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                    string(60) "SHAPING IDEAS. TEXTUALITY AND ARGUMENTATION IN SPANISH PROSE"
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                                ["DenominazioneInsegnamento"]=>
                                string(71) "Plasmar las ideas. textualidad y argumentación en la prosa en español"
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                                ["Programmazione"]=>
                                string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                ["Obiettivi"]=>
                                string(2457) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation. <br /><br />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.<br />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.<br />"
                                ["Programma"]=>
                                string(499) "The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study"
                                ["TestiDocente"]=>
                                string(1758) "1)	Textbooks and critical essays<br />Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.<br />Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.<br />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: https://libros.um.es/editum/catalog/book/971 <br />Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.<br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.<br />Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.<br />Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).<br />Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.<br />Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).<br /><br />Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students. <br />Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020. <br /><br />"
                                ["Valutazione"]=>
                                string(741) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written essay and oral presentation (30%);<br />3) Oral exam (50%).<br />For non-attending students:<br />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;<br />2) Written essay, which consists in an analysis of the argumentative strategies and structure of Maria'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;<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br />"
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                                ["PreRequisiti"]=>
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                                ["ModalitaSvolgimento"]=>
                                string(84) "30 hours in frontal teaching methodology + 6 hours other forms of assisted didactics"
                                ["BibliografiaRiferimento"]=>
                                string(464) "Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
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                                string(84) "30 hours in frontal teaching methodology + 6 hours other forms of assisted didactics"
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                                string(374) "The course will take place during the first semester. Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. An excellent knowledge of the Italian language is required."
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                                string(701) "For attending students:
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2) Written essay and oral presentation (30%);
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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 Maria'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).
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                                ["DenominazioneInsegnamento"]=>
                                string(179) "РУССКИЙ ЯЗЫК (ПРОДВИНУТЫЙ УРОВЕНЬ): ЛЕКСИКА, СИНТАКСИС И СТИЛИСТИКА / LINGUA RUSSA AVANZATA: LESSICO, SINTASSI E STILISTICA"
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                                string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                ["Obiettivi"]=>
                                string(1866) "Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding<br />in all the subject areas of their training in order to 1) consolidate and develop their competence in European and<br />American Studies, with particular attention to their literature of specialisation; 2) deepen their knowledge of the two<br />foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in<br />the second language; 3) reach enhanced awareness of the linguistic features of their language of specialisation, both<br />from a diachronic and a synchronic perspective; 4) reach an adequate knowledge of the most advanced methodologies<br />for the analysis of literary texts; 5) handle confidently the theoretical-practical tools for teaching and for translation.<br />РУССКИЙ ЯЗЫК (ПРОДВИНУТЫЙ УРОВЕНЬ): ЛЕКСИКА, СИНТАКСИС И СТИЛИСТИКА /Advanced Russian language: lexis,<br />syntax and stylistics is one of the characterising modules of the programme. It aims to consolidate and systematise<br />communicative and argumentative skills in Russian at an advanced level in written and oral production, with particular<br />attention to vocabulary and syntax. At the same time, the module will introduce students to stylistic analysis and to the<br />theory and practice of translating literary and essayistic texts from Russian into Italian. Special attention will be given to<br />translation strategies at the morpho-syntacticand phraseological-lexical level. At the end of the module students will be<br />able to: produce different types of written texts; to communicate the disciplinary contents at an advanced level; to carry<br />out a stylistic analysis; to translate literary texts and essays from Russian to Italian."
                                ["Programma"]=>
                                string(281) "The course consists of the examination of vocabulary and stylistics of modern Russian literary texts in connection with the problems of Russian-Italian translation. <br />a/ review of the grammatical system<br />b/ vocabulary and stylistic analysis of modern Russian literary texts"
                                ["TestiDocente"]=>
                                string(158) "Materials for analysis are provided during the course.<br />Daniela Bonciani. Bliže k Rossii. M. 2004 <br />Laskareva E. Čistaja grammatika. Spb. 2017<br />"
                                ["Valutazione"]=>
                                string(9) "oral exam"
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                                ["BibliografiaRiferimento"]=>
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Laskareva E. Čistaja grammatika. Spb. 2017
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                                string(2461) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).<br />At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.<br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.<br /><br />"
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                                string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                ["Programma"]=>
                                string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                ["TestiDocente"]=>
                                string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                ["Valutazione"]=>
                                string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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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.

Surname's initial from A to L"
                                ["ModalitaSvolgimento"]=>
                                string(172) "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."
                                ["BibliografiaRiferimento"]=>
                                string(876) "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.
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                                string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
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                                string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
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                                string(2147) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />North American literatures and visual cultures is one of the characterising modules of the programme. It allows students to acquire linguistic and communicative skills as well as the competence to analyse poetic, narrative, and theatrical texts taking into account the linguistic and cultural complexity of North America. Special attention is devoted to the study of the relationships between literature and the visual arts, such as cinema, photography, the graphic novel, and painting. <br />At the end of the module students will be able to: enhance their critical awareness; make independent use of the most advanced theoretical methods for analysing literary texts and phenomena; communicate at an advanced level the disciplinary content.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Anglo-American language and literatures for their bachelor’s degree and can certify the attainment of the B2 level in the English language.<br /><br />Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialisation.<br /><br />"
                                ["Programma"]=>
                                string(537) "Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism."
                                ["TestiDocente"]=>
                                string(615) "Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)<br />Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);<br />-----, “Pandora”. Ibidem.<br />L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);<br />The Wizard of Oz (film), dir. Victor Fleming; <br />The Wiz (film), dir. Sidney Lumet.<br />William Carlos Williams, Paterson (New Directions);<br />Paterson (film), dir. Jim Jarmusch.<br />Carole Maso, The Art Lover (New Directions, 1995)."
                                ["Valutazione"]=>
                                string(399) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. <br /><br />Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.<br /><br />"
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                                string(517) "Students enrolled in other degree programs are allowed to select this module if they have gained at least 12 CFU in Anglo-American Language and Literatures (L-LIN/11) for their bachelor’s degree and can certify the attainment of the B2 level in the English language.

Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialization.
"
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                                string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

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                                ["BibliografiaRiferimento"]=>
                                string(1361) "Ryan Bunch, “Ease on Down the Road”: Black Routes and the Soul of The Wiz. In Adapting the Wizard of Oz: Musical Versions from Baum to MGM and Beyond, eds. Danielle Birkett and Dominic McHugh. Oxford Scholarship Online, 2019.
Linda Hutcheon, A Theory of Adaptation (Routledge 2006).
Adam R. McKee, "William Carlos Williams's Image of the City". William Carlos Williams Review , Vol. 31, No. 2 (Fall 2014), pp. 141-158. https://www.jstor.org/stable/10.5325/willcarlwillrevi.31.2.0141.
John C. Shields, Phillis Wheatley’s Struggle for Freedom in Her Poetry and Prose, in The Collected Works of Phillis Wheatley, edited by John C. Shields, New York, Oxford University Press, 1988, pp. 229-270.
Sabrina Vellucci, An “Entirely Personal” Success: Intertextuality and Self-Reflexive Ironies in Henry James’s “Pandora”. Humanities 10: 61 (2021). https://doi.org/10.3390/h10020061.
-----, “Figuring Loss: The Rejection of Impersonal Aesthetics in Carole Maso’s The Art Lover,” Modes and Facets of the American Scene. Studies in Honor of Cristina Giorcelli, ed. Dominique Marçais (Roma: Ila Palma, 2014), pp. 381-394.

Literary History
Greil Marcus and Werner Sollors, eds., A New Literary History of America. Cambridge, MA: Harvard UP, 2009 (selected chapters).
Richard Gray, A Brief History of American Literature. Oxford: Wiley-Blackwell, 2011.
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Hans-Thies Lehmann, Postdramatisches Theater, Verlag der Autoren.
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                                string(1302) "The course  Fundamentals of Educational Linguistics LM falls within the characterizing  educational activities of the Master's Course in Languages and Literatures for Teaching and Translation and specifically among the related activities aimed at deepening skills in language teaching.<br />The course provides:<br />Knowledge of the fundamentals of language teaching, introduction to the main theoretical hypotheses concerning language learning and the different approaches and methods inspired by them over time.  Introduction to the knowledge of second language teaching and the current glottodidactic trends. <br />Knowledge and skills in the design and development of language teaching activities. <br />Critical analysis of the potential and use of technological and digital tools for language teaching and learning. <br />Expected learning outcomes: students will know the fundamentals of the discipline, the main theoretical assumptions about language learning and the different approaches and methods inspired by them over time; they will know the main aspects of second language teaching; they will understand the processes related to the development of language skills; they will be able to critically evaluate teaching materials, teaching activities and digital teaching technologies.<br />"
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                                string(1807) "<br />Dystopia from A (Apocalypse) to Z (Zombies) and the Question of Textualities<br /><br />«Utopia is an idyllic world described by the hero and considered perfect, in contrast to the world he has left. The dystopia paints a nightmare world, apprehended as such in opposition to a better world known to the hero thanks to his personal experience, thanks to the memories of a bygone age, or thanks to the reading of forbidden books dedicated to a distant past» (Hélène Greven-Borde, Formes modernes du roman utopique en Grande Bretagne (1918- 1960), in «Etudes Anglaises», 1, 1977: 20). The course starts by tracing a genealogy of dystopia in literature and culture, and then looks at theories of adaptation examining a wide variety of examples drawn from the radio, opera, cinema, and television.<br />Starting with an introduction to "utopia" (Thomas More e Tommaso Campanella), the core syllabus consists of twelve dystopian texts, in the broader meaning: we will read and discuss, among the others, Jack London’s The Scarlet Plague, George Orwell’s Nineteen Eighty-Four, José Saramago’s Ensaio Sobre a Cegueira, Cormac McCarthy’s The Road, and their adaptations for different media: film, television, opera, radio. We will approach the notions of intertexuality thanks to Alan Moore’s graphic novel V. for Vendetta, and of intermediality through Orson Welles’ The War of the Worlds and Simon Armitage’s radio drama The Raft of Medusa.<br />In analysing the texts, a variety of critical approaches will be considered, including theory of adaptation, media studies, intermedial studies, and genre theory. The course will also take into consideration the significance of dystopia in relation to social transformations, technological change, totalitarianism, and capitalist modernity."
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                                string(3761) "Secondary Bibliography:<br />1. 	Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);<br />2.	Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.<br />3.	Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.<br />4.	George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.<br />5. 	Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.<br /><br />Further Readings: <br />Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011<br />Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.<br />Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).<br /><br />Primary Texts and Media Adaptations:<br />George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)<br />Medial transpositions: <br />•	[Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;<br />•	[Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House; <br />•	[Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013<br /><br />Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006<br />Film: The Road, directed by John Hillcoat, USA 2009<br /><br />H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005<br />Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938<br /><br />Intertexuality:<br />Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)<br /><br />Intermediality:<br />Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015<br /><br />Optional Primary Sources:<br />Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)<br />Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–<br /><br />P.D. James, Children of Men, London, Faber and Faber, 1992<br />Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006<br /><br />Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)<br />Fahrenheit 451, directed by François Truffaut, France 1966<br /><br />Emily St John Mandel, Station Eleven, London, Picador, 2014<br />Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022<br /><br />Niccolò Ammaniti, Anna, Torino, Einaudi 2015<br />Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021<br /><br />Other sources to be agreed (Z is for Zombies too…)"
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                                string(1976) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.<br /><br />"
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                                string(1097) "English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence."
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                                string(183) "1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9<br /><br />2. Additional materials will be provided during the course."
                                ["Valutazione"]=>
                                string(2047) "The exam interview will focus on the topics covered in the textbooks.<br /><br />Evaluation criteria for the oral exam:<br /><br />A) Use of the English language: maximum score 10/30<br /><br />Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)<br /><br />Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)<br /><br />Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)<br /><br />B) Content of the exam interview: maximum score 20/30<br /><br />Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)<br /><br />Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)<br /><br />Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)<br /><br />Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)<br /><br />Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)<br /><br />In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.<br />"
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                                string(1902) "The exam interview will focus on the topics covered in the textbooks.

Evaluation criteria for the oral exam:

A) Use of the English language: maximum score 10/30

Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)

Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)

Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)

Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)

Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)

B) Content of the exam interview: maximum score 20/30

Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)

Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)

Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)

Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)

Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)

In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.
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                                string(1539) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Übersetzungstheoretische Ansätze in der Gegenwart/ Contemporary theoretical approaches to traslation is one of the characterising modules of the programme. The course aims to acquire communicative and argumentative skills at an advanced level in German, through the analysis and translation of typologically and diachronically differentiated texts. Advanced critical methodologies related to contemporary translation theories will also be introduced.<br />At the end of the module students will be able to: produce written texts of different types; communicate orally at an advanced level; translate specialist and non-specialist texts from an intercultural perspective.<br /><br />"
                                ["Programma"]=>
                                string(588) "By comparing two opposite and complementary aspects of contemporary translation - Hans G. Hönig's functionalist-cognitivist approach and Antoine Berman's "literal" approach - the course aims to offer theoretical tools that deal with fundamental aspects of language, communication and the transit of texts from one culture to another. Lessons will be alternated with analysis of students' translations to deepen theoretical discourse with practice on various textual genres. In addition, the main dictionaries, online and on paper, with their functions, will be systematically thematized."
                                ["TestiDocente"]=>
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                                string(2418) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language. <br />At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays. <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
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                                string(1894) "The course aims to analyse one of Luis de Góngora's "major" poems, the «Fábula de Polifemo y Galatea» (1612 ca). After having identified the features of the so-called "poesía nueva", as well as its reception in the 17th century, the course will focus on the impact of Góngora's poetry in some Spanish authors of the 20th century.<br />The programme will concentrate on 3 analytical moments:<br /><br />1. «Polifemo y Galatea»: analysis of text and context. <br /><br />2. The reception of Gongora's poetry: golden polemic and neoclassical and nineteenth-century oblivion. Some examples.<br /><br />3. Poetic and critical anthology of the "Generation of '27"; analysis of the texts and the context.  <br /><br />The course will be taught entirely in Spanish.<br /><br />TEXTS: <br /><br />1. Luis de Góngora, «Polifemo y Galatea», ed. de Jesús Ponce Cárdenas, Madrid, Cátedra <br /><br />2. Selection of poetic and critical texts by: Federico García Lorca, Gerardo Diego, Jorge Guillén, Luis Cernuda, Dámaso Alonso (provided by the teacher).<br /><br />CRITIC AND METHODOLOGY<br /><br />•	Cèlia Nadal, «Viaje a la oscuridad. Encuentro con las Soledades de Góngora y sus lectores», Pacini Editore, Pisa, 2020. Chapter selection<br />•	Jesús Ponce Cárdenas, Victorias Aranda Arribas, «Reescrituras gongorinas en la poesía española contemporánea (1927-2014)», SIAL/TRIVIUM, Madrid 2021. Chapter selection<br />•	Romeu, Vivian, «Guías metodológicas para el análisis de los textos poéticos. Una propuesta», 2010, pp. 1-20 (proporcionado por la docente)<br />•	Estudio introductivo y notas de Jesús Ponce Cárdenas (See 1. Texts)<br />•	Pietro G. Beltrami, «Gli strumenti della poesia», Il Mulino<br />•	José Domínguez Caparrós, «Diccionario de métrica española», Alianza Editorial<br />•	Other critical materials provided by the teacher<br />"
                                ["TestiDocente"]=>
                                string(39) "See 1. TEXTS; 2. CRITIC AND METHODOLOGY"
                                ["Valutazione"]=>
                                string(455) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.<br />Students must obtain Góngora's text, «Polifemo y Galatea», in the edition indicated, before the start of the course (see 1. TEXTS)<br /><br />"
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                                string(217) "Non-attendance is strongly discouraged. However, those who intend to prepare the program in the "non-attending" mode are required to get in touch with the teacher at least 2 months before the beginning of the exam.   "
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                                string(440) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.
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                                string(2721) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises. <br />At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.<br /> <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
                                ["Programma"]=>
                                string(804) "By reviewing the main moments and works of the artistic-literary re-elaboration of political violence in Argentina during the years of the military dictatorship (1976-1983), in a perspective that places Argentine authoritarianism within a broader Latin American framework, the course aims to present students artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".  "
                                ["TestiDocente"]=>
                                string(368) "- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016 <br />- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021 <br />- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)<br />- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)<br />- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023."
                                ["Valutazione"]=>
                                string(555) "The student must submit - at least ten days before the oral exam - a final report. The report, of about 10 pages and agreed in advance with the professor, will focus on the topics covered during the lessons. The final check of the learning will be made through a final oral test of about 30 minutes. The interview will consist of questions related to the examination program and aimed at verifying the level of effective understanding of the contents of the course. The final grade will take into account the quality of the final report and the oral test."
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                                string(504) "Students enrolled in other degree programs are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree and can certify the attainment of a B2 level of Spanish.

Note: For LM37 students enrolled in the international learning program “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialization."
                                ["BibliografiaRiferimento"]=>
                                string(674) "Bibliografia critica
- Susanna Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
- Emilia Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- Susanna Nanni, El desafío pedagógico en tiempos de pandemia. Memoria y derechos humanos entre Argentina y Mediterráneo desde un aula virtual, Nova Delphi Academia, Roma, 2022."
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                                string(2870) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Arquivos da memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil is one of the characterising modules of the programme. It provides advanced critical knowledge and methodologies for the analysis of the literary texts and cultural phenomena of Brazil in a broad time frame, which will allow students to grasp the specific characteristics of contemporary Brazil, but also its deep links with Portugal and the Latin American region. It allows both to consolidate the knowledge learned during the three years and to develop a stronger mastery of updated critical tools, aimed at developing interpretative parameters appropriate to the Brazilian reality and an autonomous interpretation of the literary text. In addition, the theoretical problems of literary translation will be examined in depth, also through specific exercises. Finally, a first theoretical-practical reflection on the teaching of literature will be launched.<br />At the end of the module students will be able to: autonomously analyze texts and literary phenomena of Brazil in their transcultural, as well as historical-political and cultural dimension; make comparisons with the Lusophone and Latin American realities; write and/or present to the class short analytical essays; read and translate different literary texts communicating the disciplinary contents at an advanced level; select and adapt texts according to the educational contexts.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation<br /><br />"
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                                string(708) "The course aims to provide a historical-literary analysis of authoritarianism in Brazil during the period of military dictatorship (1964-1985) through the study and examination of reflections on violence and political repression developed in the field of women's literature. Specifically, it will be examined literary texts that interpret the socio-historical reality of Brazil through the construction of an anti-authoritarian literary discourse and through the elaboration of new expressive and aesthetic forms.<br />The course consists of an introductory part relating to the historical context and the presentation of the general contents, and an in-depth analysis of the literary works on the syllabus. "
                                ["TestiDocente"]=>
                                string(1722) "Jaime Ginzburg, A violência constitutiva e a política do esquecimento, in Crítica em tempos de violência, São Paulo, edusp-fapesp, 2012, pp. 217-238;<br /><br />Ettore Finazzi Agrò, (Des)memória e catástrofe: considerações sobre a literatura pós-golpe de 1964, «Estudos de Literatura Brasileira Contemporânea», n. 43, 2014, pp. 179-190;<br /><br />Maria Amélia de Almeida Teles, Violações dos direitos humanos das mulheres na ditadura, «Revista Estudos Feministas», Florianópolis, v. 23 n. 3, 2015, pp. 1001-1022;<br /><br />Milena Mulatti Magri, Corpos femininos, violência e autoritarismo, «Revista Sures», v. 13, n. 1, 2019, pp. 20-29; <br /><br />Clarice Lispector, A hora da estrela, Rio de Janeiro, Rocco, 1998 (ed. it. L’ora della stella, in Le passioni e i legami, Milano, Feltrinelli, 2013 pp. 727-787);<br /><br />Ettore Finazzi Agrò, A (im)possível resposta. Clarice Lispector e a obrigação ao testemunho, «Revista Eletrônica Literatura e Autoritarismo» – Dossiê n. 9, Setembro de 2012, pp. 4-15;<br /><br />Lygia Fagundes Telles, As meninas, São Paulo, Companhia das Letras, 2009 (ed. it. Ragazze, Roma, Cavallo di ferro, 2006);<br /><br />Maximiliano Torres, Configurações femininas em As Meninas, «Interdisciplinar - Revista De Estudos Em Língua E Literatura», a. VIII, v. 18, 2013;<br /><br />Heloneida Studart, O pardal é um pássaro azul, São Paulo, Círculo do Livro, s.d. (ed. it. La libertà è un passero blu, Milano, Marcos y Marcos, 2012);<br /><br />Alessia Di Eugenio, Literatura, autoritarismo e corpo das mulheres. A ditadura brasileira através dos romances de Heloneida Studart, «Revell - Revista de Estudos Literários da UEMS», 2(25), 215–233. "
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                                string(214) "Seminar activities and oral exam (about 30 minutes) through which will be verified the student's knowledge in relation to the course content and critical-interpretative skills of the literary works on the syllabus."
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                                string(326) "Boris Fausto, História concisa do Brasil, São Paulo, Edusp, 2014;

Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Lisboa, Penguin Random House, 2020; 

Márcio Seligman-Silva, História, memória, literaura: o testemunho na Era das Catastrófes, Campinas (SP), Unicamp, 2003."
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                                string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
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                                string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
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                                string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                ["Valutazione"]=>
                                string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                ["PreRequisiti"]=>
                                string(509) "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.

Surname's initial from A to L"
                                ["ModalitaSvolgimento"]=>
                                string(172) "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."
                                ["BibliografiaRiferimento"]=>
                                string(876) "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.
"
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                                ["ModalitaErogazioneDescrizione"]=>
                                string(172) "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."
                                ["ModalitaFrequenzaDescrizione"]=>
                                string(44) "Attendance is not compulsory but recommended"
                                ["ModalitaValutazioneDescrizione"]=>
                                string(503) "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.
"
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                                string(20) "Literature and Forms"
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                                string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
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                                string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
                                ["TestiDocente"]=>
                                string(174) "Joseph Conrad, Lord Jim (1900)<br />Joseph Conrad, Nostromo (1904)<br /><br />Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)"
                                ["Valutazione"]=>
                                string(9) "Oral exam"
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                                string(509) "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.

Surname's initial from M to Z"
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                                ["DenominazioneInsegnamento"]=>
                                string(150) "Русская и советская культура (парадигмы и быт) / CULTURA RUSSA E SOVIETICA: PARADIGMI E STRATEGIE DEL QUOTIDIANO"
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                                string(2075) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching. <br />At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts. <br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.<br />"
                                ["Programma"]=>
                                string(94) "Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia"
                                ["TestiDocente"]=>
                                string(1491) "Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.<br />Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990 <br /><br />Vol. 2. La Rivoluzione e gli anni Venti:<br />M. Raeff	“La cultura russa e l’emigrazione”, pp.63-99<br />		“Marc Aldanov”, pp.111-119<br />J. Malmastadt	“Vladislav Chodasevič”, pp.121-134<br />L. Losev		“Marina Cvetaeva”, pp.135-161<br />S. Karlinsky	“Vladimir Nabokov”, pp. 163-184<br /><br />Vol. 3. Dal realismo socialista ai nostri giorni:<br />R. Guerra	“L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155<br />V. Strada	“Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823<br />G. Nivat	“Andrej Sinjavskij”, pp.826-834<br />L. Losev		“Iosif Brodskij”, pp. 877-891<br /><br />Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte<br /><br />Letture<br />V. Chodasevič, Liriche scelte <br />I. Bunin, Racconti (in russo)<br />Teffi, Racconti (in russo)<br />I. Brodskij, Dall’esilio   <br />M. Cvetaeva, Liriche scelte<br />V. Šklovskij, Zoo o lettere di non amore<br />Vl. Nabokov, La difesa di Lužin<br />S. Dovlatov, La filiale/ La straniera<br /><br />1 Reading <br />I. Bunin, La giovinezza di Arsen’ev<br />N. Berberova, Il corsivo è mio/ Le feste di Billancourt<br />Vl. Nabokov, L’occhio <br />"
                                ["Valutazione"]=>
                                string(160) "The final evaluation will be carried out by the students:<br />- class presentation (10 min-15 min) on a topic agreed with the professor<br />- oral examination"
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                                object(stdClass)#6307 (10) {
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                                ["PreRequisiti"]=>
                                string(97) "Pre-requirements: for other Cds: 12 ECTS in Russian Literature and B2 level of Russian Language. "
                                ["ModalitaSvolgimento"]=>
                                string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                ["BibliografiaRiferimento"]=>
                                string(608) "L. Magarotto, Per una tipologia dell’emigrazione russa, «Europa Orientalis», 26 (2007), pp. 127-144.

Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


"
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                                string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                ["ModalitaFrequenzaDescrizione"]=>
                                string(389) "Incoming students info
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before  the exam.


Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The  course is taught mainly in Russian.

"
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                                            ["DenominazioneInsegnamento"]=>
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                                            string(2457) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation. <br /><br />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.<br />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.<br />"
                                            ["Programma"]=>
                                            string(499) "The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study"
                                            ["TestiDocente"]=>
                                            string(1758) "1)	Textbooks and critical essays<br />Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.<br />Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.<br />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: https://libros.um.es/editum/catalog/book/971 <br />Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.<br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.<br />Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.<br />Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).<br />Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.<br />Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).<br /><br />Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students. <br />Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020. <br /><br />"
                                            ["Valutazione"]=>
                                            string(741) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written essay and oral presentation (30%);<br />3) Oral exam (50%).<br />For non-attending students:<br />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;<br />2) Written essay, which consists in an analysis of the argumentative strategies and structure of Maria'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;<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br />"
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                                            ["PreRequisiti"]=>
                                            string(5) "None."
                                            ["ModalitaSvolgimento"]=>
                                            string(84) "30 hours in frontal teaching methodology + 6 hours other forms of assisted didactics"
                                            ["BibliografiaRiferimento"]=>
                                            string(464) "Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
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                                            string(374) "The course will take place during the first semester. Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. An excellent knowledge of the Italian language is required."
                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(701) "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 Maria'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).
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                                    string(2457) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation. <br /><br />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.<br />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.<br />"
                                    ["Programma"]=>
                                    string(499) "The focus of the course is non-fiction prose in the Spanish language. After an introduction to the historical and cultural context, the themes, argumentative techniques and linguistic strategies of some of the essays in the bibliography will be analysed. Students will be able to apply the knowledge and skills acquired through a series of assignments, mainly aimed at the writing of short essays and, occasionally, at the analysis of translation problems related to the textual typology under study"
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                                    string(1758) "1)	Textbooks and critical essays<br />Montolío, Estrella, Manual de escritura académica y profesional, I. Estrategias gramaticales, II. Estrategias discursivas, Barcelona, Ariel, 2014. Disponible edizione ebook della versione in due volumi.<br />Alcaide Lara, Esperanza R., La argumentación lingüística y sus medios de expresión, Madrid, Arco Libros, 2010.<br />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: https://libros.um.es/editum/catalog/book/971 <br />Gracia, Jordi – Ródenas de Moya, Domingo, Pensar por ensayos en la España del siglo XX, Barcelona, UAB, 2015, pp. 13-261.<br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Ortega y Gasset, José, El hombre y la gente, ed. Luciano Pellicani, Madrid, Editorial Biblioteca Nueva, 2016.<br />Pérez de Ayala, Ramón, El espíritu liberal: antología de ensayos, Madrid, Biblioteca Nueva, 2004 or o Ortega y Gasset, José, La deshumanización del arte, Madrid, Alianza, 2019.<br />Trapiello, Andrés, Las armas y las letras. Literatura y guerra civil (1936-1939), Barcelona, Destino, 2022 (3ª ed.).<br />Vallespín, Fernando, La sociedad de la intolerancia, Barcelona, Galaxia Gutemberg, 2021.<br />Paz, Octavio, Tiempo nublado, Barcelona, Planeta, 1995 (or other edition).<br /><br />Additional mandatory material for students who have failed their final tests (written essay and oral presentation) and for non-attending students. <br />Marías, Julián, España inteligible. Razón histórica de las Españas, Madrid, Alianza Editorial, 2020. <br /><br />"
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                                    string(741) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written essay and oral presentation (30%);<br />3) Oral exam (50%).<br />For non-attending students:<br />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;<br />2) Written essay, which consists in an analysis of the argumentative strategies and structure of Maria'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;<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br />"
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                                    string(464) "Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
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                                    string(374) "The course will take place during the first semester. Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. An excellent knowledge of the Italian language is required."
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                                            string(1866) "Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding<br />in all the subject areas of their training in order to 1) consolidate and develop their competence in European and<br />American Studies, with particular attention to their literature of specialisation; 2) deepen their knowledge of the two<br />foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in<br />the second language; 3) reach enhanced awareness of the linguistic features of their language of specialisation, both<br />from a diachronic and a synchronic perspective; 4) reach an adequate knowledge of the most advanced methodologies<br />for the analysis of literary texts; 5) handle confidently the theoretical-practical tools for teaching and for translation.<br />РУССКИЙ ЯЗЫК (ПРОДВИНУТЫЙ УРОВЕНЬ): ЛЕКСИКА, СИНТАКСИС И СТИЛИСТИКА /Advanced Russian language: lexis,<br />syntax and stylistics is one of the characterising modules of the programme. It aims to consolidate and systematise<br />communicative and argumentative skills in Russian at an advanced level in written and oral production, with particular<br />attention to vocabulary and syntax. At the same time, the module will introduce students to stylistic analysis and to the<br />theory and practice of translating literary and essayistic texts from Russian into Italian. Special attention will be given to<br />translation strategies at the morpho-syntacticand phraseological-lexical level. At the end of the module students will be<br />able to: produce different types of written texts; to communicate the disciplinary contents at an advanced level; to carry<br />out a stylistic analysis; to translate literary texts and essays from Russian to Italian."
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                                            string(158) "Materials for analysis are provided during the course.<br />Daniela Bonciani. Bliže k Rossii. M. 2004 <br />Laskareva E. Čistaja grammatika. Spb. 2017<br />"
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                                            string(2461) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).<br />At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.<br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.<br /><br />"
                                            ["Programma"]=>
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                                            string(468) "1. Poetry.<br />- Francis Ponge, La Rage de l’expression, Paris, Gallimard.<br />- Francis Ponge, Pièces, Paris, Gallimard.<br />- Francis Ponge, La Fabrique du pré, Paris, Gallimard.<br /><br />2. Critical essays.<br />- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.<br />- Bernard Beugnot, Poétique de Francis Ponge, Paris, PUF, 1990.<br />- Laurent Demoulin, Une rhétorique par objet, Paris, Hermann, 2011, pp. 11-43 and pp. 121-262. <br />"
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                                    string(2461) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).<br />At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.<br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.<br /><br />"
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                                    ["TestiDocente"]=>
                                    string(468) "1. Poetry.<br />- Francis Ponge, La Rage de l’expression, Paris, Gallimard.<br />- Francis Ponge, Pièces, Paris, Gallimard.<br />- Francis Ponge, La Fabrique du pré, Paris, Gallimard.<br /><br />2. Critical essays.<br />- Entretiens de Francis Ponge avec Philippe Sollers, Paris, Seuil.<br />- Bernard Beugnot, Poétique de Francis Ponge, Paris, PUF, 1990.<br />- Laurent Demoulin, Une rhétorique par objet, Paris, Hermann, 2011, pp. 11-43 and pp. 121-262. <br />"
                                    ["Valutazione"]=>
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                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                              ["Programma"]=>
                                              string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                              ["TestiDocente"]=>
                                              string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                              ["Valutazione"]=>
                                              string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                              ["PreRequisiti"]=>
                                              string(509) "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.

Surname's initial from A to L"
                                              ["ModalitaSvolgimento"]=>
                                              string(172) "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."
                                              ["BibliografiaRiferimento"]=>
                                              string(876) "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.
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                                              ["ModalitaErogazioneDescrizione"]=>
                                              string(172) "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."
                                              ["ModalitaFrequenzaDescrizione"]=>
                                              string(44) "Attendance is not compulsory but recommended"
                                              ["ModalitaValutazioneDescrizione"]=>
                                              string(503) "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.
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                                              ["Obiettivi"]=>
                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                              ["Programma"]=>
                                              string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
                                              ["TestiDocente"]=>
                                              string(174) "Joseph Conrad, Lord Jim (1900)<br />Joseph Conrad, Nostromo (1904)<br /><br />Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)"
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Surname's initial from M to Z"
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                                    ["DenominazioneInsegnamento"]=>
                                    string(20) "Literature and Forms"
                                    ["Canale"]=>
                                    string(5) "A - L"
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                                    ["Programmazione"]=>
                                    string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                    ["Obiettivi"]=>
                                    string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                    ["Programma"]=>
                                    string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                    ["TestiDocente"]=>
                                    string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                    ["Valutazione"]=>
                                    string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                    ["PreRequisiti"]=>
                                    string(509) "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.

Surname's initial from A to L"
                                    ["ModalitaSvolgimento"]=>
                                    string(172) "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."
                                    ["BibliografiaRiferimento"]=>
                                    string(876) "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.
"
                                    ["IndicazioniAnvur"]=>
                                    string(0) ""
                                    ["ModalitaErogazioneDescrizione"]=>
                                    string(172) "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."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(44) "Attendance is not compulsory but recommended"
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(503) "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.
"
                                  }
                                }
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                                  ["Denominazione"]=>
                                  string(46) "North American Literatures and Visual Cultures"
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                                  ["Lingua"]=>
                                  string(3) "eng"
                                  ["Caratteristiche"]=>
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                                      ["AttivitaSigla"]=>
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                                      ["AttivitaDenominazione"]=>
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                                      ["AmbitoDisciplinare"]=>
                                      string(28) "Lingue e Letterature moderne"
                                      ["AmbitoDisciplinareCodice"]=>
                                      string(5) "50381"
                                      ["SSD"]=>
                                      string(8) "L-LIN/11"
                                      ["Crediti"]=>
                                      string(4) "6.00"
                                      ["OreAula"]=>
                                      string(2) "36"
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                                  }
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                                            ["Programmazione"]=>
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                                            ["Obiettivi"]=>
                                            string(2147) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />North American literatures and visual cultures is one of the characterising modules of the programme. It allows students to acquire linguistic and communicative skills as well as the competence to analyse poetic, narrative, and theatrical texts taking into account the linguistic and cultural complexity of North America. Special attention is devoted to the study of the relationships between literature and the visual arts, such as cinema, photography, the graphic novel, and painting. <br />At the end of the module students will be able to: enhance their critical awareness; make independent use of the most advanced theoretical methods for analysing literary texts and phenomena; communicate at an advanced level the disciplinary content.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Anglo-American language and literatures for their bachelor’s degree and can certify the attainment of the B2 level in the English language.<br /><br />Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialisation.<br /><br />"
                                            ["Programma"]=>
                                            string(537) "Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism."
                                            ["TestiDocente"]=>
                                            string(615) "Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)<br />Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);<br />-----, “Pandora”. Ibidem.<br />L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);<br />The Wizard of Oz (film), dir. Victor Fleming; <br />The Wiz (film), dir. Sidney Lumet.<br />William Carlos Williams, Paterson (New Directions);<br />Paterson (film), dir. Jim Jarmusch.<br />Carole Maso, The Art Lover (New Directions, 1995)."
                                            ["Valutazione"]=>
                                            string(399) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. <br /><br />Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.<br /><br />"
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                                            string(517) "Students enrolled in other degree programs are allowed to select this module if they have gained at least 12 CFU in Anglo-American Language and Literatures (L-LIN/11) for their bachelor’s degree and can certify the attainment of the B2 level in the English language.

Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialization.
"
                                            ["ModalitaSvolgimento"]=>
                                            string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

"
                                            ["BibliografiaRiferimento"]=>
                                            string(1361) "Ryan Bunch, “Ease on Down the Road”: Black Routes and the Soul of The Wiz. In Adapting the Wizard of Oz: Musical Versions from Baum to MGM and Beyond, eds. Danielle Birkett and Dominic McHugh. Oxford Scholarship Online, 2019.
Linda Hutcheon, A Theory of Adaptation (Routledge 2006).
Adam R. McKee, "William Carlos Williams's Image of the City". William Carlos Williams Review , Vol. 31, No. 2 (Fall 2014), pp. 141-158. https://www.jstor.org/stable/10.5325/willcarlwillrevi.31.2.0141.
John C. Shields, Phillis Wheatley’s Struggle for Freedom in Her Poetry and Prose, in The Collected Works of Phillis Wheatley, edited by John C. Shields, New York, Oxford University Press, 1988, pp. 229-270.
Sabrina Vellucci, An “Entirely Personal” Success: Intertextuality and Self-Reflexive Ironies in Henry James’s “Pandora”. Humanities 10: 61 (2021). https://doi.org/10.3390/h10020061.
-----, “Figuring Loss: The Rejection of Impersonal Aesthetics in Carole Maso’s The Art Lover,” Modes and Facets of the American Scene. Studies in Honor of Cristina Giorcelli, ed. Dominique Marçais (Roma: Ila Palma, 2014), pp. 381-394.

Literary History
Greil Marcus and Werner Sollors, eds., A New Literary History of America. Cambridge, MA: Harvard UP, 2009 (selected chapters).
Richard Gray, A Brief History of American Literature. Oxford: Wiley-Blackwell, 2011.
"
                                            ["IndicazioniAnvur"]=>
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                                            ["ModalitaErogazioneDescrizione"]=>
                                            string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
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"
                                            ["ModalitaFrequenzaDescrizione"]=>
                                            string(306) "To be considered as regularly attending the course, students must attend at least 75% of classes.

Students who cannot attend classes are invited to contact the instructor at least two months before the date on which they intend to take the exam in order to agree on the required additions to the program.
"
                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(379) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. 

Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.

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                                    string(2147) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />North American literatures and visual cultures is one of the characterising modules of the programme. It allows students to acquire linguistic and communicative skills as well as the competence to analyse poetic, narrative, and theatrical texts taking into account the linguistic and cultural complexity of North America. Special attention is devoted to the study of the relationships between literature and the visual arts, such as cinema, photography, the graphic novel, and painting. <br />At the end of the module students will be able to: enhance their critical awareness; make independent use of the most advanced theoretical methods for analysing literary texts and phenomena; communicate at an advanced level the disciplinary content.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Anglo-American language and literatures for their bachelor’s degree and can certify the attainment of the B2 level in the English language.<br /><br />Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialisation.<br /><br />"
                                    ["Programma"]=>
                                    string(537) "Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism."
                                    ["TestiDocente"]=>
                                    string(615) "Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)<br />Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);<br />-----, “Pandora”. Ibidem.<br />L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);<br />The Wizard of Oz (film), dir. Victor Fleming; <br />The Wiz (film), dir. Sidney Lumet.<br />William Carlos Williams, Paterson (New Directions);<br />Paterson (film), dir. Jim Jarmusch.<br />Carole Maso, The Art Lover (New Directions, 1995)."
                                    ["Valutazione"]=>
                                    string(399) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. <br /><br />Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.<br /><br />"
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Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialization.
"
                                    ["ModalitaSvolgimento"]=>
                                    string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

"
                                    ["BibliografiaRiferimento"]=>
                                    string(1361) "Ryan Bunch, “Ease on Down the Road”: Black Routes and the Soul of The Wiz. In Adapting the Wizard of Oz: Musical Versions from Baum to MGM and Beyond, eds. Danielle Birkett and Dominic McHugh. Oxford Scholarship Online, 2019.
Linda Hutcheon, A Theory of Adaptation (Routledge 2006).
Adam R. McKee, "William Carlos Williams's Image of the City". William Carlos Williams Review , Vol. 31, No. 2 (Fall 2014), pp. 141-158. https://www.jstor.org/stable/10.5325/willcarlwillrevi.31.2.0141.
John C. Shields, Phillis Wheatley’s Struggle for Freedom in Her Poetry and Prose, in The Collected Works of Phillis Wheatley, edited by John C. Shields, New York, Oxford University Press, 1988, pp. 229-270.
Sabrina Vellucci, An “Entirely Personal” Success: Intertextuality and Self-Reflexive Ironies in Henry James’s “Pandora”. Humanities 10: 61 (2021). https://doi.org/10.3390/h10020061.
-----, “Figuring Loss: The Rejection of Impersonal Aesthetics in Carole Maso’s The Art Lover,” Modes and Facets of the American Scene. Studies in Honor of Cristina Giorcelli, ed. Dominique Marçais (Roma: Ila Palma, 2014), pp. 381-394.

Literary History
Greil Marcus and Werner Sollors, eds., A New Literary History of America. Cambridge, MA: Harvard UP, 2009 (selected chapters).
Richard Gray, A Brief History of American Literature. Oxford: Wiley-Blackwell, 2011.
"
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In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

"
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(306) "To be considered as regularly attending the course, students must attend at least 75% of classes.

Students who cannot attend classes are invited to contact the instructor at least two months before the date on which they intend to take the exam in order to agree on the required additions to the program.
"
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(379) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. 

Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.

"
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                                    string(804) "1) Van Patten B., Smith M., Benati A., Key Questions in Second Language  Acquisition, Cambridge University Press, 2020. [book]<br />2) Cortés Velásquez D. & Nuzzo E., La didattica con i task: principi, applicazioni, prospettive. In: Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018, pp. 13-39. [book chapter]<br />3) Bygate, M., Samuda, V., & Van den Branden, K., A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In M. Ahmadian & M. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021, pp. 27-50. [book chapter]<br />"
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2) Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018.
3) Long, M., In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics, 36, 2016, pp. 5-33.
4) Council of Europe, Common European Framework for Languages: Learning, Teaching, Assessment, 2001.
5) Council of Europe, Common European Framework for Languages. Companion Volume with New Descriptors, 2020.
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                                            string(3761) "Secondary Bibliography:<br />1. 	Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);<br />2.	Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.<br />3.	Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.<br />4.	George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.<br />5. 	Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.<br /><br />Further Readings: <br />Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011<br />Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.<br />Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).<br /><br />Primary Texts and Media Adaptations:<br />George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)<br />Medial transpositions: <br />•	[Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;<br />•	[Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House; <br />•	[Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013<br /><br />Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006<br />Film: The Road, directed by John Hillcoat, USA 2009<br /><br />H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005<br />Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938<br /><br />Intertexuality:<br />Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)<br /><br />Intermediality:<br />Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015<br /><br />Optional Primary Sources:<br />Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)<br />Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–<br /><br />P.D. James, Children of Men, London, Faber and Faber, 1992<br />Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006<br /><br />Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)<br />Fahrenheit 451, directed by François Truffaut, France 1966<br /><br />Emily St John Mandel, Station Eleven, London, Picador, 2014<br />Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022<br /><br />Niccolò Ammaniti, Anna, Torino, Einaudi 2015<br />Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021<br /><br />Other sources to be agreed (Z is for Zombies too…)"
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                                    string(3761) "Secondary Bibliography:<br />1. 	Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);<br />2.	Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.<br />3.	Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.<br />4.	George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.<br />5. 	Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.<br /><br />Further Readings: <br />Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011<br />Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.<br />Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).<br /><br />Primary Texts and Media Adaptations:<br />George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)<br />Medial transpositions: <br />•	[Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;<br />•	[Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House; <br />•	[Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013<br /><br />Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006<br />Film: The Road, directed by John Hillcoat, USA 2009<br /><br />H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005<br />Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938<br /><br />Intertexuality:<br />Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)<br /><br />Intermediality:<br />Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015<br /><br />Optional Primary Sources:<br />Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)<br />Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–<br /><br />P.D. James, Children of Men, London, Faber and Faber, 1992<br />Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006<br /><br />Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)<br />Fahrenheit 451, directed by François Truffaut, France 1966<br /><br />Emily St John Mandel, Station Eleven, London, Picador, 2014<br />Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022<br /><br />Niccolò Ammaniti, Anna, Torino, Einaudi 2015<br />Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021<br /><br />Other sources to be agreed (Z is for Zombies too…)"
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Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
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Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
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                                            string(2461) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).<br />At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.<br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.<br /><br />"
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                                    string(2461) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Classicismes et modernités / Classicisms and modernities is one of the characterising modules of the programme. Students will acquire advanced critical knowledge and methodologies through the analysis of literary texts of the Francophone area. In a broad cultural perspective, ranging from the XVI through the XXI centuries, such works form a rich and fluid historiographic horizon, characterized by the succession, intersection or overlap of the notions of classicism and modernity that have been both widely recognized as inherently plural categories. Students will also be able to acquire the theoretical and practical tools related to the teaching of literature and to improve their ability to make independent use of the latest theoretical tools for an in-depth analysis of issues concerning the rewriting and transposition of literary texts, also from an intermedial perspective (adaptation of literary texts for the screen, television, radio, theatre, and other audio-visual media).<br />At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply methodological tools and cross-cutting skills to the analysis of literary texts and phenomena, such as rewriting and transposition; employ texts in an educational and professional context; adapt texts from an intermedial perspective.<br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in French Literature in their bachelor’s degree, and can certify the attainment of a B2 level of French.<br /><br />"
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                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                              ["Programma"]=>
                                              string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                              ["TestiDocente"]=>
                                              string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                              ["Valutazione"]=>
                                              string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                              ["PreRequisiti"]=>
                                              string(509) "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.

Surname's initial from A to L"
                                              ["ModalitaSvolgimento"]=>
                                              string(172) "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."
                                              ["BibliografiaRiferimento"]=>
                                              string(876) "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.
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                                              ["ModalitaErogazioneDescrizione"]=>
                                              string(172) "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."
                                              ["ModalitaFrequenzaDescrizione"]=>
                                              string(44) "Attendance is not compulsory but recommended"
                                              ["ModalitaValutazioneDescrizione"]=>
                                              string(503) "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.
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                                              ["Programmazione"]=>
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                                              ["Obiettivi"]=>
                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                              ["Programma"]=>
                                              string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
                                              ["TestiDocente"]=>
                                              string(174) "Joseph Conrad, Lord Jim (1900)<br />Joseph Conrad, Nostromo (1904)<br /><br />Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)"
                                              ["Valutazione"]=>
                                              string(9) "Oral exam"
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                                              string(509) "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.

Surname's initial from M to Z"
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                                    string(20) "Literature and Forms"
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                                    string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                    ["Obiettivi"]=>
                                    string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                    ["Programma"]=>
                                    string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                    ["TestiDocente"]=>
                                    string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                    ["Valutazione"]=>
                                    string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                    string(509) "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.

Surname's initial from A to L"
                                    ["ModalitaSvolgimento"]=>
                                    string(172) "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."
                                    ["BibliografiaRiferimento"]=>
                                    string(876) "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.
"
                                    ["IndicazioniAnvur"]=>
                                    string(0) ""
                                    ["ModalitaErogazioneDescrizione"]=>
                                    string(172) "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."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(44) "Attendance is not compulsory but recommended"
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(503) "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.
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                                }
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                                  ["Lingua"]=>
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                                            ["Obiettivi"]=>
                                            string(2147) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />North American literatures and visual cultures is one of the characterising modules of the programme. It allows students to acquire linguistic and communicative skills as well as the competence to analyse poetic, narrative, and theatrical texts taking into account the linguistic and cultural complexity of North America. Special attention is devoted to the study of the relationships between literature and the visual arts, such as cinema, photography, the graphic novel, and painting. <br />At the end of the module students will be able to: enhance their critical awareness; make independent use of the most advanced theoretical methods for analysing literary texts and phenomena; communicate at an advanced level the disciplinary content.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Anglo-American language and literatures for their bachelor’s degree and can certify the attainment of the B2 level in the English language.<br /><br />Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialisation.<br /><br />"
                                            ["Programma"]=>
                                            string(537) "Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism."
                                            ["TestiDocente"]=>
                                            string(615) "Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)<br />Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);<br />-----, “Pandora”. Ibidem.<br />L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);<br />The Wizard of Oz (film), dir. Victor Fleming; <br />The Wiz (film), dir. Sidney Lumet.<br />William Carlos Williams, Paterson (New Directions);<br />Paterson (film), dir. Jim Jarmusch.<br />Carole Maso, The Art Lover (New Directions, 1995)."
                                            ["Valutazione"]=>
                                            string(399) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. <br /><br />Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.<br /><br />"
                                            ["DatiTrasparenza"]=>
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                                            ["PreRequisiti"]=>
                                            string(517) "Students enrolled in other degree programs are allowed to select this module if they have gained at least 12 CFU in Anglo-American Language and Literatures (L-LIN/11) for their bachelor’s degree and can certify the attainment of the B2 level in the English language.

Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialization.
"
                                            ["ModalitaSvolgimento"]=>
                                            string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

"
                                            ["BibliografiaRiferimento"]=>
                                            string(1361) "Ryan Bunch, “Ease on Down the Road”: Black Routes and the Soul of The Wiz. In Adapting the Wizard of Oz: Musical Versions from Baum to MGM and Beyond, eds. Danielle Birkett and Dominic McHugh. Oxford Scholarship Online, 2019.
Linda Hutcheon, A Theory of Adaptation (Routledge 2006).
Adam R. McKee, "William Carlos Williams's Image of the City". William Carlos Williams Review , Vol. 31, No. 2 (Fall 2014), pp. 141-158. https://www.jstor.org/stable/10.5325/willcarlwillrevi.31.2.0141.
John C. Shields, Phillis Wheatley’s Struggle for Freedom in Her Poetry and Prose, in The Collected Works of Phillis Wheatley, edited by John C. Shields, New York, Oxford University Press, 1988, pp. 229-270.
Sabrina Vellucci, An “Entirely Personal” Success: Intertextuality and Self-Reflexive Ironies in Henry James’s “Pandora”. Humanities 10: 61 (2021). https://doi.org/10.3390/h10020061.
-----, “Figuring Loss: The Rejection of Impersonal Aesthetics in Carole Maso’s The Art Lover,” Modes and Facets of the American Scene. Studies in Honor of Cristina Giorcelli, ed. Dominique Marçais (Roma: Ila Palma, 2014), pp. 381-394.

Literary History
Greil Marcus and Werner Sollors, eds., A New Literary History of America. Cambridge, MA: Harvard UP, 2009 (selected chapters).
Richard Gray, A Brief History of American Literature. Oxford: Wiley-Blackwell, 2011.
"
                                            ["IndicazioniAnvur"]=>
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                                            string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
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"
                                            ["ModalitaFrequenzaDescrizione"]=>
                                            string(306) "To be considered as regularly attending the course, students must attend at least 75% of classes.

Students who cannot attend classes are invited to contact the instructor at least two months before the date on which they intend to take the exam in order to agree on the required additions to the program.
"
                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(379) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. 

Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.

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                                    ["Programma"]=>
                                    string(537) "Through the rewritings of visual, narrative, and poetic texts (ekphrases, parodies, adaptations for the stage and the screen), published in a period ranging from the last decades of the 18th century to the end of the 20th, the course investigates the specificities of different genres, languages and media and the processes of adaptation and transcodification. Class discussion will also focus on issues related to democracy and citizenship in the United States; racial, ethnic, and gender discrimination; civil rights; transculturalism."
                                    ["TestiDocente"]=>
                                    string(615) "Phillis Wheatley, Poems on Various Subjects, Religious and Moral. In The Collected Works of Phillis Wheatley, ed. John Shields (Oxford UP, 1988)<br />Henry James, "Daisy Miller". In Daisy Miller and Other Stories, ed. John Gooder (Oxford UP, 2009);<br />-----, “Pandora”. Ibidem.<br />L. Frank Baum, The Wonderful Wizard of Oz (W.W. Norton Annotated Edition, 2001);<br />The Wizard of Oz (film), dir. Victor Fleming; <br />The Wiz (film), dir. Sidney Lumet.<br />William Carlos Williams, Paterson (New Directions);<br />Paterson (film), dir. Jim Jarmusch.<br />Carole Maso, The Art Lover (New Directions, 1995)."
                                    ["Valutazione"]=>
                                    string(399) "Students who regularly attend the course are required to read the texts assigned in class. Active participation in class discussions is an integral part of the final evaluation. <br /><br />Students who cannot attend classes are invited to contact me at least two months before the date on which they intend to take the exam in order to be assigned the required additions to the program.<br /><br />"
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                                    ["PreRequisiti"]=>
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Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-English Literature), this module can be chosen as an associated subject (“materia affine”) to the literature of specialization.
"
                                    ["ModalitaSvolgimento"]=>
                                    string(689) "The course will mostly consist of lectures and seminars, but students will also participate in other didactic activities such as field trips, visits to the Center for American Studies in Rome, events related to American literature and culture (conferences, seminars, presentations).
 
In case of a COVID-19 emergency, all the provisions that regulate the didactic activities will be implemented. In particular, the following modalities will be applied: distance learning with live recorded lectures and sharing of materials (critical bibliography, PowerPoint presentations, etc.) through apps and platforms. Further information in this regard will be provided on the course Moodle pages.

"
                                    ["BibliografiaRiferimento"]=>
                                    string(1361) "Ryan Bunch, “Ease on Down the Road”: Black Routes and the Soul of The Wiz. In Adapting the Wizard of Oz: Musical Versions from Baum to MGM and Beyond, eds. Danielle Birkett and Dominic McHugh. Oxford Scholarship Online, 2019.
Linda Hutcheon, A Theory of Adaptation (Routledge 2006).
Adam R. McKee, "William Carlos Williams's Image of the City". William Carlos Williams Review , Vol. 31, No. 2 (Fall 2014), pp. 141-158. https://www.jstor.org/stable/10.5325/willcarlwillrevi.31.2.0141.
John C. Shields, Phillis Wheatley’s Struggle for Freedom in Her Poetry and Prose, in The Collected Works of Phillis Wheatley, edited by John C. Shields, New York, Oxford University Press, 1988, pp. 229-270.
Sabrina Vellucci, An “Entirely Personal” Success: Intertextuality and Self-Reflexive Ironies in Henry James’s “Pandora”. Humanities 10: 61 (2021). https://doi.org/10.3390/h10020061.
-----, “Figuring Loss: The Rejection of Impersonal Aesthetics in Carole Maso’s The Art Lover,” Modes and Facets of the American Scene. Studies in Honor of Cristina Giorcelli, ed. Dominique Marçais (Roma: Ila Palma, 2014), pp. 381-394.

Literary History
Greil Marcus and Werner Sollors, eds., A New Literary History of America. Cambridge, MA: Harvard UP, 2009 (selected chapters).
Richard Gray, A Brief History of American Literature. Oxford: Wiley-Blackwell, 2011.
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                                    string(547) "The Course “Germanic Philology 2 LM” fenvisages further study of the medieval languages from a diachronic perspective; further study of the theory of textual criticism, with special reference to the transmission, edition and interpretation of texts, as well as to the historical context in which they were produced and transmitted. <br />Expected Learning Outcomes: The student will acquire detailed and in-depth competence in the history of medieval languages and literatures, as well as in the wider domain of textual and literary criticism."
                                    ["Programma"]=>
                                    string(1614) "The Marvelous in Medieval English and German Texts.<br /><br />The course aims to present the "marvelous" in its various aspects (mirabilis, magicus, miraculosus and fantastic) in English and German medieval literature. Analytical reading of passages, mainly taken from medieval English literary works (such as Beowulf, Chaucer's The Squire's Tale, Sir Gawain and the Green Knight, Sir Orfeus) with references to the German tradition (e.g. Parzival by Wolfram von Eschenbach), will offer the starting point for reflections on the prodigious that sometimes proves to be predictable, ineffective or technological.<br />The texts, which will be placed in relation to the literary and historical-cultural environment that produced them and placed in an interdisciplinary context, will be the starting point for expanding knowledge relating to:<br />- the techniques used by various authors for the composition and elaboration of themes and motifs derived from different literary traditions;<br />- textual transmission (texts, paratexts, handwriting, miniatures);<br />- to diachronic linguistics.<br /><br />The students, who will be guided by the teacher in the choice of themes and in the use of the main bibliographic tools, will have to present an individual or group report, which will be discussed in class in the final part of the course and which will focus on historical-literary topics, linguistic and textual related to works of the Germanic Middle Ages.<br /><br />Students are strongly advised to attend the course. Non-attending students are asked to contact the teacher at the beginning of the lessons."
                                    ["TestiDocente"]=>
                                    string(3008) "<br /><br /><br /> Texts:<br /><br />- G. Brunetti (ed.), Beowulf, Roma, Carocci, 2003 (passi scelti).<br />- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)<br />- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin, 1987 (selected passages) .<br />- The Canterbury Tales and Other Works of Chaucer (Middle English):  https://www.sacred-texts.com/neu/eng/mect/index.htm<br />- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter, Exeter University Press, 2007 (selected passages).<br />- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain<br /> (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)<br />- A.J. Bliss, A. J. Sir Orfeo. London, Oxford UP, 1954 (selected passages).<br />- Sir Orfeo: https://d.lib.rochester.edu/teams/text/laskaya-and-salisbury-middle-english-breton-lays-sir-orfeo<br />- Wolfram von Eschenbach, Parzival (Mittelhochdeutscher Text nach der Ausgabe von<br /> Karl Lachmann, Übers, u. Nachw. v. Wolfgang Sjriewok), Stuttgart, Reclam, 1981 (selected passages).<br />- Wolfram von Eschenbach. Parival: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html<br /><br /><br /><br />- Jacques Le Goff,  Il meraviglioso e il quotidiano nell'Occidente medievale,  Roma, Laterza, 1999.<br />- Fred C. Robinson,  "Elements of the marvellous in the characterization of Beowulf: a reconsideration of the textual evidence", in Old English Studies in Honour of John C. Pope, edited by Robert B Burlin and Edward B. Irving Jr., Toronto: University of Toronto Press, 1974, pp. 119-138.<br />- Helen Cooper, "Magic that Does Not Work," Medievalia et Humanistica n.s. 7 (1976), pp. 131 - 146<br />- Corinne J. Saunders, Magic and the Supernatural in Medieval English Romance. Woodbridge, U.K., Rochester, N.Y., D.S. Brewer, 2010.<br />- Tara Williams, Middle English Marvels: Magic, Spectacle, and Morality in the Fourteenth Century, Penn State University Press, 2018.<br />- Michelle Karnes, “Wonder, Marvels and Metaphor in The Squire's Tale", in  ELH, 82, no. 2 (2015), pp. 461–90. <br />- Scott Lightsey, "Chaucer’s Secular Marvels and the Medieval Economy of Wonder", in  Studies in the Age of Chaucer, 23 (2001), p. 289-316.<br /><br />- A. M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel medioevo germanico, Roma-Bari: Laterza 2004 (Parte II).<br /><br />- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002.<br />- D. Kartschoke, Geschichte der deutschen Literatur im hohen Mittelalter, München: DTV 1990.<br /><br />- David Crystal, The Stories of English,  Woodstock: Overlook Press, 2004.<br />- Jeremy Smith, An historical study of English: Function, form and change, London and New York: Routledge, 1996.<br />- Peter von Polenz, Geschichte der deutschen Sprache, Berlin: De Gruyter 2009"
                                    ["Valutazione"]=>
                                    string(553) "The oral examination aims to test: <br />(a) the knowledge of the content of the texts given in the syllabus and of the problems discussed during the semester;<br />(b) the ability to critically rework the acquired knowledge and place the texts in their historical, cultural and linguistic context;<br />(c) the expressive skills and the acquisition of the use of a specialized vocabulary;<br />(d) the acquisition of the discipline's own methods of inquiry;<br />(e) the results of individual investigations. <br /><br />Marks: from 18 to 30 cum laude."
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                                    ["TestiDocente"]=>
                                    string(281) "- Handouts by the teacher (available on Moodle);<br />- book: M. Castaldi, A. Gallia, "Evangelista Azzi, cartografo risorgimentale. La vita, le opere, la rete di relazioni (1793-1848)", Roma, Carocci, 2023: https://www.carocci.it/prodotto/evangelista-azzi-cartografo-risorgimentale"
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                                            string(1302) "The course  Fundamentals of Educational Linguistics LM falls within the characterizing  educational activities of the Master's Course in Languages and Literatures for Teaching and Translation and specifically among the related activities aimed at deepening skills in language teaching.<br />The course provides:<br />Knowledge of the fundamentals of language teaching, introduction to the main theoretical hypotheses concerning language learning and the different approaches and methods inspired by them over time.  Introduction to the knowledge of second language teaching and the current glottodidactic trends. <br />Knowledge and skills in the design and development of language teaching activities. <br />Critical analysis of the potential and use of technological and digital tools for language teaching and learning. <br />Expected learning outcomes: students will know the fundamentals of the discipline, the main theoretical assumptions about language learning and the different approaches and methods inspired by them over time; they will know the main aspects of second language teaching; they will understand the processes related to the development of language skills; they will be able to critically evaluate teaching materials, teaching activities and digital teaching technologies.<br />"
                                            ["Programma"]=>
                                            string(565) "The course has been designed for those students with no previous instruction in this field, thus, it aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the development of language skills for spoken and written communication and  also on the concepts of plurilingualism, plural approaches and intercomprehension."
                                            ["TestiDocente"]=>
                                            string(276) "ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.<br />Elisabetta Bonvino e Sandra Garbarino (2022) "Intercomprensione" . Bolgna/Cesena: Caissa.<br />Course packets"
                                            ["Valutazione"]=>
                                            string(320) "The final exam will be oral. For those attending there will be forms of ongoing evaluation and the possibility to submit a project. The questions concern all the topics of the program, both those deepened during the frontal lessons, and those left to the student’s individual study and personal reflection.<br /><br />"
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                                    string(1574) "The Course Educational linguistics A LM (Module “Processes and instruments in second language teaching) falls within the domain of the Complementary learning activities of the Degree Course in Modern languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis and the theoretical study of language acquisition and language teaching.<br />The course provides:<br />Knowledge of the main research findings of various research traditions in the field of language learning and teaching (first, second and foreign languages).<br />Knowledge of the different methodological approaches orienting second language teaching, with a focus on L2 Italian, the communicative approaches and, particularly, task-based language teaching.<br />Development of the ability to use effectively the main reference documents in the field of L2 learning and teaching, particularly the Common European Framework of Reference for languages.<br />Development of the ability to ananlyse critically teaching materials by means of both the acquired knowledge and specific observation tools.<br /><br />Expected Learning Outcomes: students will know the research findings in the field of language learning and teaching; they will know different methodological approaches in language instruction; they will be able to use the main reference documents in the field of language learning and teaching; they will be able to analyse teaching materials and digital technologies relying on both the acquired knowledge and specific observation tools."
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                                    string(374) "An overview of some key issues in second language learning and teaching research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.<br />Focus. The characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, will be discussed in detail."
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                                    string(804) "1) Van Patten B., Smith M., Benati A., Key Questions in Second Language  Acquisition, Cambridge University Press, 2020. [book]<br />2) Cortés Velásquez D. & Nuzzo E., La didattica con i task: principi, applicazioni, prospettive. In: Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018, pp. 13-39. [book chapter]<br />3) Bygate, M., Samuda, V., & Van den Branden, K., A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In M. Ahmadian & M. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021, pp. 27-50. [book chapter]<br />"
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                                    string(81) "6 CFU in Second Language Pedagogy (SSD L-LIN/02, Didattica delle lingue moderne)."
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                                    string(811) "1) Van Patten B., Smith M., Benati A., Key Questions in Second Language  Acquisition, Cambridge University Press, 2020.
2) Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018.
3) Long, M., In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics, 36, 2016, pp. 5-33.
4) Council of Europe, Common European Framework for Languages: Learning, Teaching, Assessment, 2001.
5) Council of Europe, Common European Framework for Languages. Companion Volume with New Descriptors, 2020.
6) Ahmadian M. & Long M. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press, 2021."
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                                    string(676) "- Speech Acts theory. Locution, illocution, perlocution.<br />- The Cooperation Principle and the theory of conversational implicatures. Relevance theory.<br />- The linguistic and extralinguistic context. Ambiguity.<br />- The context. Deixis and Anaphora.<br />- Face and Politeness.<br />- Culture and Language. Linguistics, anthropology, ethnography.<br />- Linguistic presuppositions: existence presupposition, truth presupposition.<br />- Pragmatic presuppositions: felicity condicions.<br />- Information Structure of the Utterance: Given and New, Theme and Rheme, Fore- and Background.<br />- Strategies of persuasion: the language of advertising and propaganda.<br />"
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                                    string(281) "- Cecilia Andorno, Che cos'è la pragmatica linguistica. Roma, Carocci, 2005.<br />- Lombardi Vallauri, E. La struttura informativa. Forma e funzione negli enunciati linguistici, Roma, Carocci, 2009.<br />- Lombardi Vallauri, E. La lingua disonesta. Bologna, Il Mulino, 2019.<br />"
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                                            string(1807) "<br />Dystopia from A (Apocalypse) to Z (Zombies) and the Question of Textualities<br /><br />«Utopia is an idyllic world described by the hero and considered perfect, in contrast to the world he has left. The dystopia paints a nightmare world, apprehended as such in opposition to a better world known to the hero thanks to his personal experience, thanks to the memories of a bygone age, or thanks to the reading of forbidden books dedicated to a distant past» (Hélène Greven-Borde, Formes modernes du roman utopique en Grande Bretagne (1918- 1960), in «Etudes Anglaises», 1, 1977: 20). The course starts by tracing a genealogy of dystopia in literature and culture, and then looks at theories of adaptation examining a wide variety of examples drawn from the radio, opera, cinema, and television.<br />Starting with an introduction to "utopia" (Thomas More e Tommaso Campanella), the core syllabus consists of twelve dystopian texts, in the broader meaning: we will read and discuss, among the others, Jack London’s The Scarlet Plague, George Orwell’s Nineteen Eighty-Four, José Saramago’s Ensaio Sobre a Cegueira, Cormac McCarthy’s The Road, and their adaptations for different media: film, television, opera, radio. We will approach the notions of intertexuality thanks to Alan Moore’s graphic novel V. for Vendetta, and of intermediality through Orson Welles’ The War of the Worlds and Simon Armitage’s radio drama The Raft of Medusa.<br />In analysing the texts, a variety of critical approaches will be considered, including theory of adaptation, media studies, intermedial studies, and genre theory. The course will also take into consideration the significance of dystopia in relation to social transformations, technological change, totalitarianism, and capitalist modernity."
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                                            string(3761) "Secondary Bibliography:<br />1. 	Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);<br />2.	Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.<br />3.	Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.<br />4.	George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.<br />5. 	Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.<br /><br />Further Readings: <br />Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011<br />Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.<br />Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).<br /><br />Primary Texts and Media Adaptations:<br />George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)<br />Medial transpositions: <br />•	[Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;<br />•	[Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House; <br />•	[Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013<br /><br />Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006<br />Film: The Road, directed by John Hillcoat, USA 2009<br /><br />H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005<br />Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938<br /><br />Intertexuality:<br />Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)<br /><br />Intermediality:<br />Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015<br /><br />Optional Primary Sources:<br />Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)<br />Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–<br /><br />P.D. James, Children of Men, London, Faber and Faber, 1992<br />Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006<br /><br />Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)<br />Fahrenheit 451, directed by François Truffaut, France 1966<br /><br />Emily St John Mandel, Station Eleven, London, Picador, 2014<br />Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022<br /><br />Niccolò Ammaniti, Anna, Torino, Einaudi 2015<br />Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021<br /><br />Other sources to be agreed (Z is for Zombies too…)"
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                                    string(1807) "<br />Dystopia from A (Apocalypse) to Z (Zombies) and the Question of Textualities<br /><br />«Utopia is an idyllic world described by the hero and considered perfect, in contrast to the world he has left. The dystopia paints a nightmare world, apprehended as such in opposition to a better world known to the hero thanks to his personal experience, thanks to the memories of a bygone age, or thanks to the reading of forbidden books dedicated to a distant past» (Hélène Greven-Borde, Formes modernes du roman utopique en Grande Bretagne (1918- 1960), in «Etudes Anglaises», 1, 1977: 20). The course starts by tracing a genealogy of dystopia in literature and culture, and then looks at theories of adaptation examining a wide variety of examples drawn from the radio, opera, cinema, and television.<br />Starting with an introduction to "utopia" (Thomas More e Tommaso Campanella), the core syllabus consists of twelve dystopian texts, in the broader meaning: we will read and discuss, among the others, Jack London’s The Scarlet Plague, George Orwell’s Nineteen Eighty-Four, José Saramago’s Ensaio Sobre a Cegueira, Cormac McCarthy’s The Road, and their adaptations for different media: film, television, opera, radio. We will approach the notions of intertexuality thanks to Alan Moore’s graphic novel V. for Vendetta, and of intermediality through Orson Welles’ The War of the Worlds and Simon Armitage’s radio drama The Raft of Medusa.<br />In analysing the texts, a variety of critical approaches will be considered, including theory of adaptation, media studies, intermedial studies, and genre theory. The course will also take into consideration the significance of dystopia in relation to social transformations, technological change, totalitarianism, and capitalist modernity."
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                                    string(3761) "Secondary Bibliography:<br />1. 	Linda Hutcheon, A Theory of Adaptation, New York-London, Routledge 2006 (trad. it. Teoria degli adattamenti, Roma, Armando 2011);<br />2.	Irina O. Rajewsky, Intermediality, Intertextuality, and Remediation: A Literary Perspective on Intermediality. In «Intermédialités / Intermediality», n. 6, 2005, pp. 43-64.<br />3.	Francesco de Cristofaro (a cura di), Letterature comparate [nuova ed.], Roma, Carocci 2020: capp. 1; 5; 10.<br />4.	George Woodcock, Utopias in Negative, in «The Sewanee Review» 1956, Vol. 64, No. 1 (Jan. - Mar., 1956), pp. 81-97; and Gregory Claeys, Three Variants on the Concept of Dystopia, in Fátima Vieira (ed.), Dystopia(n) Matters : On the Page, on Screen, on Stage, Newcastle Upon Tweed, Cambridge Scholars Publisher 2013.<br />5. 	Gregory Claeys, Dystopia: A natural history. A study of modern despotism, its antecedents, and its literary diffractions, Oxford, Oxford University Preess 2017; OR Patricia McManus, Critical theory and dystopia, Manchester, Manchester University Press 2022; OR Francesco Muzzioli, Scritture della catastrofe: Istruzioni e ragguagli per un viaggio nelle distopie, Milano, Meltemi 2021.<br /><br />Further Readings: <br />Douwe Fokkema, Perfect Worlds: Utopian Fiction in China and the West, Amsterdam University Press, 2011<br />Massimo Fusillo et al. (a cura di), Oltre l’adattamento? Narrazioni espanse, Bologna, il Mulino, 2020.<br />Henry Jenkins, Convergence culture. Where old and new media collide, New York, New York University Press, 2006 (trad it. Cultura convergente, Milano, Apogeo 2007).<br /><br />Primary Texts and Media Adaptations:<br />George Orwell, Nineteen Eighty-Four [1948], any available edition (trad. it. ogni traduzione accreditata)<br />Medial transpositions: <br />•	[Film] Nineteen Eighty-Four, directed by film Michael Radford, UK 1984;<br />•	[Opera] Nineteen Eighty-Four, composed and directed by Lorin Maazel, libretto by J. D. McClatchy and Thomas Meehan, premiered in London, May 3 2005, Royal Opera House; <br />•	[Radio Drama] Nineteen Eighty-Four, dramatised by Jonathan Holloway, directed by Jeremy Mortimer, broadcast on BBC Radio 4, 10th and 17th February 2013<br /><br />Cormac McCarthy, The Road, New York, Alfred A. Knopf 2006<br />Film: The Road, directed by John Hillcoat, USA 2009<br /><br />H.G. Wells, The War of the Worlds [1898], ed. by A. Sawyer, London, Penguin 2005<br />Radio: The War of the Worlds, directed by Orson Welles, CBS, USA 1938<br /><br />Intertexuality:<br />Graphic novel: Alan Moore and David Lloyd, V. for Vendetta [1982-1989], any available edition (trad. it. V per Vendetta, Milano, Rizzoli 2006)<br /><br />Intermediality:<br />Radio drama: The Raft of Medusa, written by Simon Armitage, broadcast on BBC Radio 4, 18th April 2015<br /><br />Optional Primary Sources:<br />Margaret Atwood, The Handmaid’s Tale [1985], London, Vintage Classics 2017 (trad. it. Il racconto dell'ancella, Milano, Mondadori 1988)<br />Series: The Handmaid’s Tale, created by Bruce Miller, Hulu and MGM, USA-Canada 2017–<br /><br />P.D. James, Children of Men, London, Faber and Faber, 1992<br />Film: Children of Men, directed by Alfonso Cuarón, UK-USA 2006<br /><br />Ray Bradbury, Fahrenheit 451 [1953], any available edition (trad. it. ogni traduzione accreditata)<br />Fahrenheit 451, directed by François Truffaut, France 1966<br /><br />Emily St John Mandel, Station Eleven, London, Picador, 2014<br />Station Eleven, created by Emily St. John Mandel and Claire Welland, HBO, USA 2021-2022<br /><br />Niccolò Ammaniti, Anna, Torino, Einaudi 2015<br />Miniseries: Anna, created by Niccolò Ammaniti, Sky Studios, Italia 2021<br /><br />Other sources to be agreed (Z is for Zombies too…)"
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                                    string(473) "The student will acquire, through the study of specialized subjects, the tools of textual and critical analysis of authors and works of Italian literature related to theatrical production, from the Middle Ages to the contemporary. The acquired analytical ability on exemplary texts must make it theoretically aware of the gender connotations that distinguish the theatrical communicative experience from the literary one, and of those that on the contrary to it homologate."
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                                    string(312) "Italian Renaissance theatre and Ariosto’s experience<br /><br />This course will investigate the main characteristics of italian theatre, between XVth and XVIth centuries; special attention will be addressed to Ariosto’s comedies: Cassaria (1508), Suppositi (1509), and Negromante (1509-10, 1519-1520).<br />"
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                                    string(3787) "Bibliography: <br /><br /><br />Required Text Books (1 and 2, 3, 4, 5, 6, 7, 8, and 9)<br /><br /><br />1)	Primary Works: L. Ariosto, Cassaria, 1508 (any edition; also available online: Microsoft Teams);<br />2)	Primary Works: L. Ariosto, Suppositi, 1509) (any edition; also available online: Microsoft Teams); <br />3)	Primary Works: L. Ariosto, Negromante (1509-1510, 1519-1520) (any edition; also available online: Microsoft Teams);<br /><br /><br />4)	Criticism: *S. Ferrone, Sulle commedie in prosa dell’Ariosto, in Ludovico Ariosto. Lingua, stile e tradizione. Atti del congresso organizzato dai comuni di Reggio Emilia e Ferrara, 12-16 ottobre 1974, ed. by C. Segre, Milan, Feltrinelli, 1976, pp. 391-425;<br />5)	Criticism: *G. Ferroni, Ariosto, Rome, Salerno Editrice, 2008, pp. 47-84;<br />6)	Criticism: *C. Rivoletti, «E far ciò che son soliti gli astuti Servi in l’antiche comedie»: Ariosto e il «metateatro» plautino, in L’altra antichità. Autorialità e testualità nella letteratura della prima età moderna, ed. by I. Fantappiè and B. Huss, Manziana, Vecchiarelli, 2022, pp. 97-126;<br />7)	Criticism: *C. Sartini Blum, The Shifting Role of Magic in Ariosto’s ‘Il Negromante’, in «Quaderni d’Italianistica», XIV, 1993, 2, pp. 221-238;<br />8)	Criticism: *M. Scalabrini, La schiatta di mastro Iachelino. Una proposta per il ‘Negromante’, in «Lingua e Stile», XXXI, 1996, 1, pp. 161-175;<br />9)	Criticism: Il teatro delle corti padane: (1478-1508), ed. by M. Bosisio, introduction by A. Bentoglio, Milan, UNICOPLI, 2019<br /><br /><br />Additional readings for non-attending students (one of the following books):<br /><br />1.	G. Coluccia, L’esperienza teatrale di Ludovico Ariosto, Lecce, Manni, 2001;<br />2.	A. De Luca, Il teatro di Ludovico Ariosto, Rome, Bulzoni, 1981; <br />3.	C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190;<br />4.	A. Stäuble, La commedia umanistica del Quattrocento, Florence, Olschki, 1968<br /><br /><br />Items 4, 5, 6, 7, and 8 will be provided by the teacher.<br /><br /><br />Required Text Books (1, 2, 3, 4, 5, 6, 7, and 8)<br />1.	Primary Works: P. Aretino, Cortigiana (1525), any editions (edition by G. Innamorati is available online);<br />2.	Primary Works: B. Dovizi detto il Bibbiena, La Calandra, edited by G. Padoan, Padova, Antenore, 1985 (this edition is available online);<br />3.	Primary Works: N. Machiavelli, La Mandragola, edited by P. Stoppelli, Milan, Mondadori, 2006;<br />4.	Criticism: Il teatro a Roma prima della Cortigiana (1525) di Pietro Aretino, edited by G. Crimi, Rome, Roma nel Rinascimento, 2020;<br />5.	Criticism: *G. Aquilecchia, La favola “Mandragola” si chiama (1971), in Id., Schede di italianistica, Torino, Einaudi, 1976, pp. 97-126;;<br />6.	Criticism: *R. Guarino, Feste e spettacoli a Roma nel primo Rinascimento. Tradizioni, spazi, poteri, in Roma 1347-1527. Linee di un’evoluzione. Atti del Convegno internazionale di studi (Roma, 13-15 novembre 2017), a cura di M. Miglio e I. Lori Sanfilippo, Roma, Istituto storico italiano per il Medioevo, 2020, pp. 129-41; <br />7.	Criticism: *A. Guidotti, Il doppio gioco della Calandria, in «Modern Language Notes», 104 (1989), 1, pp. 98-116;<br />8.	Criticism: *M. Pieri, Il montaggio della commedia nel laboratorio romano, in Leone X. Finanza, mecenatismo, cultura. Atti del Convegno internazionale (Roma, 2-4 novembre 2015), 2 tt., edited by F. Cantatore et alii, Rome, Roma nel Rinascimento, 2016, I, pp. 145-66;<br /><br />Items 5, 6, 7 and 8 will be provided by the teacher.<br /><br /><br />9.	Criticism: C. Falletti Cruciani, Il Teatro in Italia. II. Il Cinquecento e Seicento, Rome, Edizioni Studium, 1999 e 2003, pp. 13-190.<br />"
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Ann E. Kaplan, Climate Trauma: Foreseeing the Future in Dystopian Film and Fiction, New Brunswick, Rutgers University Press, 2016.

