1
UNIVERSITY OF DUBLIN
TRINITY COLLEGE
DEPARTMENT OF FRENCH
Junior Sophister - Guide to Courses
2013/14
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>
Dr James Hanrahan, room 4107, tel 1841, email ,hanrahaj>
Dr Rachel Hoare, room 4103, tel. 1842, email <rmhoare>
Dr Claire Laudet, room 4108, tel. 2313, email <claudet>
Dr Alexandra Lukes, room 1977, tel. 4104, email <lukesa>
Dr Hannes Opelz, room 4111, tel. 1077, email<opelzh>
Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email <psalerno>
Professor David Scott, room 3136, tel. 1374, email <dscott>
Departmental Office
Sinead Doran/Mary Kelly, Room 4109, tel. 1553, email <french>,
Tracy Corbett, Room 4089, tel. 1333, email <tcorbett>
2
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.
This page should be printed off and returned to the Departmental Office, room 4109, not
later than 12.00 noon on Friday 22 February 2013 together with the signed statement
that you have received the document concerning courses and assessment. Students
currently off-books 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 2013/14 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 off-books 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 obtain
reading lists for the courses to which you have been allocated and commence reading during
the summer vacation.
NAME (in block capitals)__________________________STUDENT NO:______________
OPTIONS: (state 1st. 2nd and 3rd choices in order of preference for each term):
MT
1.____________________________________________________________________
2.____________________________________________________________________
3. ___________________________________________________________________
HT
1____________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
I confirm that I have received a copy of the departmental statement concerning courses and assessment
for the Junior Sophister year 2013/14.
Signature: _________________________________
Date: ______________________
Year Off Books: I intend/do not intend to spend next year off books/on Socrates. (Delete as applicable)
3
Junior Sophister Requirements and Assessment Procedures
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 13
January 2014, the second by 12.00 noon on Friday 21 March 2014. 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 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.
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.
4
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 Junio
Sophister Handbook which will be posted, in due course, on the Department Website.
5
Michaelmas Term Options 2013
1. 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
Voltaire, Micromégas
Diderot, Jacques le fataliste et son maître
Diderot, Supplément au voyage de Bougainville
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, ethnicity and nationalism.
Language and ethnic identity
Language and nationalism
New French identities: the question of identity among the descendants of
immigrants in France from the Maghreb.
French Creole languages and identity.
3. Changing language environments: computer-mediated communication
and identity.
Language and the Internet
Youth, identity and digital media.
Construction of online identity and language.
6
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.
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.
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.
3. Literature at the Dawn of Theory (Sartre, Blanchot, Bataille) FR3034
(Dr Opelz)
_________________________________________________________________________
What is literature? The question has fascinated writers and philosophers for centuries,
and it is the purpose of this course to look at some of the most engaging and powerful
responses to this question in the twentieth century. The course is designed to provide
undergraduate students with conceptual tools to think about literature by examining writers
and thinkers whose works have laid some of the foundations of modern literary thought.
What does it mean to theorise literature? How did the conditions for literary theory in
7
twentieth-century criticism emerge? How is our theoretical discourse on literature at all
possible? This course will explore these and other related questions by introducing
students to three key intellectual figures of the twentieth century: Jean-Paul Sartre (19051980), Maurice Blanchot (1907-2003), and Georges Bataille (1897-1962). The focus of this
course will be twofold: first, we shall concentrate on a select number of exemplary literary
texts by the three authors under discussion and see how these texts raise theoretical
questions about literature; second, we shall look at the ways in which these thinkers have
sought to account for the experience of literature in their theoretical writings. Towards the
end of the course, we shall examine how these writers/thinkers responded to each other’s
work and what the impact their writings have had on twentieth-century French thought on
literature. The course will offer students an opportunity to address the issues at stake from
a variety of perspectives (æsthetics, politics, philosophy, affect) and is designed to assist
them in developing and enhancing both their analytical skills and their conceptual
language. Specifically, students will consider the ways in which different modalities of
discourse (æsthetic, socio-political, philosophical, affective) are employed to make a
theoretical claim. They will thus be encouraged to identify various forms of discourse at
play in a given work as a condition of engaging with it and as a method to explore both the
benefits and limits of a theoretical approach to literature. As such, this course 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.
