1

UNIVERSITY OF DUBLIN

TRINITY COLLEGE

DEPARTMENT OF FRENCH

Junior Sophister - Guide to Courses 2017-2018

Two-Subject Moderatorship

This booklet should be read in conjunction with relevant entries in the University

Calendar. In case of any conflict between the Handbook and the Calendar, the

provisions of the Calendar shall apply.

Lecturing staff

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

email addresses are followed by <@tcd.ie>.

Dr Sarah Alyn-Stacey, room 4105, tel 2686, email <salynsta> Dr Edward Arnold, room 4106, tel. 1836, email <ejarnold> Dr James Hanrahan, room 4107, tel 1841, email <hanrahaj> (on sabbatical MT 2017) Dr Rachel Hoare, room 4108, tel. 1842, email <rmhoare> Dr Alexandra Lukes, room 4104, tel. 1977, email <lukesa> Dr Hannes Opelz, room 4111, tel. 1077, email<opelzh> (on sabbatical HT 2018) Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email <psalerno> Departmental Office

Sinead Doran/Mary Kelly, Room 4109, tel. 1553, email <french>,

Tracy Corbett, Room 4089, tel. 1333, email <tcorbett>

2

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.

Please indicate your choices on the next page which should be printed off and

returned to the Departmental Office, room 4109, not later than 12.00 noon on

Tuesday 7 March 2017, together with the signed statement that you have received

the document concerning courses and assessment. Students currently off-books

can e-mail the Department and put a hard copy in the post.

Prospective candidates for Moderatorship Part 2 in French may wish to note that in

their Senior Sophister year they will be required to select two, year-long, Topics.

Students intending to go 'off books' in 2017-2018 should still complete the form, but

indicate their intention at the appropriate point (the department is not in a position to

guarantee that the courses on offer this year will still be offered when students off-

books return). They should note that completion of this form does not in itself

constitute a request for permission to go off books. Students who obtain permission,

and then change their mind, should notify the department immediately.

Class lists will be established and posted as soon as possible. At this point, you

should refer to reading lists for the courses to which you have been allocated and

commence reading during the summer vacation.

3

Please Complete and Return this page to the Department of French (Room 4109) by

12.00 noon on Tuesday 7 March 2017.

Junior Sophister Course Choices 2017-2018

Name (in block capitals)__________________________Student No:______________ E-mail Address: _______________________________ OPTIONS: (state 1st. 2nd and 3rd choices in order of preference for each term, please insert module number and name of course): MT 1.___________________________________________________________________ 2.___________________________________________________________________

3. __________________________________________________________________ HT 1___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ Please sign and date the statement below:- I confirm that I have received a copy of the departmental statement concerning courses and

assessment for the Junior Sophister year 2017-2018

Signature: _________________________________ Date: _____________________________________ Year Off Books:

I intend/do not intend to spend next year off books/on Erasmus.

(Delete as applicable)

4

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 (CLCS). 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.

N.B. If you chose Dr. Rachel Hoare’s option in Michaelmas Term you may not

chose a linguistic option offered by CLCS in Hilary Term, you must chose an option

offered by 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 Wednesday 13 December 2017, the second by 12.00

noon on Friday 6 April 2018. 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.

5

Essay titles will be published in the year handbook which will be available on the

French Department website http://www.tcd.ie/French/ at the beginning of the

academic year. Extensions to the deadline will be permitted only for exceptional

reasons, and with the prior consent of the Head of Department. Failure to return the

assessment exercise by the due date without prior permission will result in the award

of a zero mark. The copy of the essay submitted will be kept by the department for

possible scrutiny by extern examiners, and students are advised to keep a

photocopy.

Students are reminded that they will be required to choose the subject which they

intend to take in the Senior Sophister year by the last day of Michaelmas term of the

JS year.

Important Note:

Prospective candidates for Moderatorship Part I are also reminded that they must

have fulfilled the requirement of two months' residence in a French-speaking country

before the examination.

