DEPARTMENT OF FRENCH JUNIOR SOPHISTER HANDBOOK 2016

40 Pages·2016·0.83 MB·English

DEPARTMENT OF FRENCH

JUNIOR SOPHISTER HANDBOOK

2016 – 2017

TWO-SUBJECT MODERATORSHIP

School of Languages, Literatures and Cultural Studies
Faculty of Arts, Humanities and Social Sciences
DISCLAIMER
This Handbook should be read in conjunction with relevant entries in the
University Calendar. In the event of any conflict between the Handbook and the
Calendar, the provisions of the Calendar shall apply. Copies of the University
Calendar may be purchased and/or consulted in the Library or on the web:

http://www.tcd.ie/calendar/

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GENERAL INFORMATION

Department of French Staff 2016-2017

NAME EXT NO. RM EMAIL
Alyn Stacey, Sarah Dr 2686 4105 [email protected]
(JS Year Coordinator; on
Research Leave in Michaelmas
Term; Dr Hoare will cover JS
during this time)
Arnold, Edward Dr 1836 4106
[email protected]
(ES Co-ordinator all years)

Hanrahan, James Dr 1841 4107 [email protected]
(Erasmus Co-ordinator)

Hoare, Rachel Dr 1842 4090 [email protected]
(SS Co-ordinator; JS Co-
ordinator in MT; CSL Co-
ordinator all years)

Laudet, Claire Dr 2278 4090 [email protected]
(Head of Department; BESS/BSF
Co-ordinator SF and JS; Co-
ordinator for Law and French all
years)
Lukes, Alexandra Dr 1977 4104 [email protected]
(JF Co-ordinator)
Opelz, Hannes Dr 1077 4111 [email protected]
(SF Coordinator)
Salerno-O'Shea, Paule Dr 1472 4113 [email protected]
(BESS/BSF JF and SS Co-
ordinator; on Research Leave in
Michaelmas Term; Dr Laudet
will cover in Michaelmas Term)
Scott, David Prof 3582 4037 [email protected]
(Michaelmas Term only)
Signorini, Florence 2313 4108 [email protected]

Lecteurs/Lectrices 1248 4078
Frigui, Sondés [email protected]
Kaiser, Alexis [email protected]
Thobois, Céline [email protected]

Language Assistants 1248 4078
Joly, Louise * [email protected]
Kasparian, Méliné [email protected]
Loiez, Thibaut * [email protected]
Scoazec, Blandine [email protected]
Serres, Juliette [email protected]

Part Time Teaching Rm
Assistants
Deleuze, Marjorie Dr 4081 [email protected]
Devlin, Amy Dr Phoenix Hse [email protected]
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Lyons, Zach Dr (HT only) 1842 4108 [email protected]
McGinnety, Orla Phoenix Hse [email protected]
Nugent-Folan, Georgina [email protected]
Signorini, Florence 4080 [email protected]
Stacey, Stephen [email protected]

Departmental Offices
Doran, Sinead 1553 4109 [email protected]
Kelly, Mary
Corbett, Tracy (Mon-Wed) 1333 4089 [email protected]

*Thibaut Loiez and Louise Joly will be assuming the responsibilities of both a
language assistant and postgraduate teaching assistant this year (2016-2017)

Term Dates 2016-2017

Michaelmas Term:

Monday 26 September 2016 – Friday 16 December 2016

Study week: 7 November 2016 – 11 November 2016 inclusive

Hilary Term:

Monday 16 January 2017 – Friday 7 April 2017

Study week: 27 February 2017 – 3 March 2017 inclusive

Exam Period:

Tuesday 2 May 2017 – Friday 26 May 2017
NB. The oral examinations are held in the week beginning 10 April 2017

Overall Year Coordinator MT: Dr Rachel Hoare
Overall Year Coordinator HT: Dr Sarah Alyn Stacey, FTCD

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LEARNING OUTCOMES OF JS PROGRAMME

On successful completion of the programme, students should be able to:

 communicate clearly and effectively, both orally and in writing, in English
and French, with native speakers in academic, professional and social
settings;
 organise and present ideas in English and French, within the framework of a
structured and reasoned argument, oral or written;
 demonstrate a broad knowledge of the historical, social and cultural
development of France and French speaking countries;
 analyse critically and independently, in English and French, a variety of texts
and documents from different periods and sources;
 demonstrate an ability to use specific disciplines such as linguistics,
literature, ideas and culture to analyse and contextualise texts, other
documents, concepts and theories;
 translate a range of texts to and from French, with accuracy, consistency
and appropriateness of register and expression;
 identify original research questions in one of the fields of linguistics,
literature, ideas and culture and select and use appropriate methodologies
and relevant resources, leading to the writing of a dissertation;
 mobilise the knowledge, strategies and skills needed for further intellectual
development and independent, life-long learning as well as for undertaking
further, autonomous study.

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JUNIOR SOPHISTER REQUIREMENTS

N.B. Students are reminded that they will be required to choose the subject that they
intend to take in the Senior Sophister year by the end of the last day of Michaelmas term
of the JS year. Prospective candidates for Moderatorship Part 1 (French as minor subject)
are also reminded that they must have fulfilled the requirement of two months' residence
in a French-speaking country before the examination.

