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UNIVERSITY OF DUBLIN
TRINITY COLLEGE
DEPARTMENT OF FRENCH
Junior Sophister - Guide to Courses
2015/16
Two-Subject Moderatorship
This booklet should be read in conjunction with relevant entries in the University
Calendar. In case of any conflict between the Handbook and the Calendar, the
provisions of the Calendar shall apply.
Lecturing staff
Individual telephones can be accessed from outside College by pre-fixing (01) 896;
email addresses are followed by <@tcd.ie>.
Dr Sarah Alyn-Stacey, room 4105, tel 2686, email <salynsta>
Dr Edward Arnold, room 4106, tel. 1836, email <ejarnold> (on sabbatical HT 2016)
Dr James Hanrahan, room 4107, tel 1841, email <hanrahaj>
Dr Rachel Hoare, room 4103, tel. 1842, email <rmhoare>
Dr Alexandra Lukes, room 4104, tel. 1977, email <lukesa> (on sabbatical MT 2015)
Dr Hannes Opelz, room 4111, tel. 1077, email<opelzh>
Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email <psalerno>
Departmental Office
Sinead Doran/Mary Kelly, Room 4109, tel. 1553, email <french>,
Tracy Corbett, Room 4089, tel. 1333, email <tcorbett>
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Junior Sophisters take two Options, one in Michaelmas term, one in Hilary term, as
described in the accompanying statement. Some Options may be over-subscribed,
and you are therefore asked in each case to give three choices, in order of
preference. For each available course there will be a limited number of places. Seek
any advice you need from appropriate lecturers before making your choices. Please
ensure you are happy with your choices, as once made, these May Not Be
Changed owing to timetable constraints.
N.B. As far as possible the French Department will try and accommodate
students in the courses of their choice, however, the department is not in a
position to guarantee that all courses offered will take place. The number of
students opting for a particular course, timetable constraints and availability
of staff has to be taken into account.
Please indicate your choices on the next page which should be printed off and
returned to the Departmental Office, room 4109, not later than 12.00 noon on
Friday 20 February 2015, together with the signed statement that you have
received the document concerning courses and assessment. Students currently offbooks can e-mail the Department and put a hard copy in the post.
Prospective candidates for Moderatorship Part 2 in French may wish to note that in
their Senior Sophister year they will be required to select two, year-long, Topics.
Students intending to go 'off books' in 2015/16 should still complete the form, but
indicate their intention at the appropriate point (the department is not in a position to
guarantee that the courses on offer this year will still be offered when students offbooks return). They should note that completion of this form does not in itself
constitute a request for permission to go off books. Students who obtain permission,
and then change their mind, should notify the department immediately.
Class lists will be established and posted as soon as possible. At this point, you
should refer to reading lists for the courses to which you have been allocated and
commence reading during the summer vacation.
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Please Complete and Return this page to the Department of French (Room 4109) by
midday on Friday 20 February 2015.
Junior Sophister Course Choices 2015/16
Name (in block capitals)__________________________Student No:______________
E-mail Address: _______________________________
OPTIONS: (state 1st. 2nd and 3rd choices in order of preference for each term):
MT
1.____________________________________________________________________
2.____________________________________________________________________
3. ___________________________________________________________________
HT
1____________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
Please sign and date the statement below:I confirm that I have received a copy of the departmental statement concerning courses and
assessment for the Junior Sophister year 2015/16
Signature: _________________________________
Date: ______________________
Year Off Books:
I intend/do not intend to spend next year off books/on Socrates.
(Delete as applicable)
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The requirements for Junior Sophister students in TSM French are as follows:
1. Language: All students are required to attend language classes, and submit
regular written work.
2. Options: All students, whether taking Moderatorship Part I or Moderatorship Part
II in French, select two options, one in each of the Michaelmas and Hilary terms.
N.B. As far as possible the French Department will try and accommodate
students in the courses of their choice, however, the department is not in a
position to guarantee that all courses offered will take place. The number of
students opting for a particular course, timetable constraints and availability
of staff has to be taken into account.
