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French 201 in ADMN-209 (MWF 11:15-12:20): 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: MWF 3:00 p.m.-4:00 p.m.

Materials

Required purchase:

  • Maupassant, Guy de. Une partie de campagne. Librio, 2014; ISBN 9782290089750.
  • Miquel, Claire. Vocabulaire progressif du français avec 280 exercices: Niveau débutant. Second edition. CLE International, 2010; ISBN 9782090381269.
  • Nachtmann, Francis W. Exercises in French Phonics. Stipes Publishing, 1980; ISBN 9780875632155.
  • Oukada, Larbi, Didier Bertrand, & Janet Solberg. Controverses. Third edition.  Cengage Learning, 2016; ISBN 9781305105768.
  • Oukada, Larbi, Didier Bertrand, & Janet Solberg. Controverses: Cahier d'activités. Third edition. Cengage Learning, 2016; ISBN 9781305105799.

Course goals

This course begins an intermediate French sequence that continues in the spring with French 202; French 202 also uses the 3rd edition of  Controverses and the 2nd edition of Miquel's Vocabulaire progressif du français: Niveau débutant.

Most work in this class will be in French.  With infrequent exceptions like this syllabus, communication will be in French.  The classroom is 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, like the implosion of cyberspace or the collapse of the euro.  But don't worry: it's always appropriate to say Comment dit-on « blurry » en français ? or Qu'est-ce que « flou » veut dire [en anglais] ? (or Que veut dire « flou » ?)

The goals of French 201 are:

First, to enlarge your vocabulary in French in a systematic fashion; to improve the accuracy of your French pronunciation; to help you master elements of grammar essential to communicating effectively in French; to develop your ability to speak and write correctly; and to deepen your awareness of the cultural, social, and intellectual dimensions of communication in French.

Second, French 201 seeks to give you: insights into the background and values of Francophone cultures, especially metropolitan French culture, with a special emphasis in this class on the life and work of Guy de Maupassant.

Third, this course aspires: to enhance your ability to present your reasoning effectively in French, and to analyze and compare ideas and opinions, both your own and those of others (comme tous vos cours universitaires ! ) through contemplation of authentic works and discussion of them, to deepen your acquaintance with conventions of genre, the influence of history and society, and the progress (enfin, espérons ! ) of ideas, and how these affect and shape human experience (heureusement ! ); and 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.  In addition, intensive work with the French language at this level will give you new perspectives on your own mother tongue and will also stimulate your reflection on language itself.  Should you succeed in doing all these things, you will be way ahead of the instructor and you will be able to proceed directly to Go and collect $200 (worth 183.42 euros on July 22, 2015, the date I am preparing this).

In the fourteen weeks of this course, you will 1) work through four chapters of a second-year French textbook and about half of a systematic review of practical French vocabulary; 2) read and reread a great French short story by Guy de Maupassant ; 3) watch the beginning of a satirical French series called Silex and the City; and 4) acquaint yourself 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, plan, write, and revise four compositions, make a solo class presentation on a painting and another with one or two other students on an aspect of the short story we'll study intensively., engage in a 30-minute conversation with a French-speaking interlocutor living in another country, and take a midterm and final exam.

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

We will cover the first four chapters in Controverses. On Mondays and Wednesdays, each class will have four parts: (1) Vocabulary, based on two or four pages from Vocabulaire progressif du français. You are responsible for mastering all the words and expressions that appear in bold-faced print. (2) Phonetics, based on material in Exercises in French Phonics, which you should bring to class.  (3) Grammar, based on material presented in Controverses: Cahier d'activités that you will go over before class, as well as additional materials supplied in class. (4) Conversation, based on study of material in Controverses. You'll need to bring all four of these books to class on Mondays and Wednesdays.

Fridays will be devoted to literature (though we'll also, as on Mondays and Wednesdays, spend a few minutes going over some pages in Miquel's Vocabulaire progressif du français): a story by Guy de Maupassant, « Une partie de campagne », which we will study in great detail.

