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Department of French
Junior Freshman Handbook 2016–2017
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Bienvenue!
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.
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Table of contents
a) Staff and term dates 4–6
b) General information 7–9
c) Course overview and books 9–11
d) French language course 12–17
e) Texts course 18–20
f) Examination / assessment regulations 21–27
g) Essay writing 28–33
h) Description of the European Credit Transfer System (ECTS) 34
i) Erasmus Exchanges
j) Plagiarism
34–35
36–40
k) Assessed Texts essay questions (MT) 41–44
l) Assessed Texts essay questions (HT) 45
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DEPARTMENT OF FRENCH STAFF 2016-‐2017
NAME EXT NO. RM EMAIL
Alyn-‐Stacey, Sarah Dr
(sabbatical MT)
2686 4105 [email protected]
Arnold, Edward Dr 1836 4106 [email protected]
Hanrahan, James Dr 1841 4107 [email protected]
Hoare, Rachel Dr
(sabbatical HT)
1842 4108 [email protected]
Laudet, Claire Dr
(Head of Department)
2278 4090 [email protected]
Lukes, Alexandra Dr 1977 4104 [email protected]
Opelz, Hannes Dr 1077 4111 [email protected]
Salerno-‐O'Shea, Paule Dr
(sabbatical MT)
1472 4113 [email protected]
Scott, David Prof 3582 4037 [email protected]
Lecteurs/Lectrices 1248 4078
Frigui, Sondés [email protected]
Kaiser, Alexis [email protected]
Thobois, Céline [email protected]
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Language Assistants 1248 4078
Joly, Louise * [email protected]
Kasparian, Méliné méliné.kasparian@ens-‐lyon.fr
Loiez, Thibaut * [email protected]
Scoazec, Blandine [email protected]
Serres, Juliette [email protected]
Part Time Teaching
Assistants
Deleuze, Marjorie Dr 4081 [email protected]
Devlin, Amy Phoenix Hse [email protected]
Lyons, Zach Dr (HT only) 1842 4108 [email protected]
McGinnity, Orla Phoenix Hse [email protected]
Nugent-‐Folen, Georgina [email protected]
Signorini, Florence 4080 [email protected]
Stacey, Stephen [email protected]
Departmental Offices
Doran, Sinead
Kelly, Mary
1553 4109 [email protected]
Corbett, Tracy (Mon-‐Wed)
1333 4089 [email protected]
*Thibaut Loiez and Louise Joly will be assuming the responsibilities of both a language assistant and postgraduate teaching assistant this year.
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Term Dates
Michaelmas Term:
Monday 26 September 2016 – Friday 16 December 2016
Hilary Term:
Monday 16 January 2017 – Friday 7 April 2017
Trinity Term:
Revision period: Monday 10 April 2017 – Friday 28 April 2017
Examination period: Tuesday 2 May 2017 – Friday 26 May 2017
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Bienvenue au Département de français !
Freshers’ week reminders:
Library: At registration, you will be given information concerning Library Tours relative to French and the other subject you are studying. It is imperative that you attend these, in order to familiarise yourself with the Library facilities, and the use of the library website, where to find and reserve books etc. For those who inadvertently miss their tour, there will be ‘mop-‐up’ tours organised, in approx. week 3 of term. Information concerning these tours will only be posted up in the Library.
Computers: Students are very strongly advised also to attend one of the Induction courses organised by IT Services (https://www.tcd.ie/itservices/). These courses include an introduction to the College network, how to use email, the principles of file management, Virus protection etc. Details of these courses, which run throughout Freshers’ week, will also be given to you at registration, or can be obtained in Áras an Phiarsaigh.
Email: You will be given an email account as soon as you register. It is absolutely imperative that you become familiar with email, and check your Trinity email account regularly for departmental messages. Trinity accounts can be accessed from outside Trinity through http://go.tcd.ie. Email is used for the circulation of both course material and departmental information concerning deadlines etc.
General information
Lecturing staff are all in the same corner of level 4. Unless specific times are posted on the door, you should feel free to knock on the door of any member of staff you need to consult; if s/he is not free to speak to you at that moment, you can at least arrange a time to meet. Many queries can often be solved by email however, so try in the first instance to contact the staff-‐member electronically. Avoid disturbing meetings or small classes which may be going on in offices. If you have difficulty contacting any particular member of staff, consult the secretary in room 4109.
Dr Alexandra Lukes is the Junior Freshman coordinator and is available to answer queries concerning the course ([email protected]).
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Executive officers are in room 4109, which is open to students at times stated on the door, and in 4089 (Monday to Wednesday only). Practical problems (e.g. concerning timetable clashes, etc.) should be drawn to the attention of Mary Kelly or Sinead Doran in 4109.
Notice-‐boards The notice-‐board outside room 4111 is strictly reserved for notices posted by members of staff. Keep an eye on this board for special notices, changes of class, etc. Underneath this board is a set of boxes to be used for handing in assignments related to weekly classes. The notice-‐board next to room 4073 includes information on members of staff; that opposite is used for general information regarding events of interest, courses in France, etc., and may be used by students for relevant activities.
Departmental committee: Students are entitled to representation on the departmental committee, which considers all matters relating to your studies. Arrangements will be made through the Students Union for election of class-‐representatives when you have got to know each other sufficiently. The Department welcomes views on all aspects of the teaching programme.
Language assistants frequently organise various cultural activities through French throughout the year – keep an eye out for information.
Residence Abroad Requirement: Students taking one or more modern languages other than English must spend a minimum of two months in the country of each language in order to fulfil 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. This requirement can be waived only in exceptional circumstances and with the prior approval of the schools or departments concerned. Residence abroad before College will not normally be considered as fulfilling the residence abroad requirement. Students who wish to interrupt their course in order to spend one year abroad in a country of which they are studying the language are encouraged to do so, provided that they comply with the General Regulations and Information included in the current Calendar. The best way to fulfil this requirement is to spend a term or a full academic year abroad on an Erasmus exchange.
Attendance and prepared work: You are expected to attend all lectures appropriate to your course and all classes and seminars to which you are allocated, and to perform all exercises prescribed by class-‐teachers. In cases of brief absences (illness,
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bereavement, etc.) it is a simple courtesy to inform class-‐teachers in advance where possible, or to make apologies afterwards. In cases of prolonged absences for medical reasons, you should inform your tutor as rapidly as possible, and provide a medical certificate. If you are persistently absent without good reason, or fail to prepare / submit, in any one term, at least two thirds of prescribed work of a quality which suggests conscientious effort, your tutor will be notified, and you will be expected to discuss the situation with him/her. You and your tutor will also be notified formally if the overall standard of your work gives rise to serious concern.
