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LIIT 369: Death and Desire in Medieval Italian Literature
Summer Semester 2016
Instructor: Rebecca Lartigue, PhD
Contact Hours:
Credits:
Prerequisite:
45
3
Successful completion of first-year college writing course(s) or the
equivalent
Lab/Site-visits fee: €50 for June 3 fieldtrip to Firenze (Uffizi and Boboli Gardens)
(*LIIT 369 will go with DHIR 210; if you are enrolled in both courses, you
will pay this fieldtrip fee only once)
Class Hours:
Tuesdays and Thursdays, 3:00-6:30 pm
Classroom:
Aula 1
Course Description
This course examines late medieval masterpieces by three authors from the region that
becomes Italy: Dante, Boccaccio, and Petrarch. Students will learn the terminology of
literary analysis and practice interpreting literary works in their historical and cultural
contexts, with attention given to form. Readings will be in modern English translation.
Course Objectives
a. Students will recognize, define, and use the basic terminology of literary analysis,
including terms for the forms and conventions of the genres of early Italian literature.
b. Students will be able to methodically analyze lyric poetry, narrative and epic poetry,
allegory, and prose fiction (e.g., by summarizing the plot; by characterizing the diction,
imagery, mood, and tone; by explaining symbols; by deciding on a central theme).
c. Students will be able to identify and analyze exemplary works of early Italian literature.
d. Students will practice research strategies on historical and literary topics.
e. Students will demonstrate knowledge of medieval Italian culture, especially the economic,
political, and religious systems that shaped medieval literary works.
f. Students will be able to use critical strategies (e.g., gender studies, cultural studies,
Marxism, etc.) to evaluate medieval works in their ideological contexts.
g. Students will be able to write an interpretive argument about a literary text, with an
interpretive thesis, relevant textual support, and MLA documentation style.
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h. Students will be able to express themselves—in written and spoken forms—clearly and
effectively.
i. Students will be able to read critically, interpretively, and empathetically.
j. Students will demonstrate cultural literacy and appreciation by comparing and
contrasting both medieval and contemporary Italian cultural practices with American
cultural practices.
k. Students will demonstrate knowledge of multiculturalism and privilege by practicing
critical thinking, researching, and problem solving.
l. Recognizing that alternate perceptions and behaviors may be based on cultural
differences, students will be able to analyze and evaluate literature in its historical and
cultural contexts.
Assessments
20% Journals, reading responses, in-class activities, participation, and attendance
20% Translation comparison assignment (3 pgs.)
30% Interpretive argument (6 pgs.)
10% Final reflective paper (4 pgs.)
20% Final exam
Grading
Grades will be given as a percentage:
Letter Grade
Range
A
AB+
B
BC+
C
CD+
D
DF
Numerical Score
Equivalent
93% - 100%
90% - 92%
87% - 89%
83% - 86%
80% - 82%
77% - 79%
73% - 76%
70% - 72%
67% - 69%
63% - 66%
60%- 62%
59% or less
Student Performance
Exceptional
Excellent
Superior
Satisfactory
Unsatisfactory
Fail (no credit)
Grades will be based on the following criteria:
"A" (90-100%) work demonstrates mastery of interpretive skills as well as the information
given in readings, lectures, and discussions. Work at this level demonstrates a comfortable
command over the course material and is characterized by the student's independent
interpretation of that material. An A paper has an original, insightful argument that is
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consistently supported by well-integrated and well-chosen evidence; it is organized well
and uses sources responsibly.
"B" (80-89%) work demonstrates a solid understanding of the literary works, adequately
addresses the assigned topic or task, and is written clearly and is free of technical errors. A
B paper/exam, while solid, may lack depths or insight, or may be marred by problems of
presentation, a weak or undersupported argument, and/or evidence that is used
inconsistently or poorly.
"C" (70-79%) work demonstrates a general working knowledge of the material and
addresses the assigned topic or task, but has some significant structural flaw, absence of
information, or too imprecise a treatment. The C paper or exam may lack an argument,
rely on summary instead of analysis, ignore important and obvious sources, and/or
contain only a minimum of interpretation.
"D" (60-69%) work does not demonstrate a working knowledge of the necessary material,
fails to support its argument with sufficient evidence, or fails to fulfill the assignment in
some significant way.
"F" work (below 60%) fails to fulfill the assignment in a fundamental way. It may have
been late or thrown together quickly with little or no attention to the materials assigned
for the class.
Course Requirements
Journals, Reading Responses, In-class Activities, Participation, and Attendance
Attendance: Class Attendance is mandatory. To have a successful class, we need your
active attention and participation. The absence policy is that of the Umbra Institute:
after one absence your final grade is automatically lowered by one grade. No
absences are “excused” in that you are responsible for all material covered during
missed class days.
