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SUBJECTSEMESTERCFUSSDLANGUAGE
MODULE II - -- -
SPANISH LITERATURE

GIOVANNA FIORDALISO

First Semester8L-LIN/05ita

Learning objectives

1. Knowledge of critical literature that refers to the selected texts and authors.
2. Ability to read, comment, interpret texts and authors

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

GERMAN LITERATURE

NIKETA STEFA

First Semester8L-LIN/13ita

Learning objectives

Der Gesellschaftsroman als Roman par excellence.

Novel analysis skills.
Skills in the history of literary hermeneutics.
Knowledge of the history of the novel between the nineteenth and twentieth centuries.
Knowledge of genre theory.
Knowledge of key figures of nineteenth and twentieth century literature.
Literary essay writing competences: the Kommentar.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

FRENCH LITERATURE

ROBERTO ROMAGNINO

First Semester8L-LIN/03ita

Learning objectives

The French literature course for Master's students aims to deepen the knowledge and refine the analytical (i. e. stylistic, philological, rhetorical and hermeneutic) tools acquired during the Licence. The monographic programme focuses on the reading and in-depth study of a particular genre, author or work. The aim is to deepen the theoretical knowledge and notions of literary history previously assimilated, with a view to putting them to active use. Through an in-depth reading of the texts, students will be encouraged to make increasingly effective use of their ability to work independently and to form critical judgements about seventeenth- and eighteenth-century texts, while learning to master the tools of the discipline and to use secondary bibliography effectively and question it dialectically. The course also aims to introduce students to the methodology of scientific research and the preparation of a research project.
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

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.


ENGLISH LITERATURE

FRANCESCA SAGGINI

First Semester8L-LIN/10ita

Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.

Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

**Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may also be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.**

mode

In-person lectures and research seminars. Students will be invited to actively participate in the discussion. The lecturer will continue to be available to give separate lectures to the ERASMUS students throughout the semester.

classRoomMode

Class attendance is not compulsory

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.
Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.
Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.
read at least 7 chapters from Claudia L. Johnson, Clara Tuite (eds.). A Companion to Jane Austen. Blackwell, 2009. Chapters can be agreed with the lecturer.

MODULE II - -- -
ITALIAN LITERARY HISTORY

STEFANO TELVE

First Semester8L-FIL-LET/12ita

Learning objectives

Knowledge and understanding:
To have learnt the fundamental moments in the history of literary Italian and the most relevant linguistic phenomena by literary genre and era.
Applying knowledge and understanding:
Being able to apply the historical-linguistic notions and linguistic phenomena learnt to the analysis of literary texts of different ages and genres.
Making judgement:
To be able to critically identify the most linguistically relevant aspects and phenomena of a literary text, a type of text, and a historical period.
Communication skills:
To be able to illustrate the fundamental themes of the history of literary Italian with oral and written language properties, in terms of argumentation and terminology.
Learning skills:
knowing how to analyse a literary text or phenomenon in relation to terminology and basic notions

Teacher's Profile

courseProgram

The course aims to provide students with some advanced notions of the language of italian literary texts. After an overview of the subject, from its Origin to modern times, through some of the most important moments in the history of italian language (first part), the focus will be on the history of italian language for music from XVII to XX century (second part), with an analysis of a selection of most important texts: for each text, a historical and cultural contextualisation will be proposed, together with a detailed linguistic and stylistic analysis, with special attention to phonomorphological, syntactic, lexical and rhetorical elements, so as to locate every single documents in its linguistic and cultural context.

examMode

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

books

Attending Students
First section
1. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
2. Dispense e materiali (disponibili su Moodle)
Second section
1. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.
2. Dispense e materiali (disponibili su Moodle)

Non attending students
1. L. Serianni, Prima lezione di storia della lingua italiana, Roma-Bari, Laterza, 2015.
2. S. Telve, L’italiano: frasi e testo, Roma, Carocci, 2013.
3. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
4. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.

mode

48h, face to face lectures

classRoomMode

Class attendance is not mandatory but is strongly recommended.

bibliography

No reference bibliography

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION I

SONIA DI VITO

First Semester8L-LIN/04ita

Learning objectives

OBIETTIVI FORMATIVI
Conoscenza e capacità di comprensione: Saper riconoscere le caratteristiche di una
lingua di specialità; conoscere la linguistica dei corpora e i suoi ambiti di utilizzo (didattica
delle lingue [Data-driven learning], traduttologia e traduzione); Conoscere i più moderni
strumenti per la traduzione assistita da pc (CAT tools).
Conoscenza e capacità di comprensione applicate: saper analizzare la lingua di specialità
anche attraverso l’uso dei corpora linguistici; collezionare un corpus linguistico ad hoc per
utilizzarlo a fini traduttivi; saper utilizzare programmi di concordanze e memorie di
traduzione.
Autonomia di giudizio: saper riflettere sull’uso linguistico in modo autonomo così pure sul
proprio processo di apprendimento; saper riconoscere le differenze fra francese e italiano
nelle varie lingue di specialità.
Abilità comunicative: Saper realizzare un progetto di traduzione da e verso il francese.
Capacità di apprendere: Saper usare i corpora testuali per la traduzione; Conoscere i più
moderni strumenti per la traduzione assistita da pc (CAT tools).

FRANÇAIS
Connaissances et capacités de compréhension : savoir reconnaître les caractéristiques
d'une langue spécialisée ; connaître la linguistique de corpus et ses domaines
d'application (didactique des langues [Data-driven learning], traductologie et traduction) ;
connaître les outils les plus modernes de traduction assistée par ordinateur (outils TAO).
Connaissances appliquées et capacités de compréhension : être capable d'analyser les
langues spécialisées à l'aide des corpus linguistiques ; collecter un corpus linguistique ad
hoc afin de l’utiliser à des fins de traduction ; être capable d’utiliser des programmes de
concordance et des mémoires de traduction.
Autonomie de jugement : être capable de réfléchir de manière autonome sur l’usage des
langues ainsi que sur son propre processus d’apprentissage ; être capable de reconnaître
les différences entre le français et l’italien dans les différentes langues de spécialité.
Compétences de communication : savoir mener à bien un projet de traduction du français
vers l’italien et de l’italien vers le français.
Compétences d'apprentissage : savoir utiliser des corpus de textes pour la traduction ;
connaître les outils les plus modernes pour la traduction assistée par ordinateur (outils
TAO).

ENGLISH

Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating);
knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).


Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION I

ALESSANDRA OLGA GRAZIA SERRA

First Semester8L-LIN/12ita

Learning objectives

The course aims to develop students’ competence at a master’s level in the linguistic/discoursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused - with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model; b) the adaptation of literary text in its TV series and Cinema transpositions and analysis of the relative translation processes and issues

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations: particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aim at a full understanding of the texts analysed 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: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the above-mentioned issues.




Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM 37 STUDENTS : Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

SPANISH LANGUAGE AND TRANSLATION I

GIOVANNA FIORDALISO

First Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level B2/C1 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

-TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

GERMAN LANGUAGE AND TRANSLATION I

GIOVANNI PALILLA

First Semester8L-LIN/14ita

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION

SONIA DI VITO

First Semester8L-LIN/04ita

Learning objectives


Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating); knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION

ALESSANDRA OLGA GRAZIA SERRA

First Semester8L-LIN/12ita

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

SPANISH LANGUAGE AND TRANSLATION

GIOVANNA FIORDALISO

First Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATIONFirst Semester8L-LIN/09ita

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

RUSSIAN LANGUAGE AND LITERATURE

ALESSANDRO CIFARIELLO

First Semester8L-LIN/21ita

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

CHINESE LANGUAGE AND LITERATURE I

IRENE VERZì

First Semester8L-OR/21ita

Learning objectives

1) Knowledge and understanding: consolidate the previously acquired linguistic knowledge and skills through the study of morphosyntactic structures and the expansion of the vocabulary, aimed at the oral and written comprehension and production of medium/high difficulty texts.
2) Applying knowledge and understanding: be able to analyze works, texts and sites, in the original language, related to the Chinese business and tourism language and culture, and to the main authors, genres and currents characterizing contemporary Chinese literary production.
3) Making judgments: ability to self-assess, critically discuss the topics of the program, and analyze the texts covered in class.
4) Communication skills: be able to communicate in Chinese at an advanced level in economic-commercial and tourism contexts, to argue and discuss a given topic in a clear and pertinent way.
5) Learning skills: acquire strategies and techniques for learning the Chinese language specifically in relation to business and tourism Chinese, using both traditional and IT and digital resources and teaching tools, useful for deepening the study of the discipline.
The lessons will deal with the study of various economic-commercial and tourism texts, such as letters or commercial emails, press articles, official documents of the Chinese government, promotional texts. We will address the reading, translation, analysis, paying particular attention to the stylistic, grammatical and lexical characteristics, as well as the intercultural aspects to be taken into consideration for a fruitful dialogue with China.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

MODULE II - -- -
SOCIOLINGUISTICS

CRISTINA MURU

First Semester8L-LIN/01ita

Learning objectives

EDUCATIONAL OBJECTIVES
The course deals with the study of linguistic diversity and its documentation

EXPECTED LEARNING RESULTS
At the end of the course the students will be able to and will have acquired sufficient skills for:
1) Understanding, discussing and appreciating linguistic diversity
2) Recognise, analyse and comment on different typological linguistic structures
3) Reflect and comment on the correlation between language, culture and society
4) Planning a research fieldwork project, eliciting linguistic data and glossing a text, (socio)linguistic analysis of a text using the main software for linguistic analysis such as Elan, FLEx. Transcriber.

Teacher's Profile

courseProgram

Students will discover what language diversity means. How grammatical structures may be strictly connected to cultural aspects.
What is the situation for language diversity today and what can be done in order to preserve it.
Students will also discover what is language documentation and how it differs from language description.
They will also learn to use software for the analysis of linguistic data such as Audacity, Transcriber, FLEx, ELAN.

examMode

Students will be asked a series of questions aimed at verifying understanding and learning of what was discussed during the lessons.

books

Please check this page at the beginning of September because the page could be updated further.
1) Arcodia, G. F. e Mauri, C. (2016). La diversità linguistica. Roma: Carocci.
2) Grandi, N. e Mauri, C. 2022. La tipologia linguistica. Unità e diversità nelle lingue del mondo. Roma: Carocci.
3) Austin, P. K. and Sallabank, J. (eds). (2011). The Cambridge Handbook of Endangered Languages, Cambridge: Cambridge University Press, limitatamente alle pp. 1-23 e pp. 24-44.
4) Meyerhoff, Miriam, Chie Adachi, Golnaz Nanbakhsh, and Anna Strycharz 2011. 'Sociolinguistic Fieldwork'. In Thieberger, Nicholas (ed): The Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press, pp. 121-146.
5) Muru, C. Identity, speech community, and language concepts in language documentation. A sociolinguistic approach. In Ethnorêma. Available online: https://dspace.unitus.it/handle/2067/51546
6) Lecture notes

classRoomMode

Strongly recommended attendance. Non-attending students interested in taking this exam are requested to contact the teacher.

bibliography

Further reading (not subject to evaluation during the exam) will be informed during the classes.

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION I

SONIA DI VITO

First Semester8L-LIN/04ita

Learning objectives

OBIETTIVI FORMATIVI
Conoscenza e capacità di comprensione: Saper riconoscere le caratteristiche di una
lingua di specialità; conoscere la linguistica dei corpora e i suoi ambiti di utilizzo (didattica
delle lingue [Data-driven learning], traduttologia e traduzione); Conoscere i più moderni
strumenti per la traduzione assistita da pc (CAT tools).
Conoscenza e capacità di comprensione applicate: saper analizzare la lingua di specialità
anche attraverso l’uso dei corpora linguistici; collezionare un corpus linguistico ad hoc per
utilizzarlo a fini traduttivi; saper utilizzare programmi di concordanze e memorie di
traduzione.
Autonomia di giudizio: saper riflettere sull’uso linguistico in modo autonomo così pure sul
proprio processo di apprendimento; saper riconoscere le differenze fra francese e italiano
nelle varie lingue di specialità.
Abilità comunicative: Saper realizzare un progetto di traduzione da e verso il francese.
Capacità di apprendere: Saper usare i corpora testuali per la traduzione; Conoscere i più
moderni strumenti per la traduzione assistita da pc (CAT tools).

FRANÇAIS
Connaissances et capacités de compréhension : savoir reconnaître les caractéristiques
d'une langue spécialisée ; connaître la linguistique de corpus et ses domaines
d'application (didactique des langues [Data-driven learning], traductologie et traduction) ;
connaître les outils les plus modernes de traduction assistée par ordinateur (outils TAO).
Connaissances appliquées et capacités de compréhension : être capable d'analyser les
langues spécialisées à l'aide des corpus linguistiques ; collecter un corpus linguistique ad
hoc afin de l’utiliser à des fins de traduction ; être capable d’utiliser des programmes de
concordance et des mémoires de traduction.
Autonomie de jugement : être capable de réfléchir de manière autonome sur l’usage des
langues ainsi que sur son propre processus d’apprentissage ; être capable de reconnaître
les différences entre le français et l’italien dans les différentes langues de spécialité.
Compétences de communication : savoir mener à bien un projet de traduction du français
vers l’italien et de l’italien vers le français.
Compétences d'apprentissage : savoir utiliser des corpus de textes pour la traduction ;
connaître les outils les plus modernes pour la traduction assistée par ordinateur (outils
TAO).

ENGLISH

Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating);
knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).


Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION I

ALESSANDRA OLGA GRAZIA SERRA

First Semester8L-LIN/12ita

Learning objectives

The course aims to develop students’ competence at a master’s level in the linguistic/discoursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused - with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model; b) the adaptation of literary text in its TV series and Cinema transpositions and analysis of the relative translation processes and issues

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations: particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aim at a full understanding of the texts analysed 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: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the above-mentioned issues.




Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM 37 STUDENTS : Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

SPANISH LANGUAGE AND TRANSLATION I

GIOVANNA FIORDALISO

First Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level B2/C1 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

-TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

GERMAN LANGUAGE AND TRANSLATION I

GIOVANNI PALILLA

First Semester8L-LIN/14ita

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION

SONIA DI VITO

First Semester8L-LIN/04ita

Learning objectives


Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating); knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION

ALESSANDRA OLGA GRAZIA SERRA

First Semester8L-LIN/12ita

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

SPANISH LANGUAGE AND TRANSLATION

GIOVANNA FIORDALISO

First Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

GERMAN LANGUAGE AND TRANSLATION

GIOVANNI PALILLA

First Semester8L-LIN/14ita

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

ARABIC LANGUAGE AND LITERATURE I

EMANUELA DE BLASIO

First Semester8L-OR/12ita

Learning objectives

Knowledge and understanding: developing and improving the student’s previously acquired knowledge and language skills through the study of more complex grammatical structures and vocabulary, in order to understand and produce oral and written texts corresponding to the advanced level.

Applying knowledge and understanding: analyzing literary works or texts – in the original language or in translation – of the most relevant authors, movements and genres of Arabic literature in the 20th and 21st centuries.

Making judgements: ability to self-assess and to critically discuss the topics of the program, and to analyze the texts dealt with in class.

Communication skills: ability to communicate in Arabic at the advanced level, and to describe and discuss on a given topic.

Learning skills: developing language learning strategies and techniques specifically for the contemporary literary Arabic, by using both traditional and digital teaching tools and resources, in order to further studying the subject.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

RUSSIAN LANGUAGE AND LITERATURE

ALESSANDRO CIFARIELLO

First Semester8L-LIN/21ita

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

CHINESE LANGUAGE AND LITERATURE I

IRENE VERZì

First Semester8L-OR/21ita

Learning objectives

1) Knowledge and understanding: consolidate the previously acquired linguistic knowledge and skills through the study of morphosyntactic structures and the expansion of the vocabulary, aimed at the oral and written comprehension and production of medium/high difficulty texts.
2) Applying knowledge and understanding: be able to analyze works, texts and sites, in the original language, related to the Chinese business and tourism language and culture, and to the main authors, genres and currents characterizing contemporary Chinese literary production.
3) Making judgments: ability to self-assess, critically discuss the topics of the program, and analyze the texts covered in class.
4) Communication skills: be able to communicate in Chinese at an advanced level in economic-commercial and tourism contexts, to argue and discuss a given topic in a clear and pertinent way.
5) Learning skills: acquire strategies and techniques for learning the Chinese language specifically in relation to business and tourism Chinese, using both traditional and IT and digital resources and teaching tools, useful for deepening the study of the discipline.
The lessons will deal with the study of various economic-commercial and tourism texts, such as letters or commercial emails, press articles, official documents of the Chinese government, promotional texts. We will address the reading, translation, analysis, paying particular attention to the stylistic, grammatical and lexical characteristics, as well as the intercultural aspects to be taken into consideration for a fruitful dialogue with China.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

18460 -

FEDERICA CASADEI

Second Semester 8L-LIN/02ita

Learning objectives

Course: Applied Linguistics

The purpose of this course is to provide students with advanced knowledge in the field of language teaching. In the first, more general module of the course, an introduction to applied linguistics and an overview of its fields of investigation will be provided. The second, more specific module, focuses on vocabulary learning and teaching; it will be shown how contemporary approaches to lexical semantics can help implement more effective methods of teaching lexical phenomena like polysemy, homonymy, metaphors, idioms.

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

Course: Applied Linguistics
The purpose of this course is to provide students with advanced knowledge in the field of language teaching. In the first, more general module of the course, an introduction to applied linguistics and an overview of its fields of investigation will be provided. The second, more specific module, focuses on vocabulary learning and teaching; it will be shown how contemporary approaches to lexical semantics can help implement more effective methods of teaching lexical phenomena like polysemy, homonymy, metaphors, idioms.
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.

examMode

The exam is written, lasts one hour, and consists of a few open-ended questions.

books

1) R. Rossini Favretti, Un’introduzione alla linguistica applicata, Pàtron, Bologna, 2002 (excluding chapter 5)
2) F. Casadei and G. Basile (a cura di), Lessico ed educazione linguistica, Carocci, Roma, 2019

For those who need to acquire the 10 CFUs provided in the old curriculum "Cultural Activity and Production," the following text is added:

3) P. Balboni, Fare educazione linguistica. Insegnare italiano, lingue straniere e lingue classiche, seconda edizione, UTET, Torino, 2018, only chapters 1 and 2

During the lectures, various additional teaching materials, available in Moodle, will be presented and commented on, knowledge of which is an integral part of the exam program for all students (regardless of the number of CFUs and whether they are attending or not).

mode

Frontal lectures.

classRoomMode

Attending the course is not mandatory but strongly recommended.

bibliography

For more information contact the professor.

MODULE II - -- -
ENGLISH LITERATURE

FRANCESCA SAGGINI

First Semester8L-LIN/10ita

Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.

Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

**Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may also be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.**

mode

In-person lectures and research seminars. Students will be invited to actively participate in the discussion. The lecturer will continue to be available to give separate lectures to the ERASMUS students throughout the semester.

classRoomMode

Class attendance is not compulsory

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.
Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.
Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.
read at least 7 chapters from Claudia L. Johnson, Clara Tuite (eds.). A Companion to Jane Austen. Blackwell, 2009. Chapters can be agreed with the lecturer.

MODULE II - -- -
GLOTTOLOGY

LUCA LORENZETTI

First Semester8L-LIN/01ita

Learning objectives

Knowledge and comprehension skills:
having learnt the fundamental concepts of historical linguistics and to understand their scientific nature; knowing and understanding advanced notions on Indo-European linguistic comparison and reconstruction, as well as notions on the origin, history and description of the ancient and medieval languages of Europe on the basis of their textual tradition.

Ability to apply knowledge and understanding:
Being able to apply the notions learnt to the technical analysis and historical understanding of linguistic phenomena, with particular reference to Indo-European linguistic comparison and reconstruction and to the origin, history and description of the ancient and medieval languages of Europe on the basis of their textual tradition.

Autonomy of judgement:
Being able to make a well-founded choice between the various possible analyses of the phenomena of linguistic evolution presented during the course.

Communication skills:
Being able to present topics related to historical linguistics in an effective and terminologically correct manner, with particular reference to Indo-European linguistics and the genealogy and history of the ancient and medieval languages of Europe.

MODULE II - -- -
ITALIAN LITERATURE

First Semester8L-FIL-LET/10ita

Learning objectives

Historicization of a tradition and practice of critical reading; problematization of critical reading of literary text.
1) Improvement of knowledge and understanding of critical writing (with reference to militant criticism and academic criticism)
2) Improvement of knowledge and understanding applied to the student's learning of a good awareness of critical writing (also in view of the writing of the thesis) starting from major models of italian tradition
3) Increased autonomy of judgment through an orientation to the use of the main tools of critical-literary research on paper and digital support
4) Enhancement of communicative skills through the opening of a discussion during the lessons on critical issues addressed with the teacher

Teacher's Profile

Teacher's Profile

courseProgram

Module II: The literary case of Benvenuto Cellini's “Life”. Historical-critical vicissitude and twentieth-century reception.

Starting with the reading of excerpts from the text, the course will lead the students to an in-depth examination of the genetic and historical-critical vicissitude of Cellini's Life. From the eighteenth-century recovery by Baretti, with the implications even at a European level on the history of the autobiographical genre, we will arrive at the twentieth-century reflection on the literary quality of the text.

The programme includes the preparation of the following materials:

- Benvenuto Cellini, La vita, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (reading of the text limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The ‘Life’ of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La ‘Vita’ di Benvenuto Cellini, in ‘ITER’, 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

examMode

In itinere examinations (optional) and final interview on the course topics.
The interview will be structured as follows: first question comprising the reading of a passage from Cellini's "Vita", with paraphrase and commentary; second question focusing on the historical-critical background and twentieth-century reception of the "Vita".

books

Module II:

- Benvenuto Cellini, The Life, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The "Life" of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La "Vita" di Benvenuto Cellini, in "ITER", 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

classRoomMode

Optional, but highly recommended attendance

bibliography

The reference bibliography will be indicated during the course. The following volumes are preliminarily recommended:
- Benedetto Croce, Sul Cellini scrittore, in Id., Poeti e scrittori del pieno e del tardo Rinascimento, Bari, Laterza, 1952, vol. III, pp. 168-170
- Marziano Guglielminetti, La Vita di Cellini e le memorie degli artisti, in Id., Memoria e scrittura. L’autobiografia da Dante a Cellini, Torino, Einaudi, 1977, pp. 292-386
- Bruno Maier, Umanità e stile di Benvenuto Cellini scrittore (studio critico), Milano, Trevisini, 1952

Teacher's Profile

courseProgram

Module II: The literary case of Benvenuto Cellini's “Life”. Historical-critical vicissitude and twentieth-century reception.

