UNIVERSITY OF DUBLIN TRINITY COLLEGE DEPARTMENT OF FRENCH
Junior Sophister — Guide to Courses
2012-2013 Two-Subject Moderatorship
This booklet should be read in conjunction with relevant entries in the University Calendar. In case of any conflict between the Handbook and the Calendar, the provisions of the Calendar shall apply.
Individual telephones can be accessed from outside College by pre-fixing (01) 896; email addresses are followed by <@tcd.ie>.
Dr Sarah Alyn-Stacey, room 4105, tel 2686, email Dr Edward Arnold, room 4106, tel. 1836, email Professor Johnnie Gratton, room 4090, tel 2278, email Dr James Hanrahan, room 4107, tel 1841, email ,hanrahaj>
Dr Rachel Hoare, room 4103, tel. 1842, email on sabbatical HT 2013
Dr Claire Laudet, room 4108, tel. 2313, email Dr Hannes Opelz, room 4111, tel. 1077, email Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email
Professor David Scott (Head of Department) room 3136, tel. 1374, email
Junior Sophisters take two Options, one in Michaelmas term, one in Hilary term, as described in the accompanying statement. Some Options may be over-subscribed, and you are therefore asked in each case to give three choices, in order of preference. For each available course there will be a limited number of places. Seek any advice you need from appropriate lecturers before making your choices. Please ensure you are happy with your choices, as once made, these May Not Be Changed owing to timetable constraints.
N.B. As far as possible the French Department will try and accommodate students in the courses of their choice, however, the department is not in a position to guarantee that all courses offered will take place. The number of students opting for a particular course, timetable constraints and availability of staff has to be taken into account. This page should be printed off and returned to theDepartmental Office, room 4109, not later than 12.00 noon on Monday 20 February 2012 together with the signed statement that you have received the document concerning courses and assessment. Students currently off-books abroad may prefer to reply by fax to + 353 1 671 7118.
Prospective candidates for Moderatorship Part 2 in French may wish to note that in their Senior Sophister year they will be required to select two, year-long Topics.
Students intending to go 'off books' in 2012/13 should still complete the form, but indicate their intention at the appropriate point (the department is not in a position to guarantee that the courses on offer this year will still be offered when students off-books return). They should note that completion of this form does not in itself constitute a request for permission to go off books. Students who obtain permission, and then change their mind, should notify the department immediately.
Class lists will be established and posted as soon as possible. At this point, you should obtain reading lists for the courses to which you have been allocated and commence reading during the summer vacation.
NAME (in block capitals)__________________________STUDENT NO:______________
OPTIONS: (state 1st. 2nd and 3rd choices in order of preference for each term):
I confirm that I have received a copy of the departmental statement concerning courses and assessment for the Junior Sophister year 2012/13.
Signature: _________________________________ Date: ______________________
Year Off Books: I intend/do not intend to spend next year off books/on Socrates. (Delete as applicable)
Junior Sophister Requirements and Assessment Procedures
The requirements for Junior Sophister students in TSM French are as follows:
1. Language: All students are required to attend language classes, and submit regular written work.
2. Options: All students, whether taking Moderatorship Part I or Moderatorship Part II in French, select two options, one in each of the Michaelmas and Hilary terms. N.B. As far as possible the French Department will try and accommodate students in the courses of their choice, however, the department is not in a position to guarantee that all courses offered will take place. The number of students opting for a particular course, timetable constraints and availability of staff has to be taken into account.
In place of one (and only one) of these two options, they may select one of the options in theoretical and applied linguistics offered by the Centre for Language and Communication Studies. The rules governing courses taken in the CLCS will be published by the CLCS, and may differ in some particulars from regulations in force in the French Department.
All students submit an assessment exercise (which Must be Word-Processed) in respect of each option taken within the French Department. Except where otherwise specified in the course-description, this exercise will take the form of an essay of approximately 2,500 words, the first to be submitted to the Departmental Office, Room 4109 by 12.00 noon on Monday 14 January 2013, the second by 12.00 noon on Friday 22 March 2013. One of the two essays must be in French. Where an essay is submitted in French, 70% of the credit will be awarded on the basis of content, and 30% on the basis of language. CLCS essays may not be submitted in French, the corollary of which is that where courses in the CLCS are taken for part of the year, the essay submitted in conjunction with a French Department course must obligatorily be in French. Some courses include an obligatory exercise in French, and this requirement is in addition to the general requirement for one essay to be submitted in French.
Essay titles will be published in the year handbook which will be available on the French Department website http://www.tcd.ie/French/ at the beginning of the academic year. Extensions to the deadline will be permitted only for exceptional reasons, and with the prior consent of the Head of Department. Failure to return the assessment exercise by the due date without prior permission will result in the award of a zero mark. The copy of the essay submitted will be kept by the department for possible scrutiny by extern examiners, and students are advised to keep a photocopy.