Pieter Vermeulen, Literature and the Anthropocene, London, Routledge, 2020."
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Deborah Danowski and Eduardo Viveiros de Castro, The Ends of the World, translated by Rodrigo Nunes, Cambridge, Polity Press, 2017.

Ann E. Kaplan, Climate Trauma: Foreseeing the Future in Dystopian Film and Fiction, New Brunswick, Rutgers University Press, 2016.

Pieter Vermeulen, Literature and the Anthropocene, London, Routledge, 2020."
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Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).
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                                    string(2479) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.<br />At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively. <br />"
                                    ["Programma"]=>
                                    string(882) "The course proposes to address the audiovisual translation of audiovisual texts of a fictional nature from a sociolinguistic perspective, both in the practice of on-site subtitling realised by the students through the use of the Subtitle Edit software, and from the analysis of audiovisual products present (and not) in the Italian audiovisual panorama. At the end of the course, students will have acquired the tools to be able to subtitle Portuguese and Brazilian audiovisual products (technical-translational competence) and to reflect critically on European Portuguese (EP) and Brazilian Portuguese (PB) through translation practice. Furthermore, they will have refined their linguistic-communicative skills in the two varieties (EP and BP). These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.<br />"
                                    ["TestiDocente"]=>
                                    string(943) "Gian Luigi De Rosa, Mondi Doppiati. Tradurre l’audiovisivo dal portoghese tra variazione linguistica e problematiche traduttive, Franco Angeli, Milano, 2023 (2nd edition).<br />Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.<br />Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp.  57-67.<br />Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4)."
                                    ["Valutazione"]=>
                                    string(794) "At the end of the course, the student must present a project work: each student will choose a fictional short film and, using the software used during the course, will produce a subtitle of it in Italian. The short film, although chosen by the student, must receive prior approval from the lecturer. The video and the subtitle file will be handed over to the lecturer at the time of the exam, unless otherwise notified by the lecturer. <br />During the exam, which is held orally, the student will discuss the subtitling and defend the translation choices made (as regards both the lexical choices and the segmentation/spotting methods), referring to the instructions received, the specific technical constraints of subtitling, the lexical research and the strategies applied during the course."
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                                    ["PreRequisiti"]=>
                                    string(382) "Basic computer skills, Windows system. Students entering this course should also have theoretical and practical knowledge of translation. 
Students who do not possess such theoretical knowledge of translation are strongly encouraged to study the following text before the start of the course: Baker, M., In Other Words: A Coursebook on Translation. London/New York: Routledge, 1992."
                                    ["ModalitaSvolgimento"]=>
                                    string(205) "Lectures will alternate with workshop-based lessons, including in-class subtitling exercises and project work. 
There will be homework, which students will have to bring to class for collective correction."
                                    ["IndicazioniAnvur"]=>
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                                    ["ModalitaErogazioneDescrizione"]=>
                                    string(205) "Lectures will alternate with workshop-based lessons, including in-class subtitling exercises and project work. 
There will be homework, which students will have to bring to class for collective correction."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(120) "80% attendance is required; students who cannot achieve 80% attendance will have to agree on additions to the programme."
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(789) "At the end of the course, the student must present a project work: each student will choose a fictional short film and, using the software used during the course, will produce a subtitle of it in Italian. The short film, although chosen by the student, must receive prior approval from the lecturer. The video and the subtitle file will be handed over to the lecturer at the time of the exam, unless otherwise notified by the lecturer. 
During the exam, which is held orally, the student will discuss the subtitling and defend the translation choices made (as regards both the lexical choices and the segmentation/spotting methods), referring to the instructions received, the specific technical constraints of subtitling, the lexical research and the strategies applied during the course."
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                                            ["Obiettivi"]=>
                                            string(1976) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.<br /><br />"
                                            ["Programma"]=>
                                            string(1097) "English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence."
                                            ["TestiDocente"]=>
                                            string(183) "1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9<br /><br />2. Additional materials will be provided during the course."
                                            ["Valutazione"]=>
                                            string(2047) "The exam interview will focus on the topics covered in the textbooks.<br /><br />Evaluation criteria for the oral exam:<br /><br />A) Use of the English language: maximum score 10/30<br /><br />Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)<br /><br />Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)<br /><br />Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)<br /><br />B) Content of the exam interview: maximum score 20/30<br /><br />Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)<br /><br />Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)<br /><br />Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)<br /><br />Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)<br /><br />Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)<br /><br />In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.<br />"
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                                            ["PreRequisiti"]=>
                                            string(104) "Requirements for admission to the study course in Languages and Literatures for Teaching and Translation"
                                            ["ModalitaSvolgimento"]=>
                                            string(124) "The course will take place mainly in the form of frontal teaching, with the participation of students in several activities."
                                            ["IndicazioniAnvur"]=>
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                                            ["ModalitaErogazioneDescrizione"]=>
                                            string(124) "The course will take place mainly in the form of frontal teaching, with the participation of students in several activities."
                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(1902) "The exam interview will focus on the topics covered in the textbooks.

Evaluation criteria for the oral exam:

A) Use of the English language: maximum score 10/30

Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)

Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)

Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)

Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)

Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)

B) Content of the exam interview: maximum score 20/30

Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)

Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)

Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)

Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)

Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)

In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.
"
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                                    ["Obiettivi"]=>
                                    string(1976) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.<br /><br />"
                                    ["Programma"]=>
                                    string(1097) "English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence."
                                    ["TestiDocente"]=>
                                    string(183) "1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9<br /><br />2. Additional materials will be provided during the course."
                                    ["Valutazione"]=>
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Evaluation criteria for the oral exam:

A) Use of the English language: maximum score 10/30

Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)

Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)

Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)

Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)

Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)

B) Content of the exam interview: maximum score 20/30

Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)

Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)

Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)

Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)

Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)

In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.
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                                            string(1539) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Übersetzungstheoretische Ansätze in der Gegenwart/ Contemporary theoretical approaches to traslation is one of the characterising modules of the programme. The course aims to acquire communicative and argumentative skills at an advanced level in German, through the analysis and translation of typologically and diachronically differentiated texts. Advanced critical methodologies related to contemporary translation theories will also be introduced.<br />At the end of the module students will be able to: produce written texts of different types; communicate orally at an advanced level; translate specialist and non-specialist texts from an intercultural perspective.<br /><br />"
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                                            string(588) "By comparing two opposite and complementary aspects of contemporary translation - Hans G. Hönig's functionalist-cognitivist approach and Antoine Berman's "literal" approach - the course aims to offer theoretical tools that deal with fundamental aspects of language, communication and the transit of texts from one culture to another. Lessons will be alternated with analysis of students' translations to deepen theoretical discourse with practice on various textual genres. In addition, the main dictionaries, online and on paper, with their functions, will be systematically thematized."
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                                    string(2418) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language. <br />At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays. <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
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                                    ["TestiDocente"]=>
                                    string(39) "See 1. TEXTS; 2. CRITIC AND METHODOLOGY"
                                    ["Valutazione"]=>
                                    string(455) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.<br />Students must obtain Góngora's text, «Polifemo y Galatea», in the edition indicated, before the start of the course (see 1. TEXTS)<br /><br />"
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                                    string(217) "Non-attendance is strongly discouraged. However, those who intend to prepare the program in the "non-attending" mode are required to get in touch with the teacher at least 2 months before the beginning of the exam.   "
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                                    string(440) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.
Students must obtain Góngora's text, «Polifemo y Galatea», in the edition indicated, before the start of the course (see 1. TEXTS)

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                                            string(2721) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises. <br />At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.<br /> <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
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                                            string(804) "By reviewing the main moments and works of the artistic-literary re-elaboration of political violence in Argentina during the years of the military dictatorship (1976-1983), in a perspective that places Argentine authoritarianism within a broader Latin American framework, the course aims to present students artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".  "
                                            ["TestiDocente"]=>
                                            string(368) "- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016 <br />- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021 <br />- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)<br />- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)<br />- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023."
                                            ["Valutazione"]=>
                                            string(555) "The student must submit - at least ten days before the oral exam - a final report. The report, of about 10 pages and agreed in advance with the professor, will focus on the topics covered during the lessons. The final check of the learning will be made through a final oral test of about 30 minutes. The interview will consist of questions related to the examination program and aimed at verifying the level of effective understanding of the contents of the course. The final grade will take into account the quality of the final report and the oral test."
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- Susanna Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
- Emilia Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- Susanna Nanni, El desafío pedagógico en tiempos de pandemia. Memoria y derechos humanos entre Argentina y Mediterráneo desde un aula virtual, Nova Delphi Academia, Roma, 2022."
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- Susanna Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
- Emilia Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
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Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Lisboa, Penguin Random House, 2020; 

Márcio Seligman-Silva, História, memória, literaura: o testemunho na Era das Catastrófes, Campinas (SP), Unicamp, 2003."
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Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Lisboa, Penguin Random House, 2020; 

Márcio Seligman-Silva, História, memória, literaura: o testemunho na Era das Catastrófes, Campinas (SP), Unicamp, 2003."
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                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
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                                              string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
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                                              string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                              ["Valutazione"]=>
                                              string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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                                              string(509) "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.

Surname's initial from A to L"
                                              ["ModalitaSvolgimento"]=>
                                              string(172) "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."
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                                              string(876) "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.
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Students who do not attend are kindly invited to contact me during the year."
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                                              string(503) "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.
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                                            ["TestiData"]=>
                                            object(stdClass)#12803 (17) {
                                              ["Mutuazione"]=>
                                              bool(false)
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                                              ["CodiceInsegnamento"]=>
                                              string(8) "20710460"
                                              ["DenominazioneInsegnamento"]=>
                                              string(20) "Literature and Forms"
                                              ["Canale"]=>
                                              string(5) "M - Z"
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                                              ["Programmazione"]=>
                                              string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                              ["Obiettivi"]=>
                                              string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                              ["Programma"]=>
                                              string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
                                              ["TestiDocente"]=>
                                              string(174) "Joseph Conrad, Lord Jim (1900)<br />Joseph Conrad, Nostromo (1904)<br /><br />Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)"
                                              ["Valutazione"]=>
                                              string(9) "Oral exam"
                                              ["DatiTrasparenza"]=>
                                              object(stdClass)#12804 (10) {
                                                ["ModalitaErogazioneTradizionale"]=>
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                                                ["ValutazioneItinere"]=>
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                                              ["PreRequisiti"]=>
                                              string(509) "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.

Surname's initial from M to Z"
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                                              ["Identificativo"]=>
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                                  ["Attestato"]=>
                                  string(2) "AP"
                                  ["TestiData"]=>
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                                    ["DenominazioneInsegnamento"]=>
                                    string(20) "Literature and Forms"
                                    ["Canale"]=>
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                                    ["Programmazione"]=>
                                    string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                    ["Obiettivi"]=>
                                    string(2137) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />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. <br />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. <br />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.<br /><br />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.<br />"
                                    ["Programma"]=>
                                    string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
                                    ["TestiDocente"]=>
                                    string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
                                    ["Valutazione"]=>
                                    string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
                                    ["DatiTrasparenza"]=>
                                    object(stdClass)#12809 (10) {
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                                      ["ValutazioneProvaScritta"]=>
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                                      ["ValutazioneProvaOrale"]=>
                                      bool(true)
                                      ["ValutazioneTestAttitudinale"]=>
                                      bool(false)
                                      ["ValutazioneProgetto"]=>
                                      bool(false)
                                      ["ValutazioneTirocinio"]=>
                                      bool(false)
                                      ["ValutazioneItinere"]=>
                                      bool(true)
                                      ["ProvaPratica"]=>
                                      bool(false)
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                                    ["PreRequisiti"]=>
                                    string(509) "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.

Surname's initial from A to L"
                                    ["ModalitaSvolgimento"]=>
                                    string(172) "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."
                                    ["BibliografiaRiferimento"]=>
                                    string(876) "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.
"
                                    ["IndicazioniAnvur"]=>
                                    string(0) ""
                                    ["ModalitaErogazioneDescrizione"]=>
                                    string(172) "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."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(44) "Attendance is not compulsory but recommended"
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(503) "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.
"
                                  }
                                }
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                                  ["Denominazione"]=>
                                  string(57) "RUSSIAN AND SOVIET CULTURE (PARADIGMS AND EVERYDAY LIFE) "
                                  ["Codice"]=>
                                  string(8) "20710463"
                                  ["Lingua"]=>
                                  string(3) "rus"
                                  ["Caratteristiche"]=>
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                                    ["MobileCaratteristiche"]=>
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                                      ["AttivitaSigla"]=>
                                      string(1) "B"
                                      ["AttivitaDenominazione"]=>
                                      string(35) "Attività formative caratterizzanti"
                                      ["AmbitoDisciplinare"]=>
                                      string(28) "Lingue e Letterature moderne"
                                      ["AmbitoDisciplinareCodice"]=>
                                      string(5) "50381"
                                      ["SSD"]=>
                                      string(8) "L-LIN/21"
                                      ["Crediti"]=>
                                      string(1) "6"
                                      ["OreAula"]=>
                                      string(2) "36"
                                    }
                                  }
                                  ["CaratteristicheComplessive"]=>
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                                  ["Channels"]=>
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                                    ["MobileCanale"]=>
                                    object(stdClass)#12815 (3) {
                                      ["UID"]=>
                                      string(36) "fe423b4c-a6f0-44a4-89a7-cbacf8f40e28"
                                      ["CUIN"]=>
                                      string(8) "A7236260"
                                      ["Assegnazioni"]=>
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                                        ["MobileAssegnazioneDocente"]=>
                                        object(stdClass)#12817 (5) {
                                          ["UID"]=>
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                                          ["TestiData"]=>
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                                            ["Mutuazione"]=>
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                                            ["CodiceFiscale"]=>
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                                            ["CodiceInsegnamento"]=>
                                            string(8) "20710463"
                                            ["DenominazioneInsegnamento"]=>
                                            string(150) "Русская и советская культура (парадигмы и быт) / CULTURA RUSSA E SOVIETICA: PARADIGMI E STRATEGIE DEL QUOTIDIANO"
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                                            ["Programmazione"]=>
                                            string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                            ["Obiettivi"]=>
                                            string(2075) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching. <br />At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts. <br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.<br />"
                                            ["Programma"]=>
                                            string(94) "Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia"
                                            ["TestiDocente"]=>
                                            string(1491) "Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.<br />Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990 <br /><br />Vol. 2. La Rivoluzione e gli anni Venti:<br />M. Raeff	“La cultura russa e l’emigrazione”, pp.63-99<br />		“Marc Aldanov”, pp.111-119<br />J. Malmastadt	“Vladislav Chodasevič”, pp.121-134<br />L. Losev		“Marina Cvetaeva”, pp.135-161<br />S. Karlinsky	“Vladimir Nabokov”, pp. 163-184<br /><br />Vol. 3. Dal realismo socialista ai nostri giorni:<br />R. Guerra	“L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155<br />V. Strada	“Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823<br />G. Nivat	“Andrej Sinjavskij”, pp.826-834<br />L. Losev		“Iosif Brodskij”, pp. 877-891<br /><br />Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte<br /><br />Letture<br />V. Chodasevič, Liriche scelte <br />I. Bunin, Racconti (in russo)<br />Teffi, Racconti (in russo)<br />I. Brodskij, Dall’esilio   <br />M. Cvetaeva, Liriche scelte<br />V. Šklovskij, Zoo o lettere di non amore<br />Vl. Nabokov, La difesa di Lužin<br />S. Dovlatov, La filiale/ La straniera<br /><br />1 Reading <br />I. Bunin, La giovinezza di Arsen’ev<br />N. Berberova, Il corsivo è mio/ Le feste di Billancourt<br />Vl. Nabokov, L’occhio <br />"
                                            ["Valutazione"]=>
                                            string(160) "The final evaluation will be carried out by the students:<br />- class presentation (10 min-15 min) on a topic agreed with the professor<br />- oral examination"
                                            ["DatiTrasparenza"]=>
                                            object(stdClass)#12819 (10) {
                                              ["ModalitaErogazioneTradizionale"]=>
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                                              ["ValutazioneTestAttitudinale"]=>
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                                              ["ValutazioneTirocinio"]=>
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                                              ["ValutazioneItinere"]=>
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                                              ["ProvaPratica"]=>
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                                            ["PreRequisiti"]=>
                                            string(97) "Pre-requirements: for other Cds: 12 ECTS in Russian Literature and B2 level of Russian Language. "
                                            ["ModalitaSvolgimento"]=>
                                            string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                            ["BibliografiaRiferimento"]=>
                                            string(608) "L. Magarotto, Per una tipologia dell’emigrazione russa, «Europa Orientalis», 26 (2007), pp. 127-144.

Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


"
                                            ["IndicazioniAnvur"]=>
                                            string(0) ""
                                            ["ModalitaErogazioneDescrizione"]=>
                                            string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                            ["ModalitaFrequenzaDescrizione"]=>
                                            string(389) "Incoming students info
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before  the exam.


Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The  course is taught mainly in Russian.

"
                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(150) "The final evaluation will be carried out by the students:
- class presentation (10 min-15 min) on a topic agreed with the professor
- oral examination"
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                                          ["Caratteristiche"]=>
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                                  ["Attestato"]=>
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                                    ["Obiettivi"]=>
                                    string(2075) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching. <br />At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts. <br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.<br />"
                                    ["Programma"]=>
                                    string(94) "Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia"
                                    ["TestiDocente"]=>
                                    string(1491) "Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.<br />Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990 <br /><br />Vol. 2. La Rivoluzione e gli anni Venti:<br />M. Raeff	“La cultura russa e l’emigrazione”, pp.63-99<br />		“Marc Aldanov”, pp.111-119<br />J. Malmastadt	“Vladislav Chodasevič”, pp.121-134<br />L. Losev		“Marina Cvetaeva”, pp.135-161<br />S. Karlinsky	“Vladimir Nabokov”, pp. 163-184<br /><br />Vol. 3. Dal realismo socialista ai nostri giorni:<br />R. Guerra	“L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155<br />V. Strada	“Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823<br />G. Nivat	“Andrej Sinjavskij”, pp.826-834<br />L. Losev		“Iosif Brodskij”, pp. 877-891<br /><br />Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte<br /><br />Letture<br />V. Chodasevič, Liriche scelte <br />I. Bunin, Racconti (in russo)<br />Teffi, Racconti (in russo)<br />I. Brodskij, Dall’esilio   <br />M. Cvetaeva, Liriche scelte<br />V. Šklovskij, Zoo o lettere di non amore<br />Vl. Nabokov, La difesa di Lužin<br />S. Dovlatov, La filiale/ La straniera<br /><br />1 Reading <br />I. Bunin, La giovinezza di Arsen’ev<br />N. Berberova, Il corsivo è mio/ Le feste di Billancourt<br />Vl. Nabokov, L’occhio <br />"
                                    ["Valutazione"]=>
                                    string(160) "The final evaluation will be carried out by the students:<br />- class presentation (10 min-15 min) on a topic agreed with the professor<br />- oral examination"
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                                    string(97) "Pre-requirements: for other Cds: 12 ECTS in Russian Literature and B2 level of Russian Language. "
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                                    string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                    ["BibliografiaRiferimento"]=>
                                    string(608) "L. Magarotto, Per una tipologia dell’emigrazione russa, «Europa Orientalis», 26 (2007), pp. 127-144.

Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


"
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                                    string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
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                                    string(389) "Incoming students info
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before  the exam.


Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The  course is taught mainly in Russian.

"
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- class presentation (10 min-15 min) on a topic agreed with the professor
- oral examination"
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                                            string(1584) "Graduates in Languages and Literatures for Teaching and Translation acquire knowledge and understanding skills in all areas of their training in order to<br />1) to reach a high level of literary and cultural competence within the European and American civilizations, with particular attention to those of specialization;<br />2) to deepen the knowledge of the two chosen foreign languages, with the achievement of a high level of competence in the first language and an improvement of the level in the second language;<br />3) to reach a high level of knowledge of the linguistic problems of the language chosen as the biennial, knowing how to evaluate its development and characteristics in a diachronic and synchronic key;<br />4) to achieve adequate knowledge of the most up-to-date methods of literary text analysis;<br />5) to acquire the theoretical-practical tools useful for teaching and translation.<br /><br />The teaching of Slavic Philology I Magistral is one of the training activities characterizing the CdS. The course provides basic knowledge of the grammar of the early Slavic language and, on this basis, introduces to philological methods of analysis and criticism of early Slavic texts. Through the work on some basic texts for the literary civilization of the Orthodox Slavic language, students should become acquainted with philological research techniques and develop skills of independent reflection on the structure of the text, its historical-cultural contextualization and intertextuality.<br /><br />Translated with www.DeepL.com/Translator (free version)"
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                                            string(509) "The course consists of: a) Old Church Slavonic grammar - the first literary language of the Slavs - and the reading of texts in Old Slavonic; b) an introduction to the history of the development and peculiarities of the written culture of Rus', the history of the formation of the Russian language through Church Slavonic and Old Russian. <br />Old Church Slavonic: history and main concepts <br />Old Church Slavonic: grammar, texts <br />Church Slavonic of a Russian redaction and Old Russian. Texts. <br />"
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                                            string(586) "Nicoletta Marcialis. Introduzione alla lingua paleoslava. FUP 2005<br />Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005<br />Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.<br />Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162<br />Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999<br />Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione."
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Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione."
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Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione."
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                                    string(698) "The Course “Germanic Philology 1 LM”   envisages either an introduction (Group B) or, building on the results achieved during the philology courses of the First Cycle (Group A), further study of the content, methodological and analytical domains of the subject, reinforcing the competence previously acquired, and obtaining a solid preparation in the field of the history of medieval languages and literatures also with regard to their transition towards the early modern period. <br />Expected Learning Outcomes: The student will acquire advanced understanding of the principles and methods of the subject and will acquire solid competence in the history of medieval languages and literatures."
                                    ["Programma"]=>
                                    string(1300) "Strategies of representations of nature in medieval literature of the Germanic area: realistic, symbolic and fantastic images.<br /><br />The recurring motifs related to the representation of the landscape and the natural environment in the Middle Ages will be identified through the reading of passages taken from works of the Old and Middle English period. The way in which the natural environment and animals characterise the works and interact with the characters will be addressed in particular in texts such as: Beowulf, the Physiologus, The Nun's Priest's Tale by Chaucer, Sir Gawain and the Green Knight, Pearl. Works from the German (Nibelungenlied, Parzival by Wolfram von Eschenbach) and Norse Middle Ages will also be considered.<br />The philological-literary analysis of the works will be accompanied by the study of the themes of textual criticism (the relationship between text, paratext and miniatures) and of the main lexical, morphological and syntactic changes that have occurred in the English language over the centuries.<br /><br />Students (who will be guided in their choice of topics and bibliographic material) will be required to submit a paper, individually or in groups, on literary-historical, linguistic and textual topics related to works of the Germanic Middle Ages."
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                                    string(3187) "Texts:<br /><br />- G. Brunetti (ed.), Beowulf, Roma: Carocci, (passi scelti).<br />- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)<br />- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin 1987 (selected passages) .<br />- The Canterbury Tales and Other Works of Chaucer (Middle English):  https://www.sacred-texts.com/neu/eng/mect/index.htm<br />- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007 (selected passages).<br />- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)<br />- Ursula Schulze, Das Nibelungenlied, Stuttgart, Reclam, 2013 (selected passages)<br />- Das Nibelungenlied: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/12Jh/Nibelungen/nib_intr.html<br />- Wolfram von Eschenbach, Parzival (Mittelhochdeutscher Text nach der Ausgabe von<br /> Karl Lachmann, Übers, u. Nachw. v. Wolfgang Sjriewok), Stuttgart, Reclam, 1981 (selected passages).<br />- Wolfram von Eschenbach. Parzival: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html<br /><br /><br />Secondary literature:<br /><br /><br />- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.<br />- Albrecht Classen, The Forest in Medieval German Literature: Ecocritical Readings from a Historical Perspective, Lanham, MD: Lexington Books, 2015.<br />Hanawalt, Barbara., and Lisa J. Kiser. Engaging with Nature Essays on the Natural World in Medieval and Early Modern Europe. Notre Dame, Ind.: U of Notre Dame, 2008.<br />- Nicholas Howe,,  “The Landscape of Anglo-Saxon England: Inherited, Invented, Imagined.” In Inventing Medieval Landscapes: Senses of Place in Western Europe, edited by John Howe and Michael Wolfe, Gainsville: University Press of Florida, 2002, pp. 91-112.<br />- Margaret Gelling, The landscape of Beowulf, in Anglo-Saxon England, 32 (2001), pp. 7-11.<br />- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight, in The Chaucer Review 36, 3 (2002), pp. 209-27.<br />- Elizabeth Petroff, “Landscape in ‘Pearl’: The Transformation of Nature.” The Chaucer Review 16, no. 2 (1981), pp. 181–93.<br /><br />History of medieval English  literature:<br /><br />- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (chapters1,2,6,21,26).<br />- P. Boitani, La letteratura del Medioevo inglese, Roma, Carocci 2001.<br /><br />History of the English Language:<br /><br />- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 2009.<br /><br />Textual criticism:<br />- Anna Maria Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Roma-Bari: Laterza 2004 (Parte II e III).<br /><br />Additional bibliographical material (critical editions, glossaries, critical essays etc.) will be provided during the course.<br />"
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                                    string(553) "The oral examination aims to test: <br />(a) the knowledge of the content of the texts given in the syllabus and of the problems discussed during the semester;<br />(b) the ability to critically rework the acquired knowledge and place the texts in their historical, cultural and linguistic context;<br />(c) the expressive skills and the acquisition of the use of a specialized vocabulary;<br />(d) the acquisition of the discipline's own methods of inquiry;<br />(e) the results of individual investigations. <br /><br />Marks: from 18 to 30 cum laude."
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Lectures, seminars, tutorials for students' presentations of individual research works."
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                                    string(741) "The course has two main goals. The first one is to propose an education finalized to learn the main classification methods of language disorders in pathologies such as aphasia, autism, schizophrenia. The second is to illustrate how the investigation of language disorders might be used to inform theoretical models on language functioning.<br /><br />At the end of the course, the student will be able to: a)  use knowledge on linguistic pathologies to reflect on the more general issue of the cognitive plausibility of the theoretical models proposed to account for the functioning of language; b) read and understand experimental scientific articles written in English dealing with issues relating to the cognitive foundations of language."
                                    ["Programma"]=>
                                    string(746) "The course focuses on language pathologies, with particular attention to the deficits related to the discursive communication. Among the cases discusses, there are the communicative deficits characterizing pathologies such as autism, schizophrenia, and traumatic brain injury. In such cases, as well as in many neuropsychological and psychopathological disorders, the communicative impairments mainly concern the level of discourse and depend on deficits that primarily involve the cognitive dimension, rather than the linguistic one. Thus, the study of discourse disorders is particularly useful to investigate a more general question that is extremely relevant from a theoretical point of view: the relationships between language and cognition."
                                    ["TestiDocente"]=>
                                    string(890) "1 Book + 2 articles: <br /><br />Adornetti I. (2018) Patologie del linguaggio e della comunicazione. Carocci, Roma<br /><br />(articolo 1) Adornetti I., Chiera A., Altavilla D., Deriu V., Marini A., Gobbo M., Valeri G., Magni R., Ferretti F. (2023). Defining the Characteristics of Story Production of Autistic Children: A Multilevel Analysis. «Journal of Autism and Developmental Disorders» <br /><br />https://link.springer.com/article/10.1007/s10803-023-06096-2<br /><br />(articolo 2) Galbraith, N. (2021). Delusions and Pathologies of Belief: Making Sense of Conspiracy Beliefs via the Psychosis Continuum. In Cardella V., Gangemi A. (a cura di) Psychopathology and Philosophy of Mind: What Mental Disorders Can Tell Us About Our Minds (pp. 117-144). Routledge.<br /><br /><br /><br /><br />(Libro) 1) Adornetti I. (2018) Patologie del linguaggio e della comunicazione. Carocci, Roma"
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                                            string(1464) "The course “ Educational Linguistics B LM” (Module Italian L2) falls within the characterizing educational activities of the Master's Course in Languages and Literatures for Teaching and Translation and specifically among the related activities aimed at deepening skills in language teaching.<br />The course provides:<br />Deepening of the knowledge related to the teaching of Italian L2 and of the current trends in language learning, with particular reference to language education in a plurilingual perspective and to intercomprehension.<br />Knowledge of the main results obtained by research in the field of assessment, testing and certification of language skills.<br />Knowledge and skills in the field of design and development of language teaching activities.<br />Critical analysis of the potential and use of technological and digital tools for language teaching and learning.<br />Expected learning outcomes: students will know the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time; they will know the main aspects of the teaching of Italian as L2 and the processes of evaluation and certification of skills; they will understand the processes related to the development of receptive skills and the intercomprehension of Romance languages; they will be able to propose teaching activities and critically evaluate teaching materials and digital teaching technologies.<br />"
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                                            string(483) "The course aims at deepening the knowledge related to the teaching of L2 Italian, with a special focus on language assessment.  <br /><br />In the second language learning and use, assessment is a crucial process as it allows to account for the skills and competencies developed by the learner. In this course, through activities of analysis of teaching materials and case studies, we will explore the main aspects of this process, comparing Italian L2 and other foreign languages.  "
                                            ["TestiDocente"]=>
                                            string(194) "Novello, A. (2014). La valutazione delle lingue straniere e seconde nella scuola. Dalla teoria alla pratica. SAIL, Ca’ Foscari: Venezia. <br /><br />Course packets provided by the instructor. "
                                            ["Valutazione"]=>
                                            string(289) "The final exam will be oral. For those attending, there will be forms of ongoing evaluation and the possibility to submit a project. The questions concern all the program topics, both deepened during the frontal lessons and left to the student’s individual study and personal reflection."
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                                    string(676) "- Speech Acts theory. Locution, illocution, perlocution.<br />- The Cooperation Principle and the theory of conversational implicatures. Relevance theory.<br />- The linguistic and extralinguistic context. Ambiguity.<br />- The context. Deixis and Anaphora.<br />- Face and Politeness.<br />- Culture and Language. Linguistics, anthropology, ethnography.<br />- Linguistic presuppositions: existence presupposition, truth presupposition.<br />- Pragmatic presuppositions: felicity condicions.<br />- Information Structure of the Utterance: Given and New, Theme and Rheme, Fore- and Background.<br />- Strategies of persuasion: the language of advertising and propaganda.<br />"
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                                    string(281) "- Cecilia Andorno, Che cos'è la pragmatica linguistica. Roma, Carocci, 2005.<br />- Lombardi Vallauri, E. La struttura informativa. Forma e funzione negli enunciati linguistici, Roma, Carocci, 2009.<br />- Lombardi Vallauri, E. La lingua disonesta. Bologna, Il Mulino, 2019.<br />"
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                                            string(1810) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Paradigmes et frontières du texte/ Paradigms and text boundaries is one of the characterising modules of the programme. Its aim is to foster communicative and argumentative skills in French at an advanced level in written and oral production. This will be achieved through the analysis of a wide range of literary and specialised texts. The module also introduces learners to the translation and translation analysis of the texts and specialised languages taken into consideration, with a focus on the socio-anthropological, interlinguistic and intercultural aspects related to different text typologies. <br />At the end of the module students will be able to: critically and autonomously analyse texts; start a metalinguistic reflection; apply the linguistic, communicative and writing skills in specific work contexts (e.g. editing/translating articles, reviews, essays, brochures, etc.); communicate specific notions at an advanced level.<br /><br />"
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                                            string(778) "The aim of the course will first consist of a brief survey of French metrics, with a view to a passive knowledge of it (identification of the verse). We will then focus on Italian metrics, in view of a passive and an active knowledge of it (identification and composition of the verse). On the basis of these first rudiments, we will move on to the comparison between two or more versions of the same poetic sample, chronologically preceding the so-called "crise du vers" and the consequent birth of free verse. The work chosen for this purpose will be Charles Baudelaire's Les fleus du mal in two translations differing in author, era and criteria.
Attendance is strongly recommended and the final exam is compulsory. All texts must be bought before the beginning of lectures.
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                                            string(414) "Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.

Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).
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                                    ["Obiettivi"]=>
                                    string(1810) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Paradigmes et frontières du texte/ Paradigms and text boundaries is one of the characterising modules of the programme. Its aim is to foster communicative and argumentative skills in French at an advanced level in written and oral production. This will be achieved through the analysis of a wide range of literary and specialised texts. The module also introduces learners to the translation and translation analysis of the texts and specialised languages taken into consideration, with a focus on the socio-anthropological, interlinguistic and intercultural aspects related to different text typologies. <br />At the end of the module students will be able to: critically and autonomously analyse texts; start a metalinguistic reflection; apply the linguistic, communicative and writing skills in specific work contexts (e.g. editing/translating articles, reviews, essays, brochures, etc.); communicate specific notions at an advanced level.<br /><br />"
                                    ["Programma"]=>
                                    string(88) "Introduction to the practice of translation, with a special focus on metric translation."
                                    ["TestiDocente"]=>
                                    string(439) "Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.<br /><br />Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.<br /><br />Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).<br />"
                                    ["Valutazione"]=>
                                    string(235) "The exam will be oral. The test is aimed at verifying the level of understanding of the concepts and notions acquired during the course.<br />Save for exceptions, the duration of the test is going to be between 15 and 30 minutes.<br />"
                                    ["DatiTrasparenza"]=>
                                    object(stdClass)#13011 (10) {
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                                      ["ValutazioneItinere"]=>
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                                    ["PreRequisiti"]=>
                                    string(778) "The aim of the course will first consist of a brief survey of French metrics, with a view to a passive knowledge of it (identification of the verse). We will then focus on Italian metrics, in view of a passive and an active knowledge of it (identification and composition of the verse). On the basis of these first rudiments, we will move on to the comparison between two or more versions of the same poetic sample, chronologically preceding the so-called "crise du vers" and the consequent birth of free verse. The work chosen for this purpose will be Charles Baudelaire's Les fleus du mal in two translations differing in author, era and criteria.
Attendance is strongly recommended and the final exam is compulsory. All texts must be bought before the beginning of lectures.
"
                                    ["BibliografiaRiferimento"]=>
                                    string(414) "Charles Baudelaire, I fiori del male, introduzione e traduzione di Gesualdo Bufalino, Milano, Mondadori, 1994.

Charles Baudelaire, I fiori del male, commento di Luca Pietromarchi, traduzione di Giorgio Caproni, Venezia, Marsilio, 2018.

Valerio Magrelli, La parola lingua braccata. Dimenticanze, anagrammi, traduzioni e qualche esercizio pratico, Bologna, il Mulino, 2018 (solo seconda parte: Poemi, pp. 91-208).
"
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                                    string(115) "Oral lesson. Historical study, text reading in french, text analysis, discussion, use of examples through internet."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(115) "Oral lesson. Historical study, text reading in french, text analysis, discussion, use of examples through internet."
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(225) "The exam will be oral. The test is aimed at verifying the level of understanding of the concepts and notions acquired during the course.
Save for exceptions, the duration of the test is going to be between 15 and 30 minutes.
"
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                                  string(90) "O Português no mundo: variações diatópicas, proximidades românicas, intercompreensão"
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                                          ["Mutuazione"]=>
                                          string(137) "20710301 LINGUA E TRADUZIONE PORTOGHESE E BRASILIANA 1 LM in Lingue moderne per la comunicazione internazionale LM-38  DE ROSA GIAN LUIGI"
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                                                  string(10) "GIAN LUIGI"
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                                    ["DenominazioneInsegnamento"]=>
                                    string(90) "O Português no mundo: variações diatópicas, proximidades românicas, intercompreensão"
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                                    ["Programmazione"]=>
                                    string(36) "90ae9f4a-e1e5-4009-bdd4-563ac1a1dd4f"
                                    ["Obiettivi"]=>
                                    string(2479) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.<br />At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively. <br />"
                                    ["Programma"]=>
                                    string(882) "The course proposes to address the audiovisual translation of audiovisual texts of a fictional nature from a sociolinguistic perspective, both in the practice of on-site subtitling realised by the students through the use of the Subtitle Edit software, and from the analysis of audiovisual products present (and not) in the Italian audiovisual panorama. At the end of the course, students will have acquired the tools to be able to subtitle Portuguese and Brazilian audiovisual products (technical-translational competence) and to reflect critically on European Portuguese (EP) and Brazilian Portuguese (PB) through translation practice. Furthermore, they will have refined their linguistic-communicative skills in the two varieties (EP and BP). These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.<br />"
                                    ["TestiDocente"]=>
                                    string(943) "Gian Luigi De Rosa, Mondi Doppiati. Tradurre l’audiovisivo dal portoghese tra variazione linguistica e problematiche traduttive, Franco Angeli, Milano, 2023 (2nd edition).<br />Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.<br />Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp.  57-67.<br />Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4)."
                                    ["Valutazione"]=>
                                    string(794) "At the end of the course, the student must present a project work: each student will choose a fictional short film and, using the software used during the course, will produce a subtitle of it in Italian. The short film, although chosen by the student, must receive prior approval from the lecturer. The video and the subtitle file will be handed over to the lecturer at the time of the exam, unless otherwise notified by the lecturer. <br />During the exam, which is held orally, the student will discuss the subtitling and defend the translation choices made (as regards both the lexical choices and the segmentation/spotting methods), referring to the instructions received, the specific technical constraints of subtitling, the lexical research and the strategies applied during the course."
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                                    ["PreRequisiti"]=>
                                    string(382) "Basic computer skills, Windows system. Students entering this course should also have theoretical and practical knowledge of translation. 
Students who do not possess such theoretical knowledge of translation are strongly encouraged to study the following text before the start of the course: Baker, M., In Other Words: A Coursebook on Translation. London/New York: Routledge, 1992."
                                    ["ModalitaSvolgimento"]=>
                                    string(205) "Lectures will alternate with workshop-based lessons, including in-class subtitling exercises and project work. 
There will be homework, which students will have to bring to class for collective correction."
                                    ["IndicazioniAnvur"]=>
                                    string(0) ""
                                    ["ModalitaErogazioneDescrizione"]=>
                                    string(205) "Lectures will alternate with workshop-based lessons, including in-class subtitling exercises and project work. 
There will be homework, which students will have to bring to class for collective correction."
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(120) "80% attendance is required; students who cannot achieve 80% attendance will have to agree on additions to the programme."
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(789) "At the end of the course, the student must present a project work: each student will choose a fictional short film and, using the software used during the course, will produce a subtitle of it in Italian. The short film, although chosen by the student, must receive prior approval from the lecturer. The video and the subtitle file will be handed over to the lecturer at the time of the exam, unless otherwise notified by the lecturer. 
During the exam, which is held orally, the student will discuss the subtitling and defend the translation choices made (as regards both the lexical choices and the segmentation/spotting methods), referring to the instructions received, the specific technical constraints of subtitling, the lexical research and the strategies applied during the course."
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                                            ["Obiettivi"]=>
                                            string(1976) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.<br /><br />"
                                            ["Programma"]=>
                                            string(1097) "English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence."
                                            ["TestiDocente"]=>
                                            string(183) "1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9<br /><br />2. Additional materials will be provided during the course."
                                            ["Valutazione"]=>
                                            string(2047) "The exam interview will focus on the topics covered in the textbooks.<br /><br />Evaluation criteria for the oral exam:<br /><br />A) Use of the English language: maximum score 10/30<br /><br />Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)<br /><br />Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)<br /><br />Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)<br /><br />B) Content of the exam interview: maximum score 20/30<br /><br />Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)<br /><br />Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)<br /><br />Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)<br /><br />Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)<br /><br />Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)<br /><br />In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.<br />"
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                                            ["PreRequisiti"]=>
                                            string(104) "Requirements for admission to the study course in Languages and Literatures for Teaching and Translation"
                                            ["ModalitaSvolgimento"]=>
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                                            ["ModalitaValutazioneDescrizione"]=>
                                            string(1902) "The exam interview will focus on the topics covered in the textbooks.

Evaluation criteria for the oral exam:

A) Use of the English language: maximum score 10/30

Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)

Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)

Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)

Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)

Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)

B) Content of the exam interview: maximum score 20/30

Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)

Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)

Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)

Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)

Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)

In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.
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                                    string(1976) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.<br /><br />"
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                                    string(1097) "English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.<br />The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence."
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                                    string(183) "1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9<br /><br />2. Additional materials will be provided during the course."
                                    ["Valutazione"]=>
                                    string(2047) "The exam interview will focus on the topics covered in the textbooks.<br /><br />Evaluation criteria for the oral exam:<br /><br />A) Use of the English language: maximum score 10/30<br /><br />Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)<br /><br />Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)<br /><br />Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)<br /><br />Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)<br /><br />B) Content of the exam interview: maximum score 20/30<br /><br />Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)<br /><br />Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)<br /><br />Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)<br /><br />Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)<br /><br />Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)<br /><br />In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.<br />"
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Evaluation criteria for the oral exam:

A) Use of the English language: maximum score 10/30

Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register)

Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register)

Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate)

Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate)

Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely)

B) Content of the exam interview: maximum score 20/30

Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections)

Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills)

Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence)

Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence)

Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence)

In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.
"
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                                            string(1539) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Übersetzungstheoretische Ansätze in der Gegenwart/ Contemporary theoretical approaches to traslation is one of the characterising modules of the programme. The course aims to acquire communicative and argumentative skills at an advanced level in German, through the analysis and translation of typologically and diachronically differentiated texts. Advanced critical methodologies related to contemporary translation theories will also be introduced.<br />At the end of the module students will be able to: produce written texts of different types; communicate orally at an advanced level; translate specialist and non-specialist texts from an intercultural perspective.<br /><br />"
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                                            string(2418) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language. <br />At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays. <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
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                                            string(1894) "The course aims to analyse one of Luis de Góngora's "major" poems, the «Fábula de Polifemo y Galatea» (1612 ca). After having identified the features of the so-called "poesía nueva", as well as its reception in the 17th century, the course will focus on the impact of Góngora's poetry in some Spanish authors of the 20th century.<br />The programme will concentrate on 3 analytical moments:<br /><br />1. «Polifemo y Galatea»: analysis of text and context. <br /><br />2. The reception of Gongora's poetry: golden polemic and neoclassical and nineteenth-century oblivion. Some examples.<br /><br />3. Poetic and critical anthology of the "Generation of '27"; analysis of the texts and the context.  <br /><br />The course will be taught entirely in Spanish.<br /><br />TEXTS: <br /><br />1. Luis de Góngora, «Polifemo y Galatea», ed. de Jesús Ponce Cárdenas, Madrid, Cátedra <br /><br />2. Selection of poetic and critical texts by: Federico García Lorca, Gerardo Diego, Jorge Guillén, Luis Cernuda, Dámaso Alonso (provided by the teacher).<br /><br />CRITIC AND METHODOLOGY<br /><br />•	Cèlia Nadal, «Viaje a la oscuridad. Encuentro con las Soledades de Góngora y sus lectores», Pacini Editore, Pisa, 2020. Chapter selection<br />•	Jesús Ponce Cárdenas, Victorias Aranda Arribas, «Reescrituras gongorinas en la poesía española contemporánea (1927-2014)», SIAL/TRIVIUM, Madrid 2021. Chapter selection<br />•	Romeu, Vivian, «Guías metodológicas para el análisis de los textos poéticos. Una propuesta», 2010, pp. 1-20 (proporcionado por la docente)<br />•	Estudio introductivo y notas de Jesús Ponce Cárdenas (See 1. Texts)<br />•	Pietro G. Beltrami, «Gli strumenti della poesia», Il Mulino<br />•	José Domínguez Caparrós, «Diccionario de métrica española», Alianza Editorial<br />•	Other critical materials provided by the teacher<br />"
                                            ["TestiDocente"]=>
                                            string(39) "See 1. TEXTS; 2. CRITIC AND METHODOLOGY"
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                                            string(455) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.<br />Students must obtain Góngora's text, «Polifemo y Galatea», in the edition indicated, before the start of the course (see 1. TEXTS)<br /><br />"
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                                    string(2418) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time is one of the characterising modules of the programme. It provides students with advanced methodological and practical tools for the analysis of Spanish literary phenomena in a transcultural dimension and - due to the wide chronological horizon of the module contents - it also allows students to capitalise the knowledge acquired during the bachelor’s degree through a preliminary practical and theoretical focus on questions related to literature and teaching. It also allows students to improve oral exposition in Italian language and linguistic-communicative skills in Spanish language. <br />At the end of the module, students will be able to: autonomously analyse Spanish texts and literary phenomena in their transcultural dimension; make intertextual and/or intermedia comparisons (i.e. adaptations of literary works for cinema, television, radio, theatre or other media); write and/or present to the class short analytical essays. <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
                                    ["Programma"]=>
                                    string(1894) "The course aims to analyse one of Luis de Góngora's "major" poems, the «Fábula de Polifemo y Galatea» (1612 ca). After having identified the features of the so-called "poesía nueva", as well as its reception in the 17th century, the course will focus on the impact of Góngora's poetry in some Spanish authors of the 20th century.<br />The programme will concentrate on 3 analytical moments:<br /><br />1. «Polifemo y Galatea»: analysis of text and context. <br /><br />2. The reception of Gongora's poetry: golden polemic and neoclassical and nineteenth-century oblivion. Some examples.<br /><br />3. Poetic and critical anthology of the "Generation of '27"; analysis of the texts and the context.  <br /><br />The course will be taught entirely in Spanish.<br /><br />TEXTS: <br /><br />1. Luis de Góngora, «Polifemo y Galatea», ed. de Jesús Ponce Cárdenas, Madrid, Cátedra <br /><br />2. Selection of poetic and critical texts by: Federico García Lorca, Gerardo Diego, Jorge Guillén, Luis Cernuda, Dámaso Alonso (provided by the teacher).<br /><br />CRITIC AND METHODOLOGY<br /><br />•	Cèlia Nadal, «Viaje a la oscuridad. Encuentro con las Soledades de Góngora y sus lectores», Pacini Editore, Pisa, 2020. Chapter selection<br />•	Jesús Ponce Cárdenas, Victorias Aranda Arribas, «Reescrituras gongorinas en la poesía española contemporánea (1927-2014)», SIAL/TRIVIUM, Madrid 2021. Chapter selection<br />•	Romeu, Vivian, «Guías metodológicas para el análisis de los textos poéticos. Una propuesta», 2010, pp. 1-20 (proporcionado por la docente)<br />•	Estudio introductivo y notas de Jesús Ponce Cárdenas (See 1. Texts)<br />•	Pietro G. Beltrami, «Gli strumenti della poesia», Il Mulino<br />•	José Domínguez Caparrós, «Diccionario de métrica española», Alianza Editorial<br />•	Other critical materials provided by the teacher<br />"
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                                    string(455) "The seminar activities (which will result in written works and oral presentations in Spanish by the student) will account for 70% of the overall grade. The evaluation will be completed with a final oral interview aimed at verifying the knowledge, critical and analytical, of the first part of the course.<br />Students must obtain Góngora's text, «Polifemo y Galatea», in the edition indicated, before the start of the course (see 1. TEXTS)<br /><br />"
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                                            string(2721) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises. <br />At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.<br /> <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
                                            ["Programma"]=>
                                            string(804) "By reviewing the main moments and works of the artistic-literary re-elaboration of political violence in Argentina during the years of the military dictatorship (1976-1983), in a perspective that places Argentine authoritarianism within a broader Latin American framework, the course aims to present students artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".  "
                                            ["TestiDocente"]=>
                                            string(368) "- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016 <br />- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021 <br />- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)<br />- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)<br />- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023."
                                            ["Valutazione"]=>
                                            string(555) "The student must submit - at least ten days before the oral exam - a final report. The report, of about 10 pages and agreed in advance with the professor, will focus on the topics covered during the lessons. The final check of the learning will be made through a final oral test of about 30 minutes. The interview will consist of questions related to the examination program and aimed at verifying the level of effective understanding of the contents of the course. The final grade will take into account the quality of the final report and the oral test."
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                                            string(504) "Students enrolled in other degree programs are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree and can certify the attainment of a B2 level of Spanish.

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                                            ["BibliografiaRiferimento"]=>
                                            string(674) "Bibliografia critica
- Susanna Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
- Emilia Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- Susanna Nanni, El desafío pedagógico en tiempos de pandemia. Memoria y derechos humanos entre Argentina y Mediterráneo desde un aula virtual, Nova Delphi Academia, Roma, 2022."
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                                    string(2721) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America is one of the characterising modules of the programme. It provides students with advanced applied methodological skills for the analysis of Hispanic American countries literary phenomena and texts. The expanded chronological horizon of the selected bibliography will allow students to recognise the transcultural dimension of the texts and grasp the connections with historical and political issues. The unit also allows students to develop linguistic-communicative skills and the autonomous use of updated theoretical tools for a more deepened cultural and linguistic analysis of literary phenomena and texts, with a special focus on questions related to literature teaching and theories. Students will improve translation skills through translation exercises. <br />At the end of the module, students will be able to: autonomously analyse Hispanic American countries literary phenomena and texts in their transcultural, historical-political and cultural dimension; write and/or present to the class short analytical essays; read and translate literary texts; communicate the modules contents (advanced level); select and adapt texts to diverse teaching contexts.<br /> <br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Hispanic-American Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation. <br />"
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                                    string(804) "By reviewing the main moments and works of the artistic-literary re-elaboration of political violence in Argentina during the years of the military dictatorship (1976-1983), in a perspective that places Argentine authoritarianism within a broader Latin American framework, the course aims to present students artistic and literary products, to be analyzed through tools and methodologies connected to the most recent studies on post-memory and post-testimony. At first, the main concepts that shape the theoretical apparatus will be presented, then the works in the program will be analyzed and discussed. The concluding lectures will be devoted to a reflection on literature as an archive of political and social violence and its didactics in the context of recent studies on the "pedagogy of memory".  "
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                                    string(368) "- Lola Arias, Mi vida después y otros textos, Buenos Aires, Reservoir Books, 2016 <br />- Graciela Bialet, I rospi della memoria, Roma, Rapsodia Edizioni, 2021 <br />- Daniele Cini, La sirena, Italia, 2008 (cortometraggio)<br />- Damián Olivito, El cielo sobre Riace, Argentina, 2020 (documentario)<br />- Malena Scunio, Il sale del ricordo, Roma, Nova Delphi, 2023."
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- Susanna Nanni, “Post-memorias entre pasado y futuro: Mi vida después, de Lola Arias”, in Orillas, numero monografico su “Los escenarios de la post-memoria en el teatro hispánico último (2000-2018)”, S. Trecca (a cura di), n. 8, 2019, pp. 407-425.
- Emilia Perassi, “Costruendo memorie collettive: la dittatura argentina e la letteratura italiana”, in C. Cattarulla (a cura di), Argentina 1976-1983. Immaginari italiani, Roma, Nova Delphi, 2016, pp. 15-36.
- Susanna Nanni, El desafío pedagógico en tiempos de pandemia. Memoria y derechos humanos entre Argentina y Mediterráneo desde un aula virtual, Nova Delphi Academia, Roma, 2022."
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                                            string(2870) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Arquivos da memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil is one of the characterising modules of the programme. It provides advanced critical knowledge and methodologies for the analysis of the literary texts and cultural phenomena of Brazil in a broad time frame, which will allow students to grasp the specific characteristics of contemporary Brazil, but also its deep links with Portugal and the Latin American region. It allows both to consolidate the knowledge learned during the three years and to develop a stronger mastery of updated critical tools, aimed at developing interpretative parameters appropriate to the Brazilian reality and an autonomous interpretation of the literary text. In addition, the theoretical problems of literary translation will be examined in depth, also through specific exercises. Finally, a first theoretical-practical reflection on the teaching of literature will be launched.<br />At the end of the module students will be able to: autonomously analyze texts and literary phenomena of Brazil in their transcultural, as well as historical-political and cultural dimension; make comparisons with the Lusophone and Latin American realities; write and/or present to the class short analytical essays; read and translate different literary texts communicating the disciplinary contents at an advanced level; select and adapt texts according to the educational contexts.<br />Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in Spanish Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Spanish.<br /><br />Note: For LM37 students enrolled in the international learning programme “Estudios Ibéricos e Iberoamericanos” (Spanish – Hispanic-American Literature), this module can be selected as an associated subject (‘materia affine’) to their literature of specialisation<br /><br />"
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Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Lisboa, Penguin Random House, 2020; 

Márcio Seligman-Silva, História, memória, literaura: o testemunho na Era das Catastrófes, Campinas (SP), Unicamp, 2003."
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                                              string(909) "This  course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.<br />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.<br />"
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                                              string(913) "PRIMARY SOURCES<br />All the primary and secondary sources indicated below are compulsory readings and will be discussed during both lessons and the final exam.<br />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).<br />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).<br />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).<br />4. Virginia Woolf, “Mrs Dalloway” (English editions: Norton Critical Edition, Penguin Classics; It.-En. parallel text: Marsilio)."
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                                              string(518) "Oral exam in person (unless special measures to prevent the spread of Covid-19 are applied).<br />If needed oral and/or written tests might be assigned during the course.<br />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.<br />"
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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.

Surname's initial from A to L"
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- 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.
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                                              string(1382) "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.<br />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. <br /><br />Erasmus students who have majored in English literature and have a modicum knowledge of Italian are welcome to the class. <br />"
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                                              string(174) "Joseph Conrad, Lord Jim (1900)<br />Joseph Conrad, Nostromo (1904)<br /><br />Richard Ambrosini, Le storie di Conrad. Biografia intellettuale di un romanziere (Carocci, 2019)"
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Surname's initial from M to Z"
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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.

Surname's initial from A to L"
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- 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:
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- 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.
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                                            string(1584) "Graduates in Languages and Literatures for Teaching and Translation acquire knowledge and understanding skills in all areas of their training in order to<br />1) to reach a high level of literary and cultural competence within the European and American civilizations, with particular attention to those of specialization;<br />2) to deepen the knowledge of the two chosen foreign languages, with the achievement of a high level of competence in the first language and an improvement of the level in the second language;<br />3) to reach a high level of knowledge of the linguistic problems of the language chosen as the biennial, knowing how to evaluate its development and characteristics in a diachronic and synchronic key;<br />4) to achieve adequate knowledge of the most up-to-date methods of literary text analysis;<br />5) to acquire the theoretical-practical tools useful for teaching and translation.<br /><br />The teaching of Slavic Philology I Magistral is one of the training activities characterizing the CdS. The course provides basic knowledge of the grammar of the early Slavic language and, on this basis, introduces to philological methods of analysis and criticism of early Slavic texts. Through the work on some basic texts for the literary civilization of the Orthodox Slavic language, students should become acquainted with philological research techniques and develop skills of independent reflection on the structure of the text, its historical-cultural contextualization and intertextuality.<br /><br />Translated with www.DeepL.com/Translator (free version)"
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                                            string(509) "The course consists of: a) Old Church Slavonic grammar - the first literary language of the Slavs - and the reading of texts in Old Slavonic; b) an introduction to the history of the development and peculiarities of the written culture of Rus', the history of the formation of the Russian language through Church Slavonic and Old Russian. <br />Old Church Slavonic: history and main concepts <br />Old Church Slavonic: grammar, texts <br />Church Slavonic of a Russian redaction and Old Russian. Texts. <br />"
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Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
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                                    string(1584) "Graduates in Languages and Literatures for Teaching and Translation acquire knowledge and understanding skills in all areas of their training in order to<br />1) to reach a high level of literary and cultural competence within the European and American civilizations, with particular attention to those of specialization;<br />2) to deepen the knowledge of the two chosen foreign languages, with the achievement of a high level of competence in the first language and an improvement of the level in the second language;<br />3) to reach a high level of knowledge of the linguistic problems of the language chosen as the biennial, knowing how to evaluate its development and characteristics in a diachronic and synchronic key;<br />4) to achieve adequate knowledge of the most up-to-date methods of literary text analysis;<br />5) to acquire the theoretical-practical tools useful for teaching and translation.<br /><br />The teaching of Slavic Philology I Magistral is one of the training activities characterizing the CdS. The course provides basic knowledge of the grammar of the early Slavic language and, on this basis, introduces to philological methods of analysis and criticism of early Slavic texts. Through the work on some basic texts for the literary civilization of the Orthodox Slavic language, students should become acquainted with philological research techniques and develop skills of independent reflection on the structure of the text, its historical-cultural contextualization and intertextuality.<br /><br />Translated with www.DeepL.com/Translator (free version)"
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Lilia Skomorochova Venturini, Corso di lingua paleoslava. Grammatica. Edizioni ETS 2005
Horace G. Lunt, Old Church Slavonic Grammar. Seventh Revised Edition. Berlin - New York: Mouton de Gruyter, 2001.
Horace G. Lunt, On the Relationship of Old Church Slavonic to the Written Language of Early Rus'. Russian Linguistics , 1987, Vol. 11, No. 2/3 (1987), pp. 133-162
Kasatkin L., Krysin L., Zhivov V. Il russo. Firenze, 1999
Ulteriori materiali e nozioni bibliografiche vengono fornite a lezione."
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                                    string(698) "The Course “Germanic Philology 1 LM”   envisages either an introduction (Group B) or, building on the results achieved during the philology courses of the First Cycle (Group A), further study of the content, methodological and analytical domains of the subject, reinforcing the competence previously acquired, and obtaining a solid preparation in the field of the history of medieval languages and literatures also with regard to their transition towards the early modern period. <br />Expected Learning Outcomes: The student will acquire advanced understanding of the principles and methods of the subject and will acquire solid competence in the history of medieval languages and literatures."
                                    ["Programma"]=>
                                    string(1300) "Strategies of representations of nature in medieval literature of the Germanic area: realistic, symbolic and fantastic images.<br /><br />The recurring motifs related to the representation of the landscape and the natural environment in the Middle Ages will be identified through the reading of passages taken from works of the Old and Middle English period. The way in which the natural environment and animals characterise the works and interact with the characters will be addressed in particular in texts such as: Beowulf, the Physiologus, The Nun's Priest's Tale by Chaucer, Sir Gawain and the Green Knight, Pearl. Works from the German (Nibelungenlied, Parzival by Wolfram von Eschenbach) and Norse Middle Ages will also be considered.<br />The philological-literary analysis of the works will be accompanied by the study of the themes of textual criticism (the relationship between text, paratext and miniatures) and of the main lexical, morphological and syntactic changes that have occurred in the English language over the centuries.<br /><br />Students (who will be guided in their choice of topics and bibliographic material) will be required to submit a paper, individually or in groups, on literary-historical, linguistic and textual topics related to works of the Germanic Middle Ages."
                                    ["TestiDocente"]=>
                                    string(3187) "Texts:<br /><br />- G. Brunetti (ed.), Beowulf, Roma: Carocci, (passi scelti).<br />- The Complete Corpus of Anglo-Saxon Poetry (http://www.sacred-texts.com/neu/ascp/)<br />- L. D. Benson, ed., The Riverside Chaucer, Boston, Houghton Mifflin 1987 (selected passages) .<br />- The Canterbury Tales and Other Works of Chaucer (Middle English):  https://www.sacred-texts.com/neu/eng/mect/index.htm<br />- M. Andrew and R. Waldron, edd., The Poems of the Pearl Manuscript. Pearl, Cleanness, Patience, Sir Gawain and the Green Knight, Exeter: Exeter University Press 2007 (selected passages).<br />- Sir Gawain and the Green Knight: https://quod.lib.umich.edu/cgi/t/text/text-idx?c=cme;idno=Gawain (trad.: http://sites.fas.harvard.edu/~chaucer/ready.htm)<br />- Ursula Schulze, Das Nibelungenlied, Stuttgart, Reclam, 2013 (selected passages)<br />- Das Nibelungenlied: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/12Jh/Nibelungen/nib_intr.html<br />- Wolfram von Eschenbach, Parzival (Mittelhochdeutscher Text nach der Ausgabe von<br /> Karl Lachmann, Übers, u. Nachw. v. Wolfgang Sjriewok), Stuttgart, Reclam, 1981 (selected passages).<br />- Wolfram von Eschenbach. Parzival: https://www.hs-augsburg.de/~harsch/germanica/Chronologie/13Jh/Wolfram/wol_pa00.html<br /><br /><br />Secondary literature:<br /><br /><br />- Ernst R. Curtius, Letteratura europea e medioevo latino, Scandicci (Firenze): La Nuova Italia,1992 , cap. X. Il paesaggio ideale, pp. 207-226.<br />- Albrecht Classen, The Forest in Medieval German Literature: Ecocritical Readings from a Historical Perspective, Lanham, MD: Lexington Books, 2015.<br />Hanawalt, Barbara., and Lisa J. Kiser. Engaging with Nature Essays on the Natural World in Medieval and Early Modern Europe. Notre Dame, Ind.: U of Notre Dame, 2008.<br />- Nicholas Howe,,  “The Landscape of Anglo-Saxon England: Inherited, Invented, Imagined.” In Inventing Medieval Landscapes: Senses of Place in Western Europe, edited by John Howe and Michael Wolfe, Gainsville: University Press of Florida, 2002, pp. 91-112.<br />- Margaret Gelling, The landscape of Beowulf, in Anglo-Saxon England, 32 (2001), pp. 7-11.<br />- William F. Woods, 2002. 'Nature and the Inner Man in Sir Gawain and the Green Knight, in The Chaucer Review 36, 3 (2002), pp. 209-27.<br />- Elizabeth Petroff, “Landscape in ‘Pearl’: The Transformation of Nature.” The Chaucer Review 16, no. 2 (1981), pp. 181–93.<br /><br />History of medieval English  literature:<br /><br />- D. Wallace, The Cambridge History of Medieval English Literature, Cambridge: Cambridge University Press 2002 (chapters1,2,6,21,26).<br />- P. Boitani, La letteratura del Medioevo inglese, Roma, Carocci 2001.<br /><br />History of the English Language:<br /><br />- C. Barber, The English Language: a Historical Introduction, Cambridge: Cambridge University Press 2009.<br /><br />Textual criticism:<br />- Anna Maria Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Roma-Bari: Laterza 2004 (Parte II e III).<br /><br />Additional bibliographical material (critical editions, glossaries, critical essays etc.) will be provided during the course.<br />"
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                                    string(553) "The oral examination aims to test: <br />(a) the knowledge of the content of the texts given in the syllabus and of the problems discussed during the semester;<br />(b) the ability to critically rework the acquired knowledge and place the texts in their historical, cultural and linguistic context;<br />(c) the expressive skills and the acquisition of the use of a specialized vocabulary;<br />(d) the acquisition of the discipline's own methods of inquiry;<br />(e) the results of individual investigations. <br /><br />Marks: from 18 to 30 cum laude."
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Lectures, seminars, tutorials for students' presentations of individual research works."
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                                    string(192) "Students must be familiar with the fundamentals of Educational Linguistics and therefore have previously obtained at least 6 CFU of the course ‘Didattica delle lingue moderne’ (L-LIN/02). "
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                                    string(150) "The course will be completely delivered in Italian. Furthermore, the lectures will be in person and will require the active participation of students."
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                                    string(150) "The course will be completely delivered in Italian. Furthermore, the lectures will be in person and will require the active participation of students."
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                                    string(217) "Attendance is not mandatory. All students may use the many instructional materials that will be available online. However, only those who attend will be admitted to the in-class activities and the ongoing evaluation. "
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                                    string(289) "The final exam will be oral. For those attending, there will be forms of ongoing evaluation and the possibility to submit a project. The questions concern all the program topics, both deepened during the frontal lessons and left to the student’s individual study and personal reflection."
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                                    string(383) "The goal of this course is to bring students closer to the history of medieval culture by illustrating the most recent debates on the problem of "culture" and analyzing cultural dynamics and processes (literacy, schooling, reading, text production and conservation) within a broad historical framework, therefore in their deepest links with politics, society, economics and religion."
                                    ["Programma"]=>
                                    string(1691) "Papyrus in the Middle Ages: A Mediterranean History (4th-11th Centuries). <br /><br />This course aims to address, through seminar-style approaches, the history of papyrus in the Middle Ages. It is a classic topic that, starting from Henri Pirenne's research, has been consistently investigated by scholars of written culture, who have viewed papyrus as a writing material, as well as by historians of economics, who have regarded papyrus as an indicator of trade relations across the Mediterranean.<br /><br />Taking into account interpretations and debates surrounding this topic or related themes, the lessons aim to discuss studies (books, essays), and especially sources (translated into Italian) based on a specific questionnaire: in which areas of the Mediterranean was papyrus produced, and how? What were the logics, dynamics, and economic actors of its circulation across the Mediterranean after the fall of the Western Roman Empire (476)? Did circulation encounter obstacles after the 7th century due to religious differences between Islam and Christianity? What were its areas of usage? How did these areas of usage vary depending on the cultural, geographical, economic, and political contexts? What impact did the economic logic of papyrus have on European cultural dynamics? When did the history of papyrus end, and why? How does the history of papyrus interact with our understanding of the cultural and economic history of the medieval Mediterranean?<br /><br />Note well: In addition to participating in the discussions during the lessons, in the final section of the course students will be required to prepare and discuss, individually or in groups, a brief written text."
                                    ["TestiDocente"]=>
                                    string(1686) "For attending students, the exam is essentially based on the materials provided by the professor and discussed in class. For reference reading, one can consider D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162 (it will be available in the proper Teams channel)<br /><br />For non-attending students, the examination is based on the comprehensive study of: <br /> H. Pirenne, Maometto e Carlomagno, any of the many editions available <br />- C. Picard, Il mare dei califfi. Storia del Mediterraneo musulmano (secoli VII-XII), Roma, Carocci, 2017<br />-  D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162<br />Note well: in addition to an integral study, non-attending students are also asked to make the three readings interact with each other, trying in particular to understand: a) how our knowledge of Mediterranean history has changed since Pirenne's book publication - thus paying attention to Picard's book in this regard; b) how the data on papyrus circulation (cf. Internullo's essay) interacts with our knowledge of the Mediterranean. <br /><br />Note well 2: A remedial programme must be agreed with the lecturer for those who have never taken a basic Medieval History examination (M-STO/01).<br /><br />"
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                                    string(160) "No special prerequisites are required.
Those students who have not taken any exams in Medieval History (M-STO/01) are asked to make contact with the professor. "
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                                  ["Denominazione"]=>
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                                  ["Lingua"]=>
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                                      ["SSD"]=>
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                                            ["DenominazioneInsegnamento"]=>
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                                            string(2075) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching. <br />At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts. <br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.<br />"
                                            ["Programma"]=>
                                            string(94) "Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia"
                                            ["TestiDocente"]=>
                                            string(1491) "Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.<br />Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990 <br /><br />Vol. 2. La Rivoluzione e gli anni Venti:<br />M. Raeff	“La cultura russa e l’emigrazione”, pp.63-99<br />		“Marc Aldanov”, pp.111-119<br />J. Malmastadt	“Vladislav Chodasevič”, pp.121-134<br />L. Losev		“Marina Cvetaeva”, pp.135-161<br />S. Karlinsky	“Vladimir Nabokov”, pp. 163-184<br /><br />Vol. 3. Dal realismo socialista ai nostri giorni:<br />R. Guerra	“L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155<br />V. Strada	“Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823<br />G. Nivat	“Andrej Sinjavskij”, pp.826-834<br />L. Losev		“Iosif Brodskij”, pp. 877-891<br /><br />Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte<br /><br />Letture<br />V. Chodasevič, Liriche scelte <br />I. Bunin, Racconti (in russo)<br />Teffi, Racconti (in russo)<br />I. Brodskij, Dall’esilio   <br />M. Cvetaeva, Liriche scelte<br />V. Šklovskij, Zoo o lettere di non amore<br />Vl. Nabokov, La difesa di Lužin<br />S. Dovlatov, La filiale/ La straniera<br /><br />1 Reading <br />I. Bunin, La giovinezza di Arsen’ev<br />N. Berberova, Il corsivo è mio/ Le feste di Billancourt<br />Vl. Nabokov, L’occhio <br />"
                                            ["Valutazione"]=>
                                            string(160) "The final evaluation will be carried out by the students:<br />- class presentation (10 min-15 min) on a topic agreed with the professor<br />- oral examination"
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                                            ["PreRequisiti"]=>
                                            string(97) "Pre-requirements: for other Cds: 12 ECTS in Russian Literature and B2 level of Russian Language. "
                                            ["ModalitaSvolgimento"]=>
                                            string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                            ["BibliografiaRiferimento"]=>
                                            string(608) "L. Magarotto, Per una tipologia dell’emigrazione russa, «Europa Orientalis», 26 (2007), pp. 127-144.

Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


"
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                                            string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                            ["ModalitaFrequenzaDescrizione"]=>
                                            string(389) "Incoming students info
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before  the exam.


Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The  course is taught mainly in Russian.

"
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- oral examination"
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                                    ["Obiettivi"]=>
                                    string(2075) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life) is one of the characterising modules of the programme. The aim of the unit is to consolidate linguistic–argumentative skills and provide students with an advanced knowledge - from an intersemiotic perspective - of the main paradigms of the Russian culture and the byt (from the 10th to the 21st century), by looking at literary, figurative, filmic, and musical texts. It also allows students to enhance cultural studies methodologies as applied to literary research and to language and literature teaching. <br />At the end of the module students will be able to: communicate (advanced level) in written and spoken form the module contents; analyse from an intersemiotic perspective Russian literary and cultural phenomena; apply theories and tools related to teaching methodologies and cultural critics to the texts. <br /><br />Prerequisites: students enrolled in other degree programmes are allowed to select  this module if they have gained at least 12 CFU in Russian Literature in their bachelor’s degree, and can certify the attainment of a B2 level of Russian.<br />"
                                    ["Programma"]=>
                                    string(94) "Russian diaspora (XXth and XXIst century), Culture and Literature between memory and nostalgia"
                                    ["TestiDocente"]=>
                                    string(1491) "Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, II., pp. 408-409; pp. 435-438; 470-486.<br />Storia della letteratura russa. Il Novecento, a cura di E. Etkind, G. Nivat, I. Serman, V. Strada, Einaudi, Torino 1990 <br /><br />Vol. 2. La Rivoluzione e gli anni Venti:<br />M. Raeff	“La cultura russa e l’emigrazione”, pp.63-99<br />		“Marc Aldanov”, pp.111-119<br />J. Malmastadt	“Vladislav Chodasevič”, pp.121-134<br />L. Losev		“Marina Cvetaeva”, pp.135-161<br />S. Karlinsky	“Vladimir Nabokov”, pp. 163-184<br /><br />Vol. 3. Dal realismo socialista ai nostri giorni:<br />R. Guerra	“L’emigrazione russa dagli anni Trenta agli anni Sessanta”, pp.127-155<br />V. Strada	“Dal ‘disgelo al dissenso’: la nuova emigrazione”. pp. 815-823<br />G. Nivat	“Andrej Sinjavskij”, pp.826-834<br />L. Losev		“Iosif Brodskij”, pp. 877-891<br /><br />Literatura russkogo zarubež’ja, pod red. A.I. Smirnovoj, M. 2006, pagine scelte<br /><br />Letture<br />V. Chodasevič, Liriche scelte <br />I. Bunin, Racconti (in russo)<br />Teffi, Racconti (in russo)<br />I. Brodskij, Dall’esilio   <br />M. Cvetaeva, Liriche scelte<br />V. Šklovskij, Zoo o lettere di non amore<br />Vl. Nabokov, La difesa di Lužin<br />S. Dovlatov, La filiale/ La straniera<br /><br />1 Reading <br />I. Bunin, La giovinezza di Arsen’ev<br />N. Berberova, Il corsivo è mio/ Le feste di Billancourt<br />Vl. Nabokov, L’occhio <br />"
                                    ["Valutazione"]=>
                                    string(160) "The final evaluation will be carried out by the students:<br />- class presentation (10 min-15 min) on a topic agreed with the professor<br />- oral examination"
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                                    ["PreRequisiti"]=>
                                    string(97) "Pre-requirements: for other Cds: 12 ECTS in Russian Literature and B2 level of Russian Language. "
                                    ["ModalitaSvolgimento"]=>
                                    string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                    ["BibliografiaRiferimento"]=>
                                    string(608) "L. Magarotto, Per una tipologia dell’emigrazione russa, «Europa Orientalis», 26 (2007), pp. 127-144.

Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


"
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                                    string(515) "The course will be taught mainly in Russian. The 36-hour course is divided into 30 hours of frontal teaching and 6  seminars. The course schedule will be made available by the professor during the lectures, and posted on her website.An undergraduate conference will be organised at the end of the course with student presentations.
During the course, the professor will point out some events  - conferences, theatre shows, etc. – to which the students will be required to attend (at least 3 of those indicated).
 "
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(389) "Incoming students info
Erasmus students, or any exchange students, can take their examination in Russian. Arrangements are to be made before  the exam.


Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The  course is taught mainly in Russian.

"
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                                    string(150) "The final evaluation will be carried out by the students:
- class presentation (10 min-15 min) on a topic agreed with the professor
- oral examination"
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                                    ["Obiettivi"]=>
                                    string(845) "The Course “Romance Philology 2 LM” falls within the domain of the Complementary learning activities of the Degree Course in Modern Languages for International Communication, specifically the activities aiming at providing adequate tools for the analysis of texts in the light of their transmission and cultural context.<br />The course envisages further study of the medieval languages from a diachronic perspective; further study of the theory of textual criticism, with special reference to the transmission, edition and interpretation of texts, as well as to the historical context in which they were produced and transmitted.<br />Expected Learning Outcomes: The student will acquire detailed and in-depth competence in the history of medieval languages and literatures, as well as in the wider domain of textual and literary criticism."
                                    ["Programma"]=>
                                    string(501) "La circolazione dei testi volgari fra XII e XIV secolo: libri, motivi, personaggi<br /><br />Il corso metterà a fuoco la mobilità e la dimensione dialogica della letteratura romanza delle origini indagando alcuni casi esemplari di dialogo intertestuale fra opere significative in provenzale, francese e italiano antico, concentrandosi tanto sulla condivisione dei contenuti (motivi e idee comuni), quanto sull’aspetto materiale della circolazione e diffusione dei manoscritti nello spazio romanzo."
                                    ["TestiDocente"]=>
                                    string(495) "A. Stussi, Fondamenti di critica testuale, Bologna, il Mulino, 1995 (o ristampe successive);<br />•	F. Brugnolo, Traduzioni poetiche nella Scuola siciliana, in Premio “Città di Monselice” per la traduzione letteraria e scientifica – 31-32-33, a cura di G. Peron, Padova, Il Poligrafo, 2004, pp. 270-91 (dispensa);<br />•	F. Brugnolo, R. Capelli, Profilo delle letterature romanze medievali, Roma, Carocci, 2019;<br />•	C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1990."
                                    ["Valutazione"]=>
                                    string(442) "Colloquio orale.<br />Si prevede la  verifica delle nozioni acquisite, mirata ad accertare la conoscenza dei temi e degli autori proposti, nonché la capacità di storicizzarli, mediante anche dei pertinenti confronti fra documenti. Può prevedere l’analisi di singoli brani scelti fra quelli affrontati nel programma d’esame, oppure l’illustrazione di un tema generale, anche attraverso l’ausilio della bibliografia critica proposta."
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                                    ["PreRequisiti"]=>
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                                    string(179) "the course will provide  a  specialisation  in  twenty  and  twenty one  centuries  mass society and a detaileknoledge  of  the  political  and  social development in this period."
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                                    string(1971) "The consumption of popular culture and policies aimed at influencing popular culture became increasingly salient in 20th century Western societies. Also Italian political parties and governments became aware of the importance of controlling and manipulating popular culture, and started developing sophisticated and effective forms of propaganda. Concurrently, popular culture itself became politically engaged, as militancy started to be conveyed in various forms of popular art, as writings, drawings, songs, radio and TV broadcasts and movies. The relationship between propaganda from above and popular cultures from below must not be interpreted in terms of a rigid opposition, but rather of a conflictual relationship capable of influencing each other.<br />The course aims at providing a general overview of the main trends in the history of italian popular culture from the early to the late 20th century, as well as at introducing students to key arguments in historical scientific research on the topic.<br />In this sense, the course will detect how mass communication, literature and the visual arts determined the attitudes, moods and mentality of Italian society during the twentieth century.<br />The first part of the course will focus on the analysis of the concepts of "Popular Culture", "Propaganda", “Consensus Building” and "Political Religion”, with special references to the so-said “cultural turn”, which changed many perspectives in Contemporary History.<br />The second part of the course will deal with the role of Italian media as, at one hand, a pillar of ideological consensus and social stability and, to the other, as antidote to social conformism and State power. The connection between Italian Media, Popular Culture and Political History will be stressed through main periods of Italian history, observing continuity and fractures from Liberal Italy to Fascist regime and from the Cold War to the Second Italian Republic.<br />"
                                    ["TestiDocente"]=>
                                    string(3309) "Students attending AND not attending classes will have to refer to the following essays for the final oral exam:<br /><br />- R. Moro, Mosse, the Cultural Turn, and the Cruces of Modern Historiography, (in George L. Mosse’s Italy, pp. 131-136)<br /><br />- Holt N. Parker, Toward a Definition of Popular Culture, in “History and Theory”, May 2011, v. 50, pp. 147-170<br /><br />- John Storey, Cultural Theory and Popular Culture, Cap. 1, "What is Popular Culture", pp. 1-16<br /><br />In the oral exam, Students attending classes have to refer also on lessons contents. Students not attending classes must to refer instead to the following textbook:<br /><br />- Matthew Hibberd, The Media in Italy: Press, Cinema and Broadcasting from Unification to Digital, New York, 2008.<br /><br />In the last part of the course and before oral exam Students attending classes will have to present a paper on one of the following “blocks”. Students not attending classes will have to choose one of the “blocks” for their oral exams as well, besides essays and textbook suggested above.<br /><br />Block 1: Poetry and Journalism in Early XX Century<br />- Pierluigi Allotti, The Style of a Revolutionary Journalist (in Mussolini 1883-1915. Triumph and Transformation of Revolutionary Socialist, pp. 225-256)<br />- Enrico Serventi Longhi, The Triumph of the Noble People: Gabriele d’Annunzio and Populism between literature and politics (in “Qualestoria”)<br /><br />Block 2: Totalitarian Radio and Music<br />- Philip V. Cannistraro, The Radio in Fascist Italy (in “Journal of European Studies, vol. 2, 1972, pp.127-154)<br />- Marilisa Merolla, Jazz and Fascism: Contradictions and Ambivalences in the Diffusion of Jazz Music under the Italian Fascist Dictatorship (1925-1935) (in Jazz and Totalitarism, pp. 31-44)<br /><br />Block 3: PostWar Italian Cinema and Glamour<br />-- Maurizio Zinni, Entertainment, Politics and Colonial Identity in Post-War Italian and British Cinema (1945-1960) (in Images of Colonialism and Decolonisation in Italian Media, pp- 67-80)<br />- Stephen Gundle, Hollywood Glamour and Mass Consuption in Postwar Italy, (in “Journal of Cold War Studies”, vol. 4 n. 3, 2002, pp. 95-118)<br /><br />Block 4: Women and 70’s<br />-Andrea Hayek, A Room of One’s Own. Feminist Intersections between Space, Women’s Writing and Radical Bookselling in Milan (1968-1986) (in “Italian Studies”, vol. 73:1, pp. 81-97)<br />- Ruth Glynn, Press Representation of Italian Women Terrorist (in Women, Terrorism, and Trauma in Italian Culture pp. 39-72)<br /><br />Block 5: TV fiction and Popular Culture<br />- Mauro Resmini, ‘Il senso dell'intreccio’: History, Totality, and Collective Agency in Romanzo criminale (in “The Italianist”, vol. 36(2), pp. 243-265)<br />- Luca Barra, Massimo Scaglioni, Saints, Cops and Camorristi. Editorial Policies and Production Models of Italian TV Fiction, (in “International Journal of TV Serial Narratives, vo. 1, spring 2015, pp. 65-76)<br /><br />Block 6: Berlusconi and the Second Republic<br />- Cinzia Padovani, ‘Berlusconi’s Italy’: the media between structure and agency (in “Modern Italy”, vol. 20:1, pp. 41-57)<br />- Philip Schlesinger, Berlusconi Phenomenon (in Culture and Conflict in Postwar Italy, <br />"
                                    ["Valutazione"]=>
                                    string(327) "Assessment criteria: Students attending classes will be evaluated according to the following criteria: 30% oral exam 70% oral paper and participation in class discussions. Students non-attending classes will take an oral exam, on materials suggested by the instructor, and are required to promptly contact the teacher by email."
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                                    string(143) "Knowledge of the outlines of the general history of Europe between the nineteenth and twentieth centuries. Proficiency in the English language."
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                                    string(526) "The course (held in second semester) includes class discussions on assigned readings, oral reports, and the screening of documentaries and movies on particularly relevant topics. In the last part of the course and before oral exam students attending classes will have to present a paper on one of the enlisted “blocks”. Students non-attending classes will take an oral exam, on materials suggested by the instructor, including two essays, one textbook, and on a topic chosen between one of the “blocks” enlisted above."
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                                    string(2673) "In the oral exam, Students attending classes have to refer also on lessons contents. Students not attending classes must to refer instead to the following textbook:

- Matthew Hibberd, The Media in Italy: Press, Cinema and Broadcasting from Unification to Digital, New York, 2008.

In the last part of the course and before oral exam Students attending classes will have to present a paper on one of the following “blocks”. Students not attending classes will have to choose one of the “blocks” for their oral exams as well, besides essays and textbook suggested above.

Block 1: Poetry and Journalism in Early XX Century
- Pierluigi Allotti, The Style of a Revolutionary Journalist (in Mussolini 1883-1915. Triumph and Transformation of Revolutionary Socialist, pp. 225-256)
- Enrico Serventi Longhi, The Triumph of the Noble People: Gabriele d’Annunzio and Populism between literature and politics (in “Qualestoria”)

Block 2: Totalitarian Radio and Music
- Philip V. Cannistraro, The Radio in Fascist Italy (in “Journal of European Studies, vol. 2, 1972, pp.127-154)
- Marilisa Merolla, Jazz and Fascism: Contradictions and Ambivalences in the Diffusion of Jazz Music under the Italian Fascist Dictatorship (1925-1935) (in Jazz and Totalitarism, pp. 31-44)

Block 3: PostWar Italian Cinema and Glamour
-- Maurizio Zinni, Entertainment, Politics and Colonial Identity in Post-War Italian and British Cinema (1945-1960) (in Images of Colonialism and Decolonisation in Italian Media, pp- 67-80)
- Stephen Gundle, Hollywood Glamour and Mass Consuption in Postwar Italy, (in “Journal of Cold War Studies”, vol. 4 n. 3, 2002, pp. 95-118)

Block 4: Women and 70’s
-Andrea Hayek, A Room of One’s Own. Feminist Intersections between Space, Women’s Writing and Radical Bookselling in Milan (1968-1986) (in “Italian Studies”, vol. 73:1, pp. 81-97)
- Ruth Glynn, Press Representation of Italian Women Terrorist (in Women, Terrorism, and Trauma in Italian Culture pp. 39-72)

Block 5: TV fiction and Popular Culture
- Mauro Resmini, ‘Il senso dell'intreccio’: History, Totality, and Collective Agency in Romanzo criminale (in “The Italianist”, vol. 36(2), pp. 243-265)
- Luca Barra, Massimo Scaglioni, Saints, Cops and Camorristi. Editorial Policies and Production Models of Italian TV Fiction, (in “International Journal of TV Serial Narratives, vo. 1, spring 2015, pp. 65-76)

Block 6: Berlusconi and the Second Republic
- Cinzia Padovani, ‘Berlusconi’s Italy’: the media between structure and agency (in “Modern Italy”, vol. 20:1, pp. 41-57)
- Philip Schlesinger, Berlusconi Phenomenon (in Culture and Conflict in Postwar Italy, 
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                                    string(176) "Attendance is mandatory in order to access group work, preparatory to obtaining the final evaluation. Non-attending students will agree on the extra program with the professor."
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(327) "Assessment criteria: Students attending classes will be evaluated according to the following criteria: 30% oral exam 70% oral paper and participation in class discussions. Students non-attending classes will take an oral exam, on materials suggested by the instructor, and are required to promptly contact the teacher by email."
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The midterm test is reserved to attending students. Non-attending students will directly take the final exam.
For attending students fhe final result of the examination will be determined:
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2) Written exam (30%);
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                                              string(2781) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Do e para o português: recursos, ferramentas e estratégias na prática tradutória especializada/ From and to Portuguese: resources, tools and strategies in specialized translation practice is one of the characterising modules of the programme. It provides language knowledge and communication skills in Portuguese (C1+ according to the CEFR) in the diverse dimensions of variation. Particular emphasis will be placed on parameters that affect language use in various socio-cultural and pragmatic contexts. The theoretical study and the consolidation of the ability to analyse specific genres and types of text will be the basis of an approach to translation that takes into account criteria that are external to the text (such as the communicative intention of the sender and the receivers), as well as internal, like cognitive content, the expected recipients’ level of knowledge, lexical and syntactic characteristics, additional elements such as tables, graphs, etc. A part of the module consists in a laboratory that will be focused on translation, particularly on the phases of preparation, development and revision, as well as on finding resources and how to use several support tools.<br />At the end of the module students will be able to: communicate at a high level of proficiency, both orally and in writing; carry out an independent analysis of the socio-cultural and pragmatic aspects of communication in Portuguese, and of different types of texts; reflect on the translation process; revise texts in Portuguese and translate them into Italian; use tools and bibliographic resources for linguistic-translational analysis and translation appropriately.<br /><br /> Requirements: Students must have already taken O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension.<br />"
                                              ["Programma"]=>
                                              string(570) "Translation and bycentrism: translating the literary varieties of Portuguese<br />The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese."
                                              ["TestiDocente"]=>
                                              string(986) "Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it<br />Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp.  3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440 <br />Giorgio de Marchis (a cura di), Lusofônica, Roma, La Nuova Frontiera, 2006.<br />Susan Bassnett and André Lefevere, Constructing Cultures : Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998."
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                                              string(520) "At the end of the course, the student will have to submit a translation of a short story: each student will choose a literary text to analyse and translate. the paper and translation will be handed in to the lecturer ten days before the exam, unless the lecturer notifies otherwise. <br />During the exam, which is held orally, the student will discuss the translation and defend the translation choices made, referring to the instructions received, lexical research and translation strategies applied during the course."
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                                            string(2114) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Advanced Topics in Translation: Cultural, Linguistic and Professional Issues is one of the characterising modules of the programme. The aim of the module is to hone communication skills at an advanced level in English (C1+ of the CEFR), while improving the ability to reflect on language and textuality in a contrastive perspective. The analysis of complex texts, including typologically and diachronically differentiated multimedial ones, will be intended as preliminary to translational work, an area in which the student will acquire skills related to translation in its various articulations. During the course of this module, the student will have the opportunity to learn about the tools of corpus linguistics, exploring its applications in depth both from the point of view of translation, and of the description of linguistic varieties in different textual genres.<br />At the end of the module students will be able to: translate and adapt creative texts; subtitle audio-visual products; draw information from linguistic corpora for the translation and editing of texts and content at a professional level.<br /><br />Requirements: Students must have already taken English as an International Language: Methodological and Didactic Issues.<br /><br />"
                                            ["Programma"]=>
                                            string(2150) "The course has a twofold strand, centering on the one hand on the translation of specialized discourse and on the other of literary texts. Common to both strands is a reflection on the linguistic and textual features of the source texts, which is meant as a preliminary step to translation, while allowing students to consolidate and expand their language competence.<br />The specialized discourse strand will address the characteristics of Language for Special Purposes across domains, from a contrastive perspective, focusing on lexical and terminological aspects, as well as on structural aspects, at the syntactic and textual level. Such linguistic features will be set in relation with the register and the genre to which a text belongs. To this purpose, corpus linguistics will be introduced, both as a resource for computer-assisted translation and as a tool for register and genre analysis. Texts will be taken from a variety of discursive domains, including scientific discourse and popularization, institutional, and legal discourse. Theoretical-methodological reflection will be intertwined with translation practice, including the use and construction of specialized corpora.<br />The literary translation strand will frame translation in contemporary theoretical and methodological perspectives, with special regard for the concepts of translation as a form of rewriting, and of cultural adaptation. The focus, however, will be on the practice of translation with a solid anchorage to linguistics.  Particular attention will be given to the stylistic peculiarities of the source text, and especially to the interaction of the linguistic code with other aspects of narratives. Starting form the analysis of existing translations, and, relying on competences acquired in the first year, students’ awareness will be raised with regard to the recognition of linguistic varieties and register, and the strategies that can be used for their transposition in the target language and context. Different genres will be addressed, all falling in the domain of creative writing: narrative and its para-texts, theatre, audiovisual products.<br />"
                                            ["TestiDocente"]=>
                                            string(415) "Cavagnoli Franca 2017. La traduzione letteraria anglofona. Il proprio e l'altrui - English e englishes. Gli autori postcoloniali di lingua inglese. Milano: Hoepli.<br /><br />Giuliana Garzone 2020. Specialized communication and popularization in English. Roma: Carocci Editore.<br /><br />Osimo Bruno 2006. La traduzione saggistica dall'inglese. Guida pratica con versioni guidate e glossario. Milano: Hoepli.<br />"
                                            ["Valutazione"]=>
                                            string(681) "The exam consists of a written part (two hours) and an oral. Before taking the exam, students have to pass a C1+ language test.<br />-	The written part, which can be taken during the course, consists in an English to Italian translation of one short excerpt (250-300 words), taken either from specialized domains, or from literature. Erasmus students can opt for Italian to English translation.<br />-	The oral is a discussion of a translation project involving the use of corpora. During the discussion, students will have to demonstrate knowledge of theoretical-methodological aspects of translation as well as of selected language structures introduced during the course. <br />"
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                                    string(2114) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Advanced Topics in Translation: Cultural, Linguistic and Professional Issues is one of the characterising modules of the programme. The aim of the module is to hone communication skills at an advanced level in English (C1+ of the CEFR), while improving the ability to reflect on language and textuality in a contrastive perspective. The analysis of complex texts, including typologically and diachronically differentiated multimedial ones, will be intended as preliminary to translational work, an area in which the student will acquire skills related to translation in its various articulations. During the course of this module, the student will have the opportunity to learn about the tools of corpus linguistics, exploring its applications in depth both from the point of view of translation, and of the description of linguistic varieties in different textual genres.<br />At the end of the module students will be able to: translate and adapt creative texts; subtitle audio-visual products; draw information from linguistic corpora for the translation and editing of texts and content at a professional level.<br /><br />Requirements: Students must have already taken English as an International Language: Methodological and Didactic Issues.<br /><br />"
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                                    string(2150) "The course has a twofold strand, centering on the one hand on the translation of specialized discourse and on the other of literary texts. Common to both strands is a reflection on the linguistic and textual features of the source texts, which is meant as a preliminary step to translation, while allowing students to consolidate and expand their language competence.<br />The specialized discourse strand will address the characteristics of Language for Special Purposes across domains, from a contrastive perspective, focusing on lexical and terminological aspects, as well as on structural aspects, at the syntactic and textual level. Such linguistic features will be set in relation with the register and the genre to which a text belongs. To this purpose, corpus linguistics will be introduced, both as a resource for computer-assisted translation and as a tool for register and genre analysis. Texts will be taken from a variety of discursive domains, including scientific discourse and popularization, institutional, and legal discourse. Theoretical-methodological reflection will be intertwined with translation practice, including the use and construction of specialized corpora.<br />The literary translation strand will frame translation in contemporary theoretical and methodological perspectives, with special regard for the concepts of translation as a form of rewriting, and of cultural adaptation. The focus, however, will be on the practice of translation with a solid anchorage to linguistics.  Particular attention will be given to the stylistic peculiarities of the source text, and especially to the interaction of the linguistic code with other aspects of narratives. Starting form the analysis of existing translations, and, relying on competences acquired in the first year, students’ awareness will be raised with regard to the recognition of linguistic varieties and register, and the strategies that can be used for their transposition in the target language and context. Different genres will be addressed, all falling in the domain of creative writing: narrative and its para-texts, theatre, audiovisual products.<br />"
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                                    string(806) "Active and constant attendance is highly recommended for an adequate preparation of the examination and for the completion of the in itinere assessments, necessary for the attainment of the expected knowledge and critical-philological skills. An attending student is one who actively attends more than 70% of the lectures, carrying out all the exercises assigned during the course and participating in all the lectures of the seminar series referred. 
Non-attending students are invited to contact the lecturer at least two months before the call to which they intend to attend: an ad hoc programme will be established during the interview and all the necessary indications for individual study will be provided. Those who have not followed this procedure will not be allowed to take the final examination."
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                                    string(362) "For attending students, an in itinere assessment will be carried out by means of exercises assigned in the classroom and will have a weight equivalent to 70% of the final assessment; the remaining 30% of the skills acquired will be assessed by means of an oral test. For non-attending students, the final assessment will be given by the outcome of the oral test."
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                                            string(619) "E. Echeverría, Apología del matambre https://edisciplinas.usp.br/pluginfile.php/1952469/mod_resource/content/1/apolog%C3%ADa%20del%20matambre.pdf;<br />L. Esquivel, Como agua para chocolate (any edition);<br />Virginia Higa, Los sorrentinos, Buenos Aires, Insurgentes, 2018 (pdf);<br />C. Lévy-Strauss, “El triángulo culinario”, en Lévy-Strauss: estructuralismo y diálectica, Buenos Aires, Paidós, 1968, pp. 4 (pdf.);<br />L.Mansilla, Una excursión a los indios ranqueles (chapter I) (pdf).;<br />A short anthology of texts extracted from authors of Spanish-American literatures (16th-20th centuries).<br />"
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K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (1999), pp. 171-182 (pdf);
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31 (pdf)."
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K. S. Salkjelsvik, “El desvío como norma: la retórica de la receta en Como agua para chocolate”, Revista Iberoamericana, LXV, 186 (1999), pp. 171-182 (pdf);
A. Salvioni, "Gastronomía de la pampa. (La escena convivial en Una excursión a los indios ranqueles)", Letterature d'America, a. XXXVI, n. 158 (2016), pp. 5-31 (pdf)."
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                                              ["Programma"]=>
                                              string(503) "Shakespeare's romantic comedy and the performance of the written text through the media<br /><br />The course proposes to analyse the 'romantic comedy' genre invented by Shakespeare and in particular the performance of three texts: The Taming of the Shrew, The Merchant of Venice and Twelfth Night, in the passage through a different language, in the Italian translation, and through different media, in the adaptation, thus not only from page to theatre, but to cinema, television, radio, social media."
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                                              string(566) "Titolo: "From the written page to performance media: remediations and transmediations of the literary text".<br />Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.<br />"
                                              ["TestiDocente"]=>
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Lucia Esposito e Alessandra Ruggiero (a cura di), 'The Handmaid’s Tale: Resistenza e Rigenerazione', Milano-Udine, Mimesis, 2023 (in corso di pubblicazione).

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                                    string(1608) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Text and performance is one of the characterising modules of the programme. It allows students to strengthen their linguistic and communicative skills and their ability to interpret literary phenomena; it also enhances their competence in teaching literature and fosters their capacity for autonomous and accurate critical evaluation. <br />At the end of the module students will be able to: employ advanced theoretical skills in the field of literary translation as well as in the analysis of the interrelationships between literary language and other expressive forms, also from an intermedial perspective; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                    ["Programma"]=>
                                    string(566) "Titolo: "From the written page to performance media: remediations and transmediations of the literary text".<br />Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.<br />"
                                    ["TestiDocente"]=>
                                    string(379) "William Shakespeare, "Romeo and Juliet" (1592-4), ed. by René Weis, Bloomsbury Arden (New edition),  2012. <br />Angela Carter, "Come Unto These Yellow Sands" (1979) [il testo verrà reso disponibile dalla docente].<br />Margaret Atwood’s "The Handmaid’s Tale" (1985), Vintage, 1996.  <br /><br />Recordings, films and TV series' episodes will be provided during the course."
                                    ["Valutazione"]=>
                                    string(58) "The examination is oral, but comprises a writing exercise."
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Lucia Esposito e Alessandra Ruggiero (a cura di), 'The Handmaid’s Tale: Resistenza e Rigenerazione', Milano-Udine, Mimesis, 2023 (in corso di pubblicazione).