Starting with the reading of excerpts from the text, the course will lead the students to an in-depth examination of the genetic and historical-critical vicissitude of Cellini's Life. From the eighteenth-century recovery by Baretti, with the implications even at a European level on the history of the autobiographical genre, we will arrive at the twentieth-century reflection on the literary quality of the text.

The programme includes the preparation of the following materials:

- Benvenuto Cellini, La vita, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (reading of the text limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The ‘Life’ of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La ‘Vita’ di Benvenuto Cellini, in ‘ITER’, 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

examMode

In itinere examinations (optional) and final interview on the course topics.
The interview will be structured as follows: first question comprising the reading of a passage from Cellini's "Vita", with paraphrase and commentary; second question focusing on the historical-critical background and twentieth-century reception of the "Vita".

books

Module II:

- Benvenuto Cellini, The Life, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The "Life" of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La "Vita" di Benvenuto Cellini, in "ITER", 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

classRoomMode

Optional, but highly recommended attendance

bibliography

The reference bibliography will be indicated during the course. The following volumes are preliminarily recommended:
- Benedetto Croce, Sul Cellini scrittore, in Id., Poeti e scrittori del pieno e del tardo Rinascimento, Bari, Laterza, 1952, vol. III, pp. 168-170
- Marziano Guglielminetti, La Vita di Cellini e le memorie degli artisti, in Id., Memoria e scrittura. L’autobiografia da Dante a Cellini, Torino, Einaudi, 1977, pp. 292-386
- Bruno Maier, Umanità e stile di Benvenuto Cellini scrittore (studio critico), Milano, Trevisini, 1952

SUBJECTSEMESTERCFUSSDLANGUAGE
MODULE II - -- -
LITERATURE AND CULTURE OF THE UNITED STATES OF AMERICA II

FRANCESCA SAGGINI

Second Semester8L-LIN/11ita

Learning objectives

- Become familiar with key aspects of US history and culture
- Understand American drama and theatre as significant parts of US culture and as literary and artistic productions through which American national identity has been constructed and deconstructed.
- Learn about the most influential twentieth- and twenty-first-century American playwrights and their work.
- Understand the conventions of dramatic literature and a range of different dramatic and performative styles (melodrama, realism, naturalism, expressionism, symbolism, Epic Theatre, postmodern theatre).
- Learn and use effective terminology for reading and analyzing dramatic texts.
- Analyze an American play by considering elements such as dramatic structure and action, dialogue, monologue, stage directions, textual and visual metaphors and symbols.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

SPANISH LITERATURE

GIOVANNA FIORDALISO

Second Semester8L-LIN/05ita

Learning objectives

5. Knowledge of critical literature that refers to the selected texts and authors.
6. Ability to read, comment, interpret texts and authors

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

GERMAN LITERATURE

NIKETA STEFA

Second Semester8L-LIN/13ita

Learning objectives

Der Gesellschaftsroman als Roman par excellence.

Novel analysis skills.
Skills in the history of literary hermeneutics.
Knowledge of the history of the novel between the nineteenth and twentieth centuries.
Knowledge of genre theory.
Knowledge of key figures of nineteenth and twentieth century literature.
Literary essay writing competences: the Kommentar.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES

Second Semester8L-LIN/08ita

Learning objectives

The discipline aims to raise awareness of the different aspects of the cultural and literary history of Portuguese-speaking countries, highlighting the aspects of uniformity and differentiation in the Portuguese-speaking area. The literary history of Portuguese-speaking countries is closely connected with historical-political dynamics. Interdisciplinary dialogue is therefore fundamental.
Students who have attended this course and studied the proposed materials know the literary forms and the most important figures of Portuguese literature; they know numerous aspects and problems of these literatures in their relationship with History; I am able to analyze texts referring them to the historical and socio-cultural context.

Teacher's Profile

HISPANO-AMERICAN LITERATURE

GIOVANNA FIORDALISO

Second Semester8L-LIN/06ita

Learning objectives

The objective of the course is to provide students with a good understanding of the literary history of the Spanish-speaking countries of South and Central America, and at the same time encourage them to develop an autonomous vision of the reality of the territories analysed. Special attention will be given to Paraguayan literature. At the end of the course, students will have to demonstrate that they know how to explain the course topics with competence and independent judgment, and that they know how to describe and contextualize Spanish-American historical-literary issues; have a clear knowledge of Paraguayan fiction.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

FRENCH LITERATURE

ROBERTO ROMAGNINO

Second Semester8L-LIN/03ita

Learning objectives

The French literature course for Master's students aims to deepen the knowledge and refine the analytical (i. e. stylistic, philological, rhetorical and hermeneutic) tools acquired during the Licence. The monographic programme focuses on the reading and in-depth study of a particular genre, author or work. The aim is to deepen the theoretical knowledge and notions of literary history previously assimilated, with a view to putting them to active use. Through an in-depth reading of the texts, students will be encouraged to make increasingly effective use of their ability to work independently and to form critical judgements about seventeenth- and eighteenth-century texts, while learning to master the tools of the discipline and to use secondary bibliography effectively and question it dialectically. The course also aims to introduce students to the methodology of scientific research and the preparation of a research project.
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

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.

Teacher's Profile

courseProgram

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION II

SONIA DI VITO

Second Semester8L-LIN/04ita

Learning objectives

Knowledge and ability to understand: deepening knowledge of the characteristics of a language for specific purposes; case-study on the application of corpus linguistics in the
field of language teaching [Data-driven learning], translation studies and translation; having knowledge of the processes of tagging a corpus.
Applied knowledge and comprehension skills: knowing how to recognise and analyse a language for specific purposes using corpora; collecting an ad hoc corpus to use it for
translation purposes; using tags.
Autonomy of judgement: Being able to reflect on language use autonomously as well as on one's own learning process; being able to recognise the differences between French
and Italian in the various speciality languages.
Communication skills: Knowing how to carry out a translation project from French to Italian and to Italian into French.
Learning skills: Knowing how to use text corpora for translation; knowing how to tag a corpus.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION II

ALESSANDRA OLGA GRAZIA SERRA

Second Semester8L-LIN/12ita

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


SPANISH LANGUAGE AND TRANSLATION II

GIOVANNA FIORDALISO

Second Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

GERMAN LANGUAGE AND TRANSLATION II

GIOVANNI PALILLA

Second Semester8L-LIN/14ita

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II

Second Semester8L-LIN/09ita

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

Teacher's Profile

MODULE II - -- -
GEOGRAFIA, SALVAGUARDIA DI NATURA E AMBIENTE, SVILUPPO SOSTENIBILE

LUISA CARBONE

Second Semester8M-GGR/01ita

Learning objectives

The course aims to analyze and deepen the role of geographic information in the light of the profound changes due to globalization.
Geographic information no longer concerns only the production and display of a cartography, but is becoming the solution to support the political decisions of a territory, thanks to the ability to integrate and analyze geographic data and data deriving from various other sources
1) knowledge and understanding of the fundamentals of the information geography
2) applying knowledge and understanding of geographic plan
3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse;
4) making judgements and critical reading of a geographical essay.
5) learning skills

Teacher's Profile

courseProgram

After a brief review of what is the information value in the economic globalization process, taking into account the theme of the Geographic Information and the latest theories on smart and green economy. We will deepen the potentials of the Geographic Information Systems with a special focus on the relationship between population and inhabited territories in order to allow the knowledge of organizing the urban, rural and mountain touristic space.

examMode


The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.
The course provides for intermediate tests on the topics discussed in the lesson
The attribution of the final grade will take into account the following criteria: level of participation and response to the requests, evaluation of the assigned reports, level of commitment to group work. evaluation of the skills, methods and tools acquired

books


L. Carbone, La città rizomatica, Patron editore. Bologna, 2024
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (link: https://www.ageiweb.it/geotema/geotema59/).

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 ( link https://www.ageiweb.it/geotema/geotema59/)
L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019

Teacher's Profile

courseProgram

After a brief review of what is the information value in the economic globalization process, taking into account the theme of the Geographic Information and the latest theories on smart and green economy. We will deepen the potentials of the Geographic Information Systems with a special focus on the relationship between population and inhabited territories in order to allow the knowledge of organizing the urban, rural and mountain touristic space.

examMode


The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.
The course provides for intermediate tests on the topics discussed in the lesson
The attribution of the final grade will take into account the following criteria: level of participation and response to the requests, evaluation of the assigned reports, level of commitment to group work. evaluation of the skills, methods and tools acquired

books


L. Carbone, La città rizomatica, Patron editore. Bologna, 2024
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (link: https://www.ageiweb.it/geotema/geotema59/).

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 ( link https://www.ageiweb.it/geotema/geotema59/)
L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019

US HISTORY AND INSTITUTIONS

FRANCESCA SAGGINI

Second Semester8SPS/05ita
MODULE II - -- -
MODERN HISTORY

MATTEO SANFILIPPO

Second Semester8M-STO/02ita

Learning objectives

The purpose of the course is to master the history of Euro-American cultural development between the 15h and 20th centuries. Furthermore, during the course a seminar will be held for attending students on the re-elaboration and re-presentation of modern history, both during the modern centuries and in the following ones. At the end of the course, students must be able to: 1) be aware of what has happened over the centuries and in the areas addressed and understand why (Knowledge and understanding); 2) having developed an independent reflection on the topics covered (Applied knowledge and understanding); 3) analyze and discuss texts and documents, of various kinds, understanding how historiography as well as literature has already used them (Autonomy of judgment); 4) present their own independent research in the classroom (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

13080 - OPTIONAL SUBJECT

First Semester 8ita
MODULE II - -- -
LITERATURE AND CULTURE OF THE UNITED STATES OF AMERICA II

FRANCESCA SAGGINI

Second Semester8L-LIN/11ita

Learning objectives

- Become familiar with key aspects of US history and culture
- Understand American drama and theatre as significant parts of US culture and as literary and artistic productions through which American national identity has been constructed and deconstructed.
- Learn about the most influential twentieth- and twenty-first-century American playwrights and their work.
- Understand the conventions of dramatic literature and a range of different dramatic and performative styles (melodrama, realism, naturalism, expressionism, symbolism, Epic Theatre, postmodern theatre).
- Learn and use effective terminology for reading and analyzing dramatic texts.
- Analyze an American play by considering elements such as dramatic structure and action, dialogue, monologue, stage directions, textual and visual metaphors and symbols.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

ENGLISH LITERATURE II

FRANCESCA SAGGINI

Second Semester8L-LIN/10ita

Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination is carried out in English and consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.
Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

classRoomMode

Class attendance is not compulsory.

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination is carried out in English and consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.
Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

classRoomMode

Class attendance is not compulsory.

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

MODULE II - -- -
HISTORY OF PHILOSOPHY

SAVERIO RICCI

Second Semester8M-FIL/06ita

Learning objectives

1. Knowledge and understanding: study of the relationship between philosophy and painting in the 16th and the 17th Centuries.
2. Applying knowledge and understanding: reports to the classroom, on issues proposed by the professor.
3. Making judgements: interpretation skills and participation to classroom debates.
4. Communications skills: testing of skill in communicating personal interpretation and debating issues.
5. Learning skills: stimulating the skill in framing philosophical issues in the given historical context.

Teacher's Profile

courseProgram

The relationship between philosophy and painting at the beginning of the modern age, The case of Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of his "Expulsion of the Triumphant Beast": Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movies and television films.
There are no modules or complementary activities.

examMode

The skills will be verified through a final oral exam. Students will be expected 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 the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.

books

1. Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli, 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1996 e ristampe.
3.Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6.A. Suggi, La filosofia del Rinascimento, Roma, Carocci 2023.

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

Cfr. the bibliography in: Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.

MEDIEVAL HISTORY

Second Semester8M-STO/01ita

Learning objectives

The course aims to provide students with an in-depth study of the main research topics related to the history of rural and urban settlements in the medieval mediterranean context, with particular reference to the Italian municipal experience, providing students with the methodological tools for a critical analysis of the sources.

Teacher's Profile

CATIA PAPA

Second Semester8M-STO/04ita

Learning objectives

Educational objectives:
The course aims to provide an in-depth critical understanding of contemporary historical processes, with a focus on historiographical issues, categories of analysis, and problems of periodization. The aim of the course is to offer critical tools for understanding and interpreting historical phenomena from a comparative, transnational, and global perspective; to promote historical analysis skills by intertwining political-institutional, socio-economic, and cultural dimensions; and to consolidate methodological skills for historiographical research and argumentation.

Expected outcomes:
At the end of the course, students should be able to: a) describe and discuss the main processes and turning points of the contemporary age, critically analyze the main interpretative categories of the discipline, and understand the problems of periodization; b) demonstrate the ability to apply historical knowledge, critically using categories and periodizations and employing advanced historiographical methodologies; c) demonstrate independent judgment and self-learning skills; d) clearly and appropriately express historiographical concepts and issues.

MODULE II - -- -
FRENCH LANGUAGE AND TRANSLATION II

SONIA DI VITO

Second Semester8L-LIN/04ita

Learning objectives

Knowledge and ability to understand: deepening knowledge of the characteristics of a language for specific purposes; case-study on the application of corpus linguistics in the
field of language teaching [Data-driven learning], translation studies and translation; having knowledge of the processes of tagging a corpus.
Applied knowledge and comprehension skills: knowing how to recognise and analyse a language for specific purposes using corpora; collecting an ad hoc corpus to use it for
translation purposes; using tags.
Autonomy of judgement: Being able to reflect on language use autonomously as well as on one's own learning process; being able to recognise the differences between French
and Italian in the various speciality languages.
Communication skills: Knowing how to carry out a translation project from French to Italian and to Italian into French.
Learning skills: Knowing how to use text corpora for translation; knowing how to tag a corpus.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

ENGLISH LANGUAGE AND TRANSLATION II

ALESSANDRA OLGA GRAZIA SERRA

Second Semester8L-LIN/12ita

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


SPANISH LANGUAGE AND TRANSLATION II

GIOVANNA FIORDALISO

Second Semester8L-LIN/07ita

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

GERMAN LANGUAGE AND TRANSLATION II

GIOVANNI PALILLA

Second Semester8L-LIN/14ita

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

18342 -

Second Semester 18ita
MODULE II - -- -
PRAGMATICS AND ARGUMENTATIONSecond Semester8M-FIL/05ita

Learning objectives

At the end of the course, the student
1) (knowledge and understanding) possesses the critical tools to understand the structures and functions of narrative language (verbal and non-verbal);
2) (applying knowledge and understanding) is able to recognise the narrative or descriptive/informative function of empirical texts, based on the enunciative, semantic and
argumentative mechanisms they present;
3) (making judgements) is able to assess independently whether the characteristics of texts (enunciative, semantic, argumentative) enable the intended communicative goals to be achieved;
4) (communication skills) can elaborate or modify text structures in written or oral form according to different communicative goals (narrative-persuasive, descriptive-explicative);
5) (learning skills) can distinguish between generic and specific information and implement textual analytical observation procedures.

US HISTORY AND INSTITUTIONS

FRANCESCA SAGGINI

Second Semester8SPS/05ita
TRADITION AND PERMANENCE OF CLASSIC

ALESSANDRO FUSI

Second Semester8L-FIL-LET/04ita

Learning objectives

The course aims to provide an essential knowledge of the main characteristics of the literature of the late republican age and the work of Catullus; a mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; direct knowledge of Catullus’ 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 late republican literature’ history; knowledge of Catullus’ Liber
2) Ability to analyse Latin literary history of Late republican age and comprehend her diachronic development; ability to analyse and discuss appropriately Catullus’ poems
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

18341 - INFORMATICS AND TELEMATICS SKILLS

FEDERICO MESCHINI

Second Semester 8ita
119001 - FURTHER JOB SKILLS

Second Semester 6ita

Learning objectives

1. Knowledge of critical literature that refers to the selected texts and authors.
2. Ability to read, comment, interpret texts and authors

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Learning objectives

Der Gesellschaftsroman als Roman par excellence.

Novel analysis skills.
Skills in the history of literary hermeneutics.
Knowledge of the history of the novel between the nineteenth and twentieth centuries.
Knowledge of genre theory.
Knowledge of key figures of nineteenth and twentieth century literature.
Literary essay writing competences: the Kommentar.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Learning objectives

The French literature course for Master's students aims to deepen the knowledge and refine the analytical (i. e. stylistic, philological, rhetorical and hermeneutic) tools acquired during the Licence. The monographic programme focuses on the reading and in-depth study of a particular genre, author or work. The aim is to deepen the theoretical knowledge and notions of literary history previously assimilated, with a view to putting them to active use. Through an in-depth reading of the texts, students will be encouraged to make increasingly effective use of their ability to work independently and to form critical judgements about seventeenth- and eighteenth-century texts, while learning to master the tools of the discipline and to use secondary bibliography effectively and question it dialectically. The course also aims to introduce students to the methodology of scientific research and the preparation of a research project.
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

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.


Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.

Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

**Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may also be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.**

mode

In-person lectures and research seminars. Students will be invited to actively participate in the discussion. The lecturer will continue to be available to give separate lectures to the ERASMUS students throughout the semester.

classRoomMode

Class attendance is not compulsory

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.
Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.
Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.
read at least 7 chapters from Claudia L. Johnson, Clara Tuite (eds.). A Companion to Jane Austen. Blackwell, 2009. Chapters can be agreed with the lecturer.

Learning objectives

Knowledge and understanding:
To have learnt the fundamental moments in the history of literary Italian and the most relevant linguistic phenomena by literary genre and era.
Applying knowledge and understanding:
Being able to apply the historical-linguistic notions and linguistic phenomena learnt to the analysis of literary texts of different ages and genres.
Making judgement:
To be able to critically identify the most linguistically relevant aspects and phenomena of a literary text, a type of text, and a historical period.
Communication skills:
To be able to illustrate the fundamental themes of the history of literary Italian with oral and written language properties, in terms of argumentation and terminology.
Learning skills:
knowing how to analyse a literary text or phenomenon in relation to terminology and basic notions

Teacher's Profile

courseProgram

The course aims to provide students with some advanced notions of the language of italian literary texts. After an overview of the subject, from its Origin to modern times, through some of the most important moments in the history of italian language (first part), the focus will be on the history of italian language for music from XVII to XX century (second part), with an analysis of a selection of most important texts: for each text, a historical and cultural contextualisation will be proposed, together with a detailed linguistic and stylistic analysis, with special attention to phonomorphological, syntactic, lexical and rhetorical elements, so as to locate every single documents in its linguistic and cultural context.

examMode

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

books

Attending Students
First section
1. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
2. Dispense e materiali (disponibili su Moodle)
Second section
1. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.
2. Dispense e materiali (disponibili su Moodle)

Non attending students
1. L. Serianni, Prima lezione di storia della lingua italiana, Roma-Bari, Laterza, 2015.
2. S. Telve, L’italiano: frasi e testo, Roma, Carocci, 2013.
3. F. Bruni, L'italiano letterario nella storia, Bologna, Il Mulino, 2007.
4. I. Bonomi – E. Buroni, L’italiano dell’opera lirica, Bologna, Il Mulino, 2017.

mode

48h, face to face lectures

classRoomMode

Class attendance is not mandatory but is strongly recommended.

bibliography

No reference bibliography

Learning objectives

Historicization of a tradition and practice of critical reading; problematization of critical reading of literary text.
1) Improvement of knowledge and understanding of critical writing (with reference to militant criticism and academic criticism)
2) Improvement of knowledge and understanding applied to the student's learning of a good awareness of critical writing (also in view of the writing of the thesis) starting from major models of italian tradition
3) Increased autonomy of judgment through an orientation to the use of the main tools of critical-literary research on paper and digital support
4) Enhancement of communicative skills through the opening of a discussion during the lessons on critical issues addressed with the teacher

Teacher's Profile

Teacher's Profile

courseProgram

Module II: The literary case of Benvenuto Cellini's “Life”. Historical-critical vicissitude and twentieth-century reception.

Starting with the reading of excerpts from the text, the course will lead the students to an in-depth examination of the genetic and historical-critical vicissitude of Cellini's Life. From the eighteenth-century recovery by Baretti, with the implications even at a European level on the history of the autobiographical genre, we will arrive at the twentieth-century reflection on the literary quality of the text.

The programme includes the preparation of the following materials:

- Benvenuto Cellini, La vita, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (reading of the text limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The ‘Life’ of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La ‘Vita’ di Benvenuto Cellini, in ‘ITER’, 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

examMode

In itinere examinations (optional) and final interview on the course topics.
The interview will be structured as follows: first question comprising the reading of a passage from Cellini's "Vita", with paraphrase and commentary; second question focusing on the historical-critical background and twentieth-century reception of the "Vita".

books

Module II:

- Benvenuto Cellini, The Life, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The "Life" of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La "Vita" di Benvenuto Cellini, in "ITER", 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

classRoomMode

Optional, but highly recommended attendance

bibliography

The reference bibliography will be indicated during the course. The following volumes are preliminarily recommended:
- Benedetto Croce, Sul Cellini scrittore, in Id., Poeti e scrittori del pieno e del tardo Rinascimento, Bari, Laterza, 1952, vol. III, pp. 168-170
- Marziano Guglielminetti, La Vita di Cellini e le memorie degli artisti, in Id., Memoria e scrittura. L’autobiografia da Dante a Cellini, Torino, Einaudi, 1977, pp. 292-386
- Bruno Maier, Umanità e stile di Benvenuto Cellini scrittore (studio critico), Milano, Trevisini, 1952

Teacher's Profile

courseProgram

Module II: The literary case of Benvenuto Cellini's “Life”. Historical-critical vicissitude and twentieth-century reception.

Starting with the reading of excerpts from the text, the course will lead the students to an in-depth examination of the genetic and historical-critical vicissitude of Cellini's Life. From the eighteenth-century recovery by Baretti, with the implications even at a European level on the history of the autobiographical genre, we will arrive at the twentieth-century reflection on the literary quality of the text.