Students are reminded that they will be required to choose the subject which they intend to take in the Senior Sophister year by the last day of Michaelmas term of the JS year. Prospective candidates for Moderatorship Part I are also reminded that they must have fulfilled the requirement of two months' residence in a French-speaking country before the examination.
The overall assessment for Moderatorship Part I is as follows: As indicated below, students sit two language examinations. In addition, they submit one assessment essay for each of the two option modules taken. They are also required to take an oral examination.
1. Language paper 1 (Translation from French and résumé)
2. Language paper 2 (Essay in French)
3. Option I (submitted work — one essay in French)
4. Option II (submitted work — one essay in French)
5. Viva voce examination
Students sitting Moderatorship Part II in French are assessed in the same way as above.
More detailed information relating to exam requirements and marking will be published in the Junior Sophister Handbook which will be posted, in due course, on the Department Website.
Outline: Students will be invited to explore the set texts from three main perspectives:
the question of autobiography as a genre (how to define autobiography? Does it have to be a ‘life-story’? How distinct is autobiography from fiction?);
the question of the self or subject (what image of self/subjectivity/personal identity is offered by a given autobiographical work? How does the chosen manner of writing or narrative style affect the image of self projected by a given work? How does a given writer envisage the relation between self and other?);
the key thematic question of family, as linked to portrayals of childhood and adolescence (areas covered will include the dysfunctional family, the missing parent, and family in the context of exile and displacement).
Structure: Two hours weekly, lecture + seminar.
Prescribed texts: Patrick Modiano, Livret de famille (Folio, 1977)
The eighteenth century was an Age of Ideas and this is evident in the major literary works of the period. Authors such as Voltaire, Diderot and Montesquieu experimented with different literary forms – contes philosophiques, dialogues, epistolary novels – as a means of questioning received ideas. This course will allow students to study closely some of the most important works of the period – Candide, Jacques le fataliste, Lettres persanes – while also including two shorter, less well-known works. Students will analyse how all these works act as vehicles for the ideas that underpin them, while also focussing on literary form and narrative technique. More specifically, students will examine the originality of these works, which prioritise descriptions of travel, encounters with new worlds and presentations of the ‘Other’, during a period when philosophic, scientific and cultural horizons were being broadened, thus engendering a nascent modernity.
Montesquieu, Lettres persanes
Diderot, Jacques le fataliste et son maître
Diderot, Supplément au voyage de Bougainville
3. Language, Society and Identity in the French-speaking World FR3018 (Dr. Hoare)
The aim of this course is to offer students the opportunity to explore a wide range of sociolinguistic issues relating to the French language. Firstly we consider the diversity of the ‘French-speaking world’, raising questions about the validity of this concept. We then focus more specifically on certain selected countries and regions: students are invited to investigate and reflect on fundamental sociolinguistic issues concerning the function of the French language within a given society, its status relative to other languages with which it is in contact and its role in inter-community relationships. We also examine the varieties of French used by immigrants and look at French-based pidgins and Creoles and their speakers.
Part 1: The position of French in the world:
(1) Le monde francophone.
(2) French as a first language: Europe and North America.
(3) French as a second language: the colonial heritage.
Part 2: French Creolophonia
(4) Lingua franca, pidgin and creole
(5) French-based pidgins and creoles
The coursebook is:
Sanders, C (ed) (1993) French Today - Language in its social context. Cambridge, C.U.P. (available from International Books)
The following books are essential reading:
Ager, D. (1996) Francophonie' in the 1990s : problems and opportunities. Clevedon, Multilingual Matters
Ball R. (1997) The French Speaking World: a practical introduction to sociolinguistic issues. London, Routledge.
Battye A. Hintze, M-A and Rowlett, P. (2000) (2nd edition) The French Language Today. London, Routledge.
Offord, M. (1996) A reader in French sociolinguistics Clevedon : Multilingual Matters.
Studies and articles pertaining to different aspects of Francophonie will be made available to students throughout the course.
Literature at the Dawn of Theory (Sartre, Blanchot, Bataille) FR????
