ENGL / FRENCH / HUMN / WGST 4950:
Literature in Translation: French and Francophone
Women’s Autobiography
Spring 2015
Dr. E. Nicole Meyer: nimeyer@gru.edu,
Class: T/R 10:00- 11:15 AM (Allgood Hall E254)
Office hours: T/R 11:30-12:30; Fridays 10 a.m.-11a.m. Office: Allgood Hall E227
I have read many moving lives of women, but they are painful, the price is high, the anxiety is intense, because
there is no script to follow, no story portraying how one is to act, let alone any alternative stories Carolyn
Heilbrun
Purpose:
Literature in Translation: French and Francophone Women's Autobiographies
focuses on notable autobiographies from the twentieth century. This course will attempt to
address the problems raised when women use words to describe or define themselves, with an
emphasis on the various forms and rhetorical strategies that they employ. The recent trend of
French and Francophone writers turning to autobiography will be examined. Readings will
include Colette, Duras, Sarraute, Ernaux, Bugul and critical readings by Heilbrun and others.
Goals of this course include increasing your ability to think and read critically and
effectively, and introducing you to some notable autobiographies. Understanding content is not
sufficient to understanding literature. “Real art has the capacity to make us nervous. By
reducing the work of art to its content and then interpreting that, one tames the work of art.” If
content is not sufficient, as Susan Sontag insists, then what is? Jonathan Culler describes
reading as follows: “To read is to participate in the play of the text, to locate zones of resistance
and transparency, to isolate forms and determine their content and then treat that content in turn
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as form with its own content, to follow in short, the interplay of surface and envelope.” We will
“participate in the play of the text” both individually and together.
Course Learning Outcomes:
It is expected that at the end of the course, students will:
 assess the significance of several 20th-century French and Francophone women’s
autobiographies
 develop and demonstrate critical thinking skills, including the ability to determine point
of view.

develop and demonstrate critical thinking skills, including the ability to compare and
contrast points of view
 formulate written analyses of the women’s autobiographies we read, supported by
direct references and examples
 develop and demonstrate the ability to communicate effectively through
proficiency in reading, writing and the use of computers.
The course is divided into 5 modules. The module learning objectives are listed below.
Prerequisites and Minimal Technical Skills
This course requires either junior standing or having reached the 3000 level in French.
Minimal technical skills need to succeed in this course include


Using the learning management system (D2L)
Copying and pasting
Course organization and requirements:
It is imperative that students prepare assigned readings as scheduled so that they can contribute
fully to class discussion. The students will watch a film. Attendance is required. Consistent
attendance and participation are crucial to the success of this course and make it more educational and
beneficial to everyone. I will take attendance daily.
Written work will consist of four essays (2 of 2 pages maximum; 1 of 3 pages
maximum as per syllabus), and a final essay (4 pages maximum) as well as answering
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discussion questions actively in class. The class participation portion of the grade requires
active and quality participation. The course grade will be based on the 4 essays, and on class
participation (presence, participation, preparation) (weighted equally)
Papers are due on the due date assigned. While you may submit any paper earlier than
the stated deadline, papers not received by that time will receive a zero. No late papers are
accepted. Papers must be typed (double-spaced; 2-page maximum for the first two papers and
3-page maximum for the third paper). The final paper has a 4-page limit. There will be no
exceptions to these rules. You will submit the papers in Word format in the assigned dropbox.
Please note that a cover page with the title of your paper, your name and the date do not
count in the page limit. Take advantage of this.
Criteria: The paper should be tightly written, develop the argument well, using
textual support (e.g., quotes from the novel itself!). The title of your paper should be enticing,
drawing the reader to your paper and, at the same time, reflect your content / argument.
Topics are listed under the course content on your D2L page. Outside sources, including
from the text’s introduction or afterward are NOT permitted--see below for
consequences.
I am looking for you to come up with an excellent, original thesis and
then support it with a carefully developed paper. I am interested in your own thought and
analysis of the work.
