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ITALIAN 2ZZ3 Intermediate Italian II

Academic Year: Winter 2018

Term: Spring

Day/Evening: D

Instructor: Dr. Wendy D'Angelo


Office: Togo Salmon Hall 504

Phone: 905-525-9140 x 24780

Office Hours: Thursday 2-3 or by appointment (please email)

Course Objectives:

This course is designed to expand upon and add to the Italian grammar covered in first year university/ high school, and to provide students with the tools (vocabulary/ structures) required for oral and written expression for university level students. The lectures will consist primarily, but not exclusively, of the presentation and discussion of grammatical structures, oral and written exercises and the reading of short prose.

Students will gain a better understanding of syntax at the sentence level, understand and use complex sentences (subordination) with conjunctions and explore the sequence of tenses and hypothetical clauses.

The reading material for this course is short modern literary prose. We will explore different types of texts (narrative, descriptive, argumentative, etc.) and will consider the social overtones and cultural implications through the choice of language and use (figurative language, connotation etc.) in a text in order to understand a writer’s attitude. Students will explore both standard and non standard uses of sentence syntax and will be challenged to think critically about point of view and context.

Students will speak and write in Italian as they complete weekly collaborative assignments. Some time will be given in class to complete assignments, work on activities and the instructor will help guide students though more complex language/sentence structures. Please note that students will have a graded piece of work (oral/written work) to share in each class. Any absence requires an MSAF (see ‘Missed Work’ below).

Classes will be conducted in Italian but students are encouraged to ask for clarification, when needed, in English.

Textbooks, Materials & Fees:

Petri, Andrea et al. Grammatica di base dell’Italiano. Edizioni C. 2015. 

*Brogini, A. Filippone, A. Muzzi. Raccontare il novecento. Edizioni Edilingua: 2005.


*Not available at Titles. You can order it new or used on Amazon:

Method of Assessment:

  • Participation and Weekly Homework (all work is pre-assigned in syllabus) x 10: 50%
  • TESTS x 4: 40% [January 18th, February 8th, March 8th, March 29th)
  • Relazione x1: 10% [April 5th]

Policy on Missed Work, Extensions, and Late Penalties:

Time extensions are provided only to students with documentation from SAS (whereby the SAS accommodation states explicitly that the accommodation is for time extensions and/or unexpected absences) or to students respecting a religious observance (you must communicate the date of absence/work missed to the instructor in writing during the first week of classes). 

To be eligible to write a make up test/assignment at term end to count toward the value of any one piece of missed work, you must submit an MSAF. To make up for more than one missed graded assignment (i.e., any of the assessments listed in on the syllabus) please contact your faculty for permission and advise the instructor that you have done so by carbon copying her on your email correspondence to your faculty by April 6, 2017.

The format and content of the make up assignment will be decided by the instructor based on the amount of and type of work missed.

Please Note the Following Policies and Statements:

Academic Dishonesty

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at

The following illustrates only three forms of academic dishonesty:

  1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  2. Improper collaboration in group work.
  3. Copying or using unauthorized aids in tests and examinations.

Email correspondence policy

It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student.  Instructors will delete emails that do not originate from a McMaster email account.

Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at If you have any questions about the MSAF, please contact your Associate Dean's office.

Academic Accommodation of Students with Disabilities

Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.

Academic Accommodation for Religious, Indigenous and Spiritual Observances

Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.

Topics and Readings:






Unire frasi: pp.246-249


Lettura 1 [Primo rapporto sulla terra dellʼinviato “speciale” della luna di A. Moravia (p.7)]

  • Leggete il racconto per la lezione.


Unire frasi: pp. 249-256

Lettura 1

  • pp. 7-9 es. 1 (1-3), 2 (1-3), 3 (1-4)



Lettura 1

  • Presentazione sulla lettura "Primo rapporto sulla terra dell'inviato "speciale" della luna" p. 12 4.4: Rispondete: Chi è per voi, al di là delle considerazioni sulla materialità un uomo ricco e un uomo povero? (100 parole)


Congiuntivo presente/passato/imperfetto pp. 177-182

Lettura 2 [Inverno in Abruzzo di N. Ginzburg (p.25)]

  • p. 27 es. 1 (1-5)




Quando usare il congiuntivo? pp. 183-189

Lettura 2

  • p. 29 es. 3 (1-7) 



Lettura 2

  • Fate due collage di immagini trovate su Google Immagini in formato PDF: Collage 1) righe 1-15; Collage 2) righe 23-41. Mandatemi i collage tramite email entro il 6 febbraio (voglio far vedere questi alla classe).


Quando usare il congiuntivo? pp. 190-196

Lettura 3 [La parola proibita di D. Buzzati (p. 63)]

  • p. 66 es 3.1-3.5
  • Rispondete facendo riferimento al testo:
  1. Chi è Geronimo?
  2. Cosa vuole sapere il narratore?
  3. Come descrivereste il narratore?
  4. Commentate brevemente: "Anche se l'hai pronunciata, io udirla non potevo." (righe 57-58)
  5. Che tipo di testo è? (ironico, satirico, filosofico...perché?)






Corrispondenze temporali pp. 195-196


Lettura 3

  1. Presentazione: Scegliete un'immagine (soltanto una!) che rappresenta una parola proibita (mandate l'immagine in formato pdf. o .ppt a me entro il 27 febbraio) e siate preparati a parlarne per tre minuti davanti alla classe. (Rispondete brevemente alle seguenti domande: Cosa vuole dire? Cosa rappresenta per te o per la società in generale/ perché è tabù?/ Si usa oggigiorno?):




Lettura 3


  1. Cosa c'entrano le seguente parole con la lettura? -proibizione, divieto, tabù, uniformità, inconscio, conformismo, autorità


  1. Qual è la parola proibita?


[Da presentare in due come dialogo (discorso diretto) tra due persone/ circa 200 parole]


Grammatica 4: pp.

Condizionale semplice e composto/frasi ipotetiche pp. 174-176

Lettura 4 [Lʼuniverso come specchio di I. Calvino (p.32)]


  • p. 36-7 es. 3 (1-7), es 4 (5)


Grammatica 4: pp.

Condizionale semplice e composto/frasi ipotetiche pp. 174-176

Lettura 4

  • p. 37 es 4.5 (200 parole) da discutere in classe









In due, rispondete alle domande. Strutturate il vostro dialogo in modo argomentativo (vedete le strutture di questi racconti: La parola proibita, L’universo come specchio)


  1. Qual è lo scopo principale secondo te del film (temi sociologici, culturali, politici)? Ne trae delle conclusioni? Quali? 
  2. Ci sono stereotipi presenti nel film? Quali sono gli stereotipi presenti nel film? Vengono riaffermati o sovvertiti? 
  3. Ci sono ‘parole proibite’ presenti nel film? Quali?  
  4. Commentate i rapporti con il prossimo in questo film. Ci sono personaggi che hanno delle incomprensioni? Perché? Come vengono risolte? 
  5. Come differisce il narratore di L’Universo come specchio dal protagonista principale del film? (profilo psicologico).
  6. Secondo te, qual è la scena più importante del film e perché? 

Other Course Information:


The grammar components of this course are presented in part in lecture and there are video links online through Avenue under 'content' for review. It is expected that the student review the grammar topics on his/her own before and after class and complete the workbook activities as topics arise. If a student has trouble with a concept, that student should schedule a time to see me as soon as possible. Many students find that it is helpful to come to an instructor’s office hour with specific questions about a topic or an example that they find puzzling.


The instructor reserves the right to alter this document.