If you have a problem, do not wait for this to happen! If you have difficulties with a particular course, consult the lecturer concerned or the JF coordinator. If you have a more general problem, consult the Head of department or your tutor. In any case, consult someone. If you are not sure which is the relevant individual, start with any of the above and s/he will refer you to the right person. But do not keep your problem to yourself. Small problems quickly grow into large problems if they are ignored.
Bonne rentrée et bon courage!
Courses
Junior Freshman students take courses in Language (including Oral Contemporary France) and Texts. This amounts to seven hours class-‐time:
Language: Two weekly lectures and three weekly classes (tutorials)
These five hours are complemented by self-‐access work (some of it in Computer and Language laboratories), carried out in the student’s own time.
Texts: One weekly lecture and a weekly tutorial
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Books
Book purchase is the personal responsibility of students. All books prescribed are available from International Books, 18 South Frederick St. It is also possible to order books over the Internet from: http://www.bol.fr or http://www.fnac.fr or http://www.amazon.fr
The following books are required:
Language:
Oxford-‐Hachette French Dictionary
Hawkins, Roger and Towell, Richard, French Grammar and Usage (London: Arnold, 4th edition, 2015)
Cholet, I., Robert, J.M., Précis de conjugaison (Paris : CLE International, 2005)
Paul Humberstone, Mot à mot (London: Hodder & Stoughton, 1996)
Also recommended: Jacqueline Morton, English Grammar for Students of French (London: Arnold, 2002)
Dossiers to be downloaded from Blackboard (mymodule.tcd.ie):
JF Language Dossier
Critical Texts Anthology
Poetry Anthology
Guidelines to essay and commentary-‐writing
JF Oral and Aural Practice Dossier
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Texts:
Michaelmas Term
Camus, Albert, L’Étranger (Gallimard, 2016).
Ernaux, Annie, La Place (Gallimard, 1983).
Poetry Anthology. To be downloaded from Blackboard (mymodule.tcd.ie)
Critical Texts Anthology. To be downloaded from Blackboard (mymodule.tcd.ie)
Hilary Term
Beckett, Samuel, En Attendant Godot (1952) (Editions de Minuit, 1995).
Reza, Yasmina, “Art” (1994), in Théâtre: L’Homme du hasard, Conversations après un enterrement, La Traversée de l’hiver, “Art” (Albin Michel, 1998).
Resnais, Alain, Hiroshima mon amour (Argos Films/Pathé, 1959). Copies available for loan in the French Department’s Executive Office.
Haneke, Micheal, Caché (France 3 Cinéma/Canal+, 2005). Copies available for loan in the French Department’s Executive Office.
Critical Texts Anthology. To be downloaded from Blackboard (mymodule.tcd.ie)
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(1) FRENCH LANGUAGE (20 ECTS)
This comprises the following:
(i) FR1014 French Written Language (10 ECTS)
(ii) FR1008 Oral Contemporary France (10 ECTS)
Students attend five hours of language teaching weekly, two lectures and three classes. All five hours form an integrated course and all students are required to attend weekly language classes and submit bi-‐weekly written assignments.
(i) FR1014 French Written Language (10 ECTS)
Module leader: Dr Alexandra Lukes
On successful completion of this module, students will be able to:
• Apply basic grammatical concepts and terminology relating to the French language, in both written and oral expression.
• Demonstrate an ability to develop more sophisticated grammatical precision in written and oral expression.
• Produce short but accurate narrative and descriptive texts in French on contemporary topics and topics covered in class.
• Develop and expand a solid active and passive vocabulary in French written and oral expression.
• Demonstrate an ability to understand French through a variety of different media, including radio and news broadcasts, lectures and discussions.
Lecture: Monday, 11 a.m., room 2037.
One weekly class: Lecturing staff / Graduate teaching assistant
The overall aims of this module are to provide a foundation of basic grammatical concepts and terminology relating to the French language; and to develop grammatical precision in written and oral expression. Some lecturers may provide exercises from different sources.
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Lecture programme Michaelmas Term
Week 1 What is grammar?
Week 2 Introduction to basic grammatical concepts
Week 3 The noun phrase: articles and quantifiers
Week 4 The verb phrase: the present tense
Week 5 The noun phrase: personal pronouns
Week 6 The verb phrase: the perfect tense
Week 7 Reading week
Week 8 The noun phrase: relative pronouns
Week 9 The verb phrase: the imperfect tense
Week 10 The noun phrase: adjectives
Week 11 The verb phrase: the pluperfect tense
Week 12 The noun phrase: possessives
Hilary term
Week 1 The noun phrase: demonstratives
Week 2 The verb phrase: the future and future perfect
Week 3 Prepositions
Week 4 The verb phrase the conditional (present and past)
Week 5 The verb phrase: the past historic and past anterior
Week 6 Conjunctions
Week 7 Reading week
Week 8 The passive
Week 9 The imperative
Week 10 The subjunctive
Week 11 Interrogatives
Week 12 Review
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(ii) FR1008 – Oral Contemporary France (10 ECTS)
Module leader: Dr Edward Arnold
On successful completion of this module students should be able to:
• Use an extensive vocabulary in written and oral French. • Recall key aspects of France, its geography, its recent history, its institutions,
its political life, and its lifestyles. • Extract key information from French written and spoken sources. • Apply basic grammatical concepts and terminology relating to the French
language, in oral expression. • Use a more sophisticated grammatical precision in oral expression. • Develop and expand a solid active and passive vocabulary in French oral
expression. • Understand French through a variety of different media, including radio and
news broadcasts, lectures and discussions. • Prepare and deliver short oral presentations on topics of general interest or
relating to contemporary France. • Engage in conversations on these topics and show an awareness of different
registers.
Lecture: Wednesday, 2pm, Dr Edward Arnold, room 2041A
Two weekly classes: 1. Lecturing staff / Graduate teaching assistant
2. Native French language assistants/assistantes (concentrating on oral expression and aural comprehension)
This module aims to introduce students to a number of aspects of contemporary France, and in HT, to a number of the important historical periods which influenced the creation of modern France. Each of these topics will be introduced in the lecture, and further examined in both the class with the native assistant/assistante and the class with a staff member. Students will thus acquire some familiarity with specified aspects of contemporary French society and culture.
