French Department

Senior Sophister Handbook

2016-2017

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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 7

Overall Assessment………………………………………………………….. Page 9

ECTS ……………. …………………………………………………………… Page 11

Examination Procedures …………………………………………………… Page 12

Essay Writing & Writing in French ………………………………………… Page 15

Books………………………………………………………………………… Page 17

Senior Sophister Modules:

Language ……………….…………………………………………… Page 18

Topics ………………………………………………………………… Page 20

Special Subjects (Dissertation)…………………………………….. Page 30

Plagiarism ……………………………………………………………… Page 31

Important Calendar Regulations…………………………………………… Page 37

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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 Juergen

Barkhoff 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/

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LECTURING STAFF

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

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GENERAL INFORMATION

Department of French Staff 2016-2017

NAME EXT NO. RM EMAIL

Alyn-Stacey, Sarah Dr

JS Year Coordinator; on Research Leave in Michaelmas Term. Dr Hoare will cover JS during this time.

2686 4105 salynsta@tcd.ie

Arnold, Edward Dr

ES Co-ordinator all years

SS coordinator in HT

1836 4106 ejarnold@tcd.ie

Hanrahan, James Dr

(Erasmus Co-ordinator)

1841 4107 hanrahaj@tcd.ie

Hoare, Rachel Dr

SS Co-ordinator; JS Co-ordinator in MT; CSL Co-ordinator all years. On research leave in HT

Dr Zach Lyons will cover in HT

1842 4108 rmhoare@tcd.ie

Laudet, Claire Dr

(Head of Department; BESS/BSF Co-ordinator SF; Co-ordinator for Law and French all years)

2033 4090 claudet@tcd.ie

Lukes, Alexandra Dr 1977 4104 lukesa@tcd.ie

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(JF Co-ordinator)

Opelz, Hannes Dr

(SF Coordinator, Schol coordinator)

1077 4111 opelzh@tcd.ie

Salerno-O'Shea, Paule Dr

(BESS/BSF JF and SS Co-ordinator; on Research Leave in Michaelmas Term; Dr Laudet will cover in Michaelmas Term

1472 4113 psalerno@tcd.ie

Scott, David Prof 3582 4037 dscott@tcd.ie

Signorini, Florence 2313 4108 fsgnorni@tcd.ie

Lecteurs/Lectrices 1248 4078

Frigui, Sondes friguis@tcd.ie

Kaiser, Alexis kaisera@tcd.ie

Thobois, Celine thoboisc@tcd.ie

Language Assistants 1248 4078

Joly, Louise * ljoly@tcd.ie

Kasparian, Meline kasparim@tcd.ie

Loiez, Thibaut * loiezt@tcd.ie

Scoazec, Blandine scoazecb@tcd.ie

Serres, Juliette serresj@tcd.ie

Part Time Teaching Assistants

Rm

Deleuze, Marjorie Dr 4081 deleuzm@tcd.ie

Devlin, Amy Dr Phoenix Hse

devlina@tcd.ie

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Lyons, Zach Dr (HT only) 1842 4108 dzlyons@gmail.com

McGinnity, Orla Phoenix Hse

nifhinno@tcd.ie

Nugent-Folen, Georgina nugentfg@tcd.ie

Signorini, Florence 5040 fsgnorni@tcd.ie

Departmental Offices

Doran, Sinead

Kelly, Mary

1553 4109 french@tcd.ie

Corbett, Tracy (Mon-Wed)

1333 4089 tcorbett@tcd.ie

*Thibaut Loiez and Louise Joly will be assuming the responsibilities of both a language assistant and postgraduate teaching assistant this year (2016-2017)

Term Dates 2016-2017

Michaelmas Term:

Monday 26 September 2016 – Friday 16 December 2016

Study week: 7 November 2016 – 11 November 2016 inclusive

Hilary Term:

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Monday 16 January 2017 – Friday 7 April 2017

Study week: 27 February 2017 – 3 March 2017 inclusive

Exam Period:

Tuesday 2 May 2017 – Monday 29 May 2017

NB. The oral examinations for SS students will be held on Monday 22 May and

Tuesday 23 May 2017

Overall Year Coordinator: Dr Rachel Hoare

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,

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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 2016-17 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 12 noon on Monday 12 December 2016 Essay 2: by 12 noon Friday 24 March 2017

One essay shall be in English and the other in French. Each of the essays furnishes 50% 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

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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 12 noon 6 March 2017). 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 Requirements1:

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 2016-17 is set out below. The value of each of the six components 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).