You will be offered the opportunity to write a short essay on each of two films for "extra credit,"
in case you are dissatisfied with your graded work.
There will be no exceptions to these rules.
Participation:
Students are required to read the material assigned for each class (or to watch the movie that has
been assigned) and to participate in class discussions. Class participation consists of (1) answering
questions that the professor asks each week on the reading material or course material and (2) offering
comments on the reading and fellow classmates’ remarks. It is recommended that students carefully read
the weekly assignment before class. Understanding these rich and subtle texts is not easy--please use
every opportunity to deepen your learning.
Participation Requirements




Please actively participate regularly.
Build on themes and ideas to further the conversation and create meaningful interaction
Incorporate evidence of understanding of material
Cite the text to support your argument.
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Participation / Class Discussion Rubric
Exceptional 3
Excellent 2
Content Understanding Student addresses, Student addresses
expands and reflects and expands on all
on all elements of the elements
class discussion
Application of Material Student integrates
Student references
material covered into material covered
his or her remarks.
into his or her
remark
Timeliness
Student’s
Student’s
participation are well participation takes
distributed through place over a short
the time period
period of time (5-7
weeks
Engagement and
Interaction
Expected 1
Student addresses all
elements
Student does not
refer to material
covered
participation is
limited to a brief time
period (i.e. all
remarks take place in
one day or over 4 or
fewer weeks
Student participates Student participates Student participates
the minimum
more than the
more than the
minimum number of minimum number of number of times and
times and contributes times and contributes interaction is
superficial.
to at least on
to one significant
conversation that
conversation
stimulates further
thought and
discussion
Scoring Rubric
Participation will be scored accordingly.
A = The student meets 11-12 points stated directly above, and has no absences..
B = The student meets 7-10 points, and has one or two absences
C-= The student meets 6 points as stated directly above and has three or fewer absences.
D = The student meets fewer of the requirements stated directly above.
F= The student surpasses three absences, per university policy.
Required Papers
No late papers!
In a few more words, my policy about late papers is simply this: except in the case of
approved personal, documented tragedy or illness, no late writing assignments (or other
work) will be accepted. (“Being too busy,” “adding a late shift at work” or “computer
glitch” are not suitable excuses for late papers or projects.)
Guidelines for Submitting Papers: All papers submitted to the D2L DROPBOX are to be
submitted in Word, typed, double-spaced, in standard 12 pt font. Be sure to title your papers
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and include your name on the cover page.
For all assignments, pages should be numbered; your cover page does not count as
page one. Please take advantage of this and write a cover page! Be sure to title your
papers and include your name on the cover page.
I expect you to proofread and edit all work; sloppiness and grammatical problems will
endanger your grade.
In addition to your paper title, papers must have 1) an introduction, which includes a
statement of your main thesis or argument, 2) a clear, well-organized, and comprehensive
exposition of the material with which you are dealing (be sure to quote the autobiographical
text to support your reading), 3) a short conclusion which summarizes your findings.
Padding must be avoided. Padding would include extraneous material that does not relate
to the main thesis of the essay. Please remember, there are strict page limits.
Your essays will be due in the DROPBOX on the D2L. Technophobes, do not panic! This is
a painless procedure, and you may submit “testing” documents in advance to see how well
this works.
Accepted formats for papers submitted to the D2L Dropbox are Microsoft Word (.doc or
.docx) and Portable Document File (.pdf). I cannot open other formats.
For questions about the D2L and how to format documents, please contact the Help desk.
Assessment Criteria for Papers:
Your papers will be evaluated on the following:
1. Title. Your title should clearly reflect the content / thesis or topic of your paper.
Enticing titles preferred.
2. Introduction. Your introduction should clearly present the thesis, argument or topic of
the paper, explain the importance of the argument, and state what will be done in the paper.
3. Development. The development of your argument should clearly and accurately explain
your reading of the text. All interpretations should be grounded on relevant cited quotations
from the author, properly explained and defended. An excellent paper is highly thoughtful,
well- documented and well-explained. It arrives at a well-defended and important
understanding of the issue.
