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Trinity College Dublin

Two-Subject Moderatorship French

Senior Sophister

School of Languages, Literatures and Cultural Studies

Faculty of Arts, Humanities and Social Sciences

2012/13

Please note that a word version of this document is available from the Department webpage.

This Handbook 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. Copies of the University Calendar can be purchased, consulted in the Library, or on the web:

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

TABLE OF CONTENTS

General Information ……………………………………………………………….. Page 3

Senior Sophister Requirements and Assessment Procedures ……………….. Page 5

Overall Assessment………………………………………………………………… Page 6

ECTS ……………. …………………………………………………………………. Page 7

Examination Procedures …………………………………………………………… Page 8

Essay Writing & Writing in French …………………………………………….…. Page 10

Books………………………………………………………………………………… Page 12

Senior Sophister Modules:

Language ……………….……………………………………………………. Page 13

Topics ………………………………………………………………………… Page 14

Special Subjects (Dissertation)………………………………………….. 2

Plagiarism …………………………………………………………………………… Page 23

Important Calendar Regulations…………………………………………………... Page 24

Page 2

GENERAL INFORMATION

This handbook applies to all students taking Senior Sophister Two-Subject

Moderatorship French. It provides a guide to what is expected of you on this

programme, and the academic and personal support available to you. Please retain for

future reference.

The information provided in this handbook is accurate at time of preparation. Any

necessary revisions will be notified to students via College e-mail and the Department

notice board: be sure to consult both regularly. Please note that, in the event of any

conflict or inconsistency between the General Regulations published in the University

Calendar and information contained in course handbooks, the provisions of the

General Regulations will prevail.

The Department of French is part of the School of Languages, Literatures and Cultural

studies. Trinity College College has the world's oldest tradition of modern language

studies, with chairs dating back to 1776. Today the School of Languages, Literatures

and Cultural Studies combines the strengths of this tradition in a group of established

Departments which between them teach almost a dozen languages at undergraduate

and postgraduate level. The School's research in literary, language and cultural studies

ranges from the medieval to the very contemporary. The Head of School is Professor

David Scott and the School is part of the Faculty of Arts, Humanities and Social

Sciences. For further information, consult: http://www.tcd.ie/langs-lits-cultures/ .

LECTURING STAFF

Individual telephones can be accessed from outside College by pre-fixing (01) 896.

GENERAL INFORMATION

Department of French Staff 2012-2013

NAME EXT NO. RM EMAILGratton, Johnnie Prof.SS Year Coordinator

2278 4090 [email protected]

http://www.tcd.ie/langs-lits-cultures/

mailto:[email protected]

Arnold, Edward Dr. 1836 4106 [email protected], James Dr 1841 4107 [email protected]

Hoare, Rachel Dr. 1842 4103 [email protected] (on leave Michaelmas Term)

Kinsella, Ciara (HT only) 1451 4112 [email protected] Laudet, Claire Dr. 2313 4108 [email protected]

Lukes, Alexandra Dr 1977 4104 [email protected]

Opelz, Dr Hannes 1077 4111 [email protected]

Salerno-O'Shea, Paule Dr.


Scott, David Prof. 1374 3136 [email protected]

Lecteurs/Lectrices 1247 4077Daret, Lauranne [email protected]

Degez, Pauline [email protected]

Salimon, Sonia [email protected]

Language Assistants 1248 4078Deleuze, Marjorie Marjorie.deleuze@hotmail.

fr

Garnavault, Floriane [email protected]

Mniai, Soukayna [email protected]

Vaudour, Matthieu [email protected]

Wible, Zoé [email protected]

Postgrad Teaching AssistantsGubbins, Sarah [email protected], Robert [email protected], Rosie [email protected] Canada-Smith, Donna [email protected] Impens, Florence [email protected]

Departmental OfficesDoran, SineadKelly, Mary




























Corbett, Tracy (Mon.-Wed.)


SENIOR SOPHISTER REQUIREMENTS AND ASSESSMENT PROCEDURES

Please keep this document for reference

French Senior Sophister Year Learning Outcomes

On successful completion of the programme, students will 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,

organize 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,

analyze 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 analyze and contextualize 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

mobilize the knowledge, strategies and skills needed for further intellectual development and independent, life-long learning as well as for undertaking further, autonomous study.

The requirements for Senior Sophister students in TSM French in 2012-13 are as follows:

1. Language: All students are required to attend language classes, and submit regular written work.

2. Topics: Students select two Topics from the range offered. All choices are subject to availability, to timetable constraints and to the approval of the Head of Department. For details of courses, see list below. One assessment essay counting toward the overall final mark must be submitted in respect of each topic.

Length: 2,500 words

Submission dates:Essay 1: by 12pm on first day of HT (Monday 14 January 2013)Essay 2: by 12pm on Friday 22 March 2013)


One essay shall be in English and the other in French. Each of the essays furnishes 25% of the overall mark for each topic. The examination furnishes the remaining 50%.

3. Special Subject Dissertation: Each student selects a special subject of his or her own choice, in consultation with an appropriate member of staff. Please note that members of staff are instructed not to accept more than their quota of supervises, and the fact that a student wishes to be supervised by a member of staff does not guarantee that the member of staff will be able or willing to act. It would obviously be prudent to consult with the supervisor of your choice at an early stage. The candidate's work on this special subject is to be embodied in a dissertation of 9,000 to 12,000 words, to be written in English or French, or in an alternative piece of submitted work of a different nature but of comparable substance, to be submitted in either case by Dissertation: by 12pm 4 March 2013). A computer-generated word-count must be included on the title page of your submitted dissertation. Please note that, if you exceed the set word-limit, your dissertation will be returned with an instruction to reduce the length appropriately. It is the student’s responsibility to ensure (s)he maintains adequate contact with her/his supervisor, who will provide guidance on how to improve content. Students should also ensure that they receive a copy of the Departmental document which provides essential notes on preparation and presentation of dissertations.

