Cella, Roberta (2015), Storia dell’italiano, Bologna, il Mulino: chapters 1-3.
D’Achille, Paolo (20032), Breve grammatica storica dell’italiano, Roma, Carocci.

Papers provided by the teacher (avalaible from November 2016):
Castellani, Arrigo (1999), Da sé a sei, «Studi linguistici italiani», 25, pp. 3-15.
Ventigenovi, Aldo (1993), Il monottongamento di uo a Firenze, «Studi linguistici italiani», 19, pp. 153-212.

Contemporary Italian: structures and trend. This course aims to show the structures of contemporary Italian at all levels of linguistic analysis (phonetics and phonology, morphology, syntax and lexicon), paying attention also to variational aspects (relations with regional varieties, differences between written, spoken, transmitted usage etc.).

- Paolo D’Achille, L’italiano contemporaneo, 3. ed., Bologna, il Mulino, 2010.

- Francesco Sabatini, Analisi del linguaggio giuridico. Il testo normativo in una tipologia generale dei testi, in Corso di studi superiori legislativi 1988-89, a cura di Mario D’Antonio, Padova, Cedam, 1990, pp. 675-724; alsoo in Francesco Sabatini, L’italiano nel mondo moderno, vol. II, Tra grammatica e testi, Napoli, Liguori, 2012, pp. 273-320 (photocopies are available in the shop before the main entrance of the Faculty).

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Fundamentals of History of the Tradition and Criticism of the Text. The course aims to provide students with a reasonable command of that science and that discipline once called the history of tradition and criticism of the text, through their theoretical understanding, their practical assimilation and their final application to an agile sampling of Greek texts, chosen among those on which philological science has so far little exercised itself, whose constitutio textus is still at a pioneering level and whose discussion, therefore, is still open and able to amaze and perhaps even amuse those who dedicate themselves to it. All this, with the aim of introducing the students from the beginning of their curriculum not only to a historical perspective and a critical vision in their relationship with the texts, but also to a disposition to intellectual research that is free and unprejudiced, ultimately to a method - the philological method -, which is considered valid for the exploration of the whole reality. After a presentation of the subject and meaning of the monographic course, and an introduction to the historical and philosophical roots of the philological discipline in the modern age, the course will provide the main stages of the theorization of philology as a method, from Richard Bentley to Karl Lachmann up to Giorgio Pasquali and Paul Maas. Students will be introduced to the reading of manuscripts and to the understanding of material techniques, inner procedures and types of errors of their copyists. We will examine the developments of "external criticism" and of the history of codices, and the application of codicology to the history of the manuscript tradition. It will be shown through what vicissitudes the manuscripts of ancient authors have reached us we will therefore address, albeit briefly, the general mechanisms that determine the passing on of texts from the ancient world to the modern one due to the Byzantine scholarship.
The second purpose of the course is less technical and more general in form. The need to initiate or better train students who have just come from secondary school to a good and wide capacity to receive non-fiction literature, to expand their ancient culture, to extend their methodological horizons beyond the initial explorations, which led them to the choice of their course of study, will lead, during the lessons, to identify together with them nuclei of readings of great classics of studies on the ancient world, which will be personalized by the teacher based on direct listening to the individual experiences of attending students and interaction with them. The confrontation with the elements of their scholastic and personal education will allow to better understand attitudes and personal interests and to suggest the most suitable reading paths for each one. The indicated readings can be both studied for the exam and conducted with more ease, regardless of deadlines, as a form of enrichment and discipline in view of a more punctual and conscious ability to write the three-year thesis.

A) Mandatory texts
- P. Maas, Critica del testo, trad. it., Firenze, Le Monnier, 1984
- U. von Wilamowitz-Möllendorf, Storia della filologia classica, trad. it., Torino, Einaudi, 1997
B) Additional texts
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Lettere, 1988
- G. Pasquali, Le «leggi» della filologia, in Id., Filologia e storia, Mondadori Education (Bibliotechina del Saggiatore), Milano 1998
- H. F. Fränkel, Testo critico e critica del testo, Firenze, Le Monnier, 1983
- S. Timpanaro, La genesi del metodo del Lachmann, Torino, UTET, 2004
- L. D. Reynolds - N.G. Wilson, Copisti e filologi. La tradizione dei classici dall'antichità ai tempi moderni, trad. it. Padova, Antenore, 1987
- Nigel Wilson, Filologi bizantini, trad. it., Napoli, Morano, 1990
- G. Cavallo (a c. di), Libri, editori e pubblico nel mondo antico, Roma-Bari, Laterza 1975
- G. Cavallo (a c. di), Libri e lettori nel mondo bizantino, Roma-Bari, Laterza 1982
- G. Cavallo (a c. di), Le biblioteche nel mondo antico e medievale, Roma-Bari, Editori Laterza 1988
- L. Canfora, Le collezioni superstiti, in: Lo spazio letterario della Grecia antica, II. La ricezione e l’attualizzazione del testo, Roma, Salerno editrice 1995, pp. 95-250
- L. Canfora, La biblioteca scomparsa, Palermo, Sellerio, 1986
- L. Canfora, Il copista come autore, Palermo (Sellerio) 2002
- R. Tosi, Studi sulla tradizione indiretta dei classici greci, Bologna (CLUEB) 1988, Introduzione,pp. 31-57
- A. Stussi, Fondamenti di critica testuale, Bologna, Il Mulino 2006 (seconda ed.)
- Fabio Stok, I classici dal papiro a internet, Roma, Carocci 2012
- Marina Scialuga, Introduzione allo studio della filologia classica, Alessandria, Edizioni Dell'Orso, 2003
- Martin Litchfield West, Critica del testo e tecnica dell'edizione, trad. it, Palermo, L'Epos, 1991, (ed. or. Textual Criticism and Editorial Technique Applicable to Greek and Latin Texts, Stuttgart, Teubner, 1973),
C) Texts in foreign languages
- J.E. Sandys, A History of Classical Scholarship, third edition, Cambridge 1921
[testo online: http://www.archive.org/stream/historyofclassic01sandiala#page/n8/mode/1up
Pdf: http://ia700306.us.archive.org/1/items/historyofclassic01sandiala/historyofclassic01sandiala.pdf]
A. Dain, Les manuscrits, Paris 1964
Jacqueline de Romilly “Le Trésor des savoirs oubliés”, Faillois
Stuart Gillespie, “The Poets on the Classics. An Anthology”, Routlege
D) Optional readings
Claude Lévi-Strauss, “Leggere, guardare, ascoltare”, Il Saggiatore
Wilhelm Nestle, “Storia della religiosità greca”, La Nuova Italia
Friedrich Nietzsche, “La nascita della tragedia” Adelphi
Giorgio Colli, “La nascita della filosofia” Adelphi
Giorgio Colli, “Per una enciclopedia di autori classici” Adephi
Eric Auerbach, “Mimesis”, I-II, Einaudi
Eric R. Dodds, “I greci e l’irrazionale”, La Nuova Italia
Erwin Rohde “Psiche”, I-II, Laterza
Walter Otto, “Gli dèi della Grecia”, La Nuova Italia
Werner Jaeger, “La teologia dei primi pensatori greci”, La Nuova Italia
Werner Jaeger, “Paideia. La formazione dell’uomo greco”, vol. I, La Nuova Italia
Bruno Snell, “La cultura greca e le origini del pensiero europeo”, Einaudi
Arnold J. Toynbee, “Il mondo ellenico”, Einaudi
Arnold J.Toynbee, “Storia e religione. Alle radici delle civiltà”, Rizzoli
Peter Brown, “Il mondo tardo antico”, Einaudi
Peter Brown, “Per la cruna di un ago. La ricchezza, la caduta di Roma e lo sviluppo del cristianesimo, 350-550 d.C.”, Einaudi
Jean-Pierre Vernant, “Mito e pensiero presso i greci” Einaudi
Jean-Pierre Vernant, “Mito e tragedia nell’antica Grecia” Einaudi
Jean-Pierre Vernant – Aldo Schiavone, “Ai confini della storia”, Einaudi
Heinrich Lausberg, “Elementi di retorica” Il Mulino
Roland Barthes, “La retorica antica”, Bompiani