Lecture Programme
Michaelmas Term
Week 1 La société française : introduction générale
Week 2 La francophonie
Week 3 France métropolitaine et France d’outre-‐mer
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Week 4 Les régions de la France
Week 5 Paris et sa banlieue
Week 6 L’immigration et l’identité française
Week 7 Reading Week
Week 8 L’éducation
Week 9 Les Françaises
Week 10 Institutions et vie politique
Week 11 Grandes dates de l’histoire de France
Week 12 Révision
Hilary Term
Week 1 L’Ancien Régime
Week 2 La Révolution française
Week 3 La Belle Époque / La IIIe République
Week 4 La France d’après-‐guerre
Week 5 Le colonialisme français
Week 6 Mai 68
Week 7 Reading Week
Week 8 La politique contemporaine (1)
Week 9 La politique contemporaine (2)
Week 10 La société française d’aujourd’hui
Week 11 Révision
Week 12 Préparation à l’examen
Continual assessment:
As you can see from the Junior Freshman Language Dossier, students are required to submit compositions every other week (i.e. short pieces of written work on a given topic). There will be two practice compositions and 8 compulsive compositions (indicated in bold in said Dossier under the title ‘Contrôle continu’). Only the 8 ‘Contrôle continus’ will count towards the students’ final mark – 4 out of 5
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compositions in Michaelmas Term and 4 out of 5 compositions in Hilary Term (see Module Assessment in the Dossier) – while the other two compositions will allow students to practice and get feedback on their written expression. To improve their grammar and thus their marks, it is in a student’s interest to submit all assessments.
Additionally, students are required to complete weekly grammar exercises in written French, which are then corrected in class, as well as weekly aural comprehension exercises (for which a separate Oral and Aural Practice Dossier is provided).
It is the responsibility of the student to download all language dossiers and bring these to class with them every week. All dossiers will be made available on Blackboard (mymodule.tcd.ie).
Written assignments can be broken down as follows:
MT Weeks 1-‐11: 5 compositions to be submitted, 4 of which (indicated in bold as ‘Contrôle continu’ in the JF Language Dossier) will count towards the student’s average mark.
HT Weeks 1-‐11: 5 compositions to be submitted, 4 of which (indicated in bold as ‘Contrôle continu’ in the JF Language Dossier) will count towards the student’s average mark.
An overall average for the year is then calculated which counts for 10% of the overall mark in the Annual Examinations (see Examination / Assessment paragraph below).
Late submission:
Unless there is a medical reason for late submission justified by a medical certificate, class tutors may reasonably refuse to correct work handed up after the time they have set aside for doing so. If a student cannot produce a medical cert, he or she must obtain permission to submit from the Head of Department.
Supplemental:
This continual assessment mark will not be included in the mark for the Supplemental Examination.
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If the student fails their continuous assessment they will be required to submit a composition of 300 words approximately at the Supplemental session (the question will be provided). Centre for Language and Communication Studies (CLCS)
The Centre for Language and Communication Studies (CLCS), in addition to its role as an academic department concerned with teaching and research in general and theoretical linguistics, is responsible for the provision of language-‐learning facilities for the College as a whole. These include the language laboratories and computer laboratory, which students of French should use to complement their classroom work. All students should spend a minimum of one hour a week working on aspects of grammar which have been covered in the week’s lecture.
The general office is in room 4091, which is where you should go to borrow language learning resources. You should then take the material into the laboratory and computer room (4074). The office and laboratory are open from 9 to 5 daily (including lunch-‐time).
The Centre includes a variety of self-‐tuition materials (books, audio tapes, videos, CD-‐ROMs) and a number of feature films in French, which you can view in rooms 4073 and 4074. Room 4074 houses a bank of television monitors receiving a variety of foreign stations by satellite, including France 2. You are free to watch this at any time. Note particularly the news bulletin at 13h00 French time. The neighbouring room, 4073, provides you with language resources on computer, including Internet access to many sites in France.
We encourage you to use these resources as often as possible.
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(2) TEXTS (FR1011) (10 ECTS)
(Introduction to Textual Analysis)
Module leader: Dr Hannes Opelz
Learning outcomes
On successful completion of this course, students will be able to:
• Read and understand extensive passages of written French. • Demonstrate a sound knowledge of selected works of French literary prose,
poetry and drama, and of French cinema. • Write essays and commentaries, in both English and French, demonstrating
their understanding of individual selected works and their ability to analyse and evaluate those works in an organized manner.
• Show a critical awareness of problems involved in the task of literary analysis. • Clearly communicate their knowledge and understanding of French literature
and film to both specialist and non-‐specialist audiences. • Show they have developed those learning skills which are necessary for them
to proceed further with their undergraduate studies.
Please ensure that you have purchased all books and that you have downloaded the Poetry Anthology from the French department website before classes commence.
There will be one weekly lecture and one weekly seminar in small groups throughout the academic year. You may be asked to make oral presentations or submit written commentaries in each semester. You are also required to submit an Assessment Commentary at the end of Michaelmas Term and an Assessment Essay at the end of Hilary Term. One of these pieces of work must be in French. These pieces of assessment work together count for a total of 20% of the overall mark in the Annual Examinations.
Essay titles are appended. (See pages 41–45)
Deadlines: MT essays: by noon on Monday 12 December 2016
HT essays: by noon on Friday 24 March 2017
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Guidelines on essay-‐writing and commentary-‐writing are available for downloading from Blackboard (mymodule.tcd.ie). Please make sure that you print out a copy.
