1
French 494/French 594
Gender, Knowledge and Power in French and Francophone Novel: Text and Film
Fall 2015
Time:
T,Th 12:40-2:00
Room:
Instructor:
Office:
Phone:
E-mail:
Office hours:
LA 420
Mladen Kozul
LA 423
243-4547
mladen.kozul@mso.umt.edu
T, Th 2:00-3:00 p.m. and by appointment.
Objectives and Course description
This course, entirely conducted in French, has two objectives. It is designed to provide you
with the tools for advanced analysis of French emblematic literary forms (18th Century
epistolary and 19th Century realist novel, postmodern first-person narrative, francophone
historical fiction) and to deepen your understanding of some of the decisive tensions and
conflicts that configure French cultural production since the French Revolution. In order to
achieve them, we will concentrate on the ways in which representations of gender,
knowledge and power interact in four French and Francophone novels from the 18th to the
20th century. We will use critical apparatus of gender and sexuality studies and literary and
cultural criticism to investigate, on the one hand, the social, historical and literary fields of
the times these texts were written, and on the other, their interpretation through modern
day films. Short lectures will alternate with discussions. The novels we will read will
provide the points of entry into corresponding phases of French cultural history. In each of
these phases, our investigations will focalize on particular aspects of the contemporary
French culture. Among them: social values of the Enlightenment, transformations of the
19th Century Paris, francophone perspective on early 17th Century colonialism in the
Americas, 20th Century French debates about economy, sex and religion.
Required reading and other course materials
Novels
 Choderlos de Laclos, Les Liaisons dangereuses (1782), éd. Folio Plus, ISBN
9782070358410
 Guy de Maupassant, Bel-Ami (1885), éd. Livre de Poche, ISBN 9782253009009
 Michel Houellebecq, Plateforme (2001), éd. J'ai lu, ISBN 9782290321232
 Maryse Condé, Moi Tituba, sorcière noire de Salem (1986), éd. Folio, ISBN
9782070379293
Available at UM Bookstore. If you buy them online, please make sure that the ISBN is as
indicated above. The ISBN guarantees that the pagination corresponds to the one in the
2
books available at UM Bookstore. If it does not, you will be responsible for the difficulties
you may have to participate in the class.
Films
 Stephen Frears, Dangerous Liaisons (1988), 2h.
 Declan Donnellan, Nick Ormerod, Bel-Ami (2012), 1h 42.
Critical essays
You will present the main ideas of these texts during class sessions.
J. Goldzink, « Qu'est-ce que le libertinage ». Two students will present it together. On Les
Liaisons dangereuses.
L. Ashdown-Lecointre, « Maupassant rencontre Bourdieu ». Two students will present it
together. On Bel-Ami.
M. L. Clément, « Gérance et ingérance ». On Plateforme.
M. L. Clémént, « Erotisme ou pornographie ». On Plateforme.
F.R. Journey, « Voix sexualisée au féminin ». On Moi, Tituba, sorcière noire de Salem.
N. Veldwachter, « Les Nouvelles expositions coloniales ». On Moi, Tituba, sorcière noire de
Salem and post-colonial imagery in France.
P. Bourdieu, « Pour une science des œuvres ». Sociological perspective on cultural history.
Expectations
Students are expected to attend class regularly, having read the assigned texts closely,
thought about them and prepared points of view for discussion in French; to have their cell
phones turned off or to buzz; to take notes and study their notes conscientiously; to
participate actively in the discussions and complete their papers on time; to carefully
proofread and correct errors of written assignments, and turn them in on the due date.
Given the polemical character of some texts, the courtesy and respect of divergent
opinions and ideas during discussions are essential.
Assignments
You will be responsible for one 20 minute presentation of a critical or theoretical essay on
one of the novels or on a related subject matter. You are required to discuss your
presentation with the instructor ahead of time. You will prepare an outline of your
presentation, containing the main ideas of the essay or other material, for other class
participants. You have to read the critical text that will be presented in class as preparation
for the class during which the text will be presented by your classmates. You will prepare,
in writing, at least 2 discussion questions for each class and hand them in. They will be
systematically explored in class, and will be the basis for class discussions. Each student is
expected to be able to elaborate on every discussion question. You will have to write three
papers that require library research. "Library research" means that you have to use at least
2 critical works you found yourself, independently from the course. You will discuss the
subject matter of your paper with the instructor at least a week before the due date.
Undergraduates’ papers must be 3-5 pages in length for the first two papers; the final paper
3
must be 6-8 pages in length. Formal requirements: police Times New Roman, 11 points,
spacing 1.5.
French 594 increment expectations and assignments for graduate students
In addition to the expectations and assignments above, please note that graduate students
will be responsible for two 20 minute presentations (instead of one for under-graduates) of
a critical or theoretical essay. Graduates' papers must be 5-7 pages in length for the first
two papers; the final paper must be 8-10 pages in length.
