Study-unit ENGLISH LITERATURE II
| Course name | Foreign languages and cultures |
|---|---|
| Study-unit Code | 35308009 |
| Curriculum | Comune a tutti i curricula |
| Lecturer | Annalisa Volpone |
| Lecturers |
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| Hours |
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| CFU | 9 |
| Course Regulation | Coorte 2023 |
| Supplied | 2024/25 |
| Supplied other course regulation | |
| Learning activities | Caratterizzante |
| Area | Letterature straniere |
| Sector | L-LIN/10 |
| Type of study-unit | Opzionale (Optional) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | English |
| Contents | This course explores the evolution of the ghost story within the Modernist literary movement, focusing on works by James Joyce, Virginia Woolf, Katherine Mansfield, Elizabeth Bowen, and May Sinclair. We will examine how these authors incorporate elements of the supernatural to address themes such as memory, trauma, identity, and the boundaries of reality. Through close readings and critical analysis, students will gain an understanding of how the ghost story was adapted to reflect the complexities of early 20th-century life and thought. |
| Reference texts | Charlotte Bronte, Jane Eyre (Norton Edition) Elizabeth Gaskell, North and South (Norton Edition) Jane Austen, Pride and Prejudice (Norton Edition) Selected readings will be uploaded to Unistudium. Students with disabilities and/or with SLD who, having completed regular accreditation through SOL, have obtained access to the University services, can request the compensatory tools provided by the law (for example, textbooks in digital format; teaching materials in accessible formats: presentations, handouts, exercise books, provided if necessary in advance of the lessons), for which see the page https://www.unipg.it/disabilita-e-dsa . For the request, the student is invited to contact the teacher, who will put him in contact with the Disability and/or SLD Representative of the Department (prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it |
| Educational objectives | By the end of this course, students will be able to: Identify and discuss the characteristics of the "New Woman" as portrayed in 19th-century English literature. Analyze the ways in which Bronte, Gaskell, and Austen critique and subvert traditional gender roles. Engage critically with primary texts and relevant scholarly criticism. Develop coherent arguments in written and oral forms about the portrayal of women in the selected works. Contextualize the "New Woman" within broader historical, cultural, and literary frameworks. |
| Prerequisites | Students must have a good knowledge of British Literature and Twentieth Century Literature. |
| Teaching methods | Students must have a good knowledge of British Literature and Twentieth Century Literature. Teaching Methods Lectures: Each class will begin with a lecture that provides context, background information, and an overview of key themes and concepts related to the day's readings. Close Readings: We will engage in detailed, line-by-line analysis of selected passages to uncover deeper meanings and stylistic techniques. Class Discussions: Students are expected to participate actively in discussions, sharing their insights and interpretations of the texts. Group Work: Small group activities and discussions will facilitate peer learning and collaborative analysis. Multimedia Resources: The use of films, audio recordings, and visual art to provide additional perspectives and enhance understanding of the texts. Guest Lectures: Invited speakers will offer expert insights on specific topics related to Modernist ghost stories. Online Discussion Boards: Supplementary discussions and activities will take place on the course’s online platform, providing opportunities for extended engagement with the material. Students with disabilities and/or with SLD, after consultation with the lecturer, can request any teaching materials in accessible formats (presentations, handouts, exercise books), provided if necessary in advance of the lessons, as well as the use of other technological facilitation tools in the study phase. For general information, consult the University Services at the page https://lettere.unipg.it/home/disabilita-e-dsa and get in touch with the Department Representative (prof.ssa A. Di Pilla). |
| Other information | Students with disabilities and/or SLD: for any information on University services, consult the page https://lettere.unipg.it/home/disabilita-e-dsa and contact the Disability and/or DSA Department Coordinator (prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it) |
| Learning verification modality | A 2500 word essay in English to be submitted at least 10 days before the exam session, and a brief oral discussion of the themes and texts explored in the course (15 minutes max). Students with disabilities and/or with SLD who, having completed regular accreditation through SOL, have obtained access to University services, can apply for compensatory tools, dispensatory measures and inclusive technologies ensured by law, to be requested and agreed with the teacher well in advance of tests and exams. For general information, consult the page https://www.unipg.it/disabilita-e-dsa and contact the Disability and/or SLD Department Coordinator (prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it). The essay accounts for 70% of the final exam result, the oral part for the remaining 30%. |
| Extended program | Introduction to the "New Woman" Concept Overview of the "New Woman" in the 19th century Introduction to the authors and texts Charlotte Brontë 1 Jane Eyre: Analysis of Jane Eyre as a proto-New Woman Themes of independence and self-respect Charlotte Brontë 2 Discussion on Jane Eyre Exploration of gender roles and social class Elizabeth Gaskell 1 North and South: Introduction and background Margaret Hale as a representation of the New Woman Elizabeth Gaskell 2 Continued discussion on North and South Industrialization, social reform, and gender dynamics Jane Austen 1 Pride and Prejudice: Introduction and background Elizabeth Bennet’s challenge to societal expectations Jane Austen 2 Continued discussion on Pride and Prejudice Marriage, class, and gender roles Thematic Analysis Comparative analysis of Bronte, Gaskell, and Austen Identifying common themes and divergent approaches Critical Perspectives Review of critical essays and secondary sources Application of literary theories to primary texts Course Review and Conclusion Review key concepts and texts |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | 4 and 5 |