Lecture Programme
Michaelmas Term
Week 1 General Introduction : What is genre?* (Dr Hannes Opelz)
Week 2 Introduction to Fiction* (Dr Hannes Opelz)
Week 3 Camus, L’Étranger (Stephen Stacey)
Week 4 Camus, L’Étranger (Stephen Stacey)
Week 5 Ernaux, La Place (Dr James Hanrahan)
Week 6 Ernaux, La Place (Dr James Hanrahan)
Week 7 Reading Week
Week 8 Commentary Writing FAQ*** (Dr Alexandra Lukes)
Week 9 Introduction to Poetry**** (Stephen Stacey)
Week 10 Baudelaire**** (Orla McGinnity)
Week 11 Rimbaud**** (Orla McGinnity)
Week 12 Surrealism**** (Dr Alexandra Lukes)
Hilary Term
Week 1 Introduction to Theatre* (Dr Hannes Opelz)
Week 2 Beckett, En attendant Godot (Dr Hannes Opelz)
Week 3 Beckett, En attendant Godot (Georgina Nugent-‐Folan)
Week 4 Beckett, En attendant Godot (Georgina Nugent-‐Folan)
Week 5 Reza, “Art” (Dr Hannes Opelz)
Week 6 Reza, “Art” (Georgina Nugent-‐Folan)
Week 7 Reading Week
Week 8 Essay Writing FAQ*** (Dr Hannes Opelz)
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Week 9 Introduction to Cinema* (Dr Sarah Alyn-‐Stacey)
Week 10 Resnais, Hiroshima, mon amour** (Dr Sarah Alyn-‐Stacey)
Week 11 Resnais, Hiroshima, mon amour** (Dr Sarah Alyn-‐Stacey)
Week 12 Haneke, Caché** (Dr Sarah Alyn-‐Stacey)
* See Critical Texts Anthology, available for downloading on Blackboard (mymodule.tcd.ie)
** Special arrangements will be made for viewing these films, but students should take any opportunity which arises to see them. Watch the notice-‐board/email for details of screenings.
*** See Guidelines for Essay Writing and Commentary, available for downloading Blackboard (mymodule.tcd.ie)
**** See Poetry Anthology, available for downloading Blackboard (mymodule.tcd.ie)
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EXAMINATION / ASSESSMENT
WRITTEN LANGUAGE (FR1014)
Language I 10%
A 3-‐hour written paper testing grammar, comprised of:
• exercises in grammatical analysis; • cloze test; • exercises concerned with the specific points of grammar treated in the
course;
Language II 10%
A 3-‐hour written paper testing comprehension and composition;
Continuous assessment: 10%
An overall average for the year is calculated on the basis of 8 pieces of submitted written work.
ORAL CONTEMPORARY FRANCE (FR1008)
Multiple Choice: 20%
A two-‐hour examination paper based on the material covered in the Wednesday FR1008 lecture, comprising multiple-‐choice questions and a number of questions requiring short written answers. Further details and a sample paper will be circulated during the year.
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Aural: 10%
A test of aural comprehension, based on a short video passage with multiple-‐choice questions. You will hear the recording twice. (There will be one practice aural test in Hilary Term during one of the Language Assistant classes.)
Oral: 10%
A 15-‐minute oral examination, which will include an ‘exposé’ on a topic arising from the course, and proceed to more general conversation. (A list of Oral topics will be posted up 10 days prior to the examination. Students choose one).
TEXTS (FR1011)
Continuous Assessment: 20%
Two essays/commentaries of 1500-‐2000 words (which students are required to word-‐process) to be submitted at the end of Michaelmas Term and Hilary Term. One of these pieces of work must be written in French.
Examination: 10%
A three-‐hour written examination in which students will be required to answer one essay question and one commentary question, on any of the works on the course.
• The examination script is comprised of two sections: SECTION A, containing 4 essay questions (reflecting topics covered in HT, i.e. theatre and film) and SECTION B, containing 4 commentary questions (reflecting topics covered in MT, i.e. short fiction and poetry). Students will thus be required to answer one essay question from SECTION A and one commentary question from SECTION B. Answers to both questions are to be written in English.
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• Commentary questions relating to poems are on unseen poems (although the poems in question are by poets who will have been discussed in the JF Texts lecture series). All other questions (both the essay questions on theatre and film and the commentary questions on short fiction) relate specifically to the set texts covered in the lectures.
• The examination script states that students should ‘avoid overlap with assessment work already submitted’. This means that there should be no overlap between work submitted during teaching term (i.e. a term essay/commentary) and work submitted in the examination. Although students may choose to write on a text they have already discussed in a term essay/commentary, students should note that the substance of their answer in the examination paper should not reproduce an argument already made in a term essay/commentary (students may, for instance, refer briefly to points already made in a term essay/commentary but these points should not make up the substance of the examination essay/commentary). Although it is therefore not a requirement, most students choose to write on a text they have not discussed in a term essay/commentary so as to avoid any potential overlap.
HOW TO PASS:
To rise into the following year, students must:
1) achieve a pass mark on the aggregate of the two written papers, Language I and Language II; and
2) achieve a pass mark on the aggregate of all examinations (Language, Texts and Oral Contemporary France).
Students who fail to fulfil these requirements in the annual June examinations are required to take the September Supplemental examination.
NB: Submitted work and Supplementals
Students who are required to sit a supplemental examination may resubmit, no later than 25 August, either of the assessment essays which they failed to submit at the normal time, or for which a fail mark was returned. Failing such submission or re-‐submission, the mark initially awarded (including a zero mark for essays not submitted) will be included in the calculations for the supplemental examination.
Students will be required to repeat only the failed components of a module.
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The MARKING SCHEME is as follows:
70-‐99 Class I (excellent)
60-‐69 Class II.I (good)
50-‐59 Class II.II (satisfactory)
40-‐49 Class III (weak but passable)
30-‐39 F1 (marginal fail)
0-‐29 F2 (fail)
PRIZES:
A composition prize is awarded to the student who achieves the highest mark in the aggregate of the written language examinations. Prizes are awarded in each of TSM, ES and CSLF.
Department of French
Examination procedures
These procedures should be read in conjunction with relevant entries in the University Calendar. In case of any conflict between these procedures and the Calendar, the provisions of the Calendar shall apply:
http://www.tcd.ie/Secretary/College_Calendar/
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.
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3. For each year or course, a Chief examiner will be appointed to co-‐ordinate the running of the examinations and 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 finalise marks, in the presence of extern examiners where a Moderatorship examination is concerned. In the case of interdisciplinary courses (ES, CSLL) the only function of the French Department meeting is to return a mark to the relevant course co-‐ordinating committee.
4. The criteria according to which papers will be assessed will be included in the Department’s Handbooks and circulated to students.
5. In the first instance, calculations of results will be mathematical based on the university’s general scheme (or reductions or multiples thereof):
Fail 2 extremely weak 0 -‐ 29%
Fail 1 weak 30 -‐ 39%
Third adequate 40 -‐ 49%
Lower Second quite good 50 -‐ 59%
Upper Second good 60 -‐ 69%
First excellent 70 -‐ 100%
Where, in the case of an individual course, a scheme other than the one outlined above is in use, the Department will make returns according to that convention. Where the course requires a mark out of more than 100 to be returned, the Department will use that convention to make a return. The Department will ensure through its Handbooks or otherwise that candidates for examinations are aware of the weighting of the respective components, and where questions on a given paper are not equally weighted, the rubric shall indicate the weighting of the components within the paper.
