University of Dublin/Department of French
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UNIVERSITY OF DUBLIN
TRINITY COLLEGE
DEPARTMENT OF FRENCH
Junior Sophister - Guide to Courses 2016/17
Two-Subject Moderatorship
This booklet should be read in conjunction with relevant entries in the University Calendar. In case of any conflict between the Handbook and the Calendar, the provisions of the Calendar shall apply.
Lecturing staff
Individual telephones can be accessed from outside College by pre-fixing (01) 896; email addresses are followed by <@tcd.ie>.
Dr Sarah Alyn-Stacey, room 4105, tel 2686, email
Dr Edward Arnold, room 4106, tel. 1836, email
Dr James Hanrahan, room 4107, tel 1841, email
Dr Rachel Hoare, room 4103, tel. 1842, email
Dr Alexandra Lukes, room 4104, tel. 1977, email
Dr Hannes Opelz, room 4111, tel. 1077, email
Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email
Departmental Office Sinead Doran/Mary Kelly, Room 4109, tel. 1553, email
Tracy Corbett, Room 4089, tel. 1333, email
N.B. As far as possible the French Department will try and accommodate students in the courses of their choice, however, the department is not in a position to guarantee that all courses offered will take place. The number of students opting for a particular course, timetable constraints and availability of staff has to be taken into account.
Please indicate your choices on the next page which should be printed off and returned to the Departmental Office, room 4109, not later than 12.00 noon on Friday 26 February 2016, together with the signed statement that you have received the document concerning courses and assessment. Students currently off- books can e-mail the Department and put a hard copy in the post.
Prospective candidates for Moderatorship Part 2 in French may wish to note that in their Senior Sophister year they will be required to select two, year-long, Topics.
Students intending to go 'off books' in 2016/17 should still complete the form, but indicate their intention at the appropriate point (the department is not in a position to guarantee that the courses on offer this year will still be offered when students off- books return). They should note that completion of this form does not in itself constitute a request for permission to go off books. Students who obtain permission, and then change their mind, should notify the department immediately.
Class lists will be established and posted as soon as possible. At this point, you should refer to reading lists for the courses to which you have been allocated and commence reading during the summer vacation. 3 4
Please Complete and Return this page to the Department of French (Room 4109) by midday on Friday 26 February 2016.
Junior Sophister Course Choices 2016/17
Name (in block capitals)______Student No:______
E-mail Address: ______
OPTIONS: (state 1st. 2nd and 3rd choices in order of preference for each term, please insert module number and name of course):
MT 1.______
2.______
3. ______
HT 1______
2. ______
3. ______
Please sign and date the statement below:-
I confirm that I have received a copy of the departmental statement concerning courses and assessment for the Junior Sophister year 2016/17
Signature: ______
Date: ______
Year Off Books: I intend/do not intend to spend next year off books/on Socrates. 5
(Delete as applicable) The requirements for Junior Sophister students in TSM French are as follows:
1. Language: All students are required to attend language classes, and submit regular written work.
2. Options: All students, whether taking Moderatorship Part I or Moderatorship Part II in French, select two options, one in each of the Michaelmas and Hilary terms. N.B. As far as possible the French Department will try and accommodate students in the courses of their choice, however, the department is not in a position to guarantee that all courses offered will take place. The number of students opting for a particular course, timetable constraints and availability of staff has to be taken into account.
In place of one (and only one) of these two options, they 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.
All students submit an assessment exercise (which Must be Word-Processed) in respect of each option taken within the French Department. 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 Departmental Office, Room 4109 by 12.00 noon on Monday 12 December 2016, the second by 12.00 noon on Friday 24 March 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. 6
Essay titles will be published in the year handbook which will be available on the French Department website http://www.tcd.ie/French/ at the beginning of the academic year. Extensions to the deadline will be permitted only for exceptional reasons, and with the prior consent of the Head of Department. Failure to return the assessment exercise by the due date without prior permission will result in the award of a zero mark. 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.
Students are reminded that they will be required to choose the subject which they intend to take in the Senior Sophister year by the last day of Michaelmas term of the JS year.
Important Note: Prospective candidates for Moderatorship Part I are also reminded that they must have fulfilled the requirement of two months' residence in a French-speaking country before the examination.
The overall assessment for Moderatorship Part I is as follows:
As indicated below, students sit two language examinations. In addition, they submit one assessment essay for each of the two option modules taken. They are also required to take an oral examination.