Grading
Participation in class discussions, including presentations…………………... 40%
Papers…..………..………………………………………………………………………………….. 60%
Each essay will be graded according to the following elements:
Content……………………………………………………………………………………………………..50%
Language (syntax, vocabulary, orthography, analytical terminology)………… 25%
Structure…………………………………………………………………………………………………..25%
Participation
Here are some guidelines I will use to determine your participation grade.
You’re in the C range if you meet the basic requirements of the course: you are present,
are usually prepared, and participate once in a while but not regularly. Your contributions
relate to the texts and offer some insightful ideas, but they rarely facilitate a discussion.
You are an attentive listener.
You’re in the B range if you are involved and motivated in more than the required way:
you are always present, well-prepared, contribute quite regularly by sharing your insights.
Your contributions show that you are familiar with the material. You have good ideas and
share them with others. You also refer to the text and show interest in the contributions of
other students. You listen to what others say and occasionally try to respond to their ideas.
You help to create a welcoming atmosphere for people’s ideas.
You’re in the A range if you not only participate regularly but also consistently and actively
encourage the flow and substance of discussion. You are not only well-prepared, but you
also have thoughts about the texts that go beyond a basic understanding of the work. You
take responsibility for creating and maintaining a stimulating discussion. You are eager to
share your ideas with others, and active in your listening and reactions to other students’
comments. Your ideas stimulate our discussion. When there is a silence or lull in the
conversation, you work hard to move discussion in a new direction. You are aware of your
role in encouraging other students and you make classroom discussions an interactive
conversation, not just a forum for announcing viewpoints. You help to create a welcoming
atmosphere for people’s ideas and you listen actively.
4
Your presentation must not exceed 20 minutes. Be as clear and precise as possible. Please
proofread carefully your hand-out for other class participants.
Papers
Here are some additional indications about grading of your papers:
 A paper is insightful. It addresses the assignment in a way that indicates your
comprehension of and control over the assignment itself as well as an
understanding of the underlying issues. The message is communicated clearly,
concisely, and directly. There is a confidence in this writing.
 B paper meets, and at times, exceeds the basic requirements of the assignment. The
paper indicates that you are beginning, at times, to think through and deal with
major ideas in the assignment. The message is communicated with generally
effective clarity, directness, and conciseness.
 C paper offers little insight into the greater issues of the assignment, but it meets the
basic requirements. The message, for the most part, is reasonably clear, concise, and
direct, although there are some problems with your writing.
Students with disabilities
If you are a student with a disability and wish to discuss reasonable accommodations for
this course, contact me privately to discuss the specific modifications you wish to request.
Please be advised I shall request that you provide a letter from Disability Services for
Students verifying your right to reasonable modifications. If you have not yet contacted
Disability Services, located in Lomasson Center 154, please do so in order to verify your
disability and to coordinate your accomodations. For more information, visit the Disability
Services website at www.umt.edu/dss/.
Academic misconduct
Please refer to the Student Conduct Code for definitions of plagiarism and University policy
concerning it. You will find the sanctions quite draconian.
My responsibilities
Provide you with instruction that encourages the learning of the French canon, French
cultural history, literary analysis and linguistic skills; make myself available to you for
consultation during my office hours; grade everyone according to the same criteria;
provide you with sufficient, pertinent homework assignments to maximize your learning;
return your corrected assignments with helpful criticism in a timely fashion; maintain a
professional relationship with you at all times.
Disruptive behavior
Systematically arriving late or leaving class early, speaking English in class, eating and
drinking during class and chewing gum all adversely affect the class as well as your own
performance. Participation grades will be lowered for such behavior. No food is allowed in
the class. Beepers, telephones, and other electronic devices must be turned to buzz before
the beginning of each class period. Please speak with me at the beginning of the semester if
you have a handicap requiring you to have an electronic device in use.
5
Attendance Policy
There are no excused absences. Make arrangements with your instructor ahead of time to
do equivalent alternative work to replace class if you must be away. Absence for medical
reason justifies the exception to this policy and it must be documented. Late arrival (more
than 15 minutes after the class begins) or lack of preparation for class can be considered an
absence. An excess of 1 absence can lower your grade, and an excess of 2 absences can be
grounds for an automatic F.
Late paper policy
Only homework assignments turned in on time will be given a full grade. Any written
assignment not turned in on time will be graded down one letter grade per working day (5
days a week) the assignment is late. Homework later than one week will not be accepted.
E-mail policy
University policy requires that all student/instructor correspondence be done from an
official university e-mail address (this is your umontana.edu address). I will answer e-mail
originating from umontana.edu addresses only. No official communication other than by
email is accepted. I respond to e-mail twice a week, on Tuesdays and Thursdays. Mail
received other days of the week will be read and answered on the next scheduled day.