Note that you'll have an assignment to prepare for almost every class.  On Wednesdays and Fridays, you'll hand in exercises from Controverses: Cahier d'activités (see below for the schedule of due dates). Every Monday in class (except October 26), a composition-related assignment will be due — either the final version of the composition (Step 3), a preliminary draft (Step 2), or a series of sentences stating the arguments you plan to make and to respond to in your composition (Step 1), as described infra.

Another element of the class will be all-in-French conversation with a native French speaker who lives abroad.  This will be conducted through a web-based service called Talk Abroad, which started up about six years ago and is now used by more than 100 universities.  You'll be required to pay for one half-hour conversations with an individual you'll choose and at a time that you'll schedule on your own.   This conversation will complement the theme — technology — of Chapter 3 of Controverses, which we'll be studying then). You should schedule this conversation by Nov. 2 for a time between Nov. 9, and Nov. 13.  We'll discuss your conversations in class during the following week, on Nov. 16 and 18.  The Section Code you should use on this website when you schedule your conversation is Jense2015-728664.   The cost to you for this element of the class is around $20.  To complete a conversation, you'll need only log into your TalkAbroad account using the Google Chrome browser, and you'll be prompted to enter a conference room.  Your conversation partner will record the conversation and later upload it to the website, where I'll be able access it and listen to it.   You can cancel and reschedule your conversation up to 12 hours before the conversation time.

A final note:  This semester I've decided to give to each 201 student a copy of the Collins French Concise Dictionary (5th U.S. ed., 2010), which is yours to keep and treasure.  The lexicographical material in this excellent dictionary is also available online.  I hope you'll keep this dictionary at your side as your read and write.  It also includes an extensive grammatical apparatus that you may find valuable.  

Class schedule

Wed., Sept. 9

(1) Introductions and what sociologist Erving Goffman (not French) would call presentations of self.  (2) Discussion of course, study methods, and expectations for the course—yours and mine. Some English, for the sake of clarity.  (3) Review exercises.   

Fri., Sept. 11

(1)  Vocabulaire progressif, pp. 6-9.  (2) Maupassant, §1 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 5 (début) à la page 6 (« . . . par le chemin de halage. »)..  (3) Silex and the city: L'héritage ingrat.

Mon., Sept. 14

(1) Vocabulaire progressif, pp. 10-11.  (2) Exercises in French Phonics, §1. (3) Cahier, pp. 16-20.  (4) Controverses, p. 24.

Wed., Sept. 16

(1) Vocabulaire progressif, pp. 12-13.  (2) Exercises in French Phonics, §2.  (3) Cahier, pp. 25-26.  (4) Controverses, pp. 32-33.

Fri., Sept. 18

(1) Vocabulaire progressif, pp. 14-15.  (2) Maupassant, §2 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 6 (« Alors on descendait . . . ») à la page 8 (« . . . à l'heure sans se presser »)..  (3) Silex and the city: Problèmes de peau.

Mon., Sept. 21

(1) Vocabulaire progressif, pp. 16-17.  (2) Exercises in French Phonics, §§3-4.  (3) Cahier, p.29.  (4) Controverses, pp. 40-41.

Wed., Sept.. 23

(1) Vocabulaire progressif, pp. 18-19.  (2) Exercises in French Phonics, §5.  (3) Cahier, pp. 31-33.  (4) Controverses, p. 43.

Fri., Sept. 25

(1) Vocabulaire progressif, pp. 20-21.  (2) Maupassant, §3 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 8 (« « C'est prêt » . . . ») à la page 11 (« . . . comme des étendards »).  (3) Silex and the city: Zone d'évolution prioritaire.

Mon., Sept. 28

(1) Vocabulaire progressif, pp. 22-23.  (2) Exercises in French Phonics, §6.  (3) Cahier, pp. 44-46.  (4) Controverses, pp. 60-61.

Wed., Sept. 30

(1) Vocabulaire progressif, pp. 24-25.  (2) Exercises in French Phonics, §7.  (3) Cahier, pp. 46-48.  (4) Controverses, p. 62.