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                                              string(1628) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.<br />At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                              ["Programma"]=>
                                              string(632) "Women, History, and the Postcolonial Nation in South African Poetry<br /><br />In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?<br /><br />"
                                              ["TestiDocente"]=>
                                              string(330) "Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;<br />Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);<br />Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;<br />Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.<br /><br /><br />"
                                              ["Valutazione"]=>
                                              string(253) "Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment."
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                                              ["PreRequisiti"]=>
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                                              ["ModalitaSvolgimento"]=>
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                                              ["BibliografiaRiferimento"]=>
                                              string(1157) "Elleke Boehmer, Stories of Women. Gender and Narrative in the Postcolonial Nation, Manchester UP, 2005;
Carli Coetzee, "Krotoa remembered: a mother of unity, a mother of sorrows?", in Negotiationg the Past. The Making of Memory on the New South Africa, ed. by Carli Coetzee & Sarah Nuttall, oxford UP, 2008;
Maria Paola Guarducci, In-verse. Poesia femminile dal Sudafrica, Mimesis, 2022; pp. 21-44 and 135-140
Andrew P. Lyons, The Two Lives of Sara Baartman: Gender, ‘Race,’ Politics and the Historiography of Mis/Representation, in Anthropologica, 60:1 (2018);
Meg Samuelson, Remembering the Nation, Dismembering Women? Stories of South African Transition, University of KwaZulu-Natal Press;
Makhosazana Xaba (ed.), Our Words, Our Worlds: Writing on Black South African Women Poets. 2000-2018, University of KwaZulu-Natal Press, 2019

Methodological texts 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."
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                                              ["ModalitaValutazioneDescrizione"]=>
                                              string(253) "Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment."
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                                              string(1628) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.<br />At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                              ["Programma"]=>
                                              string(631) "Island narratives and the rhetoric of nostalgia<br /><br />In this course we will explore the island trope in a selection of texts, from R.L. Stevenson’s Treasure Island to Jamaica Kincaid’s A Small Place. In these narratives, the island features at times as a place of adventure, at other times as a theatre where humanity is tested, as a projection of psychotic fantasies, as an artificial paradise, or as a place of violence and squalor. In its latest, astonishing metamorphosis, the island has become a gigantic, floating garbage patch. In this way, islands continue to inspire the imagination of both writers and readers. "
                                              ["TestiDocente"]=>
                                              string(570) "Primary texts:<br />Robert Louis Stevenson, Treasure Island (1883)<br />David Herbert Lawrence, The Man who Loved Islands (1928)<br />William Golding, Lord of the Flies (1954)<br />V. S. Naipaul, The Middle Passage (1962)<br />Doris Lessing, Briefing for a Descent into Hell (1971)<br />Jamaica Kincaid, A Small Place (1988)<br />Marianne Wiggins, John Dollar (1999)<br />Films:<br />Lord of the Flies, dir. Peter Brook (1963) (link available on the course’s Team)<br />Cast Away, dir. Robert Zemeckis (2000)<br />Plastic Paradise, dir. Angela Sun (2014). <br /><br />"
                                              ["Valutazione"]=>
                                              string(571) "Class participation, short presentations during the course, and a final essay (approx. and no more than 3000 words), to be discussed during the oral exam. The essay must offer a comparative analysis of two of the texts from the syllabus, that should be discussed through a common theme of your choice. A third text (chosen among the ones that are included in the programme or a text of your choice) can be discussed along the two main texts. The essay must be submitted via e-mail at least 10 days before the date of the exam. Essays may be written in English or Italian."
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                                              ["PreRequisiti"]=>
                                              string(52) "To pass the exam for the course Literature and Forms"
                                              ["BibliografiaRiferimento"]=>
                                              string(2298) "Secondary readings (provided by me).
General:
Stephanos Stephanides et Susan Bassnett, «Islands, Literature, and Cultural Translatability», Transtext(e)s Transcultures 跨文本跨文化, http://journals.openedition.org/transtexts/212 ; DOI : https:// doi.org/10.4000/transtexts.212 
On The Man Who Loved Islands:
Julian Moynahan, «Lawrence’s The Man Who Loved Islands: A Modern Fable», Modern Fiction Studies, Spring 1959, Vol. 5, No. 1, D. H. LAWRENCE NUMBER: special number (Spring 1959), pp. 57-64.
On Treasure Island:
Diana Loxley, Problematic Shores: The Literature of Islands, Palgrave Macmillan, 1990, chapter 3  https://discovery.sba.uniroma3.it/primo-explore/search?query=any,contains,problematic%20shores&tab=default_tab&search_scope=ALL&vid=39CAB_V1&offset=0
On Lord of the Flies:
William Golding, Lord of the Flies as Fable (1962)
Stefan Hawlin, «The savages in the forest: decolonising William Golding», Critical Survey, 1995, Vol. 7, No. 2, Heritage: textual landscapes (1995), pp. 125-135.
On Briefing for a Descent into Hell:
Katherine Fishburn, «Doris Lessing's "Briefing for a Descent into Hell": Science Fiction or Psycho-Drama? ("Briefing for a Descent into Hell" de Doris Lessing, science-fiction ou psychodrame?)», Science Fiction Studies, Mar., 1988, Vol. 15, No. 1 (Mar., 1988), pp. 48-60.
Douglass Bolling, «Structure and Theme in "Briefing for a Descent into Hell"», Contemporary Literature , Autumn, 1973, Vol. 14, No. 4, Special Number on Doris Lessing (Autumn, 1973), pp. 550-564.
R.D. Laing, The Politics of Experience, chapters 5 and 7.
On The Middle Passage:
Review: THE MIDDLE PASSAGE by V. S. Naipaul. Review by: John Hearne, Caribbean Quarterly, Vol. 8, No. 4 (DECEMBER, 1962), pp. 65-66.
John Thieme, «Searching for a Centre: The Writing of V. S. Naipaul», Third World Quarterly , Oct., 1987, Vol. 9, No. 4 (Oct., 1987), pp. 1352-1365.
Derek Walcott, «History and Picong in The Middle Passage» (review)
On A Small Place:
Suzanne Gauch, «A Small Place: Some Perspectives on the Ordinary», Callaloo, Vol. 25, No. 3 (Summer, 2002), pp. 910-919.
Keith E. Byerman, «Anger in a Small Place: Jamaica Kincaid's Cultural Critique of Antigua», College Literature , Feb., 1995, Vol. 22, No. 1, Third World Women's Inscriptions (Feb., 1995), pp. 91-102."
                                              ["IndicazioniAnvur"]=>
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                                              string(300) "Lectures will be held on campus.The course will be taught in the form of a seminar with great emphasis on group discussion. Students are encouraged to read the texts before the courses starts. Attendance is highly recommended. Class participation will be one of the criteria for the final evaluation."
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                                    string(1628) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.<br />At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                    ["Programma"]=>
                                    string(632) "Women, History, and the Postcolonial Nation in South African Poetry<br /><br />In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?<br /><br />"
                                    ["TestiDocente"]=>
                                    string(330) "Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;<br />Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);<br />Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;<br />Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.<br /><br /><br />"
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                                    string(253) "Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment."
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                                    string(1157) "Elleke Boehmer, Stories of Women. Gender and Narrative in the Postcolonial Nation, Manchester UP, 2005;
Carli Coetzee, "Krotoa remembered: a mother of unity, a mother of sorrows?", in Negotiationg the Past. The Making of Memory on the New South Africa, ed. by Carli Coetzee & Sarah Nuttall, oxford UP, 2008;
Maria Paola Guarducci, In-verse. Poesia femminile dal Sudafrica, Mimesis, 2022; pp. 21-44 and 135-140
Andrew P. Lyons, The Two Lives of Sara Baartman: Gender, ‘Race,’ Politics and the Historiography of Mis/Representation, in Anthropologica, 60:1 (2018);
Meg Samuelson, Remembering the Nation, Dismembering Women? Stories of South African Transition, University of KwaZulu-Natal Press;
Makhosazana Xaba (ed.), Our Words, Our Worlds: Writing on Black South African Women Poets. 2000-2018, University of KwaZulu-Natal Press, 2019

Methodological texts 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."
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                                              string(1760) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />American fictions: plots and counterplots is one of the characterising modules of the programme. It allows students to consolidate their language skills as well as their knowledge of North American literary phenomena from a global and transcultural perspective. Classes focus on the analysis of plots, themes, and characters across narrative genres – such as the short story, the novel, the romance, the serial – conducive to an understanding of the Anglo-American literary imagination.<br />At the end of the module students will be able to: apply their methodological and educational competence to the analysis of literary phenomena from a transcultural perspective; communicate at an advanced level the disciplinary content; express an autonomous and accurate critical assessment.<br /><br />Requirements: Students must have already taken North American literatures and visual cultures.<br /><br />"
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                                              string(910) "The course is focused on the Hollywood Novel, a subgenre of twentieth century American novel, including writers, such as Fitzgerald and West, who worked for cinema as screenplayers and later reworked their experience in works that are not biographical but metaphorically represent American life through Hollywood lenses. Themes will be discussed related to alienation and mass-production. Texts will allow a different discussion about literature and cinema shifting from adaptation to reshaping literary language in cinematic terms. A recent TV series and an older movie about the end of classical Hollywood will be shown and discussed during the extra academic classes.<br /><br /><br /><br />20710480 - American Fictions: Plots and Counterplots<br /><br />2nd year MA Languages and Literatures for Teaching and Translation<br /><br />(36 hours – 6 CFU; meeting twice a week – each class is 2 hours)<br />"
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                                              string(739) "Programma 20710480 American Fictions: Plots and Counterplots <br /><br /> <br />Novels <br /><br />H. McCOY, I Should Have Stayed Home (1938) <br />New Publisher, 2021 ISBN-13 ‏ ‎ 978-1618952967 <br /> <br />N. WEST, The Day of the Locust (1939)  <br />Penguin, 2018 ISBN: 9780241341674 <br /><br />F. Scott FITZGERALD, The Last Tycoon (1941)  <br />Penguin, 2002 ISBN: 9780141185637 <br /><br />Short Stories<br /><br />F. Scott FITZGERALD, The Pat Hobby Stories (1962), selection of six stories (the whole collection must be read, though)<br />https://archive.org/details/pathobbystories0000fitz/page/n5/mode/2up<br /><br />Film: <br />Sunset Boulevard (US, Paramount, 1950) regia di Billy Wilder<br /> <br /><br /><br /><br /><br />"
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                                              string(442) "Students will need to bring with them the literary texts, either paper or e-texts. The exam will be mostly in English. Students could also be asked to translate or comment a passage from a literary text.<br /><br />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 to discuss only a section of the programme, not covered by the assignments."
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- Rhodes, Chip, Theorizing the Hollywood Novel: Aesthetics, Psychoanalytic Desire, and History
in Id., Politics, Desire, and the Hollywood Novel, University of Iowa Press, 2008, pp. 1-48 (introduction, chapter on West's novel, (online text in SBA link: https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=843265
- Fleeting Fictions:Film Technology, Adaptation, and a History of the Hollywood Novel, 1920-1950 (online text in SBA link:
https://escholarship.org/uc/item/1dh5x6jkCriticism


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                                              ["Programma"]=>
                                              string(1104) "The course proposes an overview on the literature written in the 20th Century by immigrants or immigrants’ descendants in the U.S.A. The texts tackle the literary representation of the migration from the country of origin and the adjustment in the host country, dealing especially with controversial and multifaceted phenomena such as assimilation (or “melting-pot”) vs cultural pluralism, national identity, ethnic identity, and racial and ethnic discrimination. Moreover, the texts display a variety of perspectives on the migratory dynamics depending on the country of origin and on the perception of their community in the host country. The choice of these texts allows to compare different critical approaches due to their different literary techniques and different genres: autobiography, semi-autobiography, the Modernist novel, the realist novel, and the collective novel in first person plural. Thus, the course analyzes both the linguistic and structural differences and the recurring literary topoi. Some classes may include cinematic representations of migratory phenomena in the U.S.A."
                                              ["TestiDocente"]=>
                                              string(156) "	Mary Antin, The Promised Land (1912)<br /><br />	Louis Adamic, Laughing in the Jungle (1932)<br /><br />(any edition and format, digital or on paper)"
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- Rhodes, Chip, Theorizing the Hollywood Novel: Aesthetics, Psychoanalytic Desire, and History
in Id., Politics, Desire, and the Hollywood Novel, University of Iowa Press, 2008, pp. 1-48 (introduction, chapter on West's novel, (online text in SBA link: https://ebookcentral.proquest.com/lib/uniroma3-ebooks/reader.action?docID=843265
- Fleeting Fictions:Film Technology, Adaptation, and a History of the Hollywood Novel, 1920-1950 (online text in SBA link:
https://escholarship.org/uc/item/1dh5x6jkCriticism


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                                            string(1979) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />De la traduction à l'adaptation: (en)jeux et pratiques/ From translation to adaptation: issues and practices  is one of the characterising modules of the programme. It aims to consolidate learners’ skills in translation techniques, particularly as regards intersemiotic translation practices and forms of adaptation/remediation of typologically and diachronically different texts in the interlingual and intercultural fields. These competences will be integrated with in-depth knowledge of some specialized languages (particularly business, advertising and tourism) and their specific vocabulary. <br />At the end of the module students will be able to: communicate orally and in writing at a very advanced level, thanks to a thorough linguistic and cultural competence; implement the transversal methodological tools and skills they have acquired in areas such as research, teaching and professional fields. Students are also expected to develop deontological-professional awareness.<br /><br />Requirements: Students must have already taken Paradigmes et frontières du texte/ Paradigms and text boundaries.<br /><br />"
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                                            string(674) "The course (12 CFU) will be divided into 2 volets. The first volet (6 CFU, I semester) will be devoted to some perspectives of translation with a quick return to Berman, then to Joyce self-translator from English to French, to Queneau and to Risset's Divina Commedia. The second volet (6 CFU, 2nd semester) will address translation in its relations with adaptation practices, with a particular focus on bande dessinée. Through the analysis of the verbo-iconic strategies adopted from time to time, the course will want to show how in the "lettre-image" connivance the effects of sense destined for the addressee/reader who is, at the same time, a "spectator" are passed on."
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                                            string(1625) "For the 1st volet:<br />A. Berman, L'épreuve de l'étranger, Gallimard 1984 (capitoli 1, 3, 4, 11 e Conclusion)<br />- B. Cassin, Les intraduisibles, entretien avec F. Thomas, URL : https://journals.openedition.org/rsl/252<br />- Le vocabulaire européen des philosophies. Dictionnaire des intraduisibles, entretien avec C. Briffard, URL :  http://www.revue-texto.net/Dialogues/Cassin_interview.html<br />J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII<br />. Risset, « Joyce traduit par Joyce », in L. Santone (a cura di), J. Risset, Scritti su Joyce, Bulzoni 2019, pp. 23-61<br />U. Eco, « Il caso Queneau e il caso Joyce », in Dire quasi la stessa cosa, Bompiani 2003<br />- L. Santone, Une « ressemblance intime » : Baudelaire traducteur de Poe (in corso di stampa)<br /><br />For the 2nd volet:<br />-G. Tallarico, « Stratégies culturelles dans la traduction des livres pour enfants: le cas de Geronimo Stilton », Parallèles, 27, avril 2015, pdf scaricabile all’indirizzo : https://iris.univr.it/handle/11562/817367#.YG22Px8zbIU<br />-N. Celotti, « La bande dessinée : art reconnu, traduction méconnue », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 1-12.<br />-A. Patierno, « Un cas d’adaptation en BD : Le Petit Prince de Saint-Exupéry », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 29-38.<br />-J. Muller, “Proust en BD”, Cahiers de narratologie, 31, 2016, URL : https://journals.openedition.org/narratologie/7604<br />Translation/adaptation exercises on texts provided by the lecturer are also planned."
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                                    string(1979) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />De la traduction à l'adaptation: (en)jeux et pratiques/ From translation to adaptation: issues and practices  is one of the characterising modules of the programme. It aims to consolidate learners’ skills in translation techniques, particularly as regards intersemiotic translation practices and forms of adaptation/remediation of typologically and diachronically different texts in the interlingual and intercultural fields. These competences will be integrated with in-depth knowledge of some specialized languages (particularly business, advertising and tourism) and their specific vocabulary. <br />At the end of the module students will be able to: communicate orally and in writing at a very advanced level, thanks to a thorough linguistic and cultural competence; implement the transversal methodological tools and skills they have acquired in areas such as research, teaching and professional fields. Students are also expected to develop deontological-professional awareness.<br /><br />Requirements: Students must have already taken Paradigmes et frontières du texte/ Paradigms and text boundaries.<br /><br />"
                                    ["Programma"]=>
                                    string(674) "The course (12 CFU) will be divided into 2 volets. The first volet (6 CFU, I semester) will be devoted to some perspectives of translation with a quick return to Berman, then to Joyce self-translator from English to French, to Queneau and to Risset's Divina Commedia. The second volet (6 CFU, 2nd semester) will address translation in its relations with adaptation practices, with a particular focus on bande dessinée. Through the analysis of the verbo-iconic strategies adopted from time to time, the course will want to show how in the "lettre-image" connivance the effects of sense destined for the addressee/reader who is, at the same time, a "spectator" are passed on."
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                                    string(1625) "For the 1st volet:<br />A. Berman, L'épreuve de l'étranger, Gallimard 1984 (capitoli 1, 3, 4, 11 e Conclusion)<br />- B. Cassin, Les intraduisibles, entretien avec F. Thomas, URL : https://journals.openedition.org/rsl/252<br />- Le vocabulaire européen des philosophies. Dictionnaire des intraduisibles, entretien avec C. Briffard, URL :  http://www.revue-texto.net/Dialogues/Cassin_interview.html<br />J. Risset, Préface à Dante. La Divine Comédie, Flammarion 2010, pp. I-XXXII<br />. Risset, « Joyce traduit par Joyce », in L. Santone (a cura di), J. Risset, Scritti su Joyce, Bulzoni 2019, pp. 23-61<br />U. Eco, « Il caso Queneau e il caso Joyce », in Dire quasi la stessa cosa, Bompiani 2003<br />- L. Santone, Une « ressemblance intime » : Baudelaire traducteur de Poe (in corso di stampa)<br /><br />For the 2nd volet:<br />-G. Tallarico, « Stratégies culturelles dans la traduction des livres pour enfants: le cas de Geronimo Stilton », Parallèles, 27, avril 2015, pdf scaricabile all’indirizzo : https://iris.univr.it/handle/11562/817367#.YG22Px8zbIU<br />-N. Celotti, « La bande dessinée : art reconnu, traduction méconnue », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 1-12.<br />-A. Patierno, « Un cas d’adaptation en BD : Le Petit Prince de Saint-Exupéry », in J. Podeur (a cura di), Tradurre il fumetto, Liguori Editore 2012, pp. 29-38.<br />-J. Muller, “Proust en BD”, Cahiers de narratologie, 31, 2016, URL : https://journals.openedition.org/narratologie/7604<br />Translation/adaptation exercises on texts provided by the lecturer are also planned."
                                    ["Valutazione"]=>
                                    string(504) "Midterm test and final oral exam.<br />The midterm test is reserved to attending students. Non-attending students will directly take the final exam.<br />For attending students fhe final result of the examination will be determined:<br />1) Active attendance and coursework (30%);<br />2) Written exam (30%);<br />3) Oral exam (40%).<br />Non-attending students are requested to contact the teacher at least two months before the oral examination in order to agree on any additions to the syllabus.<br />"
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                                              string(2555) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Traducir y adaptar para las artes escénicas y los medias/ Translation and adaptation for the performing arts and media is one of the characterising modules of the programme. The module provides advanced knowledge on the theory of translation in a diachronic perspective, and aims at consolidating linguistic-translational skills, which also apply to the intersemiotic and intermedial dimensions. It also allows learners to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR) and develop the methodological tools that can be used in the teaching of Spanish. The module also hones transversal skills aimed at the development of independent critical opinions, and of an independent and flexible use of the critical tools acquired.<br />At the end of the module students will be able to: communicate in Spanish in specialized and popular contexts, effectively; carry out an independent analysis of different types of texts (mainly literary) from a linguistic and translational perspective; adapt and translate texts for audio-visual purposes (e.g. select text material, write dialogues and captions, segment and create subtitles in Spanish and in Italian, etc.); recognise linguistic varieties and develop effective translation strategies appropriate to different media; understand the potential of literary texts and adapt their typology to suit cultural events and educational contexts; apply theoretical and methodological tools to teaching contexts.<br /><br />Requirements: Students must have already taken Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose.<br /><br />"
                                              ["Programma"]=>
                                              string(1435) "The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling. <br />The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".<br />"
                                              ["TestiDocente"]=>
                                              string(2227) "1)	Textbooks and critical essays<br />Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.<br />Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.<br />García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)<br />Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)<br />Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114 (disponibile online)<br />Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)<br />Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.<br /><br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Selection of texts (download from teacher’s website) for practice exercises and translation during the course.<br />Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.<br />Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub). <br />Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html<br />Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.<br /><br />Filmography under analysis<br />Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY <br />Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE <br />Ocho apellidos vascos di E. Martínez Lázaro (2014)<br />"
                                              ["Valutazione"]=>
                                              string(1160) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers;<br />3) Oral exam (50%).<br />For non attending students:<br />1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration (vide supra) and written essay;<br />2) Written essay; the work is due before the start of the three appeal sessions (summer, autumn and winter) in which the student plans to take the exam.<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br /><br />Notes<br />All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Dr. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time. <br />"
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                                              ["BibliografiaRiferimento"]=>
                                              string(1087) "3)	Reference bibliography
Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)

Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)

Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.

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For non attending students:
1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration (vide supra) and written essay;
2) Written essay; the work is due before the start of the three appeal 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).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Dr. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time. 
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                                              string(2555) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Traducir y adaptar para las artes escénicas y los medias/ Translation and adaptation for the performing arts and media is one of the characterising modules of the programme. The module provides advanced knowledge on the theory of translation in a diachronic perspective, and aims at consolidating linguistic-translational skills, which also apply to the intersemiotic and intermedial dimensions. It also allows learners to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR) and develop the methodological tools that can be used in the teaching of Spanish. The module also hones transversal skills aimed at the development of independent critical opinions, and of an independent and flexible use of the critical tools acquired.<br />At the end of the module students will be able to: communicate in Spanish in specialized and popular contexts, effectively; carry out an independent analysis of different types of texts (mainly literary) from a linguistic and translational perspective; adapt and translate texts for audio-visual purposes (e.g. select text material, write dialogues and captions, segment and create subtitles in Spanish and in Italian, etc.); recognise linguistic varieties and develop effective translation strategies appropriate to different media; understand the potential of literary texts and adapt their typology to suit cultural events and educational contexts; apply theoretical and methodological tools to teaching contexts.<br /><br />Requirements: Students must have already taken Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose.<br /><br />"
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                                              string(1435) "The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling. <br />The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".<br />"
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                                              string(2344) "1)	Textbooks and critical essays<br />Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.<br />Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.<br />García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)<br />Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)<br />Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114 (disponibile online)<br />Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)<br />Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.<br /><br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Selection of texts (download from teacher’s website) for practice exercises and translation during the course.<br />Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.<br />Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub). <br />Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html<br />Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.<br /><br />Filmography under analysis<br />Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY <br />Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE <br />Ocho apellidos vascos di E. Martínez Lázaro (2014)<br /><br />Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers."
                                              ["Valutazione"]=>
                                              string(680) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers;<br />3) Oral exam (50%).<br />For non attending students:<br />1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration and written essay;<br />2) Written essay; the work is due before the start of the three appeal sessions (summer, autumn and winter) in which the student plans to take the exam.<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br />"
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                                              ["PreRequisiti"]=>
                                              string(71) "Plasmar las ideas. Textualidad y argumentación en la prosa en español"
                                              ["ModalitaSvolgimento"]=>
                                              string(85) "60 hours in frontal teaching methodology + 12 hours other forms of assisted didactics"
                                              ["BibliografiaRiferimento"]=>
                                              string(948) "Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)

Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)

Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
"
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                                              string(85) "60 hours in frontal teaching methodology + 12 hours other forms of assisted didactics"
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                                              string(375) "The course will take place during the second semester. Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. An excellent knowledge of the Italian language is required."
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2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers;
3) Oral exam (50%).
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1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration and written essay;
2) Written essay; the work is due before the start of the three appeal 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).
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                                              ["Nome"]=>
                                              string(16) "ELENA ELISABETTA"
                                              ["Identificativo"]=>
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                                  ["Attestato"]=>
                                  string(2) "AP"
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                                    ["CodiceInsegnamento"]=>
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                                    ["DenominazioneInsegnamento"]=>
                                    string(57) "Traducir y adaptar para las artes escénicas y los medias"
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                                    ["Programmazione"]=>
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                                    ["Obiettivi"]=>
                                    string(2555) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Traducir y adaptar para las artes escénicas y los medias/ Translation and adaptation for the performing arts and media is one of the characterising modules of the programme. The module provides advanced knowledge on the theory of translation in a diachronic perspective, and aims at consolidating linguistic-translational skills, which also apply to the intersemiotic and intermedial dimensions. It also allows learners to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR) and develop the methodological tools that can be used in the teaching of Spanish. The module also hones transversal skills aimed at the development of independent critical opinions, and of an independent and flexible use of the critical tools acquired.<br />At the end of the module students will be able to: communicate in Spanish in specialized and popular contexts, effectively; carry out an independent analysis of different types of texts (mainly literary) from a linguistic and translational perspective; adapt and translate texts for audio-visual purposes (e.g. select text material, write dialogues and captions, segment and create subtitles in Spanish and in Italian, etc.); recognise linguistic varieties and develop effective translation strategies appropriate to different media; understand the potential of literary texts and adapt their typology to suit cultural events and educational contexts; apply theoretical and methodological tools to teaching contexts.<br /><br />Requirements: Students must have already taken Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose.<br /><br />"
                                    ["Programma"]=>
                                    string(1435) "The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling. <br />The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".<br />"
                                    ["TestiDocente"]=>
                                    string(2227) "1)	Textbooks and critical essays<br />Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.<br />Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.<br />García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)<br />Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)<br />Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114 (disponibile online)<br />Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)<br />Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.<br /><br />Eventual other bibliographical references will be provided during the course.<br />2)	Texts<br />Selection of texts (download from teacher’s website) for practice exercises and translation during the course.<br />Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.<br />Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub). <br />Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html<br />Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.<br /><br />Filmography under analysis<br />Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY <br />Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE <br />Ocho apellidos vascos di E. Martínez Lázaro (2014)<br />"
                                    ["Valutazione"]=>
                                    string(1160) "For attending students:<br />1) Active attendance and coursework (20%);<br />2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers;<br />3) Oral exam (50%).<br />For non attending students:<br />1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration (vide supra) and written essay;<br />2) Written essay; the work is due before the start of the three appeal sessions (summer, autumn and winter) in which the student plans to take the exam.<br />3) Oral exam conform with integrations previously accorded in point 1) e 2).<br /><br />Notes<br />All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Dr. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time. <br />"
                                    ["DatiTrasparenza"]=>
                                    object(stdClass)#13827 (10) {
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                                    ["PreRequisiti"]=>
                                    string(72) "Plasmar las ideas. Textualidad y argumentación en la prosa en español."
                                    ["BibliografiaRiferimento"]=>
                                    string(1087) "3)	Reference bibliography
Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)

Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)

Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.

"
                                    ["IndicazioniAnvur"]=>
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                                    string(53) "The course will take place during the second semester"
                                    ["ModalitaFrequenzaDescrizione"]=>
                                    string(320) "Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. An excellent knowledge of the Italian language is required."
                                    ["ModalitaValutazioneDescrizione"]=>
                                    string(1105) "For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers;
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least three months before the final exam in order to accord program’s integration (vide supra) and written essay;
2) Written essay; the work is due before the start of the three appeal 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).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Dr. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time. 
"
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                                  ["Denominazione"]=>
                                  string(98) "Do e para o português: recursos, ferramentas e estratégias na prática tradutória especializada"
                                  ["Codice"]=>
                                  string(8) "20710466"
                                  ["Lingua"]=>
                                  string(3) "por"
                                  ["Caratteristiche"]=>
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                                      ["AttivitaSigla"]=>
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                                      ["AttivitaDenominazione"]=>
                                      string(35) "Attività formative caratterizzanti"
                                      ["AmbitoDisciplinare"]=>
                                      string(28) "Lingue e Letterature moderne"
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                                      string(5) "50381"
                                      ["SSD"]=>
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                                      ["Crediti"]=>
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                                      ["OreAula"]=>
                                      string(2) "72"
                                    }
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                                      ["UID"]=>
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                                      ["Assegnazioni"]=>
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                                            ["TestiData"]=>
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                                              string(2781) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Do e para o português: recursos, ferramentas e estratégias na prática tradutória especializada/ From and to Portuguese: resources, tools and strategies in specialized translation practice is one of the characterising modules of the programme. It provides language knowledge and communication skills in Portuguese (C1+ according to the CEFR) in the diverse dimensions of variation. Particular emphasis will be placed on parameters that affect language use in various socio-cultural and pragmatic contexts. The theoretical study and the consolidation of the ability to analyse specific genres and types of text will be the basis of an approach to translation that takes into account criteria that are external to the text (such as the communicative intention of the sender and the receivers), as well as internal, like cognitive content, the expected recipients’ level of knowledge, lexical and syntactic characteristics, additional elements such as tables, graphs, etc. A part of the module consists in a laboratory that will be focused on translation, particularly on the phases of preparation, development and revision, as well as on finding resources and how to use several support tools.<br />At the end of the module students will be able to: communicate at a high level of proficiency, both orally and in writing; carry out an independent analysis of the socio-cultural and pragmatic aspects of communication in Portuguese, and of different types of texts; reflect on the translation process; revise texts in Portuguese and translate them into Italian; use tools and bibliographic resources for linguistic-translational analysis and translation appropriately.<br /><br /> Requirements: Students must have already taken O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension.<br />"
                                              ["Programma"]=>
                                              string(570) "Translation and bycentrism: translating the literary varieties of Portuguese<br />The course will focus on the analysis of contemporary literary varieties of the Portuguese language in a series of texts by Portuguese, Brazilian, Mozambican and Angolan authors, and then highlight, through the vision and study of the translations of the texts published in Italian, differences and correspondences between European Portuguese (EP), Brazilian Portuguese (PB) and the two African varieties in formation (Mozambican Portuguese, PM, and Angolan Portuguese, PA) of Portuguese."
                                              ["TestiDocente"]=>
                                              string(986) "Gian Luigi De Rosa, Dal dialogo letterario al parlato filmico: il soggetto in Estive em lisboa e lembrei de você”, in Giorgio de Marchis (a cura di), Di naufragi ne so più che il mare. La Cattedra “José Saramago” ricorda Giulia Lanciani, RomaTre Press, Roma, 2019, pp. 63-83 (ISBN 978-88-32136-63-0). http://romatrepress.uniroma3.it<br />Gian Luigi De Rosa, Problemáticas tradutórias e adequação sociolinguística: a tradução italiana de Estive em Lisboa e lembrei de você de Luiz Ruffato”, in Gian Luigi De Rosa et alii (orgs.), De volta ao futuro da língua portuguesa. Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa, 2017, pp.  3695-3706 http://siba-ese.unisalento.it/index.php/dvaf/article/view/18099/15440 <br />Giorgio de Marchis (a cura di), Lusofônica, Roma, La Nuova Frontiera, 2006.<br />Susan Bassnett and André Lefevere, Constructing Cultures : Essays On Literary Translation Topics in Translation, Multilingual Matters, 1998."
                                              ["Valutazione"]=>
                                              string(520) "At the end of the course, the student will have to submit a translation of a short story: each student will choose a literary text to analyse and translate. the paper and translation will be handed in to the lecturer ten days before the exam, unless the lecturer notifies otherwise. <br />During the exam, which is held orally, the student will discuss the translation and defend the translation choices made, referring to the instructions received, lexical research and translation strategies applied during the course."
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                                              string(91) "O português no mundo: variações diatópicas, proximidades românicas, intercompreensão."
                                              ["ModalitaSvolgimento"]=>
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                                              ["IndicazioniAnvur"]=>
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                                              string(1969) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation. <br />The unit  Analysis and translation of Russian literary and cinematic texts is one of the characterising modules of the programme. Its aim is to refine the tools for the linguistic and stylistic analysis of the literary text, while consolidating language competence (C1+ of the CEFR) and translation skills (from Russian to Italian), also from an intermedial perspective. The module a linguistic and cultural perspective, will be aimed at the acquisition of critical awareness and translation and editorial skills.<br />At the end of the module students will be able to: transpose, subtitle, adapt for theatre, cinema or other cultural events; translate and write texts in specific work and educational contexts; autonomously analyse texts also in an intermediate perspective by applying the tools and knowledge acquired; communicate at an advanced level the disciplinary contents.<br />Requirements: Students must have already taken Русский язык (продвинутый уровень): лексика, синтаксис и стилистика/ Advanced Russian language: lexis, syntax and stylistics<br />"
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                                            string(2232) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Teatro español: dramaturgia y representación/ Spanish theatre: dramaturgy and performance is one of the characterising modules of the programme. It aims at consolidating written and spoken skills and autonomous critical analysis of theatrical works belonging to different periods and framed within their linguistic, literary, and dramaturgical dimensions. Special emphasis will be given to the relation between the theatrical text and its staging realisation (also using audio-visual materials) and to the translation processes to which a theatrical text is submitted (e.g. literary translation and subtitling). The unit also aims at deepening practical and theoretical competences on literature teaching methodologies, with a special focus on the use of the theatrical text in teaching practices. <br />At the end of the module, students will be able to: analyse, translate and realise stage or screen adaptations of a text; evaluate the interrelations between literary language and languages belonging to other artistic forms; translate theatrical texts; communicate in oral and written form about the module contents (advanced level); apply theoretical and methodological tools to the context of literature teaching. <br /><br />Requirements: Students must have already taken La literatura española en el espejo del tiempo/ Spanish literature in the mirror of time.<br />"
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                                            string(1363) "STAGING AS AN INTERPRETATIVE PRACTICE OF THE DRAMATIC TEXT: CHALLENGES FOR THE ANALYSIS OF PERFORMANCE AND THE DIDACTICS OF LITERATURE IN THE EFL CLASSROOM.<br />The course aims to provide students with the tools and methodologies for the dramaturgical analysis of theatrical texts from classical and contemporary times, with special focus on the study of current staging practices. The dramatic text will also be analysed from the perspective of its realisation in staging, also through the use and analysis of video materials. Finally, the course aims to deepen practical and theoretical reflections on the didactics of literature, with special focus on the use of theatre in a didactic perspective.<br /><br />Expected learning outcomes<br />Knowledge<br />Consolidation of knowledge related to classical and contemporary theatre.<br />Consolidation of knowledge related to Spanish culture.<br /><br />Methodological skills<br />To be able to independently analyse and interpret classical and contemporary theatre texts<br />Being able to recognise, analyse and interpret experimental aspects of contemporary theatre writing. <br />Able to analyse and interpret stage performances of classical and contemporary plays<br />Being able to identify strategies and methods for the teaching of theatre for the teaching of Spanish literature in school contexts.<br />"
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                                            string(498) "Textos dramáticos <br />Lope de Vega, El perro del hortelano/Il cane dell’ortolano, edizione di Fausta Antonucci e Stefano Arata, Napoli, Liguori<br />Calderón de la Barca, La vida es sueño/La vita è un sogno, edizione di Fausta Antonucci, Venezia, Marsilio<br />Federico García Lorca, La casa de Bernarda Alba, a cura di Enrico Di Pastena, Pisa, ETS<br /><br /><br />The reading and analysis of the texts will be accompanied by the viewing and analysis of recordings of various productions."
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J.L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis, 2003 (or updated edition, México, Paso de Gato)
J. Martínez Valderas, J. López-Antuñano (eds.), El análisis de la escenificación, Madrid, Fundamentos, 2021 (chapters 7, 8, 10)
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                                    ["Valutazione"]=>
                                    string(669) " Possession of the prerequisites and consolidation of knowledge will be checked by means of a compulsory test, after the first lessons of the course, whose sole purpose is to identify any gaps and to provide any supporting critical material. The acquisition of "Methodological skills" will be assessed by means of: a) in itinere activities of analysis and interpretation of the theatrical texts in the programme; b) in itinere activities of analysis and interpretation of the performances in the programme; c) creation of a didactic unit for learning Spanish literature through theatre. Skills not tested in seminar form will be assessed by means of an oral exam.<br />"
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J.L. García Barrientos, Cómo se comenta una obra de teatro, Madrid, Síntesis, 2003 (or updated edition, México, Paso de Gato)
J. Martínez Valderas, J. López-Antuñano (eds.), El análisis de la escenificación, Madrid, Fundamentos, 2021 (chapters 7, 8, 10)
Students who show gaps in their basic knowledge, in particular with regard to classical and/or contemporary Spanish theatre will be assigned additional support materials.
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                                            string(2291) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La novela hispanoamericana contemporánea (siglos XIX- XXI)/ The contemporary Latin American novel (XIX-XXI centuries) is one of the characterising modules of the programme. The module aims to further consolidate communication skills and increase students’ ability to acquire and analyse data from literary sources belonging to different genres. This will enable students to engage critically with texts in the Hispanic-American context over a period of time spanning the nineteenth and twenty-first centuries. The class also allows further refinement of methodological competence in teaching literature, as well as in the translation of literary texts, combining theory input with advanced level practice.<br />At the end of the module students will be able to: critically analyse the relationships between national literatures in the of the diversified context of cultural geographies, also in relation to the emergence of new literatures and new cultural identities; acquire and analyse linguistic and literary data; critically evaluate texts and literary or cultural phenomena; apply teaching methods to Hispano-American literature; translate literary texts; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America.<br />"
                                            ["Programma"]=>
                                            string(543) "The aim of the course is to highlight the extent to which women's bodies and corporalities that do not conform to gender norms have always been a territory in constant re-conquest, as in Latin America. The study of the selected texts is an opportunity to reflect on how some recently published novels have been able to accommodate in the literary space the social, political and cultural instances that on the contemporary horizon deal with the themes of gender violence, dissident identities and sexual expression in the ethnic-social system."
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                                            string(647) "•	Reyes, Dolores. Cometierra, Sigilo, Buenos Aires, 2020.<br />•	Lozano, Brenda. Brujas, Alfaguara, 2020.<br />•	Sosa Villada, Camila. Las malas, Tusquets (2019), 2020.<br /><br /><br />Non-attending students should contact the professor at least two months prior to the exam.<br /><br />Additional text for non-attending students:<br />Mataix, Remedios. “La escritura (casi) invisible. Narradoras hispanoamericanas del siglo XIX”, Anales de Literatura Española, Universidad de Alicante, n. 16, 2003. (pp. 5-47). [on line] https://ale.ua.es/article/view/2003-n16-la-escritura-casi-invisible-narradoras-hispanoamericanas-del-siglo-xix   "
                                            ["Valutazione"]=>
                                            string(175) "The verification of learning takes place through an oral test in Spanish.<br /><br />Non-attending students should contact the professor at least two months prior to the exam."
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                                            ["BibliografiaRiferimento"]=>
                                            string(639) "
Miano Borruso. Marinella, “Género y Homosexualidad entre los Zapotecos del Istmo de Tehuantepec: el Caso de los Muxe”. IV Congreso Chileno de Antropología. Colegio de Antropólogos de Chile A. G, Santiago de Chile, 2001. [on line]