In place of one (and only one) of these two options, they may select one of the
options in theoretical and applied linguistics offered by the Centre for Language and
Communication Studies. The rules governing courses taken in the CLCS will be
published by the CLCS, and may differ in some particulars from regulations in force
in the French Department.
All students submit an assessment exercise (which Must be Word-Processed) in
respect of each option taken within the French Department. Except where otherwise
specified in the course-description, this exercise will take the form of an essay of
approximately 2,500 words, the first to be submitted to the Departmental Office,
Room 4109 by 12.00 noon on Monday 18 January 2016, the second by 12.00 noon
on Friday 25 March 2016. One of the two essays must be in French. Where an
essay is submitted in French, 70% of the credit will be awarded on the basis of
content, and 30% on the basis of language. CLCS essays may not be submitted in
French, the corollary of which is that where courses in the CLCS are taken for part of
the year, the essay submitted in conjunction with a French Department course must
obligatorily be in French. Some courses include an obligatory exercise in French,
and this requirement is in addition to the general requirement for one essay to be
submitted in French.
Essay titles will be published in the year handbook which will be available on the
French Department website http://www.tcd.ie/French/ at the beginning of the
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academic year. Extensions to the deadline will be permitted only for exceptional
reasons, and with the prior consent of the Head of Department. Failure to return the
assessment exercise by the due date without prior permission will result in the award
of a zero mark. The copy of the essay submitted will be kept by the department for
possible scrutiny by extern examiners, and students are advised to keep a
photocopy.
Students are reminded that they will be required to choose the subject which they
intend to take in the Senior Sophister year by the last day of Michaelmas term of the
JS year.
Important Note:
Prospective candidates for Moderatorship Part I are also reminded that they must
have fulfilled the requirement of two months' residence in a French-speaking country
before the examination.
The overall assessment for Moderatorship Part I is as follows:
As indicated below, students sit two language examinations. In addition, they submit
one assessment essay for each of the two option modules taken. They are also
required to take an oral examination.
1. Language paper 1 (Translation from French and résumé)
2. Language paper 2 (Essay in French)
3. Option I (submitted work — one essay in French)
4. Option II (submitted work — one essay in French)
5. Viva voce examination
Students sitting Moderatorship Part II in French are assessed in the same way as
above.
More detailed information relating to exam requirements and marking will be
published in the Junior Sophister Handbook which will be posted, in due course, on
the Department Website.
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Michaelmas Term Options 2015
1.
Républiques, guerres et passions politiques: France since 1945. FR3029 (Dr.
Arnold)
__________________________________________________________________________
This course explores the political, ideological and far-reaching constitutional changes of post
war France, and the various, often competing strands of collective memory shaped by
historical events (Occupation, Resistance, the Indo-Chinese and Algerian Wars, May 1968).
Students will study a selection of the main constitutional texts (4th and 5th Republics) and will
become familiar with the principal historical events and political parties of the period through
the study of primary and secondary texts and iconographic documents.
Bibliography
Agulhon, Maurice La République, tome 2 : 1932 à nos jours,
Collection “Pluriel” 1999, 564p
Berstein, Serge, Nouvelle Histoire de la France contemporaine, tome 17 : La France de
l'expansion, la République gaulienne, 1958-1969 Paris, Seuil; (Ed. Points-Histoire) 1989,
375p
Winock, Michel, La France politique : XIXe - XXe siècle, Paris, Seuil; (Ed. Points-Histoire)
2003, 603p.
Winock, Michel, Serge Berstein, Olivier Wievorka, Histoire de la France politique, Tome 4 :
La République recommencée : De 1914 à nos jours Paris, Seuil; (Ed. Points-Histoire) 2008,
740p.