FR4032 Written language (10 credits)

(1) Prose / Translation into French

Class test in week 12 (HT) (one hour, with Petit Robert dictionary).

Weighting within module : 50%.

1 See also Important Calendar Regulations, p 28.

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(2) Résumé : Annual examination (2 hours)

Weighting within module : 50%

FR4034 Essay writing skills (10 credits)

(1) Translation into English in week 11 HT (one hour with Petit

Robert dictionary).

Weighting within module : 50%

(2) Essay (two hours) Annual examination.

Weighting within module : 50%

FR4033 Oral Language Groups (10 credits)

Oral examination: 100% weighting

FR4XXX Topic 1 (10 credits)

Assessed essay: weighting within module: 50%

Examination: weighting within module: 50%

FR4XXX Topic 2 (10 credits)

Assessed essay: weighting within module: 50%

Examination: weighting within module: 50%

FR4060 Dissertation (10 credits)

Weighting within module: 100%

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Finally, the overall percentage mark for the SS year (Mod Part II – 50%) is then combined with the overall percentage mark carried forward from the JS year (Mod Part I – 25% for each subject) examinations to produce a final percentage.

Candidates are reminded that they must satisfy the examiners in respect of the written language assessment as a whole (the combination of FR4032, FR4033 and FR4034). by achieving an average of at least 40% on the combination of these language modules.

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 external 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.

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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, CSL) 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%

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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) 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.

7) 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.

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8) 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.

9) 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.

10) 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) Extensions to the deadline will only be permitted in exceptional circumstances and

permission must be sought before the deadline. Where there is medical documentation, you must have the consent of the Year Head (Dr Rachel Hoare) for an extension. Where there are other extenuating circumstances, documented by the student’s college tutor, consent of the Head of Department for an extension must be obtained. Failure to return the assessment exercise by the due date without prior permission will result in a maximum mark of 40 being awarded.

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.

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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 are drawn to the attention of markers:

First class Shows 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 Second Shows 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 Second Understands 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 Class Fails 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

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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.

Fail Misses 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 Fail Fails 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 class French 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 Second Ambitious 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 Second Sound 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 Class French 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.

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

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Serious Fail Unacceptable 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. Another good source of examples of usage is: http://atilf.atilf.fr/tlf.htm

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SENIOR SOPHISTER MODULES

LANGUAGE

FR4032 Written Language (10 ECTS)

Module Teachers: Prof Scott, Dr Alyn-Stacey, Dr Opelz, Celine Thobois

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.

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FR4033 Oral Language (10 ECTS)

Module Teachers: Sondes Frigul, Alexis Kaiser, Céline Thobois

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: Sondés Frigul, Alexis Kaiser and Céline Thobois

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:

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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.

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 good understanding of the intellectual, political, social and historical climate 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. Other historians, notably from France, champion the thèse immunitaire school of historiography, and refuse to accept that fascism ever existed in France.

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 succession of guerres franco-françaises is a recurring theme which helps to understand the dynamics of confrontation in French politics, this “vieille propension gauloise aux divisions et aux querelles” in the words of de Gaulle. 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

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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 the conservative, reactionary values of pre-revolutionary France and not necessarily as a pure expression of French fascism.

Particular emphasis will be placed on the importance of the French Revolution in the development of modern right-wing ideologies, on the dynamics of memorialisation of the Occupation (the gaullist myth/Résistancialisme), on the fragmented nature of collective memory/amnesia, and on the official policy of concealment of this period in successive post-war governments.