Fri., Oct. 2

(1) Vocabulaire progressif, pp. 26-27.  (2) Maupassant, § 4 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 11 (« Cependant les canotiers avait mis . . .  » à la page 12 (« . . . nous asseoir tout près de lui »).  (3) Silex and the city: Cessez le feu !

Mon., Oct. 5

(1) Vocabulaire progressif, pp. 28-29.  (2) Exercises in French Phonics, §8.  (3) Cahier, pp. 52-53.  (4) Controverses, p. 63.  ALSO: INDIVIDUAL STUDENT PRESENTATIONS.

Wed., Oct. 7

(1) Vocabulaire progressif, pp. 30-31.  (20 Exercises in French Phonics, §9.  (3) Cahier, pp. 54-55.  (4) Controverses, pp. 67-68.  ALSO: INDIVIDUAL STUDENT PRESENTATIONS.

Fri., Oct. 9

(1) Vocabulaire progressif, pp. 32-33.  (2) Maupassant, §5 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 12 (« La yole semblait glisser. ») à la page 14 (« . . . et s'acheva dans un sanglot »).  (3) Silex and the city: L'orientation des espèces.

Mon., Oct. 12

(1) Vocabulaire progressif, pp. 34-35.  (2) Exercises in French Phonics, §§10-11.  (3) Cahier, pp. 57-60.  (4) Prof. Rebecca Wilkin talks about her recent work on l'amitié en France au dix-septième siècle.  ALSO: INDIVIDUAL STUDENT PRESENTATIONS.

Wed., Oct. 14

(1) Vocabulaire progressif, pp. 36-37.  (2) Exercises in French Phonics, §12.  (3) Cahier, pp. 64-65.  (4) Controverses, p. 71.  ALSO: INDIVIDUAL STUDENT PRESENTATIONS.

Fri., Oct. 16

(1) Vocabulaire progressif, pp. 38-39.  (2) Maupassant, §6 de « Une partie de campagne », in Une partie de campagne et autres nouvelles, de la page 14 (« Ils étaient bien pâles . . . ») à la page 15 (fin).  (3) Silex and the city: Troisième âge de pierre.

Mon., Oct. 19

(1) Vocabulaire progressif, pp. 40-41.  (2) Exercises in French Phonics, §13. (3) Midterm review.  ALSO: INDIVIDUAL STUDENT PRESENTATIONS.

Wed., Oct. 21

MIDTERM EXAM.

Fri., Oct. 23

No class — Mid-semester break.

Mon., Oct. 26

(1) Vocabulaire progressif, pp. 42-43. (2) Exercises in French Phonics, §14.  (3) Cahier, pp. 72-73.  (4) Controverses, pp. 86-87.

Wed., Oct. 28

(1) Vocabulaire progressif, pp. 44-45. (2) Exercises in French Phonics, §§15-16.  (3) Cahier, pp. 74-77.  (4) Controverses, p. 89.

Fri., Oct. 30

(1) Vocabulaire progressif, pp. 46-47.  (2) Reread Maupassant, « Une partie de campagne » for plot [l'intrigue].  (3) Silex and the city: Le feu de l'amour.

Mon., Nov. 2

(1) Vocabulaire progressif, pp. 48-49.  (2) Exercises in French Phonics, §17.  (3) Cahier, pp. 82-83.  (4) Controverses, pp. 90-91.

Wed., Nov. 4

(1) Vocabulaire progressif, pp. 50-51.  (2) Exercises in French Phonics, §18.  (3) Cahier, pp. 86-87.  (4) Controverses, pp. 96-97. 

Fri., Nov. 6

(1) Vocabulaire progressif, pp. 52-53.  (2) Reread Maupassant, « Une partie de campagne » for historic and geographic setting [le cadre historique et géographique].  (3) Silex and the city: Le déco sapiens.

Mon., Nov. 9

(1) Vocabulaire progressif, pp. 54-55.  (2) Exercises in French Phonics, §19.  (3) Cahier, p. 90.  (4) Controverses, p. 98.

