English

This course examines Restoration and 18th-century English theater in its social and historical contexts. Students explore a wide range of dramatic genres, from established genres - tragedy and comedy - to experimental forms like Restoration tragicomedy, heroic tragedy, and farce. Key playwrights may include Dryden, Behn, Congreve, Centlivre, and Sheridan, but students also discuss the theory and practice of performance in the period, the concurrent development of literary criticism, and the social role of the drama in this period.

This course provides a study of the history and evolution of the English language. It examines the major phases and commonly recognized periods of English, the main changes and characteristics of each phase, and the historical and cultural context in which they developed. Topics covered include: fundamentals of historical-comparative linguistics; English among the Germanic languages; migration of Germanic groups to England; Old English; Middle English; Modern English; late Modern English; Contemporary English and new perspectives on change.

This course offers a study of American literature through a selection of short stories related to major American cultural themes. Students acquire analytical, reading, and argumentative tools for written and oral expression, and learn the methods of literary criticism. 

This course on the British 19th century focuses on London and beyond. London is the neuralgic center of 19th-century England, and a key subject of study for Anglicists - making it an ideal location for a multidisciplinary, civilizational, artistic, historical, and literary approach. Complementary insights highlight the specificity of the capital in the 19th century. But London is also an invitation to travel, both spatially (the foreigners who visit London, but also, conversely, the Empire/Commonwealth elsewhere, and the orientalism they generate) and temporally: today, London is a figure, it lends itself to all the "neo" crazes, and Victorian London seems resolutely modern.

This course explores the 19th- and 20th-century development of crime fiction, with a double focus on the subgenres of detective fiction and of the psychological thriller, which flourished in relation to the relevance psychoanalysis acquired as an interpretative paradigm of the human. Its aim is to illustrate the complexity of a genre that was reductively considered in the past as structurally formulaic and critically uninteresting, but which has recently obtained increasing attention and recognition as a significant literary phenomenon.

This cross-media genre is explored as a ‘field of tension’ in order to study the changing status of both detection/detectives (due to the development of forensic science) and of crime/criminals (due to the continuous reshaping of laws and social norms). The course investigates the interplay between aspects of the detective such as mind and body (thinking machines versus vulnerable detectives), intellect and emotions (how do these apparently opposed dimensions concur to the personality of fallible and infallible detectives?). Students also utilize the critical category of gender to investigate authorial issues and characterization.

Upon completing this course, students acquire an in-depth knowledge of the history of English literature. They obtain critical insight into a selection of literary works and can evaluate their literary qualities, analyzing them with the help of precise critical metholodogies. They acquire the theoretical tools needed to recognize the formal, thematic and stylistic components of the works included in the syllabus, relating them to their historical and cultural contexts. Students discuss, translate, and relate the contents of these works from a linguistic, historical, and philological viewpoint.

In this project students engage in a deep reading of a text linked to seminal themes and issues in the humanities, social sciences, or natural sciences. Deep reading is a process of thoughtful and deliberate reading through which a reader actively works to critically contemplate, understand and ultimately enjoy a particular text to the fullest extent possible. Rather than selectively skimming for facts or speed-reading for summaries, the process of deep reading means slowing down, re-reading and even stopping periodically to more fully contemplate specific pages or passages. Having considered and recognized what a text says, deep reading goes a step further and strives to reflect upon the broader implications or consequences of the text, i.e. what does the text ‘do’? Although deep reading is a profoundly personal experience, within the context of problem-based learning the process of deep reading also rests on the premise that profound understanding and appreciation of a text emerges through group-based discussion and deliberation. A single seminal text (classic or contemporary) or cohesive set of readings will be assigned by tutors. Tutorial group meetings and individual and collaborative work. Final paper in the format of an extended book review, presentation, and reflective essay.

This course introduces scholarship, debates, methods, and professional trends in the field of literary studies, considering questions of theory, application, interdisciplinary, and textuality. It trains students in the methods used to conduct literary research in their papers and theses, giving careful attention to library resources and academic style. Thie seminar explores questions of who Indigenous peoples are, what Indigeneity is, and where Indigenous nations exist. It addresses these questions by reading a wide range of theory in the field of Indigenous Studies from around the world and also taking a look at some creative work. The course develops a comprehensive understanding of colonization and decolonization and incorporates that understanding into individual areas of study. 

This course provides students with an overview of innovative and experimental writing by women in the twentieth century – and beyond. The texts studied allow for a consideration of various kinds of formal, linguistic, generic, thematic and material experiment, and for discussions of diverse literary categories, practices and movements, such as modernism, postmodernism, multimodality, cut-up, lipogrammatic writing and the nouveau roman. Accompanying critical material facilitates a discussion of the various avant-gardes of the 20th century (such as Dada, Surrealism, and the Oulipo group), and their contextual and cultural significance.  

This course introduces students to the main narrative features of the novel tradition by concentrating on generic and formal approaches to reading novels. This course looks at novels from the late 18th century onwards and focuses on their generic form. The main objective of the course is to demonstrate the importance of narrative form in critical engagements with novels. Theoretical and historical study of the two dominant narrative forms in the novel tradition - romance and realism - is thus emphasized and students are encouraged to look at their approach to the novel with these theoretical perspectives in mind.