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 specialization 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.
Working and reworking the literary text is one of the characterising modules of the programme. It aims at consolidating the students’ ability to analyse and interpret literary texts in order to understand the ongoing changes in the Anglo-American canon. Classes focus on text analysis and the study of the ideological processes underlying both the dissemination and critical success of a literary work or genre. The module also allows students to further enhance their linguistic and communicative skills as well as their methodological competence in order to attain full critical awareness and autonomy.
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply their knowledge and competence to the analysis of intertextual dynamics and translation processes.
Requirements: Students must have already taken North American literatures and visual cultures.
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 specialization 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.
Working and reworking the literary text is one of the characterising modules of the programme. It aims at consolidating the students’ ability to analyse and interpret literary texts in order to understand the ongoing changes in the Anglo-American canon. Classes focus on text analysis and the study of the ideological processes underlying both the dissemination and critical success of a literary work or genre. The module also allows students to further enhance their linguistic and communicative skills as well as their methodological competence in order to attain full critical awareness and autonomy.
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply their knowledge and competence to the analysis of intertextual dynamics and translation processes.
Requirements: Students must have already taken North American literatures and visual cultures.
teacher profile teaching materials
The following description is related to the course held by Prof. Gardaphe (visiting professor, Queens University)
This course is focused on the issue of multiculturalism in U.S. American literary studies, a movement that has reshaped the notion of the U.S. American canon. The course examines how socio-political movements in U.S. American history have affected what is studied in U.S. American schools. The novels chosen for this course reflect those changes from a variety of ethnic and racial perspectives.
Ceremony (Leslie Marmon Silko)
Ghost Dance (Carol Maso)
Mules and Men (Zora Neal Hurston)
In the Garden of Papa Santuzzu (Tony Ardizzone)
Programme
This course is focused on the concept of the Great American Novel (GAN), analyzed through four novels which have aspired to become GAN. Students will work on the historical and theoretical issue that have moulded this national aim as well as on the variations that hasve been brought along in the literary canon of the US.The following description is related to the course held by Prof. Gardaphe (visiting professor, Queens University)
This course is focused on the issue of multiculturalism in U.S. American literary studies, a movement that has reshaped the notion of the U.S. American canon. The course examines how socio-political movements in U.S. American history have affected what is studied in U.S. American schools. The novels chosen for this course reflect those changes from a variety of ethnic and racial perspectives.
Core Documentation
The following text are for the section taught by Prof. GardapheCeremony (Leslie Marmon Silko)
Ghost Dance (Carol Maso)
Mules and Men (Zora Neal Hurston)
In the Garden of Papa Santuzzu (Tony Ardizzone)
Reference Bibliography
Criticism (Prof. Gardaphe) M. Fischer, “Ethnicity and the Post-Modern Arts of Memory.” essay L. Hutcheon, H. Bhaba, D. Boyarin, S. Gölz, “Four Views on Ethnicity.” essay R. Wald, “Theorizing Cultural Difference: A Critique of the ‘Ethnicity School.’” essayType of evaluation
Students will need to bring with them the literary texts, either paper or e-texts. The exam will be mostly in Italian, with one or two questions in English. Students will also be asked to translate or comment a passage from a literary text. In the oral evaluation assignments given on Teams during the course will be relevant, as much as to allow students who attended and did the assignments properly, to discuss only a section of the programme, not covered by the assignments.