Wed., Nov. 11

(1) Vocabulaire progressif, pp. 56-57.  (2) Exercises in French Phonics, §20.  (3) Cahier, pp. 95-96.  (4) Controverses, pp. 100-01.

Fri., Nov. 13

(1) Vocabulaire progressif, pp. 58-59.  (2) Reread Maupassant, « Une partie de campagne » for social setting [le cadre social].  (3) Silex and the city: Fashion victim.

Mon., Nov. 16

(1) Vocabulaire progressif, pp. 60-61.  (2) Exercises in French Phonics, §21(A).  (3) Cahier, pp. 105-06.  (4) Controverses, pp. 116-17.   

Wed., Nov. 18

(1) Vocabulaire progressif, pp. 62-63.  (2)   Exercises in French Phonics, §21(B).  (3) Cahier, pp. 107-08.  (4) Controverses, pp. 118-19.

Fri., Nov. 20

(1) Vocabulaire progressif, pp. 64-65.  (2) Reread Maupassant, « Une partie de campagne » for symbol [le symbole].   (3) Silex and the city: Le drame de la paléoprécarité.

Mon., Nov. 23

(1) Vocabulaire pratique, pp. 66-67.  (2) Exercises in French Phonics, §§21.1-21.2.  (3) Cahier, pp. 116-17.  (4) Controverses, p. 124.  ALSO: GROUP STUDENT PRESENTATIONS.

Wed., Nov. 25

(1) Vocabulaire pratique, pp. 68-69.  (2) Exercises in French Phonics, §22.  (3) Cahi9er, pp. 120-22.  (4) Controverses, p. 125.  

Fri., Nov. 27

No class ; Thanksgiving break.

Mon., Nov. 30

(1) Vocabulaire progressif, pp. 70-71.  (2) Exercises in French Phonics, §23.  (3) Cahier, pp. 126-28.  (4) Controverses, p. 126.  ALSO: GROUP STUDENT PRESENTATIONS.

Wed., Dec. 2

(1) Vocabulaire progressif, pp. 72-73.  (2) Exercises in French Phonics, §24.  (3) Cahier, pp. 132-33.  (4) Controverses, pp. 128-29.  ALSO: GROUP STUDENT PRESENTATIONS.   

Fri., Dec. 4

(1) Vocabulaire progressif, pp. 74-75.  (2) Reread Maupassant, « Une partie de campagne » for irony [l'ironie].  (3) Silex and the city: Comment mon père a mangé bio.

Mon., Dec. 7

(1) Vocabulaire progressif, pp. 76-77.  (2) Exercises in French Phonics, §25.  (3) Reveiw for final exam.  ALSO: GROUP STUDENT PRESENTATIONS.    

Wed., Dec. 9

(1) Vocabulaire progressif, pp. 78-79.  (2) Exercises in French Phonics, §26.  (3) Review for final exam.  ALSO: GROUP STUDENT PRESENTATIONS.

Fri., Dec. 11

(1) Vocabulaire progressif, pp. 76-77.  (2) Reread Maupassant, « Une partie de campagne » for theme [le thème]. (3) Silex and the city: Votez Blog !  (4) Review for final exam.

Wed., Dec. 16, 11:00 a.m.-12:50 p.m.

FINAL EXAM.

Workbook exercise schedule

The Cahier d'acitivités includes presentations of French grammar followed by exercises.

The pages assigned should be studied before class.  In class, additional material and exercises will be distributed, and after class a few of the workbook exercises should be done on separate sheets of paper and turned in on the dates indicated below, in class.  Please write out the answers to the exercises in complete sentences and turn them in on notebook paper.  For exercises that ask you to fill in a blank or otherwise complete a given text, write both the text given in the exercises and your own answers.  Not acceptable are lists of the answers to the exercises.

Wed., Sept. 16. Turn in exercise #1 on p. 17 and exercise #6 on p. 24 of the Cahier.