The final section of the course will analyse the ideology and political myths of the Front National in France, and ask the question whether the movement of notably Jean-Marie and Marine 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, films).

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.

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2. “[...] En realite la veritable 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'enorme 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.

BIBLIOGRAPHY

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ARNOLD, Edward J. (ed.), The Development of the Radical Right in France. From Boulanger to Le Pen London, Macmillan, 2000, 285p (ISBN n° 0-333-79037.5).

BERSTEIN, Serge, WINOCK, Michel, Fascisme français ? La controverse., Paris, CNRS Editions, 2014, 254p.

CHEBEL D'APPOLLONIA, Ariane, L'Extrême-droite en France. De Maurras à Le Pen, Bruxelles, Ed.Complexe (coll. "Questions au XXème siècle"), 447p.

DAVIES, Peter, The Extreme Right in France, 1789 to the Present, London, Routeledge, 2002, 209p.

GIRARDET, Raoul, Mythes et mythologies politiques, Paris, éditions du Seuil (coll. “Points-Histoire” H129), 1986, 216p;

-Le nationalisme français, Paris, Seuil (Coll. 'Points-Histoire', n°H68), 1983, 280p.

GOODLIFFE, Gabriel, The Resurgence of the Radical Right in France: From Boulangisme to the Front National, Cambridge, Cambridge University Press, 2012, 376p.

GILDEA, Robert, Marianne in Chains. In Search of the German Occupation of France, 1940-45, Basingstoke, Macmillan, 2002, xx + 524p.

-Fighters in the Shadows. A New History of the French Resistance, London, Faber and Faber, 2015, 608p.

JACKSON, Julian, France. The Dark Years 1940-1944, Oxford, Oxford University Press,

2001, xiii + 660p.

JENKINS, Brian, France in the Era of Fascism. Essays on the French Authoritarian Right, New York, Oxford, Berghan Books, 2005, viii + 232p.

MILZA, Pierre, Fascisme français : Passé et Présent, Paris, Flammarion, 1987, 465p. (Réédition Flammarion, collection "Champs", 1987, 469p)

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NEMO, Philippe, Les Deux Républiques françaises, Paris, PUF, 2008, 328p.

PAXTON, Robert, La France de Vichy, 1940-1944, Paris, Seuil (coll. “Points-Histoire” n°H16), 1973, 380p.[Trad. de Vichy France : old guard and New Order, 1940-1944, New York, Colombia University Press, 1982, xvi+399p].

PAYNE Stanley, Fascism: comparison and definition, Madison, University of

Wisconsin Press, 1980, viii+234p;

-A History of Fascism, 1914-45, London, UCL Press, 1995, xiv+613p.

REMOND, René, Les Droites en France, Paris, Aubier, (Coll.historique), 1982, 544p.

-Les Droites aujourd'hui, Paris, Louis Audibert Editions, 2005, 269p.

ROUSSO, Henry, Le Syndrome de Vichy, 1944-198..., Paris, Seuil, 1987, 378p.

(Réédition Paris, Points-Histoire, Le syndrome de Vichy de 1944 à nos jours, 1990, 417p.)

SHIELDS, J. G., The Extreme Right in France: From Petain to Le Pen, London, Routledge, 2007, xx + 412p.

SOUCY, Robert J., French Fascism, The First Wave, 1924-1933, New Haven & London, Yale University Press, 1986, 276p. [Trad.fr. Le fascisme français, 1924-1933, Paris, PUF, 1989, 348p.]

-French Fascism, The Second Wave, 1933-39, New Haven & London, Yale University Press, 1995, 352p.

STERNHELL, Zeev, Ni droite, ni gauche. Les origines françaises du fascisme, Paris Seuil, 1983 (Nouvelle édition revue et augmentée), Bruxelles, Editions Complèxe (coll."Historiques"), 1987, 474p.

-Maurice BARRES et le nationalisme français, Paris, Colin, 1972, 395p.