4. Comprehension. An excellent paper must show an accurate understanding of
the issue discussed. Your interpretations should be persuasive, consistent
and correct.
5. Conclusion. Your conclusion briefly sums up your paper. It does this by restating
your main findings and summarizes how you arrived at your understanding.
6. Mechanics. Clarity, correct citation form (see MLA links posted under links), fluid
transitions, correct paragraphing style.
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Tips
I strongly suggest that you create a folder on your computer where you save your papers.
Course deadlines: Assignments are due as listed below. Early work is acceptable. However,
no late work will be accepted. Any assigned work for this class--arriving after a due date will
not be counted for credit. There will also be at least one opportunity for Extra Credit. See the
schedule below for the due date and directions.
Summary of Course Requirements and Evaluation:
First paper:
20%
Second paper:
20%
Third paper:
20%
Fourth paper:
20%
Participation (presence, preparedness, quality)
20%
Grading Scale
A = 90-100; B =80-89; C = 70-79; CD = 72-68; D = 61-69; F = 60 and under
Course Contacts and Correspondence
The D2L course page contains news items (announcements), handouts (under content), discussion
e.g., “Introductions” where you will introduce yourself during the first week of class. “Raise
Your Hand” is the place for you to ask questions about the course Either your classmates or I
will respond.
Please check the News Announcements every time you log into the course.
Other Policies
Plagiarism: Plagiarism--that is the borrowing of or misrepresentation of another person’s work
as your own is strictly forbidden. Be sure to attribute all ideas and language that do not originate
in your own brain. Only your own original words are permitted. If you are citing an article (e.g.,
for extra credit) or citing a source, you must carefully indicate that it is quoted directly or influenced
by the source which you will indicate extremely carefully (see the links section).
Clarification on how not to plagiarize, including how to paraphrase and cite sources can be found
in the LINKS on our course D2L site. Please note that plagiarism of any kind is a form of outside
assistance that will only harm you and your academic standing. If you plagiarize, you will
receive an F in the course. Additionally, the Dean of Pamplin College will be notified, and
further action may be taken.
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Käthe Kollowitz Self Portrait (Kl. 198, von Knesebeck 209). Original crayon lithograph, 1924.
Required Texts (available at the GRU Bookstore):
Bugul, Ken. Abandoned Baobab
Colette. Break of Day
Duras, Marguerite. The Lover
Ernaux, Annie. A Woman's Story
Sarraute, Nathalie. Childhood
Heilbrun, Carolyn. Writing AWoman's Life
Is anyone imagining as he reads me that I’m portraying myself? Have patience, this is merely
my model. Colette
Module 1: January6-27, 2015
 Introduction (see under course content).
 Colette Break of Day
 Introduction Writing A Woman’s Life; Ch. 1 Writing A Woman’s Life
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Module 1 Learning Outcomes: It is expected that at the end of this module, you will be able to:
 assess the significance of a 20th-century French women’s autobiography by analyzing
and discussing Colette’s Daybreak.

develop and demonstrate critical thinking skills including the abilities to determine point
of view and compare and contrast points of view) and develop written analysis of primary
sources supported by direct references and examples through the completion of
Discussion assignments concerning both the autobiographical novel and Heilbrun’s
Writing a Woman's Life.

develop written analysis of the autobiography, supported by direct references and
examples in a written paper.

develop and demonstrate the ability to communicate effectively through proficiency in
reading, writing and the use of computers.

“meet” your fellow students through introducing yourself (and reading your fellow
students’ introductions) on the course D2L discussion page.
Discussion assignments under content.
First short paper due by 11:15 a.m. on January 27, 2015, 2 pgs maximum in dropbox: please note
a cover page with the title of your paper, your name and the date do not count in the 2 page limit.
Take advantage of this. The paper should be tightly written, develop the argument well, using
textual support (e.g., quotes from the novel itself)!). Topics are posted under content.