The overall assessment for Moderatorship Part I is as follows:

As indicated below, students sit three language examinations. They are also

required to take an oral examination. In addition, they submit one assessment

essay for each of the two option modules taken.

1. Translation (Translation from French and résumé) (5/30)

2. Résumé (5/30)

3. Essay (5/30)

4. Oral examination (5/30)

5. Option I (assessment essay) (5/30)

6. Option II (assessment essay) (5/30)

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.

6

Michaelmas Term Options 2017

1. Love and Desire in the Renaissance FR3027 (Dr. Alyn-Stacey)

___________________________________________________________________

Aims: By focusing on the representation of love and desire in a number of key

Renaissance texts, this course aims to give students an insight into the Renaissance

view of Man’s place in society and the cosmos. It aims also to introduce students to

‘heritage’ film and to the cinematic reproduction/rewriting of the past.

Objectives: By the end of the course, students will be acquainted with the works of

some of the major writers of the Renaissance. They will be familiar with the

considerable range of ideas and genres which reflect the humanist preoccupations

of the time. They will be familiar with the aims of ‘heritage’ film. They will have

developed their abilities to analyse closely literary texts and film.

Course Structure: Teaching will be by lecture, student papers and discussion. The

course is structured as follows:

Texts

Marguerite de Navarre, L’Heptaméron (Paris: Garnier Flammarion), prologue and

first two days only

Pierre de Ronsard, Les Amours (Paris: Gallimard)

Michel de Montaigne, ‘De l’amitié’ and ‘Sur des vers de Virgile’ (Essais I, 28; Essais

III, 5)

Film

Le Retour de Martin Guerre (Daniel Vigne, 1982)

Conclusion

2. New boundaries of French identity: expression, transmission and the notion of

the third space. FR3040 (Dr. Hoare)

_______________________________________________________________________

Identity is a difficult term to define – most people have an idea about what it means, but

there is no agreed precise definition. The complexity of questions of identity and cultural

7

diversity means that these concepts can be studied from many different theoretical

perspectives, and the difficulty of providing a precise definition for the term ‘identity’, is

widely recognised. However, it has also been suggested that an overall definition is not

crucial, as the term ‘identity’ can be used to refer to many different aspects of an

individual, and any discussion of identity is unlikely to be limited to a single aspect. For

example, it may be used to refer to an individual’s sense of self, the perceptions which

others have of an individual, an individual’s reactions to others’ perceptions, and the

social categories which become attached to the individual. It is also important to note that

the salience of these different identities will be constantly changing depending on

circumstance and context.

The notion of what constitutes a French identity, is particularly difficult to determine,

in a country which has a long history of immigration, both from neighboring countries

and many other parts of the world. This difficulty is further compounded by the fact

that France has traditionally adopted assimilationist acculturation strategies.

This module explores the expression and inter-generational transmission of multi-

faceted identities in French contemporary society, with a particular focus on French

young people with a dual or ‘hyphenated’ identity, also referred to as second or third

generation immigrants. The module explores the ways in which these young people

carry out their lives at the intersection of two cultures and how well they are adapting

to their intercultural experiences. This exploration draws upon Henri Tajfel’s Social

Identity Theory, Erik Erikson’s theory of identity and psychosocial development,

Stuart Hall’s theory of cultural identity, and Homi Bhabha’s third space theory, in

order to explore different forms and notions of identity in the French context.

The following three main areas will be explored during the twelve week semester:

1. What is identity? Synthesis of theory and research. (weeks 1-3)

A personal identity perspective: the ways in which Erik Erikson’s psychosocial

approach to identity integrates historical, biological, psychological and sociocultural

forces.

Social identity theory: Social identity is a person’s sense of who they are, based on

8

their group membership(s). Tajfel (1979) proposed that the groups (e.g. social

class, family, football team etc.) to which people belonged were an important source

of pride and self-esteem. Groups provide a sense of social identity: a sense of

belonging to the social world.