1. Language paper 1 (Translation from French and résumé) 2. Language paper 2 (Essay in French) 3. Option I (submitted work — one essay in French) 4. Option II (submitted work — one essay in French) 5. Viva voce examination
More detailed information relating to exam requirements and marking will be published in the Junior Sophister Handbook which will be posted, in due course, on the Department Website. 7
Michaelmas Term Options 2016
1. Errances narratives: eighteenth-century philosophical fiction FR3031 (Dr. Hanrahan) ______The eighteenth century was an Age of Ideas and this is evident in the major literary works of the period. Authors such as Voltaire, Diderot and Montesquieu experimented with different literary forms – contes philosophiques, dialogues, epistolary novels – as a means of questioning received ideas. This course will allow students to study closely some of the most important works of the period – Candide, Jacques le fataliste, Lettres persanes and Supplément au voyage de Bougainville. Students will analyse how all these works act as vehicles for the ideas that underpin them, while also focussing on literary form and narrative technique. More specifically, students will examine the originality of these works, which prioritise descriptions of travel, encounters with new worlds and presentations of the ‘Other’, during a period when philosophic, scientific and cultural horizons were being broadened, thus engendering a nascent modernity.
Course texts: Montesquieu, Lettres persanes Voltaire, Candide Diderot, Jacques le fataliste et son maître Diderot, Supplément au voyage de Bougainville
2. The French Language: identity, diversity and changing environments FR3035 (Dr Hoare) ______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 8 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, identity and ethnicity. Language and ethnic identity New French identities: the question of identity among the descendants of immigrants in France from the Maghreb. Identity and ethnicity expressed through Rap music
3. Language and identity in Francophonie An introduction to language and identity in Francophone countries. French Creole languages and identity.
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.
Recommended reading.
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. 9
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.
3. Literature as Theory: Blanchot and Bataille FR3020 (Dr Opelz) ______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 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 10 shall concentrate on works of fiction by the two authors under discussion (Thomas l’Obscur and Madame Edwarda) and see how a close-reading of these works raises theoretical questions about literary experience; second, we shall look at the ways in which these thinkers have sought to account for the experience of literature in their theoretical writings. The module will offer students an opportunity to address the issues at stake from a variety of perspectives (philosophical, affective, anthropological, mystical, aesthetic) and is designed to assist them in developing and enhancing both their analytical skills and their conceptual language. As such, this module will be especially useful as a preparation for those wishing to explore critical thought and literary theory in the post-war and post-1968 periods in more advanced classes. Whilst prior knowledge of literary theory is not a requirement, students should be prepared to engage with theoretical questions. Taught in French, the module is assessed by an essay (2,500-3000 words).
Course texts:
MAURICE BLANCHOT
Thomas l’Obscur, nouvelle version (1950) (Gallimard, coll. L’imaginaire, 1992). Extracts from La Part du feu (1949) (Gallimard, coll. Blanche, 1999).
GEORGES BATAILLE
Madame Edwarda (1941) (10/18, coll. Domaine français, 2004). “Préface” (1956) to Madame Edwarda, in Madame Edwarda (1941) (10/18, coll. Domaine français, 2004). “Préface” (1962) to L’Impossible, in Œuvres complètes, III (Gallimard, coll. Blanche, 1971). Extracts from L’Expérience intérieure (1943) (Galllimard, coll. Tel, 1978). Extracts from Littérature et le mal (1957) (Gallimard, coll. Folio Essais, 1990). 11
To follow this course, students must have their own copy of the books in bold above. These can be purchased at International Books, 18 South Frederick St.
4. CLCS Options ______The Michaelmas term options are in Aspects of Written Language and in Language Learning. Junior Sophister students of French take one of these options as equivalent to one of the French department options listed above, and complete one assignment. Information on these courses is detailed at the end of this document. The appropriate form should be completed and returned directly to CLCS by Friday 26 February 2016. (This is in addition to the form which you are returning to the French Department) 12
Hilary Term Options 2017
1. Love and Desire in the Renaissance FR3027 (Dr. Alyn-Stacey) ______
Aims: By focusing on the representation of love and desire in a number of key Renaissance texts, this course aims to give students an insight into the Renaissance view of Man’s place in society and the cosmos. It aims also to introduce students to ‘heritage’ film and to the cinematic reproduction/rewriting of the past.
Objectives: By the end of the course, students will be acquainted with the works of some of the major writers of the Renaissance. They will be familiar with the considerable range of ideas and genres which reflect the humanist preoccupations of the time. They will be familiar with the aims of ‘heritage’ film. They will have developed their abilities to analyse closely literary texts and film.