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2. The French Language: identity, diversity and changing environments
FR3035 (Dr Hoare)
___________________________________________________________________
The language we use forms an important part of our sense of who we are – of our
identity, one of the most fundamental ways open to us of establishing our social
group membership. The multi-faceted nature of the concept of identity means that
its relationship with language can, at times, be complicated and unpredictable. An
exploration of this connection in relation to the French language is of particular
interest because of its distinct historical and social background. In this module we
will explore the connections between language and identity in France and
Francophonie, through an examination of the following themes:
1.
Identity, the individual and the group: theoretical issues.
Personal and social identity
Individual and regional identities in France
2.
Language, identity and ethnicity.
Language and ethnic identity
New French identities: the question of identity among the descendants of immigrants
in France from the Maghreb.
3.
Language and identity in Francophonie
An introduction to language and identity in Francophone countries.
French Creole languages and identity.
Studies and articles pertaining to different aspects of these themes will be made
available to students throughout the course.
In addition, the following is
recommended reading.
Recommended reading.
Abou, S. and Haddad, K. (eds) (1994) Une Francophonie différentielle, Paris:
L’Harmattan.
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Ager D. (1990) Sociolinguistics and Contemporary French, Cambridge University
Press.
Ager, D. (1995) Francophonie in the 1990’s: Problems and Opportunities, Clevedon:
Multilingual Matters.
Bentahila, A. (1983) Language attitudes among Arabic-French Bilinguals in
Morocco, Clevedon: Multilingual Matters.
Chaudenson, R. (1995) Les Créoles. Paris: Presses Universitaires de France.
Chaudenson, R. (2000) Des Iles, des Hommes, des Langues, Paris: L’Harmattan.
Chaudenson, R. (2001) Creolization of Language and Culture, London: Routledge.
Crystal, D. (2006) Language and the Internet. Cambridge: Cambridge University
Press.
Kline, M. and Mellerski, N. (2004) Issues in the French-Speaking World. London,
Greenwood Press.
Lodge R. A. (1993) French: From Dialect to Standard, London and New York,
Routledge.
Lodge R., Armstrong N, Ellis Y, Shelton J. (1997) Exploring the French Language,
London, Arnold.
Offord M. (1990) Varieties of Contemporary French, Basingstoke, Macmillan.
Regan, V. Ní Chasaide, C (eds) Language practices and identity construction by
multilingual speakers of French L2 : the acquisition of sociostylistic variation.
Oxford: Peter Lang.
Sanders C. (ed) (1995) French Today: Language in its Social Context, Cambridge,
Cambridge University Press.
Walter, H. (1994) French Inside Out: The worldwide development of the French
Language in the past, present and future. Routledge.
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3. Literature as Theory: Blanchot and Bataille FR30xx
(Dr Opelz)
____________________________________________________________________________
What is literature? The question has fascinated writers and philosophers alike for
centuries, and it is the purpose of this module to look at some of the most engaging
and powerful responses the twentieth century has to offer. The module is designed
to provide undergraduate students with conceptual tools to think about literature by
examining writers and thinkers whose works – literary and theoretical – have laid
some of the foundations of modern literary thought. What does it mean to theorise
literature? Does a theory of literature adequately address the experience of
literature? And can literature actually convey experience in the first place? What
happens when literature produces its own experience and its own theory? What if
literature was the experience of its theory or the theory of its experience? This
module will explore these and other related questions by introducing students to two
key French figures of the twentieth century: Maurice Blanchot (1907-2003) and
Georges Bataille (1897-1962). The focus of this module will be twofold: first, we
shall concentrate on works of fiction by the two authors under discussion (Thomas
l’Obscur and Madame Edwarda) and see how a close-reading of these works raises
theoretical questions about literary experience; second, we shall look at the ways in
which these thinkers have sought to account for the experience of literature in their
theoretical writings. The module will offer students an opportunity to address the
issues at stake from a variety of perspectives (philosophical, affective,
anthropological, mystical, aesthetic) and is designed to assist them in developing
and enhancing both their analytical skills and their conceptual language. As such,
this module will be especially useful as a preparation for those wishing to explore
critical thought and literary theory in the post-war and post-1968 periods in more
advanced classes. Whilst prior knowledge of literary theory is not a requirement,
students should be prepared to engage with theoretical questions. Taught in
French, the module is assessed by an essay (2,500-3000 words).