Outside sources, including the introduction are NOT permitted--see the syllabus for
consequences. I am looking for you to come up with an excellent thesis and then support it with
a carefully developed paper.
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To justify an unorthodox life by writing about it is to reinscribe the original violation, to
reviolate masculine turf.
Nancy K. Miller
Module 2: January 27-February 19, 2015
Duras, The Lover
“The Lover” (film, view only after completing work on the autobiographical work)
Module 2 Learning Outcomes: It is expected that at the end of this module, you will be able to:
assess the significance of a 20th-century French women’s autobiography by analyzing
and discussing Marguerite Duras’s The Lover.
develop and demonstrate critical thinking skills (including the abilities to determine point
of view and compare and contrast points of view) and develop written analysis of primary
sources supported by direct references and examples through the completion of Discussion
assignments concerning both the autobiography and a film based on the work.
develop written analysis of the text, supported by direct references and examples in a
written paper.
develop and demonstrate the ability to communicate effectively through proficiency in
reading, writing and the use of computers.
In addition, please discuss the film after completing the book (as indicated below)
Second short paper due by 11:15 a.m. on February 19, 2015 (2 page maximum in dropbox).
Topics are posted under content.
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Please only watch the film after completing the novel and after completing the written work
assigned above on The Lover (as well as your paper 2!!!).
Please note that the director of this film has made choices that might not be appropriate for all
members of your family (e.g., you've read the book, please realize that some films scenes will be
explicit--in part because of different interpretation of the director--and thus not suitable for
viewers under a certain age, and objectionable to some). Be prepared to discuss the changes
made by the director, and how they reveal a different interpretation of the text.
Module 3: February 10-March 17, 2015
Abandoned Baobab
Ch. 3-5 Writing A Woman's Life
Module 3 Learning Outcomes:
able to:
It is expected that at the end of this module, you will be
assess the significance of a 20th-century Senegalese (francophone) women’s
autobiography by analyzing and discussing Ken Bugul’s Abandoned Baobab .
develop and demonstrate critical thinking skills including the abilities to determine point
of view and compare and contrast points of view) and develop written analysis of primary
sources supported by direct references and examples through the completion of Discussion
assignments concerning both the autobiographical novel and Heilbrun’s Writing AWoman's Life.
develop written analysis of the autobiography, supported by direct references and
examples in a written paper.
develop and demonstrate the ability to communicate effectively through proficiency in
reading, writing and the use of computers.
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Discussion assignments under content:
Third Paper due by 11:15 a.m. on March 12, 2015.
Three pages maximum in dropbox. Topics posted under content on D2L page.
♦
Women will starve in silence until new stories are created which confer on them the power of
naming themselves.
S. Gilbert and S. Gubar
♦
Module 4: Childhood / tattoos
Module 4 Learning Outcomes (March 12-April 2): It is expected that at the end of this
module, you will be able to
Analyze Nathalie Sarraute’s presentation of childhood (in part by summarizing the text’s
central “plot.”) and then defend your choice.
develop and demonstrate critical thinking skills including the abilities to determine point
of view and compare and contrast points of view) and develop written analysis of primary and
critical sources supported by direct references and examples through the completion of
Discussion assignments concerning both Sarraute’s Childhood and a citation from Heilbrun’s
Writing AWoman's Life.
Question tattoos as narrative that is not black and white on a page (and thus enlarge our
sense of what is life narrative).
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develop written analysis of the text, supported by direct references and examples in a
written paper.
develop and demonstrate the ability to communicate effectively through proficiency in
reading, writing and the use of computers.
http://www.sixtrid.com/livre-audio/detail/517/Nathalie-Sarraute-Ici
http://www.maxicours.com/se/fiche/3/0/391603.html/3e
Discussion question: WHAT IS THE PLOT OF CHILDHOOD? (in 5-7 words!)
