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French 202 - Intermediate French 2 - Fall 2021 Course Syllabus
Materials & Books Required
● Réseau, Communication, Intégration, Intersections. First Edition, par Jean Marie Schultz et Marie-PauleTranvouez: http://wps.prenhall.com/ml_schultz_reseauCW_1/. NOTEZ : First edition !!!
● Les Choses, George Perec https://www.amazon.com/Choses-Georges-Perec/dp/2266025791
Supplemental ● Dictionnaire: All students should have a good bilingual dictionary. J'accepte deux formes de
dictionnaire: en forme de livre ou en ligne/application. Larousse online:http://www.larousse.fr/dictionnaires/francais-anglais
Technology Requirements ● Reliable Internet and access to Zoom with audio● See the “Technology” section for help getting to Brightspace.
Course Description
French 201 - Course Syllabus 1
Taylor Poulin
Office: Linguistics, Portland Campus
Hours: By appointment
Course Meetings: Lundi, Mercredi 17h00-18h40
Course Mode: Online Synchronous
Course Location: Zoom
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Ce cours de français intermédiaire se base sur l'idée de l'intersection de la linguistique et la culture. À travers la lecture et la discussion, le cours introduit les étudiants à la diversité du monde francophone, avec le but de développer l'esprit critique et la capacité d'employer le français dans un contexte universitaire.
This intermediate French course is based on the notion of linguistic and cultural intersections. Students are introduced to the diversity of the French-speaking world via readings and discussion aimed at developing critical thinking and preparation to use French on a University level.
Learning Outcomes 1. Demonstrate skills of effective communication and analysis using French communication skills thatcorrespond to the FRE 201 level
2. Understand how people make sense of their lives and their world through the production of culturalrepresentations such as ritual practices, artistic creations, and other products and performances;
3. Analyze and evaluate cultural representations in historical and disciplinary context, with the understandingthat standards of evaluation are themselves historically produced and contingent;
4. Identify ethical issues raised by cultural representations, including what they suggest about students in theirdiverse roles;
5. Use their cultural knowledge to communicate more effectively and present information about certain aspectsof the cultures of French-speaking countries including: where French is spoken and the various roles Frenchplays in different countries; proper levels of formality in conversation; some aspects of family life, education,and leisure activities in different Francophone countries; climate and lifestyle in selected Francophonecountries.
Additional learning outcomes/cultural interpretation objectives: 1. Demonstrate understanding of the diversity and complexity of the human search for meaning, value, and
purpose. Through their study of another language and culture(s), students gain a new awareness of the diversity of thehuman experience. In beginning- and intermediate-level language courses, students learn about differences inlifestyles and attitudes that are conveyed through the linguistic and cultural norms of the population. For example, inthe unit on the family, students learn about the importance of the French family to society, the tradition of the Sundayfamily meal, the ways in which vocabulary sheds a light on cultural attitudes (e.g. “mother-in-law” and “stepmother”are the same word in French), the trends towards smaller families, and single living arrangements, changing attitudesand laws towards marriage and legal partnership, etc. They demonstrate understanding of this diversity throughanswering questions in French, both orally in class and in writing on exams, as well as through writing assignmentsand class presentations.
2. Demonstrate an ability to respond subjectively as well as objectively to aesthetic experiences and develop anunderstanding of the integrity of both emotional and intellectual responses. Student oral presentations on culturaltopics incorporate both subjective and objective responses to cultural productions such as music, film, art, orarchitecture, or to sites of natural beauty. Students present factual information about their topic as well as giving theiropinions on and reactions to it. Students' oral and written reflections on cultural differences, in class and in writtenassignments, also demonstrate their understanding of the integrity of both emotional and intellectual responses. For
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example, in the unit previously mentioned, discussion of the French PACS (civil union) and its increasing use as a replacement for marriage allows students to reflect on both their own emotional response and the value they place on marriage as individuals, and on the objective legal, social, and political consequences of such a shift.
3. Demonstrate an understanding of the interrelationship between the self and the humanities in a variety ofcultures. The overarching purpose of language study is to prepare individuals to function in a culture different fromtheir own, through progressive mastery of the linguistic and cultural norms of another society. In this French course,an understanding of the interrelationship between the self and the humanities is necessary on a very basic level,developed through an introduction to cultural production such as architecture, video clips, songs, national symbols,etc. in a variety of Francophone countries and cultures. Students demonstrate their knowledge of these elements inclass discussions, presentations, tests, and written assignments.
