18TH CENTURY STUDIES

The general aims of the module, with regard to the course of studies to which it belongs are:
1) to increase the knowledge and comprehension of English literature at higher (M.A.) level, through the study of its development in the eighteenth century;
2) to acquire a better command of theoretical approaches, hermeneutical tools for textual analysis and close reading; along with acquiring the competence to contextualise them in the historical and literary background;
3) to be able to comprehend English culture (specifically in the eighteenth century) through a better understanding of its relevant texts and documents. Students will learn the history of English literature both from a cultural and an aesthetic viewpoint, as well as in its relation with the political and social history of England and Great Britain. They will apply their hermeneutic abilities to the comprehension of complex literary texts, their relation with the cultural and socio-political background, their rhetorical strategies and aesthetic qualities. They will be able to produce a discussion of complex texts and connect them to the historical framework to which they belong.

The module will be taught entirely in English.

The module will provide the critical tools to be able, among other things,
1) to provide a detailed analysis of literary texts, and related texts;
2) to enter a dialogue with the critical state of art on texts and themes, and debate one's positions in public;
3) to work within various intercultural contexts;
4) to provide critical commentaries, and short essays in English, using the critical-hermeneutical knowledge acquired in the module, also through a personal reading of texts;
5) to conduct an autonomous bibliographic search in English.

In the Joint Degree / Double Degree course the acquired competence with be implemented in an interaction with the students, and in the contexts, of the universities participating in the consortium.

Good general knowledge of the cultural and literary history of English literature.
Students are expected to acquire a general knowledge of history and cultural history in the long eighteenth century, and read the novels in the programme ahead of classes.

A very good command of the English language (C1) will be needed in order to understand, and comment on, the texts.
All lessons will be delivered in English.

Social mobility in the novels of Henry and Sarah Fielding

The course will consider the issue of social mobility (both upwards and downwards) in the mid-eighteenth century, as represented in the novels by Henry Fielding and Sarah Fielding. According to the well-known theory proposed by Ian Watt of the "rise of the novel", this new genre developed and flourished in eighteenth-century Britain thanks to the advent of a new mentality based on empirical philosophy, the rise of individualism and the increasing importance of the middle classes and their commercial interests. The eighteenth-century novel was a reflection of the burgeoning mobility of British society and the emergent social morality that it brought about. The protagonist of Daniel Defoe's "Economic Hero" (Robinson Crusoe) is a prime example of such a new mentality. However, when examining various revisions of Watt's proposal, it becomes clear that British society and its writers often responded conservatively to the rise of commercial classes. The members of those middle classes would frequently be either rejected as "upstarts" or absorbed within the aristocratic organisation of the country. The two novels that we propose to read, namely Henry Fielding's "Tom Jones" and Sarah Fielding's "David Simple", serve to exemplify both the conservative and progressive ideals of a new society founded on "bourgeois" virtues and aristocratic hierarchies.

Section A. Primary literature (the texts will be discussed in class)
All students are asked to read the following novels entire:
1. Henry Fielding, "Tom Jones" (eds. John Bender and Simon Stern) Oxford World Classics
2. Sarah Fielding, "David Simple" and "Volume the Last" (ed. Peter Sabor) Kentucky University Press

Other materials will be uploaded on the moodle page, especially for non attending students.

Section B. A general knowledge of the cultural history of the eighteenth century is required to understand the module's contents.
These are the background readings on the cultural context of the eighteenth century and of happiness (which students are requested to read on their own):
1. Ian Watt, "The Rise of the Novel", Chatto and Windus 1972 and subsequent editions - BALI library EX4 WATT/Ris (only chapter 1: "Realisma nd the Novel Form"; chapter 9: "Fielding as Novelist: Tom Jones")
2. Brean Hammond and Shaun Regan, "Making the Novel: Fiction and Society in Britain, 1660-1789", Palgrave 2006 - BALI library EX4 HAM/Mak (only "Introduction: Modelling the Novel")
3. Christopher D. Johnson, "A Political Biography of Sarah Fielding", Routledge2017 (only chapter2. "Her Own Story, The Adventures of David Simple", and chapter6 "David Simple, Volume the Last") (the tetx will be provided by the teacher during the course)

A general knowledge of the cultural history of the eighteenth century is required to understand the module's contents. We recommend the reading of Paul Goring, "Eighteenth-Century Literature and Culture", Continuum, 2008) BALI library EX4 Gor/Eig

Written exam.
The test will be made of questions with open answers and will be divided into three parts:
A. General themes and topics: history of 18th-century literature and culture, general aspects of the course taught in the module, general background as in the critical books (see "Texts" section, Section B ) (Aim 1)*
B. A short essay (one sheet long) based on one of the literary texts discussed in class; see "Texts", section A (Aim 2)
C. Three questions (each with 8-10 lines answers) on the topics, contents, style, of the "Texts", section A (Aim 3)

Students will be allowed to use a monolingual English dictionary only. The use of smartphones, tablets and other devices is not allowed during the exam.
Time allowed: 2 hours

Students attending *at least 70% of classes* may take pre-assessment tests during the semester. These tests will partly substitute for the final exam. The format and timing of the pre-assessment tests will be agreed upon with the teacher during classes.

* Aims: see "Inquadramento dell'insegnamento" above.

Front lectures
Students are kindly requested to read the novels and poems in the programme ahead of the lectures. The teacher will discuss them in class with the students.

All lessons will be given in English

English

Non attending students will have to contact the teacher and check the moodle of the course for further readings.

701 students will find materials on the moodle of the module. They are asked to contact the teacher as early as possible.

written

This subject deals with topics related to the macro-area "Poverty and inequalities" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development