Trinity College Dublin
Two-Subject Moderatorship French
Senior Sophister
School of Languages, Literatures
and Cultural Studies
Faculty of Arts, Humanities and
Social Sciences
2012/13
Please note that a word version of this document is available from the Department webpage.
This Handbook 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. Copies of the University Calendar can be purchased,
consulted in the Library, or on the web:
http://www.tcd.ie/calendar/
TABLE OF CONTENTS
General Information ………………………………………………………………..
Page 3
Senior Sophister Requirements and Assessment Procedures ………………..
Page 5
Overall Assessment…………………………………………………………………
Page 6
ECTS ……………. ………………………………………………………………….
Page 7
Examination Procedures ……………………………………………………………
Page 8
Essay Writing & Writing in French …………………………………………….….
Page 10
Books…………………………………………………………………………………
Page 12
Senior Sophister Modules:
Language ……………….…………………………………………………….
Page 13
Topics …………………………………………………………………………
Page 14
Special Subjects (Dissertation)…………………………………………..
Page 22
Plagiarism ……………………………………………………………………………
Page 23
Important Calendar Regulations…………………………………………………...
Page 24
Page 2
GENERAL INFORMATION
This handbook applies to all students taking Senior Sophister Two-Subject
Moderatorship French. It provides a guide to what is expected of you on this
programme, and the academic and personal support available to you. Please retain for
future reference.
The information provided in this handbook is accurate at time of preparation. Any
necessary revisions will be notified to students via College e-mail and the Department
notice board: be sure to consult both regularly. Please note that, in the event of any
conflict or inconsistency between the General Regulations published in the University
Calendar and information contained in course handbooks, the provisions of the
General Regulations will prevail.
The Department of French is part of the School of Languages, Literatures and Cultural
studies. Trinity College College has the world's oldest tradition of modern language
studies, with chairs dating back to 1776. Today the School of Languages, Literatures
and Cultural Studies combines the strengths of this tradition in a group of established
Departments which between them teach almost a dozen languages at undergraduate
and postgraduate level. The School's research in literary, language and cultural studies
ranges from the medieval to the very contemporary. The Head of School is Professor
David Scott and the School is part of the Faculty of Arts, Humanities and Social
Sciences. For further information, consult: http://www.tcd.ie/langs-lits-cultures/ .
LECTURING STAFF
Individual telephones can be accessed from outside College by pre-fixing (01) 896.
GENERAL INFORMATION
Department of French Staff 2012-2013
NAME
Gratton, Johnnie Prof.
SS Year Coordinator
EXT NO.
2278
RM
4090
Page 3
EMAIL
grattonj@tcd.ie
Arnold, Edward Dr.
1836
4106
Hanrahan, James Dr
1841
4107
Hoare, Rachel Dr.
1842
4103
rmhoare@tcd.ie (on leave
Michaelmas Term)
Kinsella, Ciara (HT only)
1451
4112
Laudet, Claire Dr.
2313
4108
kinselci@tcd.ie
claudet@tcd.ie
Lukes, Alexandra Dr
1977
4104
lukesa@tcd.ie
Opelz, Dr Hannes
1077
4111
opelzh@tcd.ie
Salerno-O'Shea, Paule
Dr.
Scott, David Prof.
1472
4113
psalerno@tcd.ie
1374
3136
dscott@tcd.ie
Lecteurs/Lectrices
Daret, Lauranne
1247
4077
ejarnold@tcd.ie
hanrahaj@tcd.ie
daretl@tcd.ie
Degez, Pauline
degezp@tcd.ie
Salimon, Sonia
salimons@tcd.ie
Language Assistants
Deleuze, Marjorie
1248
4078
Marjorie.deleuze@hotmail.
fr
Garnavault, Floriane
fgarnava@ens-cachan.fr
Mniai, Soukayna
Soukayna.mniai@gmail.co
m
Vaudour, Matthieu
Matthieu.vaudour@etu.uni
v-tours.fr
Wible, Zoé
Zoe.wible@ens-lyon.fr
Postgrad Teaching
Assistants
Gubbins, Sarah
Kilroy, Robert
MacLachlan, Rosie
Canada-Smith, Donna
Impens, Florence
sgubbins@tcd.ie
rkilroy@tcd.ie
maclachr@tcd.ie
canadadt@tcd.ie
fimpens@tcd.ie
Departmental Offices
Doran, Sinead
Kelly, Mary
1553
4109
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french@tcd.ie
Corbett, Tracy (Mon.Wed.)
1333
4089
tcorbett@tcd.ie
SENIOR SOPHISTER REQUIREMENTS AND ASSESSMENT PROCEDURES
Please keep this document for reference
French Senior Sophister Year Learning Outcomes
On successful completion of the programme, students will be able to:

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communicate clearly and effectively, both orally and in writing, in English and
French, with native speakers in academic, professional and social settings,
organize and present ideas in English and French, within the framework of a
structured and reasoned argument, oral or written,
demonstrate a broad knowledge of the historical, social and cultural
development of France and French speaking countries,
analyze critically and independently, in English and French, a variety of texts
and documents from different periods and sources,
demonstrate an ability to use specific disciplines such as linguistics, literature,
ideas and culture to analyze and contextualize texts, other documents, concepts
and theories,
translate a range of texts to and from French, with accuracy, consistency and
appropriateness of register and expression,
identify original research questions in one of the fields of linguistics, literature,
ideas and culture and select and use appropriate methodologies and relevant
resources, leading to the writing of a dissertation
mobilize the knowledge, strategies and skills needed for further intellectual
development and independent, life-long learning as well as for undertaking
further, autonomous study.
The requirements for Senior Sophister students in TSM French in 2012-13 are as
follows:
1. Language: All students are required to attend language classes, and submit regular
written work.
2. Topics: Students select two Topics from the range offered. All choices are subject
to availability, to timetable constraints and to the approval of the Head of Department.
For details of courses, see list below. One assessment essay counting toward the
overall final mark must be submitted in respect of each topic.
Length: 2,500 words
Submission dates:
Essay 1: by 12pm on first day of HT (Monday 14 January 2013)
Essay 2: by 12pm on Friday 22 March 2013)
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One essay shall be in English and the other in French. Each of the essays furnishes
25% of the overall mark for each topic. The examination furnishes the remaining 50%.
3. Special Subject Dissertation: Each student selects a special subject of his or her
own choice, in consultation with an appropriate member of staff. Please note that
members of staff are instructed not to accept more than their quota of supervises, and
the fact that a student wishes to be supervised by a member of staff does not
guarantee that the member of staff will be able or willing to act. It would obviously be
prudent to consult with the supervisor of your choice at an early stage. The candidate's
work on this special subject is to be embodied in a dissertation of 9,000 to 12,000
words, to be written in English or French, or in an alternative piece of submitted work
of a different nature but of comparable substance, to be submitted in either case by
Dissertation: by 12pm 4 March 2013). A computer-generated word-count must be
included on the title page of your submitted dissertation. Please note that, if you
exceed the set word-limit, your dissertation will be returned with an instruction to
reduce the length appropriately. It is the student’s responsibility to ensure (s)he
maintains adequate contact with her/his supervisor, who will provide guidance on how
to improve content. Students should also ensure that they receive a copy of the
Departmental document which provides essential notes on preparation and
presentation of dissertations.
4. Residence Abroad Requirements1:
Students taking one or more modern languages other than English must spend not
less than two months in the country of each language in order to fulfill the requirements
of their course; students of Irish must spend at least the same amount of time in the
Gaeltacht. The residence required for each language MUST BE COMPLETED
before the moderatorship examination in that language. Students who fail to
meet this requirement will have their Moderatorship exam results witheld. This
requirement can be waived only in exceptional circumstances and with the prior
approval of the schools or departments concerned.
OVERALL ASSESSMENT
The assessment for Moderatorship Part II for 2012-13 is set out below. The value of
each component (1–6) in respect of calculating the overall mark for the SS year is
proportionate to its ECTS weighting (i.e. each block of 10 ECTS provides one sixth of
the marks making up the overall mark for the SS year).
1. Language paper I = 10 ECTS (Translation into French + résumé, with each element
valued equally)
2. Language paper II = 10 ECTS (Translation from French + essay in French, with
each element valued equally)
3. Topic I = 10 ECTS (with assessment essay and examination marks valued equally)
4. Topic II = 10 ECTS (with assessment essay and examination marks valued equally)
5. Special subject = 10 ECTS (dissertation or equivalent work to be submitted in
French or English
6. Oral examination = 10 ECTS
1
See also Important Calendar Regulations, p 28.
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Please note that, for purposes of the examination, the Written Language elements
spread across FR4032 and FR4034 are re-distributed, with essay, résumé, translation
into French and translation from French each worth 25% of the overall mark for the two
examinations. Given that regular practice in each element enhances the student’s
overall Written Language skills, this is entirely justifiable.
Finally, the overall percentage mark for the SS year (Mod Part II) is then combined with
the overall percentage mark carried forward from the JS French year (Mod Part I)
examination to produce a final mark out of 650/1000 (the remaining 350/1000 being
allotted to the Minor subject). This final mark is composed of a mark out of 500
representing the percentage value achieved in Mod Part II and a mark out of 150
representing the percentage value achieved in Mod Part I.
Candidates are reminded that they must satisfy the examiners in respect of the
language assessment as a whole (components 1,2 and 6 above) by achieving an
average of 40/100 (or better).
The oral examination takes place in the presence of an extern examiner. As part of this
examination, candidates will be required to deliver an oral exposé on one of two
subjects chosen by the candidate, and approved in advance. The examination is
followed immediately by discussion, also in French, of the candidate’s dissertation,
which may result in a modification of the provisional mark given.
Students are required to submit two term essays during the year, one per topic and
one of which must be written in French. Students may decide which topic their essay
may be written on for each term (e.g. a student may submit a MT essay for Topic 1 in
French and a HT essay for Topic 2 in English.)
Candidates should note that, following comments from extern examiners concerning an
unduly narrow focus of study in some instances, all ‘Topic’ papers will carry the rubric
that candidates should avoid substantial overlap with (a) answers on the same paper
and (b) dissertation subjects.
WHAT IS ECTS?
The European Credit Transfer and Accumulation System (ECTS) is an academic
credit system based on the estimated student workload required to achieve the objectives
of a module or programme of study. It is designed to enable academic recognition for
periods of study, to facilitate student mobility and credit accumulation and transfer. The
ECTS is the recommended credit system for higher education in Ireland and across the
European Higher Education Area.
The ECTS weighting for a module is a measure of the student input or workload
required for that module, based on factors such as the number of contact hours, the
number and length of written or verbally presented assessment exercises, class
preparation and private study time, laboratory classes, examinations, clinical attendance,
professional training placements, and so on as appropriate. There is no intrinsic
relationship between the credit volume of a module and its level of difficulty.
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The European norm for full-time study over one academic year is 60 credits. The
Trinity academic year is 40 weeks from the start of Michaelmas Term to the end of the
annual examination period. 1 ECTS credit represents 20-25 hours estimated student input,
so a 10-credit module will be designed to require 200-250 hours of student input including
class contact time and assessments.
ECTS credits are awarded to a student only upon successful completion of the
course year. Progression from one year to the next is determined by the course
regulations. Students who fail a year of their course will not obtain credit for that year
even if they have passed certain component courses. Exceptions to this rule are one-year
and part-year visiting students, who are awarded credit for individual modules successfully
completed.
EXAMINATION PROCEDURES
1) Examination papers and assessment essays will be set and marked according to
the agreed procedures of the Department. In the case of Moderatorship (or degree)
examinations, papers will be submitted to extern examiners for comment prior to
submission to the Senior Lecturer’s office.
2) Sophister language papers and all Moderatorship part II papers will be doublemarked.
3) For each year or course, a Chief Examiner will be appointed to co-ordinate the
running of the examinations, return marks, and provide relevant information to
candidates. The Chief Examiner shall, in agreement with the Head of Department,
convene an examiners’ meeting to review and finalize marks, in the presence of
extern examiners where a Moderatorship examination is concerned. In the case of
interdisciplinary courses (ES, CSLL) the only function of the French Department
meeting is to return a mark to the relevant course co-ordinating committee.
4) The criteria according to which papers will be assessed will be included in the
Department’s Handbooks and circulated to students.
5) In the first instance, calculations of results will be mathematical based on the
university’s general scheme (or reductions or multiples thereof):
Fail 2
Fail 1
Third
Lower Second
Upper Second
First
extremely weak
weak
adequate
quite good
good
excellent
0 - 29%
30 - 39%
40 - 49%
50 - 59%
60 - 69%
70 - 100%
Where, in the case of an individual course, a scheme other than the one outlined
above is in use, the Department will make returns according to that convention.
Where the course requires a mark out of more than 100 to be returned, the
Department will use that convention to make a return. The Department will ensure
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through its Handbooks or otherwise that candidates for examinations are aware of
the weighting of the respective components, and where questions on a given paper
are not equally weighted, the rubric shall indicate the weighting of the components
within the paper.
6) In particular, language examinations are subject to the rule set forth in the
University Calendar, as interpreted in the Department’s Handbooks. Where a
student fails to demonstrate proficiency in the language, the mark returned shall be
either the actual mark obtained by the student in the relevant language components
of the examination, or 38, whichever is the lower, this mark being scaled up where
the conventions for return of marks require.
7) When the Department examiners’ meeting has had an opportunity to take
cognisance of the mathematically derived marks, it may consider the spread of
marks, the balance between marks of different classes (see 5 above) and take into
account the possible implications of a given return. It may moderate individual
marks. It will pay particular attention to marks close to a class border (i.e. marks
where a slightly higher mark would result in the student being returned in another
class). It shall pay special attention to ensuring that the moderation of an individual
mark or overall return does not create inequalities or anomalies by promoting a
student with a lower mathematically derived mark above a student who had
achieved a higher mathematically derived mark, except where the spread of marks
provides a justification for so doing.
8) In conformity to general university practice, the Department shall appoint one or
several extern examiners. The extern examiner may see or review any marking
within the Department, which may form part of a Moderatorship assessment. In
practice, this means examination papers, dissertations and assessment essays
counting towards overall assessment. In all normal circumstances, the
recommendations of the extern examiner will be acted upon. In practice, extern
examiners regularly have sight of the final year dissertations, and chief examiners
or the Head of Department may refer any paper or piece of work for an opinion,
especially where a class difference may potentially be involved. Students have the
right to consult the Head of Department on any matter of concern to them. Where
the concerns expressed relate to assessment marking, the Head of Department will
normally inform the person whose marks are being referred for further examination,
while safeguarding the confidentiality of students.
9) The extern examiner will endeavour to ensure that standards are broadly
comparable with those applied elsewhere in these islands and that the
Department’s own procedures are applied equitably to all students.
10) Students will, have access to their marks on the College’s website. They may seek
further information from the Chief Examiner for the year or the Head of Department,
of individual marks. The commitment to the provision of full information to students
does not mean that this information will always be available outside the times
prescribed by the Department.
11) The Department will not normally take into account medical evidence, except
insofar as granting an extension to submission deadlines is concerned. Medical
cases should be channelled through tutors to form the substance of an appeal.
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12) Where a piece of assessed work counting towards an examination is not submitted
and signed into the Department office by the published due-date, and an extension
has not been granted by the Head of Department, prior to the published due-date, a
return of 0 will normally be made.
13) Where a student is absent from a part of the examination only, or fails to submit
required written work for assessment, and nevertheless achieves an overall pass
mark, the Department will return a pass mark. Where a student is absent from a
part of the examination only, and fails to achieve an overall pass mark, the
Department will make a return indicating partial absence.
14) Where a student fails to complete the number of questions stipulated by the rubric
in an examination, and nevertheless, some indication of an attempted answer, draft
or plan, is available, credit for the assessable work will be given. In the absence of
any such assessable material, a mark of 0 will be returned.
15) The Department reserves the right to give reduced credit to students who have
failed to comply with the examination rubric.
16) Where a student at a Junior or Senior Sophister examination receives a mark of 70
or more (or its equivalent scaled up of down) in the oral examination, (s) he will be
recommended for a distinction in the use of spoken French.
ESSAY WRITING & WRITING IN FRENCH
Essay Writing
The following criteria for are drawn to the attention of markers:
First class
Shows an intelligent awareness of the question’s implications, thorough knowledge of
text /topic, sophisticated use of secondary sources, and of theoretical issues where
appropriate. The argument clearly focuses on the question, and points are supported
by relevant quotation. Original and imaginative response, sure grasp of subject, which
may challenge received critical opinion.
Upper Second
Shows a good understanding of the question and a thorough knowledge of the
text/topic, with intelligent assimilation of secondary sources. The argument is coherent
and clearly focused on the issue, and points are supported by relevant quotation.
Intelligent general approach to the question, with clear analytical ability and evidence of
independent critical response. May offer challenge to received critical opinion.
Lower Second
Understands the question and shows a sound knowledge of the text/topic, but may be
narrow in frame of reference. Tendency to be narrative or descriptive rather than
analytical, and discussion not always sharply focused on the question. Shows a
generally capable but unimaginative approach to the question, and may be over-
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dependent on secondary sources. Makes use of lecture notes but reluctant to
challenge received critical opinion.
Third Class
Fails to see all the implications of the question and reveals limited knowledge of the
text/topic, with little reference beyond it? May well be sketchy and rather short.
Argument may lack clarity and precise focus on the question. Makes dogmatic
assertions unsupported by evidence; areas of irrelevance and generally overdescriptive. Shows a mechanical approach to the question and relies heavily on the
uncritical reproduction of lecture notes. Little evidence of secondary reading.
Fail
Misses important implications of the question. Limited knowledge of the text/topic, with
little reference beyond it. Largely descriptive, clumsy style and presentation poorly
documented sources? Generally naive approach to the question with no evidence of
secondary reading.
Serious Fail
Fails to understand the question, poor knowledge of text/topic sources not
documented. Fails to address the question, no evidence of secondary reading.
Writing in French
N.B. All written work submitted in French is assessed on the basis of a weighting
for language of 30% and for content of 70%.
First class
French largely free from grammatical error with qualities of idiom, lexis, syntax, and
style. At the higher end, could almost pass for the work of a literate French person.
Upper Second
Ambitious French with a good level of grammatical accuracy and a positive attempt to
display a range of idiom and lexis suitable to the subject. Very much at home in the
language.
Lower Second
Sound grammar and syntax, though with some errors, vocabulary mostly adequate to
the subject, but with some clumsiness and anglicisms in the expression. Generally
satisfactory grasp of French structures without showing exceptional flair.
Third Class
French comprehensible but clumsy and erratic, with a limited range of lexis and a
sprinkling of serious grammatical errors; verb forms and tense use mostly correct.
Fail
French comprehensible but prone to gross errors and grammar. Limited range of
vocabulary.
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Serious Fail
Unacceptable frequency of inaccuracy, obvious anglicisms and patchy cohesion.
BOOKS
Book purchase is the personal responsibility of students. The Department will place
orders for set texts with International Books, South Frederick St, Dublin 2. It is also
possible to order books over the Internet from:
http://www.amazon.fr
http://www.fnac.fr
Students are expected to acquire and familiarize themselves with a good monolingual
dictionary. Le Petit Robert is recommended; if that is ruled out, on grounds of expense,
Le Micro Robert is an acceptable substitute for most purposes. It is important to
consider the illustrative examples in a dictionary, which is why shorter dictionaries are
unsuitable for translation work. Anther good source of examples of usage is:
http://atilf.atilf.fr/tlf.htm
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SENIOR SOPHISTER MODULES
LANGUAGE
FR4032 Written Language (10 ECTS)
Module Teachers: Prof. Gratton, Dr Alyn-Stacey
Students will attend one weekly language class. This module aims to bring students to a high
level of proficiency in the comprehension and expression of written French. Building on the
JS language programme, the course will be evenly divided between the further development
of skills in (a) translation from French into English, (b) translation from English into French,
and (c) résumé.
You are required to submit work on a weekly basis: 4 exercises in each of the above skills in
MT, and 4 of each in HT (leaving time for revision au choix). All work submitted by the set
deadline will be individually marked and corrected.
Students are expected to make use of a suitable grammar text, such as Jacqueline Ollivier,
Grammaire française (Harcourt Canada, ISBN 0-7747-3666-6); Roger Hawkins & Richard
Towell, French Grammar and Usage (Arnold, London, ISBN 0-340-76075-3), or Byrne and
Churchill, A Comprehensive French Grammar (Blackwell, Oxford, 0-631-14595-8). For
résumé work, you should have a good monolingual dictionary such as Le Petit Robert, and
for translation work a good bilingual dictionary such as the Oxford-Hachette French
Dictionary.
Texts for study in class, and/or for written work outside of class will be distributed by course
teachers.
Learning Outcomes
On successful completion of this module, students will be able to:
 Translate an English text into correct French, and a French text into idiomatic
English, retaining in each case a high level of equivalence with the original.

