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FALL 2012: French 201 in ADMN-219 (MWF 9:15-10:20): Intermediate French

Prof: Mark Jensen
Office: ADMN-220
Phone: (253) 535-7219
E-mail: jensenmk@plu.edu
Web page: www.plu.edu/~jensenmk/
Office hours: M 2:50 p.m.-3:50 p.m., W 2:50 p.m.-4:50 p.m., F 2:50 p.m.-4:50 p.m. and by appointment.


Materials

Required purchase:

  • St. Onge, Susan and Ronald St. Onge. Interaction: langue et culture — with iLrn Printed Access Card. 8th ed. Heinle/Cengage Learning, 2011. When registering online for the course, use the course code GXXDR744. You will also need a book code, which comes with your purchased materials.
  • Conditto, Kerri. Etre et avoir : Un film de Nicholas Philibert. Focus Publishing, 2005.
  • Miquel, Claie. Vocabulaire progressif du français avec 250 exercices. CLE International, 2002.
  • Cuthbertson verb wheels: French. Houghton Miffliin, 1935.

 

Course goals

This course begins a sequence to be completed with French 202, which will also use Interaction and Miquel's Vocabulaire progressif du français.)

All work in this class will be in French—well, almost all. With infrequent exceptions like this syllabus, all communication will be in French. You will endear yourself to the instructor if you consider the classroom a French-language zone (une zone de langue française) where use of other languages is an awkward if politely tolerated presence (une présence maladroite mais tolérée poliment) except in exceptional circumstances.  (But it's always appropriate to say Comment dit-on « blablabla » en français ? or Qu'est-ce que « blablabla » veut dire en anglais ?)

The goals of French 201 are:

First, to develop your ability to speak and write effectively in French, and as much as possible in authentic French (naturellement ! ); and to that end, to help you master elements of grammar essential to communicating effectively in French (évidemment ! ); 3) to enlarge your vocabulary in French in a systematic fashion (bien sûr ! ); (4) to enhance the accuracy of your French pronunciation (sacrebleu ! ); and 5) to make you more aware of the cultural, social, and intellectual dimensions of linguistic communication in French (cela vous étonne ? ).

Second, French 201 seeks to give you: 1) insights into the background and values of Francophone cultures, especially French culture, with, as an organizing theme, a special emphasis in the class on the notion of education (cela va sans dire ! ); and 2) some knowledge about how French culture has influenced American culture (ça alors ! ).

Third, this course aspires: 1) to enhance your ability to analyze and compare ideas and opinions, both your own and those of others (comme tous vos cours universitaires ! ) 2) through contemplation of works of literature and film and discussion of them, to deepen your acquaintance with conventions of genre, the influence of history, and the progress (espérons ! ) of ideas, and how these affect and shape human experience (heureusement ! ); and 3) though this is sometimes difficult in second-year French, to practice challenging assumptions intellectually, reflecting upon different perspectives, evaluating and explaining different viewpoints on complex issues, and defending judgments (si possible, et si ces jugements sont dignes d'être défendus ! ). In addition, intensive work with the French language at this level will give you new perspectives on your own native language and will also stimulate your reflection on language itself. If you succeed in doing all these things, you will be ahead of the instructor himself and you will be able to proceed directly to Go and collect $200 (worth 164.95 euros on July 23, 2012, the 72nd anniversary of the marriage of the instructor's dear departed parents—up from 146.50 euros for the same amount only eighteen months ago, but down to 162.05 euros about a month later on August 20, 2012)!

In the fourteen weeks of this course, you will 1) work through the first half of a popular second-year French textbook and half of a systematic review of practical French vocuabular; 2) and study in tedious detail an endearing recent film about French education (Etre et avoir) and read some short passages from works of French literature, acquainting you with a few of the critical notions that French culture has contributed to the Zeitgeist (Zut ! pardonnez mon allemand ! ).  Along the way, you'll do countless exercises, write and revise six compositions, make two class presentations with one or two other students, and take a midterm and final exam.