The course will explore fundamental questions through a thematic approach:
What is still possible to know about Jesus’person and message) ? Through what processes did a model of Christianity succeed to impose itself on the others? How did change through time the relationship between Christianity and Judaism? What kind of relationship did Christianity establish with political power during these first centuries? How did Christian communities develop their organizational stuctures and how did they establish hierarchies? How did cult, liturgy and theological thought develop themselves? What was the canon formation like? How did Christians christianize times and sites?
During the course we will visit significant Christian historical sites.

E.Prinzivalli (a cura di), Storia del cristianesimo. 1. L’età antica (secoli I-VII), Carocci editore, Roma 2015.
For the students who can not attend class
E.Prinzivalli (a cura di), Storia del cristianesimo. 1. L’età antica (secoli I-VII), Carocci editore, Roma 2015.
M.Rizzi, Cesare e Dio. Potere spirituale e potere secolare in Occidente, Il Mulino “Saggi”, Bologna 2009.

- Information coding: from analogic to digital coding
- Automatic information processing: problems and algorithms
- Basic of web typography: using XHTML
- Information structuring: the syntax of XML documents
- Semantics of XML documents: DTD language
- Parsing and validation of XML documents
- Interpretation and processing of XML documents using XSLT processor
- Visiting XML trees using XSL algorithms
- Instances of text elaborations for electronic publishing via XML
- The electronic publishing format ePub

online slides and handouts provided by the teacher

Rhythm and storytelling
Cultural anthropology today explores how people act and give meaning their actions in globalized world. The course deals with theory, method, and interpretation that this project demands. A part of course deals with communicative musicality and Festival.

(students attending):
- After an introduction to contemporary anthropology topics, the course consists of lectures, seminars and workshops focusing on the communicative musicality and narratives. The reference texts will be announced during the lectures
(students not attending):
- E.A.Schultz, R.H.Lavenda, Antropologia culturale, Zanichelli, Bologna, 2009, capitoli da 1 a 9
- P.Apolito, Ritmi di festa. Corpo, danza, socialità, Il Mulino, Bologna, 2014.
- A. Rossi, Lettere da una tarantata, Squilibri, Roma, 2015.

Outline of history and texts of the Latin literature

Description of the course: The course aims to present an outline of Latin literature and of its historical and sogìcial context from its origin up to the II century a. D., through an anthology of passages of the most significant works.

Anthology of Latin texts downloadable at the link https://drive.google.com/drive/folders/0B2XF4R7QU6IPb1N2bHpFcGhsQ1E

L’umanesimo italiano. Il corso è organizzato come introduzione all’Umanesimo italiano, dal quale hanno preso avvio tutte le moderne letterature europee. Prima di ogni lezione verranno prese le presenze. Il numero massimo di assenze accettate è 6 ore (3 lezioni). Sopra questo numero gli studenti saranno considerati a tutti gli effetti non frequentanti e dovranno portare alcuni testi in più.

TESTI DA ACQUISTARE (sono da studiare anche le introduzioni):
-- Leon Battista Alberti, Autobiografia e altre opere latine, a cura di L. Chines e A. Severi, BUR
-- Angelo Poliziano, Commentario alla congiura dei Pazzi, a cura di L. Perini, Firenze University Press
-- Giovanni Pontano, Dialoghi, a cura di L. Geri, BUR
-- Lorenzo Valla, La falsa donazione di Costantino, a cura di O. Pugliese, BUR

Testi critici da acquistare:
-- Guido Cappelli, L’umanesimo italiano da Petrarca a Valla, Carocci, Roma 2014
-- Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana. Dalle origini al Rinascimento, vol. I, a cura di Amedeo De Vincentiis, Einaudi, Torino 2010 (da leggersi limitatamente ai saggi indicati lezione per lezione)

The course stimulates the theoretical and practical comprehension of the specific identity of the literary text. Discussions and analyses will be about the literary and theatrical works of Luigi Pirandello.

Roberto Salsano, Luigi Pirandello, Firenze, Cesati, 2016 (in corso di stampa).
Roberto Salsano, Pirandello. Scrittura e alterità, Firenze, Cesati, 2005.
Antoine Compagnon, Il demone della teoria, Torino, Einaudi, 2000.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Proclaiming a classic: Elsa Morante and the literary critic. Elsa Morante would have been 100 in 2012. The anniversary demonstrated that Elsa Morante is an important italian literature's author. We will examine and focus the decade 1960, when Morante wrote Lo scialle andaluso (1963) and Il mondo salvato dai ragazzini (1968).

- Elsa Morante, Lo scialle andaluso, Torino, Einaudi, 1963, any edition but complete version.
- Elsa Morante, Il mondo salvato dai ragazzini, Torino, Einaudi, 1968, any edition but complete version.
- A Elsa Morante' literary work a choise between: Menzogna e sortilegio; L'isola di Arturo, La Storia, Aracoeli (any edition but complete version).
- Graziella Bernabò, La fiaba estrema. Elsa Morante tra vita e scrittura, Roma, Carocci, 2012 (also ebook).
- Laura Fortini, Giuliana Misserville e Nadia Setti (edd.), Morante la luminosa, Roma, Iacobelli, 2015.

