Ateneo - UPO

We are now twenty years and more into the new millennium. A hundred years ago, a wide-ranging generation of innovative literary critics began to emerge in our country. Curious and eclectic, they operated between language and literature, philology and structuralism, theory and comparative literature, psychoanalysis and sociology, narratology and semiology, the aesthetics of reception and cultural history... They have been holding sway to this day over a good part of our literary studies, in universities and beyond. A collective project of combined teaching and research tries to select fifty-two original critical temperaments, chosen in a period of about twenty-one years – from March 24, 1920, when Cesare Cases was born, to December 6, 1940, the date of birth of Romano Luperini. Amongst them Adelia Noferi, Lea Ritter Santini, Delia Frigessi, Lidia De Federicis, Maria Luisa Doglio, Grazia Cherchi, Rosanna Bettarini and Teresa de Lauretis as the few repre- sentatives of a diverse feminine tradition, already liable – in spite of their limited numbers, a consequence of the times under scrutiny – to switch from academic and theoretical criticism to a more militant and pedagogical one, equally at home within the university as in the publishing world, mixing textual commentary, civil commitment and gender studies, between Italy, Europe and America. This project and this course are intended to be not only and not so much a homage, but the outline of a politics (in but also without quotation marks) of criticism and critics in the second half of the 20th century and at the more or less frayed and fraught dawn of the new century and millennium we are living through.
The second part of the course focuses on the history of Italian lexicography and on current lexicographic projects carried out at the Accademia della Crusca. Students will be introduced to a range of online resources for the study of Italian linguistics and will explore the pedagogical applications of different types of dictionaries across various educational contexts and school levels.

ITALIAN LITERATURE: La critica viva. Lettura collettiva di una generazione 1920-1940, edited by Luciano Curreri and Pierluigi Pellini, Macerata, Quodlibet, 2022 (Students will be invited to choose, at their discretion, three figures featured in the book and the course, and to read two books by each of them).
ITALIAN LINGUISTICS. 1. V. DELLA VALLE, Dizionari italiani: storia, tipi, struttura, Roma, Carocci, 2024. 2. C. MARAZZINI, L’ordine delle parole. Storia di vocabolari italiani, Bologna, il Mulino, 2009 (capp. III-VIII). 3. M. APRILE, Dalle parole ai dizionari, III ed., Bologna, il Mulino, 2015 (capp. IV-VII e IX-XI). 4. Ppt, texts, electronic dictionaries archived in DIR. Students who cannot attend the course for various reasons must also add to the above exam bibliography: 5. R. MERIDA, Il salvagente dell’italiano. Dizionari, grammatiche, servizi di consulenza ecc., Firenze, Cesati, 2023.

ITALIAN LITERATURE. The course has an ethical as well as a political purpose: (a) it wants to interweave teaching, research and society in a plural and non-standardised manner: (b) it wants to challenge the growing (and wretched) abandonment, in universities, of the history of criticism; (c) it makes evident the capacity of literary studies to affect social discourse, contributing - with their freedom and diversity - to restore as a whole a richer, less provincial, more complex entire culture; (d) it claims the indispensable contribution that literary scholars have made to the Italian twentieth century and (perhaps) are still able to make.
ITALIAN LINGUISTICS. 1. Adequate knowledge on the history of the Italian Lexicography (basic objective). 2. Being able to use different types of dictionaries and lexicographic electronic tools (basic objective). 3. Being able to use Internet resources for Italian linguistics and literature (advanced objective). 4. Being able to teach the Italian language through the most important dictionaries (advanced objective).
Teaching format: lectures: 1,2 CFU (30 hours of lessons); self-study: 4,8 CFU.
Lecture-based teaching involves interaction with and amongst students.

Basic literary-historical, linguistic-stylistic and critical knowledge
Italian Linguistics. Students who have not acquired 12 credits in History of the Italian language (L-FIL-LET/12) in their previous career are advised to study as well C. MARAZZINI, La lingua italiana. Storia, testi, strumenti, Bologna, il Mulino, 2015 (chapters 12-21).