Tattoo discussion
Further Discussion questions under Content
♦
Nostalgia, particularly for childhood, is likely to be a mask for unrecognized anger.
Carolyn Heilbrun
♦
Module 5 (April 14-April 23, 2015)
Annie Ernaux’s A Woman’s Story
Module 5 Learning Outcomes: It is expected that at the end of this module, you will be able to
develop and demonstrate critical thinking skills including the abilities to determine point
of view and compare and contrast points of view) and develop written analysis of primary and
critical sources supported by direct references and examples through the completion of
Discussion assignments concerning two women’s autobiographies which deal with topics such as
mother-daughter relations, aging and death.
develop written analysis of the text, supported by direct references and examples in a
written paper.
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develop and demonstrate the ability to communicate effectively through proficiency in
reading, writing and the use of computers.
Discussion assignments are under content
http://www.enviedecrire.com/wp-content/uploads/Annie-Ernaux.jpg
Final paper (4 pages) due by 11:15 a.m. at the latest on April 23, 2015. Topics are posted
under content.
♦
It is the memory of the past and the promise of the future that most surely gives the living person
the illusion of catching up with his being.... I am both memory and expectation, intensely aware
of what is leaving me and what is just about to come.
Simone de Beauvoir
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Jan
Feb
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Introduction
Colette, Break of Day 3-33
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Break of Day 34-66
Break of Day 67-104
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Break of Day 104-141; Heilbrun, Chapter 1
Paper 1 Rough draft Review. Bring your rough draft to class.
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Marguerite Duras, The Lover 3-37 Paper 1 due (2 pages maximum)
The Lover 37-79
3
5
The Lover 79-117
The Lover End of Discussion,
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Ken Bugul, The Abandoned Baobab
Rough Draft of Paper 2 in class
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Writing and Reading Day
Bugul, Chapter 1-2; Second Short Paper due (2 pages maximum)
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Pre-History
For extra credit: compare novel to film (3-4 paragraphs) by March 5thclass.
Please only watch the film after completing the written work assigned with The Lover.
The film is available in the campus library for viewing.
24 Feb
The Abandoned Baobab Chapters 3-5
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The Abandoned Baobab Chapters 5-7
3 March
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Catch up on your reading. Start sketching out your ideas for your third paper
The Abandoned Baobab Chapters 8-9
10
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The Abandoned Baobab chapter 10 & end of discussion
Tattoo panel
Third Short Paper due (3 pages maximum)
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Sarraute, Childhood 1-53
Childhood 53-93
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26
Childhood 53-152
Childhood 152-199
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2 April
Childhood 200-246.
Childhood End of discussion. Start sketching out your ideas for your final
paper. Bring in a rough draft on April 21. You can also drop by my office to
consult with me.
***
“It forced me to leave my home, but it also freed me,” Freud
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7
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Spring Break
Spring Break
14 April
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Annie Ernaux, A Women’s Story
A Women’s Story
21 April
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Peer Review of Final Papers
End of Semester discussion.
Final Paper Due
***
(A) Study Expectations and Class Participation Expectations
I expect students to attend class, complete the required reading, and hand in work on time. No
late work.
•
•
•
•
Students should come to each class ready to discuss and comment on whatever
was assigned.
Always bring your book (or reading assignments) to class. We will be doing
close readings of passages, and you will need your text in front of you.
Please feel comfortable to ask questions in and out of class!
Please turn off cell phones and audio devices for the duration of class. Please
arrive on time.
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Students are required to read the material assigned for each class. Class participation consists of
(1) answering questions the instructor asks each day in class on the daily reading material, (2)
offering comments, making remarks, (3) participating in class discussions, and (4) asking
questions which show an understanding of the material in the daily reading assignments. Quality,
insight, depth, and quantity of contributions are graded, but quantity alone will count for nothing.
Class participation is an essential part of this course. Attendance itself does not count as
participation, but missing classes will count against class participation.
