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JOHN CABOT UNIVERSITY

COURSE CODE: "IT 307"
COURSE NAME: "Italian Language and Gender"
SEMESTER & YEAR: Fall 2024
SYLLABUS

INSTRUCTOR: Elena Grillo
EMAIL: [email protected]
 HOURS: TTH 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Placement or IT 301 with a grade of C or above or permission by the instructor
OFFICE HOURS:
COURSE DESCRIPTION:
The course focuses on an advanced study of Italian language from a gender perspective. It aims to consolidate the language structures previously acquired as well as apprehend both the sociocultural implications of language, and how the use of language contributes in creating and recreating ideologies. Through exposure to a broad range of texts, students will be involved in the current heated debate concerning the revision of the Italian language in a gender-inclusivity and diversity key.
SUMMARY OF COURSE CONTENT:

Through a direct approach to language, students will analyze written and audiovisual texts from a gender perspective.

They will hone their writing skills, oral production and their cultural competence.

 

The course will be divided into four modules:

 

1.     Fairy Tales. Linguistic elements related to gender stereotypes.

2.     The Italian Press. Sexist usage of language and possible alternatives suggested by GiULia journalist, national association of autonomous journalists.

3.     The Italian advertisement. Sexist usage of language and correlations to gender stereotypes.

4.     Inclusive usage of Italian language. Possible options: Schwa (É™), asterisk, slash etc.

 

 

For each section, students will concretely analyze the language used in the proposed texts, from a gender perspective. Starting from fairy tales, considered as a repository of stereotypes crystallized over the centuries, they will arrive to observe and comment the posts of some social networks passing through newspapers articles and advertising.

At the end of the course, students will be able to identify the most relevant elements of Italian language relating to gender issues.
LEARNING OUTCOMES:

Upon completing this course, students will be able to:

·       Understand a wide range of demanding, longer texts, and recognize implicit meaning.

·       Express him/herself fluently and spontaneously.

·       Use language flexibly and effectively for social, academic and professional purposes.

·       Produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices.

·       Identify the most relevant linguistic elements related to gender issues in Italian language.

 
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Class Participation  10%
Homework 10%
Test (2) 15%
Cultural Activities 10%
Midterm Exam 15%
Final Exam  20%
   
Oral Presentations (2) 20%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________

Students are expected to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice. Regular attendance is an essential component of class participation. Students are allowed two unjustified absences. The final grade will be lowered by 2 points for each additional absence. No make-ups will be given for quizzes, midterm and final. Make sure your travel plans do not interfere with the class schedule.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

 

 

 

Weeks

Focus

In-class activities

Homework/Exams/Oral Exams/

Week 1

 

· Introduction and general information about the course.

 

 

 

 

· Module 1

Fairy tales

 

 

 

 

 

 

 

 

 

 

 

 

Correction of the questionnaire.

 

Discussion about fairy tales and how to identify linguistic elements related to gender issues.

 

Homework:

Answer the questionnaire your teacher gives you on the topic discussed in class.

 

 

Week 2

 

Module 1 cont.

 

 

 

Cenerentola e il Gatto con gli stivali.

 

Examples of linguistic analysis of fairy tales.

 

 

 

 

Homework:

 

Work on texts.

 

Choose one of the fairy tales that your teacher proposes to you and analyze adjectives and verbs that refer to the female and male characters of the story.

What kind of men and women emerge in relation to gender roles?

 

Week 3

 

Module 1_Cont.

 

 

 

 

 

 

 

Correction and discussion about the specific fairy tale students choose to analyze.

 

 

 

Homework:

 

 

Work on texts:

Choose a female or male character from a fairy tale/movie/story from your childhood and analyze their words and actions. What portrait comes out of it? What kind of man or woman are they?

 

 

 

Week 4

 

Module 1_Cont.

 

The most recent Disney’s movies. How do the female and male characters change?

 

 

 

 

 

 

 

 

 

 

We watch excerpts from different movies, and we analyze linguistic features from a gender perspective

 

Homework:

 

 

In-group activity

Change the end of the movie we watched in class.

Week 5

 

 

 

 

 

 

 

 

 

 

· Module 1_Cont.

 

 

 

· Module 2

Media

 

 

 

 

 

 

Discussion about the scheduled in-group activity.

 

 

Discussion about linguistic elements related to gender stereotypes we can find in the press following the recommendations of Alma Sabatini.

 

Test 1

 

 

 

 

Homework:

 

Read “Raccomandazioni per un uso non sessista della lingua italiana”, from Alma Sabatini’s book.

Week 6

 

 

 

 

 

 

 

 

 

 

 

Module 2_Cont

 

 

 

 

Examples of linguistic elements related to gender stereotypes in selected articles.

 

 

Homework:

 

Work on texts:

Choose one of the articles your teacher proposes and analyze it according to the recommendations we studied.

Week 7

Review for Midterm Exam

 

 

Midterm Exam

 

 

 

 

 

 

 

 

 

 

Midterm Exam

Week 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 2_Cont.

 

 

 

 

 

Discussion about Robustelli’s recommendations for

GiULiA giornaliste, GIornaliste Unite LIbere Autonome (Independent association of Italian journalists).

 

 

Oral Presentation 1

 

 

Homework:

Read the selected excerpts of Donne, Grammatica e Media di Cecilia Robustelli.

 

 

 

Week 9

 

Module 2_ cont.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Linguistic features related to gender stereotypes:

Use of unmarked masculine, feminization of professional nouns, agreement of the past participle...

 

 

Homework:

 

Work on texts.

Analyze selected articles

from GiULia giornaliste’s web site.

 

 

Work on texts.

Choose a newspaper article among those proposed by the teacher and analyze it in relation to the recommendations of Cecilia Robustelli.

 

 

 

 

 

 

 

 

 

Week 10

 

Module 3_

Advertising

 

 

 

Examples of Italian advertisements related to gender issues.

 

 

 

 

Test 2

 

Homework:

Work on texts:

Choose one among the proposed advertisements and analyze it.

Week 11

 

 

 

 

 

 

 

 

 

 

 

 

Module 3_cont.

 

 

 

 

Examples of Italian advertisements focused on kids (gender related)

 

 

 

 

Homework:

 

Work on texts.

Analyze one of

the advertisements focused on kids proposed by your teacher.

 

Week 12

 

Module 3_Cont.

 

 

 

 

Correction of assigned analysis of advertisements.

 

 

Other examples to watch and read in class.

 

 

 

Homework:

 

Outdoor activity: Questionnaire

 

 

 

Do a search on internet:

What the term Schwa refers to?

Week 13

 

Module 4_

Inclusive Italian language.

Possible options.

 

Discussion about inclusive Italian language.

 

 

Students observe Vera Gheno’s Facebook page and they comment on selected posts.

They listen to some interviews with the sociolinguist.

 

In-class discussion about the different situations in other countries relating to an inclusive usage of language.

 

 

 

 

Homework:

 

Write what you think about using the schwa or other options.

Are there similar movements in your country in this regard? Do a little research and bring it back to the class

Week 14

 

 

 

Conclusions

 

 

 

Students bring to class an article, a short video, an advertisement etc., they noticed and want to show the class by opening a debate.

 

 

Review for Final

Exam

 

 

Oral presentation 2