-La Droite Révolutionnaire, 1885-1914 : les origines françaises du fascisme, Paris Ed du Seuil, 1978, 444p

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WEBSTER, Paul, Pétain's crime. The Full Story of French Collaboration in the Holocaust, Basingstoke, Macmillan, 1990, 330p.

WIEVIORKA, Olivier, La Mémoire désunie. Le souvenir politique des années sombres, de la Libération à nos jours, Paris, Éditions du Seuil, coll. «L'Univers historique», 2010, 303p

WILSON, Stephen, Ideology and Experience : anti-semitism in France at the time of the Dreyfus Affair, Rutherford, Fairleigh University Press, 1982, xviii+812p.

WINOCK, Michel, Nationalisme, antisémitisme et fascisme en France, Paris, Ed du Seuil (coll. "Points-Histoire"; H131), 1990, 444p.

**-La Fièvre Hexagonale. Les grandes crises politiques, 1871-1968, Paris, Ed. du Seuil (coll. "Points-Histoire", n°97), 1990, 467p.

-Histoire de l'extrême droite en France (sous la direction de M.

WINOCK), Paris, Éd. du Seuil (coll. "XXe siècle"), 1993, 329p.

FR4029 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 consider the history of the Enlightenment and its legacy through the study of several eighteenth-century texts and 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 and D’Alembert, Encyclopedie Diderot, Pensées sur l'interprétation de la nature (1754) Kant, ‘Qu’est-ce que les lumières?’ (1784) Rousseau, Discours sur les sciences et les arts (1750) ---, Discours sur l’origine de l’inegalite (1755)

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---, Du contrat social (1762) Voltaire, L'Affaire Calas (1763) Critiques of Enlightenment : M. Foucault, 'Qu'est-ce que les Lumières' (1980) J. Habermas, The Structural Transformation of the Public Sphere (1961) M. Horkheimer and T.W. Adorno, Dialectic of Enlightenment (1947) G. de Staël, De la littérature (1800) H. Taine, L’Ancien regime (1875)

A. de Tocqueville, L’Ancien Regime et la Revolution (1856)

FR4043 Language and society in the French-speaking world: status, diversity and function. (Dr Hoare)

_____________________________________________________________

Aims: The principal aim of this module is to give students the opportunity to explore for themselves a wide range of sociolinguistic issues relating to the French language and its role in societies around the world. It also aims to provide students with an insight into the different methods used to elicit linguistic data. This course comprises a sociolinguistic exploration of the French language, and its varieties throughout La Francophonie. The focus is on the relationship between language and society, covering such topics as language variation and innovation, bilingualism, diglossia, ethnolinguistics and code-switching, with specific reference to the French language.

Module Structure: Teaching will be by lecture, student paper and discussion. Peer-reviewed journal articles will be made available to students on a weekly basis using the Blackboard system. The course is structured as follows:

Part one The position of French in the world.

We will examine the diversity of the French-speaking world and the function of French in specific countries and regions:

Is French a ‘world language’?

French as a first language in Europe and North America

o Case studies: language related rivalries

o Switzerland, Belgium, Canada

o Multilingualism and language policy

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French as a second language: the colonial heritage in Africa and the

Dom Tom territories.

o Multilingualism and language policy

o Linguistic and non-linguistic factors

o Student case studies

Part two Exploring linguistic variation in Francophonie

In part two, the focus will shift to individual language features, and the local varieties of French outside of France will be examined.

Europe: Belgium and Suisse romande: pronunciation, grammar and

vocabulary

The French language in Canada

Regional French in Africa

French and Creole

Recommended reading

Ager, D. (1995) Francophonie in the 1990’s: Problems and opportunities, Cambridge: Cambridge University Press.

Ager D. (1990) Sociolinguistics and Contemporary French, Cambridge: Cambridge University Press

Ball, R. The French-speaking World: A practical introduction to sociolinguistic issues. London: Routledge.

Kline, M. and Mellerski, N. (2004) Issues in the French-Speaking World. CT: Greenwood Press.