-------------------

In terms of student input, the requirements for Junior Sophister students in TSM
French are divided between LANGUAGE modules and optional coursework modules
(hereafter abbreviated to OPTIONS).

NB. It cannot be over-stressed that attendance at ALL classes is compulsory in JS (as in all
years). Absenteeism and failure to submit set work without a valid reason/supporting
documentation will incur penalties.

1. LANGUAGE: All students are required to attend language classes, and submit regular
written work. Language teaching in the JS year takes up three hours weekly across both
semesters. These hours are in turn divided into two modules, each focused on different
language skills:

A) FR3005 French Written Language - 10 ECTS (FR3038 for Visiting Students in MT and
FR3037 for Visiting Students in HT - 5 ECTS each)
Aims: Taught by full-time members of staff, this module aims to develop students’ skills in
(a) translation from French to English, and (b) résumé, understood as both a receptive skill,
requiring a sound comprehension of texts written in French, and a productive skill, requiring
students to produce an accurate contraction in correct French of a text written in French.

Learning Outcomes:
On successful completion of this module, students should be able to:
 Translate a French literary or journalistic text into idiomatic English, retaining a high
level of equivalence with the original;
 Write in correct French a résumé of a text on an intellectually challenging topic.
Structure: One hour weekly in both Michaelmas Term and Hilary Term, with classes focusing
on translation, résumé, grammar and language acquisition.

Recommended Books:
Françoise Grellet, Initiation au Thème Anglais, 4e éd. (Paris: Hachette, 2015).
Mary Wood, Thème anglais, filière classique, PUF, 1995
Pol Gaillard et Claude Launay, Le Résumé de texte, Hatier, 1998.

B) FR3006 Oral and Written Language Skills - 10 ECTS (FR3039 for Visiting
Students in MT and FR3011 for Visiting Students in HT - 5 ECTS each)
Aims: Taught by lecteurs/lectrices, this module aims to develop students’ skills in
(a) production of spoken French, and (b) essay writing in French. Contemporary
social and political issues will provide an important source of topics for both the
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oral and written French components. Teaching in the techniques of essay writing
component will be included.

Learning Outcomes:
On successful completion of this module, students should be able to:
 Communicate clearly and effectively, orally and in writing in French, in a formal,
academic context, on contemporary social and political issues;
 Organise and present ideas in French fluently, correctly and coherently, within the
framework of a structured and reasoned oral argument, on an intellectually
challenging topic and with only brief notes;
 Mobilise their knowledge of French as one of the strategies and skills needed for
further intellectual development and independent, life-long learning.
Structure: Two hours weekly in both Michaelmas Term and Hilary Term, with one
hour focused on spoken French and the other on essay writing.

N.B. The following reference books, used in preceding years, will continue to be required
for Junior Sophister Language classes:

Le Petit Robert or Le Micro Robert
Hawkins and Towell, French Grammar and Usage (London: Arnold, 1996)
Bescherelle: La Conjugaison pour tous (Paris: Hatier,1997)
Paul Humberstone, Mot à mot (London: Hodder & Stoughton, 1996

2. OPTIONS: All students, whether taking Moderatorship Part 1 or Moderatorship Part 2 in
French, select two options, one in each term.

In place of one (and only one) of these two options, students may select one of the options
in theoretical and applied linguistics offered by the Centre for Language and
Communication Studies. The rules governing courses taken in the CLCS will be published by
the CLCS, and may differ in some particulars from regulations in force in the French
Department.

One Broad Curriculum cross-faculty module or language module may be substituted for
one 12 week/1 term option course in the Junior Sophister year but students must ensure
that they then take their other option from the French Department.

All students submit an assessment exercise (which MUST BE WORD-PROCESSED) in respect
of each option taken within the French Department (see CLCS regulations for CLCS
courses). Except where otherwise specified in the course-description, this exercise will take
the form of an essay of approximately 2,500 words, the first to be submitted to the Senior
Executive Officer in room 4109 by 12 noon on Monday 12 December 2016, and the second
by 12 noon on Friday 7 April 2017. One of the two essays must be in French. Where an
essay is submitted in French, 70% of the credit will be awarded on the basis of content, and
30% on the basis of language. CLCS essays may not be submitted in French, the corollary of
which is that where courses in the CLCS are taken for part of the year, the essay submitted
in conjunction with a French Department course must obligatorily be in French. Some
courses include an obligatory exercise in French, and this requirement is in addition to the
general requirement for one essay to be submitted in French.
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Essay-titles are available in this document (see separate section, below). It is the
responsibility of the student to ensure that s/he obtains a copy of these titles.

NB. Extensions to the deadline will only be permitted in exceptional
circumstances and permission must be sought before the deadline.

Where there is medical documentation, you must have the consent of the Year
Head for an extension.

Where there are other extenuating circumstances, documented by the student’s
college tutor, the consent of the Head of Department for an extension must be
obtained.

Failure to return the assessment exercise by the due date, without prior
permission, will result in a maximum mark of 40 being awarded.