The programme includes the preparation of the following materials:

- Benvenuto Cellini, La vita, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (reading of the text limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The ‘Life’ of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La ‘Vita’ di Benvenuto Cellini, in ‘ITER’, 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

examMode

In itinere examinations (optional) and final interview on the course topics.
The interview will be structured as follows: first question comprising the reading of a passage from Cellini's "Vita", with paraphrase and commentary; second question focusing on the historical-critical background and twentieth-century reception of the "Vita".

books

Module II:

- Benvenuto Cellini, The Life, edited by Lorenzo Bellotto, Milan-Parma, Guanda, 1996 (limited to the first or second part, at the student's choice; the text will be available in pdf format on the course page in Unitus Moodle)

- Maria Luisa Altieri Biagi, The "Life" of Cellini. Temi, termini, sintagmi, in Benvenuto Cellini artista e scrittore, atti del convegno di Roma-Firenze, 8-9 February 1971, Roma, Accademia Nazionale dei Lincei, 1972, pp. 61-163, limited to pp. 61-108 (the text will be available in pdf format on the course page in Unitus Moodle)

- Paolo Marini, Autoritratto, apologia e vendetta. La "Vita" di Benvenuto Cellini, in "ITER", 1/2025, pp. (the article can be downloaded from the RivisteWeb platform by accessing the University's electronic bibliographic resources: https://www.unitus.it/ateneo/strutture-e-servizi/cia/biblioteca/cataloghi-e-banche-dati/periodici-elettronici/)

classRoomMode

Optional, but highly recommended attendance

bibliography

The reference bibliography will be indicated during the course. The following volumes are preliminarily recommended:
- Benedetto Croce, Sul Cellini scrittore, in Id., Poeti e scrittori del pieno e del tardo Rinascimento, Bari, Laterza, 1952, vol. III, pp. 168-170
- Marziano Guglielminetti, La Vita di Cellini e le memorie degli artisti, in Id., Memoria e scrittura. L’autobiografia da Dante a Cellini, Torino, Einaudi, 1977, pp. 292-386
- Bruno Maier, Umanità e stile di Benvenuto Cellini scrittore (studio critico), Milano, Trevisini, 1952

Learning objectives

OBIETTIVI FORMATIVI
Conoscenza e capacità di comprensione: Saper riconoscere le caratteristiche di una
lingua di specialità; conoscere la linguistica dei corpora e i suoi ambiti di utilizzo (didattica
delle lingue [Data-driven learning], traduttologia e traduzione); Conoscere i più moderni
strumenti per la traduzione assistita da pc (CAT tools).
Conoscenza e capacità di comprensione applicate: saper analizzare la lingua di specialità
anche attraverso l’uso dei corpora linguistici; collezionare un corpus linguistico ad hoc per
utilizzarlo a fini traduttivi; saper utilizzare programmi di concordanze e memorie di
traduzione.
Autonomia di giudizio: saper riflettere sull’uso linguistico in modo autonomo così pure sul
proprio processo di apprendimento; saper riconoscere le differenze fra francese e italiano
nelle varie lingue di specialità.
Abilità comunicative: Saper realizzare un progetto di traduzione da e verso il francese.
Capacità di apprendere: Saper usare i corpora testuali per la traduzione; Conoscere i più
moderni strumenti per la traduzione assistita da pc (CAT tools).

FRANÇAIS
Connaissances et capacités de compréhension : savoir reconnaître les caractéristiques
d'une langue spécialisée ; connaître la linguistique de corpus et ses domaines
d'application (didactique des langues [Data-driven learning], traductologie et traduction) ;
connaître les outils les plus modernes de traduction assistée par ordinateur (outils TAO).
Connaissances appliquées et capacités de compréhension : être capable d'analyser les
langues spécialisées à l'aide des corpus linguistiques ; collecter un corpus linguistique ad
hoc afin de l’utiliser à des fins de traduction ; être capable d’utiliser des programmes de
concordance et des mémoires de traduction.
Autonomie de jugement : être capable de réfléchir de manière autonome sur l’usage des
langues ainsi que sur son propre processus d’apprentissage ; être capable de reconnaître
les différences entre le français et l’italien dans les différentes langues de spécialité.
Compétences de communication : savoir mener à bien un projet de traduction du français
vers l’italien et de l’italien vers le français.
Compétences d'apprentissage : savoir utiliser des corpus de textes pour la traduction ;
connaître les outils les plus modernes pour la traduction assistée par ordinateur (outils
TAO).

ENGLISH

Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating);
knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).


Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Learning objectives

The course aims to develop students’ competence at a master’s level in the linguistic/discoursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused - with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model; b) the adaptation of literary text in its TV series and Cinema transpositions and analysis of the relative translation processes and issues

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations: particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aim at a full understanding of the texts analysed 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: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the above-mentioned issues.




Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM 37 STUDENTS : Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level B2/C1 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

-TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47

ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Learning objectives


Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating); knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM 37 STUDENTS : Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Learning objectives

1) Knowledge and understanding: consolidate the previously acquired linguistic knowledge and skills through the study of morphosyntactic structures and the expansion of the vocabulary, aimed at the oral and written comprehension and production of medium/high difficulty texts.
2) Applying knowledge and understanding: be able to analyze works, texts and sites, in the original language, related to the Chinese business and tourism language and culture, and to the main authors, genres and currents characterizing contemporary Chinese literary production.
3) Making judgments: ability to self-assess, critically discuss the topics of the program, and analyze the texts covered in class.
4) Communication skills: be able to communicate in Chinese at an advanced level in economic-commercial and tourism contexts, to argue and discuss a given topic in a clear and pertinent way.
5) Learning skills: acquire strategies and techniques for learning the Chinese language specifically in relation to business and tourism Chinese, using both traditional and IT and digital resources and teaching tools, useful for deepening the study of the discipline.
The lessons will deal with the study of various economic-commercial and tourism texts, such as letters or commercial emails, press articles, official documents of the Chinese government, promotional texts. We will address the reading, translation, analysis, paying particular attention to the stylistic, grammatical and lexical characteristics, as well as the intercultural aspects to be taken into consideration for a fruitful dialogue with China.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Learning objectives

Knowledge and understanding: developing and improving the student’s previously acquired knowledge and language skills through the study of more complex grammatical structures and vocabulary, in order to understand and produce oral and written texts corresponding to the advanced level.

Applying knowledge and understanding: analyzing literary works or texts – in the original language or in translation – of the most relevant authors, movements and genres of Arabic literature in the 20th and 21st centuries.

Making judgements: ability to self-assess and to critically discuss the topics of the program, and to analyze the texts dealt with in class.

Communication skills: ability to communicate in Arabic at the advanced level, and to describe and discuss on a given topic.

Learning skills: developing language learning strategies and techniques specifically for the contemporary literary Arabic, by using both traditional and digital teaching tools and resources, in order to further studying the subject.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

Learning objectives

EDUCATIONAL OBJECTIVES
The course deals with the study of linguistic diversity and its documentation

EXPECTED LEARNING RESULTS
At the end of the course the students will be able to and will have acquired sufficient skills for:
1) Understanding, discussing and appreciating linguistic diversity
2) Recognise, analyse and comment on different typological linguistic structures
3) Reflect and comment on the correlation between language, culture and society
4) Planning a research fieldwork project, eliciting linguistic data and glossing a text, (socio)linguistic analysis of a text using the main software for linguistic analysis such as Elan, FLEx. Transcriber.

Teacher's Profile

courseProgram

Students will discover what language diversity means. How grammatical structures may be strictly connected to cultural aspects.
What is the situation for language diversity today and what can be done in order to preserve it.
Students will also discover what is language documentation and how it differs from language description.
They will also learn to use software for the analysis of linguistic data such as Audacity, Transcriber, FLEx, ELAN.

examMode

Students will be asked a series of questions aimed at verifying understanding and learning of what was discussed during the lessons.

books

Please check this page at the beginning of September because the page could be updated further.
1) Arcodia, G. F. e Mauri, C. (2016). La diversità linguistica. Roma: Carocci.
2) Grandi, N. e Mauri, C. 2022. La tipologia linguistica. Unità e diversità nelle lingue del mondo. Roma: Carocci.
3) Austin, P. K. and Sallabank, J. (eds). (2011). The Cambridge Handbook of Endangered Languages, Cambridge: Cambridge University Press, limitatamente alle pp. 1-23 e pp. 24-44.
4) Meyerhoff, Miriam, Chie Adachi, Golnaz Nanbakhsh, and Anna Strycharz 2011. 'Sociolinguistic Fieldwork'. In Thieberger, Nicholas (ed): The Oxford Handbook of Linguistic Fieldwork. Oxford: Oxford University Press, pp. 121-146.
5) Muru, C. Identity, speech community, and language concepts in language documentation. A sociolinguistic approach. In Ethnorêma. Available online: https://dspace.unitus.it/handle/2067/51546
6) Lecture notes

classRoomMode

Strongly recommended attendance. Non-attending students interested in taking this exam are requested to contact the teacher.

bibliography

Further reading (not subject to evaluation during the exam) will be informed during the classes.

Learning objectives

Knowledge and comprehension skills:
having learnt the fundamental concepts of historical linguistics and to understand their scientific nature; knowing and understanding advanced notions on Indo-European linguistic comparison and reconstruction, as well as notions on the origin, history and description of the ancient and medieval languages of Europe on the basis of their textual tradition.

Ability to apply knowledge and understanding:
Being able to apply the notions learnt to the technical analysis and historical understanding of linguistic phenomena, with particular reference to Indo-European linguistic comparison and reconstruction and to the origin, history and description of the ancient and medieval languages of Europe on the basis of their textual tradition.

Autonomy of judgement:
Being able to make a well-founded choice between the various possible analyses of the phenomena of linguistic evolution presented during the course.

Communication skills:
Being able to present topics related to historical linguistics in an effective and terminologically correct manner, with particular reference to Indo-European linguistics and the genealogy and history of the ancient and medieval languages of Europe.

Learning objectives

- Become familiar with key aspects of US history and culture
- Understand American drama and theatre as significant parts of US culture and as literary and artistic productions through which American national identity has been constructed and deconstructed.
- Learn about the most influential twentieth- and twenty-first-century American playwrights and their work.
- Understand the conventions of dramatic literature and a range of different dramatic and performative styles (melodrama, realism, naturalism, expressionism, symbolism, Epic Theatre, postmodern theatre).
- Learn and use effective terminology for reading and analyzing dramatic texts.
- Analyze an American play by considering elements such as dramatic structure and action, dialogue, monologue, stage directions, textual and visual metaphors and symbols.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.

Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

**Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may also be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.**

mode

In-person lectures and research seminars. Students will be invited to actively participate in the discussion. The lecturer will continue to be available to give separate lectures to the ERASMUS students throughout the semester.

classRoomMode

Class attendance is not compulsory

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.
Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.
Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.
read at least 7 chapters from Claudia L. Johnson, Clara Tuite (eds.). A Companion to Jane Austen. Blackwell, 2009. Chapters can be agreed with the lecturer.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

Learning objectives

5. Knowledge of critical literature that refers to the selected texts and authors.
6. Ability to read, comment, interpret texts and authors

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Learning objectives

Der Gesellschaftsroman als Roman par excellence.

Novel analysis skills.
Skills in the history of literary hermeneutics.
Knowledge of the history of the novel between the nineteenth and twentieth centuries.
Knowledge of genre theory.
Knowledge of key figures of nineteenth and twentieth century literature.
Literary essay writing competences: the Kommentar.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Learning objectives

The discipline aims to raise awareness of the different aspects of the cultural and literary history of Portuguese-speaking countries, highlighting the aspects of uniformity and differentiation in the Portuguese-speaking area. The literary history of Portuguese-speaking countries is closely connected with historical-political dynamics. Interdisciplinary dialogue is therefore fundamental.
Students who have attended this course and studied the proposed materials know the literary forms and the most important figures of Portuguese literature; they know numerous aspects and problems of these literatures in their relationship with History; I am able to analyze texts referring them to the historical and socio-cultural context.

Teacher's Profile

Learning objectives

The objective of the course is to provide students with a good understanding of the literary history of the Spanish-speaking countries of South and Central America, and at the same time encourage them to develop an autonomous vision of the reality of the territories analysed. Special attention will be given to Paraguayan literature. At the end of the course, students will have to demonstrate that they know how to explain the course topics with competence and independent judgment, and that they know how to describe and contextualize Spanish-American historical-literary issues; have a clear knowledge of Paraguayan fiction.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Learning objectives

The French literature course for Master's students aims to deepen the knowledge and refine the analytical (i. e. stylistic, philological, rhetorical and hermeneutic) tools acquired during the Licence. The monographic programme focuses on the reading and in-depth study of a particular genre, author or work. The aim is to deepen the theoretical knowledge and notions of literary history previously assimilated, with a view to putting them to active use. Through an in-depth reading of the texts, students will be encouraged to make increasingly effective use of their ability to work independently and to form critical judgements about seventeenth- and eighteenth-century texts, while learning to master the tools of the discipline and to use secondary bibliography effectively and question it dialectically. The course also aims to introduce students to the methodology of scientific research and the preparation of a research project.
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

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.


Teacher's Profile

courseProgram

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.

Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination is carried out in English and consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.
Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

classRoomMode

Class attendance is not compulsory.

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination is carried out in English and consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.
Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

classRoomMode

Class attendance is not compulsory.

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Material
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

Learning objectives

Knowledge and ability to understand: deepening knowledge of the characteristics of a language for specific purposes; case-study on the application of corpus linguistics in the
field of language teaching [Data-driven learning], translation studies and translation; having knowledge of the processes of tagging a corpus.
Applied knowledge and comprehension skills: knowing how to recognise and analyse a language for specific purposes using corpora; collecting an ad hoc corpus to use it for
translation purposes; using tags.
Autonomy of judgement: Being able to reflect on language use autonomously as well as on one's own learning process; being able to recognise the differences between French
and Italian in the various speciality languages.
Communication skills: Knowing how to carry out a translation project from French to Italian and to Italian into French.
Learning skills: Knowing how to use text corpora for translation; knowing how to tag a corpus.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


Teacher's Profile

courseProgram

The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024. (Introduction and Chapter n.1 - Available on MOODLE)
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015.

Selected excerpts made available for download on the course website will be indicated later. For further information, please refer to the course’s website.

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.


Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
- demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills.

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) by stimulating their critical thinking. Students should be able to understand and use specialized language, related to european and american Spanish, with a particular focus on the language of political and inclusive communication, critically reflecting on the linguistic and rhetorical mechanisms underlying this type of communication.

examMode

The test will assess the student's ability to argue about current political issues with ease and appropriate language.

books

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, course attendance is highly recommended.

bibliography

- TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

Teacher's Profile

Learning objectives

The course aims to analyze and deepen the role of geographic information in the light of the profound changes due to globalization.
Geographic information no longer concerns only the production and display of a cartography, but is becoming the solution to support the political decisions of a territory, thanks to the ability to integrate and analyze geographic data and data deriving from various other sources
1) knowledge and understanding of the fundamentals of the information geography
2) applying knowledge and understanding of geographic plan
3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse;
4) making judgements and critical reading of a geographical essay.
5) learning skills

Teacher's Profile

courseProgram

After a brief review of what is the information value in the economic globalization process, taking into account the theme of the Geographic Information and the latest theories on smart and green economy. We will deepen the potentials of the Geographic Information Systems with a special focus on the relationship between population and inhabited territories in order to allow the knowledge of organizing the urban, rural and mountain touristic space.

examMode


The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.
The course provides for intermediate tests on the topics discussed in the lesson
The attribution of the final grade will take into account the following criteria: level of participation and response to the requests, evaluation of the assigned reports, level of commitment to group work. evaluation of the skills, methods and tools acquired

books


L. Carbone, La città rizomatica, Patron editore. Bologna, 2024
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (link: https://www.ageiweb.it/geotema/geotema59/).

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 ( link https://www.ageiweb.it/geotema/geotema59/)
L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019

Teacher's Profile

courseProgram

After a brief review of what is the information value in the economic globalization process, taking into account the theme of the Geographic Information and the latest theories on smart and green economy. We will deepen the potentials of the Geographic Information Systems with a special focus on the relationship between population and inhabited territories in order to allow the knowledge of organizing the urban, rural and mountain touristic space.

examMode


The exam will prove the required knowledge, the ability to apply it and elaborate autonomously an appropriate geographical discourse, using proper scientific terminology and demonstrating capacity to logical argumentation, control of the topics and criticism.
The course provides for intermediate tests on the topics discussed in the lesson
The attribution of the final grade will take into account the following criteria: level of participation and response to the requests, evaluation of the assigned reports, level of commitment to group work. evaluation of the skills, methods and tools acquired

books


L. Carbone, La città rizomatica, Patron editore. Bologna, 2024
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 (link: https://www.ageiweb.it/geotema/geotema59/).

mode

Lessons will take place in mixed mode, in the classroom and in online mode recorded through the zoom platform.
Exemptions will be paid through the moodle platform.

classRoomMode

Attendance at the course is not compulsory, but recommended. Alongside the frontal hours there will be seminars and meetings to deepen the themes addressed in the course.

bibliography

L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019
M. Lazzeroni, M. Morazzoni, M. Paradiso (a cura di), Nuove geografie dell’innovazione e dell’informazione. Dinamiche, trasformazioni, rappresentazioni in Geotema n 59 ( link https://www.ageiweb.it/geotema/geotema59/)
L. Carbone, L' informazione geografica. Linguaggi e rappresentazioni nell'epoca del knowledge graph, Sette Città, Viterbo, 2019

Learning objectives

At the end of the course, the student
1) (knowledge and understanding) possesses the critical tools to understand the structures and functions of narrative language (verbal and non-verbal);
2) (applying knowledge and understanding) is able to recognise the narrative or descriptive/informative function of empirical texts, based on the enunciative, semantic and
argumentative mechanisms they present;
3) (making judgements) is able to assess independently whether the characteristics of texts (enunciative, semantic, argumentative) enable the intended communicative goals to be achieved;
4) (communication skills) can elaborate or modify text structures in written or oral form according to different communicative goals (narrative-persuasive, descriptive-explicative);
5) (learning skills) can distinguish between generic and specific information and implement textual analytical observation procedures.

Learning objectives

The course aims to provide an essential knowledge of the main characteristics of the literature of the late republican age and the work of Catullus; a mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; direct knowledge of Catullus’ 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 late republican literature’ history; knowledge of Catullus’ Liber
2) Ability to analyse Latin literary history of Late republican age and comprehend her diachronic development; ability to analyse and discuss appropriately Catullus’ poems
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

Learning objectives

The purpose of the course is to master the history of Euro-American cultural development between the 15h and 20th centuries. Furthermore, during the course a seminar will be held for attending students on the re-elaboration and re-presentation of modern history, both during the modern centuries and in the following ones. At the end of the course, students must be able to: 1) be aware of what has happened over the centuries and in the areas addressed and understand why (Knowledge and understanding); 2) having developed an independent reflection on the topics covered (Applied knowledge and understanding); 3) analyze and discuss texts and documents, of various kinds, understanding how historiography as well as literature has already used them (Autonomy of judgment); 4) present their own independent research in the classroom (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

Learning objectives

1. Knowledge and understanding: study of the relationship between philosophy and painting in the 16th and the 17th Centuries.
2. Applying knowledge and understanding: reports to the classroom, on issues proposed by the professor.
3. Making judgements: interpretation skills and participation to classroom debates.
4. Communications skills: testing of skill in communicating personal interpretation and debating issues.
5. Learning skills: stimulating the skill in framing philosophical issues in the given historical context.

Teacher's Profile

courseProgram

The relationship between philosophy and painting at the beginning of the modern age, The case of Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of his "Expulsion of the Triumphant Beast": Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movies and television films.
There are no modules or complementary activities.

examMode

The skills will be verified through a final oral exam. Students will be expected 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 the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.

books

1. Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli, 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1996 e ristampe.
3.Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6.A. Suggi, La filosofia del Rinascimento, Roma, Carocci 2023.

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

Cfr. the bibliography in: Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.

Learning objectives

The course aims to provide students with an in-depth study of the main research topics related to the history of rural and urban settlements in the medieval mediterranean context, with particular reference to the Italian municipal experience, providing students with the methodological tools for a critical analysis of the sources.

Teacher's Profile

Learning objectives

Educational objectives:
The course aims to provide an in-depth critical understanding of contemporary historical processes, with a focus on historiographical issues, categories of analysis, and problems of periodization. The aim of the course is to offer critical tools for understanding and interpreting historical phenomena from a comparative, transnational, and global perspective; to promote historical analysis skills by intertwining political-institutional, socio-economic, and cultural dimensions; and to consolidate methodological skills for historiographical research and argumentation.

Expected outcomes:
At the end of the course, students should be able to: a) describe and discuss the main processes and turning points of the contemporary age, critically analyze the main interpretative categories of the discipline, and understand the problems of periodization; b) demonstrate the ability to apply historical knowledge, critically using categories and periodizations and employing advanced historiographical methodologies; c) demonstrate independent judgment and self-learning skills; d) clearly and appropriately express historiographical concepts and issues.

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Learning objectives

1) Knowledge and understanding: consolidate the previously acquired linguistic knowledge and skills through the study of morphosyntactic structures and the expansion of the vocabulary, aimed at the oral and written comprehension and production of medium/high difficulty texts.
2) Applying knowledge and understanding: be able to analyze works, texts and sites, in the original language, related to the Chinese business and tourism language and culture, and to the main authors, genres and currents characterizing contemporary Chinese literary production.
3) Making judgments: ability to self-assess, critically discuss the topics of the program, and analyze the texts covered in class.
4) Communication skills: be able to communicate in Chinese at an advanced level in economic-commercial and tourism contexts, to argue and discuss a given topic in a clear and pertinent way.
5) Learning skills: acquire strategies and techniques for learning the Chinese language specifically in relation to business and tourism Chinese, using both traditional and IT and digital resources and teaching tools, useful for deepening the study of the discipline.
The lessons will deal with the study of various economic-commercial and tourism texts, such as letters or commercial emails, press articles, official documents of the Chinese government, promotional texts. We will address the reading, translation, analysis, paying particular attention to the stylistic, grammatical and lexical characteristics, as well as the intercultural aspects to be taken into consideration for a fruitful dialogue with China.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

Learning objectives

Knowledge and understanding: developing and improving the student’s previously acquired knowledge and language skills through the study of more complex grammatical structures and vocabulary, in order to understand and produce oral and written texts corresponding to the advanced level.

Applying knowledge and understanding: analyzing literary works or texts – in the original language or in translation – of the most relevant authors, movements and genres of Arabic literature in the 20th and 21st centuries.

Making judgements: ability to self-assess and to critically discuss the topics of the program, and to analyze the texts dealt with in class.

Communication skills: ability to communicate in Arabic at the advanced level, and to describe and discuss on a given topic.