4. Demonstrate an understanding of the personal and social values of cultures and how ideas influence thecharacter of human beliefs and the norms that guide human behavior. Language study is cultural study; even onthe earliest levels, students demonstrate their understanding of the personal and social values of the cultures beingstudied. Basic linguistic elements such as greetings, mode of address (formal or informal, use of titles, etc.)incorporate these values and norms, and students' correct use of them in class, on homework, and on examsdemonstrate their understanding and progressive mastery of them. Cultural discussions are integrated into each unitand students' knowledge is again demonstrated and evaluated through their oral participation and written work.
5. Apply language skills within a cultural and social context and understand aspects of the culture of the languagebeing studied. Our language classes all require students to apply their language skills in culturally-appropriate ways,demonstrated continually in their class participation in conversations, role-play scenarios, and skits, as well as on theiroral and written assessments and assignments. As students progress through the language-learning continuum, theybecome increasingly able to function in the society or societies that use the target language, applying both theirlinguistic and their cultural knowledge in a growing range of communicative and social contexts.
Structure & Format During this online synchronous course, students will need to have the ability and desire to attend courses online 2 days a week. During these online lessons, the professor will introduce new material, practice listening and reading, and allow students to practice newly learned skills. Each lecture will be conducted entirely in French, with the help of an online whiteboard and textbook. It is important to notify the professor if you need clarification during a lesson.
Assessment French 201 works alongside chapters in Réseau, as well as 2 books and a film. Each new concept will have a mini assessment that checks for students’ understanding of the main concepts of the unit before the unit test. Students will be assessed on each unit’s grammar, vocabulary and cultural insights.
Grading Criteria
Evaluation: Attendance & Punctuality/assistance et ponctualité: 10% Participation: 15% Reading/film/song assignments/lécture/film/chansons: 20% Homework & Quizzes/devoirs et petits examens: 30% Tests/Examens: 25% TOTAL 100%
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Course Evaluations At the end of each semester, every student has the opportunity to provide constructive feedback on their courses. It is important to me that you take the time to let me know your thoughts about the course. I use your feedback to make improvements to the course materials, assignments, and outcomes.
Course Policies
Grading Scale
Attendance and Late Work You may turn in assignments early. However, work submitted after an assignment due date, unless otherwise cleared by the instructor, will be penalized. Assignments submitted more than 5 days after their due date without prior contact with the instructor will not be accepted. Only one absence will be permitted without a negative impact on grades. Students who are late (more than 5 minutes) are marked as “late arrivals”. Three late arrivals equal one absence (“L”). Students who leave early or leave the classroom for more than a very brief period will also be marked “L”. In the event of serious illness or other major occurrence, please speak to me personally so that I can decide what type of arrangement is reasonable.
Withdrawal from the Course Last day to drop for 100% refund (First 7-Week session), Sunday, September 6
For more information, review USM’s Add/Drop and Withdrawal Policies.
Class Cancellation If a class needs to be cancelled, I will let you know by e-mail.
Inclement Weather From time to time, USM will determine to close the university due to inclement weather. When the cancellation is for an entire day, the class content will be made up at another time or through additional, outside-of-class assignments.
When the university opens late or closes early and the time selected is during the middle of class, we will still hold the class unless you are otherwise notified by me. Two examples:
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100-93% = A
92-90% = A-
89-87% = B+
86-83% = B
82-80% = B-
79-77% = C+
76-73% = C
72-70% = C-
69-60% = D
60% or lower = F
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● If class starts at 1pm but the University is closing at 1:30pm, we will still have class unless you hear from me.
● If class starts at 1pm but the University is opening at 1:30pm, we will still have class unless you hear from me.
Academic Integrity / Plagiarism Everyone associated with the University of Southern Maine is expected to adhere to the principles of academic integrity central to the academic function of the university. Any breach of academic integrity represents a serious offense. Each student has a responsibility to know the standards of conduct and expectations of academic integrity that apply to academic tasks. Violations of student academic integrity include any actions that attempt to promote or enhance the academic standing of any student by dishonest means. Cheating on an examination, stealing the words or ideas of another (i.e., plagiarism), making statements known to be false or misleading, falsifying the results of one's research, improperly using library materials or computer files, or altering or forging academic records are examples of violations of this policy which are contrary to the academic purposes for which the University exists. Acts that violate academic integrity disrupt the educational process and are not acceptable.
