UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION
1. Title of the module: Texts and Contexts 1
2. School/Department which will be responsible for management of the
module: SECL (French)
3. Start Date of the Module: Autumn 2014
4. The number of students expected to take the module: 20–30
5. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the
withdrawal: none
6. The level of the module: C
7. The number of credits which the module represents: 15 credits
8. Which term(s) the module is to be taught in (or other teaching pattern):
Autumn or Spring
9. Prerequisite and co-requisite modules: Corequisite: FR300 Post A-Level
French. If not taking FR300, students should be able to demonstrate an equivalent
level of French.
10. The programmes of study to which the module contributes: French Single
Honours, Joint Honours, and all related programmes. The module will be open to
appropriately-qualified students (see 10 above) across the Humanities as an option.
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Students who successfully complete the module will
1. have gained an appreciation of a range of cultural products in French from the
17th, 18th, 19th and early 20th centuries (letters, plays, novels, political
documents, travel writing, paintings, graphic novels); [this corresponds with
programme learning outcomes 12A 1, 2, 4, 9, 10 and 12C 1, 2, 5, 6.]
2. have developed analytical skills for the study of literary texts in a variety of
genres, and for linking cultural products to their social, historical and political
contexts; [12A 1, 2, 4, 9, 10; 12B 1-7; 12C 1, 2, 5, 6]
3. have developed their skills relating to close reading and evaluation of literary
texts and of images; [12A 1, 2, 4, 9, 10; 12B 1-7; 12C 1, 2, 5, 6]
4. have learned how to plan and write an essay analysing cultural, historical and
political questions as they are articulated in literary and cultural artefacts
5. participate in discussion (in French), make their own contributions to the
discussion and listen to and respect the contributions of others; [12C 1, 5, 8a,
8b; 12D 1, 4, 7, 9, 10, 11]
6. have developed their ability to communicate effectively in French and in
English; [12C 1, 5, 8a, 8b; 12D 1, 4, 7, 9, 10, 11]
7. have developed their reading and listening speeds in French; [12C 1, 2]
12. The intended generic learning outcomes and, as appropriate, their
relationship to programme learning outcomes
Students who successfully complete the module will have improved their ability
to:
1. participate in discussion, make their own contributions to the discussion
and listen to and respect the contributions of others; [relating to programme
learning outcomes 12B 3, 5, 6, 7; 12D 1, 6, 7, 8, 9, 10, 11]
2. develop their ability to communicate effectively; [12B 5; 12C 1; 12D 1]
3. write cogent, well-constructed essays supported by textual evidence; [12B
1-7; 12C 1, 5, 8a, 8b; 12D 4, 5, 8, 12]
4. reflect on their own learning, plan their use of time, and identify appropriate
directions for further study; [12D 2, 7, 8, 10, 11]
5. undertake independent research in the library collections and using
appopriate academic databases online [12B 1, 2, 3, 6, 7; 12D 4, 5, 6, 7, 12]
13. A synopsis of the curriculum
This module, which covers the period from the 17th century to the First World
War, examines through the study of relevant literary and other texts some of
the major historical, cultural, social, political and literary movements of France
and its colonies during this era. Close textual analysis will be combined with
study of the texts’ various contexts: the module encourages students to
analyse cultural artefacts in connection with the historical, social and cultural
contexts and discourses within which they were created. The choice of
primary materials covers a wide variety of genres: letters, drama, fiction,
political texts, travel writing, paintings, and a graphic novel. Students will learn
to adopt critical strategies to analyse all of these sources, and to reflect on
moments of major historical and cultural significance in the development of
modern France. Events such as the French Revolution, the Paris Commune
and the Dreyfus Affair will be analysed as they are represented in the chosen
primary texts. Students will be encouraged to consider questions of national
and other forms of identity in France and in the Francophone world more
generally as they are mediated through cultural production, thinking through
the stereotypes often used to characterise nations, their citizens/subjects and
their history.
15. Indicative Reading List
Madame de Sévigné, Lettres (selection) (1670s)
Beaumarchais, Le Mariage de Figaro (1778)
‘La Marseillaise’, ‘Déclaration des droits de l’homme’
Gustave Flaubert, L’Éducation sentimentale (1869), extracts [pt I, ch. I; pt III,
ch.1]
Eugène Fromentin, Une année dans le Sahel (1859) + selected paintings
Alphonse Daudet, Tartarin de Tarascon (1872)
Émile Zola, L’Argent (1891), extracts
Jean Vautrin / Jacques Tardi, Le Cri du peuple 1: Les Canons du 18 mars
(2004)
Émile Zola, ‘J’Accuse’ (1898)
André Gide, L’Immoraliste (1902)
16. Learning and Teaching Methods, including the nature and number of
contact hours and the total study hours which will be expected of students,
and how these relate to achievement of the intended learning outcomes
The module will be taught by means of a weekly lecture (one hour), and a weekly
seminar (one hour) for which discussion topics will be set in advance. Total study
hours (including independent study, the preparation of written assignments and
seminar presentations): 150.
Lectures and seminars will normally be conducted in partly in French, partly in
English. Students will be asked to prepare presentations for seminars and to
contribute to general discussion. The alternation of small-group and large-group
discussion will give students confidence to formulate their own ideas and to share
them with a larger group. Time will also be made available for feedback and
discussion of coursework. These various elements will facilitate students’
achievement of the intended learning outcomes by developing their
communication, reading and general knowledge of the French language and
French culture.
17. Assessment methods and how these relate to testing achievement of the
intended learning outcomes
The final mark for the module, if taught in the Autumn term, will be composed of
the following elements:
Essay: 60%
Presentation: 20%
Critical Writing Exercise: 20%
Students will be required to write one essay (in English or French) of
approximately 1800 words in length. This essay will be based on their analysis
of both the texts covered in the course of the module and the secondary
literature relating to them. In preparation for the essay, students write a brief
Critical Writing Exercise (350-500 words), in which they must demonstrate the
skills required for the essay: detailed written and oral feedback is given to
students on their Critical Writing Exercise. This formative feedback aids
students when they are preparing their essay. Students will be required to give
a short exposé. This will develop their ability to communicate effectively in
French (a key subject-specific skill). These exercises will facilitate students’
achievement of all the subject-specific learning outcomes.
When the module is taught in the Spring term, the final mark will be composed of
the following elements:
Examination: 40%
Essay: 40%
Presentation: 20%
Essay: as above (Autumn term). Presentation/exposé: as above (Autumn
term).
Students will sit a two-hour examination in the Summer Term, during which
they will answer, in English or French two essay-style questions from a
selection of approximately ten questions.
These exercises will facilitate students’ achievement of all the subject-specific
learning outcomes.
18. Implications for learning resources, including staff, library, IT and space:
Library resources: a small number of supplementary primary and secondary
textbooks will be required. These will be ordered in advance of the 2013–14
session.
19. A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do
not present any non-justifiable disadvantage to students with disabilities
The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
20. Campus(es) where module will be delivered: Canterbury
Statement by the Director of Learning and Teaching: "I confirm I have been
consulted on the above module proposal and have given advice on the correct
procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of Department: "I confirm that the Department has
approved the introduction of the module and, where the module is proposed by
Departmental staff, will be responsible for its resourcing"
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Head of Department
…………………………………………………….
Print Name
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Date