4. Residence Abroad Requirements 1 : Students taking one or more modern languages other than English must spend not less than two months in the country of each language in order to fulfill the requirements of their course; students of Irish must spend at least the same amount of time in the Gaeltacht. The residence required for each language MUST BE COMPLETED before the moderatorship examination in that language. Students who fail to meet this requirement will have their Moderatorship exam results witheld. This requirement can be waived only in exceptional circumstances and with the prior approval of the schools or departments concerned.

OVERALL ASSESSMENT

The assessment for Moderatorship Part II for 2012-13 is set out below. The value of each component (1–6) in respect of calculating the overall mark for the SS year is proportionate to its ECTS weighting (i.e. each block of 10 ECTS provides one sixth of the marks making up the overall mark for the SS year).

1. Language paper I = 10 ECTS (Translation into French + résumé, with each element valued equally)2. Language paper II = 10 ECTS (Translation from French + essay in French, with each element valued equally)3. Topic I = 10 ECTS (with assessment essay and examination marks valued equally)4. Topic II = 10 ECTS (with assessment essay and examination marks valued equally)5. Special subject = 10 ECTS (dissertation or equivalent work to be submitted in French or English 6. Oral examination = 10 ECTS

1 See also Important Calendar Regulations, p 28.

Please note that, for purposes of the examination, the Written Language elements spread across FR4032 and FR4034 are re-distributed, with essay, résumé, translation into French and translation from French each worth 25% of the overall mark for the two examinations. Given that regular practice in each element enhances the student’s overall Written Language skills, this is entirely justifiable.

Finally, the overall percentage mark for the SS year (Mod Part II) is then combined with the overall percentage mark carried forward from the JS French year (Mod Part I) examination to produce a final mark out of 650/1000 (the remaining 350/1000 being allotted to the Minor subject). This final mark is composed of a mark out of 500 representing the percentage value achieved in Mod Part II and a mark out of 150 representing the percentage value achieved in Mod Part I.

Candidates are reminded that they must satisfy the examiners in respect of the language assessment as a whole (components 1,2 and 6 above) by achieving an average of 40/100 (or better).

The oral examination takes place in the presence of an extern examiner. As part of this examination, candidates will be required to deliver an oral exposé on one of two subjects chosen by the candidate, and approved in advance. The examination is followed immediately by discussion, also in French, of the candidate’s dissertation, which may result in a modification of the provisional mark given.

Students are required to submit two term essays during the year, one per topic and one of which must be written in French. Students may decide which topic their essay may be written on for each term (e.g. a student may submit a MT essay for Topic 1 in French and a HT essay for Topic 2 in English.)

Candidates should note that, following comments from extern examiners concerning an unduly narrow focus of study in some instances, all ‘Topic’ papers will carry the rubric that candidates should avoid substantial overlap with (a) answers on the same paper and (b) dissertation subjects.

WHAT IS ECTS?

The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area.

The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty.

The European norm for full-time study over one academic year is 60 credits. The Trinity academic year is 40 weeks from the start of Michaelmas Term to the end of the annual examination period. 1 ECTS credit represents 20-25 hours estimated student input, so a 10-credit module will be designed to require 200-250 hours of student input including class contact time and assessments.

ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component courses. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed.

EXAMINATION PROCEDURES

1) Examination papers and assessment essays will be set and marked according to the agreed procedures of the Department. In the case of Moderatorship (or degree) examinations, papers will be submitted to extern examiners for comment prior to submission to the Senior Lecturer’s office.

2) Sophister language papers and all Moderatorship part II papers will be double-marked.

3) For each year or course, a Chief Examiner will be appointed to co-ordinate the running of the examinations, return marks, and provide relevant information to candidates. The Chief Examiner shall, in agreement with the Head of Department, convene an examiners’ meeting to review and finalize marks, in the presence of extern examiners where a Moderatorship examination is concerned. In the case of interdisciplinary courses (ES, CSLL) the only function of the French Department meeting is to return a mark to the relevant course co-ordinating committee.

4) The criteria according to which papers will be assessed will be included in the Department’s Handbooks and circulated to students.

5) In the first instance, calculations of results will be mathematical based on the university’s general scheme (or reductions or multiples thereof):

Fail 2 extremely weak 0 - 29%Fail 1 weak 30 - 39%Third adequate 40 - 49%Lower Second quite good 50 - 59%Upper Second good 60 - 69%First excellent 70 - 100%

Where, in the case of an individual course, a scheme other than the one outlined above is in use, the Department will make returns according to that convention. Where the course requires a mark out of more than 100 to be returned, the Department will use that convention to make a return. The Department will ensure

through its Handbooks or otherwise that candidates for examinations are aware of the weighting of the respective components, and where questions on a given paper are not equally weighted, the rubric shall indicate the weighting of the components within the paper.

6) In particular, language examinations are subject to the rule set forth in the University Calendar, as interpreted in the Department’s Handbooks. Where a student fails to demonstrate proficiency in the language, the mark returned shall be either the actual mark obtained by the student in the relevant language components of the examination, or 38, whichever is the lower, this mark being scaled up where the conventions for return of marks require.

7) When the Department examiners’ meeting has had an opportunity to take cognisance of the mathematically derived marks, it may consider the spread of marks, the balance between marks of different classes (see 5 above) and take into account the possible implications of a given return. It may moderate individual marks. It will pay particular attention to marks close to a class border (i.e. marks where a slightly higher mark would result in the student being returned in another class). It shall pay special attention to ensuring that the moderation of an individual mark or overall return does not create inequalities or anomalies by promoting a student with a lower mathematically derived mark above a student who had achieved a higher mathematically derived mark, except where the spread of marks provides a justification for so doing.

8) In conformity to general university practice, the Department shall appoint one or several extern examiners. The extern examiner may see or review any marking within the Department, which may form part of a Moderatorship assessment. In practice, this means examination papers, dissertations and assessment essays counting towards overall assessment. In all normal circumstances, the recommendations of the extern examiner will be acted upon. In practice, extern examiners regularly have sight of the final year dissertations, and chief examiners or the Head of Department may refer any paper or piece of work for an opinion, especially where a class difference may potentially be involved. Students have the right to consult the Head of Department on any matter of concern to them. Where the concerns expressed relate to assessment marking, the Head of Department will normally inform the person whose marks are being referred for further examination, while safeguarding the confidentiality of students.