Further material will be available online on the teacher's page (http://studiumanistici.uniroma3.it/lfortini/bacheca/) and provided when possible in pdf or similar formats during the course.

The course will deal with the development of the ancient Christian literature from the origin to the fifth century. Special attention will be paid to the relationships of the Christian literature with the Judaic tradition, the Bible and the contemporary classical literatures.

M. Simonetti – E. Prinzivalli, Storia della letteratura cristiana antica, Edizioni Dehoniane, Bologna 2010.

Student which attend lectures will study anthology of texts (bacheca docente)

Students which non attend lectures will study three books of the Augustine's Confessiones and the Mohrmann's intoductory study to Confessiones in BUR edition.

Title of the course: Transformations of culture in the early Middle Ages

Description: The course has institutional character, and aims to outline the main linguistic features, the personalities and the most significant literary forms which mark the passage between Late Antiquity and Middle Ages in the Latin West. The course involves practic exercises meant to verify the knowledge and the usage of the main bibliographical and informatic tools for the study of Latin authors, with a special attention to lexicography.

Bibliography:

1. D. NORBERG, Manuale di latino medievale, a cura di M. Oldoni. Bibliografia aggiornata a cura di P. Garbini, Avagliano Ed., Cava de’ Tirreni 1999. - In alternative to the second part of the handbook (“Testi scelti”), students attending the course can choose to study the textes provided and analysed during the course.

2. One of the following books:
- P. STOTZ, Il latino nel Medioevo. Guida allo studio di un'identità linguistica europea, a cura di Luigi G. G. Ricci, Ed. SISMEL, Firenze 2013.
- A. DE PRISCO, Il latino tardoantico e altomedievale, Ed. Jouvence, Roma 1991.
- E. AUERBACH, Lingua letteraria e pubblico nella tarda antichità latina e nel Medioevo, trad. it., Ed. Feltrinelli, Milano 2007.

3. An handbook of literary history chosen between the following:
- M. SIMONETTI, Romani e Barbari. Le lettere latine alle origini dell’Europa (secoli V-VIII), Ed. Carocci, Roma 2006.
- G. POLARA, Letteratura latina tardoantica e altomedievale, Jouvence Ed., Roma 1987.

Method. Workshops will strictly combine theoretical aspect and practical application; therefore, they will take place in the laboratory of the Area of the Ancient World Studies. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Syllabus.
- Introduction. The use of computers for word processing: non-Latin alphabets, virtual keyboards, conversion tools.
- Establishment of a scientific bibliography; quote mode. Tools for bibliographic research: bibliographies; on-line consultation of catalogues; on-line consultation of books and periodicals (open access and by subscription); on-line reviews; academic social networks.
- Research of epigraphic and papyraceous sources; research and consultation of manuscripts.
- The analysis of literary texts: text databases; electronic dictionaries; text analysis software and computerized lexical search on Greek and Latin texts.

Exam.
Verification of knowledge and of operational skills acquired will be done through a practical test.

Credits.
Bachelor students: 6 credits can be placed into one of two boxes of the curriculum, “computer skills” or “more knowledge”.
Master students: 6 CFU can be placed in the “'field F”.

The teacher provides the didactic materials related to the workshop.

The program forecasts practical experiences with an interaction between the teachers and students. The lesson will begin from an general introduction, then will continue with a significant texts’ reading, analyzed in a comparative optics about monographic themes, selected each year.
At the end of the workshop, students will be required to take a test, whose type will be shown during the meetings.
The lecture will be held by various teachers, specialists about the discussed arguments.
The frequency is obligatory. The students will must frequent 5/6 of the lessons (30 hours of 36), except serious cases.

Method and syllabus. Workshops will strictly combine theoretical aspect and practical application. Each meeting will consist of a first part, dedicated to individual work of translation into Italian of a text distributed by the teacher, and a second part, dedicated to the collective discussion of translation, with particular attention to formal features and content of the texts and the use of the most suitable instrumentation to understand them. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Main disciplinary lexicons and grammars.

D’Achille, Paolo (20103), L’italiano contemporaneo, Bologna, il Mulino.
Giovanardi, Claudio / Gualdo, Riccardo / Coco, Alessandra (2008), Inglese-Italiano 1 a 1. Tradurre o non tradurre le parole inglesi?, Lecce, Manni.

Dardano, Maurizio / Giovanardi, Claudio (2001), Le strategie dell’italiano scritto. Modelli di lingua. Tecniche comunicative. Esercizi e verifiche, Bologna, Zanichelli.
Matt, Luigi (2011), La narrativa del Novecento, Roma, il Mulino.

Cella, Roberta (2015), Storia dell’italiano, Bologna, il Mulino: chapters 1-3.
D’Achille, Paolo (20032), Breve grammatica storica dell’italiano, Roma, Carocci.

Papers provided by the teacher (avalaible from November 2016):
Castellani, Arrigo (1999), Da sé a sei, «Studi linguistici italiani», 25, pp. 3-15.
Ventigenovi, Aldo (1993), Il monottongamento di uo a Firenze, «Studi linguistici italiani», 19, pp. 153-212.

Comic poetry of the Middle Age - The jesters. Origins and characteristics of this poetic current. Reading and interpretation of selected texts.

- G. Ferroni, e altri, Storia e testi della letteratura italiana, 1. dalle origini al 1300, Milano, Mondadori Università; Poesia comica del medioevo italiano, a cura di M. Berisso, Milano, BUR Rizzoli
- F. Suitner, I poeti del medio evo, Roma, Carocci


Further bibliographical indications will be provided throughout the course.
Non-attending students will be requested to contact the professor for further bibliographical guidelines.

