
• Theoretical premises: hints of history and diffusion of the Arabic language; overall linguistic framework, sociolinguistic situation of the Arab world and "diglossia".
• Alphabet
• Diacritical signs (fatḥa, kasra, ḍamma, šadda, sukūn)
• Various spelling signs (tā marbūṭa, alif madda, alif maqṣūra, defective alif, alif waṣla, alif al-wiqaya, tanwīn)
• Solar letters and lunar letters
• The determination
• The declension: the cases marfūʽ, manṣūb, mağrūr
• Personal pronouns
• Suffix pronouns
• Question pronouns and adverbs
• The nominal sentence
• The construct state
• The gender of names: masculine and feminine
• Fractural plural and healthy plural
• The dual
• Diptota declination
• Adjectives and demonstrative pronouns
• Agreement of irrationalism
• Active participle and passive participle
• Inna and her sisters
• Verbal sentence
• Verbal conjugation of I form:
• The perfect
• Verb "to be" in the past tense: Kāna
• Negative verb to be: Laysa
• The imperfect
• Verbal negations
• Construction "'an" + subjunctive
• Future sa / sawfa
• Imperative and denial of the imperative

examMode

Through the exam the student will have to demonstrate the ability to read, translate and analyze the texts studied in class, showing that he knows the syntax and terminology learned during the year.
In order to take the exam, non-attending students are required to agree on the program with the teacher.

books

- Durand O., Langone A.D., Mion G., Corso di arabo contemporaneo, Hoepli, Milano,2010
- Baldissera, Dizionario Italiano Arabo, Arabo-Italiano, Zanichelli, Bologna, 2004
- Mion G., La Lingua Araba, Carocci, Roma, 2007
- Amaldi D., Storia della Letteratura Araba Classica, Zanichelli, Bologna, 2004 (some chapters indicated during the course)
- Other handouts, texts and exercises provided by the teacher

classRoomMode

Attendance is not mandatory, but strongly recommended. Non-attending students must agree on the program with the teacher in order to take the exam.

bibliography

Durand O., Langone A.D., Mion G., Corso di arabo contemporaneo, Hoepli, Milano,2010
- Baldissera, Dizionario Italiano Arabo, Arabo-Italiano, Zanichelli, Bologna, 2004
- Mion G., La Lingua Araba, Carocci, Roma, 2007
- Amaldi D., Storia della Letteratura Araba Classica, Zanichelli, Bologna, 2004 (some chapters indicated during the course)
- Other handouts, texts and exercises provided by the teacher

Learning objectives

1) Knowledge and Understanding
Students will acquire a solid foundational knowledge of the historical development of the Portuguese language, from its origins to contemporary varieties. They will therefore be able to understand the main linguistic phenomena that have characterized the evolution of Portuguese and recognize the differences between the main varieties of the language (European Portuguese, Brazilian Portuguese, and African Portuguese). Students will also develop an understanding of the fundamental concepts of translation theory and the main perspectives of translation studies.

2) Applying Knowledge
Students will be able to apply their acquired linguistic and theoretical knowledge to the analysis of Portuguese texts, recognizing their historical, linguistic, and cultural characteristics. They will also be able to use the main tools of translation studies, analyzing texts to be translated and identifying appropriate solutions based on the linguistic and cultural context.

3) Making Independent Judgments
Students will be able to critically evaluate the linguistic and cultural characteristics of texts, formulating independent reflections on the processes of language evolution and translation choices. They will therefore be able to justify their interpretations and translation decisions based on the theoretical and linguistic knowledge acquired during the course.

4) Communication Skills
Students will be able to clearly and appropriately present content related to the history of the Portuguese language and the main concepts of translation theory, using appropriate linguistic terminology. They will also be able to participate in discussions and commentary on texts, presenting observations and analyses in a coherent and reasoned manner.

5) Learning Ability
Students will develop independent study skills and critical analysis of the topics covered during the course. They will be able to use the knowledge and methodological tools acquired to continue their study of the Portuguese language.