9) The extern examiner will endeavour to ensure that standards are broadly comparable with those applied elsewhere in these islands and that the Department’s own procedures are applied equitably to all students.

10)Students will, have access to their marks on the College’s website. They may seek further information from the Chief Examiner for the year or the Head of Department, of individual marks. The commitment to the provision of full information to students does not mean that this information will always be available outside the times prescribed by the Department.

11)The Department will not normally take into account medical evidence, except insofar as granting an extension to submission deadlines is concerned. Medical cases should be channelled through tutors to form the substance of an appeal.

12)Where a piece of assessed work counting towards an examination is not submitted and signed into the Department office by the published due-date, and an extension has not been granted by the Head of Department, prior to the published due-date, a return of 0 will normally be made.

13)Where a student is absent from a part of the examination only, or fails to submit required written work for assessment, and nevertheless achieves an overall pass mark, the Department will return a pass mark. Where a student is absent from a part of the examination only, and fails to achieve an overall pass mark, the Department will make a return indicating partial absence.

14)Where a student fails to complete the number of questions stipulated by the rubric in an examination, and nevertheless, some indication of an attempted answer, draft or plan, is available, credit for the assessable work will be given. In the absence of any such assessable material, a mark of 0 will be returned.

15)The Department reserves the right to give reduced credit to students who have failed to comply with the examination rubric.

16)Where a student at a Junior or Senior Sophister examination receives a mark of 70 or more (or its equivalent scaled up of down) in the oral examination, (s) he will be recommended for a distinction in the use of spoken French.

ESSAY WRITING & WRITING IN FRENCH

Essay Writing

The following criteria for are drawn to the attention of markers:

First classShows an intelligent awareness of the question’s implications, thorough knowledge of text /topic, sophisticated use of secondary sources, and of theoretical issues where appropriate. The argument clearly focuses on the question, and points are supported by relevant quotation. Original and imaginative response, sure grasp of subject, which may challenge received critical opinion.

Upper SecondShows a good understanding of the question and a thorough knowledge of the text/topic, with intelligent assimilation of secondary sources. The argument is coherent and clearly focused on the issue, and points are supported by relevant quotation. Intelligent general approach to the question, with clear analytical ability and evidence of independent critical response. May offer challenge to received critical opinion.

Lower SecondUnderstands the question and shows a sound knowledge of the text/topic, but may be narrow in frame of reference. Tendency to be narrative or descriptive rather than analytical, and discussion not always sharply focused on the question. Shows a generally capable but unimaginative approach to the question, and may be over-

dependent on secondary sources. Makes use of lecture notes but reluctant to challenge received critical opinion.

Third ClassFails to see all the implications of the question and reveals limited knowledge of the text/topic, with little reference beyond it? May well be sketchy and rather short. Argument may lack clarity and precise focus on the question. Makes dogmatic assertions unsupported by evidence; areas of irrelevance and generally over-descriptive. Shows a mechanical approach to the question and relies heavily on the uncritical reproduction of lecture notes. Little evidence of secondary reading.

FailMisses important implications of the question. Limited knowledge of the text/topic, with little reference beyond it. Largely descriptive, clumsy style and presentation poorly documented sources? Generally naive approach to the question with no evidence of secondary reading.

Serious FailFails to understand the question, poor knowledge of text/topic sources not documented. Fails to address the question, no evidence of secondary reading.

Writing in French

N.B. All written work submitted in French is assessed on the basis of a weighting for language of 30% and for content of 70%.

First classFrench largely free from grammatical error with qualities of idiom, lexis, syntax, and style. At the higher end, could almost pass for the work of a literate French person.

Upper SecondAmbitious French with a good level of grammatical accuracy and a positive attempt to display a range of idiom and lexis suitable to the subject. Very much at home in the language.

Lower SecondSound grammar and syntax, though with some errors, vocabulary mostly adequate to the subject, but with some clumsiness and anglicisms in the expression. Generally satisfactory grasp of French structures without showing exceptional flair.

Third ClassFrench comprehensible but clumsy and erratic, with a limited range of lexis and a sprinkling of serious grammatical errors; verb forms and tense use mostly correct.

FailFrench comprehensible but prone to gross errors and grammar. Limited range of vocabulary.

Serious FailUnacceptable frequency of inaccuracy, obvious anglicisms and patchy cohesion.

BOOKS

Book purchase is the personal responsibility of students. The Department will place orders for set texts with International Books, South Frederick St, Dublin 2. It is also possible to order books over the Internet from:

http://www.amazon.fr http://www.fnac.fr

Students are expected to acquire and familiarize themselves with a good monolingual dictionary. Le Petit Robert is recommended; if that is ruled out, on grounds of expense, Le Micro Robert is an acceptable substitute for most purposes. It is important to consider the illustrative examples in a dictionary, which is why shorter dictionaries are unsuitable for translation work. Anther good source of examples of usage is: http://atilf.atilf.fr/tlf.htm

http://atilf.atilf.fr/tlf.htm

http://www.fnac.fr/

http://www.amazon.fr/

SENIOR SOPHISTER MODULES

LANGUAGE

FR4032 Written Language (10 ECTS)

Module Teachers: Prof. Gratton, Dr Alyn-Stacey

Students will attend one weekly language class. This module aims to bring students to a high level of proficiency in the comprehension and expression of written French. Building on the JS language programme, the course will be evenly divided between the further development of skills in (a) translation from French into English, (b) translation from English into French, and (c) résumé.

You are required to submit work on a weekly basis: 4 exercises in each of the above skills in MT, and 4 of each in HT (leaving time for revision au choix). All work submitted by the set deadline will be individually marked and corrected.