2. French immigrant youth: acculturation strategies, the ‘third space’ and

arts-based expressions of identity. (weeks 4-10)

The experiences and acculturation strategies of immigrant youth in France.

Arts-based expressions of identity, with a particular focus on hip hop and rap music.

Third space theory (Bhabha, H, 2004).

3. Capturing identity: quantitative and qualitative methods. (weeks 11-12)

Examines the use of quantitative methods such as questionnaires, and qualitative

methods such as semi-structured interviewing techniques, and narrative identity

analysis, to explore identity status and discusses the future integration of these

techniques.

Students will be asked to prepare journal articles each week which will be posted on

Blackboard.

Recommended reading.

Berry, J. (1997). ‘Immigration, Acculturation, and Adaptation’, Applied Psychology:

An International Review, 46 (1), 5-68.

Berry, J., Phinney, J.S., Same, D.S., and Vedder, P. (eds.) (2012) Immigrant Youth

in Cultural Transition: Acculturation, Identity and Adaptation across National

Contexts (second edition). London and New York: Routledge.

Hall, S., and Du Gay, P. (1996) Questions of Cultural Identity. London: Sage

Publications Ltd.

Kiwan, N. (2009) Identities, discourses and experiences: young people of North

African origin in France. Manchester: Manchester University Press.

9

Kroger, J. (2006) Identity Development: Adolescence through adulthood. California

and London: Sage Publications, Inc.

Lawler, S. (2008) Identity: Sociological perspectives. Cambridge: Polity Press.

Lipiansky, E-M. (2016) L’identité française : représentations, mythes, idéologies.

France : Editions de l’Espace Européen.

Marti P (2005) Rap 2 France: Les mots d’une rupture identitaire. Paris: L’Harmattan.

Rose T (2006) Voices from the margins: rap music and contemporary cultural

production. In: A Bennett, B Shank and J Toynbee (eds) The Popular Music Studies

Reader. London and New York: Routledge.

Sabatier, C., Malewska, H., et Tanon, F. (2002) Identités, acculturation et altérité.

France, Hongrie, Italie, L’Harmattan.

Watzlawik, M., and Born, A. (2007) (eds.) Capturing Identity: Quantitative and

Qualitative Methods. New York: University Press of America.

3. Literature as Theory: Blanchot and Bataille FR3020 (Dr Opelz)

__________________________________________________________________

What is literature? The question has fascinated writers and philosophers alike for

centuries, and it is the purpose of this module to look at some of the most engaging

and powerful responses the twentieth century has to offer. The module is designed

to provide undergraduate students with conceptual tools to think about literature by

examining writers and thinkers whose works – literary and theoretical – have laid

some of the foundations of modern literary thought. What does it mean to theorise

literature? Does a theory of literature adequately address the experience of

literature? And can literature actually convey experience in the first place? What

happens when literature produces its own experience and its own theory? What if

literature was the experience of its theory or the theory of its experience? This

module will explore these and other related questions by introducing students to two

key French figures of the twentieth century: Maurice Blanchot (1907-2003) and

Georges Bataille (1897-1962). The focus of this module will be twofold: first, we

shall concentrate on works of fiction by the two authors under discussion (Thomas

10

l’Obscur and Madame Edwarda) and see how a close-reading of these works raises

theoretical questions about literary experience; second, we shall look at the ways in

which these thinkers have sought to account for the experience of literature in their

theoretical writings. The module will offer students an opportunity to address the

issues at stake from a variety of perspectives (philosophical, affective,

anthropological, mystical, aesthetic) and is designed to assist them in developing

and enhancing both their analytical skills and their conceptual language. As such,

this module will be especially useful as a preparation for those wishing to explore

critical thought and literary theory in the post-war and post-1968 periods in more

advanced classes. Whilst prior knowledge of literary theory is not a requirement,

students should be prepared to engage with theoretical questions. Taught in

French, the module is assessed by an essay (2,500-3000 words).

