Contents
Welcome
French Staff
Calendar
Week beginning Oct 8
Resources
Degree programme and module information
First year degree programme
French Summer school
First year module information
Second year degree programme
Second year module information
Third year
Final year degree programme
Final year module information
Assessment criteria
2
3
4
5
6-7
8
12
13
21
22
32
33
34
43-56
Please note that details of courses etc. apply to the 2012-2013 session only and may
vary in future years.
1
Welcome to
French At Leicester
Studying French at university is more than just reading another subject. It is a
way of opening a window on another way of life, of learning to express yourself
in a different language, of becoming familiar through texts of all sorts with social
and cultural perspectives you will learn to make your own. At Leicester, French is
taught within a School of Modern Languages that prides itself on its stimulating
and convivial atmosphere. All members of staff are actively involved in scholarly
research in fields which include French and Francophone literature, cinema,
culture and society.
Our course structure is flexible and provides you with the opportunity to choose
from a number of optional modules in your second and final years. We do,
however, insist on the need to develop at all stages your language skills, both
written and spoken. The use of material from broadcast and printed media and the
internet, as well as the presence of several native speakers on the staff, helps us to
create a French ambiance.
We aim, therefore, to give you fresh insights into France and French-speakers,
and, at the same time, prepare you for a career when you leave. We have one of
the highest completion rates in the country and the feedback we get from former
students suggests that they have enjoyed their years with us. We hope that your
own time here will prove both happy and profitable.
2
Full-time staff
Attenborough Tower (Att) Room
Dr Rabah Aissaoui
(Year Abroad Tutor)
Dr Nicole Fayard
(Director of Studies for French)
Dr Elizabeth Jones
Dr Aurélie Joubert
Dr Fransiska Louwagie
Corinne Pelton (Careers Tutor)
Dr Ariane Richards
Dr Steven Wilson
Internal telephone
e-mail
Att 1210
Att. 1208
2686
2692
ra75@le.ac.uk
nf11@le.ac.uk
Att 1206
Att 1217
Att 1207
Att 1209
Att 1211
Att 1108
2688
2231066
2684
2661
2960
2659
ehj@le.ac.uk
aj174@le.ac.uk
fl47@le.ac.uk
cp57@le.ac.uk
ar267@le.ac.uk
sw326@le.ac.uk
Part-time staff
Bill Dyson
Dr Ann Miller
Sonia Alba
Att 1215
Att 1206
Att 1204
2695
2688
wd18@le.ac.uk
ann.miller@le.ac.uk
School Office
(Attenborough Room 11th floor)
Mrs Hilary Casey
School administrator
Mrs Angela Hullait
School Administrator
Mrs Kerry Moralee
Mrs Mary Needham
Att 1113
2682
hc55@le.ac.uk
Att 1117
2683
al68@le.ac.uk
Att 1117
Att 1116
2683
2662
eb165@le.ac.uk
mn29@le.ac.uk
2792
cja26@le.ac.uk
(Admissions, Languages at Leicester)
Ms Carol Arlett
(School Manager)
Att 1403
Language Services Unit Office
(Readson House)
Mrs Lynda Langford
(229) 7856
ll94@le.ac.uk
All staff may be contacted from outside the University by prefixing the internal telephone
number with 252.
3
Calendar
All dates are provisional: please check notice boards and Blackboard.
Semester 1 (Mon 1 October 2012 – Friday 25 January 2013)
Mon 1 October
Mon 1 -Friday 5 Oct
Mon 8 - Friday 12 Oct
Friday 12 October
Fri 14 December
Registration
Induction week
All classes begin
Final deadline for changes of first-semester modules
End of term and first-semester teaching
Sat 15 Dec 2012- Sun 13 Jan 2013
Mon 14 Jan 2013
Mon 14 – Friday 25 Jan 2013
Vacation
Start of term
All first-semester coursework must be
submitted to the School Office by 12.00 - noon on
Monday 14 January 2013.
First-semester assessment period.
Semester 2 (Mon 28 January – Friday 28 June 2013)
Monday 28 Jan
Friday 8 Feb
Friday 22 March
Start of second semester
Final deadline for changes of second-semester modules
End of term
Sat 23 March – Sun 28 April Vacation
Monday 29 April – Fri 11 May Teaching continues
Monday 13 May
All second-semester coursework must be
submitted to the School Office by 12.00 noon on
Monday 13 May 2013.
Mon 13 –Tues 14 May
Final year oral examinations
Wed 15- Thurs 16 May
Second year oral examinations
Mon 20 May – Fri 7 June
University examination period
Tuesday 25 June
Examination boards
Fri 28 June
End of term
Early July
Mid-July
Official Pass Lists published
Degree Congregations
PLEASE NOTE: The official SML hand-in time for assignment is 12 noon on
the day of submission.
Week beginning Monday 8 October: teaching starts
4
First year students please note:
For FR1010 Modern French Language (module code FR1001/1007 for
Erasmus, JYA and Supplementary students), you need to attend:
 the grammar lecture once a week (Thursday 12.00).
 the weekly hands-on Blackboard grammar-exercise session (Tuesday 12.00)
 a langue écrite/grammar class once a week (check notice board for your group
and time)
 a travaux pratiques/oral class once a week (check notice board for your group
and time)
For Law/French students, FR1010 is the only course that you will take this year
in the French department.
For FR1017 Understanding Contemporary France, you need to attend
 a lecture or film showing every week
 a seminar on Monday in the weeks where there is a film showing but not in the
weeks where there is a lecture. There will be a lecture on Tuesday 98 and so
there will be no seminar on Monday 8th Oct.
 The exact pattern and dates of lectures and seminars will also be posted on
Blackboard.
 All Understanding Contemporary France seminars take place on Mondays:
check the notice board for your group and time.
If you are taking 40 credits of French only (i.e. if you are a MLS, Modern
Languages with Management, or Supplementary student, FR1010 and FR1017
are the only modules that you will take in the French department in semester 1.
For Joint French/Spanish, French/Italian, French/English and French with German
students, check the timetable to see times and locations of the other modules for
which you have registered.
If you think that you have a timetable clash, please see Hilary Casey (Att1113)
and Dr Nicole Fayard (Att1208)
5
Resources
The library
You will receive training in use of the library in your first year, but do not hesitate to ask
for more help: the librarians are highly trained and highly approachable.
The Modern Language Study Centre
This is a very valuable resource centre for modern linguists. It offers access to:
 Networked PCs with access with language resources and class materials
 Access to French television channels and programmes (Don’t just watch news
and serious programmes : daytime TV is linguistically highly valuable)
 a range of DVDs, books, dictionaries and thesauruses[nf111]
Internet
There are many internet sites which will be helpful to you: see the list below, and, for a
much more extended list, with hyperlinks, the French section of the School of Modern
Languages website. You can also use the internet more generally as an aid to language
learning. It is a source of extended reading (look in particular at the many blogs in
French, although be aware that they may contain errors), and it is a way of testing out a
structure that you want to use. If you’re not sure if, say, ‘jusqu’à ce que ...’ is followed by
the subjunctive, type it into google.fr, and look at all the examples that come up.
Libération: http://www.liberation.fr
Le Monde: http://www.lemonde.fr (the Library also has Le Monde on CD-Rom: ask at
the desk. These back numbers are a valuable research tool.)
Le Figaro: http://www.lefigaro.fr
Le Nouvel Observateur: http://www.nouvelobs.com
L’Express: http://www.lexpress.fr
Le Point: http://www.lepoint.fr
Le Monde diplomatique: http://www.monde-diplomatique.fr
Télérama: http://www.telerama.fr
Ouest France: http://www.ouest-france.fr/
La Voix du Nord: http://www.lavoixdunord.fr/vdn/infos/unes/
Paris Match: http://www.ParisMatch.com/
Other regional newspapers available via :
http://fr.dir.yahoo.com/Actualitésetmedias/Journaux/
Radio online:
les radios http://www.radio-france.fr
France Culture http://www.franceculture.com
France Inter: http://sites.radiofrance.fr/franceinter/accueil
Try also setting your radio alarm to a French station:
France Inter: Grandes ondes (Long wave) 162 Khz
Europe 1: Grandes ondes (Long wave) 180
TV on line :
France 2 http://www.france2.fr
TF1 http://www.TF1.fr
France 5 http://www.france5.fr/
Arte http://www.arte.fr
6
French government sites :
liste des ministères:http://fr.dir.yahoo.com/Institutions_et_politique/France/Ministeres/
Ministère de la Culture: http://www.justice.gouv.fr/indexmaj.htm
Ministère de l’Education Nationale: http://www.education.gouv.fr/
Ministère de l’Intérieur: http://www.interieur.gouv.fr/index_nonfla.htm
Secrétariat d’Etat au tourisme: http://www.tourisme.gouv.fr/
Ministère des Affaires Etrangères: http://www.diplomatie.gouv.fr/mae/
Ministère de la Culture et de la Communication, Paris
7
STRUCTURE OF DEGREES WITH
FRENCH
First year French Advanced
Joint French and Italian
Joint French and Spanish
60 credits in French, 30 per semester
* compulsory module
Semester Module code
Module name
Credits
1
FR/IT/SP1000
Core skills for language learners*
10
1& 2
FR1010
Modern French Language*
20
1
FR1017
Understanding Contemporary France
10
(1)*
1
FR1012
Textual Analysis
10
2
FR1018
Understanding Contemporary France
10
(2)*
2
FR1015
Civilisation française
10
2
FR1014
20th Century French literature
10
Core skills for Language Learners is a compulsory module for all Joint students.
It has different module code numbers (FR1000, IT1000, SP1000) but the content is the same.
You only take it once, as a module in one of your languages.
If you are a beginner in either French, Italian or Spanish and study another language at advanced
level, you must take the module in the other language studied at advanced level.
If you are an advanced student in both French and Italian, you must take the module as IT1000.
If you are an advanced student in both French Spanish, you can take the module as FR1000 or as
SP1000.
Joint French/Spanish and French/Italian students taking Core Skills as FR1000 must take it
in Semester 1. This means that you cannot take FR1012.
If you do not take Core Skills as a French module, you should take FR1012, FR1015 or
FR1030.
Joint French and English
60 credits in French, 20 in semester 1, 40 in semester 2 * compulsory module
Semester Module code Module name
Credits
1&2
FR1010
Modern French Language*
20
1
FR1017
Understanding Contemporary France (1)* 10
2
FR1018
Understanding Contemporary France (2)* 10
2
FR1014
20th Century French literature
10
2
FR1015
Civilisation française
10
European Studies
Modern Language Studies
8
Modern Languages with History of Art
Modern Languages with Film Studies
Modern Languages with Management
40 credits in French, 20 per semester
* indicates compulsory module
Semester Module code Module name
Credits
1&2
FR1010
Modern French Language*
20
1
FR1017
Understanding Contemp. France (1)* 10
2
FR/IT/SP1000 Core Skills*
10
1
FR1012
Textual Analysis
10
2
FR1018
Understanding Contemp. France (2)
10
th
2
FR 1014
20 Century French literature
10
2
FR1015
Civilisation française
10
Core skills for Language Learners is a compulsory module for all students taking ES, MLS,
MLMHA, MLFS, or MLM.
It has different module code numbers (FR1000, IT1000, SP1000) but the content is the same. If the
only language that you are studying is French, you must take it as FR1000.
If you are a beginner in either Italian or Spanish, you must take the module as FR1000
If, alongside French advanced, you are studying Italian or Spanish as an advanced learner, you can
take it as either FR1000 or as IT1000 or SP1000.
ES, MLS, MLMHA, MLFS, or MLM students taking the module as FR1000 must take it in
semester 2. In this case, you do only FR1010 and FR1000 in semester 2.
If you do not take Core Skills as a French module, you should choose a French option from
FR1018, FR1014 and FR1015.
European Studies, ML with History of Art and ML with Film Studies students may
take additional credits in French if it is their only language.
Law with French
20 credits in French
* indicates compulsory module
Semester
Module code
Module name
1&2
FR1010
Modern French Language*
Credits
20
9
First year French beginners
Joint French and Italian
Joint French and Spanish
60 credits in French, 30 per semester
* compulsory module
Semester Module code Module name
Credits
1
FR1020
French Language (Beginners 1)*
20
1
FR1017
Understanding Contemporary France (1)* 10
2
FR1021
French Language (Beginners 2)*
20
2
FR1018
Understanding Contemporary France (2)* 10
Core skills for Language Learners is a compulsory module for all Joint students.
It has different module code numbers (FR1000, IT1000, SP1000) but the content is the same.
You only take it once, as a module in one of your languages.
If you are a beginner in French, you must take the module in the other language studied at
advanced level, i.e. IT 1000 or SP1000.
Joint French and English
60 credits in French, 20 in semester 1, 40 in semester 2 * compulsory module
Semester Module code Module name
Credits
1
FR1020
French Language (Beginners 1)*
20
2
FR1021
French Language (Beginners 2)*
20
2
FR1018
Understanding Contemporary France (2)* 10
2
FR1014
20th Century French literature
10
European Studies
Modern Language Studies
Modern Languages with History of Art
Modern Languages with Film Studies
Modern Languages with Management
Modern Languages with Management and English
(EFL)
40 credits in French, 20 per semester
* indicates compulsory module
Semester Module code Module name
Credits
1
FR1020
French Language (Beginners 1)* 20
2
FR1021
French Language (Beginners 2)* 20
European Studies students may take additional credits in French if it is your only
language: see modules available to Joint students above.
Core skills for Language Learners.
It has different module code numbers (FR1000, IT1000, SP1000) but the content is the same.
You only take it once, as a module in one of your languages.
If you are a beginner in French and study more than one language, you must take the module in
that other language studied at advanced level, i.e. IT 1000 or SP1000.
10
FIRST-YEAR FRENCH SUMMER
SCHOOL
Attendance at a three-week summer school is compulsory for ALL students in the SML,
and for Law/French students. If the only language that you are studying is French, the
French summer school is compulsory. If you are taking more than one language, you
must attend a summer school in your ‘weakest’ language, although we would, of course,
strongly insist on the advantages of attending the French summer school!
The summer school is an exceptionally good language-learning opportunity. It entails a
three-week stay in Montpellier, usually in August, either with French families or in
University of Montpellier halls of residence. You will get to know the LanguedocRoussillon region with its strong traditions, not to mention its spectacular Mediterranean
beaches. And you will have a great time!
You will be studying French language and culture in the morning and afternoon.
Activities and trips are available in the late afternoons and evenings.
Students usually travel together from London to Montpellier where they are met by the
French course tutor. We make all the necessary official arrangements and subsidise the
summer school. The package covers travel, insurance, bed and breakfast accommodation,
and registration fees.
For students taking more than one language, it is possible to attend more than one
summer school, but the financial support from the University cannot be guaranteed for the
second summer school.
The first meeting about the summer school will be held in semester 1, followed by others
to finalise details. You will be informed of the dates of meetings by email.
11
First-Year Modules
FR1020/1021 French language beginners 1 & 2
Semesters 1 & 2
Core
Tutors: Dr Ariane Richards.
20 credits per semester
Aims:
To provide an accelerated and intensive introduction to the acquisition of
speaking, listening, reading and writing skills in French for students with no prior
knowledge of the language enabling them to reach GCSE standard by the end of
the academic year. At the end of this module students will be able to:




Speak and write about familiar topics accurately
Manipulate the range of grammatical structures covered in the course
appropriately and accurately
Be able to communicate orally in French in a variety of situations.
Extract relevant information from written and spoken material in French.
Contact hours:


4 hours per week dedicated to practical skills: reading, writing, listening and
speaking
A one-hour hands-on grammar session in a computing lab. On-line grammar tests
form part of the assessment for this module.
Assessment
Semester 1
40%
Continuous assessment
Listening
5%
Assessed homework 5%
Blackboard
5%
Exam (January)
Reading/Writing
25%
Semester 2
60%
Continuous assessment
Listening
5%
Assessed homework 10%
Blackboard
5%
Oral exam (dialogue 10%
with tutor)
Exam (May/June)
Reading/Writing
30%
Dates of assessments will be confirmed by your tutor.
Note:
1. Students following the course in semester 1 only will be required to take
an oral exam contributing an extra 10% to their overall mark.
2. Students registered for both semesters must pass semester 2 in order to
pass overall.
Coursebook & study materials
12
You need to buy:
 Alter Ego / Livre de l’élève et CD audio 1 by Berthet, Hugot, Kizirian,
Sampsonias & Waendendries (Hachette).
 Tempo 1 Cahier d’exercice avec CD audio by Evelyne Berard, Yves
Canier & Christian Lavenne (Didier/Hatier)
If these text books are not available at the library bookshop you can order them
online from at www.amazon.co.uk (delivery within a few days as opposed to the
standard 4 weeks).
All students should obtain a suitable dictionary, such as:
 The Concise Oxford-Hachette French dictionary (2009) or The Collins
Concise French dictionary (2007)
 If you are planning to continue studying French after this year, then it
would be better to buy a large dictionary, such as The Oxford-Hachette
French dictionary (2007) or The Collins Robert French dictionary (2008)
Useful study aids include:


Bescherelle Complete Guide to Conjugating 12000 French Verbs (English
Edition) (Hatier)
Any grammar book you like the layout of and feel comfortable with (it is
worth sitting in a bookshop, browsing through a few and selecting one that
suits you).
Additional information/resources
Further resources (including dictionaries and grammar books) can be found in the
Modern Languages Study Centre (MLSC), located in the Ken Edwards building,
6th floor. The MLSC also offers the opportunity to watch French TV on satellite
channels, which we fully recommend you do to expose yourself to and immerse
yourself in the culture and language (very helpful for pronunciation / intonation).
FR1010 (FR1001/FR 1007 Erasmus, JYA, Supp.) First
Year Modern French Languages (Advanced)
Core
Tutor: Dr Aurélie Joubert
Semesters 1 & 2
20 credits
Aims:
At the end of this module, typical students should be able to:
 Consolidate and develop oral and written communication skills.
13


Be autonomous as effective language learners through the explicit
awareness of grammatical rules
Demonstrate confidence in using IT as learning aid.
Teaching and Learning Methods
Practical language classes, independent learning tasks including internet and clipbased tasks and on-line exercises. Lectures on grammatical system. Laboratory
practical classes, Computer practical classes, Computer-aided learning, Resourcebased learning, independent learning.
Contact hours
 One hour of spoken language (travaux pratiques)
 One hour of written language (langue écrite)
 A one-hour grammar lecture
 A one-hour hands-on session in a computing lab. On-line grammar tests
form part of the assessment for this module.
You are also required:
 to watch the French TV news online at least once a week. Reporting back on
the news is built into the assessment for this module.
You are also advised to read French novels, short stories or comic books. Here are
some examples of French novels:
Fred Vargas, Ceux qui vont mourir te saluent (Paris: Viviane Hamy, 1994).
Thierry Jonquet, Mygale (Paris : Gallimard 1999)
Daniel Pennac Des Chrétiens et des Maures (Paris : Gallimard 1998)
Amélie Nothomb Stupeur et Tremblements (Paris : Albin Michel 1999)
Assessment
Langue écrite and travaux pratiques are equally weighted in the assessment of this
module.
Assessment Methods[nf112]
14
Continuous assessment (50%)
(i) Three written assignments per semester, which must be word-processed. (20%)
(ii) On-line French grammar exercises on Blackboard, and vocabulary exercises
based on the set novels (5%)
iii) Reporting back on the French news and on a section from one of the set novels
(5%)
(iv) Two aural comprehension tests (20%)
Exam (50%)
(i) One exposé done in class during the year (25%).
(ii) 3-hour examination in May/June (25%).
Coursebook
You need to buy: Jubb & Rouxeville: French Grammar in Context (Arnold)
£12.99
We also strongly recommend:
Hawkins, R. & Towell, R. French Grammar and Usage. (Arnold) £16.99 and
Hawkins, Lamy & Towell: Practising French Grammar A Workbook (Arnold)
£10.99
You will need a good dictionary. We suggest: Oxford Hachette French
Dictionary £24.99.
FR1000 Core Skills for Language Learners
This module is core for all students except Law/French, Combined Studies
and French as a supplementary subject, and is taken in either semester 1 or 2
according to your degree programme.
Semester 1 Joint French and Italian, Joint French and Spanish (Italian and
Spanish beginners)
Joint Honours students must take the module as IT1000 if they are advanced
students of Italian, but may take it either as FR1000 or SP1000 if they are
advanced students of Spanish.
Semester 2 Joint French and English, European Studies, Modern Language
Studies, Modern Languages with Management.
Students on these degree courses taking more than one language may take the
module as IT1000 or SP1000 if they are advanced students of Italian or Spanish.
15
Course convenor: Corinne Pelton
10 credits
Aims:
 To allow students to improve many of the essential skills that they will
need as Modern Language students in Higher Education
 To familiarise students with the grammatical terminology that they
will need in language work
 To encourage students to develop transferable study skills that will be
essential in both language and content modules.
This exciting module aims to help you develop the core skills that you will need to
study Modern Languages at University. It will begin by familiarising you with the
key grammatical terms that you will use in your language classes and which you
will need in order to find information in grammar books. It will then move on to
focus on your study skills and will help you with developing an academic writing
style and finding library resources, referencing and producing bibliographies
amongst other skills. It will provide crucial guidance on how to avoid plagiarism
in your essays and assessed work.
The module is delivered mainly as an online resource which you will access and
complete at your own convenience. You will need to work through online
diagnostic tests to find out your own strengths and weaknesses and will then be
provided with online micro-lectures and exercises to help you improve your
essential skills.
Contact hours
The course is mainly delivered on-line, but includes fortnightly face-to-face
workshops.
Assessment This will take the form of on-line exercises: 50% class assignment
and 50% exam.
FR1017 Understanding Contemporary France 1
Core for all students taking French except Law with French students
Tutor: Dr Aurélie Joubert (course convenor) & Dr Steven Wilson
10 credits per semester
Aims:
 To introduce students to theoretical frameworks of analysis
 To apply theoretical framework of analysis to French cultural
history
 To show how recent French cultural history is intertwined with
social and political contexts
 To provide opportunities for extended reading, and for viewing of
films.
 To provide opportunities for personal research