Students are expected to make use of a suitable grammar text, such as Jacqueline Ollivier, Grammaire française (Harcourt Canada, ISBN 0-7747-3666-6); Roger Hawkins & Richard Towell, French Grammar and Usage (Arnold, London, ISBN 0-340-76075-3), or Byrne and Churchill, A Comprehensive French Grammar (Blackwell, Oxford, 0-631-14595-8). For résumé work, you should have a good monolingual dictionary such as Le Petit Robert, and for translation work a good bilingual dictionary such as the Oxford-Hachette French Dictionary.

Texts for study in class, and/or for written work outside of class will be distributed by course teachers.

Learning Outcomes

On successful completion of this module, students will be able to: Translate an English text into correct French, and a French text into idiomatic

English, retaining in each case a high level of equivalence with the original.

Demonstrate good comprehension of French, in particular by writing in correct French a résumé of a text on an intellectually challenging topic.

FR4033 Oral Language (10 ECTS)

Module Teachers: Lauranne Daret, Pauline Degez, Sonia Salimon

Students will attend one weekly class in this module throughout the year, taught by native French speakers. Classes will concentrate on developing aural comprehension and oral expression in French to a high standard of proficiency. Discussion will focus on aspects of contemporary French life and culture. It is vital that you attend these classes given that both your oral examination and your dissertation viva will take place in French.

Learning outcomes

On successful completion of the module, students will be able to:

Express themselves fluently and correctly in spoken French, on an intellectually challenging topic, coherently and with only brief notes.

FR4034 French Essay Writing Skills (10 ECTS)

Module Teachers: Lauranne Daret, Pauline Degez, Sonia Salimon

Students will attend one weekly class in this module throughout the year, taught by native French speakers. Classes will be used to develop your skills in essay writing in French, with the organisation of your written work (coherent structure, development of an argument etc.) being fostered and evaluated, as well as your linguistic qualities of written expression in French. Essay topics will reflect those discussed in the oral classes.

Back-up material will be distributed by the course teachers.

Learning outcomes

On successful completion of this module, students will be able to:

Express themselves fluently and correctly in French in writing, in a structured way, at a level of discourse appropriate to an academic setting and dealing with intellectually challenging topics.

TOPICS

Each Topic will count for 10 ECTS. It will be assessed by one coursework essay and one examination, which have equal weighting.

__________________________________________________________________

FR 4039 Visions and Revisions of Enlightenment (Dr. Hanrahan)

Lumières, Illuminismo, Aufklärung, Enlightenment: the ‘Age of Reason’ saw a Europe-wide movement of intense intellectual activity during the eighteenth century that led to dramatic social change across the continent. In France, it created the possibility for revolutionary upheaval and it has left us an intellectual heritage in the form of categories of understanding that still dominate Western thought: science, progress, equality, justice, toleration and individualism have lost none of their importance as concepts in social and political life. Indeed, examining the intellectual and socio-cultural origins of these concepts gives us a better understanding of contemporary debates, provided we do so critically. What is Enlightenment and how was its nature and influence measured by the major thinkers of the eighteenth century? How have subsequent periods viewed this heritage? This course will examine the intellectual and social practices of the Enlightenment through the study of a series of important

eighteenth-century works. It will then consider the legacy of the Enlightenment through the study of extracts from key critical texts of the nineteenth and twentieth centuries.

Enlightenment texts:Condorcet, Esquisse d’un tableau historique des progrès de l’esprit humain (1795)Diderot, Le Neveu de Rameau (1761)Diderot and D’Alembert, Encyclopédie: articles, ‘Discours prélimiaire’, ‘Encyclopédie’, ‘Philosophe’Kant, ‘Qu’est-ce que les lumières?’ (1784)Montesquieu, De l’esprit des lois, (extracts) (1748)Rousseau, Discours sur les sciences et les arts (1750)---, Du contrat social (1762)---, Les Confessions, (extracts) (1782)Voltaire, Traité sur la tolérance (1763)Critiques of Enlightenment :M. Foucault, Les mots et les choses (1966)---, Surveiller et punir (1975)J. Habermas, The Structural Transformation of the Public Sphere (1961)M. Horkheimer and T.W. Adorno, Dialectic of Enlightenment (1947)J. de Maistre, Considérations sur la France (1797)H. Taine, L’Ancien régime (1875)A. de Tocqueville, L’Ancien Régime et la Révolution (1856)

On successful completion of this module students should be able to:

Analyse critically and independently a variety of primary texts and documents in French from the 18th century

Outline how society has assimilated or rejected the intellectual heritage of the 18th century in subsequent centuries on the basis of an analysis of secondary texts in English and French

Discuss in broad terms the historical, social and cultural development of France during the 18th century

Organise and present ideas in English and French, in writing and orally, in order to produce structured and reasoned critical argument

Apply the specific methodologies of literary and historical analysis to the study of social change in 18th-century France

FR4037 Counter-Revolution Extreme Right(s) and Fascism in French Culture and Politics 1870-1945 (Dr. Arnold)

The objectives of this course are to give students an insight into one of the main varieties of European fascism and a grounding in the intellectual, political, social and historical background of France during the Third Republic. This approach will focus upon literary, political and cultural manifestations of French fascism and extreme right-wing thought which originated in the intellectual climate of the Belle Epoque and its "fin-de-siècle” mood, were developed during the interwar years and were forcibly expressed during the Occupation years. The interest of studying the precursors of French fascism resides in the fact that many of the themes developed in France in the Belle Epoque fed the ideology of Italian fascism and Nazism. This

has led many scholars to consider France as being the country which "invented" fascism.

To this effect, the first part of the course will evaluate the importance of the intellectual and historical precursors of French counter-revolutionary thought and fascism. This will include the study of the individuals (Drumont, Barrès, Maurras) and movements (Action Française, Ligue de la Patrie Française, Ligue des Patriotes) involved in events such as Boulangism and the Dreyfus Affair, and the concomitant antisemitism, racialism and nationalism. The writings of Communist, Marxist and Marxist revisionist theorists (Guesde, Jaurès, Blum) will also be briefly studied to give a contextual perspective to these emerging anti-enlightenment themes.