Activities in class will vary in a monotonously predictable yet curiously reassuring weekly fashion.

We will cover five chapters in Interaction, devoting the first two classes of a two-week period to the chapter material. Before Monday's and Wednesday's classes you'll study a certain number of pages in the textbook and go online to the iLrn website to do a considerable number of assigned exercises before class that are based on these pages in the textbook. Our course website will present the exercises as "due" on the day of the class, and you should be able to do them until midnight of that day, but I expect you to have done them before class. Some of these are written exercises with right and wrong answers, some demand you to do a little writing, some require listening and answering questions, and some require you to make a brief recording (some could be done with a partner, but you'll be doing them on your own, playing both speaking roles if that is appropriate). If your own computer is not equipped with a microphone, you'll need to do those in the Language Resource Center (3rd floor of the library) or at some other mike-equipped computer.

In addition to these exercises, exercises from the Student Activities Manual of Interaction are assigned. You have three days after the related class to do these exercises, but it's best to do them as soon as possible. All of these excercises will be graded and count toward that part of your grade.

In general, every class will begin with some work on two pages of a different book, Miquel's Vocabulaire progressif du français avec 250 exercices : niveau débutant.  You should bring this book to every class. 

During weeks that we are working on one of the textbook chapters in Interaction, on Monday and Wednesday, after working on Miquel we'll have some general conversation about a chapter- related theme which you will have worked on before class, and we will then work on the language points emphasized in that chapter. You'll have studied the material in the book to prepare for class, and many supplementary exercices will be handed out and done in class.

In addition, every Monday, except for the first and last week of the class, you will turn in a French composition—either a first draft or a revision. The subjects and due dates of these compositions or rédactions are listed below.

Fridays will be devoted to works of literature and film (though we'll also spend a few minutes reviewing a couple pages in Miquel's Vocabulaire progressif du français). In the first half of the semester, Fridays (le vendredi ! enfin ! merci Dieu ! ) will be devoted to work with Etre et avoir, a documentary film that became an unexpectedly popular hit when it was released in 2002. We'll watch it in its entirety on Sept. 7 & 14, and then study shorter parts of it on Sept. 21, Sept. 28, Oct. 5, and Oct. 12. In the second half of the semester, we'll work on passages from texts that appear in Ch. 1-5 of Interaction.

Class schedule

Wed., Sept. 5

Introductions and what sociologist Erving Goffman would call presentations of self. Discussion of course, study methods, and expectations for the course. Some English, for the sake of clarity. A glimpse of Etre et avoir.

Fri., Sept. 7

Before class: (1) Study pages 1-14 of Kerri Conditto's workbook based on Etre et avoir and do the following written exercises (écrivez tout !), to be turned in to me in in class: pp. 7-8 (A, B, D); pp. 12-14 (ex. A, C, E). (2) Spend some time leafing through Interaction, familiarizing yourself with the organization the book and its chapters, as well as the reference material in the back of the book (appendices and verb charts, glossary, and index). In class: (1) Miquel, Vocabulaire progressif, pp. 6-7. (2) We'll watch the first part of Etre et avoir.

Mon., Sept. 10

Before class: (1) Study Interaction, Chapter 1, pp. 1-6, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) Your first composition is due in class. (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 8-9.

Wed., Sept. 12

Before class: (1) Study Interaction, Chapter 1, pp. 6-16, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 10-11.

Fri., Sept. 14

Before class: Study pages 16-22 of the workbook based on Etre et avoir and do the following written exercises (écrivez tout !), to be turned in to me in in class: pp. 16-17 (ex. A, B); p. 18 (ex. A); p. 20 (ex. B); p. 22 (ex. B). In class: (1) Miquel, Vocabulaire progressif, pp. 12-13. (2) Most of the class will be spent watching the second half of Etre et avoir.

Mon., Sept. 17

Before class: (1) Study Interaction, Chapter 1, pp. 16-23, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) The revised, corrected version of your first composition is due in class. In class: (1) Miquel, Vocabulaire progressif, pp. 14-15.