Learning objectives

The aim of the course is to learn the basic notions useful for understanding the rules governing employment relations in both the public and private sectors with a specific focus on tourism. In this perspective, the multiple types of contract existing in our legal system for the constitution of the employment relationship will be examined in depth: from the common form of permanent and full-time subordinate employment to self-employment, through the flexible forms of the relationship. From another point of view, the internal flexibility model will be analysed, given its consequences on all types of contracts which are now involved in the work performance in relation to place, time and working hours.
Active and passive labour policy instruments aimed at stimulating labour demand and supply through income support tools for workers will also be explored.
In the continuous economic and social evolution, the outsourcing processes that the company decides to undertake are also of particular relevance and, therefore, the course will analyse the legislative institutes and the management of labour relations in these processes with an overview of the ways to terminate the employment relationship.
By the end of the course, students will be expected to demonstrate the following:
• Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the regulatory sources (national and supranational) that govern the subject.
• Ability to apply knowledge and understanding: students should be able to rework the topics covered during the course to apply the acquired knowledge to identify possible solutions to the problems arising from the rapid regulatory evolution in labor law.
• Judgment autonomy: students should be able to assess practical cases to integrate the acquired knowledge and formulate judgments.
• Communication skills: students should be able to clearly present the learned notions and correctly use the technical language of the subject.
• Learning ability: students should demonstrate that they have developed learning skills that allow them to continuously update through the study of doctrinal and jurisprudential orientations.

