28863 - French Literature II (Second Language) L

Learning outcomes

The student owns the key elements (contents, methods and tools) for the analysis of French literary civilization; he/she is able to use them on specific literary texts; he/she is able to autonomously elaborate further knowledge and cultural-literary skills of a deeper level and to apply them to a wide range of other literary texts.

Course contents

Crime, (in)justice and society in Nineteenth-century France

The course proposes a reading path through three protagonists of French realism (Stendhal, Balzac, Zola) following the common thread of crime and justice.

Although written and set in different phases of the “long century”, the novels in bibliography provide an essential insight into French society and culture, highlighting concepts, uses and practices that are still decisive for grasping the essence of today's context.

The themes of crime and justice will be used as a prism to discuss issues such as the representation of political instability, the role of young people in society and the condition of the most disadvantaged social classes. Particular attention will be paid to female characters, privileged tools to capture the frustrated ambition of Julien Sorel (Le Rouge et le noir), the political plot of which the Simeuses and the Hauteserre are victims (Une ténébreuse affaire) and the morbid violence of genre by Jacques Lantier (La Bête humaine).

Readings/Bibliography

Stendhal, Le Rouge et le noir, Paris, Gallimard, “Folio”, 2000.

Honoré de Balzac, Une Ténébreuse affaire, Paris, Gallimard, “Folio”, 1973.

Émile Zola, La Bête humaine, Paris, Gallimard, “Folio”, 2001.

Teaching methods

The course, entirely held in French, provides the presentation, reading and commentary of excerpts from the texts presented in the bibliography during lectures. In any case, students are warmly invited to participate in the lessons in an active way.

Since the complete reading of the novels in class is not foreseen, it is necessary that the students continue reading the text independently between one lesson and another, according to the indications that the teacher will provide them during the course.

The reading work, both in class and individually, will be guided through the presentation of cues and hints that will be provided by the teacher during the lessons.

Excerpts from articles and critical essays useful for the elaboration of textual paths will be provided by the teacher in the classroom and made available on the digital platforms of the university.

Assessment methods

The exam will consist of an oral examination during which students will be asked to add considerations and ideas about the texts, as well as to trace thematic, linguistic and stylistic links between the works analyzed. It is essential that the student is able to articulate a coherent and autonomous discourse, comparing continuity and differences between one text and another.

Evaluation grid

30-30L excellent test demonstrating very broad, complete and in-depth knowledge of the contents, well-established ability to apply theoretical concepts and excellent expository mastery, as well as excellent ability to analyze, synthesize and elaborate interdisciplinary connections

27-29 above average test that demonstrates precise and complete knowledge of the contents, good ability to apply theoretical concepts, ability to analyze and synthesize, safe and correct exposure

24-26 valid test demonstrating appropriate knowledge of contents, fair ability to apply theoretical concepts, articulated presentation of contents

21-23 Sufficient evidence demonstrating appropriate but not in-depth knowledge of content, ability to apply theoretical concepts only partially, acceptable content presentation

18-20 just sufficient proof that demonstrates sufficient but general knowledge of the contents, simple exposition, uncertainties in the application of theoretical concepts

Insuff. insufficient evidence that does not demonstrate adequate acquisition of knowledge of the contents that are fragmented and superficial, with errors in applying the concepts, and insufficient exposure

Teaching tools

Excerpts of articles and critical essays useful for the elaboration of textual paths will be provided by the teacher in the classroom and made available on the digital platforms of the university, in the form of a PDF document or PowerPoint presentation.

Office hours

See the website of Michele Morselli