ذدà،±ل>‏ے —™‏ےےے•–ےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےى¥ء€ ّ؟ >bjbj´V´V .^ض<ض< 6ےےےےےے·ّّ;;;;;ےےےےOOOO,{TOH;¬د(÷÷÷÷زززا:ة:ة:ة:ة:ة:ة:$ô<¢–?Fي:;زززززي:;;÷÷غ;ê1ê1ê1ز®;÷;÷ا:ê1زا:ê1ê1Vث9@ڈ:÷ےےےے0مAطoحO€.j:³:;0H;:xـ?ê1ـ?ڈ:ـ?;ڈ:$ززê1زززززي:ي:ê1زززH;ززززےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےےـ?زززززززززّ : ITA 4730 TESSERE LA LINGUA - WEAVING LANGUAGE (3 credits) Instructor: Myriam Swennen Ruthenberg Ufficio: CU240 lunedى e mercoledى ore 12,00-13,30 e 14,30-16,00 Tel. 561-297-2682 E-mail: ruthenbe@fau.edu Time: Room: Prerequisite: ITA 2221 or permission of instructor. Course Description: TESSERE LA LINGUA/WEAVING LANGUAGE focuses on the morphology and syntax of the Italian language, through the study of a variety of texts belonging to different linguistic registers, times and places. The course proposes the detailed and careful reading of texts articulated in different linguistic registers (including, but not limited to journalism, business, sports, literature). In addition, various factors condition the production of language: space (geographic conditions), social class, means of production (oral vs written); the topic or the function attributed to language use (mnemonic, informative, convincing, persuasive, explanatory, summarizing); language changes in time as words and concepts change meaning, and the process of transformation can be sudden or slow. Hence the study of more recent linguistic developments conditioned by the process of globalization, the mass media, and advanced technology, both in written and oral production. Notions in advanced grammar are introduced as needed, and reviews, summaries, short papers as well as oral presentations will be used as measuring devices to trace the development of the students’ analytical abilities. Your active and relevant participation are essential ingredients for the successful completion of this course. Course objectives: This course serves as bridge between advanced levels of language instruction and the study, in lingua, of a variety of texts of varying content— including literary and linguistics-oriented texts – and expressed in different registers of language. It is designed in order to meet the following goals: to further develop an understanding of the structure and inner mechanisms of the Italian language and to improve students’ linguistic insights, analysis, and critical thinking; to nurture awareness of and responsibility for linguistic expression verbally and in writing through the detailed analysis of the morphology and syntax of the written text and its oral rendition; to introduce students to the most significant voices in Italian linguistics and in the ongoing debate on language. Materiale didattico: Pittano, Giuseppe. Conoscere la lingua. Milano: Mondadori, 1989 Marazzini, Claudio. La storia della lingua attraverso i testi. Bologna: Il Mulino, 2006 *“Course pack” con fotocopie da testi vari recenti che riflettono su particolarità linguistiche rilevanti, fra cui: Antonelli, Giuseppe. L’italiano nella società della comunicazione. Bologna: Il Mulino, 2007 Calvino, Italo. Una pietra sopra. Torino: Einaudi 1980 Dardano, Maurizio e Pietro Trifone. Grammatica italiana con nozioni di linguistica. Bologna: Zanichelli, 1989 De Mauro Tullio. Storia linguistica dell’Italia unita. Bari: Laterza, 2008 D’Orta, Marcello, ed. “Io speriamo che me la cavo: sessanta temi di bsmbini napoletani” Milano: Mondadori,1990 Eco, Umberto. From: “La bustina di Minerva” L’Espresso (date varie) ---. Eco, Umberto. Diario minimo. Milano: Bompiani, 1992 ---. Da Dante alla lingua selvaggia: sette