Learning skills: developing language learning strategies and techniques specifically for the contemporary literary Arabic, by using both traditional and digital teaching tools and resources, in order to further studying the subject.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Learning objectives

The course aims to improve the knowledge of the Chinese language acquired by students during the first year of the master's degree and to enhance their communication skills in the business and tourism fields. Through some activities: guided translation of specialized texts and writing (collaborative and otherwise), the course aims to refine their ability to interact, analyze and interpret the sector-specific language.
At the end of the course, students must:
- demonstrate a good knowledge of the specialized language: business-commercial and tourism (also relating to habits, customs and social codes)
- have developed a good translation ability.

Teacher's Profile

Learning objectives

Knowledge and understanding: developing and improving the student’s previously acquired knowledge and language skills through the study of more complex grammatical structures and vocabulary, in order to understand and produce oral and written texts corresponding to the advanced level.

Applying knowledge and understanding: analyzing literary works or texts – in the original language or in translation – of the most relevant authors, movements and genres of Arabic literature in the 20th and 21st centuries.

Making judgements: ability to self-assess and to critically discuss the topics of the program, and to analyze the texts dealt with in class.

Communication skills: ability to communicate in Arabic at the advanced level, and to describe and discuss on a given topic.

Learning skills: developing language learning strategies and techniques specifically for the contemporary literary Arabic, by using both traditional and digital teaching tools and resources, in order to further studying the subject.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

Teacher's Profile

courseProgram

The course is structured in two interrelated modules. The Linguistic module will focus in particular on the following topics: quadriliteral verbs; derived forms of irregular verbs; modal verbs; the passive voice (al-mabnī li-l-mağhūl); ’iḍāfa lafẓiyya; the partitive; oaths and exclamations; the optative; the specification (al-tamyīz). The Literature module will provide an overview of modern and contemporary Arabic literature, and familiarizes the student with the major writers of the period, the main stylistic-linguistic characteristics of which as well as their cultural and literary-historical background will be examined through the analysis of selected texts in Arabic language..

examMode

Final exam will consist in an oral interview focused on the topics of the program, including the reading, translation and linguistic analysis of one or more texts in original language covered in class.
Students will be asked also to provide a critical, contextualized analysis of a work to be agreed upon with the teacher.

books

Durand O., Langone A. D., Mion G. Corso di arabo contemporaneo. Lingua standard, Milano, Hoepli, 2010.
Allen R. La letteratura araba, Bologna, Il Mulino, 2006.
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Recommended texts:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

classRoomMode

Attendance is not mandatory, but strongly recommended. Non-attending students are invited to contact the teacher well in advance of the exam date to define the program and the bibliography at the following e-mail address: deblasio@unitus.it.

Learning objectives

The course intends to provide students with knowledge on the relationship between literature and journalism in the twentieth century based on the use of the critical method, as a method of reading society.
Through a very careful and close reading of the proposed texts, the student will have to develop a philological and hermeneutic reading ability such as to contextualize the text in its historical and political dimension, to then evaluate its effects in terms of public reception.
The course fully develops the individual interpretative, linguistic and critical capacity, at the foundation of the dynamics of action and exercise of every humanistic discipline. Among the objectives, the practical development of the communicative aspects also assumes particular importance due to the knowledge and critical method acquired.

Teacher's Profile

courseProgram

Literature, journalism, society, industry: The role of the intellectual from the post-World War II era to the present

During the twentieth century, especially after the Second World War, the role of the intellectual acquired a true social service function. With the introduction of critical thinking as the primary factor in interpreting and understanding society, public interventions by writers and poets in newspapers, print media, and mass media outlets have increased. This was all part of the radical and irreversible transformation of society, which saw Italy transition from a rural, agricultural country with strong traditional values ​​to an industrial nation open to globalization and, in the contemporary era, to the evolution of communication and interpersonal relationships brought about by the development of information technology.
Through the reading and analysis of exemplary cases in the literary and journalistic production of the late twentieth century, the course aims to explore the role and contribution of intellectuals to society, examining their political nature and the dynamics of reception.

Bibliography:

1) CARLO SERAFINI (ed.), A Writer's Word: Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024. The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

Course duration: First semester
Class schedule:
Class start date:
Instructor office hours: Before and after classes or by appointment to be arranged via email
Instructor contact: carlo.serafini@unitus.it

examMode

Students will have to demonstrate in the oral interview their knowledge of the exam topics and their ability to analyze text and content of the addressed works.
Vote based on 30/30 honors

books

CARLO SERAFINI (ed.), A Writer's Word. Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024.

The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

classRoomMode

Attendance is not mandatory but strongly recommended

bibliography

Pier Paolo Pasolini, Scritti corsari, Garzanti, Milan 1975 (also later editions)
Luciano Bianciardi, La vita agra, Rizzoli, Milan 1962
AA.VV., Bianciardi journalist, a c. of Carlo Serafini, Bulzoni, Rome 2023
Fabio Pierangeli, Eraldo Affinati. The school of gift, Studium, Rome 2019
Giorgio Zanchini, Cultural journalism, Carocci, Rome 2013
Volponi, Memoriale (1962), Le mosche del capitale (1989)
Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Teacher's Profile

courseProgram

Literature, journalism, society, industry: The role of the intellectual from the post-World War II era to the present

During the twentieth century, especially after the Second World War, the role of the intellectual acquired a true social service function. With the introduction of critical thinking as the primary factor in interpreting and understanding society, public interventions by writers and poets in newspapers, print media, and mass media outlets have increased. This was all part of the radical and irreversible transformation of society, which saw Italy transition from a rural, agricultural country with strong traditional values ​​to an industrial nation open to globalization and, in the contemporary era, to the evolution of communication and interpersonal relationships brought about by the development of information technology.
Through the reading and analysis of exemplary cases in the literary and journalistic production of the late twentieth century, the course aims to explore the role and contribution of intellectuals to society, examining their political nature and the dynamics of reception.

Bibliography:

1) CARLO SERAFINI (ed.), A Writer's Word: Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024. The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

Course duration: First semester
Class schedule:
Class start date:
Instructor office hours: Before and after classes or by appointment to be arranged via email
Instructor contact: carlo.serafini@unitus.it

examMode

Students will have to demonstrate in the oral interview their knowledge of the exam topics and their ability to analyze text and content of the addressed works.
Vote based on 30/30 honors

books

CARLO SERAFINI (ed.), A Writer's Word. Literature and Journalism in the Twentieth Century, Vols. I-IV, Bulzoni, Rome 2010-2024.

The following chapters of the volumes must be studied:

Vol. I: Introduction, Buzzati, Pasolini, Calvino, Testori
Vol. II: Literature and Journalism in the 2000s
Vol. III: Soldati, Caproni, Fo, Busi, Nove, Magrelli
Vol. IV: Bianciardi, Lodoli, Affinati
(The volumes are available in the Library, Humanities Center, or can be purchased in all bookstores or on the Bulzoni publisher's website. The texts included in the course will be provided by the instructor on the course's online platform.)

Students must also read the following novels:

- Paolo Volponi, Memoriale (1962), or alternatively Le mosche del capitale (1989)
- Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

Non-attending students must also study the volume:

- AA.VV., I luoghi di Pasolini, edited by S. Pifferi and C. Serafini, Bulzoni, Rome 2023.

classRoomMode

Attendance is not mandatory but strongly recommended

bibliography

Pier Paolo Pasolini, Scritti corsari, Garzanti, Milan 1975 (also later editions)
Luciano Bianciardi, La vita agra, Rizzoli, Milan 1962
AA.VV., Bianciardi journalist, a c. of Carlo Serafini, Bulzoni, Rome 2023
Fabio Pierangeli, Eraldo Affinati. The school of gift, Studium, Rome 2019
Giorgio Zanchini, Cultural journalism, Carocci, Rome 2013
Volponi, Memoriale (1962), Le mosche del capitale (1989)
Giuseppe Lupo, Storia d’amore e macchine da scrivere (2025)

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, reflection on William Shakespeare has been enriched by perspectives that go beyond philological and literary study, viewing his works as an extraordinary laboratory of philosophical, political, and moral inquiry. In his plays—whether tragedies, comedies, or histories—Shakespeare stages dilemmas concerning justice, power, ambition, loyalty, revenge, forgiveness, and personal responsibility. His plots thus become a privileged space for questioning what it means to act morally in contexts marked by conflict, uncertainty, and strong passions.

The course aims to analyze Shakespeare’s works not only as theatrical texts, but as arenas for dialogue between ideas, visions, and values. It will examine how Shakespeare explores the legitimacy of political power, the ethical consequences of individual choices, the tensions between self-interest and the common good, and the role of language as a tool of persuasion, manipulation, and the construction of reality. Particular attention will be devoted to the moral dimension of the characters’ decisions, considering how these are shaped by their historical context, but also how they continue to resonate with a contemporary moral consciousness.

Tragedies such as Macbeth, Hamlet, and King Lear will offer a rich landscape of moral conflicts linked to ambition, revenge, and the very meaning of ethical action in an unjust world. Historical plays such as Richard III and Henry V will allow reflection on the moral justification of war, the rhetoric of power, and the political use of history. Comedies and tragicomedies, from The Merchant of Venice to Measure for Measure, will provide opportunities to discuss justice, mercy, gender, and identity.

Through an integrated reading of texts, historical context, and contemporary adaptations, the course seeks to develop critical tools for understanding how theatre can still function as a powerful medium of philosophical, political, and moral reflection. This multidisciplinary approach will allow students to appreciate the complexity of Shakespeare’s works and their ability to raise ethical questions without offering simple answers, stimulating active engagement and critical thinking that can be applied to present-day dilemmas.

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

Massimo Donà – Tutto per nulla. La filosofia di William Shakespeare: Bompiani, 2016

Jan Kott – Shakespeare nostro contemporaneo: Feltrinelli, 2015

Nadia Fusini – Maestre d’amore. Giulietta, Ofelia, Desdemona e le altre: Einaudi, 2021



Bibliografia ulteriore (per approfondimento)
Eduardo Ciampi & Pietro Saltarelli – Il privilegio del cuore. Il teatro di Shakespeare e l’etica cristiana (Ancora, 2025)

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.

bibliography

Luciano Cavalli, Giulio Cesare, Coriolano e il teatro della Repubblica. Una lettura politica di Shakespeare, Rubbettino, 2006.

Marco Follini, Io voto Shakespeare. La coscienza perduta della politica, Marsilio, 2012.

Ekkehart Krippendorff, L’arte di non essere governati. Politica ed etica da Socrate a Mozart, Fazi, 2003.

Ekkehart Krippendorff, Shakespeare politico. Drammi storici, drammi romani, tragedie, Fazi, 2005.

Alessandra Marzola (a cura di), Politica della scena. Una lettura filosofica di Shakespeare, Mimesis, 2013.

Giorgio Melchiori, Shakespeare: politica e contesto economico, Bulzoni, 1992.

Learning objectives

1.Knowledge and understanding: achieving knowledge and understanding of the social and communicative processes and consumption practices that are transforming the relationship between producers and consumers.
2. Applied knowledge and understanding: apply knowledge and understanding in the analysis of images, communication campaigns and advertising, communication processes and cultural and consumption practices developed during the course.
3. Making judgements: master's students must achieve critical judgment skills on consumption processes, on the advertising and brand system, on their meanings and on the dynamics that characterize the connections between consumption and culture in current societies.
4. Communication skills: develop oral and media communication skills, expression skills and competence in the use of specialized languages of the field.
5. Ability to learn: achieve learning skills to develop skills in the field of interdisciplinary research that insists on the field of image, consumption, brand.

Students acquire these skills through discussion in the classroom, discussions with classmates during lessons and exercises, the argumentation of the answers to the teacher's questions during lessons, the presentation of group work and during the exam.

Teacher's Profile

courseProgram


The course aims to provide students with the main conceptual and methodological tools necessary for a correct understanding of the nature of the consumer and the central role of digital images in his daily life, relating image, brand and advertising to each other in the contemporary scenario.
In particular, the course intends to reconstruct the evolution of the relationship between forms of consumption, cultural practices and communication processes, starting from the origins of the culture of consumption to date, integrating the various sociological analyzes. Subsequently, the course will examine the ways in which companies try to develop an advertising strategy considering the main stages of the historical evolution of advertising and brand communication, focusing on the connections between image and consumption functional to analysis of the processes of change affecting contemporary society.
In this context, a monographic space will be given to the analysis of stardom and star strategy in the contemporary globalized and digital scenario.

examMode

Oral exam and evaluation of the work done by the students.
For attending students it is possible to propose a paper (written or multimedia) on a case study agreed with the teacher: in fact the oral exam can be possibly integrated by individual or group application activities that will be evaluated by the teacher. during the cycle of didactic activities.

The exam will focus on verifying the knowledge acquired with respect to: the interactions between the processes of evolution of forms of consumption, cultural practices and communication processes; the historical and theoretical evolution of consumer research and in particular of the sociology of consumption; the image, the brand, advertising, historical evolution and contemporary society.

books

1. N. Barile, Brand new world. Il consumo delle marche come forma di rappresentazione del mondo, Lupetti, Bologna 2009 (ISBN 978-88-8391-264-1), tutto il volume per un totale di 190 pagine.

2. R. Sennett, L’uomo artigiano, Feltrinelli, Bologna 2009 (ISBN 9788807104398), tutto il volume per un totale di 280 pagine.

3. A book of your choice:

IMAGE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUME
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

ADVERTISING
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

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


4. A book of your choice:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

mode

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

classRoomMode

Optional attendance

bibliography

IMMAGINE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUMI
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

PUBBLICITA’
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

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


4. A scelta, uno dei volumi seguenti:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

Teacher's Profile

courseProgram


The course aims to provide students with the main conceptual and methodological tools necessary for a correct understanding of the nature of the consumer and the central role of digital images in his daily life, relating image, brand and advertising to each other in the contemporary scenario.
In particular, the course intends to reconstruct the evolution of the relationship between forms of consumption, cultural practices and communication processes, starting from the origins of the culture of consumption to date, integrating the various sociological analyzes. Subsequently, the course will examine the ways in which companies try to develop an advertising strategy considering the main stages of the historical evolution of advertising and brand communication, focusing on the connections between image and consumption functional to analysis of the processes of change affecting contemporary society.
In this context, a monographic space will be given to the analysis of stardom and star strategy in the contemporary globalized and digital scenario.

examMode

Oral exam and evaluation of the work done by the students.
For attending students it is possible to propose a paper (written or multimedia) on a case study agreed with the teacher: in fact the oral exam can be possibly integrated by individual or group application activities that will be evaluated by the teacher. during the cycle of didactic activities.

The exam will focus on verifying the knowledge acquired with respect to: the interactions between the processes of evolution of forms of consumption, cultural practices and communication processes; the historical and theoretical evolution of consumer research and in particular of the sociology of consumption; the image, the brand, advertising, historical evolution and contemporary society.

books

1. N. Barile, Brand new world. Il consumo delle marche come forma di rappresentazione del mondo, Lupetti, Bologna 2009 (ISBN 978-88-8391-264-1), tutto il volume per un totale di 190 pagine.

2. R. Sennett, L’uomo artigiano, Feltrinelli, Bologna 2009 (ISBN 9788807104398), tutto il volume per un totale di 280 pagine.

3. A book of your choice:

IMAGE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUME
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

ADVERTISING
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

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


4. A book of your choice:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

mode

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

classRoomMode

Optional attendance

bibliography

IMMAGINE
G. Fiorentino, B. Terracciano, La mascherina è il messaggio, Franco Angeli, Milano 2022 (ISBN 9788835135579), tutto il volume.
G. Fiorentino, Il sogno dell'immagine. Per un'archeologia fotografica dello sguardo. Benjamin, Rauschenberg e Instagram, Meltemi, Milano 2019 (ISBN 8855190571), tutto il volume.
J. Fontcuberta, La furia delle immagini. Note sulla postfotografia, Einaudi, Torino 2018 (ISBN 978-88-06-23700-4 ),tutto il volume per un totale di 233 pagine.
A.Gunthert, L’immagine condivisa. La fotografia digitale, Contrasto, Roma 2016 (ISBN 978-88-6965-6910), tutto il volume per un totale di 174 pagine.
W.J.T. Mitchell, Scienza delle immagini. Iconologia, cultura visuale ed estetica dei media, Joahn & Levi, Cremona 2018 (ISBN 978-88-6010-199-0), tutto il volume per un totale di 229 pagine.
A. Pinotti, Il primo libro di teoria dell'immagine, Einaudi, Torino 2024 (ISBN 9788806254889), tutto il volume per un totale di 318 pagine.
A. Pinotti, Alla soglia dell'immagine. Da Narciso alla realtà virtuale, Einaudi, Torino 2022 (ISBN 9788806244422), tutto il volume per un totale di 210 pagine.

BRAND
M. Danesi, Brands. Il mondo delle marche, Carocci, Roma 2009 (ISBN 978-88-430-5040-6), tutto il volume per un totale di 187 pagine.
G. Marrone, Il discorso di marca. Modelli semiotici per il branding, Laterza, Roma-Bari 2008 (ISBN 978-88- 420-8462-4) da pag. 3 a pag. 151 e da pag. 255 a pag. 333, per un totale di 225 pagine.
V. Gabrielli, Brand communication, il Mulino, Bologna 2014 (ISBN 978-88-15-25242-5), tutto il volume per un totale di 239 pagine.

CONSUMI
V. Codeluppi, Manuale di sociologia dei consumi, Carocci, Roma 2006 (ISBN 88-430-3552-5): da pag. 9 a pag.189, per un totale di 180 pagine.
M. Franchi, Il senso del consumo, Bruno Mondadori, 2007 (ISBN 88-615-9067-5), tutto il volume per un totale di 216 pagine.
L. Leonini, R. Sassatelli, Il consumo critico, Laterza, Roma-Bari 2008 (ISBN 978-88-420-8597-3) tutto il volume per un totale di 200 pagine.
I. Pezzini, P. Cervelli, Scene del consumo: dallo shopping al museo, Meltemi, Roma 2006 (ISBN 88-8353-485-9) da pagina 7 a pagina 202 e da pagina 381 a pagina 414, per un totale di 230 pagine.

PUBBLICITA’
M. Vecchia, Hapù. Manuale di tecnica della comunicazione pubblicitaria, Lupetti, Bologna 2003 (ISBN 978-88-8391-097-5): da pag. 9 a pag. 21; da pag.49 a pag.146; da pag.168 a pag.192; da pag. 235 a pag.305; per un totale di 210 pagine.
F. Fasce, Le anime del commercio. Pubblicità e consumi nel secolo americano, Carocci, Roma 2012 (ISBN: 9788843065776), tutto il volume per un totale di 214 pagine.
P. Colaiacomo, a cura di, Fatto in Italia. La cultura del made in Italy, Meltemi, Roma 2007 (ISBN 88-8353-495-6), tutto il volume per un totale di 160 pagine.
S. De Iulio, Studiare la pubblicità. Teorie, analisi e interpretazioni, Franco Angeli, Milano 2018 (ISBN 9788891770677), tutto il volume per un totale di 105 pagine.

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


4. A scelta, uno dei volumi seguenti:
J. Seguela, Hollywood lava più bianco, Lupetti, Bologna, 1986 (ISBN 9788886302876), tutto il volume per un totale di 230 pagine.
O. Ricci, Celebrità 2.0. Sociologia delle star nell’epoca dei new media, Mimesis, Milano 2013 (ISBN 9788857518329), tutto il volume per un totale di 103 pagine.
V. Codeluppi, Tutti divi. Vivere in vetrina, Laterza, Roma-Bari, 2009 (ISBN 978 88 58 113554) tutto il volume per un totale di 125 pagine.
V. Codeluppi, Il divismo. Cinema, televisione, web, Carocci, 2017 (ISBN:9788843089437), tutto il volume per un totale di 121 pagine.

Learning objectives

a) COURSE OBJECTIVES:
To acquire theoretical and operational skills to investigate the role of storytelling in the audiovisual world, in artistic and cultural production and in many contemporary phenomena.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding:
Knowledge related to the main narrative structures in contemporary audiovisual forms and emotional models applied to communication in organisations, public institutions or private companies.
b2) Applying knowledge and understanding:
Students will learn methodologies for interpreting the storytelling dimension in broad and heterogeneous horizons involving contemporary society. They will also be able to apply and create forms of multimedia writing and production.
b3) Making judgement:
Students will be led to reflect autonomously and critically on the main theories and techniques of storytelling in contemporary communication.
b4) Communication skills:
Students will learn the specific vocabulary and techniques of writing in the field of digital audiovisual media.
b5) Learning skills:
Students will be able to interpret the peculiarities of contemporary audiovisual media as a function of experiential narratives, understanding the meanings and tools of digital convergence in the new rules of communication

Teacher's Profile

courseProgram

a) COURSE OBJECTIVES:
To acquire theoretical and operational skills to investigate the role of storytelling in the contemporary audiovisual realm.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding:
Knowledge related to the main narrative structures in contemporary audiovisual forms and emotional models applied to communication.
b2) Applying knowledge and understanding:
Students will learn methodologies for interpreting the storytelling dimension in broad and various horizons involving contemporary society.
b3) Making judgement:
Students will be led to reflect autonomously and critically on the main theories and techniques of storytelling in contemporary communication.
b4) Communication skills:
Students will learn the specific vocabulary and techniques of writing in the field of digital audiovisual media.
b5) Learning skills:
Students will be able to interpret the peculiarities of contemporary audiovisual media as a function of experiential narratives, understanding the meanings and tools of digital convergence in the new rules of communication.

Beginning with the historical perspectives of narratology applied to audiovisual forms, the course aims to decline the phenomena related to storytelling in the contemporary, both cinematic and serial, in increasingly broader horizons involving today's society. Moreover, digital convergence has changed the rules of communication, and it is essential to know its logic and master the new tools.
The course will review the narrative strategies of films and TV series, starting from the basic structures of narratology and screenwriting, to the narrative universes of contemporary cinema and the TV of complexity, considering the most relevant narratological models in the contemporary. The concept of intersemiotic translation and adaptation from different media systems will be analyzed. The topic of “transmedia storytelling,” with the extensions of narratives across multiple platforms and for different formats, will then be addressed.

examMode

The exam takes place in oral form and includes a test of comprehension of the main themes of the course and the texts in the syllabus, together with an ability to critically read filmic texts and audiovisual content. The student's ability to critically analyze the content covered (Learning Objective: Knowledge and Understanding), organize and effectively communicate the knowledge gained (Learning Objective: Ability to apply knowledge and understanding, Communication) will be tested.
The maximum score achievable is 30/30 with honors, while the minimum score for passing the exam is 18/30. The assessment thresholds are:
- 18-21: The student demonstrates sufficient knowledge of theoretical content, but with limited ability to apply knowledge independently. Answers are often simplistic and uncritical.
- 22-25: Student demonstrates good understanding of content, fair ability to apply knowledge, and can sustain basic critical reasoning.
- 26-29: Excellent command of content, with high critical capacity and ability to connect complex concepts in a coherent and well-structured manner.
- 30 and 30 cum laude: Excellent content knowledge, highly developed analytical and critical skills, originality in approach, and superior communication skills.

books

Students must study HANDOUTS + THREE TEXTS for their oral exam.