Fundamentals of History of the Tradition and Criticism of the Text. The course aims to provide students with a reasonable command of that science and that discipline once called the history of tradition and criticism of the text, through their theoretical understanding, their practical assimilation and their final application to an agile sampling of Greek texts, chosen among those on which philological science has so far little exercised itself, whose constitutio textus is still at a pioneering level and whose discussion, therefore, is still open and able to amaze and perhaps even amuse those who dedicate themselves to it. All this, with the aim of introducing the students from the beginning of their curriculum not only to a historical perspective and a critical vision in their relationship with the texts, but also to a disposition to intellectual research that is free and unprejudiced, ultimately to a method - the philological method -, which is considered valid for the exploration of the whole reality. After a presentation of the subject and meaning of the monographic course, and an introduction to the historical and philosophical roots of the philological discipline in the modern age, the course will provide the main stages of the theorization of philology as a method, from Richard Bentley to Karl Lachmann up to Giorgio Pasquali and Paul Maas. Students will be introduced to the reading of manuscripts and to the understanding of material techniques, inner procedures and types of errors of their copyists. We will examine the developments of "external criticism" and of the history of codices, and the application of codicology to the history of the manuscript tradition. It will be shown through what vicissitudes the manuscripts of ancient authors have reached us we will therefore address, albeit briefly, the general mechanisms that determine the passing on of texts from the ancient world to the modern one due to the Byzantine scholarship.
The second purpose of the course is less technical and more general in form. The need to initiate or better train students who have just come from secondary school to a good and wide capacity to receive non-fiction literature, to expand their ancient culture, to extend their methodological horizons beyond the initial explorations, which led them to the choice of their course of study, will lead, during the lessons, to identify together with them nuclei of readings of great classics of studies on the ancient world, which will be personalized by the teacher based on direct listening to the individual experiences of attending students and interaction with them. The confrontation with the elements of their scholastic and personal education will allow to better understand attitudes and personal interests and to suggest the most suitable reading paths for each one. The indicated readings can be both studied for the exam and conducted with more ease, regardless of deadlines, as a form of enrichment and discipline in view of a more punctual and conscious ability to write the three-year thesis.

A) Mandatory texts
- P. Maas, Critica del testo, trad. it., Firenze, Le Monnier, 1984
- U. von Wilamowitz-Möllendorf, Storia della filologia classica, trad. it., Torino, Einaudi, 1997
B) Additional texts
- Giorgio Pasquali, Storia della tradizione e critica del testo, Firenze, Le Lettere, 1988
- G. Pasquali, Le «leggi» della filologia, in Id., Filologia e storia, Mondadori Education (Bibliotechina del Saggiatore), Milano 1998
- H. F. Fränkel, Testo critico e critica del testo, Firenze, Le Monnier, 1983
- S. Timpanaro, La genesi del metodo del Lachmann, Torino, UTET, 2004
- L. D. Reynolds - N.G. Wilson, Copisti e filologi. La tradizione dei classici dall'antichità ai tempi moderni, trad. it. Padova, Antenore, 1987
- Nigel Wilson, Filologi bizantini, trad. it., Napoli, Morano, 1990
- G. Cavallo (a c. di), Libri, editori e pubblico nel mondo antico, Roma-Bari, Laterza 1975
- G. Cavallo (a c. di), Libri e lettori nel mondo bizantino, Roma-Bari, Laterza 1982
- G. Cavallo (a c. di), Le biblioteche nel mondo antico e medievale, Roma-Bari, Editori Laterza 1988
- L. Canfora, Le collezioni superstiti, in: Lo spazio letterario della Grecia antica, II. La ricezione e l’attualizzazione del testo, Roma, Salerno editrice 1995, pp. 95-250
- L. Canfora, La biblioteca scomparsa, Palermo, Sellerio, 1986
- L. Canfora, Il copista come autore, Palermo (Sellerio) 2002
- R. Tosi, Studi sulla tradizione indiretta dei classici greci, Bologna (CLUEB) 1988, Introduzione,pp. 31-57
- A. Stussi, Fondamenti di critica testuale, Bologna, Il Mulino 2006 (seconda ed.)
- Fabio Stok, I classici dal papiro a internet, Roma, Carocci 2012
- Marina Scialuga, Introduzione allo studio della filologia classica, Alessandria, Edizioni Dell'Orso, 2003
- Martin Litchfield West, Critica del testo e tecnica dell'edizione, trad. it, Palermo, L'Epos, 1991, (ed. or. Textual Criticism and Editorial Technique Applicable to Greek and Latin Texts, Stuttgart, Teubner, 1973),
C) Texts in foreign languages
- J.E. Sandys, A History of Classical Scholarship, third edition, Cambridge 1921
[testo online: http://www.archive.org/stream/historyofclassic01sandiala#page/n8/mode/1up
Pdf: http://ia700306.us.archive.org/1/items/historyofclassic01sandiala/historyofclassic01sandiala.pdf]
A. Dain, Les manuscrits, Paris 1964
Jacqueline de Romilly “Le Trésor des savoirs oubliés”, Faillois
Stuart Gillespie, “The Poets on the Classics. An Anthology”, Routlege
D) Optional readings
Claude Lévi-Strauss, “Leggere, guardare, ascoltare”, Il Saggiatore
Wilhelm Nestle, “Storia della religiosità greca”, La Nuova Italia
Friedrich Nietzsche, “La nascita della tragedia” Adelphi
Giorgio Colli, “La nascita della filosofia” Adelphi
Giorgio Colli, “Per una enciclopedia di autori classici” Adephi
Eric Auerbach, “Mimesis”, I-II, Einaudi
Eric R. Dodds, “I greci e l’irrazionale”, La Nuova Italia
Erwin Rohde “Psiche”, I-II, Laterza
Walter Otto, “Gli dèi della Grecia”, La Nuova Italia
Werner Jaeger, “La teologia dei primi pensatori greci”, La Nuova Italia
Werner Jaeger, “Paideia. La formazione dell’uomo greco”, vol. I, La Nuova Italia
Bruno Snell, “La cultura greca e le origini del pensiero europeo”, Einaudi
Arnold J. Toynbee, “Il mondo ellenico”, Einaudi
Arnold J.Toynbee, “Storia e religione. Alle radici delle civiltà”, Rizzoli
Peter Brown, “Il mondo tardo antico”, Einaudi
Peter Brown, “Per la cruna di un ago. La ricchezza, la caduta di Roma e lo sviluppo del cristianesimo, 350-550 d.C.”, Einaudi
Jean-Pierre Vernant, “Mito e pensiero presso i greci” Einaudi
Jean-Pierre Vernant, “Mito e tragedia nell’antica Grecia” Einaudi
Jean-Pierre Vernant – Aldo Schiavone, “Ai confini della storia”, Einaudi
Heinrich Lausberg, “Elementi di retorica” Il Mulino
Roland Barthes, “La retorica antica”, Bompiani

The course aims to offer by lectures an introduction to Greek history, from the Bronze Age to the consolidation of the Hellenistic Kingdoms.
Chronological and geographical framework, political and social institutions, political and cultural history will be presented. Students will be also introduced to the problems and the methods of analysis of the different kinds of historical sources (literary, epigraphic, numismatic, archaeological ones).