Course texts:
Jean-Paul Sartre, La Nausée (1938) (Paris: Gallimard (coll. Folio), 1972)
, selection from Critiques littéraires (Situations I) (1947) (Paris:
Gallimard (coll. Folio) 1993)
, selection from Qu’est-ce que la littérature? (1948) (Paris: Gallimard
(coll. Folio), 1973)
Maurice Blanchot, Thomas l’Obscur, nouvelle version (1950) (Paris: Gallimard (coll.
L’imaginaire), 1992) [NB. There is also a ‘première version’ of this text
published in 1941 and recently republished (in Gallimard’s coll. Blanche), but
students should get the ‘nouvelle version’, which is a shorter version of the text
published in 1950 and part of Gallimard’s coll. L’imaginaire]
, selection from Faux pas (1943) (Paris: Gallimard (coll. Blanche),
2004)
, selection from La Part du feu (1949) (Paris: Gallimard (coll.
Blanche), 1999)
Georges Bataille, Madame Edwarda (1941) (Paris: 10/18 (coll. Domaine français),
2004)
, selection from L’Expérience intérieure (1943) (Paris: Gallimard
(coll. Tel), 1978)
, selection from La Littérature et le mal (1957) (Paris: Gallimard (coll.
Folio), 1990)
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 Friday 22nd February 2013.
8
Hilary Term Options 2014
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
2.
Républiques, guerres et passions politiques: France since 1945. FR3024 (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.
9
3.Madness and Poetry FR3??? (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 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, by tracing the evolution of the term from nineteenth-century medical texts
to twentieth-century theoretical works on psychosis and schizophrenic language.
Primary reading will include works by Nerval, Lautréamont, Mallarmé, and Artaud;
secondary reading will include texts by Esquirol, Charcot, Freud, Lacan, Foucault,
and Deleuze.
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 22nd February 2013.
10
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Linguistic Options
2013 - 2014
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.
11
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 a term essay of 4,000
words.
Language Learning (5 credits) – Lecturer to be confirmed
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: V. Cook (ed.) (2002) Portraits of the L2 User. Clevedon:
Multilingual Matters.
T. Piske & M. Young-Scholten (eds.) (2009) Input Matters in SLA. Bristol:
Multilingual Matters.
Assessment: Students are required to submit a term essay of 4,000 words.
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: Ronald Wardhaugh, 2010. An Introduction to Sociolinguistics. 6th ed.
Oxford: Wiley-Blackwell.
Assessment: Students are required to submit a term essay of up to 4,000 words.
Aspects of Vocabulary (5 credits) – Lecturer to be confirmed
This module will attempt to demonstrate that almost everything in language is
related in some way or other to words and that, conversely, the lexical dimension
of language needs to be conceived of as rather more than just a list of lexical
items. The topics to be explored in this connection will include: the nature of the
lexicon, lexis and syntax, lexis and morphology, lexical partnerships, lexis and
meaning, lexis and phonology, lexis and orthography, lexical variation, lexical
change, lexical acquisition and the teaching of lexis.
Major references: D. Singleton (2000) Language and the Lexicon: An Introduction.
London: Edward Arnold.
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.
12
13
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Options in Linguistics
For students other than Junior Freshmen
2013 - 2014
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 8 March 2013.
There is a maximum of 20 places in each option.
_______________________________________________________________________
_
Surname: …………………………………………………….. First name: ………………………………………
Course: ……………………………………………………….. Department:
………………………………………
Student Number: ……………………………… Email address: …………………………………………….
20012/13 College standing (SF, JS, SS) …………………….
Option Choice
Duration
Assessment
Aspects of Written
Language
MT
Language Learning
MT
Sociolinguistics
HT
Aspects of Vocabulary
HT
1 X term
essay
1 X term
essay
1 X term
essay
1 X term
essay
ECTS
5
5
5
5
Choice
(please tick
box)
CLCS LINGUISTICS OPTIONS
14
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, of 4,000 words, 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 of 4,000 words 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 of 4,000
words for each Linguistics Option.
Hispanic Studies
Senior Freshman TSM may take one Linguistic Option in SF year. They submit a term essay,
of 4,000 words. 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, of 4,000 words, 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, of 4,000 words. 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 of 4,000
words.
Senior Sophisters may substitute two Linguistics Options, normally one in each term, for one
Russian option. They are required to write a term essay, of 4,000 words, for each Linguistics
Option.