Sanders, C. (ed.) (1993) French Today: Language in its social context, Cambridge: Cambridge University Press.

Learning outcomes

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

Identify a wide range of sociolinguistic issues relating to the use of language in the French-speaking world

Discuss the sociolinguistic aspects of the function of the French language within a given society and its status relative to other languages with which it is in contact

Explain the role of the French language in inter-community relationships

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Distinguish between different varieties of French in terms of

pronunciation, grammar and vocabulary, including varieties found in

Europe, Belgium, Switzerland, Canada and Africa.

Examine attitudes towards these varieties and their speakers

Identify and access appropriate bibliographical sources, databases and other sources of information

Critically evaluate appropriate research identified from these sources

Compose essays in both English and French demonstrating the ability to organise material and analyse and evaluate relevant research.

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FR4047 The Limits of Literature: Destabilization and Critique in the Early 20th Century (Dr Lukes)

The beginning of the twentieth century witnessed an explosion of artistic creativity in France and across Europe. Artists, writers, and poets began questioning the conditions that had led to the madness of the First World War and expressed doubts about whether art was capable of representing the chaos of the times. How was it possible for mankind to have lost its reason to such an extent? What did this reveal about our cultural foundations and the processes through which we conventionally made sense of the world and of our lives? Literature in particular became the testing ground for critiquing man’s claim to rationality: by revealing the limits of our mastery over language and the insufficiency of our linguistic tools, writers and poets not only explored the ways in which our conventional processes of sense-making could be destabilized but also pushed literature to confront its limits by looking at what may lie beyond them. This course will explore these fertile years according to a two-fold approach: on the one hand, by focusing on the different literary practices developed by poets and writers to respond to the madness of the times (such as Surrealist explorations of the fine line between dream and reality, sense and nonsense, reason and unreason—particularly in the works of Apollinaire, Breton, Eluard, Artaud, Leiris, Bataille); on the other hand, by analysing the significance of these practices as a way of questioning the very conception of literary limits (exploring the cross-disciplinary dialogue between visual and verbal that motivated painters, film-makers, photographers and fashion designers—such as Dalí, Magritte, Buñuel, Man Ray, Schiaparelli).

Learning outcomes:

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

Display a theoretically and historically sensitive understanding of important literary, artistic, and theoretical 20th-century works;

Accurately and critically deploy key concepts pertaining to literary form and language both in abstract and systematic reflection and in close readings of selected passages;

Reflect on key methodological issues—in particular, negotiate the interplay between textual analysis and theoretical inquiry and explain the benefits and potential problems inherent in bringing literary, art, and film criticism together in interdisciplinary inquiry;

Develop academic written and oral skills in English and in French through essay-writing and in-class presentations.

Course texts (available at the International Bookstore)

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Apollinaire, Guillaume. Calligrammes. Paris: Gallimard. Poésie, 1966.

Breton, André. Manifestes du surréalisme. Paris: Gallimard. Coll: Folio Essais, 1985

Breton, André. Nadja. Paris: Gallimard. Coll: Folio, 1972

Richard Calvocoressi. Magritte (Colour Library). Phaidon Press; New edition, 1998.

Néret, Gilles. Dalí. Taschen France, 2011.

Garcia, Erin C. Man Ray in Paris. Tate Publishing, 2011.

SPECIAL SUBJECTS (Dissertation) 2016-2017

(= 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 6, 2017 and that the required 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.