What is literature? The question has fascinated writers and philosophers for centuries, and it is the purpose of this course to look at some of the most engaging and powerful responses to this question in the twentieth century. The course is designed to provide undergraduate students with conceptual tools to think about literature by examining writers and thinkers whose works have laid some of the foundations of modern literary thought. What does it mean to theorise literature? How did the conditions for literary theory in twentieth-century criticism emerge? How is our theoretical discourse on literature at all possible? This course will explore these and other related questions by introducing students to three key intellectual figures of the twentieth century: Jean-Paul Sartre (1905-1980), Maurice Blanchot (1907-2003), and Georges Bataille (1897-1962). The focus of this course will be twofold: first, we shall concentrate on a select number of exemplary literary texts by the three authors under discussion and see how these texts raise theoretical questions about literature; second, we shall look at the ways in which these thinkers have sought to account for the experience of literature in their theoretical writings. Towards the end of the course, we shall examine how these writers/thinkers responded to each other’s work and what the impact their writings have had on twentieth-century French thought on literature. The course will offer students an opportunity to address the issues at stake from a variety of perspectives (æsthetics, politics, philosophy, affect) and is designed to assist them in developing and enhancing both their analytical skills and their conceptual language. Specifically, students will consider the ways in which different modalities of discourse (æsthetic, socio-political, philosophical, affective) are employed to make a theoretical claim. They will thus be encouraged to identify various forms of discourse at play in a given work as a condition of engaging with it and as a method to explore both the benefits and limits of a theoretical approach to literature. As such, this course will be especially useful as a preparation for those wishing to explore critical thought and literary theory in the post-war and post-1968 periods in more advanced classes.
The Michaelmas term options are in Aspects of Written Language and in Language Learning. Junior Sophister students of French take one of these options as equivalent to one of the French department options listed above, and complete one assignment. Information on these courses is detailed at the end of this document. The appropriate form should be completed and returned directly to CLCS after completion.
Hilary Term Options 2013
1. Love and Desire in the Renaissance FR3022 (Dr. Alyn-Stacey)
Aims: By focusing on the representation of love and desire in a number of key Renaissance texts, this course aims to give students an insight into the Renaissance view of Man’s place in society and the cosmos. It aims also to introduce students to ‘heritage’ film and to the cinematic reproduction/rewriting of the past.
Objectives: By the end of the course, students will be acquainted with the works of some of the major writers of the Renaissance. They will be familiar with the considerable range of ideas and genres which reflect the humanist preoccupations of the time. They will be familiar with the aims of ‘heritage’ film. They will have developed their abilities to analyse closely literary texts and film.
This course explores the political, ideological and far-reaching constitutional changes of post war France, and the various, often competing strands of collective memory shaped by historical events (Occupation, Resistance, the Indo-Chinese and Algerian Wars, May 1968). Students will study a selection of the main constitutional texts (4th and 5th Republics) and will become familiar with the principal historical events and political parties of the period through the study of primary and secondary texts and iconographic documents.
Agulhon, Maurice La République, tome 2 : 1932 à nos jours, ParisHachette Collection “Pluriel” 1999, 564p
Berstein, Serge, Nouvelle Histoire de la France contemporaine, tome 17 : La France de l'expansion, la République gaulienne, 1958-1969 Paris, Seuil; (Ed. Points-Histoire) 1989, 375p
Winock, Michel, La France politique : XIXe - XXe siècle, Paris, Seuil; (Ed. Points-Histoire) 2003, 603p.
Winock, Michel, Serge Berstein, Olivier Wievorka, Histoire de la France politique, Tome 4 : La République recommencée : De 1914 à nos jours Paris, Seuil; (Ed. Points-Histoire) 2008, 740p.
3. The Image and the Romantic Imagination FR3008 (Prof. Scott)
A perception fundamental to the Romantics was that Truth was expressed through the Image. A careful study of such concepts as ‘image’ and ‘imagination’ is thus indispensable in any study of Romanticism. This course will trace the development of the Romantic preoccupation with images — whether drawn from Nature, Religion, Mythology, the Fine Arts, foreign cultures or other sources — through a variety of texts — essay, travelogue, ‘rêverie’, poem, prose poem, etc. — and attempt to assess its implications in the context of the literary and artistic developments of the period.
The Hilary term options are in ‘Aspects of Vocabulary’ and ‘Sociolinguistics’. Junior Sophister students of French take one of these options as equivalent to one of the French department options listed above, and complete one assignment. Information on these courses is detailed at the end of this document. The appropriate form should be completed and returned directly to CLCS after completion.
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
2012 - 2013
The following options in linguistics may be available to students in the Departments of French, German, Italian, modern Irish, Russian and Hispanic Studies:
Aspects of written language (Michaelmas term) 5 ECTS
Language learning (Michaelmas term) 5 ECTS
Aspects of vocabulary (Hilary term) 5 ECTS
Sociolinguistics (Hilary term) 5 ECTS
The conditions on which students may take these options are determined by the schools and departments concerned, from which further details should be sought.
