Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialisation and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose is one of the characterising modules of the programme. The aim of the course is to hone the advanced communicative and argumentative skills in Spanish, both in written and oral production. This will be carried out through the analysis of a variety of Spanish and/or Hispanic-American prose texts, with a focus on linguistic and argumentative strategies. Learners will also be guided in using the skills they have acquired to carry out translation analysis (in a diachronic or transmedial perspective), and the translation of a selection of texts. In addition, the course provides advanced critical skills and methodologies about the Spanish language, the aim of which is the development of critical awareness, autonomous learning ability and editorial skills in specialized and non-specialized contexts, from an intercultural perspective.
At the end of the module students will be able to: consolidate and put into practice previously acquired linguistic and communicative skills (active, passive and mixed); carry out an independent analysis of linguistically and translationally diverse texts; recognise linguistic varieties, argumentative structures and discursive strategies; reword texts in Spanish and translate and/or adapt texts into Italian; write and present argumentative texts to the class orally; make intercultural and transcultural comparisons; adapt their written and oral production in Spanish and in Italian according to their addressees.
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialisation and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose is one of the characterising modules of the programme. The aim of the course is to hone the advanced communicative and argumentative skills in Spanish, both in written and oral production. This will be carried out through the analysis of a variety of Spanish and/or Hispanic-American prose texts, with a focus on linguistic and argumentative strategies. Learners will also be guided in using the skills they have acquired to carry out translation analysis (in a diachronic or transmedial perspective), and the translation of a selection of texts. In addition, the course provides advanced critical skills and methodologies about the Spanish language, the aim of which is the development of critical awareness, autonomous learning ability and editorial skills in specialized and non-specialized contexts, from an intercultural perspective.
At the end of the module students will be able to: consolidate and put into practice previously acquired linguistic and communicative skills (active, passive and mixed); carry out an independent analysis of linguistically and translationally diverse texts; recognise linguistic varieties, argumentative structures and discursive strategies; reword texts in Spanish and translate and/or adapt texts into Italian; write and present argumentative texts to the class orally; make intercultural and transcultural comparisons; adapt their written and oral production in Spanish and in Italian according to their addressees.
teacher profile teaching materials
1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, La rebelión de las masas y otros ensayos, Madrid, Alianza Editorial, 2014. (see Roma Tre Discovery) Only text online.
Zambrano, María, La España de Galdós, Madrid, Alianza Editorial, 2020.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011. (see Roma Tre Discovery)
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario). (see Roma Tre Discovery)
3) Dictionaries
Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Diccionario CLAVE, Madrid, SM, 2006.
Diccionario de americanismos, Madrid, Santillana, 2010.
Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.
Programme
The course aims to analyse and to translate Hispanic essayistic prose. Guided by the teacher, students will learn techniques of the expositive and argumentative writings in Spanish and translation’s strategies and they will focus primarily on the strategies and thinking of Ortega y Gasset.Core Documentation
Teaching material (To be studied for the finals)1) Textbooks and critical essays
Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014.
Vicente Cervera, Belén Hernández - Mª Dolores Adsuar (eds.), El ensayo como género literario, Murcia, Universidad, 2005 (articoli di Pedro Aullón de Haro, Elena Arenas Cruz, José María Pozuelo Yvancos). Disponibile online.
Aullón de Haro, Pedro, «La teoría del ensayo en España entre Ortega y Gasset y Juan Chabás», Pensamiento literario español del siglo XX, 2, pp. 40-55. Disponibile online.
Bueno, Gustavo, «Sobre el concepto de ensayo», in El Padre Feijoo y su siglo, Actas del Simposio (Universidad de Oviedo, 28 de septiembre al 5 de octubre de 1964),
Oviedo, 1966, I, pp. 89-112. Disponibile online.
Jaimes, Héctor, «Octavio Paz: ensayo, historia y estética», in Octavio Paz: la dimensión estética del ensayo, México, Siglo XXI editores, 2004, pp. 40-62.
Eventual other bibliographical references will be provided during the course.
2) Texts
Ortega y Gasset, La rebelión de las masas y otros ensayos, Madrid, Alianza Editorial, 2014. (see Roma Tre Discovery) Only text online.
Zambrano, María, La España de Galdós, Madrid, Alianza Editorial, 2020.
Abellán, José Luis, Ensayo sobre las dos Españas. Una voz de esperanza, Barcelona, Ediciones Península, 2011. (see Roma Tre Discovery)
Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020.
Paz, Octavio, El laberinto de la soledad. Posdata. Vuelta al laberinto de la soledad, ed. Enrico Mario Santí, México D. F., Fondo de Cultura Económica, 2016 (Edición por el 65 aniversario). (see Roma Tre Discovery)
3) Dictionaries
Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Diccionario CLAVE, Madrid, SM, 2006.
Diccionario de americanismos, Madrid, Santillana, 2010.
Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non attending students.
Del Molino, Sergio, La España vacía, Madrid, Turner Libros, 2016.
Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.
Reference Bibliography
3) Dictionaries Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.) Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006. Diccionario CLAVE, Madrid, SM, 2006. Diccionario de americanismos, Madrid, Santillana, 2010.Type of delivery of the course
30 hours in frontal teaching methodology + 6 hours other forms of assisted didactics In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following modalities will be applied: distance teaching on Teams and/or Moodle.Type of evaluation
Attendance, student work and assessment Attendance, although not compulsory, is strongly recommended. It supports students to personal study. For attending students: 1) Active attendance and coursework (20%); 2) Written essay and oral presentation (30%); 3) Oral exam (50%). For non attending students: 1) Non-attendant students have to contact the teacher at least three months before the exam sessions in order to accord program’s integration and written essay; 2) Written essay, which consists in an analysis of the argumentative strategies and structure of Sergio del Molino's essay (see the supplementary bibliography); the work is to be submitted before the beginning of the three exam's sessions (summer, autumn and winter) in which the student plans to take the exam; 3) Oral exam conform with integrations previously accorded in point 1) e 2).