secoli di dibattiti sull’italiano. Crocci, 2009 Gualdo, Riccardo. L’italiano dei giornali. Carocci, 2007 Montanelli, Indro. “I pantaloni di Alberto Sordi” in Pickering-Iazzi, Roberta. In terza pagina. Holt, Rinehart and Winston, 1988 Pittàno, Giuseppe. Grammatica italiana. Milano: Mondadori, 1993 ---. Conoscere la lingua. Torino: Einaudi, 1989 (fotocopie pp. 568-778) Rossi, Fabio. Lingua italiana e cinema. Carocci, 2007 3) Un buon dizionario 4) Un buon vocabolario Ulteriori Letture rilevanti raccomandate: Achille Paolo. Breve grammatica storica della lingua italiana. Carocci, 2003 Dardano, Maurizio. Manualetto di linguistica italiana. Zanichelli, 1996 Valutazione: Esercitazioni/compiti scritti vari 25% Recensione di un testo sulla lingua 15 % Riassunti scritti (4) 20 % Presentazione orale (1) 15 % Riflessione finale scritta/progetto finale 25% Curiosità: HYPERLINK "http://www.mla.org/map_main" http://www.mla.org/map_main Students with Disabilities In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton –SU 122(561-297-3880), in Davie, MOD I (954-236-1222), in Jupiter –SR 117 (561-799-8585), or at the Treasure Coast –CO 128 (772-873-3305) and follow all OSD procedures. Academic Integrity Students at ×î´َ×تش´²ة¼¯حّ are expected to maintain the hightest ethical standards, Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high values on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see HYPERLINK "http://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" \t "_blank" http://wise.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf Itinerario: 23 agosto Introduzione al corso 25 agosto Discussione de “La Multilingua” (CP) Analisi del testo 30 agosto “La Multilingua”: la prospettiva aggiornata Grammatica: usi particolari dell’articolo definito Consegnare compito scritto 1 1 settembre Feedback sul compito scritto 1 Conoscere la lingua pp. 569-74: “La lingua cambia nello spazio” 1-4 Gianni Rodari: “La macchina ammazzaerrori” Nota linguistica: I geosinonimi 6 settembre LABOR DAY 8 settembre Conoscere la lingua pp. 575-79 “Il dialetto è una ‘malerba’?” La parola a Tullio De Mauro selezioni da De Mauro, Tullio. Storia linguistica dell’Italia unita. 13 settembre Presentazione orale Calvino, Italo. “L’italiano, una lingua tra le altre lingue” In Una pietra sopra pp.116-121 (CP) Discussione e esercizi 15 settembre Feedback sulla traduzione Conoscere la lingua pp. 579-87 20 settembre Consegnare compito scritto 2 p. 588 Attività Internet di gruppo Esercizi 22 settembre Proiezione di “Padre padrone” parte 2 Storia (linguistica) di un pastore 27 settembre Presentazione orale discussione di “Padre padrone” Esercizi Consegnare riassunto 1 29 settembre Feedback sul riassunto “ingrassare e ripulire” Esercizi 4 ottobre Presentazione orale Conoscere la lingua: “La lingua cambia secondo le classi sociali” pp. 590-594 + cercare un testo di paragone da presentare agli studenti Discussione Esercizi p. 594 Compito: Lettura di un racconto in “Cuore”di E. De Amicis 6 ottobre Conoscere la lingua: “La lingua cambia secondo la situazione” pp. 595-597 Compito: In base ad un’esperienza personale, portare in classe esempi di situazioni e usi linguistici particolari orali o scritti discussione 11 ottobre Consegnare Compito scritto 3 pp. 598-99 Presentazione orale Eco, Umberto. “Elogio di Franti” in Diario Minimo pp. 81-92 Discussione e analisi 13 ottobre Consegnare traduzione 2 “ingrassare e ripulire” Esercizi Compito: ogni studente legge una composizione in “Io speriamo che me la cavo.” Ed. Marcello Orta 18 ottobre Presentazione orale Conoscere la lingua: “La lingua cambia