Michaelmas term only Aspects of Written Language (5 credits) – Dr. Rose
This module examines the phenomenon of written language from a range of perspectives. It begins by exploring the beginnings and historical development of writing, in the process considering the ways in which different writing systems (e.g., word-writing, syllable writing, alphabetic writing) represent different aspects of language. Further points of discussion will be drawn from among the following: the debate around the social and individual consequences of literacy; the orthography of English; the mental processes involved in reading; written texts as coherent communicative acts; information structure and flow in written texts; differences between the language of speech and the language of writing; and the use of written language in communication technologies.
There is no textbook for this module; instead, students will be recommended selected readings for the different topics covered.
Assessment: Students are required to submit a term essay of 4,000
Language Learning (5 credits) – Prof. Singleton
This module introduces students to key issues and findings in language acquisition research. The principal focus will be on second language acquisition, but first language acquisition will also be covered. Topics to be addressed will include: child language acquisition, the nature-nurture debate, errors and learning strategies, the learner’s ‘internal syllabus’, individual learner differences, theories of second language acquisition, communication strategies and second language teaching.
Major references: V. Cook (ed.) (2002) Portraits of the L2 User. Clevedon:
T. Piske & M. Young-Scholten (eds.) (2009) Input Matters in SLA. Bristol: Multilingual Matters.
Assessment: Students are required to submit a term essay of 4,000 words.
Hilary term only Sociolinguistics (5 credits) - Dr. Kallen
This module is an introduction to the study of language in its social context. Topics include accents, dialects, and standards; social dialects depending on factors such as age, gender, socioeconomic class, and social network; the relationship between language variation and language change; language planning and language rights; and language loyalty, maintenance, and shift.
Textbook: Ronald Wardhaugh, 2010. An Introduction to Sociolinguistics. 6th ed. Oxford: Wiley-Blackwell.
Assessment: Students are required to submit a term essay of up to 4,000 words.
Aspects of Vocabulary(5 credits) - Prof Singleton
This module will attempt to demonstrate that almost everything in language is related in some way or other to words and that, conversely, the lexical dimension of language needs to be conceived of as rather more than just a list of lexical items. The topics to be explored in this connection will include: the nature of the lexicon, lexis and syntax, lexis and morphology, lexical partnerships, lexis and meaning, lexis and phonology, lexis and orthography, lexical variation, lexical change, lexical acquisition and the teaching of lexis.
Major references: D. Singleton (2000) Language and the Lexicon: An Introduction.
London: Edward Arnold.
R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca-López
(2010) Insights into Non-native Vocabulary Teaching and Learning.
Bristol: Multilingual Matters.
Assessment: Students are required to submit a term essay of 4,000 words.
School of Linguistic, Speech and Communication Sciences Centre for Language and Communication Studies Options in Linguistics
For students other than Junior Freshmen
2012- 2013 The options described previously are available to students in the Departments of French, German, Modern Irish, Italian, Russian and Hispanic Studies on conditions laid down by those departments.
Students who wish to take any of these options should fill in the form below and either hand deliver or post the form back to the CENTRE FOR LANGUAGE AND COMMUNICATION STUDIES, Room 4091, Arts Building as soon as possible and in any case NOT LATER than 9 March 2012. (NB not later than 20 February 2012 if you are a student of French)
There is a maximum of 20 places in each option. ________________________________________________________________
Surname: …………………………………………………….. First name: …………………………………
CLCS LINGUISTICS OPTIONSSummary of departments’ assessment requirements
Junior Sophister students may substitute one Linguistics Option for one French Option. They are required to write a term essay, of 4,000 words, but are not required to sit an examination.
Senior Freshman and Junior Sophisters TSM students may take one Linguistic Option in either their Senior Freshman or Junior Sophister year. They are required to write a term essay of 4,000 words for the Linguistic Option.
Senior Sophisters (Pattern B only) may substitute two Linguistics Options, normally one in each term, for one Germanic Studies option. They are required to write a term essay of 4,000 words for each Linguistics Option.
Senior Freshman TSM may take one Linguistic Option in SF year. They submit a term essay, of 4,000 words. Students will be exempted from one Spanish Course only.
Senior Freshman and Junior Sophister students may substitute one Linguistics Options for one Irish option. They are required to write a term essay, of 4,000 words, for each Linguistics Option.
T.S.M. Junior and Senior Sophisters may take one Linguistics Option in a given year. They submit a term essay, of 4,000 words. Students of Italian will not normally be allowed to take more than one option outside the Department in any one year.
Junior Sophisters may take one Linguistic Option in a given year. They submit a term essay of 4,000 words.
Senior Sophisters may substitute two Linguistics Options, normally one in each term, for one Russian option. They are required to write a term essay, of 4,000 words, for each Linguistics Option.