The HANDOUTS will be given by the instructor.

The FIRST, on writing techniques between literature and film
- Christopher Vogler, The Writer's Journey: Mythic Structure For Writers, Michael Wiese Productions, San Francisco 2020 (1st edition: 1992).

The SECOND, on the concept of transmedia storytelling”
- Henry Jenkins, Convergence Culture: Where Old and New Media Collide, NYU Press, New York 2006.

THE THIRD, on the concept of storytelling applied to different phenomena, from politics to convergent culture, to be chosen from the following list:

- Syd Field, Screenplay. The Foundations of Screenwriting, Delta, New York 2005 (1st edition: 1984)
- Jason Mittell, Complex TV: The Poetics of Contemporary Television Storytelling, NYU Press, New York 2015.
- Frank Rose, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories, W. W. Norton & Co., London-New York, 2011.
- Kristin Thompson, Storytelling in Film and Television, Harvard University Press, Cambridge-London 2003.

classRoomMode

Attendance is not mandatory, and the exam bibliography is the same.

bibliography

David Bordwell, Kristin Thompson, Film Art: An Introduction, McGraw-Hill, New York 2008 [or. ed. 1979].
Deborah Cartmell, Imelda Whelehan (Eds.), The Cambridge Companion to Literature on Screen, Cambridge University Press, Cambridge, 2007 [2007].
Gilles Deleuze, The Movement-Image, University of Minnesota Press, Minneapolis 1986 [or. ed. 1983].
Thomas Elsaesser, Malte Hagener, Film Theory: An Introduction, Routledge 2009.
Siegfried Kracauer, Theory of Film: Introduction, Princeton University Press, Princeton 1997 [or. ed. 1960].
Linda Hutcheon, A Theory of Adaptation, Routledge, New York, 2006 [2006].
Thomas Leitch, Adaptation Studies: New Approaches, Routledge, New York, 2020 [2020].
Christian Metz, Film Language: A Semiotics of the Cinema, Oxford University Press, Oxford 1974 [or. ed.1968].
Christian Metz, Psychoanalysis and Cinema: The Imaginary Signifier, Indiana University Press, Bloomington 1982 [or. ed. 1977].
James Monaco, How to Read a Film: The Art, Technology, Language, History, and Theory of Film and Media, Oxford University Press, Oxford 2000 [or. ed. 1977].
Laura Mulvey, Visual and Other Pleasures, Palgrave Macmillan, New York 2009 [or. ed. 1989].
James Naremore, Film Adaptation, Rutgers University Press, New Brunswick, 2000.
Robert Stam, Literature through Film: Realism, Magic, and the Art of Adaptation, Blackwell Publishing, Malden, 2005.
William Uricchio, Media and Transmedia: From Broadcast to Interactive, Routledge, London, 2018.

Teacher's Profile

courseProgram

a) COURSE OBJECTIVES:
To acquire theoretical and operational skills to investigate the role of storytelling in the contemporary audiovisual realm.
b) EXPECTED LEARNING OUTCOMES
b1) Knowledge and understanding:
Knowledge related to the main narrative structures in contemporary audiovisual forms and emotional models applied to communication.
b2) Applying knowledge and understanding:
Students will learn methodologies for interpreting the storytelling dimension in broad and various horizons involving contemporary society.
b3) Making judgement:
Students will be led to reflect autonomously and critically on the main theories and techniques of storytelling in contemporary communication.
b4) Communication skills:
Students will learn the specific vocabulary and techniques of writing in the field of digital audiovisual media.
b5) Learning skills:
Students will be able to interpret the peculiarities of contemporary audiovisual media as a function of experiential narratives, understanding the meanings and tools of digital convergence in the new rules of communication.

Beginning with the historical perspectives of narratology applied to audiovisual forms, the course aims to decline the phenomena related to storytelling in the contemporary, both cinematic and serial, in increasingly broader horizons involving today's society. Moreover, digital convergence has changed the rules of communication, and it is essential to know its logic and master the new tools.
The course will review the narrative strategies of films and TV series, starting from the basic structures of narratology and screenwriting, to the narrative universes of contemporary cinema and the TV of complexity, considering the most relevant narratological models in the contemporary. The concept of intersemiotic translation and adaptation from different media systems will be analyzed. The topic of “transmedia storytelling,” with the extensions of narratives across multiple platforms and for different formats, will then be addressed.

examMode

The exam takes place in oral form and includes a test of comprehension of the main themes of the course and the texts in the syllabus, together with an ability to critically read filmic texts and audiovisual content. The student's ability to critically analyze the content covered (Learning Objective: Knowledge and Understanding), organize and effectively communicate the knowledge gained (Learning Objective: Ability to apply knowledge and understanding, Communication) will be tested.
The maximum score achievable is 30/30 with honors, while the minimum score for passing the exam is 18/30. The assessment thresholds are:
- 18-21: The student demonstrates sufficient knowledge of theoretical content, but with limited ability to apply knowledge independently. Answers are often simplistic and uncritical.
- 22-25: Student demonstrates good understanding of content, fair ability to apply knowledge, and can sustain basic critical reasoning.
- 26-29: Excellent command of content, with high critical capacity and ability to connect complex concepts in a coherent and well-structured manner.
- 30 and 30 cum laude: Excellent content knowledge, highly developed analytical and critical skills, originality in approach, and superior communication skills.

books

Students must study HANDOUTS + THREE TEXTS for their oral exam.

The HANDOUTS will be given by the instructor.

The FIRST, on writing techniques between literature and film
- Christopher Vogler, The Writer's Journey: Mythic Structure For Writers, Michael Wiese Productions, San Francisco 2020 (1st edition: 1992).

The SECOND, on the concept of transmedia storytelling”
- Henry Jenkins, Convergence Culture: Where Old and New Media Collide, NYU Press, New York 2006.

THE THIRD, on the concept of storytelling applied to different phenomena, from politics to convergent culture, to be chosen from the following list:

- Syd Field, Screenplay. The Foundations of Screenwriting, Delta, New York 2005 (1st edition: 1984)
- Jason Mittell, Complex TV: The Poetics of Contemporary Television Storytelling, NYU Press, New York 2015.
- Frank Rose, The Art of Immersion: How the Digital Generation Is Remaking Hollywood, Madison Avenue, and the Way We Tell Stories, W. W. Norton & Co., London-New York, 2011.
- Kristin Thompson, Storytelling in Film and Television, Harvard University Press, Cambridge-London 2003.

classRoomMode

Attendance is not mandatory, and the exam bibliography is the same.

bibliography

David Bordwell, Kristin Thompson, Film Art: An Introduction, McGraw-Hill, New York 2008 [or. ed. 1979].
Deborah Cartmell, Imelda Whelehan (Eds.), The Cambridge Companion to Literature on Screen, Cambridge University Press, Cambridge, 2007 [2007].
Gilles Deleuze, The Movement-Image, University of Minnesota Press, Minneapolis 1986 [or. ed. 1983].
Thomas Elsaesser, Malte Hagener, Film Theory: An Introduction, Routledge 2009.
Siegfried Kracauer, Theory of Film: Introduction, Princeton University Press, Princeton 1997 [or. ed. 1960].
Linda Hutcheon, A Theory of Adaptation, Routledge, New York, 2006 [2006].
Thomas Leitch, Adaptation Studies: New Approaches, Routledge, New York, 2020 [2020].
Christian Metz, Film Language: A Semiotics of the Cinema, Oxford University Press, Oxford 1974 [or. ed.1968].
Christian Metz, Psychoanalysis and Cinema: The Imaginary Signifier, Indiana University Press, Bloomington 1982 [or. ed. 1977].
James Monaco, How to Read a Film: The Art, Technology, Language, History, and Theory of Film and Media, Oxford University Press, Oxford 2000 [or. ed. 1977].
Laura Mulvey, Visual and Other Pleasures, Palgrave Macmillan, New York 2009 [or. ed. 1989].
James Naremore, Film Adaptation, Rutgers University Press, New Brunswick, 2000.
Robert Stam, Literature through Film: Realism, Magic, and the Art of Adaptation, Blackwell Publishing, Malden, 2005.
William Uricchio, Media and Transmedia: From Broadcast to Interactive, Routledge, London, 2018.

Learning objectives

1) Knowledge and understanding of the main concepts and theoretical frameworks;
2) Applying knowledge and understanding, using simulations and/or examples;
3) Learning skills to elaborate independent judgements;
4) Communication skills.

Teacher's Profile

Learning objectives

1. Knowledge of critical literature that refers to the selected texts and authors.
2. Ability to read, comment, interpret texts and authors

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Learning objectives

Der Gesellschaftsroman als Roman par excellence.

Novel analysis skills.
Skills in the history of literary hermeneutics.
Knowledge of the history of the novel between the nineteenth and twentieth centuries.
Knowledge of genre theory.
Knowledge of key figures of nineteenth and twentieth century literature.
Literary essay writing competences: the Kommentar.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Teacher's Profile

courseProgram

Heroines in German Drama of the Illuminism, Sturm und Drang, and Weimar Classicism periods

This course aims to explore the portrayal of women in German drama during the Enlightenment, Sturm und Drang, and Weimar Classicism periods. It includes textual, stylistic and hermeneutic analyses of the most representative plays of the time.
In the play Emilia Galotti (1772), Gotthold Ephraim Lessing presents the eponymous heroine as an Enlightenment figure, “the most fearful and resolute of our family” (IV, 8), who transitions from being the subject of others’ decisions to becoming the architect of her own destiny. Her desire for death is her way of affirming her moral values and autonomy.
Luise, the heroine of Friedrich Schiller’s bourgeois tragedy Intrigue and Love (Kabale und Liebe, 1783), also defies social pressures, choosing death over renouncing her true love.
The protagonist of Wolfgang von Goethe’s drama Iphigenia in Tauris (Iphigenie auf Tauris, 1787) represents “the voice of a sublime ethical humanism” (Baioni, 91), conveying the experiences of exiles struggling to assert their human dignity in a foreign land, as well as women shaping their own fate.
In Maria Stuart (1799), Schiller addresses themes such as capital punishment, guilt, atonement, punishment and justice, as well as politics and the abuse of power. Mary and Elizabeth are presented as two women with different religious beliefs, political allegiances and expectations. While Elizabeth is guided by political necessity and remains trapped in everyday life, Mary transcends her destiny, achieving a greater freedom through death than she could have obtained through the liberation act of Mortimer or Leicester.
Class video projections of film adaptations of the plays and documentaries on historical figures supplement the teaching activity.

examMode

Assessment:
Part of the assessment involves active participation in lectures, including delivering a short presentation (Referat) on a topic agreed with the lecturer.
Students who do not attend must write a short thesis on a topic agreed with the lecturer. This must be submitted one month before the chosen exam session begins. In addition to the list of compulsory reading, non-attending students must read three works of literary criticism (marked with an asterisk in the programme).
All students must also take a final written exam.
Final exam
This consists of a written test in Italian or German, which aims to assess the knowledge acquired through the programme. It also includes the analysis of some passages from the compulsory reading list.

books

Reference texts
1) HISTORICAL-LITERARY HANDBOOKS
Kindl Ulrike, 2. Dal Settecento alla prima guerra mondiale, Laterza, Roma-Bari 2001, Cap. 1-3, p. 67-297.
Mittner Ladislao, Storia della Letteratura tedesca. II. Dal pietismo al romanticismo (1700-1820), Einaudi, Torino 1971, tomo primo, p. 198-245; tomo secondo, p. 403-418, 441-473, 484-562, 566-604.

2) READING OF COMPLETE LITERARY WORKS
The choice between the various existing editions is free for both English and German language editions. However, bilingual editions are recommended.
Lessing Gotthold Ephraim, Emilia Galotti
Schiller Friedrich, Kabale und Liebe
Schiller Friedrich, Maria Stuart
Goethe Johann von, Iphigenie auf Tauris

3) LITERARY CRITICISM
Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998 (only pages referring to Iphigenia in Tauris).*
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016 (only the chapter referring to Emilia Galotti).*
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011 (only the chapters referring to Kabale und Liebe and to Maria Stuart).*
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

classRoomMode

Course attendance is not compulsory. However, the minimum attendance requirement is 50% of the lectures.

bibliography

Baioni Giuliano, Goethe. Classicismo e rivoluzione, Piccola Biblioteca Einaudi, Torino 1998.
Bernhardt Rüdiger, Textanalyse und Interpretation zu Johann Wolfgang von Goethe Iphigenie auf Tauris, C. Bange Verlag, Hollfeld 2013.
Fick Monika (ed.), Lessing-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2016.
Goethe Johann Wolfgang, Iphigenie auf Tauris/ Ifigenia in Tauride. German text alongside, ed. by Grazia Pulvirenti, transl. by Cesare Lievi, Marsilio 2011.
Lessing Gotthold Ephraim, Emilia Galotti, introd. and trans. by Nello Sàito, Einaudi 1961.
Luserke-Jaqui Matthias, Dommes Grit (ed.), Schiller-Handbuch. Leben – Werk – Wirkung, J.B. Metzler, Stuttgart 2011.
Pelster Theodor, Lektüreschlüssel. Friedrich Schiller. Maria Stuart, Philipp Reclam jun. GmbH & Co., Stuttgart 2003.
Pelster Theodor, Lektüreschlüssel. Gotthold Ephraim Lessing. Emilia Galotti, Philipp Reclam jun. GmbH & Co., Stuttgart 2006.
Schiller Friedrich, Intrigo e amore: un dramma in cinque atti di nobiltà e borghesia, German text alongside, introd. and trans. by Aldo Busi, Rizzoli, Milano 1994.
Schiller Friedrich, Maria Stuarda, introd. note and trasl. by Maria Donatella Ponti, Einaudi, Torino 1982.
Völk Bernd, Lektüreschlüssel. Friedrich Schiller. Kabale und Liebe, Philipp Reclam jun. GmbH & Co., Stuttgart 2004.

Learning objectives

The discipline aims to raise awareness of the different aspects of the cultural and literary history of Portuguese-speaking countries, highlighting the aspects of uniformity and differentiation in the Portuguese-speaking area. The literary history of Portuguese-speaking countries is closely connected with historical-political dynamics. Interdisciplinary dialogue is therefore fundamental.
Students who have attended this course and studied the proposed materials know the literary forms and the most important figures of Portuguese literature; they know numerous aspects and problems of these literatures in their relationship with History; I am able to analyze texts referring them to the historical and socio-cultural context.

Learning objectives

The objective of the course is to provide students with a good understanding of the literary history of the Spanish-speaking countries of South and Central America, and at the same time encourage them to develop an autonomous vision of the reality of the territories analysed. Special attention will be given to Paraguayan literature. At the end of the course, students will have to demonstrate that they know how to explain the course topics with competence and independent judgment, and that they know how to describe and contextualize Spanish-American historical-literary issues; have a clear knowledge of Paraguayan fiction.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Teacher's Profile

courseProgram

The Myth of Don Juan: El burlador de Sevilla by Tirso de Molina and Don Juan Tenorio by José Zorrilla

The objective of the course is to study Spanish Golden Age literature, specifically theater, through the mythical character of Don Juan.

examMode

General knowledge of the history of literature of the period; critical commentary on the texts in the bibliography; access to sources of bibliographic information.

The exam is an oral test in Spanish.

books

Bibliografía:
Textos:
[Tirso de Molina], El burlador de Sevilla, ed. de Ignacio Arellano, Madrid, Espasa Calpe, 1991.

José Zorrilla, Don Juan Tenorio, ed. de Luis Fernández Cifuentes, Barcelona, Crítica, 2001.

classRoomMode

The lessons are primarily conducted in Spanish. Attendance is not mandatory but is strongly recommended. A specific program will be arranged for non-attending students.

bibliography

Bibliografía:

Textos críticos:
José Antonio Maravall, Teatro y literatura en la sociedad barroca, Crítica, Barcelona 1990.
J. Rousset, Il mito di don Giovanni, Parma, Pratiche, 1991.
F. Ruiz Ramón, Historia del teatro español (desde sus orígenes hasta 1900), Alianza Editorial, Madrid 1967, pp. 151-222; 253-279; 407-415; 434-439.

Learning objectives

- Become familiar with key aspects of US history and culture
- Understand American drama and theatre as significant parts of US culture and as literary and artistic productions through which American national identity has been constructed and deconstructed.
- Learn about the most influential twentieth- and twenty-first-century American playwrights and their work.
- Understand the conventions of dramatic literature and a range of different dramatic and performative styles (melodrama, realism, naturalism, expressionism, symbolism, Epic Theatre, postmodern theatre).
- Learn and use effective terminology for reading and analyzing dramatic texts.
- Analyze an American play by considering elements such as dramatic structure and action, dialogue, monologue, stage directions, textual and visual metaphors and symbols.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

Teacher's Profile

courseProgram

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

examMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites

books

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

classRoomMode

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

bibliography

INSEGNAMENTO MUTUATO.
Il programma mutua da Letteratura Inglese I. Si rimanda a quella scheda. This course follows the same syllabus as English Literature I. For details, please refer to the relevant course description.

For the academic year 2025/26 only, the course is a shared offering with English Literature I. The English Literature I syllabus for LM37 is available online. Students must contact the instructor to verify the prerequisites.

Learning objectives

The French literature course for Master's students aims to deepen the knowledge and refine the analytical (i. e. stylistic, philological, rhetorical and hermeneutic) tools acquired during the Licence. The monographic programme focuses on the reading and in-depth study of a particular genre, author or work. The aim is to deepen the theoretical knowledge and notions of literary history previously assimilated, with a view to putting them to active use. Through an in-depth reading of the texts, students will be encouraged to make increasingly effective use of their ability to work independently and to form critical judgements about seventeenth- and eighteenth-century texts, while learning to master the tools of the discipline and to use secondary bibliography effectively and question it dialectically. The course also aims to introduce students to the methodology of scientific research and the preparation of a research project.
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

This year, the course will focus on 17th-century novel. In particular, We will read Gomberville's most famous novel: Polexandre.

examMode

Interview ont the program

books

I.
M. Le Roy de Gomberville, la Première partie de Polexandre, Paris, A. Courbé, 1637 (Gallica)

mode

The French Literature course provides for a 'traditional' lecture course ("lezioni frontali"), seminars and tutorials, also including the active participation of students, through the preparation and presentation of relationships and written work relating to on themes chosen according to their interests. Lessons will take place in French. The participation of students enrolled in Humanities is particularly encouraged and welcome, but a good knowledge of the French language remains the necessary condition to be able to follow this course.

classRoomMode

Participation in the courses is optional but is obviously recommended. Students not attending classes are invited to contact me at the start of the course semester so that we can establish an alternative and personalized program. I will not accept any requests for personalized or, worse, "reduced" programs, a few weeks before the exam.
The participation of students enrolled in Humanities and modern Philology (LM14) is particularly encouraged.

bibliography

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. the baroque novel

M. Magendie, Le Roman français au XVIIe siècle. de l’Astrée au Grand Cyrus, Paris, Droz, 1932.
H. Coulet, Le Roman jusqu’à la Révolution, Paris, A. Colin, 1967.
M. Lever, Romanciers du Grand Siècle, Paris, Fayard, 1996.
C. Esmein-Sarrazin, L’Essor du roman. Discours théorique et constitution d’un genre littéraire au XVIIe siècle, Paris, H. Champion, 2008.
M.-G. Lallemand, Les Longs Romans du XVIIe siècle. Urfé, Desmarets, Gomberville, La Calprenède, Scudéry, Paris, Classiques Garnier, 2013.


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.

· G. Molinié, Dictionnaire de rhétorique, Paris, Le livre de poche, 1992.

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

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


VI. Studies



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 replace the reading of Polexandre par M. de Scudéry, Clélie, éd. D. Denis, Paris, folio classique, 2006.


Learning objectives

The teaching of English Literature (livello magistrale) is part of the magistral literary education.

The educational objectives to which the teaching of English Literature I (livello magistrale) aims to contribute are

1) To acquire a specialised knowledge of the cultural and literary traditions of Great Britain.

2) To improve the students' English language skills.

3) To deepen the necessary knowledge of the history of Britain between the nineteenth and twentieth centuries.

4) To learn how to communicate the ideas they have learnt.

5) To develop 'problem solving' skills and independent thinking.

Teacher's Profile

courseProgram

The Unreliable Narrator.

I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work (which is to say, the implied author's norms), unreliable when he does not. (Wayne C. Booth, The Rhetoric of Fiction, 2nd ed., 1983, pp. 158-59)
This course explores the concept of the unreliable narrator—a figure whose version of events cannot be taken at face value due to limited knowledge, psychological instability, deliberate deception, or ideological bias. Far from being a flaw, unreliability is often a powerful literary strategy that invites the reader to question truth, authority, and perspective in narrative. Through the close reading of several texts spanning from the eighteenth to the twentieth century, across, media, we will investigate how unreliability functions across genres and periods, and how it shapes our understanding of plot, character, and reader engagement. Particular attention will be given to exploring the many facets of reader engagement in relation to narrative unreliability. The analysis will also encourage students to reflect on key issues of our current epistemic condition, including the phenomena of fake news, deepfakes, and post-truth.
We will consider questions such as: What makes a narrator (or content creator) unreliable? What are the signs of unreliability, and how does a reader detect them? How does narrative technique and media ecosystems relate to genre conventions, cultural contexts, and historical moments?
The syllabus includes literary works that employ a variety of unreliable voices—naïve narrators, criminal minds, split personalities, and those concealing or distorting the truth—alongside adaptations in film and television that further develop or challenge these interpretations.

examMode

The oral examination consists of the assessment of the learning goals, starting with the lose reading and discussion of one or more excerpts from the syllabus.

Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.

books

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.

Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.

Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.