Wed., Sept. 19

Before class: (1) Study Interaction, Chapter 1, pp. 24-31, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 16-17.

Fri., Sept. 21

Before class: In the workbook based on Etre et avoir, do the following written exercises (écrivez tout !), to be turned in to me in in class: pp. 33-34 (ex. A, D); p. 35 (ex. A). In class: (1) Miquel, Vocabulaire progressif, pp. 18-19. (2) Rescreening and discussion the first part of Etre et avoir : what are those turtles (ces tortues) doing in the film, anyway?

Mon., Sept. 24

Before class: (1) Study Interaction, Chapter 2, pp. 38-42, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) Your second composition is due in class (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 20-21.

Wed., Sept. 26

Before class: (1) Study Interaction, Chapter 2, pp. 42-53, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 22-23.

Fri., Sept. 28

Before class: In the workbook based on Etre et avoir, do the following written exercises (écrivez tout !), to be turned in to me in in class: p. 38 (ex. A); p. 40 (ex. A); pp. 42-44 (ex. A, #1, #2, #9, #12, #14). In class: (1) Miquel, Vocabulaire progressif, pp. 24-25. (2) Most of the class will be spent watching the second half of Etre et avoir.

Mon., Oct. 1

Before class: (1) Study Interaction, Chapter 2, pp. 54-62, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) The revised, corrected version of your second composition is due in class. In class: (1) Miquel, Vocabulaire progressif, pp. 26-27.

Wed., Oct. 3

Before class: (1) Study Interaction, Chapter 2, pp. 63-67, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 28-29.

Fri., Oct. 5

Before class: On a separate sheet of paper, once again copy out exercises in Conditto, this time on pp. 41 (ex. B, C) & 42 (ex. A, #3, #4, #5, #6, & #7). In class: (1) Miquel, Vocabulaire progressif, pp. 30-31. (2) We'll watch the third quarter of the film again.

Mon., Oct. 8

Before class: Your third composition is due in class (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 32-33. (2) In-class presentations. (3) Review for midterm.

Wed., Oct. 10

In class: (1) Miquel, Vocabulaire progressif, pp. 34-35. (2) In-class presentations. (3) Review for midterm.

Fri., Oct. 12

Before class: You guessed it! Copy out on separate sheets of paper the exercises in Conditto, pp. 43-44 (ex. A, #8, #10, #13, & #15). In class: (1) Miquel, Vocabulaire progressif, pp. 36-37. (2) We'll study in greater depth the last quarter of Etre et avoir, reaching ever deeper levels of profound meaning along with heights of shameless sentimentality.

Mon., Oct. 15

Before class: (1) The revised, corrected version of your third composition is due in class. In class:(1) Miquel, Vocabulaire progressif, pp. 38-39. (2) In-class presentations. (3) Review for midterm.

Wed., Oct. 17

MIDTERM EXAM.

Fri., Oct. 19

Mid-semester break.

Mon., Oct. 22

Before class: (1) Study Interaction, Chapter 3, pp. 74-77, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) Your fourth composition is due in class (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 40-41.

Wed., Oct. 24

Before class: (1) Study Interaction, Chapter 3, pp. 78-89, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 42-43.

Fri., Oct. 26

Before class: Study Interaction, pp. 34-35 (Philippe Delerm, « Le croissant du trottoir ». In class: (1) Miquel, Vocabulaire progressif, pp. 44-45. (2) Discussion of Delerm.

Mon., Oct. 29

Before class: (1) Study Interaction, Chapter 3, pp. 90-100, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) The revised, corrected version of your fourth composition is due in class. In class: (1) Miquel, Vocabulaire progressif, pp. 46-47.

Wed., Oct. 31

Before class: (1) Study Interaction, Chapter 3, pp. 101-11, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 48-49.

Fri., Nov. 2

Before class: Study Interaction, pp. 69-72 (Annie Ernaux, « Les armoires vides » (extrait). In class: (1) Miquel, Vocabulaire progressif, pp. 50-51. (2) Discussion of Ernaux.