Course Structure: Teaching will be by lecture, student papers and discussion. The course is structured as follows:
Texts Marguerite de Navarre, L’Heptaméron (Paris: Garnier Flammarion), prologue and first two days only Pierre de Ronsard, Les Amours (Paris: Gallimard) Michel de Montaigne, ‘De l’amitié’ and ‘Sur des vers de Virgile’ (Essais I, 28; Essais III, 5)
Film Le Retour de Martin Guerre (Daniel Vigne, 1982) Conclusion 13
2. Républiques, guerres et passions politiques: France since 1945. FR3029 (Dr. Arnold) ______This course explores the political, ideological and far-reaching constitutional changes of post war France, and the various, often competing strands of collective memory shaped by historical events (Occupation, Resistance, the Indo-Chinese and Algerian Wars, May 1968). Students will study a selection of the main constitutional texts (4th and 5th Republics) and will become familiar with the principal historical events and political parties of the period through the study of primary and secondary texts and iconographic documents.
Bibliography
Agulhon, Maurice La République, tome 2 : 1932 à nos jours, Paris Hachette Collection “Pluriel” 1999, 564p
Berstein, Serge, Nouvelle Histoire de la France contemporaine, tome 17 : La France de l'expansion, la République gaulienne, 1958-1969 Paris, Seuil; (Ed. Points-Histoire) 1989, 375p
Winock, Michel, La France politique : XIXe - XXe siècle, Paris, Seuil; (Ed. Points-Histoire) 2003, 603p.
Winock, Michel, Serge Berstein, Olivier Wievorka, Histoire de la France politique, Tome 4 : La République recommencée : De 1914 à nos jours Paris, Seuil; (Ed. Points-Histoire) 2008, 740p.
3. Surrealism FR3XXX (Dr. Lukes) ______The beginning of the twentieth century witnessed an explosion of artistic creativity in France and across Europe. Artists, writers, and poets began questioning the conditions that had led to the First World War and expressed doubts about whether art was capable of representing the chaos of the times. Literature and the arts 14 became the testing ground for critiquing man’s claim to rationality: by revealing the limits of our mastery over language and the insufficiency of our linguistic tools, writers, poets, and artists explored the boundaries between artistic forms, in order to destabilize our conventional processes of sense-making. We will explore these fertile years according to a two-fold approach: on the one hand, by focusing on the different literary practices developed by poets and writers to respond to the madness of the times (explorations of the fine line between dream and reality, sense and nonsense, reason and unreason in the works of Apollinaire and Breton); on the other hand, by analysing the significance of these practices in opening up a dialogue between artistic forms (in the painting, film, and photography of Magritte, Dalí, Buñuel, and Man Ray).
COURSE TEXTS
Available at the International Bookstore: Apollinaire, Guillaume. Calligrammes. Paris: Gallimard. Poésie, 1966. Breton, André. Manifestes du surréalisme. Paris: Gallimard. Coll: Folio Essais, 1985 Dalí & Buñuel, film. Un chien andalou Calvocoressi, Richard. Magritte (Colour Library). Phaidon Press; New edition, 1998. Garcia, Erin C. Man Ray in Paris. Tate Publishing, 2011. Available online: La Révolution Surréaliste: http://gallica.bnf.fr/ark:/12148/cb34381250f/date.r=la+r %C3%A9volution+surr%C3%A9aliste.langFR All other material will be uploaded to Blackboard
4. CLCS Options ______The Hilary term options are in ‘Aspects of Vocabulary’ and ‘Sociolinguistics’. Junior Sophister students of French take one of these options as equivalent to one of the French department options listed above, and complete one assignment. Information on these courses is detailed at the end of this document. The appropriate form should be completed and returned directly to CLCS by Friday 26 February 2016. (This is in addition to the form you are returning to the French Department). 15 16
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Linguistic Options
2016-2017
The following options in linguistics may be available to students in the Departments of French, German, Italian, modern Irish, Russian and Hispanic Studies:
Aspects of written language –LI237A (Michaelmas term) 5 ECTS Language learning – LI233A (Michaelmas term) 5 ECTS Aspects of vocabulary – LI231A (Hilary term) 5 ECTS Sociolinguistics – LI234A (Hilary term) 5 ECTS
The conditions on which students may take these options are determined by the schools and departments concerned, from which further details should be sought. 17
Michaelmas term only
Aspects of Written Language (5 credits) – Dr. Sarah O’Brien
This module examines the phenomenon of written language from a range of perspectives. It begins by exploring the beginnings and historical development of writing, in the process considering the ways in which different writing systems (e.g., word-writing, syllable writing, alphabetic writing) represent different aspects of language. Further points of discussion will be drawn from among the following: the debate around the social and individual consequences of literacy; the orthography of English; the mental processes involved in reading; written texts as coherent communicative acts; information structure and flow in written texts; differences between the language of speech and the language of writing; and the use of written language in communication technologies. There is no textbook for this module; instead, students will be recommended selected readings for the different topics covered.
Assessment: Students are required to submit one mid-term assignment of 2,000 words (50%) and a term essay of 2,000 words (50%).