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Plagiarism The College has a strict policy on plagiarism, which it is the French Department’s intention to apply fully. The complete Calendar entry is reproduced below. In practical terms, the Department’s response will be as follows: a) Where two or more pieces of work are submitted which are identical or substantially similar, except in those situations where the exercise has been set as a group exercise, the authors of the pieces of submitted work will be interviewed with a view to ascertaining whether there are any reasons why a mark of 0 should not be returned. Whereas it is good practice for groups of students to study and revise together, it is not good practice to lend your essay to another student for copying. Of course, lending notes to absent colleagues is perfectly in order. b) Where a piece of work contains quotations from a published work or a website that are not specifically acknowledged in notes, the Department reserves the right to return a mark of 0: Students are encouraged to read around their subject, and consult works of criticism or relevant websites. However, material and ideas gathered from these sources should not normally replace students’ own words: rather, quotations should be used to back-up or substantiate an assertion, and should be offered as a kind of “proof” of the student’s own ideas, not as a replacement for them. In order to make it quite obvious which ideas you are presenting as your own, and which are ascribed to other people, set borrowed words aside typographically, but putting a short quotations (60 words or less) in inverted commas, and by setting longer quotations outside the main body of the text, with a reference to the source in each case. c) Where an essay has been set in French and a portion of the mark is to be assigned on the basis of the linguistic standard achieved, that essay should be the candidate’s own work. Students may approach those with a higher standard of French (including students in higher years and native speakers) to resolve specific questions but they should not rely on them for wholesale correction of their work, nor should they

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submit work which has been re-written by a third party to improve the standard of the French. d) If you are in any doubt, consult a member of staff. e) If the Department comes to the view that there has been persistent plagiarism with intent to deceive, the full sanctions outlined in the Calendar will be implemented. CALENDAR ENTRY ON PLAGIARISM http://www.tcd.ie/calendar/ General It is clearly understood that all members of the academic community use and build on the work and ideas of others. It is commonly accepted also, however, that we

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build on the work and ideas of others in an open and explicit manner, and with due acknowledgement. Plagiarism is the act of presenting the work or ideas of others as one’s own, without due acknowledgement. Plagiarism can arise from deliberate actions and also through careless thinking and/or methodology. The offence lies not in the attitude or intention of the perpetrator, but in the action and in its consequences. It is the responsibility of the author of any work to ensure that he/she does not commit plagiarism. Plagiarism is considered to be academically fraudulent, and an offence against academic integrity that is subject to the disciplinary procedures of the University. 83 Examples of Plagiarism Plagiarism can arise from actions such as: (a) copying another student’s work; (b) enlisting another person or persons to complete an assignment on the student’s behalf; (c) procuring, whether with payment or otherwise, the work or ideas of another; (d) quoting directly, without acknowledgement, from books, articles or other sources, either in printed, recorded or electronic format, including websites and social media; (e) paraphrasing, without acknowledgement, the writings of other authors. Examples (d) and (e) in particular can arise through careless thinking and/or methodology where students: (i) fail to distinguish between their own ideas and those of others; (ii) fail to take proper notes during preliminary research and therefore lose track of the sources from which the notes were drawn; (iii) fail to distinguish between information which needs no acknowledgement because it is firmly in the public domain, and information which might be widely known, but which nevertheless requires some sort of acknowledgement; (iv) come across a distinctive methodology or idea and fail to record its source.

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All the above serve only as examples and are not exhaustive. 84 Plagiarism in the context of group work Students should normally submit work done in co-operation with other students only when it is done with the full knowledge and permission of the lecturer concerned. Without this, submitting work which is the product of collusion with other students may be considered to be plagiarism. When work is submitted as the result of a group project, it is the responsibility of all students in the group to ensure, so far as is possible, that no work submitted by the group is plagiarised. 85 Self plagiarism No work can normally be submitted for more than one assessment for credit. Resubmitting the same work for more than one assessment for credit is normally considered self-plagiarism. 86 Avoiding plagiarism Students should ensure the integrity of their work by seeking advice from their lecturers, tutor or supervisor on avoiding plagiarism. All schools and departments must include, in their handbooks or other literature given to students, guidelines on the appropriate methodology for the kind of work that students will be expected to undertake. In addition, a general set of guidelines for students on avoiding plagiarism is available on http://tcd-ie.libguides.com/plagiarism. 87 If plagiarism as referred to in §82 above is suspected, in the first instance, the Director of Teaching and Learning (Undergraduate), or their designate, will write to the student, and the student’s tutor advising them of the concerns raised. The student and tutor (as an alternative to the tutor, students may nominate a representative from the Students’ Union) will be invited to attend an informal meeting with the Director of Teaching and Learning (Undergraduate), or their designate, and the lecturer concerned, in order to put their suspicions to the student and give the student the opportunity to respond. The student will be requested to respond in writing stating his/her agreement to attend such a meeting and confirming on which of the suggested dates and times it will be possible for them to attend. If the student does not in this manner agree to attend such a meeting, the Director of Teaching and Learning (Undergraduate), or designate, may refer the case directly to the Junior Dean, who will interview the student and may implement the procedures as referred to under conduct and college regulations §2. 88 If the Director of Teaching and Learning (Undergraduate), or designate, forms the view that plagiarism has taken place, he/she must decide if the offence can be dealt with under the summary procedure set out below. In order for this summary procedure to be followed, all parties attending the informal meeting as noted in §87