A) C. BEARZOT, Manuale di Storia Greca, Bologna, Il Mulino, 2015.
B) M. BETTALLI, Introduzione alla storiografia greca, Roma, Carocci, 2009, pp. 47-61; 67-91 (Herodotus and Thucydides).
C) Reading of a book at own choice pf the “Histories” of Herodotus and of a book at own choice of “The Peloponnesian War” of Thucydides.
D) Well-detailed maps of the Greek world (Continental Greec, Asia Minor, Aegean Sea and Aegean islands, Straits area, Propontis, Black Sea, Magna Graecia, Sicily, and other hellenised areas of the Mediterranaean Sea). Such maps can be found in any historical Atlas (for instance Atlante Storico De Agostini, Novara 2003) or on the web.

Students unable to attend the course have to read furthermore:

E) M. Giangiulio, Democrazie greche. Atene, Sicilia, Magna Grecia, Roma 2015.

Roman History I "Critical Paths about roman history"
The history of Rome is difficult to synthesize, due to the size of the dimension affected by its historical itinerary (VIII century BC-VI century AD), due to the unusual geographical and cultural extension of the spaces involved, due to the experiences and of the transformations typical of the civilization on which Roman hegemony was extended. We will examine the principal moments and the characteristics of the process of realization by the city of Rome of a world hegemony, and its fall. Through the analysis of literary, epigraphic and artistic sources the originality and style of the history of Rome will be highlighted. This critical path is aimed at neutralizing certain clichés on ancient Rome, rooted in Western culture and in the use of improper language.

▪ Texts for all students:
- G. GERACI, A. MARCONE, Storia romana, Le Monnier, (edizione minor) Firenze 2011 ;
- G. GERACI, A. MARCONE, Fonti per la storia romana, Le Monnier, Firenze 2006 ;
- Atlante Storico, De Agostini, Novara 2003 o altra edizione ;

▪ Texts for non following students in addition to the texts indicated above:
- A. Giardina (a cura di), L’uomo romano, Roma-Bari (Laterza) (1989) 2008 (economica).

The aim of course is to deepen student's knowledge on fundamental issues and problems from the diverse perspectives of the Greek mainland and colonies in the period between the fifth and fourth century before Christ.

E. Lippolis, M. Livadiotti, G. Rocco, Architettura greca. Storia e monumenti del mondo della polis dalle origini al V secolo, Milano 2007, pp. 173-305.
G. Bejor, M. Castoldi, C. Lambrugo, Arte greca: dal decimo al primo secolo a. C., Milano 2008, pp. 361-493.
Additional references will be made available during the course.
Students not attending should contact the lecturer during the consultation times or by e-mail.

Content:
The course:
- takes in account definitions of "Information Literacy" and introduces the concept of "Media and Information Literacy", starting from the most recent documents of Unesco and library associations and institutions
- presents and analyzes several approaches and methos of the information seeking process, with reference to the Information Overload and Digital Divide phenomena
- reflects on the role of library and librarians in contrasting such phenomena, through the development and delivery of customized services (e.g. reference library/work), taking care of the user's education, thanks also to the new social networks that are offered by the web 2.0
- presents the foundational concepts of library and information science (LIS), in particular bibliography, librarianship and documentation (definitions, field of competence, history, relationships amongst the three subjects).

Bibliography (Reference): definition; field of competence; history; types; reference citation and citation styles; compilation of reference lists: the bibliographic chain; tools; ISO standards.

Librarianship: definition; field of competence; history (history of libraries with some history of books and publishing); library types (government, university, public etc. libraries) – Library legislation – Intellectual property and copyright - Library as a complex system – the 5 library laws.

Documentation: Document and documentation - Document types – Information processing - Documentation chain. Information process and management - Descriptive cataloguing: headings choice and form (REICAT) and ISBD - Semantic cataloguing: Dewey, UDC, subject headings and thesauri - OPAC

Teaching Materials:
1. MARCO SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. GIOVANNA GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. a volume in the series “Conoscere la biblioteca” (Editrice Bibliografica).

Furthermore, some resources developed by the teacher of the course can be accessed in the Moodle platform.

An introduction of Greek Metrik
The musical education of a greek comic poet. Aristophnes'cantica

Greek texts will be presented during the lessons of the course
B. Gentili- L. Lomiento, Metrica e ritmica. Storie delle forme poetiche nella Grecia antica, Mondadori Università 2003, 3-95
Maria Chiara Martinelli, Gli Strumenti del Poeta, Cappelli editore 1995

The course aims to offer: a) a general introduction to the discipline (origins and development of the alphabetical writing in Greece, characteristics of the local alphabets, different kinds of inscriptions and supports, specific literature, specific IT tools); b) practice on inscriptions, in order to gain the knowledge of basic technics and conventions for classifying, recording, filing and editing epigraphical texts; c) reading and historical- critical examination of epigraphical texts of different kind.

A) M. Guarducci, L'Epigrafia greca dalle origini al tardo impero, Roma, Istituto Poligrafico dello Stato, 1987 (e successive ristampe).
B) I. Di Stefano Manzella, Mestiere di epigrafista. Guida alla schedatura del materiale epigrafico lapideo, Roma, Quasar, 1987 (parti scelte).
C) J. Ma, Epigraphy and the Display of Authority, in J. Davies - J. Wilkes (eds.), Epigraphy and the Historical Sciences, Oxford 2012, pp. 133-158.
D) S. Panciera, What is an Inscription? Problems of Definition and Identity of an Historical Source, «ZPE» 183 (2012), pp. 1-10.
E) Material which will be provided by the teacher during classes

This course offers a study of the society, culture and religion of the Principate of Augustus and of its evolution.
Students will read the ancient biographical account of this emperor by Suetonius and they will become familiar
with the genre of ancient biography as a form of historical evidence. Other forms of evidence such as literature,
epigraphy, and numismatics will also be used.

Svetonio- Vita di Augusto (any edition)
Augusto- Res Gestae- I miei Atti (a cura di P. Arena), Edipuglia Bari 2014.
A. Marcone- Augusto, Salerno Editrice, Roma 2015
P. Zanker- Augusto e il potere delle immagini, Bollati Boringhieri, Torino 2009 (o altra edizione).
For students not attending the classes
F. Guidetti, L'Impero romano in 100 date, Dalla Porta, Pisa 2016

The aim of course is to deepen student's knowledge on fundamental issues and problems from the diverse perspectives of the Greek mainland and colonies in the period between the fifth and fourth century before Christ.

E. Lippolis, M. Livadiotti, G. Rocco, Architettura greca. Storia e monumenti del mondo della polis dalle origini al V secolo, Milano 2007, pp. 173-305.
G. Bejor, M. Castoldi, C. Lambrugo, Arte greca: dal decimo al primo secolo a. C., Milano 2008, pp. 361-493.
Additional references will be made available during the course.
Students not attending should contact the lecturer during the consultation times or by e-mail.