Gálligo Wetzel, Agustina. “Formas de la aparición en Las Malas de Camila Sosa Villada”, Revista Landa, vol. 8, n. 2, 2020. [on line]

Solyszko Gomes, Izabel. “Femicidio y feminicidio: avances para nombrar la expresión letal de la violencia de género contra las mujeres”, GénEros. Revista de investigación y divulgación sobre los estudios de género, n. 13, 2013. (pp. 23-41). [on line]"
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Non-attending students should contact the professor at least two months prior to the exam."
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                                    string(2291) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />La novela hispanoamericana contemporánea (siglos XIX- XXI)/ The contemporary Latin American novel (XIX-XXI centuries) is one of the characterising modules of the programme. The module aims to further consolidate communication skills and increase students’ ability to acquire and analyse data from literary sources belonging to different genres. This will enable students to engage critically with texts in the Hispanic-American context over a period of time spanning the nineteenth and twenty-first centuries. The class also allows further refinement of methodological competence in teaching literature, as well as in the translation of literary texts, combining theory input with advanced level practice.<br />At the end of the module students will be able to: critically analyse the relationships between national literatures in the of the diversified context of cultural geographies, also in relation to the emergence of new literatures and new cultural identities; acquire and analyse linguistic and literary data; critically evaluate texts and literary or cultural phenomena; apply teaching methods to Hispano-American literature; translate literary texts; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America.<br />"
                                    ["Programma"]=>
                                    string(543) "The aim of the course is to highlight the extent to which women's bodies and corporalities that do not conform to gender norms have always been a territory in constant re-conquest, as in Latin America. The study of the selected texts is an opportunity to reflect on how some recently published novels have been able to accommodate in the literary space the social, political and cultural instances that on the contemporary horizon deal with the themes of gender violence, dissident identities and sexual expression in the ethnic-social system."
                                    ["TestiDocente"]=>
                                    string(647) "•	Reyes, Dolores. Cometierra, Sigilo, Buenos Aires, 2020.<br />•	Lozano, Brenda. Brujas, Alfaguara, 2020.<br />•	Sosa Villada, Camila. Las malas, Tusquets (2019), 2020.<br /><br /><br />Non-attending students should contact the professor at least two months prior to the exam.<br /><br />Additional text for non-attending students:<br />Mataix, Remedios. “La escritura (casi) invisible. Narradoras hispanoamericanas del siglo XIX”, Anales de Literatura Española, Universidad de Alicante, n. 16, 2003. (pp. 5-47). [on line] https://ale.ua.es/article/view/2003-n16-la-escritura-casi-invisible-narradoras-hispanoamericanas-del-siglo-xix   "
                                    ["Valutazione"]=>
                                    string(175) "The verification of learning takes place through an oral test in Spanish.<br /><br />Non-attending students should contact the professor at least two months prior to the exam."
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                                    ["PreRequisiti"]=>
                                    string(195) "Requirements: Students must have already taken Archivos de la memoria: literaturas, historia y política en Hispanoamérica / Memory archives: literatures, history, and politics in Latin America."
                                    ["BibliografiaRiferimento"]=>
                                    string(639) "
Miano Borruso. Marinella, “Género y Homosexualidad entre los Zapotecos del Istmo de Tehuantepec: el Caso de los Muxe”. IV Congreso Chileno de Antropología. Colegio de Antropólogos de Chile A. G, Santiago de Chile, 2001. [on line]

Gálligo Wetzel, Agustina. “Formas de la aparición en Las Malas de Camila Sosa Villada”, Revista Landa, vol. 8, n. 2, 2020. [on line]

Solyszko Gomes, Izabel. “Femicidio y feminicidio: avances para nombrar la expresión letal de la violencia de género contra las mujeres”, GénEros. Revista de investigación y divulgación sobre los estudios de género, n. 13, 2013. (pp. 23-41). [on line]"
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                                            string(2088) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />O romance brasileiro contemporâneo (séculos XIX– XXI)/ The contemporary Brazilian novel (XIX-XXI centuries) is one of the characterising modules of the programme. It aims to further consolidate communication skills and the ability to engage critically with Brazilian literary texts. In particular, it provides specialised competence, including a firmer command of updated methodological tools and approaches, aimed at a critical appreciation of Brazilian fiction, also in relation with the Lusophone and Latin American dimension. In addition, the module will further explore previously acquired skills in teaching Brazilian literature and literary translation.<br />At the end of the module students will be able to: acquire and analyze linguistic and literary data; critically engage with literary and/or cultural texts and phenomena, with special regard for Brazilian narrative texts, apply didactic methodologies to teaching Brazilian literature; translate literary texts; communicate disciplinary contents at an advanced level.<br /><br />Requirements: Students must have already taken Arquivos da Memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil-<br /><br />"
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                                            string(324) "The course aims to reflect on the racial question in Brazil in the decades between the 19th and 20th centuries. The analysis of some novels and short stories will highlight how the idea of nationhood and the ideal of order and progress is deeply linked to the racial theories developed after the abolition of slavery (1888)."
                                            ["TestiDocente"]=>
                                            string(1487) "Lilia Moritz Schwarcz, Sobre o autoritarismo brasileiro. Uma breve história de cinco séculos, Objectiva Penguin Random House, Lisboa, 2020, Cap. 5 (pp. 139- 165) Cap. 7 (pp. 191- 224); <br /><br />Roberto DaMatta, “A ilusão das relações raciais”, in O que faz o brasil, Brasil?, Rocco, Rio de Janeiro,1986, pp. 35-48;<br /><br />Valeria Ribeiro Corossacz, Dalle teorie sull'ineguaglianza razziale alla democrazia razziale: breve storia del meticciato in Brasile, LA RICERCA FOLKLORICA, n.51, 135-147;<br /><br />Djamila Ribeiro, Lugar de fala, Editora Jandaíra, Rio de Janeiro 2021;<br /><br />Lélia Gonzales, Racismo e sexismo na cultura brasileira, «Revista Ciências Sociais Hoje», Anpocs, p. 223-244, 1984;<br /><br />Aluísio Azevedo, O Cortiço [1890] (qualunque edizione);<br /> <br />Antonio Candido, “De cortiço a cortiço”, in O Discurso e a cidade, São Paulo, Livraria Duas Cidades, 1993, pp. 123-152;<br /><br />Jorge Amado, Gabriela, cravo e canela [1958] (qualunque edizione);<br /><br />Sayonara Amaral de Oliveira, (2011). Das impertinências do corpo de Gabriela no romance de Jorge Amado, «Letras De Hoje», vol. 46, n. 4, 2011, pp. 23-30; <br /><br />Carolina Maria de Jesus, Quarto de despejo. Diário de uma favelada [1960];<br /><br />Regina Dalcastagnè, Para não ser trapo no mundo:: as mulheres negras e a cidade na literatura brasileira contemporânea, «Estudos De Literatura Brasileira Contemporânea», n. 44,  2014, pp. 289–302.<br />"
                                            ["Valutazione"]=>
                                            string(214) "Seminar activities and oral exam (about 30 minutes) through which will be verified the student's knowledge in relation to the course content and critical-interpretative skills of the literary works on the syllabus."
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Valeria Ribeiro Corossacz, Razzismo, meticciato, democrazia razziale. Le politiche della razza in Brasile, Soveria Mannelli, Rubbettino Editore, 2005;

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                                    string(2088) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />O romance brasileiro contemporâneo (séculos XIX– XXI)/ The contemporary Brazilian novel (XIX-XXI centuries) is one of the characterising modules of the programme. It aims to further consolidate communication skills and the ability to engage critically with Brazilian literary texts. In particular, it provides specialised competence, including a firmer command of updated methodological tools and approaches, aimed at a critical appreciation of Brazilian fiction, also in relation with the Lusophone and Latin American dimension. In addition, the module will further explore previously acquired skills in teaching Brazilian literature and literary translation.<br />At the end of the module students will be able to: acquire and analyze linguistic and literary data; critically engage with literary and/or cultural texts and phenomena, with special regard for Brazilian narrative texts, apply didactic methodologies to teaching Brazilian literature; translate literary texts; communicate disciplinary contents at an advanced level.<br /><br />Requirements: Students must have already taken Arquivos da Memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil-<br /><br />"
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Valeria Ribeiro Corossacz, Razzismo, meticciato, democrazia razziale. Le politiche della razza in Brasile, Soveria Mannelli, Rubbettino Editore, 2005;

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                                            string(139) "The course will analyse the interpretations of Brazil proposed by Gilberto Freyre, Sérgio Buarque de Holanda and Caio Prado Júnior.<br />"
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                                            string(1464) "Gilberto Freyre, Casa Grande e Sanzala, São Paulo, Editora Global, 2006;<br />Sérgio Buarque de Holanda, Raízes do Brasil, São Paulo, Companhia das Letras, 2013;<br />Caio Prado Júnior, Formação do Brasil contemporâneo, São Paulo, Companhia das Letras, 2011;<br /><br />Ricardo Benzaquen de Araújo, Chuvas de verão. “Antagonismos em equilíbrio” em Casa-Grande & senzala de Gilberto Freyre, in A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009, pp. 198-211.<br />Antonio Candido, O Significado de Raízes do Brasil, in Raízes do Brasil, São Paulo, Companhia das Letras, 2011, pp. 9-24;<br />Mario Helio Gomes de Lima, Gilberto Freyre, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp. 153-168;<br />Thiago Lima Nicodemo, Sérgio Buarque de Holanda, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp.139-152;<br />Luiz Bernardo Pericás – Maria Clélia Wider, Caio Prado Júnior, in L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014, pp.193-214;<br />Bernardo Ricupero, Caio Prado Júnior e o lugar do Brasil no mundo, in A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009, pp. 226-239.<br />"
                                            ["Valutazione"]=>
                                            string(759) "The student will be assessed in itinere on the basis of seminar activities (short reports, short oral presentations on agreed topics). The final check of the learning will be made through a final oral test of about 30 minutes. The interview will consist of three questions all related to the examination program and aimed at verifying the level of effective understanding of the contents of the course. The final grade will take into account the quality of the final report and the seminar activities.<br />In the event of an extension of the COVID-19 health emergency, all provisions governing student evaluation methods will be implemented.  In particular, the following arrangements will apply: remote oral examination using Microsoft Teams software.<br />"
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                                            string(231) "A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009;
L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014
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In the event of an extension of the COVID-19 health emergency, all provisions governing the way in which teaching activities are carried out will be implemented. In particular, the following modalities will apply: distance learning via Microsoft Teams software.
"
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In the event of an extension of the COVID-19 health emergency, all provisions governing student evaluation methods will be implemented.  In particular, the following arrangements will apply: remote oral examination using Microsoft Teams software.
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                                    string(1986) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Interpretaciões do Brasil/ Interpretations of Brazil is one of the characterising modules of the programme. It aims to further consolidate linguistic-communicative skills, as well as specific methodological, historical-cultural and analytical skills, to be applied to the study of classical readings of Brazilian identity, culture and history. Building on the knowledge acquired during the Bachelor’s degree, the module provides students with the capacity of performing independent analyses of hermeneutically complex texts, enhancing a dialogue with the Latin American dimension but also capturing the transcultural dynamics typical of the Portuguese-speaking area.<br />At the end of the module students will be able to: critically engage with texts and phenomena of Brazilian literature, also froma in a transcultural perspective, by applying the theories and tools learned; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Arquivos da Memória. Literatura, história e política no Brasil/ Memory archives. Literature, history and politics in Brazil.<br />"
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                                    string(139) "The course will analyse the interpretations of Brazil proposed by Gilberto Freyre, Sérgio Buarque de Holanda and Caio Prado Júnior.<br />"
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                                    string(759) "The student will be assessed in itinere on the basis of seminar activities (short reports, short oral presentations on agreed topics). The final check of the learning will be made through a final oral test of about 30 minutes. The interview will consist of three questions all related to the examination program and aimed at verifying the level of effective understanding of the contents of the course. The final grade will take into account the quality of the final report and the seminar activities.<br />In the event of an extension of the COVID-19 health emergency, all provisions governing student evaluation methods will be implemented.  In particular, the following arrangements will apply: remote oral examination using Microsoft Teams software.<br />"
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                                    string(231) "A. Botelho – L. Moritz Schwarcz, Um enigma chamado Brasil, São Paulo, Companhia das Letras, 2009;
L. Bernardo Pericás – L. Secco, Intérpretes do Brasil. Clássicos, rebeldes e renegados, São Paulo, Boitempo Editorial, 2014
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In the event of an extension of the COVID-19 health emergency, all provisions governing student evaluation methods will be implemented.  In particular, the following arrangements will apply: remote oral examination using Microsoft Teams software.
"
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                                              string(1608) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Text and performance is one of the characterising modules of the programme. It allows students to strengthen their linguistic and communicative skills and their ability to interpret literary phenomena; it also enhances their competence in teaching literature and fosters their capacity for autonomous and accurate critical evaluation. <br />At the end of the module students will be able to: employ advanced theoretical skills in the field of literary translation as well as in the analysis of the interrelationships between literary language and other expressive forms, also from an intermedial perspective; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                              ["Programma"]=>
                                              string(503) "Shakespeare's romantic comedy and the performance of the written text through the media<br /><br />The course proposes to analyse the 'romantic comedy' genre invented by Shakespeare and in particular the performance of three texts: The Taming of the Shrew, The Merchant of Venice and Twelfth Night, in the passage through a different language, in the Italian translation, and through different media, in the adaptation, thus not only from page to theatre, but to cinema, television, radio, social media."
                                              ["TestiDocente"]=>
                                              string(287) "William Shakespeare, The Taming of the Shrew, Oxford University Press<br />William Shakespeare The Merchant of Venice, Oxford University Press<br />William Shakespeare, Twelfth Night, Oxford University Press<br /><br />More bibliography will be referenced on Moodle and during the course"
                                              ["Valutazione"]=>
                                              string(186) "The examination is oral but there will be in-progress tests (optional); a written paper of 1500 words is to be agreed with the teacher for those who have not taken the in-progress tests "
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                                              string(1608) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Text and performance is one of the characterising modules of the programme. It allows students to strengthen their linguistic and communicative skills and their ability to interpret literary phenomena; it also enhances their competence in teaching literature and fosters their capacity for autonomous and accurate critical evaluation. <br />At the end of the module students will be able to: employ advanced theoretical skills in the field of literary translation as well as in the analysis of the interrelationships between literary language and other expressive forms, also from an intermedial perspective; communicate at an advanced level the disciplinary content.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                              ["Programma"]=>
                                              string(566) "Titolo: "From the written page to performance media: remediations and transmediations of the literary text".<br />Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.<br />"
                                              ["TestiDocente"]=>
                                              string(379) "William Shakespeare, "Romeo and Juliet" (1592-4), ed. by René Weis, Bloomsbury Arden (New edition),  2012. <br />Angela Carter, "Come Unto These Yellow Sands" (1979) [il testo verrà reso disponibile dalla docente].<br />Margaret Atwood’s "The Handmaid’s Tale" (1985), Vintage, 1996.  <br /><br />Recordings, films and TV series' episodes will be provided during the course."
                                              ["Valutazione"]=>
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                                              string(471) "Lucia Esposito, “Polifonia vittoriana. I quadri alla radio di Angela Carter”, InVerbis. Lingue, letterature, culture, 2 (numero speciale su 'Voice and Silence. The Use of Sound in Contemporary Texts', a cura di V. Castagna), pp. 31-47.
Lucia Esposito e Alessandra Ruggiero (a cura di), 'The Handmaid’s Tale: Resistenza e Rigenerazione', Milano-Udine, Mimesis, 2023 (in corso di pubblicazione).

Two essays on "Romeo and Juliet" will be provided during the course.  "
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                                    string(566) "Titolo: "From the written page to performance media: remediations and transmediations of the literary text".<br />Description: The course focuses on the written text’s performance, regeneration and proliferation through different modalities and across multiple media. The literary cases considered, William Shakespeare’s "Romeo and Juliet", Angela Carter’s "Come Unto These Yellow Sands", and Margaret Atwood’s "The Handmaids Tale", will be analysed in relation to their most significant transcodifications for radio, film, television and social media.<br />"
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                                    string(379) "William Shakespeare, "Romeo and Juliet" (1592-4), ed. by René Weis, Bloomsbury Arden (New edition),  2012. <br />Angela Carter, "Come Unto These Yellow Sands" (1979) [il testo verrà reso disponibile dalla docente].<br />Margaret Atwood’s "The Handmaid’s Tale" (1985), Vintage, 1996.  <br /><br />Recordings, films and TV series' episodes will be provided during the course."
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Lucia Esposito e Alessandra Ruggiero (a cura di), 'The Handmaid’s Tale: Resistenza e Rigenerazione', Milano-Udine, Mimesis, 2023 (in corso di pubblicazione).

Two essays on "Romeo and Juliet" will be provided during the course.  "
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                                              string(1628) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.<br />At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
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                                              string(632) "Women, History, and the Postcolonial Nation in South African Poetry<br /><br />In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?<br /><br />"
                                              ["TestiDocente"]=>
                                              string(330) "Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;<br />Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);<br />Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;<br />Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.<br /><br /><br />"
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                                              string(253) "Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment."
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                                              ["BibliografiaRiferimento"]=>
                                              string(1157) "Elleke Boehmer, Stories of Women. Gender and Narrative in the Postcolonial Nation, Manchester UP, 2005;
Carli Coetzee, "Krotoa remembered: a mother of unity, a mother of sorrows?", in Negotiationg the Past. The Making of Memory on the New South Africa, ed. by Carli Coetzee & Sarah Nuttall, oxford UP, 2008;
Maria Paola Guarducci, In-verse. Poesia femminile dal Sudafrica, Mimesis, 2022; pp. 21-44 and 135-140
Andrew P. Lyons, The Two Lives of Sara Baartman: Gender, ‘Race,’ Politics and the Historiography of Mis/Representation, in Anthropologica, 60:1 (2018);
Meg Samuelson, Remembering the Nation, Dismembering Women? Stories of South African Transition, University of KwaZulu-Natal Press;
Makhosazana Xaba (ed.), Our Words, Our Worlds: Writing on Black South African Women Poets. 2000-2018, University of KwaZulu-Natal Press, 2019

Methodological texts 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."
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                                              string(1628) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literary mindscapes is one of the characterising modules of the programme. It enables students to consolidate their competence in the field of Anglophone literatures; it also allows them to further enhance their theoretical and methodological skills in order to achieve a thoroughly independent critical assessment in the philological analysis of literary texts and/or phenomena, also with reference to the processes of transcultural translation.<br />At the end of the module students will be able to: apply their knowledge to the analysis of literary texts and/or phenomena; communicate at an advanced level the disciplinary content; analyse the processes of transcultural translation.<br /><br />Requirements: Students must have already taken Literature and Forms.<br />"
                                              ["Programma"]=>
                                              string(631) "Island narratives and the rhetoric of nostalgia<br /><br />In this course we will explore the island trope in a selection of texts, from R.L. Stevenson’s Treasure Island to Jamaica Kincaid’s A Small Place. In these narratives, the island features at times as a place of adventure, at other times as a theatre where humanity is tested, as a projection of psychotic fantasies, as an artificial paradise, or as a place of violence and squalor. In its latest, astonishing metamorphosis, the island has become a gigantic, floating garbage patch. In this way, islands continue to inspire the imagination of both writers and readers. "
                                              ["TestiDocente"]=>
                                              string(570) "Primary texts:<br />Robert Louis Stevenson, Treasure Island (1883)<br />David Herbert Lawrence, The Man who Loved Islands (1928)<br />William Golding, Lord of the Flies (1954)<br />V. S. Naipaul, The Middle Passage (1962)<br />Doris Lessing, Briefing for a Descent into Hell (1971)<br />Jamaica Kincaid, A Small Place (1988)<br />Marianne Wiggins, John Dollar (1999)<br />Films:<br />Lord of the Flies, dir. Peter Brook (1963) (link available on the course’s Team)<br />Cast Away, dir. Robert Zemeckis (2000)<br />Plastic Paradise, dir. Angela Sun (2014). <br /><br />"
                                              ["Valutazione"]=>
                                              string(571) "Class participation, short presentations during the course, and a final essay (approx. and no more than 3000 words), to be discussed during the oral exam. The essay must offer a comparative analysis of two of the texts from the syllabus, that should be discussed through a common theme of your choice. A third text (chosen among the ones that are included in the programme or a text of your choice) can be discussed along the two main texts. The essay must be submitted via e-mail at least 10 days before the date of the exam. Essays may be written in English or Italian."
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                                              ["PreRequisiti"]=>
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                                              ["BibliografiaRiferimento"]=>
                                              string(2298) "Secondary readings (provided by me).
General:
Stephanos Stephanides et Susan Bassnett, «Islands, Literature, and Cultural Translatability», Transtext(e)s Transcultures 跨文本跨文化, http://journals.openedition.org/transtexts/212 ; DOI : https:// doi.org/10.4000/transtexts.212 
On The Man Who Loved Islands:
Julian Moynahan, «Lawrence’s The Man Who Loved Islands: A Modern Fable», Modern Fiction Studies, Spring 1959, Vol. 5, No. 1, D. H. LAWRENCE NUMBER: special number (Spring 1959), pp. 57-64.
On Treasure Island:
Diana Loxley, Problematic Shores: The Literature of Islands, Palgrave Macmillan, 1990, chapter 3  https://discovery.sba.uniroma3.it/primo-explore/search?query=any,contains,problematic%20shores&tab=default_tab&search_scope=ALL&vid=39CAB_V1&offset=0
On Lord of the Flies:
William Golding, Lord of the Flies as Fable (1962)
Stefan Hawlin, «The savages in the forest: decolonising William Golding», Critical Survey, 1995, Vol. 7, No. 2, Heritage: textual landscapes (1995), pp. 125-135.
On Briefing for a Descent into Hell:
Katherine Fishburn, «Doris Lessing's "Briefing for a Descent into Hell": Science Fiction or Psycho-Drama? ("Briefing for a Descent into Hell" de Doris Lessing, science-fiction ou psychodrame?)», Science Fiction Studies, Mar., 1988, Vol. 15, No. 1 (Mar., 1988), pp. 48-60.
Douglass Bolling, «Structure and Theme in "Briefing for a Descent into Hell"», Contemporary Literature , Autumn, 1973, Vol. 14, No. 4, Special Number on Doris Lessing (Autumn, 1973), pp. 550-564.
R.D. Laing, The Politics of Experience, chapters 5 and 7.
On The Middle Passage:
Review: THE MIDDLE PASSAGE by V. S. Naipaul. Review by: John Hearne, Caribbean Quarterly, Vol. 8, No. 4 (DECEMBER, 1962), pp. 65-66.
John Thieme, «Searching for a Centre: The Writing of V. S. Naipaul», Third World Quarterly , Oct., 1987, Vol. 9, No. 4 (Oct., 1987), pp. 1352-1365.
Derek Walcott, «History and Picong in The Middle Passage» (review)
On A Small Place:
Suzanne Gauch, «A Small Place: Some Perspectives on the Ordinary», Callaloo, Vol. 25, No. 3 (Summer, 2002), pp. 910-919.
Keith E. Byerman, «Anger in a Small Place: Jamaica Kincaid's Cultural Critique of Antigua», College Literature , Feb., 1995, Vol. 22, No. 1, Third World Women's Inscriptions (Feb., 1995), pp. 91-102."
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                                              string(300) "Lectures will be held on campus.The course will be taught in the form of a seminar with great emphasis on group discussion. Students are encouraged to read the texts before the courses starts. Attendance is highly recommended. Class participation will be one of the criteria for the final evaluation."
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                                    ["Programma"]=>
                                    string(632) "Women, History, and the Postcolonial Nation in South African Poetry<br /><br />In this course we will examine some (written and/or performed) lyrical texts by South African poets who ‘use’ historical female characters (Krotoa/Eva, Saartjie Baartman, etc.) to discuss and rewrite the symbols of the nation. What role do women as mothers, wives, lovers, handmaids, warriors, caretakers, mediators, etc. play in the New South Africa's nation-building process? How does the poetry by women about women contest the hypersexualization of the female body as a colonial practice and propose a new idea of history and memory?<br /><br />"
                                    ["TestiDocente"]=>
                                    string(330) "Karen Press, Krotoa's Story, Cape Town, Buchu Books, 1990;<br />Toni Stuart, Krotoa-Eva's suite- a cape jazz poem in three movement, 2018 (video);<br />Makosazana Xaba, Tongues of Their Mothers, Scottsville, University of KwaZulu-Natal Press, 2008;<br />Diana Ferrus, I’ve Come to Take You Home, Xlibris, 2011.<br /><br /><br />"
                                    ["Valutazione"]=>
                                    string(253) "Students will be assessed at the end of the course through an oral exam. Participation to class discussions, assignments handed in during the course (mid-course written tests, short dissertations, projects, etc.) also contribute to the final assessment."
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                                    string(1157) "Elleke Boehmer, Stories of Women. Gender and Narrative in the Postcolonial Nation, Manchester UP, 2005;
Carli Coetzee, "Krotoa remembered: a mother of unity, a mother of sorrows?", in Negotiationg the Past. The Making of Memory on the New South Africa, ed. by Carli Coetzee & Sarah Nuttall, oxford UP, 2008;
Maria Paola Guarducci, In-verse. Poesia femminile dal Sudafrica, Mimesis, 2022; pp. 21-44 and 135-140
Andrew P. Lyons, The Two Lives of Sara Baartman: Gender, ‘Race,’ Politics and the Historiography of Mis/Representation, in Anthropologica, 60:1 (2018);
Meg Samuelson, Remembering the Nation, Dismembering Women? Stories of South African Transition, University of KwaZulu-Natal Press;
Makhosazana Xaba (ed.), Our Words, Our Worlds: Writing on Black South African Women Poets. 2000-2018, University of KwaZulu-Natal Press, 2019

Methodological texts 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."
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                                    string(2159) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Literatur und Transkulturalität/ Literature and transculturality is one of the characterising modules of the programme. The aim of the course is to develop at very advanced levels the linguistic-communicative skills and specialist competences in the analysis of media and intercultural dynamics related to the literature and culture of German-speaking countries, as well as their cultural geographies and the problems of cultural identity, with in-depth attention to the problems of translation and didactics of literature. The course also allows students to acquire a high capacity to perfect their own theoretical and methodological skills, as well as to use the tools of philological and critical-literary analysis critically for the interpretation of cultural phenomena, in particular the processes of transcultural translation and the dynamics of communication between different forms of media.<br />At the end of the module students will be able to: analyse the media and intercultural dynamics of German-language literature; critically analyse cultural and communicative phenomena independently; translate; communicate content in the subject field at an advanced level.<br /><br />Requirements: Students must have already taken Literatur und intermedialität/ Literature and intermediality.<br />"
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                                    string(916) "Johann Joachim Winckelmann: Geschichte der Kunst und des Altertums (1764, Auszüge) <br />Johann Wolfgang Goethe, Die italienische Reise  (1816, Auszüge) <br />August von Platen: Die Pyramide des Cestius (1826); Warm und hell dämmert in Rom die Winternacht (1826); <br />Marie Luise Kaschnitz, Rom (1936), Engelsbrücke. Römische Betrachtung (1955; Auszüge)<br />Ingeborg Bachmann, Was ich in Rom sah und hörte (1955), Das dreißigste Jahr (1961)<br />Rolf-Dieter Brinkmann: Rom, Blicke (1973, Auszüge); <br />Uwe Timm, Römische Aufzeichnungen (2000).<br />Hanns-Josef Ortheil, Rom. Eine Ekstase (2011); Rom, Villa Massimo (2015)	<br /><br />Rom in film 				   <br />Roberto Rosselini: Roma città aperte, 1945; William Wyler, Ein Herz und eine Krone, 1953; Fellini: La dolce vita, 1960; Pasolini, Accatone – Wer nie sein Brot mit Tränen aß, 1961 oder Mamma Roma, 1962; Jim Jarmouch, Night on earth, 1991)"
                                    ["Valutazione"]=>
                                    string(118) "Oral test aimed at ascertaining the acquisition of knowledge, skills and abilities provided by the course.<br /><br />"
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                                            string(2047) "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<br />1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;<br />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;<br />3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;<br />4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;<br />5) handle confidently the theoretical-practical tools for teaching and for translation.<br /><br />Русская Литература (XVIII-XXI Вв.): Жанры И / Russian literature (XVIII-XXI centuries): Genres and forms of modern and contemporary Russian literature is one of the characterising modules of the programme. It provides students with specialised skills for an understanding of the different literary genres, consolidating a methodological approach to the analysis of literary texts. Special attention will be given to intertextual relations within a common cultural tradition, considering also deviations from the canon and phenomena of hybridisation. At the same time, the module will sharpen students’ ability to apply philological and critical tools to the analysis of texts belonging to different periods, also with a view to planning teaching units.  <br />At the end of the module students will be able to: identify literary genres and the attendant features; analyse literary texts from a threefold intertextual, philological and didactic perspective. <br /><br />Requirements: Students must have already taken Русская и советская культура (парадигмы и быт)/ Russian and soviet culture (Paradigms and everyday life).<br />"
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Da L’Europa nella specchio della prima emigrazione russa (1918-1940), a cura di C. Solivetti e T. Civ’jan (“Europa Orientalis”, 2003:2): Introduzione, pp. 9-14; Н. Струве, Встреча первой русской эмиграции с Европой (pp. 15-20); K. Соливетти, М. Паолини, Парадигмы «изгнания» и «посланничества»: европейский опыт русской эмиграции в 20-е годы (pp. 145-170). 


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Additional info
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Additional info
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Giovedì dalle 12.00 alle 14.00.