6. In particular, language examinations are subject to the rule set forth in the University Calendar pJ3, n°14, as interpreted in the Department’s Handbooks. Where a student fails to demonstrate proficiency in the language, the mark returned shall be either the actual mark obtained by the student in the relevant language components of the examination, or 38, whichever is the lower, this mark being scaled up where the conventions for return of marks require.
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7. When the Department examiners’ meeting has had an opportunity to take cognisance of the mathematically derived marks, it may consider the spread of marks, the balance between marks of different classes (see 5 above) and take into account the possible implications of a given return. It may moderate either individual marks or the overall return. It will pay particular attention to marks close to a class border (i.e. marks where a slightly higher mark would result in the student being returned in another class). It shall pay special attention to ensuring that the moderation of an individual mark or overall return does not create inequalities or anomalies by promoting a student with a lower mathematically derived mark above a student who had achieved a higher mathematically derived mark, except where the spread of marks provides a justification for so doing.
8. In conformity to general university practice, the Department shall appoint one or several extern examiners. The extern examiner may see or review any marking within the Department which may form part of a Moderatorship assessment. In practice, this means examination papers, dissertations and assessment essays counting towards overall assessment. In all normal circumstances, the recommendations of the extern examiner will be acted upon. In practice, extern examiners regularly have sight of the final year dissertations, and chief examiners or the Head of Department may refer any paper or piece of work for an opinion, especially where a class difference may potentially be involved. Students have the right to consult the Head of Department on any matter of concern to them. Where the concerns expressed relate to assessment marking, the Head of Department will normally inform the person whose marks are being referred for further examination, while safeguarding the confidentiality of students.
9. The extern examiner will endeavour to ensure that standards are broadly comparable with those applied elsewhere in these islands and that the Department’s own procedures are applied equitably to all students.
10. Students will, on their request or that of their tutor, be informed by the Chief Examiner for the year or the Head of Department, of individual marks. The commitment to the provision of full information to students does not mean that this information will always be available outside the times prescribed by the Department.
11. The Department will not normally take into account medical evidence, except insofar as granting an extension to submission deadlines is concerned. Medical cases should be channelled through tutors to form the substance of an appeal.
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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 Coordinator 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.
16. Where a student at a Junior or Senior Sophister examination receives a mark of 70 or more (or its equivalent scaled up or down), in the Oral examination, (s)he will be recommended for a distinction in the use of spoken French.
The following are the criteria for essay writing and for writing in French: NB. The following grade profiles are general and typical: a candidate may not fit all aspects of a profile to fall into that grade band. Allowance is made for essays/translations that are written under examination conditions, i.e. where time is limited and there is no access to bilingual dictionaries or other resources. The “Essay Writing” criteria below pertain to writing in French, as well as, where applicable, to writing in English. For work submitted in French for in a language module (e.g. FR1014), the weighing of the mark is as follows: 70% for language and 30% for content. For work submitted in French in a content module (e.g.FR1011), the weighting of the mark is as follows: 70% for content and 30% for language.
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ESSAY WRITING
First (70-‐100)
This grade indicates work of exceptional quality. A first-‐class essay will demonstrate some, though not necessarily all, of the following:
Language • Rich, complex and idiomatic language, employing a wide range of appropriate
lexis correctly; • Tone, register and style wholly suited to the chosen task; • Virtually free from grammatical error; • Showing a very high degree of command of the structures of the language.
Content
• Excellent knowledge and understanding of the subject matter; • Independent thought of high quality reflected in an original and imaginative
handling of the subject matter; • Comprehensive treatment of the question; • Clear evidence of additional research which goes beyond the content of
lectures and set reading; • Incisive critical and analytic ability; • Excellent structure and organisation with a very high degree of coherence
and cohesion throughout; • Rigorous, entirely relevant and conclusive argument supported by evidence
from (where appropriate) primary and secondary sources; • Guided writing (if applicable): very skilful handling of the stimulus material.
Upper Second (60-‐69)
This grade indicates a very competent standard of work. An essay in this range will demonstrate some, though not necessarily all, of the following:
Language • Convincing attempt to use complex and idiomatic language and to employ a
wide range of appropriate lexis with minor errors only; • Tone and register consistently suited to the task; • Some grammatical errors, mostly of a minor nature; • Showing a good degree of command of the structures of the language with
the occasional lapse.
Content
• Very good knowledge and understanding of the subject matter;
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• Convincing attempt at independent thought reflected in an intelligent approach to the handling of the subject matter;
• Deals with all points raised by the question; • Evidence of some additional research which goes beyond the content of
lectures and set reading; • Evidence of independent critical response and analysis of the literature; • Generally well organised and structured but lacking coherence and cohesion
in places; • Generally rigorous, relevant and conclusive argument; • Guided writing (if applicable): Skilful use of stimulus material.
Lower Second (50-‐59)
This grade indicates work of acceptable competence. The essay will demonstrate some, though not necessarily all of the following:
Language
• Language at an acceptable level of complexity with an adequate but predictable range of lexis, and with a number of significant lexical errors;
• Makes a number of major grammatical errors, but without impairing comprehension and communication significantly;
• Tone and register not always suited to the task; • Showing some confidence in the command of the language, but with quite
frequent lapses; • Some anglicisms.
Content
• Shows good knowledge of the subject matter, but may be narrow, or somewhat superficial in frame of reference;
• Candidate discusses some, but not all of the points raised by the question; • Generally capable, but unimaginative approach to the question; • Relies largely on lecture notes and set reading with limited evidence of
additional research; • Reluctant to engage critically with primary and secondary literature; • Satisfactory organisation of material; • Development of ideas uneven and may not always be focused precisely on
the question; • Argument may lack rigour, relevance and be inconclusive: there may be some
contradiction or inadequately explained points; • Tendency to be narrative or descriptive, rather than analytical • Guided writing (if applicable): satisfactory use of stimulus material.
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Third (40-‐49)
Work in this grade will demonstrate some limited though acceptable knowledge of the subject, but will be too simplistic or brief, or contain other major weaknesses.