Outline of history and texts of the Latin literature

Description of the course: The course aims to present an outline of Latin literature and of its historical and sogìcial context from its origin up to the II century a. D., through an anthology of passages of the most significant works.

Anthology of Latin texts downloadable at the link https://drive.google.com/drive/folders/0B2XF4R7QU6IPb1N2bHpFcGhsQ1E

L’umanesimo italiano. Il corso è organizzato come introduzione all’Umanesimo italiano, dal quale hanno preso avvio tutte le moderne letterature europee. Prima di ogni lezione verranno prese le presenze. Il numero massimo di assenze accettate è 6 ore (3 lezioni). Sopra questo numero gli studenti saranno considerati a tutti gli effetti non frequentanti e dovranno portare alcuni testi in più.

TESTI DA ACQUISTARE (sono da studiare anche le introduzioni):
-- Leon Battista Alberti, Autobiografia e altre opere latine, a cura di L. Chines e A. Severi, BUR
-- Angelo Poliziano, Commentario alla congiura dei Pazzi, a cura di L. Perini, Firenze University Press
-- Giovanni Pontano, Dialoghi, a cura di L. Geri, BUR
-- Lorenzo Valla, La falsa donazione di Costantino, a cura di O. Pugliese, BUR

Testi critici da acquistare:
-- Guido Cappelli, L’umanesimo italiano da Petrarca a Valla, Carocci, Roma 2014
-- Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana. Dalle origini al Rinascimento, vol. I, a cura di Amedeo De Vincentiis, Einaudi, Torino 2010 (da leggersi limitatamente ai saggi indicati lezione per lezione)

The course stimulates the theoretical and practical comprehension of the specific identity of the literary text. Discussions and analyses will be about the literary and theatrical works of Luigi Pirandello.

Roberto Salsano, Luigi Pirandello, Firenze, Cesati, 2016 (in corso di stampa).
Roberto Salsano, Pirandello. Scrittura e alterità, Firenze, Cesati, 2005.
Antoine Compagnon, Il demone della teoria, Torino, Einaudi, 2000.

The course will deal with the development of the ancient Christian literature from the origin to the fifth century. Special attention will be paid to the relationships of the Christian literature with the Judaic tradition, the Bible and the contemporary classical literatures.

M. Simonetti – E. Prinzivalli, Storia della letteratura cristiana antica, Edizioni Dehoniane, Bologna 2010.

Student which attend lectures will study anthology of texts (bacheca docente)

Students which non attend lectures will study three books of the Augustine's Confessiones and the Mohrmann's intoductory study to Confessiones in BUR edition.

Title of the course: Transformations of culture in the early Middle Ages

Description: The course has institutional character, and aims to outline the main linguistic features, the personalities and the most significant literary forms which mark the passage between Late Antiquity and Middle Ages in the Latin West. The course involves practic exercises meant to verify the knowledge and the usage of the main bibliographical and informatic tools for the study of Latin authors, with a special attention to lexicography.

Bibliography:

1. D. NORBERG, Manuale di latino medievale, a cura di M. Oldoni. Bibliografia aggiornata a cura di P. Garbini, Avagliano Ed., Cava de’ Tirreni 1999. - In alternative to the second part of the handbook (“Testi scelti”), students attending the course can choose to study the textes provided and analysed during the course.

2. One of the following books:
- P. STOTZ, Il latino nel Medioevo. Guida allo studio di un'identità linguistica europea, a cura di Luigi G. G. Ricci, Ed. SISMEL, Firenze 2013.
- A. DE PRISCO, Il latino tardoantico e altomedievale, Ed. Jouvence, Roma 1991.
- E. AUERBACH, Lingua letteraria e pubblico nella tarda antichità latina e nel Medioevo, trad. it., Ed. Feltrinelli, Milano 2007.

3. An handbook of literary history chosen between the following:
- M. SIMONETTI, Romani e Barbari. Le lettere latine alle origini dell’Europa (secoli V-VIII), Ed. Carocci, Roma 2006.
- G. POLARA, Letteratura latina tardoantica e altomedievale, Jouvence Ed., Roma 1987.

Content:
The course:
- takes in account definitions of "Information Literacy" and introduces the concept of "Media and Information Literacy", starting from the most recent documents of Unesco and library associations and institutions
- presents and analyzes several approaches and methos of the information seeking process, with reference to the Information Overload and Digital Divide phenomena
- reflects on the role of library and librarians in contrasting such phenomena, through the development and delivery of customized services (e.g. reference library/work), taking care of the user's education, thanks also to the new social networks that are offered by the web 2.0
- presents the foundational concepts of library and information science (LIS), in particular bibliography, librarianship and documentation (definitions, field of competence, history, relationships amongst the three subjects).

Bibliography (Reference): definition; field of competence; history; types; reference citation and citation styles; compilation of reference lists: the bibliographic chain; tools; ISO standards.

Librarianship: definition; field of competence; history (history of libraries with some history of books and publishing); library types (government, university, public etc. libraries) – Library legislation – Intellectual property and copyright - Library as a complex system – the 5 library laws.

Documentation: Document and documentation - Document types – Information processing - Documentation chain. Information process and management - Descriptive cataloguing: headings choice and form (REICAT) and ISBD - Semantic cataloguing: Dewey, UDC, subject headings and thesauri - OPAC

Teaching Materials:
1. MARCO SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. GIOVANNA GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. a volume in the series “Conoscere la biblioteca” (Editrice Bibliografica).

Furthermore, some resources developed by the teacher of the course can be accessed in the Moodle platform.

"Rome and the Roman world: an epigraphic civilization"
study of the different categories of epigraphic sources in Latin, of the criteria of their ancient writing, of their history and of their modern edition (paper and digital). Introduction to the consultation of collections and other tools of epigraphic and bibliographic research.

ATTENDING students:
- A. Buonopane, manuale di epigrafia latina (=Manual of Latin Epigraphy), Rome (Carocci) 2009 ss .;
- xerocopie provided by the teacher in class;

TEXTS of reference for non-attending students: they must agree a program with the teacher; the study texts can be in English, French, German, Spanish.

The course will deal with the development of the ancient Christian literature from the origin to the fifth century. Special attention will be paid to the relationships of the Christian literature with the Judaic tradition, the Bible and the contemporary classical literatures.

M. Simonetti – E. Prinzivalli, Storia della letteratura cristiana antica, Edizioni Dehoniane, Bologna 2010.

Student which attend lectures will study anthology of texts (bacheca docente)

Students which non attend lectures will study three books of the Augustine's Confessiones and the Mohrmann's intoductory study to Confessiones in BUR edition.

