Course Syllabus

I. Course Code: CMAS 1100

II. Course Title: Cooking Theory & Food ScienceNumber of Credits: 3 Credits

Instructor’s name Phone # NECI EmailChef Emma Cutler 802-229-3767

(National Life) Emma.Cutler@neci.edu

III. Course Description and RationaleCooking Theory and Food Science is designed to help students understand the relationship

between practical cooking applications and theoretical information, especially as they are related to understanding and following recipes. Areas considered include the nature of food components and how they can be changed and controlled in typical cooking situations and the vocabulary of cooking.

Understanding the ingredients, procedures and underlying principles are essential to the success of culinary students. A chef is responsible for training and supervising a safe, skilled and efficient staff. To do this requires an ability to understand the “why” behind what we do in the kitchen. Understanding the nature of food and how it reacts when cooked enables a chef to interpret, adapt and create recipes with confidence. This class will serve as the first of many where the student can acquire such skills.

III. Course Evidence:

Evidence Descriptions Associated StandardsCooking Theory Reading Responses: Students will be assigned food science readings. Students will be given various assignments to demonstrate their leaning/findings for each reading. Students are expected to complete readings and questions as assigned.

CCTAR Analytic Reasoning and Problem Solving 2CCTW Writing 1

Cooking Theory Daily Lab & Practical Cooking Test Students will complete a practical exam in which certain culinary techniques will be assigned to evaluate the students’ ability to apply the principles covered during the class. Each student will be randomly assigned a Protein, Starch, Vegetable and Sauce. In addition, each student will be randomly asked a series of questions he/she must answer, the instructor will assess their ability to describe and to apply various cooking principles.

CAPC Fundamentals of Professional Cooking1-3,6-11,16-18ASFS Food Science 1-12CAS Applied Sanitation and Hygiene 1,2,10-12,14

Personal and Professional DevelopmentStudents will be evaluated on their professionalism in the classroom. Elements of evidence include; attendance, communications, organization and daily preparedness.

PPCDPD Professional Demeanor 1, 3-13

IV. Course StandardsCCTAR Analytic Reasoning and Problem Solving The student will be able to use observation, research, experience and creativity to develop a critical and careful response to a written work or an observed situation. The standard is met when the student, through his/her writing and discussions:

2. Demonstrates critical reading skills by identifying key concepts in books, journals and other sources.

CCTW Writing

The student writes to demonstrate his/her understanding of the components of good writing in a variety of styles. Through the active process of writing and revising, the student establishes his/her point of view in a disciplined and sophisticated manner. The standard is met when the student:

1. Demonstrates an ability to draft, revise and finalize written work at a professional level by clearly articulating main ideas, providing appropriate supporting information, following an organized structure, using the appropriate tone and maintaining correct sentence-level grammar.

PPCDPD Professional Demeanor The student is exposed to the many facets of professionalism in the foodservice industry to help inspire good behavior, sound communication skills and an enhanced work ethic. The standard is met when the student:

1. Uses positives critiques to revise work and to improve work until at standard3. Participates in curricular activities and projects4. Meets established appearance and grooming for back and front of the house classes and projects a professional appearance and demeanor on campus and its different outlets5. Uses appropriate language and decorum6. Attends classes punctually and with dependability7. Actively listens and participates in class 8. Prepares for class and station changes. Anticipates the next job.9. Clearly communicates special needs or information to instructors or peers10. Shows an understanding of their role and responsibilities working in a group11. Shows respect for others and maintain professional relationship with class members 12. Accepts differences and identifies contributions of individual team members in order to achieve and support group goals13. Shows flexibility to new situations and adapts to changes

CAPC Fundamentals of Professional Cooking Through the study of basic culinary terminology and cooking techniques, the student will gain exposure to the principals of cooking. The student demonstrates and applies these basic culinary fundamentals and puts them into practice. The standard is met when the student:

1. Defines, understands and uses culinary terminology2. Identifies and uses the proper equipment for specific cooking production3. Produces knife cuts with regular consistency and minimum waste6. Reads recipe and collects ingredients and equipment needed7. Follows recipes accurately identifying and controlling important steps and their correct sequence8. Applies the basic cooking techniques to make poultry stocks, white and brown meat stocks, vegetable stocks, fish stock, demi-glace and glace de viande9. Applies the basic cooking techniques to make broth, consommé, thickened soups, and pureed soups10. Applies basic cooking techniques to prepare mother sauces, emulsified sauces, reduction sauce and starch thickened sauces11. Demonstrates the ability to use liaison12. Demonstrates the ability to make emulsions16, Demonstrates the ability to use proper cooking techniques when frying, pan-frying, grilling, roasting, sautéing, poaching, steaming and braising17. Demonstrates ability to apply basic cooking techniques for vegetable cookery18. Demonstrates ability to apply basic cooking techniques for starch cookery

ASFS Food Science Without a basic knowledge of food science, a chef would be unable to successfully control the process and final results of food preparation. The student demonstrates and applies basic food theory while practicing the fundamental techniques of cooking. The standard is met when the student:

1. Explains heat transfer by identifying the controls for convection, conduction and radiation2. Explains heat transfer by relating the conductivity and reactivity of metals used in cooking

equipment3. Identifies the four basic food molecules and relates the importance of the basic structures to

cooking applications

4. Describes protein coagulation and identifies its occurrence with various culinary applications5. Describes starch gelatinization and identifies both root and grain-based starches and their gelling

qualities6. Demonstrates the ability to use starches to thicken sauces7. Identifies differences between simple and complex carbohydrates and relates the breakdown of

complex carbohydrates to the thickening process8. Describes the process of emulsification and demonstrates the associated techniques required to

create warm and cold emulsified sauces9. Defines dry and moist heat cooking methods and describes the types of foods associated with

these practices10. Executes proper cooking techniques for meat, poultry and seafood using dry and moist heat

cooking methods11. Explains the basic color pigments in plants and cooking procedures used to control color, texture

and flavor12. Executes proper cooking techniques for vegetables and starches using dry and moist heat cooking

methods

CAS Applied Sanitation and Hygiene The student uses concepts of safe food handling to plan and execute the preparation and service of food, maintaining the safety and quality of food from receiving to serving. The standard is met when the student:

1. Assists in self-inspections and documents the quality of practices using self-inspection forms2. Labels prepared food following established operation procedures10. Properly maintains equipment and hand tools cleaned and sanitized between tasks11. Properly washes hands and uses sanitary gloves or other food barriers at appropriate times12. Uses tasting spoons and approved drinking vessels14. Maintains personal hygiene practices such as wearing clean and neat work clothes

V. Rituals and Routines

Welcome to Cooking Theory and Food Science. This class has been designed to introduce you to fundamental techniques in stock, sauce making, and basic theories as they apply to proteins, vegetables, starches and cooking methods. Keep in mind this course is designed to start building your foundation in the culinary world; approach this course with an open mind and open senses. If for any reason you will be late or unable to attend class, it is imperative that you call the Chef. The telephone number for the kitchen is 229-3397, please make sure your call out absent prior to start of class. No third party messages will be accepted – sending word through a coworker or classmate would not save your job in the real world or save you here. Before starting work in the kitchen, Chef will issue side towels. At this time, the Chef will check to see that you are properly outfitted to begin class with the brigade review. You will be checked for the following: Your NECI Sanitation Card Your Thermometer Alcohol Swabs Name Tag Clean Shaven (the night before is not acceptable) No jewelry except wedding band

Clean uniform Sharpie marker, pen, and pocket note pad

As mentioned previously, we encourage you to come to class prepared and take the opportunity to build your culinary foundation.

Additional Notes For National Life Labs:

Welcome to the kitchens of NECI at National Life Contacts: Chef Anne Vogel—229-3292 annesvogel@neci.eduChef Steve Stoufer—229-3411 steves@neci.edu or sstoufer@nationallife.comChef Emma Cutler-229.3397 emma.cutler@neci.edu Parking for this facility by all NECI students and staff shall be in section “C” of the main parking lot. This section is exclusive to the back most row of spaces in the parking area beginning at the light post with “C”. The National Life facility is a secure building and no one without proper identification will be allowed to travel through the building. Students should work to carpool and come together as a group and identify themselves to the security desk as students to the security officers at the front desk. There is to be no smoking on the way to or in front of the building by any NECI students or staff at any time. The only designated smoking area will be in the rear of the building and will be identified when a first day tour is conducted. Uniforms are to be worn in full—excluding aprons and hats—at all times when entering, leaving, and within the building. All uniform and grooming standards outlined in the student handbook will be administered by all teaching chefs to all classes. Student meal periods for the catering class will be lunch at 1:00 pm unless previously arranged by your respective chef. Meals for students are to come from the hot lines only, with drinks being canned sodas (non energy drinks) and milk. Bottled water is available in bulk and must be used as team water and distributed by your Chef. In the event of special dietary needs please connect with Chef Steve to arrange for meals. All Chefs and the management staff at NECI at National Life will answer any questions you may have regarding what may and may not be acceptable food and drink items for students and staff. The kitchens at National Life are electric and steam powered. This will require a bit of patience on your part. Many of the pieces of cooking equipment are original to the building (circa 1958) and may not be familiar to many cooks who have worked in gas fired kitchens. Although in excellent working condition, care should be taken to operate

and maintain the equipment in the most safe and proper manner. Instruction will be given by Chef Erik and/or Chef Steve for the most effective use of these tools. As in all kitchens, professional behavior is essential when using all kitchen equipment and utensils. Please notify your chef or Chef Steve directly as to any needs or concerns regarding the facilities here at NECI at National Life. Chef Steve is the liaison between NECI and National Life and will be happy to field any concerns or needs. All stewarding will be handled by the NECI at National Life staff. Please respect the efforts of those who are here to enhance your ability to learn. Many of our stewards are special needs individuals and have specific programs to which they are accustom to following for daily routines. Please notify Chef Steve if any questions regarding any of the NECI at National Life staff. Dumb waiters in the main kitchen are clearly marked for food items and dirty plastics. Under no circumstances are any dish items to be left on the shelves of the dumb waiters. Your chef and/or Chef Steve will guide you as to the proper use of these lifts. Dumb waiters are to be cleared at the end of each shift/class—Chefs will direct you as to how and where. The main freight elevator is for freight only and is not to be used to carry NECI students under any circumstances. This is a large kitchen that services some 1,600 guests for lunch every day and creates meals and banquets for thousands of NECI clients through our catering department every year. Enjoy your time here and respect the time that many students after you will have here.

VI. Course Schedule & Lesson Topics

1. Introduction, overview, station mis en place, sanitation and Consommé.

2. Principles of stock making, Broth style soups.

3. Cream and puree soups.

4. Starches, thickening agents, Bechamel and Veloute.

5. Espagnole, Demi–glace,

6. Tomato sauce and derivatives, fresh pasta.

7. Fats and emulsions.

8. Grains & Pasta

9. Vegetable cookery

10. Legume & Potato Cookery

11. Principles of cookery, moist heat cookery.

12. Dry heat cookery.

13. Practical Review

14. Practical.

15.Practical

VII. Course Rubrics

Cooking Theory Reading Response RubricElement of Evidence Missing

Evidence Below

Standard(I)

Meets Standard (MS)

Exceeds Standard

(ES)

Reading & Homework Responses: Appearance and Timeliness

Reading Responses were not handed in on time and complete Reading Responses were not typed or neatly written

Reading Responses

Reading Responses were handed in on time

Reading Responses were typed or neatly written and organized

Reading Responses were extremely neat and organized

Project had added information and or diagrams that went beyond what was

were organized incorrectly and are generally careless in appearance

required

Reading & Homework Responses: Cooking Methods

Reading responses demonstrate a lack of understanding by incorrect application of theories, poor use of terms, and/or incomplete responses.

Uses terminology correctly

Demonstrates an understanding of cooking theory and applications as it applies to; stocks, soups, sauces, vegetables, starches, proteins, and cooking methods.

All responses were completed and correct

Questions had added information that went beyond and/or showed evidence of thorough understanding of topic.

Cooking Practical RubricElement of Evidence Missing

Evidence Below

Standard(I)

Meets Standard (MS)

Exceeds Standard

(ES)

SaucesNeeds supervision with handling ingredients and applying cooking techniques in proper sequence.

Cannot distinguish

Understands the controls to ensure flavor, color, clarity and texture.

With assistance, handles the ingredients and applies the techniques in proper

Independently handles the ingredients and applies the techniques in proper sequence.