A causa di impegni accademici che potrebbero aver luogo in coincidenza con l'orario del ricevimento, gli studenti sono pregati di scrivermi per prenotare un appuntamento- Coloro che per motivi vari preferiscono un incontro a distanza tramite la piattaforma Teams, mi contatteranno via mail per concordare giorno e orario. "
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        string(13712) "Paolo D Achille è dal 2000 professore ordinario di Linguistica italiana (s.s.d. LIFI10/A; già L-FIL-LET/12) presso il Dipartimento di Studi Umanistici dell Università degli Studi Roma Tre.<br />Dal 28 aprile 2024 è presidente dell Accademia della Crusca, di cui è socio ordinario dal 2013; dal 2015 è direttore del foglio «La Crusca per voi» e responsabile del servizio di Consulenza linguistica dell Accademia; dal 2020 ha assunto il nome di Integrale. È inoltre membro del comitato scientifico del periodico in rete «Italiano digitale. La rivista della Crusca in rete» e di ArchiDATA; dal maggio 2022 è direttore della nuova serie della collana «Strumenti e testi».<br />È stato Presidente della SILFI (Società Internazionale di Linguistica e Filologia Italiana) dal 2000 al 2002, Segretario dell ASLI (Associazione per la Storia della Lingua Italiana) dal 1999 al 2002, membro del Comitato esecutivo della SLI (Società di Linguistica Italiana) dal 2008 al 2010, coordinatore dell ASLI Scuola dal 2012 al 2016. Di tutte queste associazioni è tuttora membro.<br />Dal 2004 è socio ordinario dell Arcadia (col nome di Teogeneo Melidio; dal 2017 al 2019 è stato membro del collegio dei revisori dei conti; dal 2021 è membro del Savio Collegio); dal 2015 è socio effettivo della Società Romana di Storia Patria. È inoltre corrispondente scientifico dell associazione Roma nel Rinascimento, membro del Centro di Studi Giuseppe Gioachino Belli, della Società Filologica Romana, della Société de Linguistique Romane.<br />È membro del comitato direttivo di «Lingua e stile» dal 2019 (dal 2021 coordinatore) e dell «Archivio per il Vocabolario Storico Italiano» dal 2018; dal 2005 al 2008 è stato direttore della «Rid.IT Rivista on line di Italianistica».<br />Dal 2018 è membro del comitato scientifico della «RID. Rivista italiana di Dialettologia», per la quale è stato corrispondente per il Lazio dal 1987 al 2022; dal 2004 è rédacteur correspondant in Italia per la «Revue Romane»; è membro del comitato scientifico di «LId O. Lingua italiana d oggi» dal 2006, della «Rivista Italiana di Onomastica» dal 2006, del «Siculorum Gymnasium» dal 2015, della rivista polacca «Translatorica & Translata» dal 2018, della rivista on line «Italiano a scuola» dal 2019, della rivista «Letteratura e dialetti» dal 2023, di «RiDESN. Rivista del Dizionario Etimologico e Storico del Napoletano» dal 2023.<br />Dal 2012 è direttore, insieme ad Alda Rossebastiano, della collana «Stiledia - Storia dell Italiano, Lessicologia, Dialettologia» per la Società Editrice Romana - ItaliAteneo; dal 2021 coordina la serie<br />«Le strutture dell italiano contemporaneo» per Il Mulino; dal 2023 è membro del Comitato scientifico della collana «Il debol parere. Itinerari alternativi di storia linguistica italiana» per Biblion; dall agosto 2024 del comitato scientifico della collana «Gli Studi dell OTPL» per EDUCatt.<br />Dal novembre 2023 è membro associato del Centro di ricerca Other Aesthetics dell Università di Tubinga per collaborare ai progetti A03  Linguaggio puro, buon tono   purismo ed estetica dell'interazione nella prima età moderna, Letteratura di conversazione  e A05  Pienezza, ridondanza, abbondanza: metodi di aumento dell epideittica di Prima età moderna .<br />Dal dicembre 2023 è membro del Comitato dei Garanti della Fondazione Ezio Franceschini.<br />Ha collaborato, curando la revisione del lemmario e redigendo varie voci grammaticali, alla prima edizione del Dizionario Italiano Sabatini-Coletti (DISC) (Firenze, Giunti, 1997).<br />È stato, con Gaetano Berruto, membro del comitato scientifico della Enciclopedia dell Italiano diretta da Raffaele Simone (Roma, Istituto della Enciclopedia Italiana, 2010-2011).<br />È coordinatore locale del PRIN 2020 Linguaggi e Terminologie della moda tra Italiano e Francese (FLATIF): la costruzione e la disseminazione delle risorse FLATIF (coord. nazionale Maria Teresa Zanola). È stato coordinatore nazionale del PRIN 2009 La formazione delle parole nella storia dell italiano. È stato coordinatore locale del FIRB 2006 RIDIRE.IT Le risorse dinamiche dell italiano: creazione, diffusione e mantenimento di una infrastruttura di rete per potenziare l insegnamento della lingua italiana nelle università del mondo (coord. nazionale Emanuela Cresti).<br />Nel maggio 1998, nel quadro degli scambi ERASMUS L Aquila-Costanza, ha tenuto un ciclo di lezioni di storia della lingua italiana presso l Università di Costanza; nell ottobre 2001, nel quadro degli scambi Italia-Danimarca, ha tenuto alcune lezioni di linguistica italiana presso l Università di Copenaghen e la Copenhagen Business School; nel semestre invernale 2004/2005 ha ricoperto per supplenza l insegnamento di Linguistica storica italiana presso il Romanisches Seminar dell Università di Zurigo, tenendo un corso sui più antichi testi in volgare; nel semestre invernale 2014/2015 ha tenuto presso l Università di Basilea un corso di 24 ore di Linguistica italiana sulla lingua delle scritture esposte dal medioevo a oggi.<br />Nel 2019 ha ottenuto il Premio Letterario Nazionale  Nicola Zingarelli  - Premio Speciale  Non omnia possumus omnes ; nel 2024 il Premio speciale  Visioni .<br />Nel 2024 la Ministra della cultura della Repubblica francese Rachida Dati gli ha conferito il titolo di Officier dans l Ordre des Arts et des Lettres de France, che gli è stato consegnato a Firenze dal Console Guillaume Rousson, direttore dell Institut français di Firenze il 14 febbraio 2025.<br />Si è occupato di vari temi e problemi di storia della lingua italiana, studiando in particolare i rapporti tra il parlato e lo scritto, la produzione semicolta e in genere le varietà diafasiche e diastratiche in prospettiva storica, la lingua del melodramma, del teatro e dell epigrafia, nonché specifiche questioni di grammatica storica, di morfologia flessiva e lessicale, di sintassi e di lessico, con particolare attenzione al tema della grammaticalizzazione.<br />Ha studiato anche l italiano contemporaneo, dedicandosi, tra l altro, ai neologismi, al problema dell editing e della revisione redazionale dei testi, alle varietà regionali di italiano, al linguaggio giovanile, alla lingua di vecchi e nuovi media, all onomastica, alla lingua e alle idee linguistiche di Pasolini.<br />Ha inoltre condotto ricerche sulla situazione linguistica romana e laziale, con particolare riferimento alla produzione scritta dei secoli XIV-XVIII, e su problemi di fonetica, morfologia, sintassi e lessico del dialetto romanesco dall Ottocento a oggi.<br />Negli ultimi anni si è dedicato (da solo o in collaborazione con altri studiosi) a ricerche sul lessico e la formazione delle parole in prospettiva storica, occupandosi di termini di colore, composti aggettivali, nomi comuni derivati da nomi propri, nomi di mestieri, suffissati in -tore e in -ata, nonché di francesismi di uso internazionale.<br />Nell ultimo decennio (2015-2025) ha organizzato (da solo o con altri): il I Convegno-Seminario dell ASLI Scuola Grammatica e testualità. Metodologie ed esperienze didattiche a confronto (Roma Tre, 25-26 febbraio 2015); la tavola rotonda L importanza dell italiano per l insegnamento delle<br />materie scientifiche (Roma Tre 29 settembre 2016);la giornata di studio Educazione linguistica e formazione dei docenti (Roma Tre, 10 settembre 2018); la Giornata della lessicografia italiana (Roma Tre, 24 maggio 2019, per il master EMLex, in cui ha presentato un intervento insieme a Michele Colombo); la giornata di studio Le parole della salute (Accademia della Crusca, Firenze, 24 novembre 2021), in cui ha presentato un intervento; il seminario Il graffito di Commodilla: dibattito su una nuova proposta interpretativa, nell ambito dell offerta formativa del Dottorato di ricerca in  Civiltà e culture linguistico-letterarie dall antichità al moderno , curriculum di Italianistica (Roma Tre, 16 marzo 2023).<br />Nello stesso periodo (2015-2025) ha partecipato come relatore ai seguenti congressi, convegni e giornate di studio: VI Settimana di studi medievali (Roma 2015); Colour and colour naming: crosslinguistics approaches. International Conference (Lisbona 2015; con Maria Grossmann); La rappresentazione linguistica del colore (Napoli 2015; con Maria Grossmann); «L ora è confusa, e noi come perduti la viviamo». Leggere Pier Paolo Pasolini quarant anni dopo (Roma 2015); Il poeta, la festa, la scena. Spazi e contesti teatrali. Antico e moderno (Roma 2015); Firenze e la lingua italiana (Piazza delle Lingue 2016, Firenze 2016); Etimologia e storia di parole. XI Convegno dell A.S.L.I. (Firenze 2016: un intervento con Maria Grossmann e uno con Claudio Giovanardi); Il parlante di italiano popolare: una specie in via d estinzione? Pareri, esperienze, testimonianze (Bergamo 2016); Prospettive dell etimologia e della lessicologia romanesche (Zurigo 2016);  Un giorno è nato. Un giorno morirà . Fonti e ragioni dell opera di Guido Gozzano (Roma 2016); Le Regole di Fortunio a cinquecento anni dalla prima stampa (Liegi 2016); Le voci della Grande guerra (Firenze 2017); Dialetto e società (Sappada/Plodn 2017); Roma 1347-1527. Linee di un evoluzione (Roma 2017); Uno standard variabile. Linee evolutive e modelli di lettura della lingua d oggi (Milano 2017); La punteggiatura italiana contemporanea nella varietà dei testi comunicativi (Basilea 2018; con Domenico Proietti); Linguaggi settoriali e specialistici: sincronia, diacronia, traduzione, variazione. XV Congresso SILFI (Genova 2018; con Domenico Proietti); La librettologia, crocevia interdisciplinare. Problemi e prospettive (Milano 2018); Itinerari dialettali. Omaggio a Manlio Cortelazzo a cento anni dalla nascita (Sappada/Plodn 2018); Le vie dell italiano. Percorsi e incroci tra letteratura, lingua, arte e civiltà. XXIII Congresso AIPI (Siena 2018); Pragmatica storica dell italiano. Modelli e usi comunicativi del passato. XIII Congresso ASLI (Catania 2018; con Claudio Giovanardi); Parola. Una nozione unica per una ricerca multidisciplinare (Siena 2018); Sociolinguistica delle varietà. Studi & teoria (Campobasso 2018; con Kevin De Vecchis); Ernesto Monaci 1918-2018. Lo studioso nel tempo (Roma 2019); XXIX CILPR Congrès International de Linguistique et de Philologie Romanes (Copenaghen 2019; con Maria Grossmann); Il romanesco tra ieri e oggi (Liegi 2019); Romania contexta II (Cluj-Napoca 2019); Le parole del teatro. Teoria e prassi. Per un lessico del teatro europeo (Roma 2020); Linguistica italiana e dialettologia. Seminario di Studi in occasione della lectio magistralis di Annalisa Nesi (Siena 2020); Parole parole: lessicologia e lessicografia dell italiano. III Congreso internacional ASELIT (València 2021); «Non avendo libretto che cosa faccio della musica?». Il libretto di Puccini dalla genesi alla realizzazione scenica (Ginevra 2021); Corpora e studi linguistici. LIV Congresso Internazionale della Società di Linguistica Italiana (Firenze 2021; con Claudio Iacobini); Pier Paolo Pasolini tra letteratura, lingua e cinema 1922-2022 (Stoccolma 2022); Pasolini tra italiano e romanesco (Roma 2022); La lessicografia araba, intreccio di lingue, culture e civiltà (Milano 2022); «Per una nuova vita del popolo italiano». Modelli e forme nel Canzoniere italiano di Pier Paolo Pasolini (Milano 2022); Tempo e spazio. XVI Congresso SILFI (Tubinga 2022); Testi e varietà. XV Congresso ASLI (Napoli 2022); Problemi di lingua italiana contemporanea. Convegno in occasione del congedo di Michele Cortelazzo (Padova 2022); Dalla lingua alla cultura e ritorno: geolinguistica, etnolinguistica e varietà locali in Italia e in Europa. 2a parte: Atlanti, vocabolari, ricerche in corso (L Aquila 2022; con Kevin De Vecchis); Salvaguardare un patrimonio linguistico (Napoli 2022; con Kevin De Vecchis); LITIAS. La lingua italiana in territori ispanofoni. Analisi storiografica: testi, istituzioni, migrazioni (Padova 2023); Forum della lingua italiana. Dalla poesia alle imprese: giornata di studi<br />e valorizzazione del nostro  idioma gentile  (Roma 2023); La lingua dal basso. Giornata di studi per Pietro Trifone (Roma 2023); L emergenza, le emergenze. La nozione e le sue declinazioni (Roma 2023); Tra filologia e linguistica italiana. Metodi e prospettive a confronto. Convegno SFLI 2023 (Firenze 2023); A sessant anni dalla  Storia linguistica dell Italia unita  di Tullio De Mauro. Temi e prospettive (Roma 2023); Luca Serianni e la storia dell italiano (Roma 2023); L italiano, la Chiesa, le Chiese (Piazza delle lingue, Firenze 2023); Giacomo Puccini nella storia della lingua italiana. Libretti, lettere, poesie (Siena 2024); La pèrdua de la llengua primordial i el futur de les llengües nacionals. XIIè Col·loqui internacional «Problemes i mètodes d història de la llengua» (Girona 2024); Ricominciare sempre da capo. Giovanni Testori scrittore plurale (Milano 2024); Italiano semicolto, italiano popolare: lo stato degli studi (Genova 2024); Parlato-scritto: riflessioni e prove di analisi a partire dall «ARDIPS» (Archivio Digitale dell Italiano Parlato-Scritto) (Catania 2024); Lingue, frontiere, esplorazioni e migrazioni. Storia della lingua e storia del contatto linguistico Convegno ASLI Associazione per la storia della lingua italiana (Trieste, 2024); Romania Contexta IV (Cluj-Napoca, 2024): Graffiti tra scrittura e storia della lingua. Terzo Workshop di Graff-IT (Chieti, 2024); Quarant anni di studi sul Rinascimento romano. Giornata di studi organizzata da  Roma nel Rinascimento  (Roma, 2024); Vivere in italiano: varietà, usi emergenti e nuovi parlanti. Giornata di studi (Messina, 2025)."
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marzo-giugno 2025: lunedì 11-12; mercoledì 9-10 e 12-13 (in presenza e a distanza su appuntamento), stanza 125, primo piano Dip. Studi Umanistici, area Italianistica
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        string(9179) "Curriculum accademico<br /><br />- Laureato nell a.a. 1976-1977 in Scienze Politiche, con tesi in Geografia politica ed 	economica. <br />- 1979-1981, borsista del CNR in Francia (Université d Aix-Marseille II).<br />- 1984, ricercatore confermato (prima tornata) presso la Facoltà di Scienze Politiche dell Università di 	Roma La Sapienza.<br />- 1999, professore di seconda fascia presso la Facoltà di Lettere e Filosofia dell Università di Chieti-	Pescara, cattedra di Geografia umana.<br />- 2004, professore di prima fascia presso la Facoltà di Sociologia dell Università di Roma La Sapienza, 	cattedra di Geografia politica ed economica. <br />- 2008, trasferimento presso la Facoltà di Lettere e Filosofia dell Università Roma Tre, cattedra di 	Fondamenti di geografia e di Epistemologia e metodologia della ricerca geografica.<br /><br /><br />Incarichi accademici<br /><br />- 2006-2008, presidente del Corso di Laurea specialistica in Scienze Sociali per la Città, l Ambiente, il Turismo 	e le Relazioni Interculturali (CATRI), Facoltà di Sociologia, Università La Sapienza di Roma.<br />- 2009-2013, direttore scientifico del Laboratorio Geocartografico «G. Caraci» del Dipartimento di 	Studi Storici Geografici Antropologici (poi Studi Umanistici) dell Università Roma Tre.<br />- 2009-, membro del Collegio docenti del Dottorato di ricerca in Storia (Storia, Territorio e Patrimonio 	Culturale). <br />- 2010-2018, membro del Consiglio del Centro di Ateneo per lo Studio di Roma moderna e 	Contemporanea (CROMA). Membro (2010-2015) della relativa Giunta.<br />- 2013-2015, 2018-, membro della Giunta del Dipartimento di Studi Umanistici dell Università Roma 	Tre.<br />- 2013-2018, membro della Commissione didattica del Dipartimento di Studi Umanistici dell Università 	Roma 	Tre.<br />- 2016-2018, vicecoordinatore del Collegio docenti del Dottorato di ricerca in Storia (Storia, Territorio e 	Patrimonio Culturale).<br />- 2018-2021, coordinatore del Collegio docenti del Dottorato di ricerca in Storia (Storia, Territorio e 	Patrimonio Culturale).<br />- 2019-2022, componente del Gruppo Esperti Valutazione (GEV) per la Valutazione della Qualità della 	Ricerca (VQR) 2015-2019	<br />- 2021-, componente della Commissione Ricerca del Dipartimento di Studi Umanistici dell Università 	Roma Tre<br /><br /><br />Collaborazioni scientifiche e organizzative<br /><br />- 1983-1987, collaboratore dell Istituto Italo-Africano.<br />- 1987-2020, collaboratore della Società Geografica Italiana: <br />	1987-1991, componente dell Ufficio sociale<br />	1991-2005, Vicesegretario<br />	1997-2005, Redattore del «Bollettino della Società Geografica Italiana»<br />	2005-2013, eletto nel Consiglio direttivo della Società Geografica Italiana.<br />	2005-2016, Direttore della rivista «Bollettino della Società Geografica Italiana»<br />	2013-2017, eletto Vicepresidente della Società Geografica Italiana (rinunciato nel 2016)<br />	2019-, eletto Presidente della Società Geografica Italiana<br />- 1991-1993, delegato del Ministero della Pubblica Istruzione nel Consiglio di Amministrazione e nel 	Comitato di Presidenza dell Istituto Italo-Africano<br />- 1997-1999, eletto nel Comitato direttivo dell Associazione dei Geografi Italiani<br />- 2002-2004, eletto nel Comitato Scientifico dell Associazione Italiana di Cartografia.<br />- 2002-2005, Segretario dell Associazione Europea di Studi sulle Esplorazioni e le Scoperte Geografiche <br />- 2004-2013, eletto Coordinatore nazionale del Centro Italiano per gli Studi Storico-Geografici.<br />- 2004-2018, Direttore della rivista «Geostorie».<br />- 2017-2019, eletto nel Comitato direttivo dell Associazione dei Geografi Italiani.<br />- 2017-2019, Direttore della rivista «Geotema»<br /><br /><br />Attività didattica universitaria istituzionale<br /><br />Corsi istituzionali (dal 1993) presso le Università di:<br />- Ancona, Facoltà di Economia e Commercio: Geografia economica<br />- Roma La Sapienza, Facoltà di Sociologia: Geografia politica ed economica, Confini politici, minoranze e gestione 	delle risorse locali, Nuovi modelli organizzativi dell economia e del territorio per la competizione globale<br />- Roma Tre, Facoltà di Scienze Politiche: Geografia politica ed economica<br />- Chieti-Pescara, Facoltà di Lettere e Filosofia: Geografia umana, Teoria e storia della cartografia, Catalogazione 	del materiale cartografico<br />- Roma Tre, Facoltà di Lettere e Filosofia, poi Dipartimento di Studi Umanistici: Fondamenti di geografia, 	Epistemologia e metodologia della ricerca geografica, Geografia umana, Geografia sociale, Geografia culturale.<br /><br />Lezioni e cicli di lezioni in master universitari e corsi istituzionali, in Italia, Francia, Svizzera.<br /><br /><br />Attività di ricerca istituzionale<br /><br />Responsabilità di gruppi di ricerca nell ambito di progetti locali e nazionali a carattere competitivo:<br />	- Fonti cartografiche ed etnografiche nell immagine dell Africa (1987, MPI 60% interateneo)<br />	- Colombo e Vespucci nella storia delle Società geografiche italiane (1988-1989, MURST 40%)<br />	- L analisi geografica delle terre comuni. Geografia umana ed economica delle aree soggette a diritti comunitari e 		usi civici nell Italia centrale (1994-1995, CNR)<br />	- L ambiente geografico nella cultura, nella società e nelle istituzioni italiane (1995, MURST 60% 			interateneo)<br />	- Ricerche e studi per un Dizionario storico dei cartografi italiani (2003-2005, MIUR-PRIN), 				coordinatore di unità locale di ricerca<br />	- Cartografia e paesaggio (2005-2007, MIUR-PRIN), coordinatore nazionale<br />	- Mitigazione del rischio ambientale: letture geostoriche e governance territoriale (2017-2020, MIUR-			PRIN),	coordinatore nazionale<br />	- SYLVA - Ripensare la «selva». Verso una nuova alleanza tra biologico e artefatto, natura e società, 			selvatichezza e umanità (2019-2022, MIUR-PRIN), coordinatore nazionale <br /><br /><br />Attività editoriali e redazionali<br /><br />2004-2019, direzioni di riviste accademiche:<br />	«Geostorie» (2004-2018)<br />	«Bollettino della Società Geografica Italiana» (2005-2016)<br />	«Geotema» (2017-2019)<br />2020-, direzione della collana «Geografia a libero accesso» (Società Geografica Italiana)<br /><br />1984-, collaborazioni redazionali continuative con vari editori tra i quali:<br />	Istituto Geografico De Agostini (1995-2001)<br />	Istituto della Enciclopedia Italiana: attività redazionali e di coordinamento (1988-2015) <br />	Touring Club Italiano (2006-2011)<br />	École Française de Rome (2010-2013)<br /><br />1987-, collaborazioni continuative con riviste scientifiche e di divulgazione, tra le quali:<br />	«Bollettino della Società Geografica Italiana» <br />	«Africa»<br />	«Geostorie» <br />	«Rivista Geografica Italiana» <br />	«Limes»<br />	«National Geographic Italia»<br />	«Terra d Africa»<br />	«Geotema».<br /><br />1997-, comitati scientifici di riviste e collane editoriali:<br />	«Limes» (1997-)<br />	«Rapporto annuale della Società Geografica Italiana», collana (2001-2016)<br />	«Terra d Africa» (2004-2010)<br />	Pàtron Editore, collana Geografia (2008-)<br />	«StoricaMente» (2010-)<br />	Presses Universitaires de Caen (2011-)<br />	«Roma Moderna e Contemporanea» (2012-) <br />	«GeoProgress Discussion Papers» (2012-)<br />	«Geoprogress Journal» (2012-) <br />	«Documenti geografici» (2012-)<br />	«Movimentos Sociais e Dinâmicas Espaciais» (2012-)<br />	«Revue de Géographie Historique» (2012-)<br />	«Journal of Research and Didactics in Geography» (2012-)<br />	Il Melangolo, collana «Attraversamenti» (condirezione, 2012-)<br />	«Studi del La. Car. Topon. St.» (2013-)<br />	Il Melangolo, collana «Quaderni di Attraversamenti» (condirezione, 2013-)<br />	«Charta Geographica» (2014-)<br />	«Geotema» (2015-2017)<br />	Aracne, collana «Quaderni del Master in Geopolitica e Sicurezza Globale» (2018-)<br />	«Studi e ricerche socio-territoriali» (2018-)<br />	«Miscellanea Geographica. Regional Studies on Development» (2019-) <br />	collana «Trame nello Spazio» (2019-)<br />	«Semestrale di Studi e Ricerche di Geografia» (2019-)<br />	«Annali di Storia delle università italiane» (2019-)<br />	«Città e Storia» (2022-)<br /><br /><br />Attività di revisione anonima per istituzioni pubbliche<br /><br />	Università di Caen Basse-Normandie, Francia (2011-)<br />	Agenzia Nazionale di Valutazione dell Università e della Ricerca (ANVUR) (2012-);<br />	Regione Puglia, programma Future in Research (2014)<br />	Università di Venezia «Ca  Foscari» - Premi alla ricerca (2015-) <br />	Università di Losanna, Svizzera (2015-)<br />	Università di Roma «Tor Vergata» (2017-)<br />	Programma per Giovani Ricercatori «Rita Levi Montalcini» (MIUR) (2017-)<br />	Università di Padova (2019-)<br />	Regione Sardegna, programma Interventi di sostegno alla ricerca (2020)<br />	MUR, proposte per PRIN 2020 (2021)<br />        ANVUR, componente del Gruppo Esperti Valutatori 11a per la Valutazione della Qualità della Ricerca 2020-2022<br />"
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Il prof. Lombardi Vallauri riceve gli studenti (compresi quelli di cui è nominato tutore) in orari di loro convenienza, su appuntamento. Scrivendo all'indirizzo email edoardo.lombardivallauri@uniroma3.it è possibile concordarlo.


ORARI DELLE LEZIONI (anno accademico 2024-2025, I semestre)

Linguistica Generale 1 (triennale) - Strutture del Linguaggio
martedì 12-14 aula C1
mercoledì 10-12 aula A

Linguistica Generale 3 (triennale) - Tipologia, Universali e Cervello
martedì 14-16 aula C1
mercoledì 14-16 aula 10

Linguistica Generale 1 (magistrale) - Pragmatica
martedì 10-12 aula A
mercoledì 16-18 aula 10


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<div class="site-branding"><h2 class="screen-reader-text">Università Roma Tre</h2><a id="site-title" class="site-title logo type-img" href="https://www.uniroma3.it/en/" title="Università Roma Tre | L’Università degli Studi Roma Tre è un’università giovane e per giovani, è nata nel 1992 ed è rapidamente cresciuta sia in termini di studenti che di corsi di studio offerti. Sono attivi 13 dipartimenti che offrono corsi di Laurea, Laurea magistrale, Master, Corsi di perfezionamento, Dottorati di ricerca e Scuole di specializzazione" rel="home"><img width="300" height="67" data-src="https://sp-ao.shortpixel.ai/client/to_auto,q_glossy,ret_img,w_300,h_67/https://www.uniroma3.it/wp-content/uploads/2024/12/RomaTre_marchio_rgb-copia.jpg" alt="Università Roma Tre logo" decoding="async" loading="lazy" title="Università Roma Tre | L’Università degli Studi Roma Tre è un’università giovane e per giovani, è nata nel 1992 ed è rapidamente cresciuta sia in termini di studenti che di corsi di studio offerti. Sono attivi 13 dipartimenti che offrono corsi di Laurea, Laurea magistrale, Master, Corsi di perfezionamento, Dottorati di ricerca e Scuole di specializzazione" src="data:image/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==" class="lazyload" style="--smush-placeholder-width: 300px; --smush-placeholder-aspect-ratio: 300/67;" /><noscript><img width="300" height="67" src="https://sp-ao.shortpixel.ai/client/to_auto,q_glossy,ret_img,w_300,h_67/https://www.uniroma3.it/wp-content/uploads/2024/12/RomaTre_marchio_rgb-copia.jpg" class="" alt="Università Roma Tre logo" decoding="async" loading="lazy" title="Università Roma Tre | L’Università degli Studi Roma Tre è un’università giovane e per giovani, è nata nel 1992 ed è rapidamente cresciuta sia in termini di studenti che di corsi di studio offerti. Sono attivi 13 dipartimenti che offrono corsi di Laurea, Laurea magistrale, Master, Corsi di perfezionamento, Dottorati di ricerca e Scuole di specializzazione" /></noscript><span class="screen-reader-text">Università Roma Tre</span></a><div class="site-description">L’Università degli Studi Roma Tre è un’università giovane e per giovani, è nata nel 1992 ed è rapidamente cresciuta sia in termini di studenti che di corsi di studio offerti. Sono attivi 13 dipartimenti che offrono corsi di Laurea, Laurea magistrale, Master, Corsi di perfezionamento, Dottorati di ricerca e Scuole di specializzazione</div></div><div id="info-tagline" class="info-tagline">L’Università degli Studi Roma Tre è un’università giovane e per giovani, è nata nel 1992 ed è rapidamente cresciuta sia in termini di studenti che di corsi di studio offerti. Sono attivi 13 dipartimenti che offrono corsi di Laurea, Laurea magistrale, Master, Corsi di perfezionamento, Dottorati di ricerca e Scuole di specializzazione</div>
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<h2 style="color: #07599b;">20711243 - RELIGION AND SOCIETY IN GLOBAL PERSPECTIVE</h2>
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Religion and Society in Global Perspective</div>
	
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				<!-- ============= INIZIO DEBUG getDocenteFromSoapData =============
Parametri ricevuti:
- CodiceFiscale: 
- CodiceInsegnamento: 20711243
- Canale: 
- IsModulo: SI

DEBUG - Numero totale docenze: 218
DEBUG - Cerco il codice fiscale per codice insegnamento: 20711243
DEBUG - Confronto con CodiceInsegnamento: 20710579
DEBUG - Confronto con CodiceInsegnamento: 20710481
DEBUG - Confronto con CodiceInsegnamento: 20710470
DEBUG - Confronto con CodiceInsegnamento: 20710472
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DEBUG - Confronto con CodiceInsegnamento: 20710479
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DEBUG - Confronto con CodiceInsegnamento: 20710456
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DEBUG - Confronto con CodiceInsegnamento: 20710469
DEBUG - Confronto con CodiceInsegnamento: 20710478
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DEBUG - Confronto con CodiceInsegnamento: 20710462
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DEBUG - Confronto con CodiceInsegnamento: 20702946
DEBUG - Confronto con CodiceInsegnamento: 20710484
DEBUG - Confronto con CodiceInsegnamento: 20710451
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DEBUG - Confronto con CodiceInsegnamento: 20710458
DEBUG - Confronto con CodiceInsegnamento: 20710466
DEBUG - Confronto con CodiceInsegnamento: 20710475
DEBUG - Confronto con CodiceInsegnamento: 20710459
DEBUG - Confronto con CodiceInsegnamento: 20710460
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DEBUG - Confronto con CodiceInsegnamento: 20710482
DEBUG - Confronto con CodiceInsegnamento: 20705152
DEBUG - Confronto con CodiceInsegnamento: 20710473
DEBUG - Confronto con CodiceInsegnamento: 20710452
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DEBUG - Confronto con CodiceInsegnamento: 20710483
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DEBUG - Confronto con CodiceInsegnamento: 20710469
DEBUG - Confronto con CodiceInsegnamento: 20710477
DEBUG - Confronto con CodiceInsegnamento: 20710457
DEBUG - Confronto con CodiceInsegnamento: 20710466
DEBUG - Confronto con CodiceInsegnamento: 20710474
DEBUG - Confronto con CodiceInsegnamento: 20710461
DEBUG - Confronto con CodiceInsegnamento: 20710468
DEBUG - Confronto con CodiceInsegnamento: 20710711
DEBUG - Confronto con CodiceInsegnamento: 20711433
DEBUG - Confronto con CodiceInsegnamento: 20710471
DEBUG - Confronto con CodiceInsegnamento: 20710465
DEBUG - Confronto con CodiceInsegnamento: 20710465
DEBUG - Confronto con CodiceInsegnamento: 20710479
DEBUG - Confronto con CodiceInsegnamento: 20710463
DEBUG - Confronto con CodiceInsegnamento: 20710553
DEBUG - Confronto con CodiceInsegnamento: 20710722
DEBUG - Confronto con CodiceInsegnamento: 20710723
DEBUG - Confronto con CodiceInsegnamento: 20710301
DEBUG - Confronto con CodiceInsegnamento: 20710550
DEBUG - Confronto con CodiceInsegnamento: 20703291
DEBUG - Confronto con CodiceInsegnamento: 20706093
DEBUG - Confronto con CodiceInsegnamento: 20710303
DEBUG - Confronto con CodiceInsegnamento: 20710724
DEBUG - Confronto con CodiceInsegnamento: 20710296
DEBUG - Confronto con CodiceInsegnamento: 20710721
DEBUG - Confronto con CodiceInsegnamento: 20711184
DEBUG - Confronto con CodiceInsegnamento: 20711185
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DEBUG - Confronto con CodiceInsegnamento: 20711182
DEBUG - Confronto con CodiceInsegnamento: 20711183
DEBUG - Confronto con CodiceInsegnamento: 20710552
DEBUG - Confronto con CodiceInsegnamento: 20703289
DEBUG - Confronto con CodiceInsegnamento: 20706094
DEBUG - Confronto con CodiceInsegnamento: 20710721
DEBUG - Confronto con CodiceInsegnamento: 20710305
DEBUG - Confronto con CodiceInsegnamento: 20710615
DEBUG - Confronto con CodiceInsegnamento: 20710548
DEBUG - Confronto con CodiceInsegnamento: 20710299
DEBUG - Confronto con CodiceInsegnamento: 20710549
DEBUG - Confronto con CodiceInsegnamento: 20711184
DEBUG - Confronto con CodiceInsegnamento: 20711185
DEBUG - Confronto con CodiceInsegnamento: 20710725
DEBUG - Confronto con CodiceInsegnamento: 20710726
DEBUG - Confronto con CodiceInsegnamento: 20711186
DEBUG - Confronto con CodiceInsegnamento: 20710303
DEBUG - Confronto con CodiceInsegnamento: 20710551
DEBUG - Confronto con CodiceInsegnamento: 20710145
DEBUG - Confronto con CodiceInsegnamento: 20710150
DEBUG - Confronto con CodiceInsegnamento: 20702432
DEBUG - Confronto con CodiceComponente: 20703166-1
DEBUG - Confronto con CodiceInsegnamento: 20710069
DEBUG - Confronto con CodiceInsegnamento: 20711250
DEBUG - Confronto con CodiceInsegnamento: 20711398
DEBUG - Confronto con CodiceInsegnamento: 20702436
DEBUG - Confronto con CodiceInsegnamento: 20710742
DEBUG - Confronto con CodiceInsegnamento: 20703625
DEBUG - Confronto con CodiceInsegnamento: 20711398
DEBUG - Confronto con CodiceInsegnamento: 20710371
DEBUG - Confronto con CodiceComponente: 20703166-2
DEBUG - Confronto con CodiceInsegnamento: 20710336
DEBUG - Confronto con CodiceInsegnamento: 20709852
DEBUG - Confronto con CodiceInsegnamento: 20711250
DEBUG - Confronto con CodiceInsegnamento: 20711250
DEBUG - Confronto con CodiceInsegnamento: 20711434
DEBUG - Confronto con CodiceInsegnamento: 20711250
DEBUG - Confronto con CodiceInsegnamento: 20709852
DEBUG - Confronto con CodiceInsegnamento: 20710143
DEBUG - Confronto con CodiceInsegnamento: 20702437
DEBUG - Confronto con CodiceInsegnamento: 20702431
DEBUG - Confronto con CodiceInsegnamento: 20710603
DEBUG - Confronto con CodiceInsegnamento: 20710313
DEBUG - Confronto con CodiceInsegnamento: 20710144
DEBUG - Confronto con CodiceComponente: 20702454-2
DEBUG - Confronto con CodiceInsegnamento: 20703159
DEBUG - Confronto con CodiceInsegnamento: 20702449
DEBUG - Confronto con CodiceInsegnamento: 20702443
DEBUG - Confronto con CodiceInsegnamento: 20702450
DEBUG - Confronto con CodiceComponente: 20702455-1
DEBUG - Confronto con CodiceComponente: 20702455-2
DEBUG - Confronto con CodiceInsegnamento: 20704166
DEBUG - Confronto con CodiceInsegnamento: 20710372
DEBUG - Confronto con CodiceInsegnamento: 20710435
DEBUG - Confronto con CodiceInsegnamento: 20702460
DEBUG - Confronto con CodiceInsegnamento: 20710349
DEBUG - Confronto con CodiceInsegnamento: 20710436
DEBUG - Confronto con CodiceInsegnamento: 20702458
DEBUG - Confronto con CodiceInsegnamento: 20711438
DEBUG - Confronto con CodiceInsegnamento: 20702439
DEBUG - Confronto con CodiceInsegnamento: 20702466
DEBUG - Confronto con CodiceInsegnamento: 20702448
DEBUG - Confronto con CodiceInsegnamento: 20710438
DEBUG - Confronto con CodiceInsegnamento: 20711437
DEBUG - Confronto con CodiceInsegnamento: 20706075
DEBUG - Confronto con CodiceInsegnamento: 20711524
DEBUG - Confronto con CodiceInsegnamento: 20710661
DEBUG - Confronto con CodiceInsegnamento: 20710104
DEBUG - Confronto con CodiceInsegnamento: 20711243
DEBUG - Trovato codice fiscale: CNTFRZ76P13L719Y
DEBUG - Cerco docenze per CF: CNTFRZ76P13L719Y
DEBUG - Trovata docenza corrispondente per codice: 20711243
Risultato:
- Numero record trovati: 2
- Record 1:
  CF: CNTFRZ76P13L719Y
  Codice: 20711243
  Programma presente? NO
============= FINE DEBUG getDocenteFromSoapData ============= -->
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InfoCanale vuoto? NO
Dati InfoCanale: Array
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            [DenominazioneInsegnamento] => RELIGION AND SOCIETY IN GLOBAL PERSPECTIVE
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        (
            [Mutuazione] => 
            [CodiceFiscale] => CNTFRZ76P13L719Y
            [CodiceInsegnamento] => 20711243
            [DenominazioneInsegnamento] => RELIGION AND SOCIETY IN GLOBAL PERSPECTIVE
            [CanaleIndex] => 0
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            [DatiTrasparenza] => stdClass Object
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Programma vuoto? SI
CF2BeFound: 
Codice: 20711243
Denominazione Canale: 
IsModulo: SI
============= FINE DEBUG SCHEDA DOCENTE 2 ============= -->
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									<label for="according--checkbox-docente---0" class="according--title">
										<p> </p>
									</label>
									<span style="display: inline-block; vertical-align: middle;"><a href='/en/persone/SG1wbVFpWVRBVXllSjdaaU9kWXFndz09'>teacher profile</a></span>
									<span class="hide-mobile" style="color: #07599b">|</span>
									<span class="float-mobile" style="display: inline-block; vertical-align: middle;"><a href='/en/persone/SG1wbVFpWVRBVXllSjdaaU9kWXFndz09/ricevimento/'>teaching materials</a></span>
									<p>Mutuazione: 20711243 RELIGION AND SOCIETY IN GLOBAL PERSPECTIVE in Storia e società LM-84 (docente da definire)</p>
									
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								<h3>Module sheet</h3>
								<ul class="container--curriculum-list">
					<li>Academic Year : 2023/2024</li>
					<li>Degree Course: LM-37 - Languages and Literatures for Teaching and Translation</li>
					<li>Semester: <ul><li>First year - Second semester <br/><i>(enrollment year 2023/2024)</i></li></ul></li>
					<li>Curriculum: Curriculum unico</li>
											<li>Course: RELIGION AND SOCIETY IN GLOBAL PERSPECTIVE</li>
										
				</ul>
			</section>
			<section aria-labelledby="caratteristiche" id="caratteristiche">
				<div class="container--curriculo"></div>
				<h3>Activities</h3>
								<span style="font-weight: bold;" >Subject area: Attività formative affini o integrative</span>
				<ul class="container--curriculum-list">
										<li>Activity: Attività formative affini ed integrative</li>
					<li>Contact Hours: 36</li>
																									<li>Credits: 6</li>
					<li>SDS: M-STO/02</li>
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