Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Literature and forms is one of the characterising modules of the programme. It provides students with advanced critical knowledge and methodologies for the analysis of literary texts in the Anglophone area allowing them to employ the theoretical and practical tools related to the teaching of literature. It also allows students to enhance their linguistic-communicative skills and fosters their independent use of the most important theoretical tools for an in-depth analysis of literary texts and phenomena.
At the end of the module students will be able to: autonomously analyse literary texts and phenomena employing the theoretical, critical, educational, and practical tools they have acquired; communicate at an advanced level the disciplinary content.
Prerequisites: students enrolled in other degree programmes are allowed to select this module if they have gained at least 12 CFU in English Literature in their bachelor’s degree, and can certify the attainment of a B2 level of English.
Note: for LM37 students enrolled in the international curriculum “English and Anglo-American Studies” (English-Angloamerican Literature), this module can be selected as an associated subject (“materia affine”) to the literature of specialisation.
Canali
teacher profile teaching materials
This course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.
All the primary and secondary sources indicated below are compulsory readings (in English) and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “To the Lighthouse” (English editions: A Norton Critical Edition, Penguin Classics, Wordsworth Classics; It. transl. only: “Gita al Faro”, Einaudi, translated by A. Nadotti; “Al faro”, Feltrinelli, translated by N. Fusini).
Mutuazione: 20710460 Literature and Forms in Lingue e letterature per la didattica e la traduzione LM-37 A - L STEVANATO SAVINA
Programme
Literature and FormsThis course will focus on the study of authors and works of the modernist movement and its aesthetic tendency towards formalism.
A comprehensive overview of the epistemic crisis developing between the end of 19th and the beginning of the 20th century will provide the cultural context and value system in light of which modernism formulates its theories and practices. This will lead to the exploration of narrative and poetic texts by Conrad, Joyce, Eliot and Woolf. The parallel reading of essays and theoretical reflections by these authors, by other modernist writers/artists and by critics will deepen critical understanding of both the modernist climate and individual poetics, while also pointing out shared features such as experimentalism, relationship with tradition, intertextuality and interartes exchanges which invite vivid comparison between different but always conversing media.
Core Documentation
PRIMARY SOURCESAll the primary and secondary sources indicated below are compulsory readings (in English) and will be discussed during both lessons and the final exam.
1. Joseph Conrad, “Heart of Darkness” (English editions: Norton Critical Edition, Penguin Classics, Wordsworth Classics; It.-En. parallel text: Oscar Mondadori; It. transl. only: Einaudi).
2. James Joyce, selected episodes from “Ulysses” (English editions: Cambridge UP, Penguin Classics, Oxford World’s Classics, Wordsworth Classics; It.-En. parallel text: Bompiani; It. transl. only: Oscar Mondadori).
3. T.S. Eliot, “The Waste Land” (English editions: Norton Critical Edition, Penguin Classics, Signet Classics; It.-En. parallel text: BUR or il Saggiatore).
4. Virginia Woolf, “To the Lighthouse” (English editions: A Norton Critical Edition, Penguin Classics, Wordsworth Classics; It. transl. only: “Gita al Faro”, Einaudi, translated by A. Nadotti; “Al faro”, Feltrinelli, translated by N. Fusini).
Attendance
Non-mandatory attendance but highly recommended. Students who do not attend are kindly invited to contact me during the year.Type of evaluation
Oral exam in person. If needed oral and/or written tests might be assigned during the course. The exam will cover all issues and is aimed to assess expected learning outcomes. In the exam students will have to show that they have become proficient in understanding and analysing works, in relating literary texts to their historical and cultural contexts, and in using linguistic-communicative skills to express critical thinking. teacher profile teaching materials
In this course we will examine novels by postcolonial authors, namely Nigerian, with a view to analysing how they deal with history, with individual and collective past and with remembering and forgetting in their works.
Further details will be given when we get closer to the beginning of the course.
Ben Okri, Dangerous Love, I ed. 1996 (any unabridged edition).
Chimamanda Ngozi Adichie, Half of a Yellow Sun, I ed. 2006 (any unabridged edition)
Mutuazione: 20710460 Literature and Forms in Lingue e letterature per la didattica e la traduzione LM-37 M - Z GUARDUCCI MARIA PAOLA
Programme
Memory and Post-memory: remembering and forgetting in postcolonial literatureIn this course we will examine novels by postcolonial authors, namely Nigerian, with a view to analysing how they deal with history, with individual and collective past and with remembering and forgetting in their works.
Further details will be given when we get closer to the beginning of the course.
Core Documentation
Chinua Achebe, Things Fall Apart, I ed. 1958 (any unabridged edition).Ben Okri, Dangerous Love, I ed. 1996 (any unabridged edition).
Chimamanda Ngozi Adichie, Half of a Yellow Sun, I ed. 2006 (any unabridged edition)
Type of delivery of the course
In-class lessons. This is a lecture-discussion course.Attendance
Although not compulsory, attendance is strongly recommended.Type of evaluation
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.