Can suggest solutions or regulate controls to

between poor and acceptable results.

sequence.

Recognizes poor and acceptable results.

correct poor quality outcomes.

ProteinsNeeds supervision handling ingredients and applying techniques in proper sequence.

May not be able to distinguish between poor and acceptable results.

Understands the controls to ensure flavor, color, and texture.

With assistance, handles the ingredients and applies the techniques in proper sequence.

Recognizes poor and acceptable results.

Independently handles ingredients and applies techniques in proper sequence.

Suggests solutions or regulates controls to correct poor quality outcomes.

Vegetable Needs supervision handling ingredients and applying techniques in proper sequence.

Understands the controls to ensure flavor, color, and texture.

With assistance, handles the ingredients and applies the techniques in proper sequence.

Recognizes poor and acceptable results.

Independently handles ingredients and applies techniques in proper sequence.

Suggests solutions or regulates controls to correct poor quality outcomes.

StarchesNeeds supervision handling ingredients and applying techniques in proper

Understands the controls to ensure flavor, color, and texture.

With assistance,

Independently handles ingredients and applies techniques in proper sequence.

sequence.

May not be able to distinguish between poor and acceptable results.

handles the ingredients and applies the techniques in proper sequence.

Recognizes poor and acceptable results.

Suggests solutions or regulates controls to correct poor quality.

Kitchen Organization

Needs prompting to work efficiently, accurately, and organized in the kitchen.

Has difficulty in organizing and sequencing of tasks.

Needs assistance to multi-task

Demonstrates the ability to work efficiently, accurately, and organized most of the time.

Might need prompting about organization and sequencing of tasks.

Practical was completed within guidelines allotted for time

Demonstrates a good ability to work efficiently, accurately, and organizes in the kitchen.

Multi-tasks well and anticipates needs

Practical was completed within guidelines allotted for time

Personal & Professional Rubric for Production Setting Element of Evidence

Missing Evidence

BelowStandard

(I)

Meets Standard (MS)

Exceeds Standard

(ES)

Sanitation Habits

Has very little understanding of proper sanitation habits

Has responsible personal hygiene habits

Regularly incorporates

Has model hygiene habits and can be relied on to demonstrate and explain

Must be prompted to improve personal hygiene

Does not regularly incorporate rules for safe food handling in daily tasks

rules for safe food handling in daily tasks.

rules for sanitation to others.

Appearance and Grooming

Frequently needs prompting about uniform or attire. Has been asked to correct poorly laundered uniform or polished shoes

Does not maintain a clean apron, jacket or uniform throughout the day

Personal grooming such as hair needs addressing

Is regularly in uniform at the beginning of class.

Wears only well-laundered and pressed uniforms and polished shoes

Maintains overall appearance throughout the day

Personal grooming is always neat and professional

Wears only well laundered and pressed uniforms showing minimal signs of wear

Language and Decorum

Acts or speaks inappropriately at times

Needs prompting to respect people and situations

Good self-awareness; works to maintain composure

Uses appropriate tone and language

Act as an example to others

Acts or speaks respectfully and matches behavior to setting

Communication Has difficulty expressing ideas verbally or written

Verbal and written communication is clear

Anticipates outcomes and can clearly articulate verbally and written

Attendance and Punctuality

Does not follow established protocols for reporting absences

Has a habit for being tardy

Communicates lack of concern for collecting missed assignments or rescheduling class time

Poor attendance and behavior interferes with education

Attends class regularly and is punctual

If absent or tardy, follows established protocol for reporting

Actively works to collect missed assignments and reschedule class time

Perfect class attendance. Is never late for class and often arrives early

Responsibility, Organization and daily preparedness

Shows difficulty understanding those responsibilities that affect his/her ability to organize effectively;

Comes to class with a good understanding of responsibilities

Needs infrequent coaching on

Comes to class with complete understanding of responsibilities

Uses his/her

Needs constant coaching on organizational skills

Does not review course materials

Assignments are regularly turned in late or incomplete

organizational skills

Receives and acts on feedback positively

Assignments are submitted on time and of good quality

understanding to organize tasks without assistance

Needs minimal to no coaching on organizational skills

Uses course materials to prepare ahead

Assignments are turned in on time or ahead of time and are complete and of professional quality

Participation in Class Discussions & Activities

Waits to be called on before participating;

Limited involvement in group work

Participates regularly in class discussions and group work;

Asks questions, and maintains discussion relevant to the topic.