The second part of the course will investigate the influence of the Great War on the emergence of fascist doctrines, intellectuals and movements. A clear distinction can be made between literary, intellectual fascism (Drieu la Rochelle, Brasillach, Céline, Rebatet) and fascist or conservative-reactionary movements (le Faisceau, les Croix de Feu, le PSF, les Jeunesses Patriotes, le Francisme, la Cagoule, le PPF). The period of the Occupation and Vichy France -the third section of the course- is considered by some scholars to be the culminating point of the fascist temptation in France. Others see it as a return to conservative, reactionary values of pre-revolutionary France and not necessarily as a pure expression of French fascism.

The final section of the course will analyze the ideology and political myths of the Front National in France, and ask the question whether the movement of notably Jean-Marie le Pen has reactivated some aspects of this ideological tradition in France.

This course will be based on the study of primary sources of a varying nature (novels, autobiographies, political and economic programmes, visual and spoken propaganda, newspaper articles).

Learning outcomes:

On completion of this module, students will be able to:

Analyze critically and independently, in English and French, a variety of primary and secondary texts and documents from the relevant period and a variety of sources,

Demonstrate an understanding and an ability to work within the specificity of disciplines such as history, politics, literature, ideas and culture,

Demonstrate a broad and interrelated knowledge of the intellectual, political, social and historical background of France since the French Revolution

Demonstrate originality in identifying thematic research questions in the fields of history, politics, ideas and culture

Select and use appropriate methodologies and relevant resources

Demonstrate independence and originality in identifying research questions and critical concepts

Mobilize the knowledge, strategies and skills needed for further intellectual development and independent, lifelong learning.

Assessment essay questions:

1. What do you understand by the term “guerres franco-françaises”? Give examples of such events with reference to the themes of the course.

2. “[...] En réalité la véritable situation des gens que nous avions devant nous était pendant longtemps non pas de dire et de croire Dreyfus coupable, mais de croire et dire qu'innocent ou coupable on ne troublait pas, on ne bouleversait pas, on ne compromettait pas, on ne risquait pas pour un homme, pour un seul homme, la vie et le salut d'un peuple, l'énorme salut de tout un peuple [...]” What does this quotation tell you about the conflict of values between Dreyfusards and anti-dreyfusards?

3. To what extent can we say that Fascist ideology was invented during the Belle Epoque in France? Give precise examples to illustrate your answer.

4. How accurate is the term 'fascist' for describing extreme right-wing individuals, groups and ideologies in France from 1870 to 1945?

5. What is the relevance of the notions of decadence and palingenesis in the study of right-wing thought in France?

6. To what extent were the policies of Vichy the culmination of anti-enlightenment values?

7. « Comment voulez-vous gouverner un pays où il existe 258 variétés de fromage? » Give precise examples relating to the course that explain and illustrate de Gaulle’s comment about the nature of politics in France.

8. Le devoir de mémoire donne-t-il le droit d'ouvrir un procès perpétuel à la génération de la seconde guerre? Comment on this question with reference to individuals and the political choices they made during the Occupation.

FR 4036 French Travel Writing 1800-2000 (Prof. Scott)

Dating back many centuries, French travel writing had, by the 1800s, established itself as a major genre in France, and has been practised since by many authors. The aim of this course will be, while confronting the generical problems it raises, to explore the motivations — political, historical, literary, æsthetic — of its exponents and to investigate the myths and fantasies that form an inseparable part of it. Examples will be drawn from the work of poets, novelists, painters, semiologists and political scientists working over the last 150 years, and will cover voyages to Spain, North Africa, the Congo, the Near East, China, Japan, the Pacific, North America and Russia.

Barthes, Roland L’Empire des signes (Flammarion)Baudrillard, Jean Amérique (Livre de Poche)Claude Lévi-Strauss Tristes Tropiques (Plon ‘Pocket’)Fromentin, Eugène Un été dans le Sahara (Le Sycomore)Gauguin, Paul Oviri. Ecrits d’un sauvage (Gallimard: Idées)

Gautier, Théophile Voyage en Espagne (GF)Gide, André Voyage au Congo (Gallimard: Idées)Gide, André Retour de l’URSS (Gallimard: Idées)Michaux, Henri Un Barbara en Asie (Gallimard)Michaux, Henri Ecuador (Gallimard)Segalen, Victor Essai sur l’exotisme

On successful completion of this module, students should be able to:

Demonstrate substantial knowledge of the range of French travel writing 1800-2010

Demonstrate an acquaintance with the human sciences that have a bearing on travel writing, eg ethnology, sociology, semiotics

Show awareness of the key issues relating to intercultural confrontation: identity, the Other, colonialism

Evaluate and reflect critically on important travel writing issues

Make coherent and informative oral and written presentations on travel topics in both English and French

Apply the knowledge and skills acquired on this module to study or research in other related fields

FR4035 Writing the Other: Biography, Autobiography and Photography in Contemporary French Writing (Prof. Gratton)

Aims: This module begins by examining examples of biographical writing (where the ‘other’ is the biographical subject) with a view to broadening the notion of the ‘other’ in a more speculative manner to include lines of inquiry such as:

1) the mixing of autobiographical and fictional elements into the biographical project; 2) the photographic image as the ‘other’ of written text;3) the instance or experience of the self as ‘other’;4) the ‘otherness’ of memory itself.

Students will be encouraged to develop their own interests and insights by comparing and contrasting works by different authors among the prescribed texts. While several of the prescribed texts are relatively short, students should note that they will also be required to engage with a selection of the critical and theoretical works recommended in the secondary reading list (to be distributed at the start of the course).

Objectives: Through exposure to a variety of texts that mix the biographical, the autobiographical and the photographic, students will become familiar with the key issue of generic hybridity in contemporary French writing and will become acquainted with a number of important theoretical preoccupations in contemporary critical thought, such as the theory of the subject, self/other relations, and issues in textual/visual studies. Students will have developed their close reading skills, their ability to compare and contrast works by different authors, and their capacity to

exercise initiative in the way they go about defining and pursuing their own areas of interest within the course

Structure: Weekly two-hour seminars throughout the academic year.