The copy of the essay submitted will be kept by the department for possible scrutiny by
extern examiners, and students are advised to keep a photocopy.

MICHAELMAS TERM OPTIONS 2016

1. FR3035: The French Language: identity, diversity and changing environments
(Dr Hoare)-5 ECTS
_____________________________________________________________
The language we use forms an important part of our sense of who we are – of our
identity, one of the most fundamental ways open to us of establishing our social
group membership. The multi-faceted nature of the concept of identity means that
its relationship with language can, at times, be complicated and unpredictable. An
exploration of this connection in relation to the French language is of particular
interest because of its distinct historical and social background. In this module we
will explore the connections between language and identity in France and
Francophonie, through an examination of the following themes:

1. Identity, the individual and the group: theoretical issues.
Personal and social identity
Individual and regional identities in France

2. Language, ethnicity and nationalism.
Language and ethnic identity
Language and nationalism
New French identities: the question of identity among the descendants of
immigrants in France from the Maghreb.
French Creole languages and identity.

3. Changing language environments: computer-mediated communication
and identity.
Language and the Internet
Youth, identity and digital media.
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Construction of online identity and language.

Studies and articles pertaining to different aspects of these themes will be made
available to students throughout the course. In addition, the following is
recommended reading.

Bibliography:

Abou, S. and Haddad, K. (eds) (1994) Une Francophonie différentielle, Paris:
L’Harmattan.

Ager D. (1990) Sociolinguistics and Contemporary French, Cambridge University
Press.

Ager, D. (1995) Francophonie in the 1990’s: Problems and Opportunities,
Clevedon: Multilingual Matters.

Bentahila, A. (1983) Language attitudes among Arabic-French Bilinguals in
Morocco, Clevedon: Multilingual Matters.

Chaudenson, R. (1995) Les Créoles. Paris: Presses Universitaires de France.
Chaudenson, R. (2000) Des Iles, des Hommes, des Langues, Paris: L’Harmattan.
Chaudenson, R. (2001) Creolization of Language and Culture, London:
Routledge.
Crystal, D. (2006) Language and the Internet. Cambridge: Cambridge University
Press.

Kline, M. and Mellerski, N. (2004) Issues in the French-Speaking World. London,
Greenwood Press.

Lodge R. A. (1993) French: From Dialect to Standard, London and New York,
Routledge.

Lodge R., Armstrong N, Ellis Y, Shelton J. (1997) Exploring the French Language,
London, Arnold.

Offord M. (1990) Varieties of Contemporary French, Basingstoke, Macmillan.

Regan, V. Ní Chasaide, C (eds) Language practices and identity construction by
multilingual speakers of French L2 : the acquisition of sociostylistic variation.
Oxford: Peter Lang.

Sanders C. (ed) (1995) French Today: Language in its Social Context, Cambridge,
Cambridge University Press.

Walter, H. (1994) French Inside Out: The worldwide development of the French
Language in the past, present and future. Routledge.
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Assessment Essay Titles:

(1) ‘Besides our uniquely personal sense of self, we also have social
identities based upon the various groups to which we belong.’ (Edwards,
2009: 27). Explore this statement in relation to the language use of
second generation immigrants in France.

(2) ‘….en ce qui concerne les migrants, il existe un rapport fort entre langue
d’origine et culture d’origine.’ (Lerray, 2001 : 159-160). Discuss in
relation to ‘les jeunes maghrébins de l’immigration’.

(3) Explore the ways in which languages act as important markers of ethnic
identity in créole-speaking multilingual Mauritius, with specific
reference to the education system.

(4) ‘A language is not a neutral symbolic means of communication. It is a
carrier of culture and civilization.’ (Cline and Mellerski, 2004). Discuss
with reference to the construction of postcolonial identities in Africa.

(5) Examine the construction of online identity amongst second generation
immigrant communities in France. Include examples taken from digital
communication environments such as chat rooms and (we)blogs.

(6) ‘Diglossia is a characteristic feature of erstwhile French colonies where
French remains a foreign language for the local population’ (Ball, 1997).
Discuss this statement in relation to the language situation in the
Democratic Republic of the Congo.

2. FR3020: Literature as Theory/Blanchot and Bataille (Dr Opelz)-5 ECTS
____________________________________________________________

What is literature? The question has fascinated writers and philosophers alike for
centuries, and it is the purpose of this module to look at some of the most
engaging and powerful responses the twentieth century has to offer. The module
is designed to provide undergraduate students with conceptual tools to think
about literature by examining writers and thinkers whose works – literary and
theoretical – have laid some of the foundations of modern literary thought. What
does it mean to theorise literature? Does a theory of literature adequately address
the experience of literature? And can literature actually convey experience in the
first place? What happens when literature produces its own experience and its
own theory? What if literature was the experience of its theory or the theory of its
own experience? This module will explore these and other related questions by
introducing students to two key French figures of the twentieth century: Maurice
Blanchot (1907-2003) and Georges Bataille (1897-1962). The focus of this module
will be twofold: first, we shall concentrate on works of fiction by the two authors
under discussion (Thomas l’Obscur and Madame Edwarda) and see how a close-
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