(B) Attendance Policy. The University Attendance Policy is AStudents are expected to attend all
class sessions in the courses in which they are enrolled.@ In addition to the abovementioned instructor policy, you are also obligated to follow the GRU Attendance Policy, which
is available at http://policy.gru.edu/3-7-2-attendance-policy/. This university policy essentially
states that you are expected to punctually attend all classes from the first to the last day of the
term, that your instructor will monitor both your attendance and participation, and that there are
academic penalties for excessive absenteeism. It additionally states: “the student has been
absent for more than the equivalent of 10 percent of class time, regardless of cause, then the
professor may withdraw the student from the class for excessive absences.” This equates to three
absences in this class.
(C) Academic Misconduct Policy
Dishonesty in academic matters undermines student intellectual development and the goal of
GRU to develop the critically thinking, and writing, and problem-solving skills of the student.
Academic dishonesty, includes, but is not restricted to, copying, sharing answers or questions,
collaborating with others on work to be presented in written form except where expressly
permitted by the instructor, submitting work or a part of work previously submitted in another
course, and plagiarizing others= work in papers. Plagiarism is prohibited. Plagiarism means
presenting the words or ideas of others without giving credit. Borrowing of or misrepresentation
of another person’s work as your own is strictly forbidden. You should know the principles of
plagiarism and the correct rules for citing sources. If you use someone else's exact words, they
should be enclosed in quotation marks with the exact source listed. You may paraphrase someone
else's idea in your as long as you indicate whose idea it was. If you are citing an article
(e.g., for your presentation) or citing a source, you must carefully indicate that it is quoted
directly or influenced by the source which you will indicate extremely carefully. You may ask
me questions at any time if you have any doubts or questions.
Academic misconduct and/or dishonesty will not be tolerated and will result in an F for the course
grade.
(D) Policy on Disruptive Behaviors No disruptive behaviors are allowed. To foster intellectual
development and civil discourse, no behavior that disrupts the learning atmosphere of classroom
will be tolerated. Examples of disruptive behavior include, but are not exhausted by:
Text messaging or taking phone calls in class: Cell phones must be turned off at the beginning
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of class. This includes vibration and visual settings. No text messaging. If you must text message,
do not come to class.
Disrespect shown openly toward the professor or other students: It includes (1) talking with
others when the instructor is speaking to the class or students are involved in discussion, (2)
physical behavior or language that creates an uncomfortable situation that could be construed as
harassment or discrimination (sex, race, ethnicity, sexual orientation, physical appearance, etc.),
(3) inappropriate or off-topic monopolization of discussions to the exclusion of other students, (4)
irrelevant questions and comments, (5) reading material (newspapers, etc.) other than assigned
course material during class time, (6) listening to anything through headphones, headsets, ear
buds, etc., during class time, and (7) distracting or inappropriate expressions, gestures, or body
language that hamper the conduct of the class.
Anyone who disrupts the learning atmosphere in such a manner will first be warned. If the
behavior does not stop, the student will be asked to leave and the final grade for the course will be
substantially lowered. If he/she does not comply, campus security will remove the student. Repeat
offenders will be referred to the Dean of Students. Continued disruptive behavior may result in
removal from the class and a failing grade.
(E) Policy on Computers
No laptop computers in operation during class time. Studies show that laptop computers interfere with
student learning and are distracting to other students.
Originality clause: ALL written work handed into the professor must be the student=s own original thought and
expression.
Accommodations statement: As required by federal law and GRU policy for individuals with disabilities, students
with a documented disability who need accommodations must contact the Disability Services Office. To request
academic accommodation services, please contact the Testing and Disability Services office at tds@gru.edu and/or
(706) 737-1469 as soon as possible, to begin the process. Please note that all discussions with Testing and Disability
Services are subsequently with your course instructor are confidential and are meant to insure that your
accommodations are appropriately implemented throughout the course. For more information, please visit
http://www.gru.edu/admin/tds/.
Disclaimer: All dates on the syllabus are subject to change.
Self portrait: Käthe Kollwitz
charcoal drawing 1924
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