Mon., Nov. 5

Before class: (1) Study Interaction, Chapter 4, pp. 118-25, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) Your fifth composition is due in class (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 52-53.

Wed., Nov. 7

Before class: (1) Study Interaction, Chapter 4, pp. 126-34, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 54-55.

Fri., Nov. 9

Before class: Study Interaction, pp. 113-16 (Arthur Rimbaud, « Roman ». In class: (1) Miquel, Vocabulaire progressif, pp. 56-57. (2) Discussion of Rimbaud.

Mon., Nov. 12

Before class: (1) Study Interaction, Chapter 4, pp. 134-46, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) The revised, corrected version of your fifth composition is due in class. In class: (1) Miquel, Vocabulaire progressif, pp. 58-59.

Wed., Nov. 14

Before class: (1) Study Interaction, Chapter 4, pp. 147-51, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 60-61.

Fri., Nov. 16

Before class: Study Interaction, pp. 153-56 (Jean-Philippe Toussaint, « La Télévision » (extrait). In class: (1) Miquel, Vocabulaire progressif, pp. 62-63. (2) Discussion of Toussaint.

Mon., Nov. 19

Before class: (1) Study Interaction, Chapter 5, pp. 158-62, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) Your sixth composition is due in class (see below.) In class: (1) Miquel, Vocabulaire progressif, pp. 64-65.

Wed., Nov. 21

Before class: (1) Study Interaction, Chapter 5, pp. 162-74, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 66-67.

Fri., Nov. 23

THANKSGIVING BREAK.

Mon., Nov. 26

Before class: (1) Study Interaction, Chapter 5, pp. 175-82, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. (2) The revised, corrected version of your sixth composition is due in class. In class: (1) Miquel, Vocabulaire progressif, pp. 68-69.

Wed., Nov. 28

Before class: (1) Study Interaction, Chapter 5, pp. 183-87, and do the related exercises on the iLrn website. Be prepared to discuss the « Réflexions » questions. In class: (1) Miquel, Vocabulaire progressif, pp. 70-71.

Fri., Nov. 30

Before class: Study Interaction, pp. 189-91 (Albert Camus, « La peste » (extrait). In class: (1) Miquel, Vocabulaire progressif, pp. 72-73. (2) Discussion of Camus.

Mon., Dec. 3

In class: (1) Miquel, Vocabulaire progressif, pp. 74-75. (2) In-class presentations. (3) Review for final.

Wed., Dec. 5

In class: (1) Miquel, Vocabulaire progressif, pp. 76-77. (2) In-class presentations. (3) Review for final.

Fri., Dec. 7

In class: (1) Miquel, Vocabulaire progressif, pp. 78-79. (2) In-class presentations. (3) Review for final.

QUIA homework schedule

QUIA exercises from the textbook should be done the class on the day they are due. QUIA exercises from the Student Activities Manual should be done within three days of the class on the related subject (the due dates are posted on the iLrn website). After that date the QUIA site will no longer accept your work. And neither will I!

Recommended:  As you do exercises, use your doughty Cuthbertson verb wheel to review verbs you've forgotten or with which you're not familiar.

Schedule of compositions

NOTE: These are due in class on the day indicated. Double-space and leave margins on all sides of at least one inch (2.54 centimeters).

MORAL PHILOSOPHY. Mon., Sept. 10

Dialogue entre vous et votre conscience (votre alter ego).  Votre conscience emploie beaucoup de verbes à l'impératif ! (150 mots)

FOOD AND LIFE. Mon., Sept. 24

Les repas sont maintenant plus faciles à préparer. Est-ce que la vie est en conséquence meilleure ? Citez des raisons et des exemples spécifiques pour justifier votre avis. (150 mots)