Course texts:

MAURICE BLANCHOT

Thomas l’Obscur, nouvelle version (1950) (Gallimard, coll. L’imaginaire,

1992).

Extracts from La Part du feu (1949) (Gallimard, coll. Blanche, 1999).

GEORGES BATAILLE

Madame Edwarda (1941) (10/18, coll. Domaine français, 2004).

“Préface” (1956) to Madame Edwarda, in Madame Edwarda (1941) (10/18,

coll. Domaine français, 2004).

“Préface” (1962) to L’Impossible, in Œuvres complètes, III (Gallimard, coll.

Blanche, 1971).

Extracts from L’Expérience intérieure (1943) (Galllimard, coll. Tel, 1978).

Extracts from Littérature et le mal (1957) (Gallimard, coll. Folio Essais,

1990).

To follow this course, students must have their own copy of the books in bold

above. These can be purchased at International Books, 18 South Frederick St.

11

4. CLCS Options

__________________________________________________________________________

The Michaelmas term options are in Aspects of Written Language and in Language

Learning. Junior Sophister students of French take one of these options as

equivalent to one of the French department options listed above, and complete one

assignment. Information on these courses is detailed at the end of this document.

The appropriate form should be completed and returned directly to CLCS by

Tuesday 7 March 2017. (This is in addition to the form which you are returning to

the French Department)

Hilary Term Options 2017

1. Républiques, guerres et passions politiques: France since 1945. FR3029

(Dr. Arnold)

_______________________________________________________________________

This course explores the political, ideological and far-reaching constitutional changes of

post war France, and the various, often competing strands of collective memory shaped

by historical events (Occupation, Resistance, the Indo-Chinese and Algerian Wars, May

1968). Students will study a selection of the main constitutional texts (4th and 5th

Republics) and will become familiar with the principal historical events and political parties

of the period through the study of primary and secondary texts and iconographic

documents.

Bibliography

Agulhon, Maurice La République, tome 2 : 1932 à nos jours,

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

12

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.

2. Errances narratives: eighteenth-century philosophical fiction FR3031

(Dr. Hanrahan)

___________________________________________________________________

The eighteenth century was an Age of Ideas and this is evident in the major literary works of

the period. Authors such as Voltaire, Diderot and Montesquieu experimented with different

literary forms – contes philosophiques, dialogues, epistolary novels – as a means of

questioning received ideas. This course will allow students to study closely some of the

most important works of the period – Candide, Jacques le fataliste, Lettres persanes and

Supplément au voyage de Bougainville. Students will analyse how all these works act as

vehicles for the ideas that underpin them, while also focussing on literary form and narrative

technique. More specifically, students will examine the originality of these works, which

prioritise descriptions of travel, encounters with new worlds and presentations of the ‘Other’,

during a period when philosophic, scientific and cultural horizons were being broadened,

thus engendering a nascent modernity.

Course texts:

Montesquieu, Lettres persanes

Voltaire, Candide

Diderot, Jacques le fataliste et son maître

Diderot, Supplément au voyage de Bougainville

13

3. Surrealism FR3406 (Dr. Lukes)

___________________________________________________________________

The beginning of the twentieth century witnessed an explosion of artistic creativity in

France and across Europe. Artists, writers, and poets began questioning the

conditions that had led to the First World War and expressed doubts about whether

art was capable of representing the chaos of the times. Literature and the arts

became the testing ground for critiquing man’s claim to rationality: by revealing the

limits of our mastery over language and the insufficiency of our linguistic tools,

writers, poets, and artists explored the boundaries between artistic forms, in order to

destabilize our conventional processes of sense-making.