Lectures followed by discussions; reading and commenting on texts in the classroom, with questions; web-based teaching if necessary.

The investigation of the possible didactic use of dictionaries and electronic tools will be part of the program of the lessons, obviously focused on the teaching of the Italian language and the Italian Literature.

DSA/BES. Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

THE FINAL EXAM CONSISTS OF AN ORAL EXAMINATION. The final grade will be the average of the two partial grades (Italian Literature and Italian Linguistics).
ITALIAN LITERATURE: 1. Verification of knowledge of the research found in 20th century Italian criticism, and in particular that which is to be found in the long generation born between 1920 and 1940, starting from the text adopted and indicated above and corresponding to 50% of the weight on the exam grade; 2. Testing of skills in examining and interpreting the critics and texts examined (with particular attention to the texts chosen and read by the teacher in the classroom) and at the same time of communication skills and potential for already expressing an autonomous critical capacity, starting with a question on a couple of specific essays, corresponding to 50% of the exam grade. At least acceptable answers to each of the questions will be required to pass the examination.
ITALIAN LINGUISTICS. Oral exam on the books listed in the bibliography. The exam lasts 20 minutes. Students will be asked to answer four or five questions structured as follows in order to value the achievement of the above objectives: - Three or four questions on the history of the Italian lexicography and on the dictionaries listed in the program of the exam. Value 60% (= basic level). - One question on electronic dictionaries, on Internet tools for lexicographers, on new lexicographic projects of the Accademia della Crusca, on didactic strategies for teaching ancient and modern Italian trough dictionaries. Value 20% (= advanced level). - The oral presentation and the dialectical conversation with the teacher will be assessed. Value 20%.
The potential grade bands are: 18–23 (basic level), 24–27 (intermediate level), 28–30 with distinction (advanced level).

ITALIAN LITERATURE. Introduction - Luciano Curreri e Pierluigi Pellini Cesare Cases (1920-2005) - Guido Mattia Gallerani Gianfranco Folena (1920-1992) - Luca D’Onghia D’Arco Silvio Avalle (1920-2002) - Nicola Morato Mario Baratto (1920-1984) - Giacomo Morbiato Domenico De Robertis (1921-2011) - Maria Rita Traina Dante Isella (1922-2007) - NiccolòScaffai Adelia Noferi (1922-2014) - Oleksandra Rekut-Liberatore Sergio Romagnoli (1922-1997) - Diego Salvadori Giovanni Pozzi (1923-2002) - Francesco de Cristofaro Sebastiano Timpanaro (1923-2000) - Davide Dalmas Luigi Blasucci (1924-2021) - Pierluigi Pellini Ezio Raimondi (1924-2014) - Giulio Iacoli Piero Camporesi (1926-1997) - Riccardo Donati Lea Ritter Santini (1928-2008) - Marco Maggi Cesare Segre (1928-2014) - Nicola Turi Cesare Garboli (1928-2004) - Gianluigi Simonetti Giorgio Bárberi Squarotti (1929-2017) - Valter Boggione Delia Frigessi (1929-2012) - Lucia Rodler Pietro Citati (1930-2022) - Paolo Lagazzi Stefano Agosti (1930-2019) - Bart Van den Bossche Lidia De Federicis (1930-2011) - Thea Rimini Luigi Baldacci (1930-2002) - Lorenzo Tommasini Lionello Sozzi (1930-2014) - Gabriella Bosco Fausto Curi (1930) - Federico Fastelli Guido Guglielmi (1930-2002) - Beatrice Laghezza Edoardo Sanguineti (1930-2010) - Gilda Policastro Vittorio Spinazzola (1930-2020) - Gianni Turchetta Franco Fido (1931-2020) - Valeria Tavazzi Umberto Eco (1932-2016) - Simona Micali Alberto Asor Rosa (1933) - Emanuela Piga Bruni Remo Ceserani (1933-2016) - Daniela Brogi Francesco Orlando (1934-2010) - Stefano Lazzarin Elio Gioanola (1934) - Giuseppe Traina Alessandro Serpieri (1935-2017) - Lucia Claudia Fiorella Maria Luisa Doglio (1936) - Pasquale Guaragnella Carlo Alberto Madrignani (1936-2008) - Ilaria Muoio Gian Luigi Beccaria (1936) - Marco Villa Giancarlo Mazzacurati (1936-1995) - Stefano Jossa Franco Ferrucci (1936-2010) - Filippo La Porta Pier Vincenzo Mengaldo (1936) - Alberto Comparini Gianni Celati (1937-2022) - Matteo Martelli Grazia Cherchi (1937-1995) - Giuseppe Carrara Gilberto Lonardi (1937) - Ida Campeggiani Rosanna Bettarini (1938-2012) - Federica Pich Marco Cerruti (1938-2013) - Luciano Curreri Eduardo Saccone (1938-2008) - Matteo Palumbo Teresa de Lauretis (1938) - Elena Porciani Antonio Faeti (1939) - Giordana Piccinini e Emilio VarràMario Lavagetto (1939-2020) - Matteo Residori Claudio Magris (1939) - Ernestina Pellegrini Paolo Valesio (1939) - Martina Della Casa Romano Luperini (1940) - Mimmo Cangiano.

