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Professor
FIORENZO IULIANO (Tit.)
Period
Second Semester 
Teaching style
Convenzionale 
Lingua Insegnamento
INGLESE 



Informazioni aggiuntive

Course Curriculum CFU Length(h)
[32/19]  LANGUAGES AND CULTURES FOR LINGUISTIC MEDIATION [19/00 - Ord. 2011]  PERCORSO COMUNE 6 30

Objectives

MODULE A
- Knowledge and understanding

Through the autonomous study of a textbook and the critical analysis of the texts, the module aims at providing a general overview of the literary and cultural history of United States from the Colonial Era to the Civil War.
- Applying knowledge and understanding
Students will be encouraged to analyze the texts in the syllabus, identify their formal and structural features, and critically discuss any passage.
- Making judgments
Students will be encouraged to identify and critically discuss the connections between the texts in the syllabus and the literary and cultural history of the United States.
- Communication
Students will be encouraged to acquire the theoretical and methodological tools of literary criticism and textual analysis.
- Lifelong learning skills
Students will be also encouraged to critically analyze each text, and broaden up their reading of the texts in the syllabus other critical and historical discourses.

MODULE B
- Knowledge and understanding

Through the autonomous study of a textbook and the critical analysis of the texts, the module aims at providing a general overview of the literary and cultural history of United States from the Gilded Age to the Second World War.
- Applying knowledge and understanding
Students will be encouraged to analyze the texts in the syllabus, identify their formal and structural features, and critically discuss any passage.
- Making judgments
Students will be encouraged to identify and critically discuss the connections between the texts in the syllabus and the literary and cultural history of the United States.
- Communication
Students will be encouraged to acquire the theoretical and methodological tools of literary criticism and textual analysis.
- Lifelong learning skills
Students will be also encouraged to critically analyze each text, and broaden up their reading of the texts in the syllabus other critical and historical discourses.

Prerequisites

An intermediate command of the English language is mandatory, in order to actively participate in class discussions and read the proposed texts.

Contents

MODULE A: American literary history (first part)
The module is mandatory for all students. It will provide a general overview of the culture and literature of the United States, from the Colonial Era to the Civil War. A selection of texts and a novel will be read and analyzed in class. Students are also required to independently read a textbook.

MODULE B: American literary history (second part)
The module is mandatory for the students who need to take 12 CFU in American Literature. It will provide a general overview of the culture and literature of the United States, from the Gilded Age Era to the Second World War. A selection of texts and a novel will be read and analyzed in class. Students are also required to independently read a textbook.

Teaching Methods

Classes will be two hours each and will be taught in English. Typical classes are structured as follows:
1. introduction to the general topic
2. survey of the theoretical texts and/or historical issues that will come up during the analysis and discussion of the primary texts
3. reading of a limited number of passages from the text
4. analysis and debate of the passages read

Verification of learning

TBA

Texts

MODULE A
A. Textbook:
Guido Fink, Mario Maffi, Franco Minganti, Bianca Tarozzi, Storia della letteratura americana. Dai canti dei pellerossa a Philip Roth, Rizzoli, Milano, 1991, chh. 1 and 2 (pp. 17-155).
or
Susan Castillo, American Literature in Context to 1865, Blackwell, Malden-Oxford, 2011.
or
Hans Bertens, Theo Dhaen, American Literature: A History, Routledge, New York, 2013, chh. 1 and 2.

B. Texts provided by the instructor:
Nathaniel Hawthorne, "Young Goodman Brown" (1835)
Edgar Allan Poe, "The Tell-Tale Heart" (1843)
Frederick Douglass, from Narrative of the Life of Frederick Douglass, an American Slave, chh. 1 and 7 (1845)
Herman Melville, "Bartleby the Scrivener" (1853)
Emily Dickinson, Poems J67, J214,J241, J324, J342 J441, J1452, J1461
Walt Whitman, from Song of Myself, sections 1-13 (1855)

C. Novel:
Herman Melville, Benito Cereno (1855)

MODULE B
A. Textbook:
Guido Fink, Mario Maffi, Franco Minganti, Bianca Tarozzi, Storia della letteratura americana. Dai canti dei pellerossa a Philip Roth, Rizzoli, Milano, 1991, chh. 3 and 4 (pp. 157-445).
or
Hans Bertens, Theo Dhaen, American Literature: A History, Routledge, New York, 2013, chh. 3 and 4.

B. Texts provided by the instructor:
short stories:
Mark Twain, "The Notorious Jumping Frog of Calaveras County" (1865)
Kate Chopin,"Desirée's Baby" (1893)
Ernest Hemingway, "The Killers" (1927)
Zora Neale Hurston, "How It Feels to Be Colored Me" (1928)
William Faulkner, "A Rose for Emily" (1931)
Francis S. Fitzgerald, "Babylon Revisited" (1931)
poems:
E. Pound, "In A Station of the Metro" (1913)
T. S. Eliot, "The Love Song of J. Alfred Prufrock" (1915)
Claude McKay, "If We Must Die" (1919), "The Lynching" (1922)
Langston Hughes, "The Negro Speaks of Rivers" (1921), "The Weary Blues" (1926)
William Carlos Williams, "The Red Wheelbarrow" (1923), "This Is Just to Say" (1934)

C. Novel:
Henry James, Daisy Miller (1878)

More Information

Students are asked to provide a close reading of each text, examine the significance of a text’s literary conventions, and/or draw connections between a text and other texts on the syllabus. A critical response does not simply summarize the text or the lectures given in class.

Questionnaire and social

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