We will explore these fertile years according to a two-fold approach: on the one

hand, by focusing on the different literary practices developed by poets and writers

to respond to the madness of the times (explorations of the fine line between dream

and reality, sense and nonsense, reason and unreason in the works of Apollinaire

and Breton); on the other hand, by analysing the significance of these practices in

opening up a dialogue between artistic forms (in the painting, film, and photography

of Magritte, Dalí, Buñuel, and Man Ray).

COURSE TEXTS

Available at the International Bookstore:

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

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

Dalí & Bunuel, film. Un chien andalou. (also available on YouTube)

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

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

Available online:

La Révolution Surréaliste:

http://gallica.bnf.fr/ark:/12148/cb34381250f/date.r=la+r%C3%A9volution+surr%C3%

A9aliste.langFR

All other material will be uploaded to Blackboard

14

4. CLCS Options

__________________________________________________________________________

The Hilary term options are in ‘Aspects of Vocabulary’ and ‘Sociolinguistics’. Junior

Sophister students of French take one of these options as equivalent to one of the

French department options listed above, and complete one assignment. Information

on these courses is detailed at the end of this document. The appropriate form

should be completed and returned directly to CLCS by Tuesday 7 March 2017.

(This is in addition to the form you are returning to the French Department).

NB Please note that if you have chosen Dr. Rachel Hoare’s option (as your first

choice) in Michaelmas Term you cannot choose an option offered by CLCS in Hilary

Term, you must choose another French Department option.

15

School of Linguistic, Speech and Communication Sciences

Centre for Language and Communication Studies

Linguistic Options

2017-2018

The following options in linguistics may be available to students in the Departments of French, German, Italian, modern Irish, Russian and Hispanic Studies: Aspects of written language –LI237A (Michaelmas term) 5 ECTS Language learning – LI233A (Michaelmas term) 5 ECTS Aspects of vocabulary – LI231A (Hilary term) 5 ECTS Sociolinguistics – LI234A (Hilary term) 5 ECTS

The conditions on which students may take these options are determined by the schools and departments concerned, from which further details should be sought.

16

Michaelmas term only

Aspects of Written Language (5 credits) – Dr. Sarah O’Brien

This module examines the phenomenon of written language from a range of perspectives. It begins by exploring the beginnings and historical development of writing, in the process considering the ways in which different writing systems (e.g., word-writing, syllable writing, alphabetic writing) represent different aspects of language. Further points of discussion will be drawn from among the following: the debate around the social and individual consequences of literacy; the orthography of English; the mental processes involved in reading; written texts as coherent communicative acts; information structure and flow in written texts; differences between the language of speech and the language of writing; and the use of written language in communication technologies. There is no textbook for this module; instead, students will be recommended selected readings for the different topics covered. Assessment: Students are required to submit one mid-term assignment of 2,000 words (50%) and a term essay of 2,000 words (50%).

Language Learning (5 credits) – Dr. De Angelis

This module introduces students to key issues and findings in language acquisition research. The principal focus will be on second language acquisition, but first language acquisition will also be covered. Topics to be addressed will include: child language acquisition, the nature-nurture debate, errors and learning strategies, the learner’s ‘internal syllabus’, individual learner differences, theories of second language acquisition, communication strategies and second language teaching. Major references:

Cook, V. and Singleton, D. (2014) Key Topics in Second Language Acquisition. Bristol:

Multilingual Matters.

Ellis, R. and Shintani, N. (2014) Exploring Language Pedagogy through Second Language

Acquisition Research. London: Routledge.

Mitchell, R., Myles, F. Marsden, E. (2013) Second Language Learning Theories. Third

Edition. Abingdon: Routledge.

Assessment: Students are required to submit a term essay of 4,000 words.