16
This course focuses on those events which have contributed to the formation of
contemporary France, and is structured around key theoretical frameworks of
analysis. We will look at differing perspectives on the 20th and 21st century
through cultural production of various kinds: cinema, novels, painting, bande
dessinée. The first semester deals with the First World War, the triumphant period
of French colonialism, and the Second World War. In the second semester we
study post-war modernisation, decolonisation, May ’68, and post-industrial
France, and we examine the repercussions of these changes and conflicts on
French identity.
Set texts:
FR1017 Semester 1: Tardi, C’était la guerre des tranchées (Casterman 1993)
FR1018 Semester 2: Azouz Begag, Le gone du Chaâba (Seuil 1986)
Assessment for FR1017
Coursework
(i) on-line tests (40%)
(ii) essay (60%)
FR1018 Understanding Contemporary France 2
Core for all students of Joint French/Italian, French/Spanish, French/Englishand
French as a supplementary subject.
Can be taken as an option by students of European Studies, Modern Language
Studies, Modern Languages with Management.
Assessment for FR1018
Coursework
(i) Group presentations on Begag Le gone du Chaâba (30%)
Examination
Includes questions on topics covered, and on the set text (70%)
FR1012 Textual Analysis
Available as an option for Joint French and Spanish or French and Italian
students not taking Core Skills as a French module.
Semester 1
Tutor: Dr Liz Jones
10 credits
Aims: To introduce students to a wide range of styles and texts

To understand and apply key concepts related to the analysis of
narrative techniques, styles and registers.
This course is designed to teach methods of analysis of texts from a wide range of
sources. You will learn techniques which you will be able to apply to your work
on other courses.
Contact hours
Weekly one-hour seminars.
17
Assessment
2 pieces of coursework (1000 words each), each worth 50%
FR1015
Civilisation française
Semester 2
Tutor: Dr Rabah Aissaoui
10 credits
Aims:



To introduce students to some of the institutional, historical and sociopolitical processes which have informed contemporary French society
To encourage students to analyse and critically assess texts in French
To provide opportunities for personal research and group work.
This module is designed to introduce you to some of the key historical,
institutional and social developments which have shaped contemporary France.
The course will examine aspects of France's Republican tradition underlying
notions of citizenship and the 'exception française'. We will also study some of
the key characteristics of the Fifth Republic, and of France's education system,
media, economy, demography and social relations.
Contact hours
Weekly one-hour seminars.
Assessment
Coursework assignment: one essay (100%), 1500-2000 words
FR1014
20th-Century French Literature
Available as an option for Joint French and Spanish, French and Italian,
French and English, European Studies, Modern Language Studies, Modern
Languages with Management.
Semester 2
Tutor: Dr Liz Jones
10 credits
Aims:
 To introduce students to the work of key writers of the 20th Century
 To enable students to develop techniques for critical analysis of texts
This module is designed to introduce you to the work of two particularly
significant 20th Century French writers, Jean-Paul Sartre and Simone de Beauvoir.
Through the close study of one play and one novel you will be able to refine and
develop your ability to analyse literary texts. In addition, the course will examine
in detail the key political and philosophical questions of the 20th Century that
emerge from these works of literature, including the development of a
technocratic society, the role of women, the responsibility of the individual and
the importance of personal freedom.
18
Contact hours
Weekly one-hour seminars.
Set texts (Provisional titles: to be confirmed during semester 1)
Jean-Paul Sartre, Les Mains sales
Simone de Beauvoir, Les Belles images
Assessment
100% coursework (75% essay, 25% oral presentation)
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Second year
Joint French and Italian
Joint French and Spanish
60 credits in French, including the compulsory modules FR2010 for advanced
students of French or FR2018 for ex-beginners students of French.
Joint French and English
60 credits in French, 40 in semester 1, 20 in semester 2 * compulsory module
Semester Module
code
Module name
Credits
1&2
1
FR2010
FR/IT/SP 2040
20
10
2
FR/IT/SP 2050
Modern French Language*
EUROPEAN TEXTS IN TRANSLATION 1 10
credits
EUROPEAN TEXTS IN TRANSLATION 2 10
credits
10
European Studies
60 credits in French, 20 in semester 1, 40 in semester 2, including the
compulsory modules FR2001/2007 for advanced students of French or
FR2015/2016 for ex-beginners students of French.
Modern Language Studies
Modern Languages with History of Art
Modern Languages with Film Studies
40 credits in French, 20 per semester
* indicates compulsory module
40 credits in French including the compulsory modules FR2010 for advanced
students of French, or FR2018 for ex-beginners students of French.
For students taking two languages within these degrees the imbalance of French modules across
semesters will be compensated by a reversal of the imbalance in the other language studied.
Students taking one or three languages should take the 10-credit European Texts in Translation
modules in both semesters to correct the imbalance.
Modern Languages with Management
40 (or 80) credits in French: one (or three) 20-credit modules in French plus
the compulsory modules FR2010 for advanced students of French or FR2018
for ex-beginners students of French.
20
Modern Languages with Management and English
40 credits in French, 20 in semester 1, 20 in semester 2 * compulsory module
Semester Module code
Module name
Credits
1&2
Modern French Language*
20
Core Skills for Modern Language
Students 10 credits
EUROPEAN TEXTS IN
TRANSLATION 2 10 credits
10
1
FR2018 French Language
Post-Beginners 3/4
FR/IT/SP 2000
2
FR/IT/SP 2050
10
Law with French
20 credits in French: FR2010 only
Second-Year Modules
FR2010 ((FR1001/FR 1007 Erasmus, JYA, Supp.) First
Year Modern French Languages (Post-Advanced)
Tutor: Dr Steven Wilson
Core
Semesters 1 & 2
20 credits
Aims:
At the end of this module, typical students should be able to:
 Apply skills in constructing an argument in written and spoken French,
including the ability to present arguments effectively
 demonstrate an extended linguistic range and awareness of the language
appropriate for a variety of audiences
 demonstrate skills in résumé and
 demonstrate skills in translation from French into English, taking account of
the cultural reference systems of the two languages and the state of
knowledge of their target readership
 Discuss topics of general and current interest in French (including those
that relate to the period of residence abroad), take part in debates and
simulations, as well as make individual oral presentations.
 Work independently to consolidate language skills.
Contact hours
 One hour of spoken language (travaux pratiques)
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 Two hours of written language (langue écrite)
 You are also required to watch the French TV news online at least once a
week. Reporting back on the news is built into the assessment for this
module.
2. Teaching and Learning Methods
Practical language classes, independent learning tasks including internet and clipbased listening tasks. Resource-based learning, independent learning.
3. Assessment Methods
Langue écrite and travaux pratiques are equally weighted in the assessment of this
module.
Continuous assessment (50%)
(i) Two written assignments per semester, which must be word-processed. (25%)
(i) Reporting back on the French news (5%)
(ii) One exposé done in the January assessment period (10%).
(iii) Two aural comprehension tests (10%)
Examination (50%)
(i) 3-hour examination in May/June (includes résumé, translation from French to
English, vocabulary exercises and grammar exercises) (25%)
(ii) Oral presentation in May (25)%
FR2018 (FR2015/FR2016 Erasmus, JYA, Supp.) French
Language Post-Beginners, 3 & 4
10 credits per semester Semesters 1 & 2
Tutors: Dr Ariane Richards
Module Aims
This module aims to extend students’ communicative and receptive skills in
French language and to build upon their understanding of advanced functions
from a beginners’ level in year 1 to an A level standard by the end of the second
year in preparation for their period of residence in a French-speaking country.
Learning Outcomes
At the end of this module students will be able to
 Extend their grammatical understanding to incorporate complex structures.
 Write accurately in French using a variety of registers and structures.
 Extract information from a variety of written and spoken sources and
respond to it.
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

Discuss topics of general and current interest in French (including those
that relate to the period of residence abroad), take part in debates and
simulations, as well as make individual oral presentations.
Work independently to consolidate language skills.
Teaching and learning methods
Your study of the language will be placed in a context that relates to aspects of
contemporary life, society and culture in France and Francophone countries. You
will take part in a variety of integrated learning activities set in authentic contexts,
including the practice of oral and aural skills, reading comprehension and
responsive writing tasks, supplemented by one hour per week of grammar
practice using Blackboard. You are expected to attend and participate in all
contact hours, having done the necessary preparation set by the tutor, as they form
an essential part of the learning process.
Contact hours:



3 hours per week dedicated to practical skills: reading, writing, listening
and speaking
A one hour grammar lecture
A one hour of grammar practice using blackboard
Assessment
Semester 1
Continuous assessment 25%
Reading/ Writing (15%)
Listening (5%)
Blackboard (5%)
Semester 2
Continuous assessment 25%
Reading/Writing (15%)
Listening (5%)
Blackboard (5%)
Exams (50%):
Oral presentation (Pre Easter Break
week 9) 15%
Reading/Writing 35% (May/June)
Dates of assessments will all be confirmed by your tutor and posted on
Blackboard.
End-of-year written examination [35%] will take place during the May/June
exam period and an oral presentation [15%] will take place before the Easter
break (week 9 of semester 2).
Bibliography and Resources
You are encouraged to visit both the Library and the Modern Languages Study
Centre (Ken Edwards Building, 6th Floor) where you will find a wide range of
materials to complement your study of the language. You can watch French TV
on satellite channels and borrow French films to view.
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Coursebook & study materials
You need to buy:


Alter Ego 2 / Livre de l’élève et CD audio by Berthet, Hugot, Kizirian,
Sampsonias & Waendendries (Hachette).
A bilingual dictionary Robert/Collins or Oxford/Hachette
You are advised to acquire:


A monolingual dictionary : Le Petit Robert or Le Petit Larousse (these are rather
expensive but consider buying one second hand)
Bescherelle de poche (verb conjugations) (widely available to buy online for
around £3)
FR2032 Introduction to French linguistics
Semester 1
20 credits
Tutor: Dr Aurélie Joubert
Aims:
To provide opportunities for students to:

Be introduced to key theoretical frameworks from linguistic studies

Analyse the structure of the French language

Better understand the evolution of the Standard French language and nonstandard varieties

Gain knowledge in the linguistic diversity found in Metropolitan France

Evaluate the socio-historical factors surrounding the place and the role of the
standard French language
Learning outcomes:
By the end of the module, students should be able to demonstrate an awareness of
internal phenomena (grammatical components) which will help them perfect their
linguistic proficiency. In particular, students will have acquired an understanding
of the sound inventory of standard French, the formation of words, the relation
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between form and meaning, the importance of the context of the speech act and
the syntactic constructions. The second part of the course will allow students to
examine the historical development of the French language (from Old French to
Modern French), the establishment of the French standard and the linguistic
variation present within Metropolitan France. This will lead to the exploration of
the linguistic diversity present in France (regional languages and dialects) and to
the development of a critical and analytical view of the establishment of the
standard French language and an understanding of the importance of sociopolitical and socio-cultural factors in the institutionalisation of the national
language.
Teaching and Learning methods:
One hour lecture and one hour seminar per week
Assessment methods:
20% coursework. (This will consist of 4 written exercises on phonology and
phonetics, morphology, semantics-pragmatics and syntax)
20% poster presentation (The posters will be prepared in groups and presented
informally)
60% end of term exam (2hrs)
Bibliography and Resources
A full bibliography for this module will be supplied in the first week of teaching and
will be available via Blackboard.
Key texts:
Battye, A., Hintze M. A. & P. Rowlett. 2000. The French language today: a
linguistic introduction. New York: Routledge
Fagyal, Zsuzsanna, Kibbee Douglas & Frederic Jenkins. 2006. French: a
linguistic introduction. Cambridge: Cambridge University Press.
FR2041 20th Century Jewish Literature: Loss, Exile,
Memory
Semester 1
Module Leader: Dr Fransiska Louwagie
20 Credits
Aims:
In this module, students will analyze the position of Jewish writers in France and
their relationship to French literature. The module will reflect on the definition of
“Jewish literature” and analyze the role of literature in the construction and
negotiation of a Jewish identity. We will study two texts and one bande dessinée
by post-war authors from different Jewish backgrounds and generations.
Learning Outcomes:
By the end of the module students will have gained an understanding of the
relationships between French national literature and Jewish literature in French.
They will understand how the texts function in relation to the reader, to identity
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discourses and to the wider literary, social and historical contexts. The students
will also demonstrate skills in the analysis of literary texts and bande dessinée.
Teaching and Learning Methods:
Introductory lectures and round-table seminars.
Assessment Method:
1 coursework essay of 2,500-3000 words (50%)
1 oral examination (50%)
Texts for study:
André Schwarz-Bart, Le Dernier des Justes, Editions du Seuil, collection “Points”
(1959).
Henri Raczymow, Quartier libre, Gallimard, collection “Haute Enfance”, 1995.
Joann Sfar, Le Chat du rabbin: La bar-mitzva [graphic novel], Dargaud, collection
“Poisson Pilote, 2002.
Bibliography and Resources:
A full bibliography for this module will be available via Blackboard.
FR2027 Introduction à la Francophonie
Semester 2
Tutor: Dr Rabah Aissaoui
20 credits
Aims:
To provide opportunities for students to:
 demonstrate awareness of certain issues and tensions pertaining to the place
of French within the Francophone world;
 better understand some of the key historical, socio-political and cultural
frameworks within which the language has evolved within various
geographical areas;
 perceive the language as a reflection of complex national, local, ethnic,
gender and postcolonial identities;
 improve understanding of French in its varied forms in Francophone
countries.
Case studies such as France, Belgium, Algeria and the Maghreb, Senegal and subSaharan Africa, Quebec will be examined. A number of approaches will be adopted to
explore some key issues pertaining to Francophonie through key texts. The format of the
course will be through seminars involving practical analytical tasks.
Key texts:
Condé, M., 2001, La Belle Créole, Paris: Gallimard/Folio
Oyono, F., 2006, Une vie de boy, Paris : Julliard/Pocket.
Background reading:
Ball, R. (1997), The French Speaking World. A Political Introduction to
Sociolinguistic Issues, London: Routledge.
Gordon, D. C. (1978), The French Language and National Identity (1930-1975),
The Hague: Moutons
Tétu, M. (1997), Qu’est-ce que la francophonie? Paris : Hachette.
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Contact hours
A two-hour weekly seminar
Assessment
Coursework assignments: 2 group presentations (2 x 20%) and one essay (60%)
FR2003 Interpreting French
Semester 1
Tutor: Dr Nicole Fayard
20 credits
Module Aims:
This module uses liaison interpreting to consolidate students’ knowledge of
French through the application of language as a communicative tool.
Our focus on the purpose of a discussion and the people you are interpreting for
will increase your awareness of communicative strategies in both French and
English. You will also become more sensitive to the cultural differences which
exist between both languages. Diverse activities will improve your confidence in
speaking and discussing a wide variety of contemporary topics and teach you a
range of transferable skills, including:
 listening analytically and problem solving
 developing cultural competence and research skills
 linguistic flexibility
 group work
Learning outcomes:
By the end of the module, students will have:
 developed an understanding and application of key Interpreting skills and
techniques
 consolidated their knowledge of French and confidence in speaking
 Increased their awareness of communicative strategies in both French and
English through a focus on context and purpose
 increased sensitivity to the cultural differences embedded in both
languages
 acquired a range of transferable skills, including oral proficiency,
analytical listening, problem solving, presentation, research, autonomy and
group work
Teaching and Learning Methods:
Seminar-based
One two-hour weekly class. This will allow for the acquisition of the linguistic
tools required for liaison interpreting, and the practice of interpreting skills and
dialogues. Students will also be expected to practise these skills and do some
research at home. Students will be required to record their at-home assignment on
mp3.
Assessment:
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One interpreting task done in students’ own time (50%)
One task done in ‘real time’ in front of assessors (50%). The latter task takes place
during the January examination period
Bibliography and Resources:
A full bibliography for this module will be available via Blackboard.
FR2042 Challenging Perspectives: Conflict and Relations
in French Culture
Semester 2
Tutor Dr Steven Wilson
20 credits
This module focuses on the challenges posed to different human relations at a
time of conflict. However, it is not primarily historical in its emphasis; rather, it
analyses the ways in which social and political tensions – and the pressures of
allegiance and hostility these produce – affect how people behave and are treated
in two short stories and one film. The presence of enemy forces in these texts will
be used as a departure point for an examination of the role of the prostitute figure
who sacrifices herself in order to free her fellow captives, the repressed French
woman who harbours secret feelings for the soldier occupying her home, and the
innocent children who are brutally exposed to the cruel realities of life. Irony will
be a key overarching theme, for the texts we shall consider expose the apparently
gallant as inherently cowardly, the outwardly virtuous as innately corrupt and the
otherwise fragile as the unsung heroes of the situations they live through. In their
different ways, these texts use a series of representational techniques to defy our
perceptions and confront social stereotypes.
Assessment:

One small-group seminar presentation (30%)

One coursework essay (2,000-2,500 words) (70%)
Set Texts:

Guy de Maupassant, ‘Boule de Suif’ (Paris: Gallimard-Folio, 1995)

Vercors, ‘Le Silence de la mer’ (Paris: Livre de Poche, 1967)