Class Participation: Class participation grades are based on oral contributions to the
collective learning experience of the class. Participation means active engagement in
the course
Required Readings: Reading assignments should be completed before class for the day
they are assigned. The instructor will assess students’ preparation by asking direct
questions in class. Failure to respond or inadequate responses will lower students’
participation grade.
Journals: In informal journals, students will reflect on their day-to-day experiences in
Italy. These assignments will not be accepted late.
Reading responses: In response papers, students will prepare for class discussions and
for major writing assignments by addressing a guided question about course readings.
These assignments will not be accepted late.
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Translation Comparison Assignment (900-1200 words)
Students will read reviews of translations and then closely compare the same literary
passage across multiple translations (provided by instructor) for similarities and
differences; students will analyze the significances of translation choices. Students who
have studied Italian will be encouraged to consult the original Italian, as well.
Interpretive Argument (1500 words)
Students will write an interpretive argument about a literary work using supporting
evidence from the work and incorporating selective information from secondary
sources; they will use MLA documentation style.
Final Reflective Paper (1200 words)
Students will write about their experiences observing and participating in Italian
culture, as well as reflecting on American culture.
Final Exam
An exam covering all topics presented in the course. It will consist of short answers
and a short essay. The exam will take approximately 120 minutes to complete and is
closed book/closed note. This is the only time the exam will be given. No alternative
exam dates will be offered. Failure to take the exam will result in a score of zero and,
most likely, failure of the course.
Classroom Policy
All students are expected to follow the policy of the Institute. They are expected to show
the appropriate respect for the historical premises which the school occupies. Please note
that cell phones must be turned off before the beginning of each class. Computers cannot
be used during class lectures and discussions.
Office Hours
Email me to schedule an appointment.
Required Books
Giovanni Boccaccio, The Decameron, trans. G.H. McWilliam (2nd ed.), Penguin Books
ISBN 9780140449303
Dante Aligheri, The Portable Dante, trans. Mark Musa, Penguin Books
ISBN 9780142437544
Additional readings, including selections from Petrarch’s Canzoniere, will be provided by
the instructor.
Schedule of Readings and Assignments
*Complete the readings and written assignments before class on the day listed below.
*Topics and complete instructions for written assignments will be given out as handouts / posted to the
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online classroom (see link below). You will need a gmail account to access the site, or use this shared
account:
https://sites.google.com/a/springfieldcollege.edu/death-and-desire-in-medieval-italian-literature/
*Activities, topics, lectures, and readings are subject to change with notice.
Dante: Poet, Politician, Exile
Tuesday, May 24
reading:
Vita Nuova (read all)
p. 589-649 in The Portable Dante
topics: introduction to course (the medieval worldview—art, politics, law, philosophy,
religion, literary tradition); Dante as vernacular poet; the dolce stil nuovo; the Vita Nuova
and the courtly love tradition; role of Beatrice; the beginnings of the sonnet sequence
reading response due
Thursday, May 26
reading:
Inferno cantos 1-11 (focus especially on cantos 1-5)
p. 3-60 in The Portable Dante
topics: Dante the pilgrim and Dante the poet; the changing role of Beatrice in Dante’s
works; Dante and the classical tradition; the role of Vergil in the Commedia; contrapasso;
the design and geography of Hell; the concept of Limbo; the seven deadly sins;
Francesca da Rimini and medieval Christian attitudes toward women; the “virtuous
pagans,” the Jews, Muhammad, and medieval Christian attitudes toward nonChristians
journal due
Tuesday, May 31
reading:
Inferno cantos 12-22 (focus especially on cantos 13, 15, 19)
p. 61-122 in The Portable Dante
topics: Dante the politician and Dante the exile; anticlericism in the Commedia; medieval
city-states and their political structure; prophecy in the Commedia; Pier della Vigna
journal due
reading response due
Thursday, June 2
reading:
Inferno cantos 23-34 (focus especially on cantos 26-27, 32-34)
p. 122-91 in The Portable Dante
topics: Ulysses and the dangers of rhetoric; Ugolino; Satan; the design of the Purgatorio
and Paradiso
journal due
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Friday, June 3
Excursion to Firenze! We will tour the Uffizi and the Boboli Gardens
recommended additional sights: Duomo, Campanile, Baptistry; Palazzo Vecchio; Museo
di Palazzo Davanzati; Casa di Dante and the neighborhood church where Dante “saw”
Beatrice; church of Santa Maria Novella from which Boccaccio’s fictional brigata
withdraw from Plague-ridden Florence
Sunday, June 5—not a class meeting, but submit your paper by 5:00 pm
closereading assignment due
Petrarch: Lover and Laureate
Tuesday, June 7
reading:
Canzoniere selections (handout)
NOTE: If you are a slow reader, I recommend you start reading ahead on
the Boccaccio selections.