Teacher's Profile

CHOICE GROUPS	YEAR/SEMESTER	CFU	SSD	LANGUAGE
LETTERATURA DELLA PRIMA LINGUA STRANIERA - II ANNUALITà	-	8	-	-
13265 - FRENCH LITERATURE II	Second Year / First Semester	8	L-LIN/03
13269 - SPANISH LITERATURE II	Second Year / First Semester	8	L-LIN/05
13270 - GERMAN LITERATURE II	Second Year / First Semester	8	L-LIN/13
16367 - ENGLISH LITERATURE AND CULTURE II FRANCESCA SAGGINI	Second Year / Second Semester	8	L-LIN/10
LETTERATURA SECONDA LINGUA STRANIERA - II ANNUALITà	-	8	-	-
13241 - FRENCH LITERATURE II	Second Year / First Semester	8	L-LIN/03
13245 - SPANISH LITERATURE II	Second Year / First Semester	8	L-LIN/05
13246 - GERMAN LITERATURE II	Second Year / First Semester	8	L-LIN/13
13244 - RUSSIAN LITERATURE II VALENTINA ROSSI	Second Year / First Semester	8	L-LIN/21
13247 - LITERATURE AND CULTURE OF PORTUGUESE-SPEAKING COUNTRIES II CRISTINA ROSA	Second Year / First Semester	8	L-LIN/08
16368 - ENGLISH LITERATURE AND CULTURE II FRANCESCA SAGGINI	Second Year / Second Semester	8	L-LIN/10
TERZO GRUPPO OPZIONALE - II ANNO	-	8	-	-
13201 - HISTORY OF PHILOSOPHY SAVERIO RICCI	Second Year / First Semester	8	M-FIL/06
119984 - HISTORY OF EASTERN EUROPE ALESSANDRO BOCCOLINI	Second Year / First Semester	8	M-STO/02
119986 - HISTORY OF TRAVEL AND TRAVELLERS IN THE MIDDLE EAST ELINA FILIPPONE	Second Year / First Semester	8	L-OR/14
119987 - GEOGRAPHY LUISA CARBONE	Second Year / First Semester	8	M-GGR/01
15744 - LITERATURE AND CULTURE OF ANCIENT AGE ALESSANDRO FUSI	Second Year / Second Semester	8	L-FIL-LET/04
13205 - INFORMATICS APPLIED TO HUMANITIES FEDERICO MESCHINI	Second Year / Second Semester	8	M-STO/08
17739 - NEW TECHNOLOGIES IN ITALIAN LANGUAGE DIDACTICS RICCARDO GUALDO	Second Year / Second Semester	8	L-FIL-LET/12
119988 - ETHICS AND LITERATURE MAURIZIO BALISTRERI	Second Year / Second Semester	8	M-FIL/03
NEW GROUP	-	16	-	-
13204 - OPTIONAL SUBJECT	Second Year / First Semester	8
PRIMA LINGUA E TRADUZIONE STRANIERA - II ANNUALITà	-	10	-	-
13185 - FRENCH LANGUAGE AND TRANSLATION II	Second Year / Second Semester	10	L-LIN/04
13186 - ENGLISH LANGUAGE AND TRANSLATION II	Second Year / Second Semester	10	L-LIN/12
13190 - SPANISH LANGUAGE AND TRANSLATION II ROBERTA GIORDANO	Second Year / Second Semester	10	L-LIN/07
13191 - GERMAN LANGUAGE AND TRANSLATION II GIOVANNI PALILLA	Second Year / Second Semester	10	L-LIN/14
SECONDA LINGUA E TRADUZIONE STRANIERA - II ANNUALITà	-	10	-	-
13185 - FRENCH LANGUAGE AND TRANSLATION II	Second Year / Second Semester	10	L-LIN/04
13186 - ENGLISH LANGUAGE AND TRANSLATION II	Second Year / Second Semester	10	L-LIN/12
13190 - SPANISH LANGUAGE AND TRANSLATION II ROBERTA GIORDANO	Second Year / Second Semester	10	L-LIN/07
13191 - GERMAN LANGUAGE AND TRANSLATION II GIOVANNI PALILLA	Second Year / Second Semester	10	L-LIN/14
13188 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II	Second Year / Second Semester	10	L-LIN/09
13189 - RUSSIAN LANGUAGE AND TRANSLATION II VALENTINA ROSSI	Second Year / Second Semester	10	L-LIN/21
FILOLOGIA DELLA PRIMA LINGUA STRANIERA	-	8	-	-
13251 - GERMANIC PHILOLOGY COSTANZA CIGNI	Third Year / First Semester	8	L-FIL-LET/15
18217 - SLAVIC PHILOLOGY VALENTINA ROSSI	Third Year / First Semester	8	L-LIN/21
13250 - ROMANCE LINGUISTICS AND PHILOLOGY GIOVANNA SANTINI	Third Year / Second Semester	8	L-FIL-LET/09
LETTERATURA PRIMA LINGUA STRANIERA- III ANNO	-	8	-	-
14763 - FRENCH LITERATURE III	Third Year / First Semester	8	L-LIN/03
14765 - SPANISH LITERATURE III	Third Year / First Semester	8	L-LIN/05
14766 - GERMAN LITERATURE III	Third Year / First Semester	8	L-LIN/13
14767 - LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES III CRISTINA ROSA	Third Year / First Semester	8	L-LIN/08
16366 - ENGLISH LITERATURE AND CULTURE III FRANCESCA SAGGINI	Third Year / Second Semester	8	L-LIN/10
18218 - RUSSIAN LITERATURE III VALENTINA ROSSI	Third Year / Second Semester	8	L-LIN/21
NEW GROUP	-	16	-	-
13261 - OPTIONAL SUBJECT	Third Year / First Semester	8
PRIMA LINGUA E TRADUZIONE STRANIERA - III ANNUALITà	-	10	-	-
13211 - FRENCH LANGUAGE AND TRANSLATION III	Third Year / Second Semester	10	L-LIN/04
13212 - ENGLISH LANGUAGE AND TRANSLATION III CARMEN SERENA SANTONOCITO	Third Year / Second Semester	10	L-LIN/12
13216 - SPANISH LANGUAGE AND TRANSLATION III ROBERTA GIORDANO	Third Year / Second Semester	10	L-LIN/07
13217 - GERMAN LANGUAGE AND TRANSLATION III GIOVANNI PALILLA	Third Year / Second Semester	10	L-LIN/14
13214 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION III	Third Year / Second Semester	10	L-LIN/09
13215 - RUSSIAN LANGUAGE AND TRANSLATION III VALENTINA ROSSI	Third Year / Second Semester	10	L-LIN/21
SECONDA LINGUA E TRADUZIONE STRANIERA - III ANNUALITà - III ANNO	-	8	-	-
13221 - FRENCH LANGUAGE AND TRANSLATION III	Third Year / Second Semester	8	L-LIN/04