Demonstrate good comprehension of French, in particular by writing in correct
French a résumé of a text on an intellectually challenging topic.
FR4033 Oral Language (10 ECTS)
Module Teachers: Lauranne Daret, Pauline Degez, Sonia Salimon
Students will attend one weekly class in this module throughout the year, taught by native
French speakers. Classes will concentrate on developing aural comprehension and oral
expression in French to a high standard of proficiency. Discussion will focus on aspects of
contemporary French life and culture. It is vital that you attend these classes given that both
your oral examination and your dissertation viva will take place in French.
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Learning outcomes
On successful completion of the module, students will be able to:
Express themselves fluently and correctly in spoken French, on an intellectually challenging
topic, coherently and with only brief notes.
FR4034 French Essay Writing Skills (10 ECTS)
Module Teachers: Lauranne Daret, Pauline Degez, Sonia Salimon
Students will attend one weekly class in this module throughout the year, taught by native
French speakers. Classes will be used to develop your skills in essay writing in French, with
the organisation of your written work (coherent structure, development of an argument etc.)
being fostered and evaluated, as well as your linguistic qualities of written expression in
French. Essay topics will reflect those discussed in the oral classes.
Back-up material will be distributed by the course teachers.
Learning outcomes
On successful completion of this module, students will be able to:

Express themselves fluently and correctly in French in writing, in a structured
way, at a level of discourse appropriate to an academic setting and dealing with
intellectually challenging topics.
TOPICS
Each Topic will count for 10 ECTS. It will be assessed by one coursework essay and one
examination, which have equal weighting.
__________________________________________________________________
FR 4039 Visions and Revisions of Enlightenment (Dr. Hanrahan)
Lumières, Illuminismo, Aufklärung, Enlightenment: the ‘Age of Reason’ saw a Europewide movement of intense intellectual activity during the eighteenth century that led to
dramatic social change across the continent. In France, it created the possibility for
revolutionary upheaval and it has left us an intellectual heritage in the form of
categories of understanding that still dominate Western thought: science, progress,
equality, justice, toleration and individualism have lost none of their importance as
concepts in social and political life. Indeed, examining the intellectual and socio-cultural
origins of these concepts gives us a better understanding of contemporary debates,
provided we do so critically. What is Enlightenment and how was its nature and
influence measured by the major thinkers of the eighteenth century? How have
subsequent periods viewed this heritage? This course will examine the intellectual and
social practices of the Enlightenment through the study of a series of important
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eighteenth-century works. It will then consider the legacy of the Enlightenment through
the study of extracts from key critical texts of the nineteenth and twentieth centuries.
Enlightenment texts:
Condorcet, Esquisse d’un tableau historique des progrès de l’esprit humain (1795)
Diderot, Le Neveu de Rameau (1761)
Diderot and D’Alembert, Encyclopédie: articles, ‘Discours prélimiaire’, ‘Encyclopédie’,
‘Philosophe’
Kant, ‘Qu’est-ce que les lumières?’ (1784)
Montesquieu, De l’esprit des lois, (extracts) (1748)
Rousseau, Discours sur les sciences et les arts (1750)
---, Du contrat social (1762)
---, Les Confessions, (extracts) (1782)
Voltaire, Traité sur la tolérance (1763)
Critiques of Enlightenment :
M. Foucault, Les mots et les choses (1966)
---, Surveiller et punir (1975)
J. Habermas, The Structural Transformation of the Public Sphere (1961)
M. Horkheimer and T.W. Adorno, Dialectic of Enlightenment (1947)
J. de Maistre, Considérations sur la France (1797)
H. Taine, L’Ancien régime (1875)
A. de Tocqueville, L’Ancien Régime et la Révolution (1856)
On successful completion of this module students should be able to:

Analyse critically and independently a variety of primary texts and documents
in French from the 18th century

Outline how society has assimilated or rejected the intellectual heritage of the
18th century in subsequent centuries on the basis of an analysis of secondary
texts in English and French

Discuss in broad terms the historical, social and cultural development of
France during the 18th century

Organise and present ideas in English and French, in writing and orally, in
order to produce structured and reasoned critical argument