Course texts:
MAURICE BLANCHOT

Thomas l’Obscur, nouvelle version (1950) (Gallimard, coll. L’imaginaire,
1992).
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
Extracts from La Part du feu (1949) (Gallimard, coll. Blanche, 1999).
GEORGES BATAILLE

Madame Edwarda (1941) (10/18, coll. Domaine français, 2004).

“Préface” (1956) to Madame Edwarda, in Madame Edwarda (1941) (10/18,
coll. Domaine français, 2004).

“Préface” (1962) to L’Impossible, in Œuvres complètes, III (Gallimard, coll.
Blanche, 1971).

Extracts from L’Expérience intérieure (1943) (Galllimard, coll. Tel, 1978).

Extracts from Littérature et le mal (1957) (Gallimard, coll. Folio Essais,
1990).
To follow this course, students must have their own copy of the books in bod
above. These can be purchased at International Books, 18 South Frederick St.
4.
CLCS Options
__________________________________________________________________________
The Michaelmas term options are in Aspects of Written Language and in Language
Learning. Junior Sophister students of French take one of these options as
equivalent to one of the French department options listed above, and complete one
assignment. Information on these courses is detailed at the end of this document.
The appropriate form should be completed and returned directly to CLCS by
Wednesday 18 February 2015.
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Hilary Term Options 2016
1. Love and Desire in the Renaissance FR3027 (Dr. Alyn-Stacey)
___________________________________________________________________
Aims: By focusing on the representation of love and desire in a number of key
Renaissance texts, this course aims to give students an insight into the Renaissance
view of Man’s place in society and the cosmos. It aims also to introduce students to
‘heritage’ film and to the cinematic reproduction/rewriting of the past.
Objectives: By the end of the course, students will be acquainted with the works of
some of the major writers of the Renaissance. They will be familiar with the
considerable range of ideas and genres which reflect the humanist preoccupations
of the time. They will be familiar with the aims of ‘heritage’ film. They will have
developed their abilities to analyse closely literary texts and film.
Course Structure: Teaching will be by lecture, student papers and discussion. The
course is structured as follows:
Texts
Marguerite de Navarre, L’Heptaméron (Paris: Garnier Flammarion), prologue and
first two days only
Pierre de Ronsard, Les Amours (Paris: Gallimard)
Michel de Montaigne, ‘De l’amitié’ and ‘Sur des vers de Virgile’ (Essais I, 28; Essais
III, 5)
Film
Le Retour de Martin Guerre (Daniel Vigne, 1982)
Conclusion
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2.
Errances narratives: eighteenth-century philosophical fiction FR3031
(Dr. Hanrahan)
________________________________________________________________________
The eighteenth century was an Age of Ideas and this is evident in the major literary works of
the period. Authors such as Voltaire, Diderot and Montesquieu experimented with different
literary forms – contes philosophiques, dialogues, epistolary novels – as a means of
questioning received ideas. This course will allow students to study closely some of the
most important works of the period – Candide, Jacques le fataliste, Lettres persanes – while
also including two shorter, less well-known works. Students will analyse how all these works
act as vehicles for the ideas that underpin them, while also focussing on literary form and
narrative technique. More specifically, students will examine the originality of these works,
which prioritise descriptions of travel, encounters with new worlds and presentations of the
‘Other’, during a period when philosophic, scientific and cultural horizons were being
broadened, thus engendering a nascent modernity.