Is actively engaged; makes thoughtful and intelligent connections between topics;

Initiates discussions relevant to topic

Flexibility – adapting to change

Struggles with change.

Works competently on tasks but can be sidetracked with new or changing

Can be approached with changes.

Responds positively to new requests or changing information.

Anticipates change, can identify need for change or flexibility.

Works to find solutions and can act independently

information.

May need prompting to act positively. With assistance can redirect efforts to incorporate changes.

Works to find solutions.

to make changes.

Continuous Efforts for Improvement - Response to Instruction

Does not revise work

Relies on instructors to suggest ways to improve

Lacks critical review skills

Uses instructor feedback to revise work

Has good critical review skills

Works to meet standards

Demonstrates frequent self-reflection and strives for continual improvement

Engages instructor and suggests ways to improve his/her work

Teamwork & Success of Others

Places individual goals before class goals;

Limited involvement in class work;

Has difficulty developing working relationships with team members.

May not always respond positively to request for help

Actively participates in class activities;

Shows awareness of group dynamics;

Makes good effort to help class accomplish tasks and function well as a team.

Is approachable by others and is willing to assist and support the group

Works effectively with all class members;

Supports peers to create a positive team environment.

Actively involves him/herself in assisting and supporting others

Rarely is a respectful audience for peers

Is a respectful audience for peers

Conceptual Understanding

Appears disinterested in grasping the key points covered in class.

Unable to answer questions.

Unable to take lecture material and apply it in practical situation.

Demonstrates engagement with the material and an understanding of key ideas

Correctly answers most questions

Demonstrates ability to apply some of the key points in discussion and /or production settings

Demonstrates strong understanding of materials

Provides highly perceptive answers to almost all questions (either written or orally).

Takes responsibility for their education by further exploring key concepts

Frequently relates material to relevant discussions or production setting

Glossary

Cooking Theory And

Food ScienceHeat Sources

Conduction: A method of heat transfer. Heat moves from one item to another by direct contact (from the pot to the stock), or from one part to another (the outside of a roast to the inside).

Radiation: A method of heat transfer using rays to heat (infrared broiler, microwave oven, grill, and irradiation. Infrared heat moves in all directions.

Convection: A method of heat transfer. Heat moves in air or liquid through currents.

Natural convection: boiling/mechanical convection: oven fan.

Cooking Metals Copper: Expensive, conducts superbly for fast and even heating. Pure copper cookware

can be harmful if used to cook acid foods (most foods are acid). Copper cookware must be lined with another metal like stainless steel (exceptions: egg whites and sugar).

Stainless Steel: This metal is prized, as it does not react with food because it is chemically stable. It does not conduct as well as copper or aluminum and has a tendency to develop hot spots or burn food. Coating the bottom of the pan with a disk of copper or aluminum can even this out.

Aluminum: The great advantage of aluminum is it’s cost and heat conductivity second only to copper. Aluminum does react with food and will turn white sauces gray-green.

Cast Iron: This form of metal has been used for several hundred years and has been preferred by many of our ancestors. It is relatively cheap and durable. Although it is a reactive metal, iron is seen as an important mineral for consumption. Do be careful using acidic foods in cast iron because it can discolor it and leave an unpleasant taste.

Glass/Ceramic: Although this is not a metal, it is often used in different places in the kitchen. All glass-derived equipment is non-reactive which is great for foods that are high in acid. One disadvantage is that they do break easily and therefore pose a potential physical hazard.

Cooking Methods Moist Heat Cooking: Any cooking method that employs the use of moisture for cooking

and heating. Boiling, simmering, poaching, stewing, braising, steaming, and pressure-cooking.

Dry Heat Cooking: Any cooking method that does not use moisture as a form to heat or cook food. Roasting, baking, broiling, toasting, pan-frying, deep fat frying, and microwave cooking.

Bake: To cook by surrounding with hot, dry air. Usually refers to breads, pastries, vegetables and fish

Roast: to oven cook food in an uncoverd pan, a method that usually produces a well browned exterior and moist interior. Roasting generally requires tender pieces of meat or poultry.