Apply the specific methodologies of literary and historical analysis to the study
of social change in 18th-century France
FR4037 Counter-Revolution Extreme Right(s) and Fascism in French Culture and Politics
1870-1945 (Dr. Arnold)
The objectives of this course are to give students an insight into one of the main varieties of
European fascism and a grounding in the intellectual, political, social and historical background
of France during the Third Republic. This approach will focus upon literary, political and cultural
manifestations of French fascism and extreme right-wing thought which originated in the
intellectual climate of the Belle Epoque and its "fin-de-siècle” mood, were developed during the
interwar years and were forcibly expressed during the Occupation years. The interest of
studying the precursors of French fascism resides in the fact that many of the themes
developed in France in the Belle Epoque fed the ideology of Italian fascism and Nazism. This
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has led many scholars to consider France as being the country which "invented" fascism.
To this effect, the first part of the course will evaluate the importance of the intellectual and
historical precursors of French counter-revolutionary thought and fascism. This will include the
study of the individuals (Drumont, Barrès, Maurras) and movements (Action Française, Ligue de
la Patrie Française, Ligue des Patriotes) involved in events such as Boulangism and the
Dreyfus Affair, and the concomitant antisemitism, racialism and nationalism. The writings of
Communist, Marxist and Marxist revisionist theorists (Guesde, Jaurès, Blum) will also be briefly
studied to give a contextual perspective to these emerging anti-enlightenment themes.
The second part of the course will investigate the influence of the Great War on the emergence
of fascist doctrines, intellectuals and movements. A clear distinction can be made between
literary, intellectual fascism (Drieu la Rochelle, Brasillach, Céline, Rebatet) and fascist or
conservative-reactionary movements (le Faisceau, les Croix de Feu, le PSF, les Jeunesses
Patriotes, le Francisme, la Cagoule, le PPF). The period of the Occupation and Vichy France the third section of the course- is considered by some scholars to be the culminating point of the
fascist temptation in France. Others see it as a return to conservative, reactionary values of prerevolutionary France and not necessarily as a pure expression of French fascism.
The final section of the course will analyze the ideology and political myths of the Front National
in France, and ask the question whether the movement of notably Jean-Marie le Pen has
reactivated some aspects of this ideological tradition in France.
This course will be based on the study of primary sources of a varying nature (novels,
autobiographies, political and economic programmes, visual and spoken propaganda,
newspaper articles).
Learning outcomes:
On completion of this module, students will be able to:

Analyze critically and independently, in English and French, a variety of primary
and secondary texts and documents from the relevant period and a variety of
sources,

Demonstrate an understanding and an ability to work within the specificity of
disciplines such as history, politics, literature, ideas and culture,

Demonstrate a broad and interrelated knowledge of the intellectual, political,
social and historical background of France since the French Revolution

Demonstrate originality in identifying thematic research questions in the fields of
history, politics, ideas and culture

Select and use appropriate methodologies and relevant resources

Demonstrate independence and originality in identifying research questions and
critical concepts

Mobilize the knowledge, strategies and skills needed for further intellectual
development and independent, lifelong learning.
Assessment essay questions:
Page 16
1.
What do you understand by the term “guerres franco-françaises”? Give
examples of such events with reference to the themes of the course.
2.
“[...] En réalité la véritable situation des gens que nous avions devant nous
était pendant longtemps non pas de dire et de croire Dreyfus coupable, mais
de croire et dire qu'innocent ou coupable on ne troublait pas, on ne
bouleversait pas, on ne compromettait pas, on ne risquait pas pour un
homme, pour un seul homme, la vie et le salut d'un peuple, l'énorme salut de
tout un peuple [...]” What does this quotation tell you about the conflict of
values between Dreyfusards and anti-dreyfusards?
3.
To what extent can we say that Fascist ideology was invented during the
Belle Epoque in France? Give precise examples to illustrate your answer.
4.
How accurate is the term 'fascist' for describing extreme right-wing
individuals, groups and ideologies in France from 1870 to 1945?
5.
What is the relevance of the notions of decadence and palingenesis in the
study of right-wing thought in France?
6.
To what extent were the policies of Vichy the culmination of antienlightenment values?
7.
« Comment voulez-vous gouverner un pays où il existe 258 variétés de
fromage? » Give precise examples relating to the course that explain and
illustrate de Gaulle’s comment about the nature of politics in France.
8.
Le devoir de mémoire donne-t-il le droit d'ouvrir un procès perpétuel à la
génération de la seconde guerre? Comment on this question with reference
to individuals and the political choices they made during the Occupation.
FR 4036 French Travel Writing 1800-2000 (Prof. Scott)
Dating back many centuries, French travel writing had, by the 1800s, established itself as a major
genre in France, and has been practised since by many authors. The aim of this course will be,
while confronting the generical problems it raises, to explore the motivations — political,
historical, literary, æsthetic — of its exponents and to investigate the myths and fantasies that
form an inseparable part of it. Examples will be drawn from the work of poets, novelists, painters,
semiologists and political scientists working over the last 150 years, and will cover voyages to
Spain, North Africa, the Congo, the Near East, China, Japan, the Pacific, North America and
Russia.
Barthes, Roland
Baudrillard, Jean
Claude Lévi-Strauss
Fromentin, Eugène
Gauguin, Paul
L’Empire des signes (Flammarion)
Amérique (Livre de Poche)
Tristes Tropiques (Plon ‘Pocket’)
Un été dans le Sahara (Le Sycomore)
Oviri. Ecrits d’un sauvage (Gallimard: Idées)
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Gautier, Théophile
Gide, André
Gide, André
Michaux, Henri
Michaux, Henri
Segalen, Victor
Voyage en Espagne (GF)
Voyage au Congo (Gallimard: Idées)
Retour de l’URSS (Gallimard: Idées)
Un Barbara en Asie (Gallimard)
Ecuador (Gallimard)
Essai sur l’exotisme
On successful completion of this module, students should be able to:

Demonstrate substantial knowledge of the range of French travel writing 18002010

Demonstrate an acquaintance with the human sciences that have a bearing on
travel writing, eg ethnology, sociology, semiotics

Show awareness of the key issues relating to intercultural confrontation: identity,
the Other, colonialism

Evaluate and reflect critically on important travel writing issues

Make coherent and informative oral and written presentations on travel topics in
both English and French

