One of the main aims of this Course of Study is to provide students with advanced knowledge of two foreign literatures related to the two languages of their choice, paying special attention to intercultural and transcultural dynamics. The course also aims at refining their ability to interpret cultural phenomena, using the tools and methodologies of literary, cultural and historical analysis.
English Literature III is among the characterizing activities of the "Foreign Literatures" area. It aims at providing the students with a good knowledge of nineteenth and twentieth century English Literature with special attention to intercultural dynamics and the theoretical-methodological debate; it helps students discover the tools and methodologies of literary, cultural and historical analysis at an advanced level.
At the end of the module, students will reach an advanced critical ability in the interpretation of exemplary texts in the original language, as well as the necessary competence for oral rewording, translation, rewriting and adaptation in Italian of the texts themselves. They will also be able to re-elaborate and communicate disciplinary knowledge in a specialized and non-specialized intercultural context.
Pre-requisite: English Literature II; English Language and Translation II
English Literature III is among the characterizing activities of the "Foreign Literatures" area. It aims at providing the students with a good knowledge of nineteenth and twentieth century English Literature with special attention to intercultural dynamics and the theoretical-methodological debate; it helps students discover the tools and methodologies of literary, cultural and historical analysis at an advanced level.
At the end of the module, students will reach an advanced critical ability in the interpretation of exemplary texts in the original language, as well as the necessary competence for oral rewording, translation, rewriting and adaptation in Italian of the texts themselves. They will also be able to re-elaborate and communicate disciplinary knowledge in a specialized and non-specialized intercultural context.
Pre-requisite: English Literature II; English Language and Translation II
Canali
teacher profile teaching materials
The course focuses on a selection of texts from the early 19th century to the late 20th century, exploring how the concept of the ‘double’ evolves in modern literature. The texts studied include poetry, novels, short stories, and radio plays. Works by Coleridge, E. Brontë, R.L. Stevenson, J. Conrad, V. Woolf, and A. Carter are examined to investigate the significance of the ‘double’ both thematically (through various forms of split, introverted, or complementary identities) and formally (through meta-processes, narrative strategies, and the doubling of genres and media). Comparing the different interpretations of the ‘double’ across diverse historical and cultural contexts will help students understand the broader epistemological value of any aesthetic representation.
All the volumes and articles listed below (both primary and secondary sources) are required reading and will be discussed during the final exam. Students must purchase the specified editions of the following texts:
1. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, 1996, ISBN: 9788809208438.
2. Emily Brontë, “Wuthering Heights”/“Cime tempestose”, con testo a fronte, Mondadori, 2025, EAN: 9788804788546.
3. R.L. Stevenson, “The Strange Case of Dr Jekyll and Mr Hyde”/“Lo strano caso del dottor Jekyll e del signor Hyde”, con testo a fronte, Mondadori, 2016, EAN: 9788804672333.
4. Joseph Conrad, “The Secret Sharer”, con testo a fronte, BUR, 1975, EAN: 9788817120357.
5. Virginia Woolf, “Mrs Dalloway”/“La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, 2012, ISBN: 9788831711456.
6. Angela Carter, “Puss-in-Boots” (short-story and radio-drama): the texts will be uploaded to Moodle. Videos and radio recordings will be provided during the course.
Programme
Variations on the 'double’The course focuses on a selection of texts from the early 19th century to the late 20th century, exploring how the concept of the ‘double’ evolves in modern literature. The texts studied include poetry, novels, short stories, and radio plays. Works by Coleridge, E. Brontë, R.L. Stevenson, J. Conrad, V. Woolf, and A. Carter are examined to investigate the significance of the ‘double’ both thematically (through various forms of split, introverted, or complementary identities) and formally (through meta-processes, narrative strategies, and the doubling of genres and media). Comparing the different interpretations of the ‘double’ across diverse historical and cultural contexts will help students understand the broader epistemological value of any aesthetic representation.
Core Documentation
PRIMARY SOURCESAll the volumes and articles listed below (both primary and secondary sources) are required reading and will be discussed during the final exam. Students must purchase the specified editions of the following texts:
1. Samuel Taylor Coleridge, “Kubla Khan”, in “I poemi demoniaci”, a cura di Marcello Pagnini, con testo a fronte, Giunti, 1996, ISBN: 9788809208438.
2. Emily Brontë, “Wuthering Heights”/“Cime tempestose”, con testo a fronte, Mondadori, 2025, EAN: 9788804788546.
3. R.L. Stevenson, “The Strange Case of Dr Jekyll and Mr Hyde”/“Lo strano caso del dottor Jekyll e del signor Hyde”, con testo a fronte, Mondadori, 2016, EAN: 9788804672333.