Evidence of a violation of the academic integrity policy will normally result in disciplinary action. A copy of the complete policy may be obtained from the Dean of Students Office website at usm.maine.edu/community-standards-mediation/academic-integrity or by calling and requesting a copy at (207) 780-5242.
Final Examinations / Final Project TBD
It is a USM academic policy that no tests or exams may be scheduled during the last week of classes.
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Course Schedule Readings / Assignment Schedule **(subject to alteration with notice)**
Weeks are Monday – Sunday to allow you flexibility in completing your reading, engaging in discussion, and submitting assignments. View USM’s academic calendar to look up key dates.
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Week Topics and Activities Relevant
Outcomes
1 Comment apprendre une langue étrangère
Se préparer pour la semaine prochaine :
https://quizlet.com/_9au3dp?x=1jqt&i=2wxyas
2 Réseau: Ch. 5 - La France, un kaléidoscope social
Grammaire : Les pronoms et adjectifs interrogatifs
Quizlet à savoir : https://quizlet.com/_9au3dp?x=1jqt&i=2wxyas
Quiz de vocabulaire ch. 5
3 Réseau: Ch. 5 - La France, un kaléidoscope social
Grammaire : Les adjectifs / pronoms possessifs
Film : Entre Les Murs (The Class), Electronic Reserves
Réflection :
Entre les Murs
4 Réseau: Ch. 5 - La France, un kaléidoscope social
Grammaire : La négation
*Tandem
Examen : Ch. 5
5 Réseau: Ch. 6 La France : icônes culturelles
*Tandem
Quizlet à savoir : https://quizlet.com/_9au5dm?x=1jqt&i=2wxyas
6 Réseau: Ch. 6 La France : icônes culturelles
Film : Coco Avant Chanel
*Tandem
Quizlet à savoir : https://quizlet.com/_9au5dm?x=1jqt&i=2wxyas
Quiz: Vocabulaire ch. 6
Réflection :
Coco Avant Chanel
7 Réseau: Ch. 6 La France : icônes culturelles
Grammaire : Les pronoms relatifs, les relatifs ce qui, ce que, ce dont
*Tandem
8 Réseau: Ch. 6 La France : icônes culturelles
Grammaire : Les pronoms relatifs composés
Examen : Ch. 6
9 Mini Break/Half week of class - no classes March 24 and 25
On commence notre roman “Les Choses”
Lisez Les Choses , partie 1 (pages
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French 201 - Course Syllabus 7
9-117)
10 On finit notre roman “Les Choses” Lisez Les Choses , partie 2
Réflection : Les Choses
11 Réseau: Ch. 7 La France bigarrée - un pays métissé et multiculturel
Quizlet à savoir : https://quizlet.com/_8oknwk?x=1jqt&i=2wxyas
12 Réseau: Ch. 7 La France bigarrée - un pays métissé et multiculturel
Grammaire : Le subjonctif présent
Quiz vocabulaire : ch. 7
13 Réseau: Ch. 7 La France bigarrée - un pays métissé et multiculturel
Grammaire : Le subjonctif passé
14 Révision, examen final Examen Final
(Thèmes du cours, ch. 7)
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Technology
Technology Support Center (Help Desk) If you need technical support at any time during the course (especially concerning Blackboard), please contact the Technology Support Center:
Phone: 207-780-4029 or 1-800-696-4357
Email: [email protected]
● You need a maine.edu account to access most of our online resources. If you can’t remember your account information, visit accounts.maine.edu or contact IT at 1-800-696-4357 and ask them to help you access your maine.edu account.
● The USM Portal (my.usm.maine.edu) can be used to reach your student email, Blackboard, MaineStreet and most other university online tools through a single website.
● If this is the first time you’ve used Blackboard, visit bb.usm.maine.edu for instructions and help resources.
Computer Access Participants will need a reliable PC or a Mac with the latest version of a web browser. In addition, you will need a broadband Internet connection (DSL or faster). Below is a suggested list of recommended software you may need to access electronic resources for this course.
Latest Versions of Web Browsers
· Mozilla Firefox (Windows / MacOS) - Recommend
· Google Chrome (Windows/MacOS) - Recommended
· Safari (MacOS - Update through the App Store)
Note that Blackboard and many other web-based applications used in USM courses do not work well in Microsoft’s browsers, Edge and Internet Explorer.
Netiquette Our text-based communication is vital in this course since it is the primary - and possibly only - way we will connect with each other. Please be careful and considerate in all your communications with each other and your instructor.