Language
• Language lacks complexity; some basic knowledge of lexis but lacks variety and contains frequent and significant errors;
• Tone and register frequently not suited to the task; • Frequent and serious grammatical errors, which impede comprehension and
communication; • Limited ability to manipulate language resulting in simple ‘translated’
language which contains many anglicisms.
Content
• Demonstrates some knowledge of the subject matter, but generally narrow, or superficial in frame of reference;
• Fails to discuss many of the points raised by the question; • Some relevant points made, but not always supported by relevant evidence;
tendency to unsupported assertions; • Reliance on uncritical reproduction of lecture notes; no evidence of
additional reading; • Limited ability to organise material; • Structure lacks coherence and cohesion; • Argument lacks rigour and clarity and is inconclusive; • Descriptive with limited ability to develop ideas; • Guided writing: poor use of the stimulus material.
Fail 1 (30-‐39)
This grade indicates insufficient evidence of serious academic study. The potential of the candidate to proceed to the next year is an important consideration in this grade.
Language
• Language is simplistic with very limited knowledge of lexis and very high level of error frequency in choice and use of very basic words;
• Tone and register not suited to the task; • Very frequent and serious grammatical errors, which seriously impede
comprehension and communication; • Very little command of language resulting in simple ‘translated’ language
which consists largely of anglicisms.
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Content
• Demonstrates very limited knowledge of the subject matter with little reference beyond it;
• Content largely irrelevant and disorganised; • Misses important implications of the question; • Little or no evidence of use of lecture notes or any additional reading; • Structure almost wholly lacking in coherence and cohesion; • Very limited ability to develop ideas; • Entirely descriptive; • Poorly documented sources; • Guided writing (if applicable): inadequate use of stimulus material.
Fail 2 (0-‐29)
Written work in this grade range will reveal some or all of the weaknesses noted under the Fail 1 grade range, but to a greater, perhaps extreme, extent.
Language • Knowledge and range of lexis almost non-‐existent; the level of error
frequency in choice and use of even the most basic words is unacceptably high;
• Tone and register not suited to the task; • Frequency and seriousness of grammatical errors mean that comprehension
and communication are impossible; • No command of the structures of the language.
Content
• Virtually no knowledge of the subject matter; • Fails to understand and to address the question; • Content irrelevant and disorganised; • No evidence of secondary reading; • Structure is without cohesion and coherence; • No evidence of ability to develop ideas; • Lack of supporting material, sources not documented; • Guided writing (if applicable): no use of source material.
TRANSLATION FROM FRENCH INTO ENGLISH
First (70-‐100)
This grade indicates work of exceptional quality. A first-‐class translation will demonstrate some, though not necessarily all, of the following:
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• Original text rendered with very high level of accuracy both in content and style;
• Only minor, if any, problems of comprehension of the passage; • Stylistically appropriate, fluent and accurate English, which deals successfully
with nuances of style, register, metaphor and cultural reference; • Natural and idiomatic expression throughout; • Student correctly identifies all points of difficulty in the translation and deals
with them at a high level of competency; • Imaginative, apt translation solutions.
Upper Second (60-‐69)
This grade indicates a very competent standard of work. A translation in this range will demonstrate some, though not necessarily all, of the following:
• Original text rendered with high level of accuracy both in content and style; • Very good comprehension of the original; • For the most part stylistically appropriate, fluent and accurate English, which
deals successfully with nuances of style, register, metaphor and cultural reference;
• Largely natural and idiomatic expression; • Some mistakes in rendering the grammar, syntax and vocabulary of the
original, but few serious errors; • Competent handling of most points of difficulty in the translation.
Lower Second (50-‐59)
This grade indicates work of acceptable competence. The translation will demonstrate some, though not necessarily all, of the following:
• Original text rendered with a satisfactory to good level of accuracy both in content and style;
• Some errors in comprehension and failure to reflect the original consistently; • Does not always deal successfully with nuances of style, metaphor and
cultural reference; • Some awkwardness in expression, which, in parts, gives impression of being
translated; • Some evidence of use of unsuitable register; • Not always competent handling of points of difficulty in the translation; • Some inaccuracy regarding fluency and accuracy in English.
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Third (40-‐49)
Work in this grade will demonstrate some limited translation ability, but contain major weaknesses.
• Original text rendered with poor level of accuracy both in content and style; • Many errors in comprehension and failure to reflect the original consistently; • Does not deal successfully with nuances of style, metaphor and cultural
reference; • Translation shows awkwardness in expression and tendency to literal
translation; • Evidence of use of unsuitable register; • Evidence of inability to handle points of difficulty in the translation; • May contain nonsensical English.
Fail 1 (30-‐39)
This grade indicates insufficient evidence of serious academic study. The potential of the candidate to proceed to the next year is an important consideration in this grade.
• Original text rendered with very high level of inaccuracy both in content and style;
• Translation fails to produce a coherent passage of English based on the original text;
• Widespread errors in comprehension, translation fails in large measure to reflect the original;
• Fails to deal with nuances of style, metaphor and cultural reference; • Unsuitable register throughout; • Awkward expression throughout, reflecting strong reliance on literal
translation; • Inability to handle points of difficulty in the translation; • Likely to feature nonsensical English.
Fail 2 (0-‐29)
Translations in this grade range will reveal some or all of the weaknesses noted under the Fail 1 grade range, but to a greater, perhaps extreme, extent.
• Minimal to complete failure to understand the original; • Complete failure to convey the meaning or even the gist of the original; • Incoherent and disjointed English; • Unsuitable register throughout.
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DESCRIPTION OF THE EUROPEAN CREDIT TRANSFER SYSTEM (ECTS)
The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area.
The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty.
The European norm for full-‐time study over one academic year is 60 credits. The Trinity academic year is 40 weeks from the start of Michaelmas Term to the end of the annual examination period 1 ECTS credit represents 20-‐25 hours estimated student input, so a 10-‐credit module will be designed to require 200-‐250 hours of student input including class contact time and assessments.
Erasmus Exchanges
Students intending to undertake an Erasmus exchange may do so, either in their Senior Freshman or in their Junior Sophister year, and should consult the Departmental Erasmus coordinator, Dr James Hanrahan, on this subject. An information meeting will take place early in Hilary Term. Intending Erasmus students are required to obtain at least a II:2 result (50% or more) in French at the first examination session preceding their intended departure. Other departments have different requirements and you must satisfy the requirements of each department in order to go on a year abroad.