Prescribed Texts (in taught order)

Semester 1Ernaux, Annie, La Place (1983, Folio p/b edition), Ernaux, Annie, Une Femme (1987, Folio p/b edition)Modiano, Patrick, Dora Bruder (1997, Folio p/b edition)Carrère, Emmanuel, L’Adversaire (2000, Folio p/b edition)

Semester 2Barthes, Roland, La Chambre claire (Seuil/Gallimard, 1980)Duperey, Annie, Le Voile noir (1992, Seuil ‘Points’ p/b edition)Depardon, Raymond, Errance (2000, Seuil ‘Points’ p/b edition)Calle, Sophie, Des Histoires vraies (Actes Sud, 2006)Calle, Sophie, L’EROUV de Jérusalem (Actes Sud, 1996)Ernaux, Annie, Marie, Marc, L’Usage de la photo (2005, Folio p/b edition)

(NB Dates above refer to year of original publication not that of subsequent paperback (p/b) reprints)

Seminar Programme

Semester 1 (week 7 = Study Week)1-1 Contact Session/Introduction2-2 Ernaux, La Place3-3 Ernaux, Une Femme4-6 Modiano, Dora Bruder8-10 Carrère, L’Adversaire11-12 Barthes, La Chambre Claire

Semester 2 (Week 7 = Study Week)1-3 Duperey, Le Voile noir4-5 Depardon, Errance6-8 Calle, Des histories vraies9-9 Calle, L’Erouv10-12 Ernaux / Marie, L’Usage de la photo

Learning Outcomes

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

Analyse critically and independently, in English and French, the set texts and related secondary works of both a specific and general nature

Demonstrate a sound understanding of the interrelatedness of biography, autobiography and photography in relevant examples of contemporary French writing

Organise and present ideas in English and French, in writing and orally, within the framework of a structured and reasoned critical argument

Mobilise the knowledge and skills needed for further intellectual development or research and independent life-long learning.

Essay TopicsThese can be made available, but students are encouraged to propose topics arising from their own interests.)

FR4040 Writing and Deconstruction (Dr Opelz)_____________________________________________________________Ever since Plato sought to divorce writing from speech and thus relegate the former to little more than a defective, if not an altogether unreliable form of the latter, the question of writing lay dormant, century after century, as Western philosophy unfolded and spread its sway. Heedless of its own potentially problematic status as a mode of written discourse, philosophy set course for the great questions that captivated and troubled humankind. Although the problems posed by writing – what is the relationship between writing and language? between writing and thought? between the written word and the spoken word? between philosophy and other discursive forms (for example, literature)? – were never simply ignored by philosophers, it was not until French thinker Jacques Derrida (1930-2004) began to investigate them in the second half of the twentieth century that writing, as a serious philosophical inquiry, took centre stage. More precisely, with Derrida, the scene of writing, as it is played and replayed in the work of a number of exemplary writers and thinkers across the centuries, does not only become a decisive question for philosophy but exposes also that which displaces philosophical discourse itself. Through this displacement, Derrida argues, all our inherited assumptions are thrown into question, including those on which thought, writing, language occur at all. The purpose of this module will be to explore the process, practice, or event – known today the world over as ‘deconstruction’ – through which these assumptions are radically called into question. Four key French figures will guide us through the pressing issues that Derrida’s writings compel us to confront: Jean-Jacques Rousseau (1712-1788), Stéphane Mallarmé (1842-1898), Antonin Artaud (1896-1948), and Maurice Blanchot (1907-2003). The focus of this module will be twofold: first, we shall examine a select number of texts by the four authors under discussion and see how these texts raise theoretical questions about writing; second, we shall look at the way Derrida problematizes these questions by focusing on some of his best-known and ground-breaking essays. As such, the module will offer students an opportunity to address the issues at stake from a variety of perspectives (philosophy, poetry, drama, literary criticism) and is designed to assist them in expanding both their analytical skills and their conceptual language. This module will be especially useful for those with an interest not just in literary theory but also, more generally, in the age-old conversation between literature and philosophy.

Course texts:

ROUSSEAUJean-Jacques Rousseau, Essai sur l’origine des langues (1781) (Paris: Flammarion (coll. GF), 1993)

Jacques Derrida, selection from De la grammatologie (Paris: Minuit (coll. Critique), 1967)MALLARMÉStéphane Mallarmé, selection from Igitur, Divagations, Un coup de dés (Paris: Gallimard (coll. Poésie), 2003)Jacques Derrida, ‘La Double séance’ (1970), in La Dissémination (Paris: Le Seuil (coll. Points Essais), 1972).ARTAUDAntonin Artaud, selection from L’Ombilic des limbes, suivi de Le Pèse-nerfs et autres

textes (Paris: Gallimard (coll. Poésie), 1978) , Le Théâtre et son double (1938) (Paris: Gallimard (coll. Folio

Essais), 1973)Maurice Blanchot, ‘Artaud’ (1956), in Le Livre à venir, op. cit. , ‘La Cruelle raison poétique’ (1958), in L’Entretien infini, op. cit.Jacques Derrida, ‘La Parole soufflée’ (1965), in L’Écriture et la différence (Paris: Le

Seuil (coll. Points Essais), 1967) , ‘Le Théâtre de la cruauté et la clôture de la représentation’ (1966),

in L’Écriture et la différence, op. cit. BLANCHOTMaurice Blanchot, ‘La Pensée et l’exigence de la discontinuité’ (1963), in L’Entretien

infini, op. cit. , ‘Parler, ce n’est pas voir’ (1960), in L’Entretien infini, op. cit. , ‘Héraclite’ (1960), in L’Entretien infini, op. cit. , selection from Le Pas au-delà (Paris: Gallimard (coll. Blanche),

1973)Jacques Derrida, Positions (Paris: Minuit (coll. Critique), 1972) , ‘La Différance’ (1972), in Marges – de la philosophie (Paris: Minuit