Apply the knowledge and skills acquired on this module to study or research in
other related fields
FR4035 Writing the Other: Biography, Autobiography and Photography in Contemporary
French Writing (Prof. Gratton)
Aims: This module begins by examining examples of biographical writing (where the ‘other’ is the
biographical subject) with a view to broadening the notion of the ‘other’ in a more speculative
manner to include lines of inquiry such as:
1)
2)
3)
4)
the mixing of autobiographical and fictional elements into the biographical project;
the photographic image as the ‘other’ of written text;
the instance or experience of the self as ‘other’;
the ‘otherness’ of memory itself.
Students will be encouraged to develop their own interests and insights by comparing and
contrasting works by different authors among the prescribed texts. While several of the
prescribed texts are relatively short, students should note that they will also be required to
engage with a selection of the critical and theoretical works recommended in the secondary
reading list (to be distributed at the start of the course).
Objectives: Through exposure to a variety of texts that mix the biographical, the autobiographical
and the photographic, students will become familiar with the key issue of generic hybridity in
contemporary French writing and will become acquainted with a number of important theoretical
preoccupations in contemporary critical thought, such as the theory of the subject, self/other
relations, and issues in textual/visual studies. Students will have developed their close reading
skills, their ability to compare and contrast works by different authors, and their capacity to
Page 18
exercise initiative in the way they go about defining and pursuing their own areas of interest
within the course
Structure: Weekly two-hour seminars throughout the academic year.
Prescribed Texts (in taught order)
Semester 1
Ernaux, Annie, La Place (1983, Folio p/b edition),
Ernaux, Annie, Une Femme (1987, Folio p/b edition)
Modiano, Patrick, Dora Bruder (1997, Folio p/b edition)
Carrère, Emmanuel, L’Adversaire (2000, Folio p/b edition)
Semester 2
Barthes, Roland, La Chambre claire (Seuil/Gallimard, 1980)
Duperey, Annie, Le Voile noir (1992, Seuil ‘Points’ p/b edition)
Depardon, Raymond, Errance (2000, Seuil ‘Points’ p/b edition)
Calle, Sophie, Des Histoires vraies (Actes Sud, 2006)
Calle, Sophie, L’EROUV de Jérusalem (Actes Sud, 1996)
Ernaux, Annie, Marie, Marc, L’Usage de la photo (2005, Folio p/b edition)
(NB Dates above refer to year of original publication not that of subsequent paperback (p/b)
reprints)
Seminar Programme
Semester 1 (week 7 = Study Week)
1-1
Contact Session/Introduction
2-2
Ernaux, La Place
3-3
Ernaux, Une Femme
4-6
Modiano, Dora Bruder
8-10 Carrère, L’Adversaire
11-12 Barthes, La Chambre Claire
Semester 2 (Week 7 = Study Week)
1-3
Duperey, Le Voile noir
4-5
Depardon, Errance
6-8
Calle, Des histories vraies
9-9
Calle, L’Erouv
10-12 Ernaux / Marie, L’Usage de la photo
Learning Outcomes
On successful completion of the module, students should be able to:
Analyse critically and independently, in English and French, the set texts and related
secondary works of both a specific and general nature
Demonstrate a sound understanding of the interrelatedness of biography,
autobiography and photography in relevant examples of contemporary French writing
Page 19
Organise and present ideas in English and French, in writing and orally, within the
framework of a structured and reasoned critical argument
Mobilise the knowledge and skills needed for further intellectual development or
research and independent life-long learning.
Essay Topics
These can be made available, but students are encouraged to propose topics arising
from their own interests.)
FR4040 Writing and Deconstruction (Dr Opelz)
_____________________________________________________________
Ever since Plato sought to divorce writing from speech and thus relegate the former to
little more than a defective, if not an altogether unreliable form of the latter, the
question of writing lay dormant, century after century, as Western philosophy unfolded
and spread its sway. Heedless of its own potentially problematic status as a mode of
written discourse, philosophy set course for the great questions that captivated and
troubled humankind. Although the problems posed by writing – what is the relationship
between writing and language? between writing and thought? between the written word
and the spoken word? between philosophy and other discursive forms (for example,
literature)? – were never simply ignored by philosophers, it was not until French thinker
Jacques Derrida (1930-2004) began to investigate them in the second half of the
twentieth century that writing, as a serious philosophical inquiry, took centre stage.
More precisely, with Derrida, the scene of writing, as it is played and replayed in the
work of a number of exemplary writers and thinkers across the centuries, does not only
become a decisive question for philosophy but exposes also that which displaces
philosophical discourse itself. Through this displacement, Derrida argues, all our
inherited assumptions are thrown into question, including those on which thought,
writing, language occur at all. The purpose of this module will be to explore the
process, practice, or event – known today the world over as ‘deconstruction’ – through
which these assumptions are radically called into question. Four key French figures will
guide us through the pressing issues that Derrida’s writings compel us to confront:
Jean-Jacques Rousseau (1712-1788), Stéphane Mallarmé (1842-1898), Antonin
Artaud (1896-1948), and Maurice Blanchot (1907-2003). The focus of this module will
be twofold: first, we shall examine a select number of texts by the four authors under
discussion and see how these texts raise theoretical questions about writing; second,
we shall look at the way Derrida problematizes these questions by focusing on some of
his best-known and ground-breaking essays. As such, the module will offer students an
opportunity to address the issues at stake from a variety of perspectives (philosophy,
poetry, drama, literary criticism) and is designed to assist them in expanding both their
analytical skills and their conceptual language. This module will be especially useful for
those with an interest not just in literary theory but also, more generally, in the age-old
conversation between literature and philosophy.
Course texts:
ROUSSEAU
Jean-Jacques Rousseau, Essai sur l’origine des langues (1781) (Paris: Flammarion
(coll. GF), 1993)
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Jacques Derrida, selection from De la grammatologie (Paris: Minuit (coll. Critique),
1967)
MALLARMÉ
Stéphane Mallarmé, selection from Igitur, Divagations, Un coup de dés (Paris:
Gallimard (coll. Poésie), 2003)
Jacques Derrida, ‘La Double séance’ (1970), in La Dissémination (Paris: Le Seuil (coll.
Points Essais), 1972).
ARTAUD
Antonin Artaud, selection from L’Ombilic des limbes, suivi de Le Pèse-nerfs et autres
textes (Paris: Gallimard (coll. Poésie), 1978)
, Le Théâtre et son double (1938) (Paris: Gallimard (coll. Folio
Essais), 1973)
Maurice Blanchot, ‘Artaud’ (1956), in Le Livre à venir, op. cit.
, ‘La Cruelle raison poétique’ (1958), in L’Entretien infini, op. cit.
Jacques Derrida, ‘La Parole soufflée’ (1965), in L’Écriture et la différence (Paris: Le
Seuil (coll. Points Essais), 1967)
, ‘Le Théâtre de la cruauté et la clôture de la représentation’ (1966),
in L’Écriture et la différence, op. cit.
BLANCHOT
Maurice Blanchot, ‘La Pensée et l’exigence de la discontinuité’ (1963), in L’Entretien
infini, op. cit.
, ‘Parler, ce n’est pas voir’ (1960), in L’Entretien infini, op. cit.
, ‘Héraclite’ (1960), in L’Entretien infini, op. cit.
, selection from Le Pas au-delà (Paris: Gallimard (coll. Blanche),
1973)
Jacques Derrida, Positions (Paris: Minuit (coll. Critique), 1972)
, ‘La Différance’ (1972), in Marges – de la philosophie (Paris: Minuit
(coll. Critique), 1972)
, selection from Parages (1986), new ed. (Paris: Galilée, 2003)
Learning Outcomes
On successful completion of this module students should be able to:

Analyse critically and independently a range of texts, from the eighteenth to the
twentieth century, by writers and thinkers whose works were decisive for the
development of deconstruction

Discuss and examine key aspects of deconstructive thought from a variety of
perspectives (philosophy, poetry, drama, and literary criticism)

Organise and present ideas in English and French, in writing and orally, within
the framework of a structured and reasoned critical argument

Use the appropriate methodologies and relevant resources for the presentation
of their work

FR4038 Court and Conflict in 16th and 17th – Century France (Dr Alyn Stacey)
______________________________________________________________________
Aims: The aim of this module is to provide students with an insight into the importance of the
Court in 16th and 17th-century France and the extent to which it was often at the centre of social
conflict. It aims also to look at some of the key socio-philosophical and literary changes which
Page 21
made themselves felt at every level of society during the 16th and 17th centuries. Through close
textual analysis of some of the major writings of the period, the course aims to examine the
representation of the Court, the writings of major Court writers and notions of ideal kingship. The
course will also analyse modern cinematic representations of the court.
Objectives: By the end of the module, students will be acquainted with the works of some of the
major writers of the 16th and 17th centuries. They will be familiar with a considerable range of ideas
and genres which reflect the preoccupations of the time. They will be familiar with the aims of
‘heritage’ cinema. They will have developed their abilities to closely analyse texts and film.
Module Structure: Teaching will be by lecture, student papers and discussion. Students are also
encouraged to attend the seminars organised by the Centre for Medieval and Renaissance
Studies based in Trinity (details from Sarah Alyn Stacey, Coordinator of the Centre). The course is
structured as follows:
Michaelmas Term
Introduction
Filming the Renaissance Court
La Reine Margot (Patrice Chéreau, 1994)
French Court versus Papal Court
Joachim Du Bellay, Les Regrets (Larousse)
Ideal Kingship
François Rabelais, Gargantua (Garnier Flammarion)
Cleopatra in the Renaissance
Etienne Jodelle, Cléopâtre captive (edition provided)
Hilary Term
Kings, Politics and Honour
Pierre Corneille, Cinna (Paris, Garnier Flammarion)
Passions and the Court
Racine, Phèdre (Paris, Bordas)
A libertin view of the world
Saint-Amant, Anthology (edition provided)
The Spiritual versus the Earthly Order
Blaise Pascal, Trois discours des grands (Departmental edition to be provided)
Filming the 17th-Century Court
Tous les matins du monde (Alain Corneau, 1992)
SPECIAL SUBJECTS (Dissertation) 2012-2013
(= FR4060 Dissertation 10 ECTS)
By the start of the SS year, all students should have already consulted members of staff about
a Dissertation subject, made an agreement with a member of staff to act as their supervisor,
and formulated at least a provisional title for the Dissertation with the help and approval of their
supervisor.
Students are advised to resume contact with their supervisors early in the new academic year
and to agree a timetable of meetings for the MT semester in order to enhance their prospects
of making serious progress on their research project by the New Year. You are reminded that
Page 22
the Dissertation is to be submitted by 12pm March 4 2013 and that the requirted length of the
dissertation is 9,000–12,000 words.
Learning outcomes:
On successful completion of this module, students will be able to:
 Communicate clearly in English or French in an extended piece of academic
prose with appropriate style and discourse

Organise and present ideas in English or French, in writing and orally, within
the framework of a structured and reasoned argument,

Use the tools, models and theories of specific disciplines such as linguistics,
literature, ideas and culture to solve research questions

Identify topics for independent research in one of the above disciplines

Use appropriate research methods to explore a research topic

Use databases and other library resources to identify and source appropriate
research materials