13222 - ENGLISH LANGUAGE AND TRANSLATION III CARMEN SERENA SANTONOCITO	Third Year / Second Semester	8	L-LIN/12
13226 - SPANISH LANGUAGE AND TRANSLATION III ROBERTA GIORDANO	Third Year / Second Semester	8	L-LIN/07
13227 - GERMAN LANGUAGE AND TRANSLATION III GIOVANNI PALILLA	Third Year / Second Semester	8	L-LIN/14
13224 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION III	Third Year / Second Semester	8	L-LIN/09
13225 - RUSSIAN LANGUAGE AND TRANSLATION III VALENTINA ROSSI	Third Year / Second Semester	8	L-LIN/21
SECONDA LINGUA E LETTERATURA STRANIERA - II ANNUALITà	-	10	-	-
14780 - ARABIC LANGUAGE AND LITERATURE II	Second Year / First Semester	10	L-OR/12
17129 - CHINESE LANGUAGE AND LITERATURE II VICTORIA ALMONTE	Second Year / First Semester	10	L-OR/21
GRUPPO OPZIONALE ARABO E CINESE - II ANNO	-	8	-	-
17932 - HISTORY AND CULTURE OF SOUTH EAST ASIA	Second Year / First Semester	8	L-OR/21
119963 - ARABIC DIALECTOLOGY EMANUELA DE BLASIO	Second Year / First Semester	8	L-OR/12
SECONDA LINGUA E LETTERATURA STRANIERA - III ANNUALITà	-	8	-	-
14779 - ARABIC LANGUAGE AND LITERATURE III	Third Year / First Semester	8	L-OR/12
17133 - CHINESE LANGUAGE AND LITERATURE III VICTORIA ALMONTE	Third Year / First Semester	8	L-OR/21
LETTERATURA DELLA PRIMA LINGUA STRANIERA - I ANNUALITà CARATTERIZZANTI	-	8	-	-
13166 - FRENCH LITERATURE ROBERTO ROMAGNINO	First Year / First Semester	8	FRAN-01/A
13170 - SPANISH LITERATURE I GIOVANNA FIORDALISO	First Year / First Semester	8	SPAN-01/A
13171 - GERMAN LITERATURE	First Year / First Semester	8	GERM-01/B
17072 - ENGLISH LITERATURE AND CULTURE I VALERIO VIVIANI	First Year / Second Semester	8	ANGL-01/A
ALTRE ATTIVITA' FORMATIVE	-	12	-	-
13287 - FURTHER LANGUAGE STUDIES	First Year / First Semester	6
13288 - COMPUTER SKILLS FEDERICO MESCHINI	First Year / First Semester	6
13289 - WORK PLACEMENT	First Year / First Semester	6
SECONDO GRUPPO OPZIONALE - I ANNO UN ESAME DI BASE A SCELTA TRA:	-	8	-	-
17735 - ITALIAN LINGUISTICS STEFANO TELVE	First Year / First Semester	8	LIFI-01/A
120078 - SEMIOTICS DIEGO FEMIA	First Year / First Semester	8	PHIL-04/B
15740 - MODERN LANGUAGE DIDACTICS FEDERICA CASADEI	First Year / Second Semester	8	GLOT-01/B
120930 - HISTORICAL LINGUISTICS SERENA BARCHI	First Year / Second Semester	8	GLOT-01/A
I ANNO. UN ESAME DI BASE A SCELTA TRA:	-	8	-	-
13177 - MODERN HISTORY FRANCESCA DE CAPRIO	First Year / First Semester	8	HIST-02/A
119995 - MEDIEVAL HISTORY	First Year / First Semester	8	HIST-01/A
13179 - HISTORY OF CONTEMPORARY EUROPE CATIA PAPA	First Year / Second Semester	8	HIST-03/A
17142 - HISTORY OF THE EUROPEAN INTEGRATION SIMONE DURANTI	First Year / Second Semester	8	HIST-03/A
LETTERATURA DELLA SECONDA LINGUA STRANIERà - I ANNUALITà	-	8	-	-
13166 - FRENCH LITERATURE ROBERTO ROMAGNINO	First Year / First Semester	8	FRAN-01/A
13170 - SPANISH LITERATURE I GIOVANNA FIORDALISO	First Year / First Semester	8	SPAN-01/A
13171 - GERMAN LITERATURE	First Year / First Semester	8	GERM-01/B
13169 - RUSSIAN LITERATURE VALENTINA ROSSI	First Year / First Semester	8	SLAV-01/A
16422 - LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES I CRISTINA ROSA	First Year / First Semester	8	FLMR-01/C
120859 - CHINESE LITERATURE	First Year / Second Semester	8	ASIA-01/F
17152 - HISTORY AND CULTURE OF ISLAMIC COUNTRIES	First Year / Second Semester	8	STAA-01/L
PRIMA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTE	-	10	-	-
13156 - FRENCH LANGUAGE AND TRANSLATION I	First Year / First Semester	10	FRAN-01/B
13157 - ENGLISH LANGUAGE AND TRANSLATION I CARMEN SERENA SANTONOCITO	First Year / First Semester	10	ANGL-01/C
13160 - SPANISH LANGUAGE AND TRANSLATION I ROBERTA GIORDANO	First Year / First Semester	10	SPAN-01/C
13161 - GERMAN LANGUAGE AND TRANSLATION I GIOVANNI PALILLA	First Year / First Semester	10	GERM-01/C
SECONDA LINGUA E TRADUZIONE STRANIERA - I ANNUALITà CARATTERIZZANTI	-	10	-	-
13156 - FRENCH LANGUAGE AND TRANSLATION I	First Year / First Semester	10	FRAN-01/B
13157 - ENGLISH LANGUAGE AND TRANSLATION I CARMEN SERENA SANTONOCITO	First Year / First Semester	10	ANGL-01/C
13160 - SPANISH LANGUAGE AND TRANSLATION I ROBERTA GIORDANO	First Year / First Semester	10	SPAN-01/C
13161 - GERMAN LANGUAGE AND TRANSLATION I GIOVANNI PALILLA	First Year / First Semester	10	GERM-01/C
13159 - RUSSIAN LANGUAGE AND TRANSLATION I ALESSANDRO CIFARIELLO	First Year / First Semester	10	SLAV-01/A
16982 - CHINESE LANGUAGE AND LITERATURE I VICTORIA ALMONTE	First Year / First Semester	10	ASIA-01/F
14760 - ARABIC LANGUAGE AND LITERATURE I EMANUELA DE BLASIO	First Year / First Semester	10	STAA-01/L
13162 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION I	First Year / First Semester	10	FLMR-01/D
NEW GROUP	-	8	-	-
17967 - CHOSE BY THE STUDENT	First Year / First Semester	8
120423 - FLEXIBLE CONTRACTUAL TIPOLOGY IN PUBLIC ADMINISTRATION AND IN TOURISM DANIELA COMANDE'	First Year / Second Semester	8	GIUR-04/A