Louis Malle, Au revoir, les enfants (Paris: Gallimard-Folio, 1995)
[screenplay]
Bibliography and Resources
A full bibliography for this module will be available via Blackboard.
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FR2023 Introduction to French Cinema
Semester 1
20 credits
Tutor: Dr Ann Miller
Module Aims
The course will focus on two key aspects of French cinema:
1930s French Cinema: This part of the course will focus upon the work of
cinéastes and artists making films as cinema made the transition from the silent
era into sound, and as pre-war tensions rose across Europe. We will analyse the
styles of these directors, from Jean Vigo’s montage, influenced by the
experimental effects of the surrealists, and painterly approach to light, to Julien
Duvivier’s exoticising vision of colonial Algeria, Marcel Carné’s intensely poetic
version of realism, and Renoir’s satire of bourgeois society. In particular we will
explore some of the key themes and tensions of cinema in the 1930s, including
formal experimentation, class conflict and political subversion, and the yearning
for escape.
New Wave cinema: We will study the work of film makers who challenged the
narrative and stylistic codes and choice of subject matter of mainstream cinema in
the late fifties and early sixties, and examine how well the label of ‘New Wave
auteur’ sits with each of them. Exploring issues such as dance, crime, Hollywood
glamour, gender politics and the hidden trauma of war, we will analyse the ways
in which these filmmakers renewed and echoes film-making practices, and
investigate the social, political and literary context within which they were
working.
Learning objectives
By the end of the course, students will be able to:
 develop an understanding and application of key concepts for the analysis of
filmic narrative and film form
 develop a capacity to discuss the stylistic characteristics of individual
directors’ works, and formal aspects of particular film movements
 to relate thematic concerns to social and political contexts in the pre- and
post-war periods of French Cinema.
Teaching and Learning Methods
A two-hour weekly seminar, and a two-hour weekly slot in which the film will be
shown. The seminar will be structured differently each week, but will include
introductory lectures, round-table seminars and student-led group presentations.
Set films
L’Atalante (Jean Vigo 1934)
Pépé le Moko (Julien Duvivier, 1937)
Le Jour se lève (Marcel Carné, 1939)
La Règle du jeu (Jean Renoir, 1939)
Les 400 Coups (François Truffaut, 1959)
A bout de souffle (Jean-Luc Godard, 1959)
Hiroshima mon amour (Alain Resnais, 1962)
Cléo de 5 à 7 (Agnès Varda, 1962)
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Assessment
This takes the form of continuous assessment, including a 2000 word essay, and a
15
00 word analysis of an original sequence that you will choose from one of the set
films. You will also be required to give a small group presentation on an aspect of
one of the set films, and to keep an online seminar journal.
Coursework essay (2000 words): 50% of overall mark
Written sequence analysis (1500 words): 40% of overall mark
Online seminar journal (weekly): 10% of overall mark
Group oral presentations (weekly) (10-15 mins):(a course requirement, with
feedback given, but not included in formal assessment)
Bibliography and Resources
A full bibliography for this module will be supplied in the first week of teaching
and will be available via Blackboard.
Preliminary/recommended reading:
Bordwell and Thompson, Film Art: An Introduction, New York: McGraw-Hill,
1990 [third edition or any later one is fine edition]
Susan Hayward, French National Cinema (2nd edn) (Abingdon; New York:
Routledge, 2005)
Emma Wilson, French Cinema since 1950: Personal Histories (London:
Duckworth, 1999)
Susan Hayward and Ginette Vincendeau (eds.) French Film: Texts and Contexts
(2nd edn) (Abingdon; New York: Routledge, 2000)
FR2040/2050 European Texts in Translation
(Not available to Joint students)
Semesters 1 and 2
Course co-ordinators: Dr Steven Wilson (sem. 1)/ TBC (sem. 2)
10 credits per semester
Aims:
 Demonstrate recognition of the thematic, narrative and stylistic
features of texts (literary/filmic) associated with different European
literary/cinematic movements.
 Apply this awareness to the analysis of a range of texts.
 Demonstrate critical understanding of the cultural, social and
historical contexts relevant to these texts.
 Show evidence of increased intercultural awareness through the
ability to draw comparisons and contrasts between texts arising out of
different national contexts.
 Give presentations based on personal research and the critical
appraisal of sources.
This course will introduce you to some key texts of European literature and cinema, and
will promote discussion both of their thematic and stylistic features, and of what we can
learn from them of the historical and social context.
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Set texts for FR2040
French
Gustave Flaubert, Madame Bovary (transl. Geoffrey Wall, Penguin
Classics, 2003)
Italian
Spanish
Eduardo de Filippo, Filumena Marturano (1946)
Dulce Chacón, The Sleeping Voice [La Voz dormida] (2002)
Set films for FR2050
Spanish
La Madre Muerta (Juanma Bajo Ulloa, 1993)
French
Harry, un ami qui vous veut du bien (Dominik Moll, 2000)
Italian
Ossessione (Luchino Visconti, 1942)
German
M (Fritz Lang, 1931)
Contact hours
One hour per week, plus a two-hour screening for FR 2050.
Assessment
Coursework assignments: One coursework essay per semester, 2000-2500 words
each.
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Third year
The Year Abroad 2012-2013
The third year is spent abroad for all students except Modern Language Studies
and Combined Studies students taking the three-year version of these degrees.
The year may be spent taking approved courses at universities in relevant
countries, including at least one semester in a French-speaking country. Joint
Honours students may also opt to spend the year as a language assistant.
Year Abroad modules (for students graduating in 2013), i.e returning from Year
Abroad:
For students who spent a half year in each country:
FR/GN/IT3022/SP3023 (Work Placement Report) - 20 credits
FR/GN/IT/SP3033 (Study Abroad: ECTS transfer) – 20 credits
FR/GN/IT/SP3085 (Language skills 1 – written) * - 20 credits
FR/GN/IT/SP3095 (Language skills 2 - oral/aural) * - 20 credits
* Marks derived from performance in the final year.
For students who spent the whole year in one country:
FR/GN/IT3044/SP3046 (Work Placement Report) - 40 credits
FR/GN/IT/SP3066 (Study Abroad: ECTS transfer) – 40 credits
FR/GN/IT/SP3088 (Language skills 1 - written) * - 40 credits
FR/GN/IT/SP3099 (Language skills 2 - oral/aural) * - 40 credits
* Marks derived from performance in the final year.
The SP code for WPR is different due to a clash with another code.
Please note that these apply to all degrees, except CS for whom their ECTS credits
or WPR report will count as 10% of final year written language mark.
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Final year
For students on all degrees, FR3101/31 is compulsory. The number of
optional modules taken depends on the degree programme.
Joint French and German
Joint French and Italian
Joint French and Spanish
Modern Language Studies
60 Credits in French
Joint French and English
60 credits in French, 40 in semester 1, 20 in semester 2, including the
compulsory modules FR3010/3031 for all students of French and FR3108/38
Modern and Postmodern.
Modern Languages with Management
Combined Studies
European Studies
Number of credits in French depends on overall balance of subjects
* indicates compulsory module
Semester Module
code
1 and 2
FR3110
1 and 2
FR3111
1 and 2
FR3108/38
Module name
Credits
Final Year Listening and Speaking*
Final Year Writing and Reading*
Modern and Postmodern
1
1
1
1
1
FR3125
FR3043
FR3206
FR3208
FR3051
2
2
FR3107
FR3045
2
2
FR3202
FR3128
Immigration & Ethnicity
Figures of Alterity in the 19th century
Life Writing
Gender and Power
Self-Translation: French texts across
languages and cultures
Textual Analysis
Reinventing the Past: The French
historical novel in the 19th and 20th
century
Interpreting French
French Cinema
10
10
10 per
semester
20
20
20
20
20
20
20
20
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Law with French
20 credits in French
(an extra 20-credit option may be taken by agreement with the Law department)
Semester Module code Module name
Credits
1 and 2
FR3110
Final Year Listening and Speaking* 10
1 and 2
FR3111
Final Year Writing and Reading*
10
Final-year modules
FR3110 (FR3101/31 Erasmus, JYA, Supp.) Final Year
Listening and Speaking
Course Convenor: Corinne Pelton
Semesters 1 and 2
10 credits
Tutor: Dr N Fayard (course convenor)
10 credits
1.Aims:
 At the end of this module, typical students should be able to:
 Consolidate linguistic resources and competence gained during the year abroad.
 Attain a high level of proficiency in the foreign language as a means of oral/aural
communication.
 Demonstrate complex use of structure and idiom and an awareness of style and
register.
 Apply knowledge to a variety of authentic oral/aural contexts, using skills of
analysis and synthesis.
 Feel confident in understanding different French accents.
2. Teaching and Learning Methods
 Practical language classes, oral presentations, Presentations based on the watching
of the news
 independent learning tasks including Internet and clip-based listening exercises.
3. Assessment Methods
 Listening tasks; News-based oral reports; Oral Presentation (15 min. + 5 min. of
questions).
This module can only be passed at an honours level.
Assessment for FR3110
Coursework
(i) Two aural comprehension tests (20%)
(ii) One exposé based on a current socio-political topic (20%)
Exam
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Oral presentation (20 minutes) (Final) (60%)
FR3111 (FR3101/31 Erasmus, JYA, Supp.) Final Year
Writing and Reading
Course Convenor: Dr Steven Wilson and Dr Ariane Richards
Semesters 1 and 2
10 credits
1. Aims:
 At the end of this module, typical students should be able to:
 Feel confident in reading and understanding complex structures and registers.
 Display advanced skills in translation into English
 Display advanced skills in résumé in French
 Display advanced skills in the construction of cohesive and coherent written texts
in French in a variety of registers.
 Write coherent reports on a variety of texts
2. Teaching and Learning Methods
Practical language classes, practical analytical tasks and independent learning tasks.
3. Assessment Methods
Continuous assessment (40%)
(i) Translation (French to English) (in exam conditions) (with dictionary)
(ii) Rédaction in French
(iii) Résumé (French to English) (In class under test conditions) (with dictionary)
Examination (May/June) (60%) (Final)
Paper 1 (3 hours) involves
(i) Résumé (French > French)
(ii) Rédaction in response to a text.
Paper 2 (1 hour 30 minutes): Translation into English.
Dictionaries will not be allowed during the examination
FR3125 Immigration and ethnicity in colonial and postcolonial France
Semester 1
Tutor: Dr Rabah Aissaoui
20 credits
Aims:
 To demonstrate awareness of the history of France’s relations with Algeria
 To analyse post-war immigration policies and their consequences
 To appraise how the political context is treated in novels and films
Immigration as an issue remains at the heart of social, cultural and political debates in
France. To a large extent, it informs the very nature of French Society in the early twenty-
35
first century and as result, constitutes a problematic site where individual, group and
national identity/ies are shaped and negotiated. This course examines the central issue of
immigration in the twentieth and early twenty-first centuries in France, with a particular
focus on the complex relationship between France and its ex-colony, Algeria. It discusses
central issues pertaining to immigration, racism and cultural identity within the colonial
and post-colonial contexts in France.
In the opening weeks, we introduce some key historical issues pertaining to immigration
and examine two key texts: a novel and a film.
The second phase examines aspects of the history of French colonialism in Algeria and
of immigration in France during the colonial period. We then discuss the Algerian anticolonial discourse and the history of the war of independence and its lasting impact on
French society.
The final phase focuses on immigration in France since 1945. We examine important
issues such as multiculturalism, racism, anti-racist discourses, debates about 'integration'
and identity, the rights of foreigners and the policies of integration as exemplified, for
instance, by the formation of an ‘Islam de France’. We explore further aspects of the
cultural output of children of migrants in France.
Contact hours
Weekly classes will be two hours. Students will also be expected also to view videos and
films to be borrowed from the Library. The seminars are in French.
Prior to the course, you may wish to read about French and Algerian relations. There are
also studies which will offer you an analysis of the imagined Islam and some of the
effects of colonisation.
Key texts
Books
Etcherelli, C., 1967, Elise ou la vraie vie, Paris : Denoël (Folio)
Memmi, A., 1957/1985, Portrait du colonisé, portrait du colonisateur, Paris ;
Gallimard/Folio actuel
Charef, M., 1983, Le Thé au harem d’Archi Ahmed, Paris : Mercure de
France/Folio
Films/documentary
Benguigui, Y., 1997, Mémoires d’immigrés
Chibane, M., 1994, Hexagone
Pontecorvo, G., 1966, La Bataille d’Alger
Other texts
Delcambre, A.M. (1991) L’Islam, Paris: Editions La Découverte, 1991.
Leveau, R. & Kepel, G. (sous la dir. de) (1988) Les Musulmans dans la société française,
Paris : Presses de la Fondation Nationale des Sciences Politiques .
Stora, B. (1991) Histoire de L’Algérie coloniale, 1830-1954, Paris: La Découverte.
Stora, B. (1993) Histoire de la guerre d’Algérie, 1954-1962, Paris: La Découverte.
Weil, P. (1991) La France et ses étrangers : l'aventure d'une politique de l'immigration,
1938-1991, Paris: Calmann-Lévy, 1991.
Assessment
Coursework: two 3,000 essays (50%; 50%); essays may be written in English (or French
subject to approval).
36
FR3043 Figures of Alterity in the Nineteenth Century
Semester 1
Tutor Dr Steven Wilson
20 credits
This module deals with ideologies and articulations of alterity in the nineteenthcentury novel and short story, at a time when French fiction was largely
preoccupied with describing the dominant figures, structures and laws of
contemporary society. It examines the ways in which writers represent that which
is deemed alien, foreign, exotic, unfamiliar, or even subversive. Our readings will
concentrate on four marginal, isolated, but often strong-willed heroines: a black
slave, a gypsy femme fatale, an infamous prostitute and a cross-dressing female
protagonist. In different ways, these figures aim for an ideal that transcends
utilitarianism, bourgeois conformity and a restrictive binary system of gender
identification. In our examination of racial, geographical, social, cultural and
sexual otherness, specific themes for discussion will include: gendered power
relations; freedom, constraint and fate; the destructive forces of desire; love,
death, revenge and the exotic; magic, mystery, myth and demystification. Above
all, the motif of alterity will permit an appreciation of the ways in which
perspective is a major thematic as well as technical matter in nineteenth-century
literature.
Assessment:



One small-group seminar presentation (15%)
One literature review (15%)
One coursework essay (2,500-3,000 words) (70%)
Set texts:
 Mme de Duras, Ourika (Paris: Gallimard-Folioplus, 2007)
 Mérimée, Carmen (Paris: Gallimard-Folio, 2000)
 Zola, Nana (Paris: Gallimard-Folio, 2002)
 Rachilde, Monsieur Vénus (New York: MLA, 2004)
Bibliography and Resources:
A full bibliography for this module will be available via Blackboard.
FR3045 Reinventing the Past: The French historical novel
in the 19th and 20th century
Semester 2
Module Leader
20 Credits
Dr Fransiska Louwagie (FL47@le.ac.uk)
Module Aims:
In this module, students will analyze the history of the historical novel as a genre
and its evolvement in relationship to the political contexts, to historiographical
practices and to literary aesthetic currents. We will study different genre
evolutions and the narrative practices involved by focusing on historical novels
from the 19th and 20th century.
37
Learning Outcomes:
By the end of the module students will be able to reflect on the concept of genre
and to critically analyze the evolution and reception of the historical novel. They
will understand how the texts relate to the reader, to literary aesthetic currents and
to their wider social and historical contexts. Students’ skills of textual close
reading will also be extended.
Teaching and Learning Methods:
Introductory lectures and round-table seminars.
Assessment Method:
1 coursework essay of 2,500-3000 words (50%)
1 oral examination (50%)
Texts for study:
Victor Hugo, Quatrevingt-Treize
Henri Barbusse, Le Feu
Philippe Claudel, Le Rapport de Brodeck
Bibliography and Resources:
A full bibliography for this module will be available via Blackboard.
FR3051 Bilingual Authors and Self-Translation: A crosscultural Approach.
Semester 1
Module Leader
20 credits
Dr Fransiska Louwagie (fl47@le.ac.uk)
Module Aims:
In this module, we study authors who use different languages in their literary
work. We examine the reasons why authors choose to write in more than one
language in light of their individual and socio-cultural context. We focus on
authors who translate their own work from one language into another, analyzing
the relationships between both versions of their text from both a systemic and an
aesthetic point of view. We also compare the strategies used in self-translations to
those involved in other translation practices.
Learning Outcomes:
By the end of this module students will have gained an understanding of the
concept of self-translation and will be able to relate this practice to its broader
context. They will also understand how this practice relates to the aesthetic project
of the respective authors. Students’ skills of textual close reading and translation
study will also be extended.
Teaching and Learning Methods:
Introductory lectures, round-table seminars and presentations based on individual
and group research.
38
Assessment Method:
1 coursework essay of 2,500-3000 words (50%)
1 presentation (10%)
1 oral examination (40%)
Texts for study:
Raymond Federman, La Fourrure de ma tante Rachel, Léo Scheer, 2009.
Raymond Federman, Aunt Rachel's Fur, Fiction Collective 2, 2001.
Julian Green traduit par Julien Green, Le langage et son double, 2004 (1985)
[Selection of texts will be made available].
Bibliography and Resources:
A full bibliography for this module will be available via Blackboard.
FR3128 Contemporary French Cinema
Semester 2
20 credits
Module Leader: Dr Ann Miller (TBC)
Module Aims
The course will focus on the cinema from the 1990s to the early 21st century,
including box office hits, the jeune cinéma movement, politically engaged cinema,
documentary film and the work of auteur filmmakers such as Josiane Balasko,
Claire Denis, Agnès Varda and Michael Haneke. Issues of national and
transnational cinema and identity, will be explored, as well as concepts of ethical
and political commitment in contemporary social realist film. These films often
depict marginalised and excluded members of society, producing new hybrid
forms of identity, and new genres of filmmaking too. Other films will explore key
theoretical concepts, such as the ethical relationships bound up with social class,
ethnicity, gender roles and sexuality, and the selective memorialising or the
repression of memories around aspects of France’s past, including its colonial
history.
PLEASE NOTE:
While there are no formal prerequisites for this course, this is not an introductory
course to cinema, and students will be expected to have a working knowledge of
general film language before they start the module.
Students who have not previously taken a module in cinema from the School of
Modern Languages or from the School of History of Art and Film will not be at a
disadvantage, but it is advisable that students with no prior study of film
familiarise themselves with one of the recommended introductory texts below.
Learning outcomes
By the end of the course, students will have:
39
 acquired a deeper understanding of key techniques in the analysis of
narrative, thematic and stylistic aspects of cinema, and be able to apply
and express these concepts orally and in written essays and sequence
analyses
 understood and explored key tensions and concepts in studies of French
cinema, including auteurism, documentary ethics, feminist film theory,
theories of sexuality and the body, ethics and cinéma engagé, notions of
national and transnational cinema, and theories of documentary.
 explored the impact of social, political and cultural change on the
development of contemporary French cinema and examined how formal,
aesthetic, and thematic codes of cinema may rewrite or pose a challenge to
these contemporary contexts.
 investigated the codes of particular genres and movements, and understood
how they evolve and relate more broadly to cinema beyond France
Teaching and Learning Methods
There will normally be a screening every week, as well as a two-hour seminar.
The seminar will be structured differently each week, but will include introductory
lectures, round-table seminars and student-led presentations based on individual
and group research.
Assessment (to be confirmed)
Coursework assignments : 1 essay of 2500-3000 words (50%) and 1 sequence
analysis of 1500-2000 words (40%)
Weekly seminar online blog posts (10% overall)
Oral presentation : 10-15 minute oral presentations (required but not part of
formal assessment: feedback will be given)
Set films will include
Gazon Maudit (Josiane Balasko 1995)
La Haine (Mathieu Kassovitz 1995)
Un Héros très discret (Jacques Audiard, 1996)Beau travail (Claire Denis 1999)
Les Glaneurs et la glaneuse (Agnès Varda 2000)
Caché (Michael Haneke 2005)
Preliminary/Recommended Reading List on Film Analysis
**Bordwell and Thompson (1990) Film Art: An Introduction, New York:
McGraw-Hill [third edition or later is fine]
Lacey, Nick (2005) Introduction to Film (Basingstoke: Palgrave Macmillan)
Monaco, James (2009) How to Read a Film: Movies, Media and Beyond (Oxford:
OUP)
Roberts, Graham and Heather Wallis (2001) Introducing Film, London: Arnold
** Highly recommended introductory text to film analysis
40
Introductory reading on French Cinema:
Guy Austin, Contemporary French Cinema: An Introduction (2nd edn)
(Manchester: Manchester University Press, 2009)
Mazdon, Lucy, France on Film (London: Wallflower Press, 2001)
Powrie, Phil, French Cinema in the 1990s (Oxford: Oxford University Press,
1999)
Reader, Keith and Phil Powrie, French Cinema, a Student’s Guide (London:
Arnold, 2002)
Temple, Michael and Witt, Michael (eds), The French Cinema Book (London:
BFI, 2004
FR 3206 Life Writing
Semester 1
Tutor: Dr Liz Jones
20 credits
Aims:
To provide opportunities for students to:
 Recognize different types of twentieth-century French life writing.
 Apply techniques of literary analysis to selected life writing texts and relate
the study of these texts to wider cultural and political themes.
This course is designed to introduce you to an area of French literary studies that is at the
cutting edge of contemporary literary production. You will study the different forms in
which individuals articulate their own identity and life story through writing including
conventional autobiography and more experimental texts. You will go on to study in
depth some recent examples of life writing and will investigate topics such as AIDS
writing and mother-daughter relationships.
Set texts will be:
Marie Cardinal, Les Mots pour le dire
Hervé Guibert, A l’ami qui ne m’a pas sauvé la vie
Maryse Condé Le coeur à rire et à pleurer
Background reading:
Paul John Eakin, Touching the World: Reference in Autobiography (Oxford: Princeton
University Press, 1992)
Philippe Lejeune, L’autobiographie en France (Paris: Colin, 1998)
Belle Brodzki and Celeste Schenck (eds), Life/Lines: Theorizing Women’s Autobiography
(Ithaca and London: Cornell University Press, 1988)
Michael Sheringham, French Autobiography: Devices and Desires (Oxford: Clarendon
Press, 1993)
Contact hours
Two hours per week
Assessment
100% coursework (Two essays of 2,500-3,000 words each.)
41
Photograph by Hervé Guibert
FR3202 Interpreting French
Semester 2
Tutor: Dr Nicole Fayard
20 credits
Module Aims
In the first part of the module, after a brief revision of the basic skills required by
liaison interpreting, you will go on to develop the skills to a higher level through
practice exercises and scenarios. You will also be introduced to the skills required
for public service (or community) interpreting. In addition, we will reflect on key
topics which should help you build a picture of the role of the interpreter, and
evaluate your own performance in the activity. This will include group
presentations on selected themes.
In Part 2, you move significantly closer to the work of the interpreter. This module
provides opportunities for practice of the combined language and interpreting
skills so far acquired, mainly through a series of dialogues centred on business
negotiation situations.
This level assumes that students have good competence in French, a firm grasp of
what is expected of them in liaison interpreting, and that they are able to research
a topic independently. You will be required to demonstrate some knowledge of
culturally-specific aspects of France and French-speaking countries as well as the
linguistic ability to research and understand relatively complex sources including
newspaper articles.
Learning outcomes
By the end of the module, students will have:
 Developed their interpreting skills to a higher level and moved closer to
the work of the interpreter
 explored key techniques in Interpreting Studies such as Public Service
Interpreting and Business Interpreting
 explored and understood theoretical concepts in studies of Interpreting,
including ethics and coping strategies
 Consolidated their knowledge of French and confidence in speaking
 Increased their awareness of communicative strategies in both French and
English through a focus on context and purpose
42
 increased sensitivity to the cultural differences embedded in both
languages
 acquired a range of transferable skills, including oral proficiency,
analytical listening, problem solving, presentation, research, autonomy and
group work
Teaching and Learning Methods
Contact hours: Two hours per week
Seminar-based
Assessment
One interpreting task done in students’ own time (50%)
One task done in ‘real time’ in front of assessors (50%). The latter task takes place
during the May examination period
Bibliography and Resources
A full bibliography for this module will be available via Blackboard.
FR3107 Textual analysis
Semester 2
Tutor: Dr Liz Jones
20 credits
Aims:
 To develop advanced skills of literary analysis
 To familiarize students with the stylistic and thematic features of
literary genres from different periods
Thus course teaches methods of analysis of the stylistic features of literary texts
representing different centuries and widely varying literary movements and
genres.
Contact hours
Two hours per week
Assessment
100% coursework (One in-class unseen assignment and two coursework
assignments).
FR3208 Gender and Power
Semester 1
Module Leader
Credits 20
Dr Nicole Fayard
Module Aims:
43
Feminist theory and practice are transforming the world. In this module students
will study how such ongoing transformations have affected French society by
looking at the complex changing position of women and men in contemporary
France. We will examine political, cultural and literary debates around gender
issues, asking in particular how France has dealt with the volatile issues
surrounding women’s representation in the political sphere. Other topics we will
study include issues of women’s visibility and agency in the areas of work, the
family, language and cultural production, the body, sexuality, as well as
masculinity.
Learning Outcomes
By the end of this module students will have:

Acquired a deeper understanding of the concept of gender and reflected on
the sociological and political debates on the changing positions of women
and men since the Second World War.

understood and explored theoretically and critically issues of gender in
relation to selected texts.

explored their own views on gender and theorizing about gender through
analysing texts, group presentations, writing essays, seminar discussions,
and their own reading and thinking.
Teaching and Learning Methods
Lectures and seminar discussions
Contact hours: Two hours per week
This course is taught in French
Assessment Method
1 small-group presentation, including write up of 1,500 words (30%) and
bibliographical review (700 words) (10%)
1 coursework essay of 2,500-3000 words (60%)
Key Texts
Simone de Beauvoir, Le Deuxième sexe, Paris : Gallimard, 1976.
Maruani, Margaret (ed), Femme, genre et sociétés, Paris : La Découverte, 2005
Virginie Despentes, Mordre au travers, Paris : J’ai Lu, 2005
Annie Ernaux, La femme gelée, Paris : Gallimard, 1987
Bibliography and Resources
A full bibliography for this module will be available via Blackboard.
44
FR/IT/SP 3060 Modern and Postmodern in World
Literature 1
Semester: 1/2
Module Tutors
Sharon Wood
Dr Emma Staniland; Dr Ariane Richards; Professor
Module Aims:
This course will introduce key concepts and texts related to the presentation of
Modernity in World literature. It will promote discussion of the texts’ thematic
and stylistic features, and will take into account the specificity of their national
cultural context, while engaging with the wider theoretical debate framing the
notions of Modernism and Modernity.
Learning Outcomes
At the end of this module, students should be able, typically, to
 demonstrate recognition of stylistic, thematic and narrative features of
literature
 apply this awareness to selected texts from world literature of the modern
and contemporary period
 make connections between different cultural, literary trends and
movements in world literature
 demonstrate some critical understanding of cultural, historical and sociopolitical issues affecting literary texts
 show evidence of increased intercultural awareness through the ability to
draw comparisons between the texts produced by different cultures
 write about world literature in an appropriate academic register

discuss seminar topics based upon independent research and guided reading
45
Teaching and Learning Methods
Lectures, seminars and group work. One contact hour per week.
Assessment Method
One 3000 words essay.
Set texts (in order of study)
French
Oneworld
Charles Baudelaire, Paris Spleen, 1869, trans. by Martin Sorrel,
Classics, 2010
Italian
TBC
Spanish
TBC
46
Criteria for assessment of content essays
(1) Knowledge
and research
85100
7084
As below, but
exceptional at
undergraduate
level.
Close reading of
primary texts,
thorough
knowledge of
subject area.
Extensive and
sensitive use of
secondary
sources.
6069
Sound knowledge
of primary texts,
draws on a range
of relevant
secondary
material.
5059
Displays
familiarity with
primary texts and
course material,
some engagement
with secondary
material.
4049
Some familiarity
with primary
texts and
awareness of
subject area, but
largely derived
from
lectures/seminars.
Incomplete
knowledge of
primary texts/
relevant subject
area.
Lack of
familiarity with
primary
texts/basic
subject area. This
category is also
used where
sources are
unacknowledged.
3539
034
(2)
Interpretation
and analysis
As below, but
exceptional at
undergraduate
level.
Distinctive
insight into
primary texts and
key issues,
awareness of
different critical
perspectives and
sound analytical
framing of the
issue. Non
derivative.
Evidence of
analytical
thinking, ability
to use relevant
critical concepts
with some
independence.
(3) Structure
and
argumentation
As below, but
exceptional at
undergraduate
level.
Lucid and
sustained
argument, clear
and effective
structure and
signposting.
(4) Style and
expression
Assured and
articulate. High
level of
accuracy and
precision.
Academic
conventions
observed.
Clearly
structured and
signposted.
Understands
question,
develops
relevant
aspects of it.
Largely
coherent, but
some lack of
consistency in
linking and
signposting.
Understands
question, but
response may
be superficial.
Well written
with few errors
of grammar,
spelling or
punctuation.
Academic
conventions
observed. May
lack
thoroughness.
Style and
expression do
not hinder the
communication
of the content
but may
demonstrate
weaknesses.
Academic
conventions
largely
observed,
although
referencing may
be incomplete
or inconsistent.
Some attempt
to answer
question,
structure lacks
clarity. Poorly
organised and
signposted.
Poorly
expressed,
ungrammatical
in places, reads
like a first draft.
Careless use of
academic
conventions.
Misunderstanding
of some issues,
mainly
descriptive.
Fails to grasp
the question,
argument lacks
coherence.
Expression
often inhibits
communication.
Little awareness
of conventions
for referencing
Minimal or no
evidence of
personal
synthesis.
Primarily
descriptive.
Largely
irrelevant. Very
poorly
structured,
largely
incoherent.
Expression a
serious barrier
to
communication.
Minimal or no
awareness of
conventions for
referencing.
Lacks analytical
initiative, limited
personal
synthesis of
critical material,
tendency to rely
on familiar
examples to make
case. Some parts
may be merely
descriptive.
Rudimentary
understanding,
over-reliance on
description. Some
key areas
unexplored.
Accomplished
personal style.
(5) Referencing
and academic
conventions
Referenced to
publishable
standards.
47
CRITERIA for ASSESSMENT of WRITTEN WORK in TL
(ALL SECTIONS ARE EQUALLY WEIGHTED)
Content*
Argumentation
and
Communication
Complexity of
Syntax and
Structures1
Lexis
and
Register
Accuracy
(100-85)
(84-70%)
(69-60%)
(59-50%)
(49-40%)
FAIL (39-0%)
Excellent ideas, highly
original with fully
supportive evidence____
Meaning fully grasped;
extremely well illustrated
response
Many good and
appropriate ideas; some
originality with
supportive evidence____
Meaning fully grasped;
relevant and well
illustrated response
A range of good ideas;
with some evidence_____
Meaning of original
grasped; relevant
response
Some good ideas, mostly
appropriate; supportive
evidence rather slack.___
Meaning of original
partially grasped; some
relevant points in
response
Few good ideas, not all
appropriate; insufficient
or inappropriate evidence
Difficulty in
comprehension; few
relevant points in
response
Ideas lacking; no
evidence provided______
Original source text
misunderstood; irrelevant
or lacking response
Ideas are very well
linked; highly coherent
argumentation; very
effective at an
intellectually complex
level
Ideas are linked; coherent
argumentation; effective
at an intellectually
complex level
Most ideas linked;
argumentation reasonably
demanding
Some ideas are linked;
argumentation simple and
not always effective
Few ideas are linked;
coherent argumentation
generally
deficient/lacking
Ideas not/poorly linked;
lack of coherence;
random structure
Successful and wide
ranging; complete
command of syntax and
structures
Predominantly
successful; wide range of
structures enhancing the
topic
Reasonably accurate;
wide range of structures
attempted
Reasonably sound;
predominantly simple
structures
Shaky; simple structures;
some intrusive errors
Shaky; simple structures;
repeated basic errors
Impressively broad range
of vocabulary, used to
very good effect; register
highly appropriate;
complex level
Very broad range of
vocabulary, used to good
effect; choice of register
appropriate; attempted
level complex
Good range of
vocabulary; register often
correct; attempted level
appropriate
Limited range of
vocabulary with little
attempt to use appropriate
register
Insufficient for topic,
impeding presentation of
topic; no attempt at
complexity or appropriate
register
Completely inadequate
for topic; errors prevail;
no sensitivity to register
Virtually free of minor
errors
90% of text should be
free of minor errors
75% of text should be
free of minor errors
60% of text should be
free of minor errors
50% of text should be
free of minor errors
More than 50% contains
minor errors (wrong case,
spelling, gender, accent,
agreement, conjugation)
* The use of unattributed material as if it is the student’s own intellectual property may result in failure of the essay as a whole and a mark of zero
 WORD COUNT: a penalty of 5 points will be deducted for every 10% by which an essay falls short of a stipulated minimum length. Where an essay exceeds an upper word limit, the
remainder of the essay will not be marked.
1
For ex. complex tenses, sequence of tenses, modalising structures, active and passive etc.
48
CRITERIA for ASSESSMENT of WRITTEN SUMMARIES from TL into TL
(ALL SECTIONS ARE EQUALLY WEIGHTED)
(100-85)
(84-70%)
(69-60%)
(59-50%)
(49-40%)
FAIL (39-0%)
Extremely
comprehensive
coverage; entirely
relevant and accurate
Comprehensive
coverage; relevant and
accurate
Wide coverage; most
points covered in depth;
relevant examples; very
largely accurate
Reasonable coverage of
topic; some depth to
points made; mostly
accurate
Information partly
correct and relevant, but
superficial coverage of
topic
Information provided is
insufficient, inaccurate
or irrelevant
Information is
extremely coherent,
clear and cogent
Information is very
clearly structured;
coherent; cogent
Good overall structure;
development of ideas;
progressive and largely
coherent
Reasonably well
structured; could be
more coherent
Not very well
structured; difficult to
follow logical
connections; lacks
coherence
Random structure; no
thought given to logical
progression or
coherence
Accuracy
Virtually free of minor
errors
90% of text should be
free of minor errors
75% of text should be
free of minor errors
60% of text should be
free of minor errors
50% of text should be
free of minor errors
More than 50%
contains minor errors
(wrong case, spelling,
gender, accent,
agreement, conjugation)
Sophistication of
Language
Near native command
of lexis, syntax and
register
Level of language
attempted is complex;
good command of
lexis, syntax and
register
Language shows good
appreciation of register;
some complexity in
syntax and lexis
Limited appreciation of
register; syntax and
lexis generally simple
but some variety
Language used is
predominantly simple,
especially in respect of
syntax and lexis
Language used is
syntactically and
lexically simple and
repetitive
Impressive ability to
reformulate,
summarize and expand
Exploitation of sources
shows extensive ability
to reformulate,
summarize and expand
Some ability to
reformulate, summarize
and expand
Reasonable degree of
independent
formulation but some
dependence on
verbatim source
material
Content and/or
language rely
substantially on
verbatim use of source
material
Content and language
merely regurgitate
source material
Factual Accuracy and
Range
Structuring of
Information
Independence