**Non-attending students are required to contact the lecturer and arrange at least two ad hoc sessions dedicated to them to check their understanding of the syllabus: these ad hoc sessions may also be held online by appointment and must be arranged at least one month before the examination roll for which the student intends to register.**

mode

In-person lectures and research seminars. Students will be invited to actively participate in the discussion. The lecturer will continue to be available to give separate lectures to the ERASMUS students throughout the semester.

classRoomMode

Class attendance is not compulsory

bibliography

Primary Texts
• Samuel Richardson, Pamela, or Virtue Rewarded – Letters I–XXXII inclusive. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Mary Shelley, Frankenstein, or The Modern Prometheus. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Edgar Allan Poe, short story: “The Tell-Tale Heart”. The text will be made available by the lecturer on GOMP.
• Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, The Murder of Roger Ackroyd. Any edition of the novel is acceptable, including electronic versions, provided it is in English and unabridged.
• Agatha Christie, “Witness for the Prosecution” (short story), and Witness for the Prosecution (play). Both texts will be provided by the lecturer on GOMP.
Screenings
Selected adaptations of Witness for the Prosecution, as well as the film The Usual Suspects (1995; dir. Bryan Singer), will be screened and discussed during class.
Critical Materials
Supplementary critical material will be uploaded by the lecturer and made freely accessible on the course’s GOMP page. An analytical bibliography of such material will be provided at the end of the course.
read at least 7 chapters from Claudia L. Johnson, Clara Tuite (eds.). A Companion to Jane Austen. Blackwell, 2009. Chapters can be agreed with the lecturer.

Learning objectives


Knowledge and ability to understand: Knowing how to recognise the characteristics of a language for specific purposes; knowing corpus linguistics and its areas of application
(language learning [data-driven learning], translation studies and translating); knowing the most modern computer-aided translation tools (CAT tools).
Applied knowledge and comprehension skills: knowing how to analyse the language for specific purposes also using corpora; collecting a DIY corpus for translation purposes;
knowing how to use concordancers and translation memories.
Autonomy of judgement: being able to think about linguistic use autonomously as well as about one's own learning process; being able to recognise the differences between French and Italian in the various languages for specific purposes.
Communication skills: Knowing how to carry out a translation project from French to Italian and from Italian to French.
Learning skills: Knowing how to use text corpora for translation; knowing the most modern computer-aided translation tools (CAT tools).

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Teacher's Profile

courseProgram

Teaching French (FLE - FOS - ...):
- The Common European Framework of Reference for Languages
- The Supplementary Volume of the Framework;
- Variables in the teaching situation;
- Pluralistic approaches;
- Teaching sheets;
- Teaching activities (for writing, speaking, etc.);
- Assessment;
- New technologies for language learning;
- Language teaching and AI;
- Corpora and DDL (data-driven language).

examMode

The assessment will consist of a paper on an educational project chosen by the student. It will be held in French.

books

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Additional material will be provided by the lecturer.

classRoomMode

Attendance at lectures is not compulsory but is strongly recommended.

bibliography

Cuq, J.-P., 2003, Dictionnaire de didactique du français, CLE international, Paris.
Courtillon, J., 2003, Elaborer un cours de FLE, Hachette, Paris.
Carras, C., Tolas, J., Kohler, P., Szilagyi, E., 2007, Le français sur Objectifs Spécifiques et la classe de langue, CLE International, Paris.

Learning objectives

The course aims to develop students' competence at a Master’s level in the linguistic/discursive field of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as privileged expressive modality of contemporary TV and cinema narratives.
Furthermore, concerning the Dublin descriptors, the aim is to develop:

1) Knowledge and Understanding at a Master’s level of analytical and methodological research tools. In particular, the linguistic and discursive analysis will be focused – with a multidisciplinary approach – on a) the development of TV Fiction and Cinema linguistic and textual model, b) the adaptation of literary text in its TV series, and Cinema transpositions and analysis of the relative translation processes and issues.

2) Applying Knowledge and Understanding to linguistic-discursive analysis, translation studies (inter-semiotic translation in particular), and individual and/or group presentation within the above-mentioned research domains.
3) Making Judgements: developing skills to select and research relevant texts and processes (to verify their peculiarities and features) in the field of linguistic-discursive analysis and translation adaptations, particularly in the area of transposition from literary text to TV Series and Cinema, of related modalities of access as well as in the area of reception evaluation; developing skills to evaluate criticism on these issues, and to evaluate their analysis and research.
4) Communication Skills aimed at the entire understanding of the texts analyzed in the course, of those listed in the bibliography of the course, of notions and methodology needed for communicative interaction during individual/group presentations.
5) Learning Skills: acquisition of a specific competence in the field of a) the field of linguistic-discursive analysis in contemporary TV Series and Cinema; of TV and Cinema adaptations as intersemiotic translation practice. Developing skills in Public Speaking to present group and/or individual works on the issues mentioned above.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Teacher's Profile

courseProgram


The course is focused on the language and discourse of audio-visual contemporary narratives. The following issues will be specifically examined: a) evolution of Cinema and TV series language (comparative analysis of screening/broadcasting modalities within TV series and Cinema communication model, characters of contemporary forms, development peculiarities); b) adaptation as intersemiotic translation and as a privileged expressive modality of contemporary TV and cinema narratives.

examMode

Written exam based on a series of questions aimed at evaluating the theoretical and methodological knowledge in the field of language and discourse of analysis of audio-visual contemporary narratives in English and adaptation as inter-semiotic translation practice. The assessment includes questions on the critical-methodological notions acquired through the study of the texts proposed in the bibliography and the lessons of the course; questions on specific texts analyzed during the course and made available through MOODLE platform. ONLY FOR LM-37 STUDENTS: Students must possess a “Language Passport” in which the achievement of the required language level is certified (1st year of achievement of the C1 CEFR level; 2nd year of achievement of the C1 / C2 CEFR level) obtained during the year before the exam.

books

Alessandra Serra, Re Media: Adattamento e transcodificazione dell’epoca vittoriana nella testualità contemporanea, Chieti, Solfanelli, 2024 (limitatmente a: Intoduzione Capitolo 1- disponibile su MOODLE) .
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. London and New York: Routledge, 2018.
Jason Mittell, Complex Tv. The Poetics of Contemporary Television Storytelling, New York, New York University Press, 2015. Anche in traduzione italiana (Complex Tv. Teoria e tecnica dello storytelling delle serie tv, trad. Mauro Maraschi, Roma, Minimum Fax, 2017).

Selected excerpts are made available for download on the course website. For further information, please refer to the course's website (will be indicated later)

mode

Frontal lessons in presence, workshops.
Students are encouraged to present papers related to the issues of the course (as a group or individual activity)
Attendance is highly recommended, although not mandatory

classRoomMode

Attendance is highly recommended, although not mandatory

bibliography

Monika Bednarek, Language and Television Series: A Linguistic Approach to TV, Cambridge, Cambridge University Press, 2018 (Edizione disponibile in formato tradizionale o in Ebook)
Boozer, Jack, editor. Authorship in Film Adaptation. University of Texas Press, 2008.
Cartmell, Deborah, and Imelda Whelehan, editors. Adaptations: From Text to Screen, Screen to Text. Routledge, 1999.
Cattrysse, Patrick. “More Interdisciplinary Reflection.” 2020.
Cutchins, Dennis, Laurence Raw, and James M. Welsh, editors. Redefining Adaptation Studies. Scarecrow Press, 2010.
Cutchins, Dennis, Katja Krebs, and Eckart Voigts, editors. The Routledge Companion to Adaptation. Routledge, 2018.
Demory, Pamela. Queer/Adaptation. Palgrave Macmillan, 2019.
Edgerton, Gary R., and Peter C. Rollins, editors. Television Histories: Shaping Collective Memory in the Media Age. University Press of Kentucky, 2001.
Elliott, Kamilla. Theorizing Adaptation. Oxford University Press, 2020.
Griggs, Yvonne. Adaptable TV: Rewiring the Text. Palgrave Macmillan, 2018.
Grossman, Julie. Literature, Film, and Their Hideous Progeny: Adaptation and ElasTEXTity. Palgrave Macmillan, 2015.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. Routledge, 1988.
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006.
Hutcheon, Linda, and Siobhan O’Flynn. A Theory of Adaptation. 2nd ed., Routledge, 2013.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York University Press, 2008.
Jenkins, Henry. “Transmedia Storytelling 101.” 2007.
Krebs, Katja. Translation and Adaptation in Theatre and Film. Routledge, 2013.
Leitch, Thomas. The Oxford Handbook of Adaptation Studies. Oxford University Press, 2017.
Leitch, Thomas. The Scandal of Adaptation: A Theory of Film and Literature. Palgrave Macmillan, 2023.
Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary Adaptation. Routledge, 2013.
Newell, Ella. Expanding Adaptation Networks: From Illustration to Novelization. Palgrave Macmillan, 2017.
Primorac, Antonija. Victorian Literature and Film Adaptation. Palgrave Macmillan, 2017.
Sanders, Julie. Adaptation and Appropriation. 3rd ed., Routledge, 2015.
Thornley, Davinia. True Event Adaptation: Scripting Real Lives. Palgrave Macmillan, 2018.
Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 2007.
Wilkins, Kim. Embodying Adaptation: Character and the Body. Palgrave Macmillan, 2022.

Learning objectives

The course aims to improve the knowledge of the Spanish language and to put into practice the various theories of translation, applied to the cross-cultural dimension of Spanish-speaking countries. Through the guided translation of literary and non-fiction texts that are typologically and diachronically differentiated, the course aims to refine their ability to analyze and interpret texts with their linguistic and cultural implications.
At the end of the course, students will have to:
demonstrate a good knowledge of the variants of American Spanish (also relating to uses, customs and social codes)
- have developed good translation skills

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course, which corresponds to the first module (24 hours, first semester, Prof. Fiordaliso), illustrates the main issues of the history of the Spanish language. It particularly examines the historical development of its morphosyntactic and lexical levels. Following a diachronic path, the course will consider the evolution and formation of the Spanish language from its origins to modern Spanish, also through the use of significant textual examples.

examMode

The knowledge assessment consists of a final exam which is structured as an oral test on the course content.
To take the exam, you must have reached the required level (C1 for the first year, C2 for the second) with the language expert instructors.

books

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

classRoomMode

Attendance is not mandatory, but it is highly recommended. The exam program for students who do not attend may include supplementary readings.

bibliography

Lapesa, Rafael, historia de la lengua española, Madrid, Espasa Calpe, 1992.
Course materials on Moodle

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Teacher's Profile

courseProgram

The course aims to enable students to achieve linguistic and communicative competence at level C1/C2 of the Common European Framework of Reference for Languages ​​(CEFR) and to stimulate their critical thinking. Students should be able to understand and use Spanish language in the politic context, learning to apply linguistic strategies to the pragmatic analysis of discourse patterns and specialized texts in these fields. The characteristics of the Spanish language in the context of political communication will first be reviewed theoretically, then applied practically, to encourage critical reflection on the linguistic and rhetorical mechanisms underlying this discourse. By learning to identify and appropriately use traditional and digital sources, students should be able to understand and critically analyze Spanish political texts, applying specific methodologies of linguistic and multimodal analysis, useful for reaching independent judgments on political and social issues.

examMode

The exam consists of an oral test aimed at verifying the student's ability to understand texts (written and oral) and argue on political issues.

books

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

classRoomMode

Although not mandatory, attendance is highly recommended.

bibliography

TEUN A.VAN DIJK, "DISCURSO, CONOCIMIENTO E IDEOLOGÍA. REFORMULACIÓN DE VIEJAS CUESTIONES Y PROPUESTA DE ALGUNAS SOLUCIONES NUEVAS", IN CIC (CUADERNOS DE INFORMACIÓN Y COMUNICACIÓN), 10, 2005, PP. 285- 318;
- TEUN A. VAN DIJK, "POLÍTICA, IDEOLOGÍA Y DISCURSO", IN QUÓRUM ACADÉMICO, VOL. 2, N° 2, JULIO-DICIEMBRE 2005, PP. 15-47
ALTRE DISPENSE SARANNO FORNITE DALLA DOCENTE DURANTE IL CORSO.

Learning objectives

The course offers the possibility to improve and consolidate the linguistic knowledge acquired during the bachelor and to gain specific competences in the following areas: linguistic-stylistic analysis of textual and grammatical phenomena; stylistic variation; diamesic variation and in contrastive linguistics.
The student has to demonstrate that he has gained knowledge on how to analyses literary texts from a linguistic point of view.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Teacher's Profile

courseProgram

The course will examine the main German-Italian contrastive aspects with particular reference to phenomena related to syntax (verbal parenthesis vs. congruence) and verbs (an in-depth study will be devoted to the present participle). During the course, translations of literary texts will also be offered in which the phenomena studied in the theoretical part will be analyzed as well as some of the main problems of translation will be examined: translation of the spoken language; translation of the diatopic variety; translation of realia.

examMode

The exam consists of two parts: one part with the lecturer and one part with the professor.

To enter the exam, it is necessary to have passed the part with the language test with the native speaker lecturer, which will have a 40% weight on the final grade.

The part with the lecturer is divided into a written test and an oral test. The written test consists of a translation from German to Italian (similar to those examined during the lectures); the oral test, which is accessed by passing the written, consists of a discussion of the translation and some theoretical questions on contrastive linguistics, both in Italian and German.

books

Sandra Bosco Coletsos/Marcella Costa (2013): Italiano e tedesco. Questioni di linguistica contrastiva. Edizioni dell’Orso: Alessandria.

Rega Lorenza (2001): La traduzione letteraria. Utet: Torino (selected chapters indicated during the course).

Koller Werner / Kjetil Berg Henjum (2020): Einführung in die Übersetzungswissenschaft. Narr: Tübingen.

Ballestracci Sabrina / Giovanni Palilla (2019): “Tradurre le emozioni della DDR a trent’anni dalla caduta del muro. Als wir träumten di Clemens Meyer a confronto con Eravamo dei grandissimi a cura di Roberta Gado e Riccardo Cravero”, in LEA - Lingue e Letterature d'Oriente e d'Occidente vol. 7, pp. 121-145. ISBN 978-88-5518-478-6.

Palilla, Giovanni (2023): “Dal Danziger Bowke al ‘picciotto di Danzica’: la problematica della polifonia diatopica nelle rese italiane del romanzo Die Blechtrommel di Günter Grass”. In: www.polyphonie.at Vol. 13 (1/2023) ISSN:2304-7607.

Moroni Manuela / Alberto Bramati (2024): La linguistica contrastiva a servizio della traduzione. Peter Lang: Berlin (selected chapters indicated during the course).

Additional study materials for the exam will be uploaded to the Moodle.

mode

On campus classes

classRoomMode

On campus lectures.

bibliography

Dictionary:
Giacoma Luisa, Kolb Susanne (2014), Il nuovo dizionario di Tedesco. Dizionario tedesco-italiano italiano-tedesco, Bologna-Stuttgart, Zanichelli-Klett-PONS.

Grammar:
Wöllstein, Angelika/Dudenredaktion (Hg.) (2022): Duden—Die Grammatik. Berlin: Dudenverlag.

Learning objectives

The discipline aims to provide students with technical and practical knowledge of the fundamental principles of translation. Furthermore, it provides the support of courses held by linguistic collaborators whose mother tongue is Portuguese, divided into several levels, aimed at practical learning of the language.
The study of the linguistic history of Portugal will be accompanied by translation exercises of historical, theoretical and literary texts aimed at expanding the basic vocabulary, dealing with problems of understanding and rendering the text and putting the theoretical knowledge acquired into practice.

Teacher's Profile

Learning objectives

The course is aimed at consolidating the knowledge and linguistic skills previously acquired through the deepening of the morphosyntactic structures and linguistic registers, and the expansion of the lexicon, functional to the comprehension and oral and written production of texts of medium / high difficulty, and to enrich cultural knowledge and literary theory with particular reference to XX century literature.
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 some excerpts from the production of XIX and XX century 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
5) Development of the ability to learn through the consideration of texts in function of the history and art technique of their written tradition.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Teacher's Profile

courseProgram

With regard to the linguistic part, the vocabulary and registers (functional styles) of Russian will be studied in depth, as well as a reflection on the morphosyntax of Russian which integrates with previous linguistic knowledge.
As far as the cultural-historical-literary and literary-theoretical part is concerned, the course is divided into two parts (corresponding to the two semesters).

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 B2/C1 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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

classRoomMode

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

bibliography

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.

For texts, handouts and bibliography please contact: a.cifariello@unitus.it

A. Cifariello (COMPULSORY FOR THE EXAM):

Please contact: a.cifariello@unitus.it

Other texts will be indicated at the lessons.

For the texts adopted in the language exercises ask Dr. A. Fedortsova.

Recommended readings in Italian/Russian (NOT COMPULSORY FOR THE EXAM):

Russian language:

Please contact: a.cifariello@unitus.it

Russian Literature:

It will be indicated at the lessons.

For the analyzed literature in original language, refer to what was indicated during the lessons.

Learning objectives

1) Knowledge and understanding: consolidate the previously acquired linguistic knowledge and skills through the study of morphosyntactic structures and the expansion of the vocabulary, aimed at the oral and written comprehension and production of medium/high difficulty texts.
2) Applying knowledge and understanding: be able to analyze works, texts and sites, in the original language, related to the Chinese business and tourism language and culture, and to the main authors, genres and currents characterizing contemporary Chinese literary production.
3) Making judgments: ability to self-assess, critically discuss the topics of the program, and analyze the texts covered in class.
4) Communication skills: be able to communicate in Chinese at an advanced level in economic-commercial and tourism contexts, to argue and discuss a given topic in a clear and pertinent way.
5) Learning skills: acquire strategies and techniques for learning the Chinese language specifically in relation to business and tourism Chinese, using both traditional and IT and digital resources and teaching tools, useful for deepening the study of the discipline.
The lessons will deal with the study of various economic-commercial and tourism texts, such as letters or commercial emails, press articles, official documents of the Chinese government, promotional texts. We will address the reading, translation, analysis, paying particular attention to the stylistic, grammatical and lexical characteristics, as well as the intercultural aspects to be taken into consideration for a fruitful dialogue with China.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

Teacher's Profile

books

Masini F. et al., Comunicare in cinese 3
Materials uploaded to the Moodle platform

Bertuccioli, G., & Casalin, F. (a cura di). (2013). La letteratura cinese (copertina flessibile). L'Asino d’Oro.
Pesaro, N., & Pirazzoli, M. (2019). La narrativa cinese del Novecento. Autori, opere e correnti. Carocci.

classRoomMode

Attendance is optional, but highly recommended.

Learning objectives

Knowledge and understanding: developing and improving the student’s previously acquired knowledge and language skills through the study of more complex grammatical structures and vocabulary, in order to understand and produce oral and written texts corresponding to the advanced level.

Applying knowledge and understanding: analyzing literary works or texts – in the original language or in translation – of the most relevant authors, movements and genres of Arabic literature in the 20th and 21st centuries.

Making judgements: ability to self-assess and to critically discuss the topics of the program, and to analyze the texts dealt with in class.

Communication skills: ability to communicate in Arabic at the advanced level, and to describe and discuss on a given topic.

Learning skills: developing language learning strategies and techniques specifically for the contemporary literary Arabic, by using both traditional and digital teaching tools and resources, in order to further studying the subject.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

Teacher's Profile

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. Lingua standard, Milano, Hoepli, 2010.
Ghersetti A. La letteratura d'adab, Istituto per l'Oriente, 2020.
Traini R. Vocabolario arabo-italiano, Roma, I.P.O., , 1966-1973 (o successive ristampe)
Materiali integrativi e testi in lingua verranno indicati e forniti dalla docente durante il corso.
Testi consigliati:
Mion G., D’Anna L. Grammatica di arabo standard moderno: Fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

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.

Learning objectives

The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of updated textbooks, "interactive" lessons in which the student is directly involved and through the discussion of some of the topics related to the most recent acquisitions in this field.


Expected learning outcomes (1)
1 - The student will have knowledge and understanding of the development of the archaeological sites in the Vesuvian area, especially Pompeii and Herculaneum. This objective will be achieved through the use of scientific texts and the reading of classics in the sector, also through the illustration of case studies and the presentation of the most recent discoveries in this field.
2 –The student will have the ability to apply their knowledge and understanding in order to demonstrate a professional approach on long-lasting phenomena, and will have adequate skills both to interpret events and to understand the developments of the Vesuvian cities. The student will be able to acquire knowledge and comprehension skills applied through direct experience on archaeological material and critical analysis of archaeological sources.

Expected learning outcomes (2)
3 - This kind of study will allow students to acquire the ability to collect and interpret data from archaeological sources through a specific methodology that will allow the student to acquire independent judgment with respect to historical-social, political and economic events.
4 - He will be able to communicate with properties and with appropriate terminology, but also in popular form, both orally and in written text, on themes of the archaeology of the Vesuvian cities, moreover through the methodological tools acquired he will be perfectly able to undertake subsequent studies in a conscious way.
5 - In addition to the traditional teaching, the student's continuous solicitation to intervene in the discussions during the lectures and in the illustration of the case studies, represents the most suitable way to achieve comprehension skills.

Teacher's Profile

Learning objectives

The course is dedicated to the fundamentals of text criticism, a discipline that deals with the edition of ancient and medieval texts in the form closest to the original. Knowledge: Students will learn the methods and procedures of textual criticism, will know the history of the tradition of Provençal lyric poetry and will acquire basic skills on the Occitanic language, on Romance metrics and on rhetoric and stylistics. Application of knowledge and development of critical thinking: At the end of the course they will be able to illustrate and use the procedures that lead to the preparation of a critical edition starting from manuscript sources, they will also have the skills to critically analyze any type of literary text. Communication of knowledge: The workshop activity aimed at publishing a multimedia critical edition on a dedicated portal and the collective oral discussion of the works produced, will allow them to directly practice written and oral communication techniques. Self-learning: They will also deal directly with bibliographic and historical, linguistic and literary research tools, from which they will have to independently draw the information and knowledge useful for the preparation of the critical edition.

Teacher's Profile

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, in which the competences acquired within the discipline by reading the recommended bibliography and the ability to express complex concepts through an oral discourse are evaluated.

books

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

Teacher's Profile

courseProgram

Part of the course will be devoted to the description of the characteristics of the medieval textual tradition, to the problems it poses to the critical publisher and to the different methods used for the edition of the texts. Furthermore, basic information will be given on the medieval Romance literary tradition and in particular on the lyric tradition and the historical grammar of the Provençal language, in order to introduce students to the poetic text that will be the subject of the critical edition prepared within the course with their cooperation.

examMode

For the ATTENDING students there will be a written paper and an interview (for the vote the results of each test are considered). In the written essay the competences matured in the field of the discipline are evaluated, also from the point of view of the practical application (object of the exercises), and the ability to express complex concepts through a written discourse; in the interview the elaborate is discussed making reference to the scientific methods and tools used. For NON-ATTENDING students, there is normally only an oral exam, in which the competences acquired within the discipline by reading the recommended bibliography and the ability to express complex concepts through an oral discourse are evaluated.

books

1. Materials, handouts and texts provided by the teacher at the beginning of the course.

Reference bibliography:
1.Aurelio Roncaglia, Principi e applicazioni di critica testuale, Roma, Bulzoni, 1975.
2.Paul Maas, Critica de testo, Firenze, 1952.