(coll. Critique), 1972) , selection from Parages (1986), new ed. (Paris: Galilée, 2003)

Learning OutcomesOn successful completion of this module students should be able to:

Analyse critically and independently a range of texts, from the eighteenth to the twentieth century, by writers and thinkers whose works were decisive for the development of deconstruction

Discuss and examine key aspects of deconstructive thought from a variety of perspectives (philosophy, poetry, drama, and literary criticism)

Organise and present ideas in English and French, in writing and orally, within the framework of a structured and reasoned critical argument

Use the appropriate methodologies and relevant resources for the presentation of their work

FR4038 Court and Conflict in 16th and 17th – Century France (Dr Alyn Stacey)______________________________________________________________________Aims: The aim of this module is to provide students with an insight into the importance of the Court in 16th and 17th-century France and the extent to which it was often at the centre of social conflict. It aims also to look at some of the key socio-philosophical and literary changes which

made themselves felt at every level of society during the 16th and 17th centuries. Through close textual analysis of some of the major writings of the period, the course aims to examine the representation of the Court, the writings of major Court writers and notions of ideal kingship. The course will also analyse modern cinematic representations of the court.

Objectives: By the end of the module, students will be acquainted with the works of some of the major writers of the 16th and 17th centuries. They will be familiar with a considerable range of ideas and genres which reflect the preoccupations of the time. They will be familiar with the aims of ‘heritage’ cinema. They will have developed their abilities to closely analyse texts and film.

Module Structure: Teaching will be by lecture, student papers and discussion. Students are also encouraged to attend the seminars organised by the Centre for Medieval and Renaissance Studies based in Trinity (details from Sarah Alyn Stacey, Coordinator of the Centre). The course is structured as follows:

Michaelmas TermIntroductionFilming the Renaissance CourtLa Reine Margot (Patrice Chéreau, 1994)French Court versus Papal CourtJoachim Du Bellay, Les Regrets (Larousse)Ideal KingshipFrançois Rabelais, Gargantua (Garnier Flammarion)Cleopatra in the RenaissanceEtienne Jodelle, Cléopâtre captive (edition provided)

Hilary TermKings, Politics and HonourPierre Corneille, Cinna (Paris, Garnier Flammarion)Passions and the CourtRacine, Phèdre (Paris, Bordas)A libertin view of the worldSaint-Amant, Anthology (edition provided)The Spiritual versus the Earthly OrderBlaise Pascal, Trois discours des grands (Departmental edition to be provided)Filming the 17th-Century CourtTous les matins du monde (Alain Corneau, 1992)

SPECIAL SUBJECTS (Dissertation) 2012-2013

(= FR4060 Dissertation 10 ECTS)

By the start of the SS year, all students should have already consulted members of staff about a Dissertation subject, made an agreement with a member of staff to act as their supervisor, and formulated at least a provisional title for the Dissertation with the help and approval of their supervisor.

Students are advised to resume contact with their supervisors early in the new academic year and to agree a timetable of meetings for the MT semester in order to enhance their prospects of making serious progress on their research project by the New Year. You are reminded that

the Dissertation is to be submitted by 12pm March 4 2013 and that the requirted length of the dissertation is 9,000–12,000 words.

Learning outcomes:

On successful completion of this module, students will be able to: Communicate clearly in English or French in an extended piece of academic

prose with appropriate style and discourse

Organise and present ideas in English or French, in writing and orally, within the framework of a structured and reasoned argument,

Use the tools, models and theories of specific disciplines such as linguistics, literature, ideas and culture to solve research questions

Identify topics for independent research in one of the above disciplines

Use appropriate research methods to explore a research topic

Use databases and other library resources to identify and source appropriate research materials

PLAGIARISM

STATEMENT ON PLAGIARISM Plagiarism is defined as being ‘the wrongful act of taking the product of another person’s mind and presenting it as one’s own’ (A. Lindey, Plagiarism and Originality, 1952, p.2). It can arise from actions such as:

18) copying another student’s work;19) enlisting another person or persons to complete an assignment on the student’s

behalf;20) quoting directly, without acknowledgement, from books, articles, the internet, or

other sources, either in printed, recorded or electronic format;21) paraphrasing, without acknowledgement, the writings of other authors; Everyone gets a large proportion of their ideas from elsewhere: indeed you should make use of other people’s writings. However, it is important that you distinguish clearly between your own words and the ideas and words of someone else. Direct quotations must be indicated by quotation marks and an indication of the source, with a page number and a reference traceable through your bibliography. When you paraphrase someone else’s work, it is enough to indicate the source, with a page number and a reference to the bibliography. The bibliography should list all the works you have consulted, not only those that you quote from. Including a work in the bibliography is not sufficient: you must indicate the source of any quotation or paraphrase in the body of your work. Your attention is drawn to the entries in the College Calendar which deal with plagiarism. The Calendar is available on line at http://www.tcd.ie/calendar/part1/ (click on General Regulations and Information (PDF, 116 kB). You should in

http://www.tcd.ie/calendar/part1/

particular consult paragraphs H37 , 41 and 43 and H70 to 78 (in the 2008-09 Calendar these paragraphs are on pages H8-9 and H16-18).

In accordance with the Calendar regulations the School and its component departments regard plagiarism as a serious offence which may lead to a 0 mark for the work submitted and possibly to disciplinary action by College.

Students should note that, in addition to downloading material from the World Wide Web, asking native speakers in your target language to correct work is also defined as plagiarism and will be monitored and penalized.

The above regulations on plagiarism apply in exams, in submitted essays, dissertations, case studies, and in assessed language work. Remember that if you fail to give adequate sources, lecturers may ask you to account for the originality of your work.

For information on referencing, consult the TCD Library web-site at http://www.tcd.ie/Library/help/howtocite.php and advice from your department.