topics: Petrarch’s answer to Dante’s Vita Nuova; the development of the sonnet form
and its characteristics; the “plot” of Petrarch’s sequence; the role of Laura
journal due
reading response due
Thursday, June 9
reading:
Canzoniere selections (handout)
NOTE: If you are a slow reader, I recommend you start reading ahead on
the Boccaccio selections.
topics: classical allusions in the Canzoniere
journal due
Tuesday, June 14
reading:
Canzoniere selections (handout) and Renaissance English translations
(handout)
NOTE: If you are a slow reader, I recommend you start reading ahead on
the Boccaccio selections.
topics: Humanism; secular love and sacred love; sonnet sequences and Petrarch’s
influence on later sonnet writers
journal due
reading response due
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Boccaccio: Taleteller
Thursday, June 16
reading:
Decameron: Author’s Prologue, Introduction, I.1, and II.7 (p. 1-37 and p. 12548)
NOTE: This is about 60 pgs. of reading—plan ahead!
*We will also read I.2 and I.3 (p. 37-44) in class together
topics: the Black Death; frame narratives; the roles of storytelling in medieval culture;
social status in medieval Italy; non-Christian characters; anticlericism
journal due
Friday, June 17—not a class meeting, but submit your paper by 5:00
interpretive argument paper due
Tuesday, June 21
reading:
Decameron: III.1, III.2, III.8, III.10; IV.intro, IV.1, IV.5; V.4, V.8, V.9; VI.intro,
VI.1
(pp. 189-205, 254-64, 274-301, 326-30, 393-99; 419-32; 444-47)
NOTE: You will read the novelle assigned to your group; this will be
about 45 pgs. of reading—plan ahead!
topics: tellers and their tales; locus amoenus; tales in dialogue with one another; the
fabliaux tradition; challenges of tone
journal due
Thursday, June 23
reading:
Decameron (VIII.7; IX.2; X.1, X.6, X.10; Author’s Epilogue)
pp. 585-610; 655-58; 702-06; 731-37; 783-802
NOTE: This is about 54 pgs. of reading—plan ahead and pace yourself!
*We will also read IX.2 (p. 655-58) in class together
topics: tone in Day 10 and the epilogue; the Decameron in relationship with Boccaccio’s
other works; Petrarch on Griselda
final reflective paper due
Friday, June 24
Final Exam
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Course Bibliography
Editions
Aligheri, Dante. Dante’s Vita Nuova. New ed. Trans. Mark Musa. Bloomington: Indiana
UP, 1973.
---. The Divine Comedy. Trans. John Ciardi. New York: Signet Classics, 2009.
---. The Divine Comedy. Trans. Robert Durling. New York and Oxford: Oxford, 1997.
---. The Divine Comedy. Trans. Mark Musa. Indiana UP, 1995.
Boccaccio, Giovanni. The Decameron. Trans. and intro. G.H. McWilliam. 2nd ed. New
York: Penguin, 1995.
---. The Decameron. Ed. Mark Musa and Peter Bondanella. Norton Critical Edition. New
York: Norton, 1977.
Petrarch, Francesco. Petrarch’s Lyric Poems: The Rime Sparse and Other Lyrics. Trans. and
ed. Robert M. Durling. Cambridge, MA, and London: Harvard UP, 1976.
Biographies, reference works, historical contexts, and secondary readings
Armstrong, Guyda, Rhiannon Daniels, and Stephen Milner, eds. The Cambridge Companion
to Boccaccio. Cambridge: Cambridge UP, 2015.
Ascoli, Albert Russell, and Unn Falkeid, eds. The Cambridge Companion to Petrarch.
Cambridge: Cambridge UP, 2015.
Bergin, Thomas G. Boccaccio. New York: Viking, 1981.
---. Dante. Boston: Houghton Mifflin, 1965.
Bernardo, Aldo S. and Anthony L. Pelligrini, eds. Dante, Petrarch, Boccaccio: Studies in the
Italian Trecento in Honor of Charles Singleton. Binghampton: Center for Medieval
and Early Renaissance Studies, 1983.
Branca, Vittore. Boccaccio: The Man and His Works. Trans. Richard Monges. New York:
New York UP, 1976.
Campagni, Dino. Chronicle of Florence. Trans. and intro. Daniel E. Bornstein. Philadelphia:
U of Pennsylvania P, 1986.
“The Canzoniere.” Italian Literature and Its Times. Detroit, MI: Thomson Gale, 2005.
Cervigni, Dino S. “Boccaccio's Decameron: Rewriting the Christian Middle Ages [Special
Issue].” Annali D'italianistica 31 (2013): 1-560.
Cestaro, Gary. “The Decameron by Giovanni Boccaccio.” Italian Literature and Its Times.