COMMANDER IN CHIEF. Mon., Oct. 8

Imaginez que vous partez en voyage (un séjour à l'étranger par exemple) et que vous donnez des instructions à quelqu'un de votre famille, à un ami ou à une amie.  Utilisez beaucoup de verbes à l'impératif et les verbes suivants au moins une fois : vouloir ; pouvoir ; devoir ; voir ; savoir ; et falloir (il faut).  Révisez Interaction, pp. 10 & 59-60 avant de commencer. (200 mots)

EVERYONE'S A STAR. Mon., Oct. 22

Comment est-ce que les films et la télévision influencent le comportement des gens ? Donnez des exemples et citez des raisons. (200 mots) 

          

GENERATIONAL CHANGE

. Mon., Nov. 5

 
Chaque génération est différente.  Comment est-ce que votre génération est différente de celle de vos parents ?  Donnez des exemples et proposez des raisons. (250 mots)

EDUCATIONAL EMBARRASSMENTS

. Mon., Nov. 19
Racontez au passé une histoire comique ou scandaleuse qui vous est arrivée à l'école primaire ou au lycée.  (250 mots)  


Calculation of grades

Your grade will be determined as follows:

  • 20% Participation
  • 20% Workbook exercises (QUIA/iLrn)
  • 20% Six compositions
  • 10% Two group presentations
  • 10% Midterm exam
  • 20% Final exam (date and time TBA).

  • Comments on each of these components:
  • Class participation
  • Faithful attendance and diligent participation are just about essential. Your attendance and participation, both in class and in individual meetings, will affect your grade. I will evaluate your participation as follows. Your presence and participation in class will be evaluated after every class. You will receive either 0, 1, 2, 3, or 4 for each class. Zero means you were absent; 1 means either that you arrived noticeably late, or did not bring needed materials, or would or could not participate; 2 means that you were present but scarcely participated, or were not adequately prepared; 3 means that you participated minimally in class activities; and 4 means that you appeared to be well prepared and made adequate efforts at communicating in French. At the end of the course the average of these scores will be laboriously calculated, and 20% of your grade will be determined by the result, on a conventional 4-point scale.
  • Workbook exercises
  • The workbook exercises will be submitted online via QUIA on the iLrn website. You'll receive a course code from me and be asked to register online, like any good citizen of cyberspace. It is your responsibility to monitor the assignments on this site and to keep up with the exercises that are due. Check back periodically for my corrections.
  • Compositions
  • Compositions Dec. may be handwritten or prepared on a word processor. They should be double-spaced or triple-spaced, with ample margins on all sides of the page. They must be handed to theinstructor in class (no email submissions will be accepted). They will be handed back with partial corrections for revision, the revision will be due in class on Monday of the following week.
  • Group presentations
  • You'll work others on two presentations to be given in class half way through, and again at the end of the semester. These all-in-French presentaiton will determine 10% of your grade.
  • Comprehensive tests
  • There will be a mid-term exam on Wednesday, Oct. 17, which will cover chapters 1-2 of Interaction and the film Etre et avoir ; this will determine 10% of your grade. A final exam (date and time TBA) will determine 20% of your final grade.

NOTE: Guess what? PLU's expectation is that students will not cheat or plagiarize, and that they will not condone these behaviors or assist others who plagiarize. In work in a foreign language, this includes the use of machine (i.e. computer) translation. Academic misconduct jeopardizes the career of the individual student involved, and also undermines the scholastic achievements of all PLU students in the sense that it attacks the mission of this institution. It should go without saying that students are responsible for doing their own work, thereby insuring the integrity of their academic records. In addition, civil conversation is central to the university's academic enterprise and guided by faculty expertise. [The university] is committed to protecting the rights of community members to engage in dialogue and express ideas in an environment that is free from harassment, discrimination, and exploitation. This freedom of expression does not, however, entail the freedom to threaten, stalk, intimidate, harass, or abuse. Students are therefore expected to treat every individual with respect and civility. (Student Code of Conduct, p. 12) An additional note: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. If you have questions concerning the services available for students with disabilities at PLU, please contact the Office of Disability Support Services, x7206.

BONNE CHANCE ET BON COURAGE !

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