CALENDAR ENTRY:

STATEMENT ON PLAGIARISM Plagiarism is defined as being ‘the wrongful act of taking the product of another person’s mind and presenting it as one’s own’ (A. Lindey, Plagiarism and Originality, 1952, p.2). It can arise from actions such as:

22) copying another student’s work;23) enlisting another person or persons to complete an assignment on the student’s

behalf;24) quoting directly, without acknowledgement, from books, articles, the internet, or

other sources, either in printed, recorded or electronic format;25) paraphrasing, without acknowledgement, the writings of other authors; Everyone gets a large proportion of their ideas from elsewhere: indeed you should make use of other people’s writings. However, it is important that you distinguish clearly between your own words and the ideas and words of someone else. Direct quotations must be indicated by quotation marks and an indication of the source, with a page number and a reference traceable through your bibliography. When you paraphrase someone else’s work, it is enough to indicate the source, with a page number and a reference to the bibliography. The bibliography should list all the works you have consulted, not only those that you quote from. Including a work in the bibliography is not sufficient: you must indicate the source of any quotation or paraphrase in the body of your work. Your attention is drawn to the entries in the College Calendar which deal with plagiarism. The Calendar is available on line at http://www.tcd.ie/calendar/part1/

http://www.tcd.ie/calendar/part1/

http://www.tcd.ie/Library/help/howtocite.php

(click on General Regulations and Information (PDF, 116 kB). You should in particular consult paragraphs H37 , 41 and 43 and H70 to 78 In accordance with the Calendar regulations the School and its component departments regard plagiarism as a serious offence which may lead to a 0 mark for the work submitted and possibly to disciplinary action by College.

Students should note that, in addition to downloading material from the World Wide Web, asking native speakers in your target language to correct work is also defined as plagiarism and will be monitored and penalized.

The above regulations on plagiarism apply in exams, in submitted essays, dissertations, case studies, and in assessed language work. Remember that if you fail to give adequate sources, lecturers may ask you to account for the originality of your work.

For information on referencing, consult the TCD Library web-site at http://www.tcd.ie/Library/help/howtocite.php and advice from your department. (Please refer to Calendar for complete entry)

http://www.tcd.ie/Library/help/howtocite.php

IMPORTANT CALENDAR REGULATIONS

Language performance at examinations:In each year, candidates in modern languages must provide evidence of their proficiency in writing and speaking the language concerned. Proficiency will be assessed by performance in the annual examination and, in some departments, by assessment work set during the year. A student who fails to satisfy the examiners in the language component will be deemed to have failed the examination overall. A distinction in spoken language may be awarded in the Sophister years, at the discretion of the examiners, to candidates in modern languages. In the School of Irish and Celtic Languages distinctions in the spoken language may be awarded in all years.

In the Department of French, this regulation is interpreted as meaning that at examinations, the aggregate mark of all language exercises, including the oral, must attain an average of at least 40.

Residence abroad:

Students taking one or two modern languages other than English must spend not less than two months in the country of each language in order to fulfill the requirements of their course; students of Irish must spend at least the same length of time in the Gaeltacht. The residence required for each language must be completed before the moderatorship examination in that language. This requirement can be waived only in exceptional circumstances and with the prior approval of the schools or departments concerned.

NOTE IMPORTANT CALENDAR CLARIFCATION

TSM regulations (Calendar K 6&7, Junior and Senior Sophister examination regulations, Pattern B Students in force up until 2009) require candidates to pass both parts of the moderatorship examinations in order to be eligible for a moderatorship award. Moderatorship Part I is taken at the end of the JS year and Moderatorship Part II is taken in two elements, at the end of the JS and SS years. As a result of the previous changes to the JS regulations for ECTS purposes which require TSM to publish the JS Moderatorship Part II element, it has now become necessary to clarify the requirements for passing the Moderatorship Part II. Students will now be required to pass all elements of their Moderatorship Part II in order to pass their Moderatorship Part II overall. They will therefore be required to pass the JS Moderatorship Part I and Part II elements in their JS year in order to rise to the SS year. Furthermore, in addition, they will be required to pass the SS Moderatorship Part II element in order to pass their Moderatorship Part II overall.

As a result of these changes the TSM Management Committee also approved amending the regulations for the award of an Ordinary degree in TSM. In the JS year, they will be required to meet the same regulation required to pass their JS year overall, i.e. pass the JS Moderatorship Part I and Part II elements in their JS year. In the SS year, they will continue to be allowed the award of Ordinary B.A. on their answering in the Senior Sophister examination.

These changes will take effect in 2009/10 for Junior Sophister students and in 2010/11 for Senior Sophister students. The clarified regulation is as below.

B. PATTERN B STUDENTS (This means TSM French students)(i) General academic progress — see §19 above.(ii) The Junior Sophister examination in the subject studied for the first three years of the course (minor subject) is part I of the moderatorship examination.(iii) The Junior Sophister examination/assessment in the subject studied for all four years of the course (major subject) forms part of the moderatorship part II examination.(iv) There are no supplemental examinations.(v) Examinations are held during Trinity term.(vi) Students who obtain a grade of III or higher in both subjects may proceed to the Senior Sophister year, subject to the conditions set out in §19 above.(vii) Students who have been awarded an F grade in one or both subjects may repeat the year in both subjects, but students will not be allowed to repeat the year or the examinations more than once.(viii) The marks achieved in part I of the moderatorship examination represent 35 per cent of the total moderatorship marks. (ix) The marks achieved in part II of the moderatorship examination/assessment in the Junior Sophister year represent 15 per cent of the total moderatorship marks. These marks represent 150 of the 650 marks awarded to part II of the moderatorship, the remaining 500 marks are awarded in the Senior Sophister year.(x) Students who have completed the Junior Sophister year of a two-subject moderatorship course and who are proceeding to the moderatorship part I examination in a modern language may, be permitted by the Senior Lecturer to go off the books and to defer for one year their moderatorship part I examination, in order to spend that year in a country where that language is spoken. Such permission will be given only to students who have been satisfactory in attendance and in performing prescribed exercises.(xi) Students who obtain a minimum grade of III in both subjects at the annual examination may be permitted to graduate with an ordinary degree of B.A. Except by special permission of the University Council, the ordinary degree of B.A. may be conferred only on candidates who have spent at least three years in the University.

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