The online medium is poor at conveying tone. Consider what you are saying and remember that your intent might not be inferred by your readers (fellow students and instructors). Take a moment to re-read everything you write: assume that it will be taken in the worst possible light. And extend courtesy to others: assume the most charitable light possible. Both of these steps will make communication easier and far more civil.
Student Data Retention Your maine.edu account is issued to you for as long as you are a student of this or any other University of Maine System campus. There are various limits on how long IT can retain data you have stored through this account depending on which services you have used. Below are the major points, but we encourage you to visit
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accounts.maine.edu for full details on maine.edu account policies.
Assignments and other work stored in Blackboard Do NOT leave important academic work in old Blackboard courses. Each semester, all courses receive a fresh Blackboard page commonly referred to as a “shell.” Course shells older than two years are automatically purged from the system, but sometimes instructors remove old course shells manually on their own. It is strongly recommended that you make backups of any work you have submitted to Blackboard before or shortly after your course ends. Especially if your program requires you to maintain a portfolio of work you have done.
Google Products Your maine.edu account is also a fully functional Google Account with access to Gmail, Google Drive, and most of Google’s other products. After leaving the university, either through graduation or simply not registering for courses, credit-earning students have 5 years before their maine.edu account is removed. The limit is 2 years for non-credit students. This includes files and email stored in Google’s products using your maine.edu account. If this data is important to you, or if you need to retain it for a portfolio or future certification, you must make and maintain your own personal backups of these files. Consider using Google Takeout (takeout.google.com) to backup this data prior to separating from the University.
Box If you are using Box through your maine.edu account, please be aware that your storage can only be maintained for one year after you have graduated, or otherwise separated from the university.
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University Policies & Support Resources ADA & Electronic Accessibility Notification & Accommodations The university is committed to providing students with documented disabilities equal access to all university programs and services. If you think you have a disability and would like to request accommodations, you must register with the Disability Services Center. Timely notification is essential. The Disability Services Center can be reached by calling 207-780-4706 or by email at [email protected]. If you have already received a faculty accommodation letter from the Disability Services Center, please provide me with that information as soon as possible. Please make a private appointment so that we can review your accommodations.
The following is a list of accessibility resources for the software we use in this course:
● [Include links to any accessibility-related information for the software or web apps you use in your course. We have included Blackboard and Google Apps info for you.]
● Blackboard Accessibility information
● Google Suite Accessibility information
Learning Commons Tutoring at USM is for all students, not just those who are struggling. Tutoring provides active feedback and practice, and is available for writing, math, and many more subjects. Walk-in tutoring is available at the Glickman Library in Portland, the Gorham Library, and the LAC Writing Center.
● For best service, we recommend making an appointment at:usm.maine.edu/learningcommons/schedule-tutoring-appointment
● Questions about tutoring should be directed to Naamah Jarnot at 207-780-4554.● Interested in becoming a more effective, efficient learner? Check out usm.maine.edu/agile!
Counseling Counseling is available for USM students. The best way to schedule an appointment is to email [email protected]. More information is available on the University Health and Counseling Services website.
Non-Discrimination Policy The University of Southern Maine is an EEO/AA employer, and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, transgender status, gender expression, national origin, citizenship status, age, disability, genetic information or veteran’s status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Sarah E. Harebo, Director of Equal Opportunity, 101 North Stevens Hall, University of Maine, Orono, ME 04469-5754, 207.581.1226, TTY 711 (Maine Relay System).
Statement of Religious Observance for Students Absence for Religious Holy Days: The University of Southern Maine respects the religious beliefs of all members of the community, affirms their rights to observe significant religious holy days, and will make reasonable accommodations, upon request, for such observances. If a student’s religious observance is in conflict with the academic experience, they should inform their instructor(s) of the class or other school functions that will be
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affected. It is the student’s responsibility to make the necessary arrangements mutually agreed upon with the instructor(s).
Title IX Statement The University of Southern Maine is committed to making our campuses safer places for students. Because of this commitment, and our federal obligations, faculty and other employees are considered mandated reporters when it comes to experiences of interpersonal violence (sexual assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide support and academic remedies for students who have been impacted. More information can be found online at the web address below or by contacting Sarah E. Holmes at [email protected] or 207-780-5767.
usm.maine.edu/campus-safety-project
If students want to speak with someone confidentially, the following resources are available on and off campus: University Counseling Services (207-780-4050); 24 Hour Sexual Assault Hotline (1-800-871-7741); 24 Hour Domestic Violence Hotline (1-866-834-4357).
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