NON-ATTENDING STUDENTS WILL HAVE TO ADD TO THE PREVIOUS READINGS AND IN REPLACEMENT OF THE DISPENSES AND TEXTS PROVIDED TO THE LESSON:
3. Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
4. Roberto Antonelli, Interpretazione e critica del testo, in Letteratura italiana, dir. da Alberto Asor Rosa, vol.IV: L'interpretazione, Torino, Einaudi, 1985, pp. 141-243.

** Students who find it difficult to find the following texts can contact the teacher directly.
IT IS SUGGESTED TO ALL NON-ATTENDING STUDENTS TO SCHEDULE AN APPOINTMENT WITH THE TEACHER BEFORE THE EXAM

mode

The course will include a theoretical part, intended for the acquisition of the fundamental tools necessary for the preparation of a critical edition, and a practical part in which the students will be able to put these acquisitions to the test directly following the various preparation phases of an edition of a poetic composition.

classRoomMode

The lectures will be accompanied by laboratory activities carried out in class under the direct guidance of the teacher.

bibliography

Suggestions for additional readings:
- Alfredo Stussi, La critica del testo, Bologna, Il Mulino, 1985.
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Monnier, 1934.
- Gianfranco Contini, Breviario di ecdotica, Torino, Einaudi, 1990.

Learning objectives

Training objectives
The main purpose of the course is to provide students with basic knowledge of history of art exhibition's between XVII century and 1930 with a discussion on contemporary examples on digital museology and exhibitions. This art exhibition's history will be related to historical context of museums for a basic knowledge of italian cultural heritage history.
Expected learning outcomes. At the end of the course students will be able to:
1. Know briefly the development of the history of exhibitions and museums (Knowledge and understanding)
2. Know and distinguish the different types of exhibitions and displays over the centuries up to the current era (Applied knowledge and understanding)
3. Evaluate the different meanings assumed in Museology of international terminology compared to the conceptions formulated historically in Italy (Autonomy of judgement)
4. Present case studies independently chosen from those examined in the program (Communication skills)
5. Evaluate further national or international examples of exhibitions or museums (Ability to learn)

Teacher's Profile

courseProgram

The birth of the art exhibitions in XVII century; features of the first art exhibitions in Italy, France, Great Britain; Terminology problems related to museum history; historical events of museums from the eighteenth century to present; Impressionists’ and avantguard’s exhibitions; Case studies on digital Museology and virtual exhibitions.

examMode

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

books

1) S. Rinaldi. Le mostre d'arte. Dal Seicento alle esposizioni digitali, Carocci, Roma 2025.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014 (pdf on Moodle).

Same books for non-attending students.
www.amazon.it
www.ibs.it
https://www.libreriauniversitaria.it

mode

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

classRoomMode

Attendance at lessons is optional.

bibliography

M. Barbanera, Il museo impossibile, Roma 2013.
L. Cataldo-M. Paraventi, Il museo oggi. Modelli museologici e museografici nell’era della digital transformation, Milano 2023.
T. W. Gaehtgens-L. Marchesano, Display and Art History: the Duesseldorf Gallery and its Catalogue, Los Angeles 2011.
F. Haskell, The King's Picture: the formation and dispersal of the collections of Charles I and his courtiers, New Haven 2013.
M.V. Marini Clarelli, Il museo nel mondo contemporaneo. La teoria e la prassi, Roma 2011.
M. Marroni, Canino, museo a cielo aperto di Luciano Bonaparte, ed. Silvio Pellico 2014.
M.C. Mazzi, In viaggio con le Muse, Edifir, Firenze 2005.

Teacher's Profile

courseProgram

The birth of the art exhibitions in XVII century; features of the first art exhibitions in Italy, France, Great Britain; Terminology problems related to museum history; historical events of museums from the eighteenth century to present; Impressionists’ and avantguard’s exhibitions; Case studies on digital Museology and virtual exhibitions.

examMode

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

books

1) S. Rinaldi. Le mostre d'arte. Dal Seicento alle esposizioni digitali, Carocci, Roma 2025.
2) S. Rinaldi, F. Ricci, Museologia e storia dell'arte nella Tuscia, ArcheoAres, Viterbo 2014 (pdf on Moodle).

Same books for non-attending students.
www.amazon.it
www.ibs.it
https://www.libreriauniversitaria.it

mode

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

classRoomMode

Attendance at lessons is optional.

bibliography

M. Barbanera, Il museo impossibile, Roma 2013.
L. Cataldo-M. Paraventi, Il museo oggi. Modelli museologici e museografici nell’era della digital transformation, Milano 2023.
T. W. Gaehtgens-L. Marchesano, Display and Art History: the Duesseldorf Gallery and its Catalogue, Los Angeles 2011.
F. Haskell, The King's Picture: the formation and dispersal of the collections of Charles I and his courtiers, New Haven 2013.
M.V. Marini Clarelli, Il museo nel mondo contemporaneo. La teoria e la prassi, Roma 2011.
M. Marroni, Canino, museo a cielo aperto di Luciano Bonaparte, ed. Silvio Pellico 2014.
M.C. Mazzi, In viaggio con le Muse, Edifir, Firenze 2005.

Learning objectives

Expected learning outcomes.
At the end of the course, students must be able to:
1) Recognize the peculiar aspects of contemporary artistic culture with reference to the protagonists, the exhibitions, the critical theory and the languages used
2) Analyze the geo-cultural meanings and contexts of reference
3) Report on the identity characteristics of contemporary artistic practices in the presence of the relative critical and theoretical debate
4) Acquire skills in the approach and analyse of contemporary artworks in a framework of interdisciplinary and transcultural references.

Teacher's Profile

courseProgram

- Themes, languages, protagonists of Art in Europe from 1969 to Today
- The postmodern condition: definition and characters
- Some artists: Marcel Broodthaers, Joseph Beuys, Anselm Kiefer
- The 90s: relational aesthetics, the biennial format
- The issue of postcolonialism in art: the "Les Magiciens de la Terre" exhibition and debate
- The controversial limelight of Eastern art after the collapse of the Berlin Wall
- Atlas of contemporary art in the Mediterranean area- The third millennium: between globalization and resistance. The new emergencies

books

- Nicolas Bourriaud, Il radicante, postmediabooks, 2014
- Patrizia Mania, Racconti mediterranei. Immagini, memoria, azioni nell’arte contemporanea, Round Robin, 2017.
-Patrizia Mania Maria Raffaella Menna, a cura di, Frammenti di Siria Dal medioevo alla contemporaneità Prendersi cura dell’arte/L’arte come cura, Round Robin, 2019, pp.97-137
-Patrizia Mania, “I Like Europe but Europe Doesn’t Like Me. Sentirsi discriminati: gli artisti dell’Est dopo la Guerra fredda”, in Raffaella Petrilli, Hate Speech L’odio nel discorso pubblico. Politica, media, società, Round Robin, 2019, pp.99-111.

Non-attending students have to choose a text from the following:
- Roberto Pinto, Nuove geografie artistiche. Le mostre al tempo della globalizzazione, Postmediabooks, 2012.
- Teresa Macrì, Fallimento, Postmediabooks, 2017
- Foster Hal, Il ritorno del reale. L’avanguardia alla fine del Novecento, 2006, Postmedia Srl, Milano. [1996, Massachussets Institute of Technology].
- Belting H., Birken J., Buddensieg A. e Weibel P., eds. Global Studies. Mapping Contemporary Art and Culture, Hatje Cantz Verlag, Ostifldern, 2011.
- Patrizia Mania, Raffaella Petrilli, Elisabetta Cristallini (a cura di), Arte sui muri della città. Street Art e Urban Art: questioni aperte, Roma, Round Robin editrice, 2017.

classRoomMode

75% attendance is required

bibliography

Further bibliographical references will be provided during the lessons.

Teacher's Profile

courseProgram

- Themes, languages, protagonists of Art in Europe from 1969 to Today
- The postmodern condition: definition and characters
- Some artists: Marcel Broodthaers, Joseph Beuys, Anselm Kiefer
- The 90s: relational aesthetics, the biennial format
- The issue of postcolonialism in art: the "Les Magiciens de la Terre" exhibition and debate
- The controversial limelight of Eastern art after the collapse of the Berlin Wall
- Atlas of contemporary art in the Mediterranean area- The third millennium: between globalization and resistance. The new emergencies

books

- Nicolas Bourriaud, Il radicante, postmediabooks, 2014
- Patrizia Mania, Racconti mediterranei. Immagini, memoria, azioni nell’arte contemporanea, Round Robin, 2017.
-Patrizia Mania Maria Raffaella Menna, a cura di, Frammenti di Siria Dal medioevo alla contemporaneità Prendersi cura dell’arte/L’arte come cura, Round Robin, 2019, pp.97-137
-Patrizia Mania, “I Like Europe but Europe Doesn’t Like Me. Sentirsi discriminati: gli artisti dell’Est dopo la Guerra fredda”, in Raffaella Petrilli, Hate Speech L’odio nel discorso pubblico. Politica, media, società, Round Robin, 2019, pp.99-111.

Non-attending students have to choose a text from the following:
- Roberto Pinto, Nuove geografie artistiche. Le mostre al tempo della globalizzazione, Postmediabooks, 2012.
- Teresa Macrì, Fallimento, Postmediabooks, 2017
- Foster Hal, Il ritorno del reale. L’avanguardia alla fine del Novecento, 2006, Postmedia Srl, Milano. [1996, Massachussets Institute of Technology].
- Belting H., Birken J., Buddensieg A. e Weibel P., eds. Global Studies. Mapping Contemporary Art and Culture, Hatje Cantz Verlag, Ostifldern, 2011.
- Patrizia Mania, Raffaella Petrilli, Elisabetta Cristallini (a cura di), Arte sui muri della città. Street Art e Urban Art: questioni aperte, Roma, Round Robin editrice, 2017.

classRoomMode

75% attendance is required

bibliography

Further bibliographical references will be provided during the lessons.

Learning objectives

The course will analyze and discuss the main themes that define the contents of the Modern Age from the 15th century to the first half of the 17th century, with an initial focus on historiographical categories, interpretative approaches, sources, and the specific tools of the discipline. The educational objective is to provide students with a solid foundation for acquiring both knowledge and a critical understanding of the “general history” of the Modern Age, particularly concerning events that shaped the geopolitical area of Central Europe, including Bohemia, Hungary, the Polish- Lithuanian Commonwealth (Rzeczpospolita), the principalities of Wallachia and Moldavia, and the Ottoman Empire.
The lectures will primarily cover the following topics:
 Europe and its interaction with the extra-European world
 Crises and identities in Italy and modern Europe
 The society of the Ancien Régime: estates and classes
 Economic models: land, labor, finance, and markets in the Modern Age
 Political systems and their dynamics: empire, monarchies, and republics
 Family and demography
A particular focus will be dedicated to a thorough and clear examination of diplomatic relations
between the Holy See and continental and Central Europe.
1. Knowledge and understanding
The course will enable students to develop a solid understanding of historical events in the Modern Age, with particular emphasis on the political, social, and economic dynamics that shaped Central and Eastern Europe between the 17th and 18th centuries. Through a critical approach, students will learn to interpret and contextualize international political and diplomatic affairs, understanding their historical roots. The analysis of institutional transformations and the processes of separation and integration that affected this region will provide a broader comprehension of the historical evolution of the states of Southeastern Europe.
2. Applied knowledge and understanding
Through interactive lessons, classroom debates, and seminar activities, students will be able to apply the acquired knowledge to specific case studies. They will be encouraged to conduct both individual and group research, implementing historical investigation methodologies and developing original contributions. The use of primary sources and the critical analysis of historical documents will offer an opportunity to refine their reading and interpretation skills regarding past testimonies.
3. Autonomy of judgment
Throughout the course, students will develop the ability to analyze and synthesize texts and original documents, comparing them with major historiographical interpretations. They will be encouraged to formulate independent judgments, fostering critical thinking that allows them to assess traditional historical narratives autonomously. Engaging with different methodological approaches within the discipline will enhance their understanding of interpretative models and enable them to develop personal analyses based on a solid knowledge foundation.
4. Communication skills
The course will provide students with the opportunity to improve their presentation skills, both oral and written. Classroom presentations and seminar activities will serve as moments of discussion, helping to refine communication techniques and develop the ability to argue research findings with clarity and precision. The use of digital sources and the exploration of historical dissemination tools will further enhance their familiarity with modern knowledge-sharing techniques.
5. Learning skills
The course’s teaching approach will promote the acquisition of a rigorous and structured study method, essential for engaging with Modern History critically and independently. Group work and adherence to scheduled deadlines will contribute to the development of organizational and collaborative skills, which are fundamental for historical research and academic studies. The continuous assessment of acquired knowledge will help students identify any gaps and progressively improve their learning methods.

Teacher's Profile

courseProgram


Course Overview
The course aims to provide students with an in-depth understanding of the history Europe during the long early modern period (from the 16th to the 19th century), with a specific focus on the use of images as a tool of power and a vehicle for collective memory. Through an interdisciplinary approach that integrates history, geography, literature, and visual history, the course seeks to:

Analyze the relationship between art and power in the Central and Eastern European regions, with particular attention to the dynamics of political legitimization and the influence of totalitarian experiences.
Examine the relationship between image and text**, understanding how visual representations have been used in literature and various media to influence culture and collective memory.
Investigate the genesis and dynamics of iconic memory**, both at the individual and collective levels, exploring the intersection of history and society.

Course Structure

Module 1: Introduction to the History of Central and Eastern Europe (16th-19th Century)
- Geographical and political context of Central and Eastern Europe.
- Power dynamics and international relations.
- Major historical events: Reformation, religious wars, multinational empires, revolutions, and restorations.

Module 2: Art and Power in the Eastern Europe
- The representation of power in visual arts.
- The iconography of power: sovereigns, national symbols, and propaganda.
- The totalitarian experience and the use of art for social control.

Module 3: Image and Text - Visual and Literary Culture
- The dialogue between image and literature: illustrations, engravings, and paintings.
- Media and propaganda: print, posters, and the construction of collective identity.
- Case studies: analysis of literary and artistic works as a reflection of society.

examMode


The exam will take place in oral form.
The exam will be divided into three parts corresponding to a minimum of three main questions or questions that will be put to the student.
The first will be aimed at ascertaining the general framework skills of the theme or of one of the topics dealt with in the course or in the texts, and serves to evaluate the argumentative and synthesis skills.
The second question will be aimed at verifying the ability to deepen and critically analyze one of the aspects that emerged from the treatment of the first question.
The third question will be aimed at assessing the degree of completeness of the information and accuracy of the preparation.

books

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

classRoomMode

Attendance at lectures is not mandatory but strongly recommended.

bibliography

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

Teacher's Profile

courseProgram


Course Overview
The course aims to provide students with an in-depth understanding of the history Europe during the long early modern period (from the 16th to the 19th century), with a specific focus on the use of images as a tool of power and a vehicle for collective memory. Through an interdisciplinary approach that integrates history, geography, literature, and visual history, the course seeks to:

Analyze the relationship between art and power in the Central and Eastern European regions, with particular attention to the dynamics of political legitimization and the influence of totalitarian experiences.
Examine the relationship between image and text**, understanding how visual representations have been used in literature and various media to influence culture and collective memory.
Investigate the genesis and dynamics of iconic memory**, both at the individual and collective levels, exploring the intersection of history and society.

Course Structure

Module 1: Introduction to the History of Central and Eastern Europe (16th-19th Century)
- Geographical and political context of Central and Eastern Europe.
- Power dynamics and international relations.
- Major historical events: Reformation, religious wars, multinational empires, revolutions, and restorations.

Module 2: Art and Power in the Eastern Europe
- The representation of power in visual arts.
- The iconography of power: sovereigns, national symbols, and propaganda.
- The totalitarian experience and the use of art for social control.

Module 3: Image and Text - Visual and Literary Culture
- The dialogue between image and literature: illustrations, engravings, and paintings.
- Media and propaganda: print, posters, and the construction of collective identity.
- Case studies: analysis of literary and artistic works as a reflection of society.

examMode


The exam will take place in oral form.
The exam will be divided into three parts corresponding to a minimum of three main questions or questions that will be put to the student.
The first will be aimed at ascertaining the general framework skills of the theme or of one of the topics dealt with in the course or in the texts, and serves to evaluate the argumentative and synthesis skills.
The second question will be aimed at verifying the ability to deepen and critically analyze one of the aspects that emerged from the treatment of the first question.
The third question will be aimed at assessing the degree of completeness of the information and accuracy of the preparation.

books

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

classRoomMode

Attendance at lectures is not mandatory but strongly recommended.

bibliography

Parte generale:
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
P. Burke, Testimoni oculari. Il significato storico delle immagini, Carocci editore, 2021.
F. De Caprio, Cristina di Svezia a Roma. Il cantiere dell'immagine tra mito e storia, LuoghInteriori editore, 2023.

PIÙ UN TESTO A SCELTA DELLO STUDENTE TRA QUELLI SUGGERITI
G. Platania, Rzeczpospolita, Europa e Santa Sede tra intese ed ostilità, Viterbo 2017.
Maria Valente (a cura), Cenni Storico-geografici sull'Est d'Europa, Viterbo 2015 (collana "Quaderni del CESPoM/3) - da scaricare dalla piattaforma moodle
P. Burke, Il Re Sole, il Saggiatore editore, 2017.
M. Formica, Lo specchio turco: immagini dell'altro e riflessi del sé nella cultura italiana d'età moderna, Roma 2012.
F. De Caprio, Il tramonto di un regno. Il declino di Jan Sobieski dopo il trionfo di Vienna, Viterbo 2014.
A. Wheatcroft, Il Nemico alle porte, Bari 2010
A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

A History of Modern Poland From the Foundation of the State in the First World War to the Present Day
Di Hans Roos, Hans Otto Meissner · 1966
Poland: A Modern History Paperback – October 30, 2012
by Anita Prazmowska
God's Playground: A History of Poland, Vol. 1: The Origins to 1795 Paperback – May 31, 2005
by Norman Davies

Learning objectives

The purpose of the course is to master the history of Euro-American cultural development between the 15h and 20th centuries. Furthermore, during the course a seminar will be held for attending students on the re-elaboration and re-presentation of modern history, both during the modern centuries and in the following ones. At the end of the course, students must be able to: 1) be aware of what has happened over the centuries and in the areas addressed and understand why (Knowledge and understanding); 2) having developed an independent reflection on the topics covered (Applied knowledge and understanding); 3) analyze and discuss texts and documents, of various kinds, understanding how historiography as well as literature has already used them (Autonomy of judgment); 4) present their own independent research in the classroom (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

Teacher's Profile

courseProgram

General Part: 1) General history of Central-Western Europe and the Americas from the 16th to the XX Century; 2) Analysis of historiographic, literary and artistic representations of the same; 3) Discussion of the Text in the Syllabus; 4) Seminar on Modern Rome.

examMode

The candidate's preparation will be assessed through an oral exam. As part of this, it will be assessed on the basis of the following grid (out of thirty):
KNOWLEDGE (knowledge of the necessary information) - 1-12 / 30
(12 = excellent; 1 = very bad)
FOCUS (how the learner focuses on the problem discussed) - 1-6 / 30
(6 = excellent; 1 = very bad)
PROCESSING (how the learner elaborates the response structure and builds a historical narrative) 1-6 / 30
(6 = excellent; 1 = very bad)
EXPLANATION (the learner's ability to explain the historical fact or phenomenon in question) - 1-6 / 30
(6 = excellent; 1 = very bad)
The result of the test will be given by the sum of the scores obtained.
Question's example: The European Expansions in the 16th and 17th Centuries

books

Érik Schnakenbourg, Il mondo atlantico Una storia globale (XV-XVIII secolo), Il Mulino 2024; Antonio Trampus, Giacomo Casanova. Il mito di un avventuriero, Carocci 2025; Maria Giuseppina Muzzarelli, La señora. Vita e avventure di Gracia Nasi, Laterza 2024; Mostri e Misteri in Età Moderna, a cura di Alessandro Boccolini, Sette Città 2021
Not attending: the four books plus:Lorenzo Prencipe e Matteo Sanfilippo, Breve storia statistica dell’emigrazione italiana, Roma, CSER, 2025, https://www.cser.it/breve-storia-statistica-dellemigrazione-italiana/
Seminar on Rome, one among: Marina Formica, Roma Romae, Laterza 2019; Renata Ago, Roma Barocca, Carocci 2024; Marina Formica e Donatella Strangio, L'araba fenice. Crisi e resilienza nella Roma pontifica (1656-1870), Viella 2025

mode

Frontal lessons (24h) + seminar (24h). The lessons are organized into teaching modules, to which the seminar is also integrated: Module I (12 hours): main developments in modern Euro-American history; II module (12 hours) main developments of the reflection on modern Euro-American history; 1st seminar phase (12 hours) the reflection on the colonization of the Americas; II seminar phase (12 hours) depictions of the westward drive. Students do not have to attend: to make the exam, they have only to prepare one more text among the ones suggested for the Seminar

classRoomMode

Attendance not mandatory

bibliography

Massimo Rubboli, I cristiani la violenza e le armi, Edizioni GBU 2024; Andrea Graziosi, Il ritorno della Razza, Il Mulino 2024; Alessandro Lo Bartolo, Il tiranno fiorentino. Vita e leggenda nera di Alessandro de' Medici, Laterza 2025; Mario Prignano, Antipapi. Una storia della Chiesa, Laterza 2024; Antonia Liberto, Figure teatrali dell’alterità, Tab edizioni 2025; Matteo Sanfilippo, Storie, epoche, epidemie, Sette città 2020; Matteo Sanfilippo; Il lungo Ottocento, Sette Città 2023

Learning objectives

The course aims to provide advanced methodological tools for the management of a complex set of data with a critical approach and to stimulate the ability to conduct research in archaeological field in a wholly autonomous way.
By the end of the course students:
1) will have acquired an avanced knowledge of the of the topics covered in the course through the study of specialist texts (knowledge and understanding)
2) will be able to place Etruscan materials and cultural phenomena in a correct historical context (applying knowledge and understanding);
3) will be able to critically evaluate and discuss the topics of the course with independent judgement, making connections, including interdisciplinary ones (making judgements);
4) will have acquired the appropriate terminology to express their knowledge in a clear and organic way (communication skills);
5) will have acquired the learning skills useful to conduct autonomous research in archaeology (learning skills).

