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.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
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.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
Canali
teacher profile teaching materials
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.
All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).
Programme
This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.
Core Documentation
PRIMARY SOURCESAll the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, selected sections from “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio).
Reference Bibliography
SECONDARY SOURCES (context and criticism) - Paolo Bertinetti (a cura di), “Breve storia della letteratura inglese”, Torino, Einaudi, 2000. Students who want to broaden their knowledge of authors and relevant historical contexts could refer to the volumes of “Storia della civiltà letteraria inglese” a cura di Franco Marenco, Utet, Torino, 1996. - All critical texts and essays are compulsory readings and will be loaded on Moodle before the beginning of the course. STUDENTS WHO DO NOT ATTEND lessons are ALSO requested to study and analyse: - one supplementary episode from Joyce’s “Ulysses” to be assigned by professor IN ADVANCE; - the complete “Waste Land” by Eliot. N.B. FOR ALL STUDENTS In case of changes in the programme contents, students will be promptly informed. Students who do not attend are kindly invited to contact me during the year.Type of delivery of the course
Lecture-style teaching (unless special measures to prevent the spread of Covid-19 are applied). Students who do not attend are kindly invited to contact me during the year.Attendance
Attendance is not compulsory but recommendedType of evaluation
Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied). If needed oral and/or written tests might be assigned during the course. The exam will cover all issues and is aimed to assess expected learning outcomes. In the exam students will have to show that they have become proficient in understanding and analysing works, in relating literary texts to their historical and cultural contexts, and in using linguistic-communicative skills to express critical thinking. teacher profile teaching materials
One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.
Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.
Joseph Conrad, Nostromo (1904)
Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)
Programme
For generations readers have found the stories of Joseph Conrad (1857-1924) relevant to their own times: British soldiers at the front during the Great War; the Italians who discovered The Secret agent at the time of the strategy of tension. Today, with war so close and England so far away, we feel as relevant to us the life experience and works this Pole, who was born in Ukraine and came to dominate the English novel of the early twentieth century as a "foreign guest", as Virginia Woolf called him in the 1924 obituary.One hundred years later, we propose to investigate the many reasons for the contemporariness of Conrad’s enigmatic texts. We will do so by reading two of his masterpieces. We will start with Lord Jim (1900), in which Conrad's most famous narrator, captain Marlow, sets out on a quest to unravel the mystery of Jim, a young English gentleman who chose to lose himself in a remote corner of Asia. We will then be brave enough to tackle the vastity of Nostromo (1904), in which Conrad extracts from what the story of a community of Italian immigrants in a South American country a prophetic analysis – among other things – of how European colonialism was to change in the new world of American imperialism.
Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class.
Core Documentation
Joseph Conrad, Lord Jim (1900)Joseph Conrad, Nostromo (1904)
Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)
Type of delivery of the course
LecturesType of evaluation
Oral exam