PLAGIARISM
STATEMENT ON PLAGIARISM
Plagiarism is defined as being ‘the wrongful act of taking the product of another
person’s mind and presenting it as one’s own’ (A. Lindey, Plagiarism and Originality,
1952, p.2). It can arise from actions such as:
18) copying another student’s work;
19) enlisting another person or persons to complete an assignment on the student’s
behalf;
20) quoting directly, without acknowledgement, from books, articles, the internet, or
other sources, either in printed, recorded or electronic format;
21) paraphrasing, without acknowledgement, the writings of other authors;
Everyone gets a large proportion of their ideas from elsewhere: indeed you should
make use of other people’s writings. However, it is important that you distinguish
clearly between your own words and the ideas and words of someone else. Direct
quotations must be indicated by quotation marks and an indication of the source, with a
page number and a reference traceable through your bibliography. When you
paraphrase someone else’s work, it is enough to indicate the source, with a page
number and a reference to the bibliography. The bibliography should list all the works
you have consulted, not only those that you quote from. Including a work in the
bibliography is not sufficient: you must indicate the source of any quotation or
paraphrase in the body of your work.
Your attention is drawn to the entries in the College Calendar which deal with
plagiarism. The Calendar is available on line at http://www.tcd.ie/calendar/part1/
(click on General Regulations and Information (PDF, 116 kB). You should in
Page 23
particular consult paragraphs H37 , 41 and 43 and H70 to 78 (in the 2008-09
Calendar these paragraphs are on pages H8-9 and H16-18).
In accordance with the Calendar regulations the School and its component
departments regard plagiarism as a serious offence which may lead to a 0 mark for the
work submitted and possibly to disciplinary action by College.
Students should note that, in addition to downloading material from the World Wide
Web, asking native speakers in your target language to correct work is also defined as
plagiarism and will be monitored and penalized.
The above regulations on plagiarism apply in exams, in submitted essays,
dissertations, case studies, and in assessed language work. Remember that if you fail
to give adequate sources, lecturers may ask you to account for the originality of your
work.
For
information
on
referencing,
consult
the TCD Library web-site at
http://www.tcd.ie/Library/help/howtocite.php and advice from your department.
CALENDAR ENTRY:
STATEMENT ON PLAGIARISM
Plagiarism is defined as being ‘the wrongful act of taking the product of another
person’s mind and presenting it as one’s own’ (A. Lindey, Plagiarism and Originality,
1952, p.2). It can arise from actions such as:
22) copying another student’s work;
23) enlisting another person or persons to complete an assignment on the student’s
behalf;
24) quoting directly, without acknowledgement, from books, articles, the internet, or
other sources, either in printed, recorded or electronic format;
25) paraphrasing, without acknowledgement, the writings of other authors;
Everyone gets a large proportion of their ideas from elsewhere: indeed you should
make use of other people’s writings. However, it is important that you distinguish
clearly between your own words and the ideas and words of someone else. Direct
quotations must be indicated by quotation marks and an indication of the source, with a
page number and a reference traceable through your bibliography. When you
paraphrase someone else’s work, it is enough to indicate the source, with a page
number and a reference to the bibliography. The bibliography should list all the works
you have consulted, not only those that you quote from. Including a work in the
bibliography is not sufficient: you must indicate the source of any quotation or
paraphrase in the body of your work.
Your attention is drawn to the entries in the College Calendar which deal with
plagiarism. The Calendar is available on line at http://www.tcd.ie/calendar/part1/
Page 24
(click on General Regulations and Information (PDF, 116 kB). You should in
particular consult paragraphs H37 , 41 and 43 and H70 to 78
In accordance with the Calendar regulations the School and its component
departments regard plagiarism as a serious offence which may lead to a 0 mark for the
work submitted and possibly to disciplinary action by College.
Students should note that, in addition to downloading material from the World Wide
Web, asking native speakers in your target language to correct work is also defined as
plagiarism and will be monitored and penalized.
The above regulations on plagiarism apply in exams, in submitted essays,
dissertations, case studies, and in assessed language work. Remember that if you fail
to give adequate sources, lecturers may ask you to account for the originality of your
work.
For information on referencing, consult the TCD Library web-site at
http://www.tcd.ie/Library/help/howtocite.php and advice from your department. (Please refer to
Calendar for complete entry)
Page 25
IMPORTANT CALENDAR REGULATIONS
Language performance at examinations:
In each year, candidates in modern languages must provide evidence of their proficiency in
writing and speaking the language concerned. Proficiency will be assessed by performance in
the annual examination and, in some departments, by assessment work set during the year. A
student who fails to satisfy the examiners in the language component will be deemed to have
failed the examination overall. A distinction in spoken language may be awarded in the
Sophister years, at the discretion of the examiners, to candidates in modern languages. In the
School of Irish and Celtic Languages distinctions in the spoken language may be awarded in
all years.
In the Department of French, this regulation is interpreted as meaning that at examinations,
the aggregate mark of all language exercises, including the oral, must attain an average of at
least 40.
Residence abroad:
Students taking one or two modern languages other than English must spend not less than
two months in the country of each language in order to fulfill the requirements of their course;
students of Irish must spend at least the same length of time in the Gaeltacht. The residence
required for each language must be completed before the moderatorship examination in that
language. This requirement can be waived only in exceptional circumstances and with the
prior approval of the schools or departments concerned.
NOTE IMPORTANT CALENDAR CLARIFCATION
TSM regulations (Calendar K 6&7, Junior and Senior Sophister examination
regulations, Pattern B Students in force up until 2009) require candidates to pass both
parts of the moderatorship examinations in order to be eligible for a moderatorship
award. Moderatorship Part I is taken at the end of the JS year and Moderatorship Part
II is taken in two elements, at the end of the JS and SS years. As a result of the
previous changes to the JS regulations for ECTS purposes which require TSM to
publish the JS Moderatorship Part II element, it has now become necessary to clarify
the requirements for passing the Moderatorship Part II. Students will now be required
to pass all elements of their Moderatorship Part II in order to pass their Moderatorship
Part II overall. They will therefore be required to pass the JS Moderatorship Part I and
Part II elements in their JS year in order to rise to the SS year. Furthermore, in
addition, they will be required to pass the SS Moderatorship Part II element in order to
pass their Moderatorship Part II overall.
As a result of these changes the TSM Management Committee also approved
amending the regulations for the award of an Ordinary degree in TSM. In the JS year,
they will be required to meet the same regulation required to pass their JS year overall,
i.e. pass the JS Moderatorship Part I and Part II elements in their JS year. In the SS
year, they will continue to be allowed the award of Ordinary B.A. on their answering in
the Senior Sophister examination.
These changes will take effect in 2009/10 for Junior Sophister students and in
2010/11 for Senior Sophister students. The clarified regulation is as below.
Page 26
B. PATTERN B STUDENTS (This means TSM French students)
(i) General academic progress — see §19 above.
(ii) The Junior Sophister examination in the subject studied for the first three years of
the course (minor subject) is part I of the moderatorship examination.
(iii) The Junior Sophister examination/assessment in the subject studied for all four
years of the course (major subject) forms part of the moderatorship part II examination.
(iv) There are no supplemental examinations.
(v) Examinations are held during Trinity term.
(vi) Students who obtain a grade of III or higher in both subjects may proceed to the
Senior Sophister year, subject to the conditions set out in §19 above.
(vii) Students who have been awarded an F grade in one or both subjects may repeat
the year in both subjects, but students will not be allowed to repeat the year or the
examinations more than once.
(viii) The marks achieved in part I of the moderatorship examination represent 35 per
cent of the total moderatorship marks.
(ix) The marks achieved in part II of the moderatorship examination/assessment in the
Junior Sophister year represent 15 per cent of the total moderatorship marks. These
marks represent 150 of the 650 marks awarded to part II of the moderatorship, the
remaining 500 marks are awarded in the Senior Sophister year.
(x) Students who have completed the Junior Sophister year of a two-subject
moderatorship course and who are proceeding to the moderatorship part I examination
in a modern language may, be permitted by the Senior Lecturer to go off the books and
to defer for one year their moderatorship part I examination, in order to spend that year
in a country where that language is spoken. Such permission will be given only to
students who have been satisfactory in attendance and in performing prescribed
exercises.
(xi) Students who obtain a minimum grade of III in both subjects at the annual
examination may be permitted to graduate with an ordinary degree of B.A. Except by
special permission of the University Council, the ordinary degree of B.A. may be
conferred only on candidates who have spent at least three years in the University.
Page 27