Teacher's Profile

courseProgram


The course illustrates the historical development of Etruscan civilization from the Early Iron Age to the Roman conquest.
The main aspects of Etruscan social organisation, art and handicraft production, architecture and religion will be considered, as well as cultural and commercial relations with other peoples of ancient Italy and the ancient Mediterranean.

examMode

The evaluation consists in an oral examination during which the professor will take into account general knowledge of course content and appropriate use of language.
To recognize archaeological materials shown in picture and to place them in a coherent historical context, with interdisciplinary connections will be assessed too.

Evaluation will depend on the achievement of the course objectives:
1) Knowledge of Etruscan history, society, art and handicraft (knowledge and understanding);
2) Ability to illustrate cultural and chronological links (applying knowledge and understanding);
3) Ability to analyze the archaeological documentation and place it in a correct historical and cultural framework (making judgements);
4) Ability to express concepts in a coherent manner, using terminology appropriate to the subject);
5) Mastery of a study method appropriate to in-depth study

EXAMINATION GRADE
- Excellent (30 / 30 cum laude). The student has excellently achieved all course objectives;
- Very good (from 27 to 29): The student has successively fullfilled the corse objectives 1-4 .
- Good (from 24 to 26): the student has achieved the objectives 1-3 and can express course contents in an appropriate language.
- Sufficient (from 21 to 23): the student has achieved the first two expected objectives and can express himself in adequate language, with some inexactness.
Just sufficient (18 to 20): the student has only achieved the first objective of the course and uses language that is not entirely adequate, with errors.
- Insufficient (failure to pass the exam): the student demonstrates that he/she has not achieved any of the intended learning objectives.

The acquisition of these skills will be checked with an intermediate written test

books

Attending students:

G. BARTOLONI (a cura di), Introduzione all'Etruscologia, Milano 2012;
M. CRISTOFANI, L'arte degli Etruschi. Produzione e consumo, Torino 1982.
PPT and additional bibliography provided all through lectures (available on Moodle platform) will be part of the program.

Non-attending students will add one of the following volumes

M. Cristofani, Gli Etruschi del mare, Milano, Longanesi 1983;
G. Bartoloni, Le società dell'Italia primitiva, Roma, Carocci 2003;
V. Bellelli, E. Benelli, Gli Etruschi, La scrittura, la lingua, la società, Rom, Carocci 2018

mode

Frontal lectures (36/40 hours)
Seminars and PPT presentations, visits to Museums and archaeological areas (Museums of Villa Giulia and Viterbo, museum and necropolis of Tarquinia) (8/12 hours).

The students will have the opportunity to participate in laboratory and field activities (drawing and cataloguing of archaeological materials; archaeological excavation in the necropolis of Monte Abatone in Cerveteri).

classRoomMode

Frequency is strongly recommended.

Non-attending students will add one of the following volumes

M. Cristofani, Gli Etruschi del mare, Milano, Longanesi 1983;
G. Bartoloni, Le società dell'Italia primitiva, Roma, Carocci 2003;
V. Bellelli, E. Benelli, Gli Etruschi, La scrittura, la lingua, la società, Rom, Carocci 2018

bibliography

M. Cristofani, Dizionario della Cviltà etrusca, Firenze, Giunti, 1985;

G. Colonna, Etrusca, Arte, in Enciclopedia dell'arte antica classica e orientale, Suppl. II, Roma, Istituto della enciclopedia italiana, 1994, pp. 554-605

Teacher's Profile

courseProgram


The course illustrates the historical development of Etruscan civilization from the Early Iron Age to the Roman conquest.
The main aspects of Etruscan social organisation, art and handicraft production, architecture and religion will be considered, as well as cultural and commercial relations with other peoples of ancient Italy and the ancient Mediterranean.

examMode

The evaluation consists in an oral examination during which the professor will take into account general knowledge of course content and appropriate use of language.
To recognize archaeological materials shown in picture and to place them in a coherent historical context, with interdisciplinary connections will be assessed too.

Evaluation will depend on the achievement of the course objectives:
1) Knowledge of Etruscan history, society, art and handicraft (knowledge and understanding);
2) Ability to illustrate cultural and chronological links (applying knowledge and understanding);
3) Ability to analyze the archaeological documentation and place it in a correct historical and cultural framework (making judgements);
4) Ability to express concepts in a coherent manner, using terminology appropriate to the subject);
5) Mastery of a study method appropriate to in-depth study

EXAMINATION GRADE
- Excellent (30 / 30 cum laude). The student has excellently achieved all course objectives;
- Very good (from 27 to 29): The student has successively fullfilled the corse objectives 1-4 .
- Good (from 24 to 26): the student has achieved the objectives 1-3 and can express course contents in an appropriate language.
- Sufficient (from 21 to 23): the student has achieved the first two expected objectives and can express himself in adequate language, with some inexactness.
Just sufficient (18 to 20): the student has only achieved the first objective of the course and uses language that is not entirely adequate, with errors.
- Insufficient (failure to pass the exam): the student demonstrates that he/she has not achieved any of the intended learning objectives.

The acquisition of these skills will be checked with an intermediate written test

books

Attending students:

G. BARTOLONI (a cura di), Introduzione all'Etruscologia, Milano 2012;
M. CRISTOFANI, L'arte degli Etruschi. Produzione e consumo, Torino 1982.
PPT and additional bibliography provided all through lectures (available on Moodle platform) will be part of the program.

Non-attending students will add one of the following volumes

M. Cristofani, Gli Etruschi del mare, Milano, Longanesi 1983;
G. Bartoloni, Le società dell'Italia primitiva, Roma, Carocci 2003;
V. Bellelli, E. Benelli, Gli Etruschi, La scrittura, la lingua, la società, Rom, Carocci 2018

mode

Frontal lectures (36/40 hours)
Seminars and PPT presentations, visits to Museums and archaeological areas (Museums of Villa Giulia and Viterbo, museum and necropolis of Tarquinia) (8/12 hours).

The students will have the opportunity to participate in laboratory and field activities (drawing and cataloguing of archaeological materials; archaeological excavation in the necropolis of Monte Abatone in Cerveteri).

classRoomMode

Frequency is strongly recommended.

Non-attending students will add one of the following volumes

M. Cristofani, Gli Etruschi del mare, Milano, Longanesi 1983;
G. Bartoloni, Le società dell'Italia primitiva, Roma, Carocci 2003;
V. Bellelli, E. Benelli, Gli Etruschi, La scrittura, la lingua, la società, Rom, Carocci 2018

bibliography

M. Cristofani, Dizionario della Cviltà etrusca, Firenze, Giunti, 1985;

G. Colonna, Etrusca, Arte, in Enciclopedia dell'arte antica classica e orientale, Suppl. II, Roma, Istituto della enciclopedia italiana, 1994, pp. 554-605

Learning objectives

The course aims to provide an essential knowledge of the main characteristics of the literature of the late republican age and the work of Catullus; a mastery of the theoretical and critical tools necessary for the analysis and interpretation of Latin literary texts; direct knowledge of Catullus’ 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 late republican literature’ history; knowledge of Catullus’ Liber
2) Ability to analyse Latin literary history of Late republican age and comprehend her diachronic development; ability to analyse and discuss appropriately Catullus’ poems
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

Learning objectives

1) Knowledge and ability to understand: knowledge of historical data, methodologies and proposed documents; acquisition of a basic scientific vocabulary.
2) Applied knowledge and understanding: to be able to read and discuss a historical source by placing it within its context; to be able to use the fundamental bibliographical tools for the study of Roman history.
3) Autonomy of judgement: being able to identify causal links and interpret a historical phenomenon critically; awareness of the complexity and 'relativity' of historical phenomena.
4) Communication skills: knowing how to present one's knowledge in a correct, orderly and consequential manner.
5) Learning skills: knowing how to use the knowledge and skills acquired and the specific language learnt with a view to continuing one's own learning path or carrying out non-specialist professional activities.

Teacher's Profile

Learning objectives

1. Knowledge and understanding: study of the relationship between philosophy and painting in the 16th and the 17th Centuries.
2. Applying knowledge and understanding: reports to the classroom, on issues proposed by the professor.
3. Making judgements: interpretation skills and participation to classroom debates.
4. Communications skills: testing of skill in communicating personal interpretation and debating issues.
5. Learning skills: stimulating the skill in framing philosophical issues in the given historical context.

Teacher's Profile

courseProgram

The relationship between philosophy and painting at the beginning of the modern age, The case of Giordano Bruno and Caravaggio. Philosophy and painting at the beginning of the modern age. The Giordano Bruno and Caravaggio case. Biography and philosophy of Giordano Bruno. Study of his "Expulsion of the Triumphant Beast": Reformation, Counter-Reformation, religious wars, moral and intellectual reform. Biography of Caravaggio. Study of some of his paintings in relation to the themes of subjectivity and its relationship with nature, and of religious and social life. Comparison between Bruno and Caravaggio and examination of some episodes of the shared reception of the two characters in historiography and in movies and television films.
There are no modules or complementary activities.

examMode

The skills will be verified through a final oral exam. Students will be expected 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 the historical-philosophical studies; 2. reading and critical comment of texts, in order to evaluate the competence in the understanding and interpretation of philosophical texts and paintings presented during the programme.

books

1. Giordano Bruno, Lo Spaccio della bestia trionfante, a cura di M. Ciliberto, Milano, Rizzoli, 1985 e ristampe.
2. Michele Ciliberto, Introduzione a Bruno, Bari-Roma, Laterza 1996 e ristampe.
3.Saverio Ricci, Caravaggio e i filosofi, nuove considerazioni, in Caravaggio a Napoli. Nuovi dati nuove idee, atti del convegno di Capodimonte, a cura di M.C. Terzaghi, Ediart 2021, pp. 13-23.
4. Saverio Ricci, Cultura e filosofia nella Napoli di Caravaggio, in Caravaggio Napoli, catalogo della mostra a cura di M.C. Terzaghi, Milano, Electa, 2019, pp. 21-29.
5. Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.
6.A. Suggi, La filosofia del Rinascimento, Roma, Carocci 2023.

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

Cfr. the bibliography in: Francesca Dell'Omodarme, voce Caravaggio, in Giordano Bruno. Parole concetti immagini, direzione scientifica M. Ciliberto, Pisa, Edizioni della Normale vol. I, 2014, pp. 300-301.

Learning objectives

Educational objectives:
The course aims to provide an in-depth critical understanding of contemporary historical processes, with a focus on historiographical issues, categories of analysis, and problems of periodization. The aim of the course is to offer critical tools for understanding and interpreting historical phenomena from a comparative, transnational, and global perspective; to promote historical analysis skills by intertwining political-institutional, socio-economic, and cultural dimensions; and to consolidate methodological skills for historiographical research and argumentation.

Expected outcomes:
At the end of the course, students should be able to: a) describe and discuss the main processes and turning points of the contemporary age, critically analyze the main interpretative categories of the discipline, and understand the problems of periodization; b) demonstrate the ability to apply historical knowledge, critically using categories and periodizations and employing advanced historiographical methodologies; c) demonstrate independent judgment and self-learning skills; d) clearly and appropriately express historiographical concepts and issues.

CHOICE GROUPSYEAR/SEMESTERCFUSSDLANGUAGE
MODULE II -8 - -
13014 - SPANISH LITERATURE

GIOVANNA FIORDALISO

First Year / First Semester 8L-LIN/05ita
13015 - GERMAN LITERATURE

NIKETA STEFA

First Year / First Semester 8L-LIN/13ita
13010 - FRENCH LITERATURE

ROBERTO ROMAGNINO

First Year / First Semester 8L-LIN/03ita
120486 - ENGLISH LITERATURE

FRANCESCA SAGGINI

First Year / First Semester 8L-LIN/10ita
MODULE II -8 - -
119892 - ITALIAN LITERARY HISTORY

STEFANO TELVE

First Year / First Semester 8L-FIL-LET/12ita
13036 - ITALIAN LITERATURE

First Year / Second Semester 8L-FIL-LET/10ita
MODULE II -8 - -
13002 - FRENCH LANGUAGE AND TRANSLATION I

SONIA DI VITO

First Year / First Semester 8L-LIN/04ita
13003 - ENGLISH LANGUAGE AND TRANSLATION I

ALESSANDRA OLGA GRAZIA SERRA

First Year / First Semester 8L-LIN/12ita
13006 - SPANISH LANGUAGE AND TRANSLATION I

GIOVANNA FIORDALISO

First Year / First Semester 8L-LIN/07ita
13007 - GERMAN LANGUAGE AND TRANSLATION I

GIOVANNI PALILLA

First Year / First Semester 8L-LIN/14ita
MODULE II -8 - -
13023 - FRENCH LANGUAGE AND TRANSLATION

SONIA DI VITO

First Year / First Semester 8L-LIN/04ita
13024 - ENGLISH LANGUAGE AND TRANSLATION

ALESSANDRA OLGA GRAZIA SERRA

First Year / First Semester 8L-LIN/12ita
13027 - SPANISH LANGUAGE AND TRANSLATION

GIOVANNA FIORDALISO

First Year / First Semester 8L-LIN/07ita
13029 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATIONFirst Year / First Semester 8L-LIN/09ita
14792 - RUSSIAN LANGUAGE AND LITERATURE

ALESSANDRO CIFARIELLO

First Year / First Semester 8L-LIN/21ita
120316 - CHINESE LANGUAGE AND LITERATURE I

IRENE VERZì

First Year / First Semester 8L-OR/21ita
13028 - GERMAN LANGUAGE AND TRANSLATION

GIOVANNI PALILLA

First Year / Second Semester 8L-LIN/14ita
14786 - ARABIC LANGUAGE AND LITERATURE I

EMANUELA DE BLASIO

First Year / Second Semester 8L-OR/12ita
MODULE II -8 - -
13020 - SOCIOLINGUISTICS

CRISTINA MURU

First Year / First Semester 8L-LIN/01ita
13019 - GLOTTOLOGY

LUCA LORENZETTI

First Year / Second Semester 8L-LIN/01ita
MODULE II -8 - -
16389 - LITERATURE AND CULTURE OF THE UNITED STATES OF AMERICA II

FRANCESCA SAGGINI

Second Year / First Semester 8L-LIN/11ita
13045 - SPANISH LITERATURE

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/05ita
13046 - GERMAN LITERATURE

NIKETA STEFA

Second Year / First Semester 8L-LIN/13ita
13047 - LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIES

Second Year / First Semester 8L-LIN/08ita
13049 - HISPANO-AMERICAN LITERATURE

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/06ita
13041 - FRENCH LITERATURE

ROBERTO ROMAGNINO

Second Year / First Semester 8L-LIN/03ita
120488 - ENGLISH LITERATURE II

FRANCESCA SAGGINI

Second Year / Second Semester 8L-LIN/10ita
MODULE II -8 - -
13055 - FRENCH LANGUAGE AND TRANSLATION II

SONIA DI VITO

Second Year / First Semester 8L-LIN/04ita
13056 - ENGLISH LANGUAGE AND TRANSLATION II

ALESSANDRA OLGA GRAZIA SERRA

Second Year / First Semester 8L-LIN/12ita
13060 - SPANISH LANGUAGE AND TRANSLATION II

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/07ita
13061 - GERMAN LANGUAGE AND TRANSLATION II

GIOVANNI PALILLA

Second Year / First Semester 8L-LIN/14ita
13062 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION II

Second Year / First Semester 8L-LIN/09ita
MODULE II -8 - -
18463 - GEOGRAFIA, SALVAGUARDIA DI NATURA E AMBIENTE, SVILUPPO SOSTENIBILE

LUISA CARBONE

Second Year / First Semester 8M-GGR/01ita
119895 - US HISTORY AND INSTITUTIONS

FRANCESCA SAGGINI

Second Year / First Semester 8SPS/05ita
119894 - PRAGMATICS AND ARGUMENTATIONSecond Year / Second Semester 8M-FIL/05ita
119893 - TRADITION AND PERMANENCE OF CLASSIC

ALESSANDRO FUSI

Second Year / Second Semester 8L-FIL-LET/04ita
MODULE II -8 - -
119891 - MODERN HISTORY

MATTEO SANFILIPPO

Second Year / First Semester 8M-STO/02ita
17155 - HISTORY OF PHILOSOPHY

SAVERIO RICCI

Second Year / Second Semester 8M-FIL/06ita
13081 - MEDIEVAL HISTORY

Second Year / Second Semester 8M-STO/01ita
18465 -

CATIA PAPA

Second Year / Second Semester 8M-STO/04ita
MODULE II -8 - -
14792 - RUSSIAN LANGUAGE AND LITERATURE

ALESSANDRO CIFARIELLO

First Year / First Semester 8L-LIN/21ita
120316 - CHINESE LANGUAGE AND LITERATURE I

IRENE VERZì

First Year / First Semester 8L-OR/21ita
13029 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATIONFirst Year / First Semester 8L-LIN/09ita
14786 - ARABIC LANGUAGE AND LITERATURE I

EMANUELA DE BLASIO

First Year / Second Semester 8L-OR/12ita
MODULE II -8 - -
14853 - RUSSIAN LANGUAGE AND LITERATURE II

ALESSANDRO CIFARIELLO

Second Year / First Semester 8L-LIN/21ita
120317 - CHINESE LANGUAGE AND LITERATURE II

IRENE VERZì

Second Year / First Semester 8L-OR/21ita
14850 - ARABIC LANGUAGE AND LITERATURE II

EMANUELA DE BLASIO

Second Year / Second Semester 8L-OR/12ita
NEW GROUP -8 - -
120336 - CONTEMPORARY ITALIAN LITERATURE

CARLO SERAFINI

First Year / First Semester 8L-FIL-LET/11ita
NEW GROUP -8 - -
120324 - PHILOSOPHY, POLITICAL THEORY AND COMMUNICATION

MAURIZIO BALISTRERI

First Year / Second Semester 8M-FIL/03ita
120328 - IMAGE, BRAND, CONSUMPTIONS AND ADVERTISING

GIOVANNI FIORENTINO

First Year / Second Semester 8SPS/08ita
120330 - HISTORY OF CINEMA

ROSSELLA CATANESE

First Year / Second Semester 8L-ART/06ita
120352 - WEB AND SOCIAL MEDIA FOR POLITICS

ANDREA ZINGONI

First Year / Second Semester 8SPS/04ita
MODULE II -8 - -
13014 - SPANISH LITERATURE

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/05ita
13015 - GERMAN LITERATURE

NIKETA STEFA

Second Year / First Semester 8L-LIN/13ita
13016 - LITERATURE AND CULTURE OF PORTUGUES-SPEAKING COUNTRIESSecond Year / First Semester 8L-LIN/08ita
13018 - HISPANO-AMERICAN LITERATURE

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/06ita
16388 - LITERATURE AND CULTURE OF THE UNITED STATES OF AMERICA

FRANCESCA SAGGINI

Second Year / First Semester 8L-LIN/11ita
13010 - FRENCH LITERATURE

ROBERTO ROMAGNINO

Second Year / First Semester 8L-LIN/03ita
120486 - ENGLISH LITERATURE

FRANCESCA SAGGINI

Second Year / First Semester 8L-LIN/10ita
NEW GROUP -8 - -
13080 - OPTIONAL SUBJECTSecond Year / First Semester 8ita
MODULE II -8 - -
13023 - FRENCH LANGUAGE AND TRANSLATION

SONIA DI VITO

Second Year / First Semester 8L-LIN/04ita
13024 - ENGLISH LANGUAGE AND TRANSLATION

ALESSANDRA OLGA GRAZIA SERRA

Second Year / First Semester 8L-LIN/12ita
13027 - SPANISH LANGUAGE AND TRANSLATION

GIOVANNA FIORDALISO

Second Year / First Semester 8L-LIN/07ita
13028 - GERMAN LANGUAGE AND TRANSLATION

GIOVANNI PALILLA

Second Year / First Semester 8L-LIN/14ita
13029 - PORTUGUESE AND BRAZILIAN LANGUAGE AND TRANSLATION

Second Year / First Semester 8L-LIN/09ita
14792 - RUSSIAN LANGUAGE AND LITERATURE

ALESSANDRO CIFARIELLO

Second Year / First Semester 8L-LIN/21ita
120316 - CHINESE LANGUAGE AND LITERATURE I

IRENE VERZì

Second Year / First Semester 8L-OR/21ita
14786 - ARABIC LANGUAGE AND LITERATURE I

EMANUELA DE BLASIO

Second Year / Second Semester 8L-OR/12ita
NEW GROUP -16 - -
120335 - ROMAN ARCHAEOLOGY

SALVATORE DE VINCENZO

Second Year / First Semester 8L-ANT/07ita
120340 - ROMANCE PHILOLOGY AND LINGUISTICS

GIOVANNA SANTINI

Second Year / First Semester 8L-FIL-LET/09ita
120342 - EXHIBITIONS AND MUSEUMS

SIMONA RINALDI

Second Year / First Semester 8L-ART/04ita
120344 - HISTORY OF CONTEMPORARY ART

PATRIZIA MANIA

Second Year / First Semester 8L-ART/03ita
120345 - HISTORY OF MEDIEVAL ART

MARIA RAFFAELLA MENNA

Second Year / First Semester 8L-ART/01ita
120346 - HISTORY OF MODERN ART

FAUSTO NICOLAI

Second Year / First Semester 8L-ART/02ita
120347 - HISTORY OF CENTRAL EUROPE

FRANCESCA DE CAPRIO

Second Year / First Semester 8M-STO/02ita
119891 - MODERN HISTORY

MATTEO SANFILIPPO

Second Year / First Semester 8M-STO/02ita
120339 - ETRUSCOLOGY

MARINA MICOZZI

Second Year / Second Semester 8L-ANT/06ita
120341 - LATIN LITERATURE

ALESSANDRO FUSI

Second Year / Second Semester 8L-FIL-LET/04ita
120343 - ROMAN HISTORY

Second Year / Second Semester 8L-ANT/03ita
17155 - HISTORY OF PHILOSOPHY

SAVERIO RICCI

Second Year / Second Semester 8M-FIL/06ita
18465 -

CATIA PAPA

Second Year / Second Semester 8M-STO/04ita