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ITAL30340

Academic Year 2026/2027

Contemporary Italian Texts (ITAL30340)

Subject:
Italian
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Dr Mara Josi
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

‘Rupture’ Writings: War, Memory, and Representability

Two world wars. Two authors: a man and a woman - a soldier and an anarchist - and their rupture writings. This module explores the concept of rupture writing, examining how Giuseppe Ungaretti and Elsa Morante depict their experiences of war through innovative forms and fragmented and multifaceted narratives. By disrupting conventional literary strategies and structures, language, and thematic expectations, these authors offer new perspectives on the war experience addressing questions of vulnerability, precariousness, displacement, discrimination, segregation, and sexism. The collection of poems L’allegria (1931) by Ungaretti and the historical novel La Storia. Romanzo (1974) by Morante will be discussed as prime examples of rupture writing in 20th-century Italian literature and will be read against their historical context and cultural setting.
The module delves into trauma theory to explore how war, violence, and physical and psychological wounds are differently translated into poetry and prose. It also introduces principles of intersemiotic translation, to consider how traumatic experiences narrated in literature can be reworked and transposed into other modes of expression: film, visual art, and music, for example.

Content Warning: This module discusses images, texts, and screenings of a disturbing nature including but not limited to racism, discrimination, violence, self-harm, and representations of war.

About this Module

Learning Outcomes:

On successful completion of this module students will be able to:
- Engage in analytical discussion on 20th-century Italian literature, focusing on the concept of rupture writing:
- Critically evaluate two canonical authors of 20th-century Italian literature through innovative and interdisciplinary frameworks;
- Demonstrate knowledge and understanding of the transformation of the literary representation of traumas of war;
- Analyse and discuss the application of strategies of intersemiotic translation;
- Use empirical evidence to support synthetic conclusions and interpretations;
- Effectively navigate library, electronic, and online resources to conduct independent research and select material judiciously;
- Actively and constructively participate in group activities.

Indicative Module Content:

Indicative Module Content:

Week 1: Lecture - Introduction to the Module; Tutorial - Trauma and Literature. Mind mapping.

Week 2: Lecture - Futurism and World War I; Tutorial - Representing War in Poetry. Group discussion on extracts from poetry of World War I

Week 3: Lecture - Rupture Writings I: Giuseppe Ungaretti’s L’allegria (1931); Tutorial - Mattina. Close reading and introduction to intersemiotic translation

Week 4: Lecture - Self-portrait of a Soldier (analysis of I fiumi; Sono una creatura; Girovago); Tutorial - Evolving Experiences of War. Literature jigsaw. (analysis of In memoria, Veglia; Natale)

Week 5: Lecture - Precariousness and Vulnerability (analysis of Fratelli; Soldati; San Martino sul Carso); Tutorial - Formative Assessment. Poster presentation: Intersemiotic translation of a poem by Ungaretti

Week 6: Revision; Class Test: (25%): Multiple-choice and open-ended questions

Week 7: Lecture - Fascism and World War II; Tutorial - Representing War in Prose. Group discussion on extracts from (post-) World War II prose

Reading Week

Week 8: Lecture - Rupture Writings II: Elsa Morante’s La Storia. Romanzo (1974); Tutorial - Facts and Fiction. Survey of paratextual elements and close reading of section 1 of Chapter 19**

Week 9: Lecture - Against the Patriarchive; Tutorial - Disruptive Narratives of the Resistance and the Axis War. Reading circle

Week 10: Lecture - Multiple Perceptions of War Traumas (Ida, Nino, and Davide Segre); Tutorial - Formative Assessment. Poster presentation: Intersemiotic translation of Useppe’s traumas

Week 11: Lecture - Traumas of Rome: Bombing and Deportation; Tutorial - Comparative Analysis. Ungaretti’s poems from Il Dolore (1947) and Chapter 1943 from La Storia. Romanzo

Week 12: Revision; How (not) to use AI. Workshop.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Expert

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Expert

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Expert

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 5

Reduce inequality within and among countries 3

Make cities and human settlements inclusive, safe, resilient and sustainable 4

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 5
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

43
Autonomous Student Learning

43
Lectures

12
Seminar (or Webinar)

12
Total

110

Approaches to Teaching and Learning:
Lectures and tutorials will focus on in-depth discussions of core texts and critical readings, supplemented by interactive exercises, textual and paratextual analysis, and intersemiotic translation. The course prioritises active, task-based, and case-based learning, incorporating group work as an integral component of the learning process. Active class participation is strongly encouraged, with students expected to fully engage with the materials provided on the educational platform each week.
The module encourages critical thinking and empathy, preparing students to engage with complex societal issues and making them more informed, active, and responsible citizens.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (Take-Home): Students can choose between a 2,500-word essay, a 10-minute video presentation, or a 10-minute podcast episode due at the end of the term (50%). Week 15 Graded No
50
 No
Quizzes/Short Exercises: In-Class Test: A combination of multiple-choice and open-ended questions on L’allegria in Week 7 (50%). Week 7 Graded No
50
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Class test results will be discussed during the final part of the module without identifying individual students, focusing instead on important issues such as common misconceptions, challenging concepts, and difficulties with written expression. Additionally, further individual feedback can be provided upon request. Individual feedback on the Video Commentary and the Essay will be available within 20 days of submission.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 14:00 - 14:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 11:50
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