Language Learning (5 credits) – Dr. De Angelis
This module introduces students to key issues and findings in language acquisition research. The principal focus will be on second language acquisition, but first language acquisition will also be covered. Topics to be addressed will include: child language acquisition, the nature-nurture debate, errors and learning strategies, the learner’s ‘internal syllabus’, individual learner differences, theories of second language acquisition, communication strategies and second language teaching. Major references: Cook, V. and Singleton, D. (2014) Key Topics in Second Language Acquisition. Bristol: Multilingual Matters. Ellis, R. and Shintani, N. (2014) Exploring Language Pedagogy through Second Language Acquisition Research. London: Routledge. Mitchell, R., Myles, F. Marsden, E. (2013) Second Language Learning Theories. Third Edition. Abingdon: Routledge.
Assessment: Students are required to submit a term essay of 4,000 words. 18
Hilary term only
Sociolinguistics (5 credits) - Dr. Kallen
This module is an introduction to the study of language in its social context. Topics include accents, dialects, and standards; social dialects depending on factors such as age, gender, socioeconomic class, and social network; the relationship between language variation and language change; language planning and bilingualism; language and gender, linguistic landscape, language and culture, and language disadvantage and human rights.
Textbook: Ronald Wardhaugh and Janet M. Fuller. 2015. An Introduction to Sociolinguistics. 7th edn. Oxford: Wiley-Blackwell.
Assessment: Students are required to submit a term essay of up to 4,000 words.
Aspects of Vocabulary (5 credits) – Dr. Uí Dhonnchadha
This module will attempt to demonstrate that almost everything in language is related in some way or other to words we use, and that the lexical dimension of language needs to be viewed as more than just a list of lexical items. The topics to be adressed include: the nature of the lexicon and its relationship to syntax, morphology, phonology and meaning. We will also look at lexical partnerships, lexical variation and change, lexical acquisition and the teaching of vocabulary, the taboo lexicon, and lexicon and the brain. Major references: D. Singleton (2000) Language and the Lexicon: An Introduction. London: Edward Arnold. R. W. Fasold & J. Connor-Linton, Eds. (2014). An Introduction to Language and Linguistics. Cambridge University Press. R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca- López (2010) Insights into Non-native Vocabulary Teaching and Learning. Bristol: Multilingual Matters.
Assessment: Students are required to submit a term essay of 4,000 words. 19
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Options in Linguistics For students other than Junior Freshmen 2016 - 2017 The options described previously are available to students in the Departments of French, German, Modern Irish, Italian, Russian and Hispanic Studies on conditions laid down by those departments.
Students who wish to take any of these options should fill in the form below and either hand deliver or post the form back to the CENTRE FOR LANGUAGE AND COMMUNICATION STUDIES, Room 4091, Arts Building as soon as possible and in any case NOT LATER than 7 March 2016.
There is a maximum of 20 places in each option.
______
Surname: …………………………………………………….. First name: ………………………………………
Course: ……………………………………………………….. Department: ………………………………………
Student Number: ……………………………… Email address: …………………………………………….
2014/15 College standing (SF, JS, SS) …………………….
Option Choice Duration Assessment ECTS Choice (please tick box) Aspects of Written MT term essay(s) 5 Language Language Learning MT term essay(s) 5 Sociolinguistics HT term essay(s) 5 Aspects of Vocabulary HT term essay(s) 5 20
CLCS LINGUISTICS OPTIONS
Summary of departments’ assessment requirements
______
French
Junior Sophister students may substitute one Linguistics Option for one French Option. They are required to write a term essay (or essays), but are not required to sit an examination.
Germanic Studies
Senior Freshman and Junior Sophisters TSM students may take one Linguistic Option in either their Senior Freshman or Junior Sophister year. They are required to write a term essay (or essays), for the Linguistic Option.
Senior Sophisters (Pattern B only) may substitute two Linguistics Options, normally one in each term, for one Germanic Studies option. They are required to write a term essay (or essays) for each Linguistics Option.
Hispanic Studies
Senior Freshman TSM may take one Linguistic Option in SF year. They submit a term essay (or essays). Students will be exempted from one Spanish Course only.
Only students who are not taking a Broad Curriculum course can select a Linguistics course in Senior Freshman.
Modern Irish
Senior Freshman and Junior Sophister students may substitute one Linguistics Options for one Irish option. They are required to write a term essay (or essays), for each Linguistics Option.
Italian
T.S.M. Junior and Senior Sophisters may take one Linguistics Option in a given year. They submit a term essay (or essays). Students of Italian will not normally be allowed to take more than one option outside the Department in any one year.
Russian
Junior Sophisters may take one Linguistic Option in a given year. They submit a term essay (or essays).
Senior Sophisters may substitute two Linguistics Options, normally one in each term, for one Russian option. They are required to write a term essay (or essays), for each Linguistics Option. 21
January 2016