University of Kent Code of Practice for Quality Assurance

UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE MODULE SPECIFICATION

1. The title of the module: FR539 History of French 2. The Department which will be responsible for management of the module: SECL 3. The Start Date of the Module: First taught Lent 1998 4. The cohort of students (onwards) to which the module will be applicable Sept. 1996 entry 5. The number of students expected to take the module: 20 6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal. This module replaces one part of an earlier 2-unit module, History and Structure of the French Language. 7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) Honours (H). 8. The number of credits which the module represents 15. 9. Which term(s) the module is to be taught in (or other teaching pattern) May be offered in either teaching term. 10. Prerequisite and co-requisite modules: None. 11. The programmes of study to which the module contributes Offered as part of a Single or Joint Honours French programme; may also be taken as a wild course. 12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes This module is designed to develop knowledge and understanding of French Linguistics (see French Programme Outcomes 12A/3: http://www.kent.ac.uk/humanities/facultyoffice/progspecs09- 10/french/index.html). On completion of this course, students will be able: o to identify the processes which have brought about linguistic standardization in France, and show how they operate today (12C/3, 5 and 6) o confidently to use and understand the basic vocabulary of general and historical linguistics (morphosyntax, elaboration of function, codification, diglossia, relic forms etc.) (12C/3 & 8) o critically to evaluate the views of linguists and non-linguists regarding variation and change in the modern language (e.g. by challenging traditional notions of ‘good’ language) (12C/3, 5 & 6) o to identify and roughly date texts in French from the period 850-2000, on the basis of recognizable linguistic indicators (12C/3 & 5) By the end of the course, students will understand how and why the processes of standardization favoured the dialect of Paris, and will be able to show how that language now known as français or French has been moulded by internal and external influences. (12C3, 5 & 6)

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes On completion of this course, students will be able:  to initiate and participate in group discussion of issues raised (12B/1-7; 12D/1 & 3)  to lead seminars by participating in assessed group presentations 12B/1-7; 12D/1, 9, 10 & 11)  to write cogent, well-constructed essays supported by evidence (from texts, speech, native-speaker intuitions, and linguistic commentators) (12B/1-7; 12D/1, 3, 4, 5, 6, 7, 8 & 12). Students will have become familiar with library facilities and will be able to work with them independently. The University provides support through the Study Centre or library information packs, for example (12D/4 & 5).

14. A synopsis of the curriculum 1. Introduction to Standardization 2. Language Shift: from Gaulish to Gallo-Roman 3. Dialect Diversification and Selection of Norms 4. Language Workshop: the Earliest French texts 5. Reading Week 6. Elaboration of Function: The Sixteenth Century 7. Codification: The Seventeenth Century 8. La Langue Une et Indivisible: The Revolution and After

9. Reading Week 10. Maintenance of the Standard: Spoken and Written French in the 20th Century 11. Orthographic Reform projects 12. End of term test/Examination revision

15. Indicative Reading List A full bibliography is included in the module handbook and online at the Templeman Library website; specific readings for each topic are indicated in the module programme. Students are strongly recommended to purchase: Lodge, R.A. (1993) French: From Dialect to Standard. London: Routledge. and one from: Ayres-Bennett, W. (1996) A History of the French Language Through Texts. London: Routledge. Rickard, P. (1989) A History of the French Language. London: Routledge.

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes There are 10 seminars of 2 hours each; a student would normally be expected to do an additonal average 8 weekly hours private study (see French Programme Outcomes 12D/7 & 8). After week 1, sessions will divide into a student-led seminar (12D/1,3,7, 8, 9 & 10) and lecture of roughly equal length. The student-led seminar will consist of a 15-20 minute presentation relating to the relevant seminar topic, followed by questioning and general discussion (12B/3-6). The lecture by the seminar leader will reinforce key points relating to the seminar topic and introduce the following topic as appropriate. There are two reading weeks, Weeks 5 (17) and 9 (21), in which no seminar is scheduled. Individual consultation will be available for essays and presentations. Total study hours 150.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes When offered in Period 1 (Autumn), assessment is based entirely on coursework, broken down as follows: 20% seminar presentation 50% essay (max. 2500 words) 30% sur table test (2 hours) The essay will relate to the topics covered in Weeks 1-6 of the course. The mark for the seminar presentation will be awarded for a group presentation during the term. In the event of a group or individual being asked to perform more than one presentation, the higher of the two marks awarded will count. A bonus mark may be added to the seminar presentation mark of individual students whose contribution throughout the term (e.g. in leading questioning after presentations) is exceptional. Finally, for the two-hour test in week 12, students will be required to answer two questions, one (from 3) relating to the second half of the course and another (from 3) relating to general themes raised by the course.

The assessment pattern in Period 2 (Spring) is as follows: 10% seminar presentation 30% essay (max. 2,500 words) 60% examination(2 hours) For the two-hour examination, candidates must choose 2 from 6 or 7 questions relating to specific topics or general themes covered in the course.

18. Implications for learning resources, including staff, library, IT and space No additional specific resource requirements.

19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities As far as can reasonably be anticipated the module will not present any non-justifiable disadvantage to students with disabilities. If any student requires wheelchair access, an appropriate teaching room will be obtained. Students who are visually-impaired or hearing-impaired will have appropriate specific provision made for them, such as the provision of material in Braille or a signer.