Course texts:
Montesquieu, Lettres persanes
Voltaire, Candide
Diderot, Jacques le fataliste et son maître
Diderot, Supplément au voyage de Bougainville
3. Madness and Poetry FR3036 (Dr. Lukes)
___________________________________________________________________
Poetry has often been perceived as the domain in which madness finds its voice and
flourishes—from the Renaissance notion of “poetic fury”, to the Romantic concept of
“genius”, the Symbolist figure of the poète maudit and the Surrealist exploration of
drug-induced writing. But how, exactly, should we understand the relationship
between madness and poetry? Must one be mad in order to be a poet, or is the
poetic form itself conducive to madness? Is madness not precisely that which
undoes the very concept of form? Furthermore, should madness be thought of here
solely as an illness affecting the individual poet, or might it be conceived of as a
pathology of language itself? This course will explore the relationship between
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poetry and madness through a two-fold approach. On the one hand, we will examine
the extent to which poetry tests and transgresses the limits of its own form (through,
for instance, the notions of “prose poem” and “poetic language”); on the other hand,
we will explore the ways in which madness implicates conceptions of identity and
language.
Course Texts:
Artaud, L’ombilic des limbes. Paris: Gallimard (Poésie), 1968.
Lautréamont, Les chants de Maldoror et autres textes. Paris: Le livre de poche,
2001.
Mallarmé, Poésies et autres textes. Paris: Le livre de poche, 2005.
Nerval, Aurélia. Les Nuits d’Octobre. Pandora. Promenades et souvenirs. Paris:
Gallimard (coll. Folio), 2005.
4.
CLCS Options
__________________________________________________________________________
The Hilary term options are in ‘Aspects of Vocabulary’ and ‘Sociolinguistics’. Junior
Sophister students of French take one of these options as equivalent to one of the
French department options listed above, and complete one assignment. Information
on these courses is detailed at the end of this document. The appropriate form
should be completed and returned directly to CLCS by Friday 20 February 2015.
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School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Linguistic Options
2015 - 2016
The following options in linguistics may be available to students in the
Departments of French, German, Italian, modern Irish, Russian and
Hispanic Studies:
Aspects of written language
Language learning
Aspects of vocabulary
Sociolinguistics
(Michaelmas term)
(Michaelmas term)
(Hilary term)
(Hilary term)
5 ECTS
5 ECTS
5 ECTS
5 ECTS
The conditions on which students may take these options are
determined by the schools and departments concerned, from which
further details should be sought.
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Michaelmas term only
Aspects of Written Language (5 credits) – Dr. Rose
This module examines the phenomenon of written language from a range of
perspectives. It begins by exploring the beginnings and historical development of
writing, in the process considering the ways in which different writing systems
(e.g., word-writing, syllable writing, alphabetic writing) represent different
aspects of language. Further points of discussion will be drawn from among the
following: the debate around the social and individual consequences of literacy;
the orthography of English; the mental processes involved in reading; written texts
as coherent communicative acts; information structure and flow in written texts;
differences between the language of speech and the language of writing; and the
use of written language in communication technologies.
There is no textbook for this module; instead, students will be recommended
selected readings for the different topics covered.
Assessment: Students are required to submit one mid-term assignment of 2,000
words (50%) and a term essay of 2,000 words (50%).
Language Learning (5 credits) – Dr. de Angelis
This module introduces students to key issues and findings in language acquisition
research. The principal focus will be on second language acquisition, but first
language acquisition will also be covered. Topics to be addressed will include:
child language acquisition, the nature-nurture debate, errors and learning
strategies, the learner’s ‘internal syllabus’, individual learner differences, theories
of second language acquisition, communication strategies and second language
teaching.
Major references:
Cook, V. and Singleton, D. (2014) Key Topics in Second Language Acquisition. Bristol:
Multilingual Matters.
Ellis, R. and Shintani, N. (2014) Exploring Language Pedagogy through Second Language
Acquisition Research. London: Routledge.
Mitchell, R., Myles, F. Marsden, E. (2013) Second Language Learning Theories. Third
Edition. Abingdon: Routledge.
Assessment: Students are required to submit a term essay of 4,000 words.
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Hilary term only
Sociolinguistics (5 credits) - Dr. Kallen
This module is an introduction to the study of language in its social context. Topics
include accents, dialects, and standards; social dialects depending on factors such
as age, gender, socioeconomic class, and social network; the relationship between
language variation and language change; language planning and language rights;
and language loyalty, maintenance, and shift.