4. Joseph Conrad, “The Secret Sharer”, con testo a fronte, BUR, 1975, EAN: 9788817120357.
5. Virginia Woolf, “Mrs Dalloway”/“La signora Dalloway”, a cura e traduzione di Marisa Sestito con testo a fronte, Marsilio, 2012, ISBN: 9788831711456.
6. Angela Carter, “Puss-in-Boots” (short-story and radio-drama): the texts will be uploaded to Moodle. Videos and radio recordings will be provided during the course.
Reference Bibliography
SECONDARY SOURCES (context and criticism) - Read all the introductions, prefatory notes and afterwards of the previously given editions. - Paolo Bertinetti (a cura di), “Breve storia della letteratura inglese”, Torino, Einaudi, 2000 (English edition: “English Literature. A Short History”). Introductions to the historical periods (from the Norton Anthology) and some anthological passages, mandatory for the exam, will be made available in pdf format among the teaching materials in Moodle. - Coleridge: Milne F., “Coleridge's ‘Kubla Khan’: A Metaphor for the Creative Process”, South Atlantic Review, 1986, 51/4, pp. 17-29. - Brontë: Carter A., “Love in a Cold Climate”, Shaking a Leg, Vintage, 2013, pp. 718-33; Woolf V. “‘Jane Eyre’ and ‘Wuthering Heights’”, The Common Reader, Harcourt, 1925, pp. 219-28; Moglen H., “The Double Vision of ‘Wuthering Heights’: A Clarifying View of Female Development’”, The Centennial Review, 1971, 15/4, pp. 391-405. - Stevenson: Stiles A., “Robert Louis Stevenson's ‘Jekyll and Hyde’ and the Double Brain”, Studies in English Literature, 1500-1900, 2006, 46/4, pp. 879-900. - Conrad: Steiner J. E., “Conrad’s ‘The Secret Sharer’: Complexities of the Doubling Relationship”, Conradiana, 1980, 12/3, pp. 173-186. - Woolf: Stevanato S. (2017), “Knitting against the war: Virginia Woolf’s building-up of forms”, Annali Online dell’Università di Ferrara, XII/2, pp. 98-118; - Carter: Cioni F., “Once upon a time on the air: i radiodrammi di Angela Carter”, Fuori verbale/Entre mamparas/Hors de propos/Off the Record, 19/5, 2018, pp. 159-174; Carter A., “Preface” to “Come unto These Yellow Sands”, Bloodaxe, 1985, pp. 7-13. FOR NON-ATTENDING STUDENTS Students who do not attend classes are strongly encouraged to contact me during the year. Their required study materials include both those specified above for attending students and others that will be uploaded to Moodle in designated folders. NOTE FOR EVERYONE The critical material from the secondary bibliography will be uploaded online on the Moodle platform when the course starts. Any additions and/or changes will be communicated during the course.Attendance
Attendance is optional, but strongly recommended. Students who do not attend are kindly invited to contact me during the year.Type of evaluation
The exam will be oral and partially in English. Written and/or oral assessment tests may be scheduled during the semester. The exam will cover all topics and is intended to assess the expected learning outcomes. During the exam, students must demonstrate their ability to understand and analyse works, and to relate literary texts to their historical and cultural contexts. teacher profile teaching materials
John Keats, “Ode on a Grecian Urn”;
P. B. Shelley, “Ozymandias”
Charlotte Brontë, Jane Eyre
Joseph Conrad, The Return
James Joyce, The Dead
Roald Dahl, Lamb to the Slaughter
Programme
During the course, we will analyse texts (poems, novels, short stories) from Romanticism to the Twentieth century, focussing on the concepts of ‘double’ and ‘otherness’ in relation to notions of social class, age, gender, but also as they take shape within the dichotomies of art/life, ideals/reality, etc.Core Documentation
William Blake, “Chimney Sweeper” I and II, “Holy Thursday” I and II;John Keats, “Ode on a Grecian Urn”;
P. B. Shelley, “Ozymandias”
Charlotte Brontë, Jane Eyre
Joseph Conrad, The Return
James Joyce, The Dead
Roald Dahl, Lamb to the Slaughter
Reference Bibliography
Paolo Bertinetti, English Literature. A Short History, Torino, Einaudi, 2010: ch. VII, VIII, IX, X. Other texts, in particular methodological readings, will be indicated at the beginning of the course. Additional readings for those who do not attend classes will be indicated in Moodle at the beginning of the course. Those who do not attend classes are kindly invited to contact the teacher before the exam, ideally at the beginning of the course.Attendance
Although not compulsory, attendance is recommended.Type of evaluation
Students will be assessed at the end of the course through an oral exam. Participation to class discussions, possible assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) can also contribute to the final assessment.