In broad, general terms, students should aim at doing, in the host university, what they would have done at home. This does not mean that students must perform exactly the same exercises, or study exactly the same authors. It does mean that there should be a half-‐and-‐half mix of language and content courses (literature, history of ideas or French linguistics).
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A year’s work is defined in terms of ECTS (European Credit Transfer Units). A full year’s work is normally 60 ECTS (see above). Since TSM courses are composed of two equally weighted courses, this would represent 30 ECTS per subject. In order to take account of the fact that you will be studying in a foreign environment, students must obtain 45 ECTS (22.5 ECTS per subject), although for safety, we suggest students take 30 ECTS in French. A student who does not pass 45 ECTS will not normally be allowed to rise with his/her year and will be required to take repeat examinations in the host university. The precise split between language and non-‐language courses will vary from institution to institution, but both should figure prominently, and language should count for at least 10 ECTS, except by specific agreement with the French Department. Further information on Erasmus can be found on the website of the International Office.
Students are generally expected to select options appropriate to their year. Second-‐year students should take second-‐year courses and third-‐year students should take third-‐year courses. There is no objection to students taking a course above their equivalent year (second-‐year students taking third-‐year courses) but students should be aware that this comprises an element of risk, should they not be successful in assessments. However, the above not withstanding, JS students may well find third-‐year translation courses in France too advanced for their level, and by agreement with the Department, may then be advised to take a lower level course.
The courses selected by students should be courses intended for and available to full-‐time students in the host university, and NOT special courses designed for Erasmus students, except by special, specific and prior arrangement with the French Department.
Students are required to submit themselves to the assessment provided by the host university. This may take the form of examination or continuous assessment, or any combination of the two. In order that the ECTS should count, students must be successful in their assessments. As a precaution, students should bring their marks with them on their return. However, only officially returned marks from the host institution can be counted at the end of the year. It is the student’s responsibility to ascertain the dates and location of examinations, and failure to present for examinations will lead to a loss of credit.
Where a student is unable to take a course for a full year or up until the normal assessment in the host institution, a special assessment may be agreed, but should nevertheless be officially administered through the host institution, which should return the marks obtained in the same way as for a regular assessment.
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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 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 Calendar 2015-‐2016
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82 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 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. All the above serve only as examples and are not exhaustive.
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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 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
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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 may approve or reject the recommended penalty, or seek further information before making a decision. If the Senior Lecturer considers that the penalties provided for under the summary procedure are inappropriate given the circumstances of the case, he/she may also refer the matter directly to the Junior Dean who will interview the student and may implement the procedures as referred to under CONDUCT AND COLLEGE REGULATIONS §2. Notwithstanding his/her decision, the Senior Lecturer will inform the Junior Dean of all notified cases of Level 2 and Level 3 offences 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.
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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
We ask you to take the following steps:
1. 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.
2. 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.
3. Familiarise yourself with the declaration that you will be asked to sign when submitting course work at: http://tcd-‐ie.libguides.com/plagiarism/declaration.
4. Contact your College Tutor, your Course Director, or your Lecturer if you are unsure about any aspect of plagiarism.
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Appendix
JF FRENCH TEXTS: CONTINUOUS ASSESSMENT
PLEASE NOTE THAT ONE OF YOUR TWO PIECES OF ASSESSMENT WORK (ESSAY QUESTION OR COMMENTARY QUESTION) MUST BE WRITTEN IN FRENCH.
MT COMMENTARY ASSESSMENT One commentary to be submitted to the Department Office, Room 4111, by 12 noon on Monday 12 December 2016.
Commentary questions
Write a commentary on one of the following texts (NB. commentaries on poems must answer the questions that follow the poem): 1. Il me semblait que le convoi marchait un peu plus vite. Autour de moi c’était toujours la même campagne lumineuse gorgée de soleil. L’éclat du ciel était insoutenable. A un moment donné, nous sommes passés sur une partie de la route qui avait été récemment refaite. Le soleil avait fait éclater le goudron. Les pieds y enfonçaient et laissaient ouverte sa pulpe brillante. Au-‐dessus de la voiture, le chapeau du cocher, en cuir bouilli, semblait avoir été pétri dans cette boue noire. J’étais un peu perdu entre le ciel bleu et blanc et la monotonie de ces couleurs, noir gluant du goudron ouvert, noir terne des habits, noir laqué de la voiture. Tout cela, le soleil, l’odeur de cuir et de crottin de la voiture, celle du vernis et celle de l’encens, la fatigue d’une nuit d’insomnie, me troublait le regard et les idées. Je me suis retourné une fois de plus : Pérez m’a paru très loin, perdu dans une nuée de chaleur, puis je ne l’ai plus aperçu. Je l’ai cherché du regard et j’ai vu qu’il avait quitté la route et pris à travers les champs. J’ai constaté aussi que devant moi la route tournait. J’ai compris que Pérez qui connaissait le pays coupait au plus court pour nous rattraper. Au tournant il nous avait rejoints. Puis nous l’avons perdu. Il a repris encore à travers champs et comme cela plusieurs fois. Moi, je sentais le sang qui me battait aux tempes. Tout s’est passé ensuite avec tant de précipitation, de certitude et de naturel, que je ne me souviens plus de rien. Une chose seulement : à l’entrée du village, l’infirmière déléguée m’a parlé. Elle avait une voix singulière qui n’allait pas avec son visage, une voix mélodieuse et tremblante. Elle m’a dit : « Si on va doucement, on risque une insolation. Mais si on va trop vite, on est en transpiration et dans l’église on attrape un chaud et froid. » Elle avait raison. Il n’y avait pas d’issue. J’ai encore gardé quelques images de cette journée : par exemple, le visage de Pérez quand,
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pour la dernière fois, il nous a rejoints près du village. De grosses larmes d’énervement et de peine ruisselaient sur ses joues. Mais, à cause des rides, elles ne s’écoulaient pas. Elles s’étalaient, se rejoignaient et formaient un vernis d’eau sur ce visage détruit. Il y a eu encore l’église et les villageois sur les trottoirs, les géraniums rouges sur les tombes du cimetière, l’évanouissement de Pérez (on eût dit un pantin disloqué), la terre couleur de sang qui roulait sur la bière de maman, la chair blanche des racines qui s’y mêlaient, encore du monde, des voix, le village, l’attente devant un café, l’incessant ronflement du moteur, et ma joie quand l’autobus est entré dans le nid de lumières d’Alger et que j’ai pensé que j’allais me coucher et dormir pendant douze heures.