17

Hilary term only

Sociolinguistics (5 credits) - Dr. Kallen

This module is an introduction to the study of language in its social context. Topics include accents, dialects, and standards; social dialects depending on factors such as age, gender, socioeconomic class, and social network; the relationship between language variation and language change; language planning and bilingualism; language and gender, linguistic landscape, language and culture, and language disadvantage and human rights. Textbook: Ronald Wardhaugh and Janet M. Fuller. 2015. An Introduction to Sociolinguistics. 7th edn. Oxford: Wiley-Blackwell. Assessment: Students are required to submit a term essay of up to 4,000 words.

Aspects of Vocabulary (5 credits) – Dr. Uí Dhonnchadha

This module will attempt to demonstrate that almost everything in language is related in some way or other to words we use, and that the lexical dimension of language needs to be viewed as more than just a list of lexical items. The topics to be adressed include: the nature of the lexicon and its relationship to syntax, morphology, phonology and meaning. We will also look at lexical partnerships, lexical variation and change, lexical acquisition and the teaching of vocabulary, the taboo lexicon, and lexicon and the brain. Major references: D. Singleton (2000) Language and the Lexicon: An Introduction.

London: Edward Arnold. R. W. Fasold & J. Connor-Linton, Eds. (2014). An Introduction to Language and Linguistics. Cambridge University Press. R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca-López (2010) Insights into Non-native Vocabulary Teaching and Learning. Bristol: Multilingual Matters.

Assessment: Students are required to submit a term essay of 4,000 words.

18

School of Linguistic, Speech and Communication Sciences

Centre for Language and Communication Studies

Options in Linguistics For students other than Junior Freshmen

2017 - 2018 The options described previously are available to students in the Departments of French, German, Modern Irish, Italian, Russian and Hispanic Studies on conditions laid down by those departments. Students who wish to take any of these options should fill in the form below and either hand deliver or post the form back to the CENTRE FOR LANGUAGE AND COMMUNICATION STUDIES, Room 4091, Arts Building as soon as possible and in any case NOT LATER than 7 March 2017. There is a maximum of 20 places in each option. ________________________________________________________________________ Surname: …………………………………………………….. First name: ……………………………………… Course: ……………………………………………………….. Department: ……………………………………… Student Number: ……………………………… Email address: ……………………………………………. 2017/18 College standing (SF, JS, SS) …………………….

Option Choice Duration Assessment ECTS Choice (please tick box)

Aspects of Written Language

MT term essay(s)

5

Language Learning MT term essay(s)

5

Sociolinguistics HT term essay(s)

5

Aspects of Vocabulary HT term essay(s)

5

19

CLCS LINGUISTICS OPTIONS

Summary of departments’ assessment requirements

________________________

French Junior Sophister students may substitute one Linguistics Option for one French Option. They are required to write a term essay (or essays), but are not required to sit an examination. Germanic Studies Senior Freshman and Junior Sophisters TSM students may take one Linguistic Option in either their Senior Freshman or Junior Sophister year. They are required to write a term essay (or essays), for the Linguistic Option. Senior Sophisters (Pattern B only) may substitute two Linguistics Options, normally one in each term, for one Germanic Studies option. They are required to write a term essay (or essays) for each Linguistics Option. Hispanic Studies Senior Freshman TSM may take one Linguistic Option in SF year. They submit a term essay (or essays). Students will be exempted from one Spanish Course only. Only students who are not taking a Broad Curriculum course can select a Linguistics course in Senior Freshman. Modern Irish Senior Freshman and Junior Sophister students may substitute one Linguistics Options for one Irish option. They are required to write a term essay (or essays), for each Linguistics Option. Italian T.S.M. Junior and Senior Sophisters may take one Linguistics Option in a given year. They submit a term essay (or essays). Students of Italian will not normally be allowed to take more than one option outside the Department in any one year. Russian Junior Sophisters may take one Linguistic Option in a given year. They submit a term essay (or essays). Senior Sophisters may substitute two Linguistics Options, normally one in each term, for one Russian option. They are required to write a term essay (or essays), for each Linguistics Option.

January 2017