Detroit, MI: Thomson Gale, 2005. 117-27.
Cursi, Marco. “Authorial Strategies and Manuscript Tradition: Boccaccio and The
Decameron's Early Diffusion.” Mediaevalia 34 (2013): 87-110.
“Dante’s Divine Comedy.” Italian Literature and Its Times. Detroit, MI: Thomson Gale, 2005.
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Decoste, Mary-Michelle. “Reading Dante's Vita Nuova.” Quaderni D'italianistica: Official
Journal of the Canadian Society for Italian Studies 25.2 (2004): 3-19.
Dombroski, Robert S., ed. Critical Perspectives on the Decameron. London: Hodder, 1976.
Falkeid, Unn. “Petrarch's Laura and the Critics.” MLN 127.1 [Italian Issue Supplement /
Tra Amici: Essays in Honor of Giuseppe Mazzotta] (January 2012): S64-S71.
JSTOR.
Farmer, David. Oxford Dictionary of Saints, 4th ed. Oxford: Oxford UP, 1997.
Freccero, John. Dante: The Poetics of Conversion. Cambridge, MA and London: Harvard
UP, 1986. [see “Infernal Irony: The Gates of Hell.”]
Hollander, Robert. “Boccaccio’s Dante.” Italica 63 (1986): 278-89.
Holmes, Olivia, and Dana E. Stewart. “Boccaccio at 700: Tales and Afterlives [Special
Issue].” Mediaevalia (2013): 1-279.
Jacoff, Rachel, ed. The Cambridge Companion to Dante. Cambridge, England: Cambridge
UP, 2007. [see Harrison, “Approaching The Vita Nuova”; Ascoli, “From Auctor to
Author: Dante Before The Commedia” ]
Jansen, Katherine L., Joanna Drell, and Frances Andrews, eds. Medieval Italy: Texts in
Translation. U of Penn Press, 2009.
Kelly, John. The Great Mortality: An Intimate History of the Black Death, The Most Devastating
Plague of All Time. New York: Harper Perennial, 2005.
Kirkham, Victoria. The Sign of Reason in Boccaccio’s Fiction. Florence: Olschki, 1995.
Kirkham, Victoria and Armando Maggi. Petrarch: A Critical Guide to the Complete Works.
Chicago, U of Chicago P, 2009.
Knecht, Ross. “’Invaded by the World’: Passion, Passivity, and the Object of Desire in
Petrarch's ‘Rime sparse.’” Comparative Literature 63.3 (Summer 2011): 235-52.
JSTOR.
Levers, Toby. “The Image of Authorship in the Final Chapter of The Vita Nuova.” Italian
Studies 57 (2002): 5-19.
Marcus, Millicent. An Allegory of Form: Literary Self-Consciousness in the Decameron.
Stanford French and Italian Studies 18. Stanford: Stanford UP, 1979.
---. “The Seriousness of Play in Boccaccio's Decameron.” MLN 127.1 [Supplement] (2012):
42-46.
Mazzotta, Guiseppe. The Worlds of Petrarch. Durham, NC and Lond: Duke UP, 1993.
McGregor, James H., ed. Approaches to Teaching Boccaccio’s Decameron. New York: MLA,
2000.
Neely, Carol Thomas. “The Structure of English Renaissance Sonnet Sequence.” ELH 45.3
(1978): 359-89.
Potter, Joy Hambuechen. Five Frames for the Decameron. Princeton: Princeton UP, 1982.
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Psaki, Regina, and Thomas C. Stillinger, eds. Boccaccio and Feminist Criticism. forthcoming
Serafini-Sauli, Judith. “The Pleasures of Reading: Boccaccio's Decameron and Female
Literacy.” MLN 126.1 (2011): 29-46.
Shepard, Laurie. “Boccaccio and Petrarch.” Approaches to Teaching Petrarch's Canzoniere
and the Petrarchan Tradition. New York: MLA, 2014. 120-27.
Singleton, Charles. “On Meaning in the Decameron.” Italica 21 (1944): 117-24.
Smarr, Janet Levarie. Boccaccio and Fiammetta: The Narrator as Lover. Urbana, IL, and
Chicago: U of Illinois P, 1986.
SMART [Studies in Medieval and Renaissance Teaching] 16.1 (Spring 2009). Special Issue:
Teaching the Middle Ages Through Travel.
SMART 18.2 (Fall 2011). Special Issue: Teaching Italy.
Wallace, David. Giovanni Boccaccio: Decameron. Cambridge: Cambridge UP, 1991.
Watson, Paul. “The Cement of Fiction: Giovanni Boccaccio and the Painters of Florence.”
MLN 99 (1984): 43-64.
Ziegler, Philip. The Black Death. New York: Harper Perennial, 1969.