ITALIAN LINGUISTICS. 1. What is a dictionary? Which is the difference between the word “dictionary” and “vocabulary”? Different type of dictionaries for different aims. 2. Electronic dictionaries, online dictionaries and paper dictionaries. 3. General dictionaries published in the XX century: VOLIT, GRADIT, De Mauro by Paravia editor and DIB, Zingarelli, DISC, Devoto-Oli, Garzanti, Treccani. 4. The Accademia della Crusca and the Italian lexicography in the XVII century. 5. Continuity and innovation in the XVIII century: Alberti di Villanova Illuminist lexicographer. 6. The XIX century. The Crusca’s model in the first half of the century and suggestions of correction to the Vocabolario. The “Crusca veronese” by Antioni Cesari. The “Proposta” by Vincenzo Monti. The Tramater, the fifth edition of the Vocabolario degli Accademici della Crusca, Tommaseo-Bellini, Giorgini-Broglio, Rigutini-Fanfani, Petrocchi. 7. Synonym dictionaries from the XIX century to the present days: how a dictionary can change its structure. 8. The XX century. The “Dizionario moderno” by Alfredo Panzini and other dictionaries of neologisms (from the XIX century to the present days). 9. Dictionaries by the Accademia d’Italia. 10. Historical dictionaries: GDLI and TLIO. 11. Etymological dictionaries: DEI, DELI, LEI, Dizionario storico-etimologico Treccani. 12. “Dizionari di famiglie di parole”: DIR and RIF. 13. Web resources for Italian Linguistics and Literature. 14. Lexicographical projects carried on by the Accademia della Crusca.

ITALIAN LITERATURE. In order to attain the knowledge and skills corresponding to a passing level, students are asked to demonstrate: (KNOWLEDGE) to know the varied typologies and personalities of a large part of Italian criticism of the second half of the twentieth century; (SKILLS) to be able to analyse and interpret critical texts, linking historical-literary and linguistic elements to more strictly ethical and political ones; (TRANSVERSAL SKILLS) to be able to present in a clear and effective manner knowledge, information and opinions related to the texts and problems dealt with, using appropriate language and terminology. For the attainment of a more advanced level, the student must demonstrate: a personal vision of the themes addressed in the lessons, combined with a critical ability for analysis and synthesis.
ITALIAN LINGUISTICS. In order to achieve a basic level, student is asked to demonstrate adequate knowledge on the history of the Italian Lexicography. In order to achieve an advanced level, student is also asked to use linguistic terminology in a coherent and appropriate way and to use appropriately tools for educational purposes: electronic dictionaries, online databases.