Scientific Disciplinary Sector (SSD)
L-LIN/10 - ENGLISH LITERATURE
Language of instruction
I semestre (Lingue e letterature straniere) dal Sep 27, 2021 al Jan 8, 2022.
The course, taught in English, aims to provide students with an introduction to British literature from the Renaissance to late Romanticism, focusing on some of the most representative works. The course also aims to introduce the main critical approaches and the main features of literary genres. The overall goal of the course is to provide students with a good level of knowledge of literary history (in terms of historical context, texts, genres, movements and authors) and to develop their critical skills for analysis, argumentation and exposition in English, in relation to various typologies of literary texts in their historical-cultural context.
At the end of the course, students will be able to:
- analyse the set texts and place them in their respective historical-cultural contexts;
- describe the texts in a structured and informed way, taking into account literary conventions and applying an informed critical approach; - discuss literary topics in English in a clear and consistent way.
Module 1 (L. Calvi, 48h, 8 CFU): Women, Religion, and Sexuality in the Eighteenth-Century Novel
Through a selection of novels dating from the eighteenth century, the module will investigate the (narrative) presence, role, and position of women in contemporary society as well as the literary and cultural issues related to the birth of the new genre. Also taking into account gender and religious discourse, Moll, Roxana, and Pamela will guide us towards the definition and discussion of the position of women in eighteenth-century society, between social reformation and patriarchal control.
Please be advised
Further details on required readings, general information on bibliographical material, and exam method will be given during classes.
Language: lectures will be in English.
a. Primary texts
- Daniel Defoe, Moll Flanders, ed. by David Blewett, Penguin, 1998.
- Daniel Defoe, Roxana, ed. by John Mullan, OUP, 2008.
- Samuel Richardson, Pamela, ed. by Peter Sabor and Margaret Doody, Penguin, 1995.
- Ian Watt, The Rise of the Novel: Studies in Defoe, Richardson, and Fielding, Chatto & Windus, 1967, capitoli 1, 2, 4 e 5.
- Lou Caton, “Doing the Right Thing with Moll Flanders: A ‘Reasonable’ Difference Between the Picara and the Penitent”, CLA Journal, Vol. 40, No. 4, 1997, pp. 508-516.
- Shawn Lisa Maurer, “‘I wou’d be a Man-Woman’: Roxana’s Amazonian Threat to the Ideology of Marriage”, Texas Studies in Literature and Language, Vol. 46, No. 3, 2004, pp. 363-386.
b1. Further readings for non-attending students
- Malinda Snow, “Arguments to the Self in Defoe’s Roxana”, Studies in English Literature, 1500-1900, Vol. 34, No. 3, 1994, pp. 523-536.
- Sheila C. Conboy, “Fabric and Fabrication in Richardson’s Pamela”, ELH, Vol. 54, No. 1, 1987, pp. 81-96.
As regards the literary and cultural context spanning from the Renaissance to the Enlightenment, students will refer to:
- Andrew Sanders, The Short Oxford History of English Literature (Oxford University Press, 2004 - third edition), chapters 3 (“Renaissance and Reformation: Literature 1510-1620”), 4 (“Revolution and Restoration: Literature 1620-1690) and 5 (“Eighteenth-Century Literature 1690-1780”).
Other teaching materials (slides, images, videos, other texts, etc.) that will be used during classes will be available for download from the MOODLE e-repository. These contents do not substitute but complement the mandatory readings listed in the BIBLIOGRAPHY section.
Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.
Typology: oral exam.
The exam will consist in an oral discussion (in English) that will test the knowledge of the module’s topics (texts, authors, and genres) and the literary and cultural context. Assessment will consider: 1. the knowledge and comprehension of primary texts, 2. the development of good analytical and synthetic skill levels with regard to the main historical, cultural, textual, and critical topics of the module, 3. the use of an appropriate vocabulary. Students may be required to read and comment on passages taken from primary texts (see a. above).