Textbook: Janet Holmes, 2013. An Introduction to Sociolinguistics. 4th ed. London:
Routledge.
Assessment: Students are required to submit a term essay of up to 4,000 words.
Aspects of Vocabulary (5 credits) – Dr. Uí Dhonnchadha
This module will attempt to demonstrate that almost everything in language is
related in some way or other to words we use, and that the lexical dimension of
language needs to be viewed as more than just a list of lexical items. The topics to
be adressed include: the nature of the lexicon and its relationship to syntax,
morphology, phonology and meaning. We will also look at lexical partnerships,
lexical variation and change, lexical acquisition and the teaching of vocabulary,
the taboo lexicon, and lexicon and the brain.
Major references: D. Singleton (2000) Language and the Lexicon: An
Introduction.
London: Edward Arnold.
R. W. Fasold & J. Connor-Linton, Eds. (2014). An Introduction
to Language and Linguistics. Cambridge University Press.
R. Chacón-Beltrán, C. Abello-Contesse & M.M. TorreblancaLópez (2010) Insights into Non-native Vocabulary Teaching and
Learning. Bristol: Multilingual Matters.
Assessment: Students are required to submit a term essay of 4,000 words.
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School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Options in Linguistics
For students other than Junior Freshmen
2015 - 2016
The options described previously are available to students in the Departments of
French, German, Modern Irish, Italian, Russian and Hispanic Studies on
conditions laid down by those departments.
Students who wish to take any of these options should fill in the form below and
either hand deliver or post the form back to the CENTRE FOR LANGUAGE AND
COMMUNICATION STUDIES, Room 4091, Arts Building as soon as possible and in
any case NOT LATER than 9 March 2015.
There is a maximum of 20 places in each option.
_______________________________________________________________________
Surname: …………………………………………………….. First name: ………………………………………
Course: ……………………………………………………….. Department:
………………………………………
Student Number: ……………………………… Email address:
…………………………………………….
2014/15 College standing (SF, JS, SS) …………………….
Option Choice
Duration
Assessment
Aspects of Written
Language
MT
term essay(s)
5
Language Learning
MT
term essay(s)
5
HT
term essay(s)
5
HT
term essay(s)
5
Sociolinguistics
Aspects of Vocabulary
ECTS
Choice
(please tick
box)
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CLCS LINGUISTICS OPTIONS
Summary of departments’ assessment requirements
________________________
French
Junior Sophister students may substitute one Linguistics Option for one French Option. They
are required to write a term essay (or essays), but are not required to sit an examination.
Germanic Studies
Senior Freshman and Junior Sophisters TSM students may take one Linguistic Option in either their
Senior Freshman or Junior Sophister year. They are required to write a term essay (or essays), for the
Linguistic Option.
Senior Sophisters (Pattern B only) may substitute two Linguistics Options, normally one in
each term, for one Germanic Studies option. They are required to write a term essay (or
essays) for each Linguistics Option.
Hispanic Studies
Senior Freshman TSM may take one Linguistic Option in SF year. They submit a term essay
(or essays). Students will be exempted from one Spanish Course only.
Only students who are not taking a Broad Curriculum course can select a Linguistics course
in Senior Freshman.
Modern Irish
Senior Freshman and Junior Sophister students may substitute one Linguistics Options for
one Irish option. They are required to write a term essay (or essays), for each Linguistics
Option.
Italian
T.S.M. Junior and Senior Sophisters may take one Linguistics Option in a given year. They
submit a term essay (or essays). Students of Italian will not normally be allowed to take
more than one option outside the Department in any one year.
Russian
Junior Sophisters may take one Linguistic Option in a given year. They submit a term essay (or essays).
Senior Sophisters may substitute two Linguistics Options, normally one in each term, for one
Russian option. They are required to write a term essay (or essays), for each Linguistics
Option.