Cookie	Duration	Description
ASP.NET_SessionId	session	Issued by Microsoft's ASP.NET Application, this cookie stores session data during a user's website visit.
cookielawinfo-checkbox-advertisement	1 year	Set by the GDPR Cookie Consent plugin, this cookie records the user consent for the cookies in the "Advertisement" category.
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
CookieLawInfoConsent	1 year	CookieYes sets this cookie to record the default button state of the corresponding category and the status of CCPA. It works only in coordination with the primary cookie.
csrftoken	1 year	This cookie is associated with Django web development platform for python. Used to help protect the website against Cross-Site Request Forgery attacks
wpEmojiSettingsSupports	session	WordPress sets this cookie when a user interacts with emojis on a WordPress site. It helps determine if the user's browser can display emojis properly.

Cookie	Duration	Description
NID	6 months	Google sets the cookie for advertising purposes; to limit the number of times the user sees an ad, to unwanted mute ads, and to measure the effectiveness of ads.
VISITOR_INFO1_LIVE	6 months	YouTube sets this cookie to measure bandwidth, determining whether the user gets the new or old player interface.
VISITOR_PRIVACY_METADATA	6 months	YouTube sets this cookie to store the user's cookie consent state for the current domain.
YSC	session	Youtube sets this cookie to track the views of embedded videos on Youtube pages.
yt-remote-connected-devices	never	YouTube sets this cookie to store the user's video preferences using embedded YouTube videos.
yt-remote-device-id	never	YouTube sets this cookie to store the user's video preferences using embedded YouTube videos.
yt.innertube::nextId	never	YouTube sets this cookie to register a unique ID to store data on what videos from YouTube the user has seen.
yt.innertube::requests	never	YouTube sets this cookie to register a unique ID to store data on what videos from YouTube the user has seen.

Cookie	Duration	Description
_ga	1 year 1 month 4 days	Google Analytics sets this cookie to calculate visitor, session and campaign data and track site usage for the site's analytics report. The cookie stores information anonymously and assigns a randomly generated number to recognise unique visitors.
_ga_*	1 year 1 month 4 days	Google Analytics sets this cookie to store and count page views.

#WEUNITUS

General Info

Learning objectives

courseProgram

examMode

books

classRoomMode

bibliography

courseProgram

examMode

books

classRoomMode

bibliography

Learning objectives

Learning objectives

Learning objectives

Learning objectives

Learning objectives

Learning objectives

Learning objectives

courseProgram

examMode

books

classRoomMode

bibliography

courseProgram

examMode

books

classRoomMode

bibliography

Learning objectives

courseProgram

examMode

books

classRoomMode

courseProgram

examMode

books

classRoomMode

Learning objectives

courseProgram

examMode

books

mode

classRoomMode

bibliography

Learning objectives

Learning objectives

Learning objectives

Learning objectives

Learning objectives

Learning objectives

courseProgram

examMode

books

classRoomMode

bibliography

Learning objectives

courseProgram

examMode

books

classRoomMode

Learning objectives

courseProgram

examMode

books

bibliography

Learning objectives

Learning objectives

Learning objectives

courseProgram

examMode

books

classRoomMode

bibliography

Learning objectives

courseProgram

examMode

books

classRoomMode