Griddle: to cook on a solid flat surface (flat top) called a griddle.

Grill: to cook over an open grid with radiant heat from below.

Broil: To cook with radiant heat from above.

Pan Broil: To cook uncovered in a sauté pan or skillet with little or no fat. (blackening, Teflon cookery).

Sauté: To cook briskly in a hot pan with a small amount of fat. French verb – to jump)

Deep Fry: To cook submerged in hot fat.

Pan Fry: To cook uncovered in a moderate amount of fat over moderate heat. Par Cook: To cook partially by any method.

Blanch: To cook an item partially or very briefly in boiling water or hot fat. Blanching partially cooks an item before service (vegetables, French fries). Or is used as a preparation technique to loosen peels from vegetables, fruits, and nuts. Blanching bones means starting bones in cold water and bringing up to a boil. The cloudy water is discarded and fresh water added. This is used to make white veal stock clear.

Shock: To rapidly chill foods in order to stop cooking and/or set color.

Refresh: To rinse in cold water. Also to freshen in cold water, as in lettuce and other greens.

Poach: To cook gently in a liquid (water, broth, wine, syrup, court bouillon) that is not but not actually bubbling, 160-180°F. Poaching is used to cook delicate foods like fish, or to par cook an item (e.g. variety of meats) to remove undesirable flavors.

Simmer: To cook in a gently bubbling liquid about 185-205°F Most foods cooking in

liquid are simmered; boiling, with its intense agitation and temperatures, can harmful to taste and appearance.

Boil: To cook in liquid that is bubbling rapidly at 212°F.

Braise: To brown in fat then cook covered in a small amount of liquid approximately

halfway up.

Sear: To brown the surface of the food with high heat to increase flavor and appearance

(does not seal in juices).

Glaze: To make a food glossy by browning under a broiler, salamander, or in a hot oven.

Gratiner: Cook until golden brown in a very hot oven or under a broiler.

Carry over Cooking: The rise in internal temperature after an item is removed from the heat source. Conduction continues to carry heat from the outside inward until the heat is equalized.

Rest: To allow time after cooking and before service for heat to equalize and juices to distribute evenly.

Sweat: To cook slowly in fat without browning (cook without color).

Caramelize: To brown the sugars (starts at 310°F).

Etouffer: To cook under a cover with very little moisture.

Tomber: To cook vegetables in butter liquid until liquid is completely evaporated. Temper: To mix a hot and cool liquid a bit at a time. Add some hot liquid to the cold

liquid and stir then add all to the hot mixture.

Knife Cuts Chiffonade: To thinly slice, paper thin slices of leafy vegetables or greens.

Rondelles (Rounds): Disk shaped slices of cylindrical vegetables or fruits.

Coarse Chop: Chopping vegetables into shapes that although not uniform have the

approximately same shape. The coarse chop can vary from small, medium, to large depending on the use and end result.

Julienne: A uniform stick shaped piece 1/8” X 1/8”X 1 to 2 ½”.

Batonnet: A uniform stick shape piece with dimension of ¼” X ¼” X 2 to 2 ½”. Brunoise: A uniform cube shaped piece cut from a julienne to have a uniform 1/8” on all

sides. Some people also make a brunoise into smaller cubes of 1/16” and call them a brunoise.

Small Dice: A uniform cube shaped piece cut from a batonnet to have a uniform ¼” on all sides.

Medium Dice: A cube shaped item with a 3/8” on all sides.

Large Dice: A cube shaped piece with a 5/8” on all sides.

Mince: An item cut into very small pieces. Often used for garlic, shallots, and herbs.

Concasser: “To rough chop”, sometimes chefs say it to denote peeled, seeded, and rough chopped. Usually associated with tomatoes.

Emonder: To peel by blanching. Macedoine: Cooked, raw vegetables or fruit (a colorful mixture arranged artistically)

served under or around an entrée or dessert. Often blanched first and then reheated with butter. Can also be part of a soup.

Stock, Sauce, Soup and Kitchen Terminology Mise en Place: “Put in place”, everything in its place. A constant state of readiness – a

general name given to those elementary preparations which are constant during the various stages of culinary production or preparation.