Title of the course: Transformations of culture in the early Middle Ages

Description: The course has institutional character, and aims to outline the main linguistic features, the personalities and the most significant literary forms which mark the passage between Late Antiquity and Middle Ages in the Latin West. The course involves practic exercises meant to verify the knowledge and the usage of the main bibliographical and informatic tools for the study of Latin authors, with a special attention to lexicography.

Bibliography:

1. D. NORBERG, Manuale di latino medievale, a cura di M. Oldoni. Bibliografia aggiornata a cura di P. Garbini, Avagliano Ed., Cava de’ Tirreni 1999. - In alternative to the second part of the handbook (“Testi scelti”), students attending the course can choose to study the textes provided and analysed during the course.

2. One of the following books:
- P. STOTZ, Il latino nel Medioevo. Guida allo studio di un'identità linguistica europea, a cura di Luigi G. G. Ricci, Ed. SISMEL, Firenze 2013.
- A. DE PRISCO, Il latino tardoantico e altomedievale, Ed. Jouvence, Roma 1991.
- E. AUERBACH, Lingua letteraria e pubblico nella tarda antichità latina e nel Medioevo, trad. it., Ed. Feltrinelli, Milano 2007.

3. An handbook of literary history chosen between the following:
- M. SIMONETTI, Romani e Barbari. Le lettere latine alle origini dell’Europa (secoli V-VIII), Ed. Carocci, Roma 2006.
- G. POLARA, Letteratura latina tardoantica e altomedievale, Jouvence Ed., Roma 1987.

Method. Workshops will strictly combine theoretical aspect and practical application; therefore, they will take place in the laboratory of the Area of the Ancient World Studies. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Syllabus.
- Introduction. The use of computers for word processing: non-Latin alphabets, virtual keyboards, conversion tools.
- Establishment of a scientific bibliography; quote mode. Tools for bibliographic research: bibliographies; on-line consultation of catalogues; on-line consultation of books and periodicals (open access and by subscription); on-line reviews; academic social networks.
- Research of epigraphic and papyraceous sources; research and consultation of manuscripts.
- The analysis of literary texts: text databases; electronic dictionaries; text analysis software and computerized lexical search on Greek and Latin texts.

Exam.
Verification of knowledge and of operational skills acquired will be done through a practical test.

Credits.
Bachelor students: 6 credits can be placed into one of two boxes of the curriculum, “computer skills” or “more knowledge”.
Master students: 6 CFU can be placed in the “'field F”.

The teacher provides the didactic materials related to the workshop.

The program forecasts practical experiences with an interaction between the teachers and students. The lesson will begin from an general introduction, then will continue with a significant texts’ reading, analyzed in a comparative optics about monographic themes, selected each year.
At the end of the workshop, students will be required to take a test, whose type will be shown during the meetings.
The lecture will be held by various teachers, specialists about the discussed arguments.
The frequency is obligatory. The students will must frequent 5/6 of the lessons (30 hours of 36), except serious cases.

Method and syllabus. Workshops will strictly combine theoretical aspect and practical application. Each meeting will consist of a first part, dedicated to individual work of translation into Italian of a text distributed by the teacher, and a second part, dedicated to the collective discussion of translation, with particular attention to formal features and content of the texts and the use of the most suitable instrumentation to understand them. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Main disciplinary lexicons and grammars.

D’Achille, Paolo (20103), L’italiano contemporaneo, Bologna, il Mulino.
Giovanardi, Claudio / Gualdo, Riccardo / Coco, Alessandra (2008), Inglese-Italiano 1 a 1. Tradurre o non tradurre le parole inglesi?, Lecce, Manni.

Dardano, Maurizio / Giovanardi, Claudio (2001), Le strategie dell’italiano scritto. Modelli di lingua. Tecniche comunicative. Esercizi e verifiche, Bologna, Zanichelli.
Matt, Luigi (2011), La narrativa del Novecento, Roma, il Mulino.

Cella, Roberta (2015), Storia dell’italiano, Bologna, il Mulino: chapters 1-3.
D’Achille, Paolo (20032), Breve grammatica storica dell’italiano, Roma, Carocci.

Papers provided by the teacher (avalaible from November 2016):
Castellani, Arrigo (1999), Da sé a sei, «Studi linguistici italiani», 25, pp. 3-15.
Ventigenovi, Aldo (1993), Il monottongamento di uo a Firenze, «Studi linguistici italiani», 19, pp. 153-212.

This course offers a study of the society, culture and religion of the Principate of Augustus and of its evolution.
Students will read the ancient biographical account of this emperor by Suetonius and they will become familiar
with the genre of ancient biography as a form of historical evidence. Other forms of evidence such as literature,
epigraphy, and numismatics will also be used.

Svetonio- Vita di Augusto (any edition)
Augusto- Res Gestae- I miei Atti (a cura di P. Arena), Edipuglia Bari 2014.
A. Marcone- Augusto, Salerno Editrice, Roma 2015
P. Zanker- Augusto e il potere delle immagini, Bollati Boringhieri, Torino 2009 (o altra edizione).
For students not attending the classes
F. Guidetti, L'Impero romano in 100 date, Dalla Porta, Pisa 2016

The course aims to offer by lectures an introduction to Greek history, from the Bronze Age to the consolidation of the Hellenistic Kingdoms.
Chronological and geographical framework, political and social institutions, political and cultural history will be presented. Students will be also introduced to the problems and the methods of analysis of the different kinds of historical sources (literary, epigraphic, numismatic, archaeological ones).

A) C. BEARZOT, Manuale di Storia Greca, Bologna, Il Mulino, 2015.
B) M. BETTALLI, Introduzione alla storiografia greca, Roma, Carocci, 2009, pp. 47-61; 67-91 (Herodotus and Thucydides).
C) Reading of a book at own choice pf the “Histories” of Herodotus and of a book at own choice of “The Peloponnesian War” of Thucydides.
D) Well-detailed maps of the Greek world (Continental Greec, Asia Minor, Aegean Sea and Aegean islands, Straits area, Propontis, Black Sea, Magna Graecia, Sicily, and other hellenised areas of the Mediterranaean Sea). Such maps can be found in any historical Atlas (for instance Atlante Storico De Agostini, Novara 2003) or on the web.

Students unable to attend the course have to read furthermore:

E) M. Giangiulio, Democrazie greche. Atene, Sicilia, Magna Grecia, Roma 2015.

Comic poetry of the Middle Age - The jesters. Origins and characteristics of this poetic current. Reading and interpretation of selected texts.

- G. Ferroni, e altri, Storia e testi della letteratura italiana, 1. dalle origini al 1300, Milano, Mondadori Università; Poesia comica del medioevo italiano, a cura di M. Berisso, Milano, BUR Rizzoli
- F. Suitner, I poeti del medio evo, Roma, Carocci


Further bibliographical indications will be provided throughout the course.
Non-attending students will be requested to contact the professor for further bibliographical guidelines.