The verbatim use of substantial amount of the original material may result in failure of the summary as a whole and a mark of zero
The mark will be reduced by 5% for every 10% by which a summary falls short of a stipulated minimum length or exceeds an upper word limit
49
CRITERIA for ASSESSMENT of WRITTEN SUMMARIES fromTL into ENGLISH
(SECTION 1 is weighted 50%, SECTION 2 is weighted 30% and SECTION 3 is 20%)
1. Factual Accuracy
and Range
2. Structuring of
Information
3. Accuracy and
Sophistication of
Language
(100-85)
(84-70%)
(69-60%)
(59-50%)
(49-40%)
FAIL (39-0%)
Highly comprehensive
coverage; entirely
relevant and accurate
Comprehensive
coverage; relevant and
accurate
Wide coverage; most
points covered in depth;
relevant examples; very
largely accurate
Reasonable coverage of
topic; some depth to
points made; mostly
accurate
Information partly
correct and relevant, but
superficial coverage of
topic
Information provided is
insufficient, inaccurate
or irrelevant
Information is
extremely coherent
clear and cogent
Information is very
clearly structured;
coherent; cogent
Good overall structure;
development of ideas;
progressive and largely
coherent
Reasonably well
structured; could be
more coherent
Not very well
structured; difficult to
follow logical
connections; lacks
coherence
Random structure; no
thought given to logical
progression or
coherence
Error-free. Complex
level of language;
complete command of
lexis, syntax and
register
Level of language
attempted is complex;
very good command of
lexis, syntax and
register
Substantially free of
intrusive errors.
Language shows good
appreciation of register;
some complexity in
syntax and lexis
Several formal errors
but these rarely
interfere with
communication of
ideas; most spelling
rules followed. Limited
appreciation of register.
Syntax and lexis
generally simple but
some variety
Frequency and range of
errors detract from the
content. Language used
is predominantly simple
especially in respect of
syntax and lexis
Grammatical errors
consistently obtrusive
and disrupt
communication.
Language used is
syntactically and
lexically simple and
repetitive
The mark will be reduced by 5% for every 10% by which a summary falls short of a stipulated minimum length or exceeds an upper word limit
50
CRITERIA for ASSESSMENT of TRANSLATION fromTL into ENGLISH
(SECTION 1 is weighted 50%, SECTION 2 is weighted 40% and SECTION 3 is 10%)
1. Factual Accuracy
2. Style and register
3. Rendering of
culture-bound
references for target
audience
(e.g. ‘Matignon’)
(100-85)
(84-70%)
(69-60%)
(59-50%)
(49-40%)
FAIL (39-0%)
Precise nuances of
meaning understood.
Nuances of meaning
understood.
Meaning understood, some
sense that nuances are
appreciated.
Meaning generally
understood with the
occasional error.
Global meaning
understood, some errors
in detail.
Meaning not
understood.
Reads like a text
produced by a native
speaker, precise
rendition of nuances of
meaning, register
faithfully reproduced.
Reads well in
English, appropriate
rendition of
vocabulary and
idiom, clear
awareness of
register.
Style reads acceptably in
English, some attempt to
render register.
Style a little awkward,
may be over-literal in
places, has the feel of a
text translated from a
foreign language.
Style does not read well
in English, over-literal
or awkward.
Syntax and idioms
unacceptable in
English.
Cultural references
made explicit where
necessary, sensitivity
to target audience.
Cultural references
made explicit where
necessary.
Cultural references usually
made explicit.
Cultural references not
always accurately
explained.
Cultural references not
explained or rendered
inaccurately.
Cultural references not
understood.
Marking scheme
Mistranslation –5 Omission –5 Tense –3 Inappropriate choice of vocabulary or idiom –3
Awkwardly expressed (may be over-literal) –3 Register error –2
Spelling –1
Failure to render culture-bound reference –2
Good (precise nuance, particular flair) + 3
51
CRITERIA FOR ASSESSING FINAL YEAR ORAL PRESENTATION (exam)
Language (50%)
(100-85)
(84-70%)
(69-60%)
(59-50%)
(49-40%)
FAIL (39-0%)
Pronunciation &
intonation
Pronunciation &
intonation
Near-native
Accurate, few English
patterns.
Pronunciation &
intonation
Mostly accurate and
convincing.
Pronunciation &
intonation
Acceptable, although
some flaws. No undue
strain on listener.
Accuracy
Near-native
Accuracy
Highly accurate, with
only a few slips.
Pronunciation &
intonation
Anglicised intonation,
poor pronunciation,
occasionally hard to
follow.
Pronunciation &
intonation
Pronunciation and
intonation are an
obstacle to
communication.
Accuracy
Mostly accurate, mainly
minor errors.
Accuracy
Reasonably accurate,
although several formal
errors.
Accuracy
Frequent formal errors.
Accuracy
Little evidence of
grammatical awareness
Complexity
Some appropriate use
of
more
complex
structures.
Complexity
Some attempt at
complex structures,
with some success.
Complexity
Simple and often
inaccurate sentence
structure
Complexity
Anglicised
structure,
struggles to create
sentences.
Fluency
Mostly fluent and
spontaneous
Fluency
Reasonably fluent with
some hesitation.
Fluency
Very halting.
Vocabulary and
register
Vocabulary and
register
Fluency
Obvious hesitation,
fluency confined to prelearned material.
Good range of
vocabulary, good
awareness of register.
Some ability to vary
vocabulary, some
evidence of awareness
of register.
Vocabulary and
register
Vocabulary and
register
Basic range of
vocabulary, little
evidence of awareness
of register.
Anglicised vocabulary,
many gaps.
Complexity
Complete command of
sentence
structures
appropriate to spoken
language
Fluency
Near-native
Vocabulary and
register
Impressive command of
vocabulary and register
appropriate to spoken
presentation
and
discussion.
Complexity
Wide range of sentence
structures.
Fluency
Very fluent and
spontaneous throughout
Vocabulary and
register
Confident use of a wide
range of vocabulary in
appropriate register.
52
Content (30%)
Depth and quality of
content
Able to develop ideas
and/or opinions to an
advanced stage.
Evidence of research
Evidence drawn from a
wide range of sources,
excellent personal
synthesis.
Ability to respond to
questions
Very confident, able to
expand on arguments
with ease.
Presentational
Structuring and
coherence
Impressively coherent
Skills (20%)
Independence from
notes Excellent contact
with audience
maintained throughout.
Depth and quality of
content
Comprehensive
coverage, considerable
depth, very cogent.
Evidence of research
A range of sources used
and
integrated into a
coherent argument.
Ability to respond to
questions
Confident, able to
develop ideas.
Depth and quality of
content
Wide coverage, most
points covered in
depth, relevant
examples.
Evidence of research
A number of sources
used , material
understood and
digested.
Ability to respond to
questions
Understands questions
and can usually respond
appropriately.
Depth and quality of
content
Reasonable coverage,
some depth, mostly
relevant.
Evidence of research
More than one source
used, mostly
understood and
digested.
Ability to respond to
questions
Understands questions,
some hesitation in
response.
Structuring and
coherence Ideas clearly
linked, good sense of
overall perspective,
clear introduction and
conclusion.
Structuring and
coherence Clear
structure, ideas mostly
linked with an
introduction and
conclusion.
Structuring and
coherence Some
evidence of structure
and linking, but could
be better sign-posted
for audience.
Independence from
notes Very good
contact, notes referred
to without interrupting
flow of presentation.
Independence from
notes
Independence from
notes
Some reliance on notes,
but easy to follow, pace
maintained.
Reliance on notes but
some audience
awareness. Pace not a
serious hindrance to
audience’s ability to
follow.
Depth and quality of
content
Superficial
some
irrelevant.
coverage,
examples
Evidence of research
Reliance on very
limited source(s), little
evidence of personal
synthesis.
Ability to respond to
questions
Depth and quality of
content
Information
insufficient, inaccurate
or irrelevant.
Evidence of research
Little evidence of
research.
Ability to respond to
questions
Unable to respond to
questions.
Questions not always
understood, some
responses inadequate.
Structuring and
coherence Some
progression of ideas,
but structure not always
clear.
Independence from
notes Whole sections
read out, inappropriate
pace, little awareness of
audience.
Structuring and
coherence Ideas
introduced in no
apparent order.
Independence from
notes Mostly read,
audience not
acknowledged, pace a
hindrance to audience’s
understanding.
53