Mirepoix: Aromatic vegetables for adding flavor to stocks. Classic Mirepoix: Onions (50%) Carrots (25%) Celery (25%) White Mirepoix: Can contain the following: Leeks, Onions, Mushrooms,

Parsnips, and Turnips Cajun Mirepoix: Onions, Celery, Green Pepper

Matignon: Mixed vegetables used as a garnish, usually mirepoix cut attractively to be served in a sauce and not strained out. Classically also as the addition of lean ham or blanched bacon.

Pincer: To lightly brown, usually associated with tomatoes and tomato paste caramelized over bones.

Mijoter: To cook on the edge of the heat, to simmer. Used to allow the scum to settle on one side of the pot to make it easier to ecumer and degraisser.

Skim: To remove the impurities off the top of something. This is needed to ensure clarity as well as to improve the final flavor of the dish.

Ecumer: To skim the foam. Degraisser: To remove the fat.

Dépouiller: To skin, also to remove the scum.

Strain: To remove the solids from soup, sauce, or stock.

Dégorger: To rinse in cold water to remove impurities.

Steep: To infuse, to add flavor with solids in a bag.

Sucs: Pan drippings, congealed cooking juices.

Deglaze: To dissolve sucs by adding liquid and bringing to a boil.

Reduce au Sec: To evaporate until nearly dry (to concentrate flavors).

Reduce: To decrease the amount of liquid by simmering or boiling, often done to concentrate flavors.

Roux: A cooking of 50% fat and 50% flour by weight used as a thickening agent. The fat is used to coat each starch granule in order to prevent pre-gelatinization of the starches and the creation of lumps. There are classically three shades of roux. The lighter the color the better the thickening power and the darker the roux the more pronounced nutty flavor is produced but with less thickening power. Roux is best produced by melting whole or clarified butter over heat until melted and then adding the flour all at one time. The roux is then cooked over medium heat until the desired color is achieved.

White Roux: Pale roux cooked for 2-3 minutes. Blonde Roux: A lightly toasted roux cooked for around 5 minutes. Brown Roux: Pale to dark brown roux cooked for 10-15 minutes.

Lie: To lightly thicken a sauce or natural jus with a starch slurry.

Slurry: A mixture of a starch thickener and liquid (usually the cooled liquid that is to be thickened). The consistency of a slurry usually resembles heavy cream. The starch is added to a cold liquid to prevent the pre-gelatinization of the starches.

Singer: To sprinkle with flour. A form of creating a roux over melted fat and sweated mirepoix. Often the mirepoix is cooked in fat and then the flour is sprinkled over the top. This is often to thicken soups and sauces.

Monter au Beurre: to finish a dish with cold butter to enrich the flavor, add a flossy sheen, and help thicken a sauce or soup slightly.

Beurre Manie: A raw roux. Equal parts by weight of flour and butter. Beurre Manie is added into a sauce or soup during the final moments to act as a binder as well as a flavoring agent.

Nappé: To a syrupy consistency. Coats the back of a spoon. Consistency often sought after in a soup or a sauce.

Purée: To mash or change consistency. This can be done with a food mill, ricer, blender, food processor, or an immersion blender.

Rice: To pass through a ricer to eliminate lumps.

Steep: To infuse, to add flavor with solids in a bag.

Clarify: To remove the solid particles from the liquid to make it clear.

Mother Sauces: The basic sauces of classical French cuisine. Often used as the basis for other sauces.

Béchamel: Milk based sauce thickened with White Roux. Veloute: White Stock based sauce thickened with Pale Roux. Espagnole: Brown Stock thickened with Brown Roux. Tomato: Tomato and Mirepoix based sauce with White Stock. Hollandaise: Emulsified hot sauce made of egg yolks and butter.

Classical Sauce Demi-Glace: 50% Espagnole and 50% Brown stock reduced by half.

Natural Demi-Glace: Brown veal stock reduced by 50% (there is no starch thickener). The stock will “naturally” thicken through the evaporation of water and the concentration of solids.

Meat Glaze (Glace de Viande): Meat stock reduced to nappé by 75 - 90%.

Poultry Glaze (Glace de Volaille): Poultry stock reduced to nappé by 75 – 90%. Glace: A stock reduced to syrup.