18TH CENTURY STUDIES

This MA-level module belongs to the English Literature curriculum and is designed for second-year students.

It aims to:
Aim 1. Deepen students’ knowledge and comprehension of English literature through the study of its development, especially in the eighteenth century.
Aim 2. Strengthen theoretical and hermeneutical approaches to literary analysis, including close reading, and the ability to contextualise texts within their historical and cultural framework.
Aim 3. Enhance students’ understanding of eighteenth-century English culture through the study of literary texts and related documents.

Through this module, students will learn to analyse English literature from both a cultural and aesthetic perspective, while connecting literary works to the political and social history of Britain. They will develop the ability to discuss complex texts and relate them to their historical context.

Expected Learning Results (RAA=Risultati di apprendimento attesi)

By the end of the course, students will be able to:
RAA 1. Provide detailed analysis of literary and related texts using appropriate critical and hermeneutical tools.
RAA 2. Engage critically with existing scholarly debates and develop their own informed positions.
RAA 3. Operate in intercultural academic contexts, recognising the relationship between texts and their historical-cultural background.
RAA 4. Produce critical commentaries and short essays in English, based on personal interpretations and knowledge acquired during the module.
(additionally: RAA 5. Conduct autonomous bibliographic research in English).

To successfully join this module, certain prerequisites are necessary to ensure that students can effectively follow classes and engage with both the teacher and fellow students.

1. **Language Proficiency**: A strong command of the English language (C1 level) is essential. This is crucial for understanding and discussing the assigned texts and for participating in class activities, including the monthly Q&A sessions.

2. **Cultural and Literary Knowledge**: A solid grasp of the cultural and literary history of English literature is expected, especially for second-year MA students. This background knowledge will enhance your ability to engage meaningfully with the course material and discussions.

3. **Reading Requirements**: Students must read the assigned novels before classes. Adherence to the instructions provided by the teacher in class and on the module's Moodle page is also important.

These prerequisites are vital for a fruitful learning experience and active participation in the module.

All lessons will be delivered in English.

Course Title: Passions and Happiness in Eighteenth-Century Fiction

This interdisciplinary course explores the themes of human passions and happiness in eighteenth-century literature, highlighting their significance in both philosophical and literary contexts. The pursuit of happiness, a central concern of the period, is intricately linked to human passions, which can inspire positive actions or reveal darker impulses that disrupt societal harmony.
Students will examine four novels featuring "sentimental characters", or characters engaged in a sentimental context of action, focusing on how emotions and decision-making—especially regarding women's roles—are portrayed. This course aims to deepen understanding of the interplay between passion and happiness and their implications for character development and societal critique.

This interdisciplinary module explores human passions and happiness in eighteenth-century fiction, with attention to both philosophical discourse and literary representation. The pursuit of happiness is examined in relation to human passions, which may promote personal and social well-being or generate social disorder.
The module focuses on four novels featuring sentimental characters or emotionally charged situations. Key topics include:

These contents are intended to support the following Expected Learning Results:
RAA 1, 2: close reading, critical discussion;
RAA 3: historical, cultural and gender perspectives;
RAA 4, 5: autonomous writing (and research).

By engaging with these themes, students will gain a nuanced appreciation of eighteenth-century literature and its reflections on the human experience.

Section A. Primary literature (the texts will be discussed in class)
All students are asked to read the following novels entire:
1. Henry Mackenzie, "The Man of Feeling" (ed. Maureen Harkin, Broadview Press)
2. Elizabeth Inchbald, "A Simple Story" (ed. J.M.S. Tompkins, Oxford Classics)
3. Mary Hays, "Memoirs of Emma Courtney" (ed. Eleanor Ty, Oxford Classics)
4. Jane Austen, "Persuasion" (ed. by James Kinsley, Oxford Classics)

Section B. A general knowledge of the cultural history of the eighteenth century is required to understand the module's contents. This text will provide a good overview of the context of eighteenth-century literature and culture:
R. Coronato, "English Literature: From the Origins to the Eighteenth century" (Le Monnier Università 2025), vol. I, Part 5: "Sense, Satire and Sentiment in the Eighteenth Century (1690-1780), pp. 347-434.

Other, *non mandatory*, critical texts on the above-mentioned novels will be recommended for reading during the course.

Written exam (duration: 2 hours), divided into three parts:


Part A – Literary and cultural history questions: 2 or 3 open questions (6–10 lines each) Topics: 18th-century English literature and culture; background knowledge from critical texts (see Reference texts, Section B); Relevant Aims: Aim 1; Assessed RAA: 2, 3.
Part B – Short essay: 1-page essay based on one literary text from Reference texts, Section A; Focus: literary analysis with personal interpretation; Relevant Aims: Aim 2; Assessed RAA: 1, 2, 4.
Part C – Textual and thematic analysis: 2 open questions (approx. 10 lines each); Topics: narrative content, themes, style of texts from Reference texts, Section A; Relevant Aims: Aim 3; Assessed RAA: 1, 3, 5.

Exam rules:
Only monolingual English dictionaries are allowed. Use of smartphones, tablets, or electronic devices is strictly prohibited.

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

written

A. Two or three questions on the history of eighteenth-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 ). Expected learning results: up to 10/30, assessing the knowledge of the critical state of the art on texts and themes.
B. A short essay (one sheet long answer) based on one of the literary texts discussed in class; see "Texts", section A. Expected learning results: up to 10/30, assessing the capacity to provide a critical commentary in English, using the critical-hermeneutical knowledge acquired in the module, also through a personal reading of texts;
C. Two questions (each with 10-line long answers) on the topics, contents, and style of the "Texts" section A. Expected learning results: up to 10/30, assessing the capacity for analysis of literary texts and related texts; and the capacity to highlight the intercultural contexts of each issue analysed.

Grading Criteria: Each section of the exam contributes up to 10 points to the final mark (total: 30/30).
Score Performance level
10/10 Excellent performance, full achievement of the relevant RAA.
9/10 Very good, clear mastery of content and method;
8/10 Good, solid application of acquired skills and good mastery of the language;
7/10 Fair, basic understanding and ability to express oneself;
6/10 Sufficient, minimal acceptable achievement, language just adequate;
<6/10 Insufficient: outcome not reached, language insufficient.
Final result = Sum of scores from Parts A, B, and C. "Praise" will be conferred to and excllent performance in all areas of RAA.

Front lectures

All lessons will be taught in English

"701 students" will be allowed to access lesson recordings and materials on the module's Moodle platform for one month from the lesson date. If they can, they are kindly requested to contact the teacher as early as possible.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development