Outline of history and texts of the Latin literature

Description of the course: The course aims to present an outline of Latin literature and of its historical and sogìcial context from its origin up to the II century a. D., through an anthology of passages of the most significant works.

Anthology of Latin texts downloadable at the link https://drive.google.com/drive/folders/0B2XF4R7QU6IPb1N2bHpFcGhsQ1E

L’umanesimo italiano. Il corso è organizzato come introduzione all’Umanesimo italiano, dal quale hanno preso avvio tutte le moderne letterature europee. Prima di ogni lezione verranno prese le presenze. Il numero massimo di assenze accettate è 6 ore (3 lezioni). Sopra questo numero gli studenti saranno considerati a tutti gli effetti non frequentanti e dovranno portare alcuni testi in più.

TESTI DA ACQUISTARE (sono da studiare anche le introduzioni):
-- Leon Battista Alberti, Autobiografia e altre opere latine, a cura di L. Chines e A. Severi, BUR
-- Angelo Poliziano, Commentario alla congiura dei Pazzi, a cura di L. Perini, Firenze University Press
-- Giovanni Pontano, Dialoghi, a cura di L. Geri, BUR
-- Lorenzo Valla, La falsa donazione di Costantino, a cura di O. Pugliese, BUR

Testi critici da acquistare:
-- Guido Cappelli, L’umanesimo italiano da Petrarca a Valla, Carocci, Roma 2014
-- Sergio Luzzatto e Gabriele Pedullà (a cura di), Atlante della letteratura italiana. Dalle origini al Rinascimento, vol. I, a cura di Amedeo De Vincentiis, Einaudi, Torino 2010 (da leggersi limitatamente ai saggi indicati lezione per lezione)

The course stimulates the theoretical and practical comprehension of the specific identity of the literary text. Discussions and analyses will be about the literary and theatrical works of Luigi Pirandello.

Roberto Salsano, Luigi Pirandello, Firenze, Cesati, 2016 (in corso di stampa).
Roberto Salsano, Pirandello. Scrittura e alterità, Firenze, Cesati, 2005.
Antoine Compagnon, Il demone della teoria, Torino, Einaudi, 2000.

This course offers a study of the society, culture and religion of the Principate of Augustus and of its evolution.
Students will read the ancient biographical account of this emperor by Suetonius and they will become familiar
with the genre of ancient biography as a form of historical evidence. Other forms of evidence such as literature,
epigraphy, and numismatics will also be used.

Svetonio- Vita di Augusto (any edition)
Augusto- Res Gestae- I miei Atti (a cura di P. Arena), Edipuglia Bari 2014.
A. Marcone- Augusto, Salerno Editrice, Roma 2015
P. Zanker- Augusto e il potere delle immagini, Bollati Boringhieri, Torino 2009 (o altra edizione).
For students not attending the classes
F. Guidetti, L'Impero romano in 100 date, Dalla Porta, Pisa 2016

Proclaiming a classic: Elsa Morante and the literary critic. Elsa Morante would have been 100 in 2012. The anniversary demonstrated that Elsa Morante is an important italian literature's author. We will examine and focus the decade 1960, when Morante wrote Lo scialle andaluso (1963) and Il mondo salvato dai ragazzini (1968).

- Elsa Morante, Lo scialle andaluso, Torino, Einaudi, 1963, any edition but complete version.
- Elsa Morante, Il mondo salvato dai ragazzini, Torino, Einaudi, 1968, any edition but complete version.
- A Elsa Morante' literary work a choise between: Menzogna e sortilegio; L'isola di Arturo, La Storia, Aracoeli (any edition but complete version).
- Graziella Bernabò, La fiaba estrema. Elsa Morante tra vita e scrittura, Roma, Carocci, 2012 (also ebook).
- Laura Fortini, Giuliana Misserville e Nadia Setti (edd.), Morante la luminosa, Roma, Iacobelli, 2015.

Further material will be available online on the teacher's page (http://studiumanistici.uniroma3.it/lfortini/bacheca/) and provided when possible in pdf or similar formats during the course.

Method. Workshops will strictly combine theoretical aspect and practical application; therefore, they will take place in the laboratory of the Area of the Ancient World Studies. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Syllabus.
- Introduction. The use of computers for word processing: non-Latin alphabets, virtual keyboards, conversion tools.
- Establishment of a scientific bibliography; quote mode. Tools for bibliographic research: bibliographies; on-line consultation of catalogues; on-line consultation of books and periodicals (open access and by subscription); on-line reviews; academic social networks.
- Research of epigraphic and papyraceous sources; research and consultation of manuscripts.
- The analysis of literary texts: text databases; electronic dictionaries; text analysis software and computerized lexical search on Greek and Latin texts.

Exam.
Verification of knowledge and of operational skills acquired will be done through a practical test.

Credits.
Bachelor students: 6 credits can be placed into one of two boxes of the curriculum, “computer skills” or “more knowledge”.
Master students: 6 CFU can be placed in the “'field F”.

The teacher provides the didactic materials related to the workshop.

The program forecasts practical experiences with an interaction between the teachers and students. The lesson will begin from an general introduction, then will continue with a significant texts’ reading, analyzed in a comparative optics about monographic themes, selected each year.
At the end of the workshop, students will be required to take a test, whose type will be shown during the meetings.
The lecture will be held by various teachers, specialists about the discussed arguments.
The frequency is obligatory. The students will must frequent 5/6 of the lessons (30 hours of 36), except serious cases.

Method and syllabus. Workshops will strictly combine theoretical aspect and practical application. Each meeting will consist of a first part, dedicated to individual work of translation into Italian of a text distributed by the teacher, and a second part, dedicated to the collective discussion of translation, with particular attention to formal features and content of the texts and the use of the most suitable instrumentation to understand them. The attendance is mandatory, under penalty of exclusion from the Laboratory.

Main disciplinary lexicons and grammars.

D’Achille, Paolo (20103), L’italiano contemporaneo, Bologna, il Mulino.
Giovanardi, Claudio / Gualdo, Riccardo / Coco, Alessandra (2008), Inglese-Italiano 1 a 1. Tradurre o non tradurre le parole inglesi?, Lecce, Manni.

Dardano, Maurizio / Giovanardi, Claudio (2001), Le strategie dell’italiano scritto. Modelli di lingua. Tecniche comunicative. Esercizi e verifiche, Bologna, Zanichelli.
Matt, Luigi (2011), La narrativa del Novecento, Roma, il Mulino.