L’Étranger
2. Le premier supermarché est apparu à Y…, attirant la clientèle ouvrière de partout, on pouvait enfin faire ses courses sans rien demander à personne. Mais on dérangeait toujours le petit épicier du coin pour le paquet de café oublié en ville, le lait cru et les malabars avant d’aller à l’école. Il a commencé d’envisager la vente de leur commerce. Ils s’installeraient dans une maison adjacente qu’ils avaient dû acheter autrefois en même temps que le fonds, deux pièces cuisine, un cellier. Il emporterait du bon vin et des conserves. Il élèverait quelques poules pour les œufs frais. Ils viendraient nous voir en Haute-‐Savoie. Déjà, il avait la satisfaction d’avoir droit, à soixante-‐cinq ans, à la sécurité sociale. Quand il revenait de la pharmacie, il s’asseyait à la table et collait les vignettes avec bonheur. Il aimait de plus en plus la vie. Plusieurs mois se sont passés depuis le moment où j’ai commencé ce récit, en novembre. J’ai mis beaucoup de temps parce qu’il ne m’était pas aussi facile de ramener au jour des faits oubliés que d’inventer. La mémoire résiste. Je ne pouvais pas compter sur la réminiscence, dans le grincement de la sonnette d’un vieux magasin, l’odeur de melon trop mûr, je ne retrouve que moi-‐même, et mes étés de vacances, à Y… La couleur du ciel, les reflets des peupliers dans l’Oise toute proche, n’avaient rien à m’apprendre. C’est dans la manière dont les gens s’assoient et s’ennuient dans les salles d’attente, interpellent leurs enfants, font au revoir sur les quais de gars que j’ai cherché la figure de mon père. J’ai retrouvé dans des êtres anonymes rencontrés n’importe où, porteurs à leur insu des signes de force ou d’humiliation, la réalité oubliée de sa condition. Il n’y a pas eu de printemps, j’avais l’impression d’être enfermée dans un temps invariable depuis novembre, frais et pluvieux, à peine plus froid au cœur de l’hiver. Je ne pensais pas à la fin de mon livre. Maintenant je sais qu’elle approche. La chaleur est arrivée depuis juin. À l’odeur du matin, on est sûr qu’il fera beau. Bientôt je n’aurai plus rien à écrire. Je voudrais retarder les dernières pages, qu’elles soient toujours devant moi. Mais il n’est même plus possible de revenir trop loin en arrière,
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de retoucher ou d’ajouter des faits, ni même de me demander où était le bonheur. Je vais prendre un train matinal et je n’arriverai que dans la soirée, comme d’habitude. Cette fois je leur amène leur petit-‐fils de deux ans et demi.
La Place 3. Read the following poem and answer the (equally weighted) questions that follow. L’ALBATROS Souvent, pour s'amuser, les hommes d'équipage Prennent des albatros, vastes oiseaux des mers, Qui suivent, indolents compagnons de voyage, Le navire glissant sur les gouffres amers. À peine les ont-‐ils déposés sur les planches, Que ces rois de l'azur, maladroits et honteux, Laissent piteusement leurs grandes ailes blanches Comme des avirons traîner à côté d'eux. Ce voyageur ailé, comme il est gauche et veule ! Lui, naguère si beau, qu'il est comique et laid ! L'un agace son bec avec un brûle-‐gueule, L'autre mime, en boitant, l'infirme qui volait ! Le Poète est semblable au prince des nuées Qui hante la tempête et se rit de l'archer ; Exilé sur le sol au milieu des huées, Ses ailes de géant l'empêchent de marcher. Charles Baudelaire (i) Discuss the use and significance of simile in the poem, notably how and why
the poet is compared to the albatross. (ii) What conception of poetry emerges from the poem? (iii) Examine the vertical and horizontal dimensions in the poem. (iv) Discuss how contrast functions in the poem, in terms of both content and
form.
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4. Read the following poem and answer the (equally weighted) questions that follow. PHOTOGRAPHIE Ton sourire m'attire comme Pourrait m'attirer une fleur Photographie tu es le champignon brun De la forêt Qu'est sa beauté Les blancs y sont Un clair de lune Dans un jardin pacifique Plein d'eaux vives et de jardiniers endiablés Photographie tu es la fumée de l'ardeur Qu'est sa beauté Et il y a en toi Photographie Des tons alanguis On y entend Une mélopée Photographie tu es l'ombre Du Soleil Qu'est sa beauté
Guillaume Apollinaire (i) How is photography characterised in the poem? (ii) How do sound and vision relate to one another in the poem? (iii) How is absence evoked? (iv) What role does nature play in the poem? NOTES
• Length of commentary: 1,500-‐2,000 words. • Collect your ‘assessment cover-‐sheet’ in advance (on door of Room 4109). Fill
in and attach to front of essay. • Extensions to deadline: requests to Dr Alexandra Lukes ([email protected]), with
med. cert., in advance of deadline. If you do not have a med. cert., you will need to contact the Head of the Department, Dr Claire Laudet ([email protected]).
• Make sure you read the ‘Guidelines to Essay-‐ and Commentary-‐Writing’, available on Blackboard (mymodule.tcd.ie).
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HT ESSAY ASSESSMENT One essay to be submitted to the Department Office, Room 4109, by 12 noon on Friday 24 March 2017.
Essay questions
Write an essay on one of the following questions:
1. Discuss characterization (or lack thereof) in Beckett’s En attendant Godot.
2. To what extent may Reza’s ‘Art’ be described as a comedy?
3. Discuss the representation of betrayal in Hiroshima mon amour, making precise reference, where relevant, to cinematic techniques.
4. Discuss the representation of guilt in Caché, making precise reference where, relevant, to cinematic techniques.
NOTES
• Length of essay: 1,500-‐2,000 words. • Collect your ‘assessment cover-‐sheet’ in advance (on door of Room 4109). Fill
in and attach to front of essay. • Extensions to deadline: requests to Dr Alexandra Lukes ([email protected]), with
med. cert., in advance of deadline. If you do not have a med. cert., you will need to contact the Head of the Department, Dr Claire Laudet ([email protected]).
• Make sure you read the ‘Guidelines to Essay-‐ and Commentary-‐Writing’ and the ‘Sample Essay Question’, both available on Blackboard (mymodule.tcd.ie).