secondo il mezzo” pp. 600-02 Discussione della presentazione orale e dei commenti a Io speriamo che me la cavo. 20 ottobre Conoscere la lingua: “La lingua cambia secondo l’argomento” pp. 609-626 Discussione delle vostre riflessioni sui cambiamenti nell’uso nella giornalistica e nella politica d’oggi Discussione di esempi vostri tratti da giornali italiani stampati e pubblicazioni on-line Esercizi 25 ottobre Presentazione orale L lingua della stampa Un giornalista “vecchia stampa,” Indro Montanelli+ “I pantaloni di Alberto Sordi” in In terza pagina pp. 86-91 Discussione e analisi 27 ottobre “I pantaloni di Alberto Sordi” Esercizi Portare in classe esempi di “americanizzazione” della lingua italiana e discussione Consegnare riassunto 2 1 novembre feedback sul riassunto Presentazione orale “Il linguaggio della pubblicità” pp. 622-26 Portare in classe esempi di pubblicità secondo voi efficaci Discussione e analisi Attività Internet 3 novembre Conoscere la lingua: “La lingua cambia secondo la funzione:” Il riassunto pp. 664-67 e la funzione di esprimersi pp. 670-74 Pratica di gruppo Consegnare compito scritto 4: p. 675: 1, 2, 3 e 5 8 novembre Presentazione orale Conoscere la lingua pp. 676-81 Pratica di gruppo: stesura di un tema su un argomento “TBA” Consegnare riassunto 3 10 novembre Conoscere la lingua: “la funzione poetica” pp. 699-711 Analisi testuale di una poesia 15 novembre Presentazione orale La rinascita dei dialetti: “Lingua selvaggia” in Marazzini pp. 216-217 17 novembre Discussione sul dialetto napoletano Preparazione alla recensione 22 novembre Presentazione orale “L’italiano di oggi” (blog, SMS) in Marazzini pp. 219-21 Discussione esercizi 24 novembre Consegnare la recensione “ingrassare e ripulire” (25 novembre: Thanksgiving) 29 novembre Ripasso e “ingrassare e ripulire” 1 dicembre Consegnare la prima stesura della riflessione finale + conclusione 6 dicembre Consegnare saggio/progetto finale in versione definitiva B I B L I O G R A F I A Alfonzetti, G. La relativa non standard: italiano popolare o italiano parlato? Palermo: Centro di Studi Filologici e Linguistici Siciliani, 2002 Calvino, Italo. Una pietra sopra. Torino: Einaudi 1980 Carrada, Luisa. Il mestiere di scrivere: Le parole al lavoro tra carta e web. Apogeo, 2008 Clivio, G.P. e Marcel Danesi. The Sounds, Forms, and uses of Italian: An Introduction to Italian Linguistics. Toronto: U of Toronto P, 2000 Corti, Maria. Un ponte tra latino e italiano. Novara: Interlinea Edizioni, 2002 Danesi, Marcel. Correct Your Italian Blunders. Mc Graw Hill, 2007 Dardano, Maurizio e Pietro Trifone. Grammatica italiana con nozioni di linguistica. Bologna: Zanichelli, 1989 D’Orta, Marcello “Io speriamo che me la cavo” 1990 Eco, Umberto. “La bustina di Minerva” L’Espresso (date varie) ---. Eco, Umberto. Diario minimo. Milano: Bompiani, 1992 Montanelli, Indro. “I pantaloni di Alberto Sordi” in Pickering-Iazzi, Roberta. In terza pagina. Holt, Rinehart and Winston, 1988 Pietragalla, Daniela. “Il male di scrivere L’italiano scritto: manuale di didattica per laboratori di scrittura. Pittano, Giuseppe. Conoscere la lingua. Milano: Mondadori, 1989 ---. Grammatica italiana. Milano: Mondadori, 1993 Santambrogio, Marco. Manuale di scrittura (non creativa). Bari: Laterza, 2008 Serianni, Luca. Italiani scritti. Bologna: Il Mulino, 2007 ---. L’Italiano: Istruzioni per l’Uso. Milano: Mondadori, 2006 ---. Italiano: Grammatica, sintassi, dubbi. Milano: Garzanti, 2000 Tesi, Riccardo. Storia dell’italiano:la formazione della lingua comune dalle origini al Rinascimento. 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