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above must state their agreement in writing to the Director of Teaching and Learning (Undergraduate), or designate. If the facts of the case are in dispute, or if the Director of Teaching and Learning (Undergraduate), or designate, feels that the penalties provided for under the summary procedure below are inappropriate given the circumstances of the case, he/she will refer the case directly to the Junior Dean, who will interview the student and may implement the procedures as referred to under conduct and college regulations §2. 89 If the offence can be dealt with under the summary procedure, the Director of Teaching and Learning (Undergraduate), or designate, will recommend one of the following penalties: (a) Level 1: Student receives an informal verbal warning. The piece of work in question is inadmissible. The student is required to rephrase and correctly reference all plagiarised elements. Other content should not be altered. The resubmitted work will be assessed and marked without penalty; (b) Level 2: Student receives a formal written warning. The piece of work in question is inadmissable. The student is required to rephrase and correctly reference all plagiarised elements. Other content should not be altered. The resubmitted work will receive a reduced or capped mark depending on the seriousness/extent of plagiarism; (c) Level 3: Student receives a formal written warning. The piece of work in question is inadmissible. There is no opportunity for resubmission. 90 Provided that the appropriate procedure has been followed and all parties in §87 above are in agreement with the proposed penalty, the Director of Teaching and Learning (Undergraduate) should in the case of a Level 1 offence, inform the course director and where appropriate the course office. In the case of a Level 2 or Level 3 offence, the Senior Lecturer must be notified and requested to approve the recommended penalty. The Senior Lecturer will inform the Junior Dean accordingly. The Junior Dean may nevertheless implement the procedures as referred to under conduct and college regulations §2. 91 If the case cannot normally be dealt with under the summary procedures, it is deemed to be a Level 4 offence and will be referred directly to the Junior Dean. Nothing provided for under the summary procedure diminishes or prejudices the disciplinary powers of the Junior Dean under the 2010 Consolidated Statutes.

NOTE TO STUDENTS

To ensure that you have a clear understanding of what plagiarism is, how Trinity deals with cases of plagiarism, and how to avoid it, you will find a repository of information at http://tcd-ie.libguides.com/plagiarism

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We ask you to take the following steps:

(i) Visit the online resources to inform yourself about how Trinity deals with plagiarism and how you can avoid it at http://tcd-ie.libguides.com/plagiarism . You should also familiarize yourself with the 2015-16 Calendar entry on plagiarism located above and on this website, and the sanctions which are applied.

(ii) Complete the ‘Ready, Steady, Write’ online tutorial on plagiarism at http://tcd-ie.libguides.com/plagiarism/ready-steady-write. Completing the tutorial is compulsory for all students.

(iii) Familiarise yourself with the declaration that you will be asked to sign when submitting course work at http://tcd-ie.libguides.com/plagiarism/declaration.

(iv) Contact your College Tutor, your Course Director, or your Lecturer if you are unsure about any aspect of plagiarism.

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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 Department of French, this regulation is interpreted as meaning that at examinations, the aggregate mark of all written language exercises 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.