Fri., Sept. 18. Turn in exercises #8 and #9 on pp. 27-28 of the Cahier.

Wed., Sept. 23. Turn in exercise #10 on p. 30 of the Cahier.

Fri., Sept. 25. Turn in exercise #16 on p. 35 of the Cahier.

Wed., Sept. 30. Turn in exercise #1 on p. 48 of the Cahier.

Fri., Oct. 2. Turn in exercise #3 on p. 51 of the Cahier.

Wed., Oct. 7. Turn in exercise #4 on pp. 53-54 of the Cahier.

Fri., Oct. 9. Turn in exercise #6 on p. 55 of the Cahier.

Wed., Oct. 14. Turn in exercise #11 on pp. 62-63 of the Cahier.

Fri., Oct. 16. Turn in exercise #15 on pp. 66-67 of the Cahier.

Wed., Oct. 28. Turn in exercises #1 & #3 on pp. 73-74 of the Cahier.

Fri., Oct. 30. Turn in exercises #5 & #6 on pp. 79-80 of the Cahier.

Wed., Nov. 4. Turn in exercise #11 on p.p. 85-86 of the Cahier.

Fri., Nov. 6. Turn in exercises #13 & #14 on p. 88-89 of the Cahier.

Wed., Nov. 11.  Turn in exercise #17 on pp. 92-93 of the Cahier.

Fri., Nov. 13. Turn in exercise #19 on pp. 96-97 of the Cahier.

Wed., Nov. 18. Turn in exercises #1 & #5 on pp. 109-12 of the Cahier.

Fri., Nov. 20. Turn in exercise #6 on p. 113 of the Cahier.

Mon., Nov. 30. Turn in exercises #17 & #19 on pp. 124-26 of the Cahier.

Wed., Dec. 2. Turn in exercise #23 on p. 130 of the Cahier.

Fri., Dec. 4.  Turn in exercises #28 & #30 on pp. 133-34 of the Cahier.

Schedule of compositions

NOTE: Each of the four compositions you'll write for this class will be completed in a three-step process, following principles explained on pp. 15-19 of Controverses.  Each of these steps culminates in a piece of work that will be handed in on Monday, in class.

On the first Monday of the cycle (Sept. 14, Oct. 5, Oct. 26, and Nov. 16) you'll choose a thesis, reflect upon it, and present, in French, in the form of brief but complete sentences, six arguments relating to your thesis.  Three of these arguments will support your thesis, and three will oppose it or qualify it in some way (you'll rebut or confront these arguments when you write the composition).  On the second Monday of the cycle (Sept. 21, Oct. 12, Nov. 2, and Nov. 23) you'll hand in a first draft that develops the arguments in favor of the thesis and rebuts or confronts the arguments against the thesis.   You’ll also add an introduction, a conclusion, and appropriate transitions.  On the third Monday of the cycle (Sept. 28, Oct. 19, Nov. 9, and Nov. 30) you'll produce a final corrected version of your composition.

The work you hand in each Monday will be returned to you in class on Wednesday, with a grade and comments. Of the grades you receive, only the grade for the final corrected version will count toward your final grade.

CHANGER L'ÉDUCATION OU LA SOCIÉTÉ ? Mon., Sept. 14, 21, & 28

For Mon., Sept. 14, after reading through Section C: Exposés on p. 45 of Controverses, choose one of the subjects suggested and develop (1) a thesis statement, (2) (3) (4) three reasons that support your thesis, and (5) (6) (7) three counterarguments that rebut, confront, qualfiy, or otherwise cast doubt upon your thesis.  (You'll develop responses to these counterarguments in the following week, but in this first step of the process, don't try to develop the counterarguments, simply state them.  There’s no need to invent a title at this stage of your work.

Triple-space your work and leave large margins of at least three centimeters on each side.  Leave a margin of six centimeters at the top of the first page of your text. 

For Mon., Sept. 21, develop your earlier work into a first draft of your composition.  State your thesis in an introductory paragraph or two.  Develop your three arguments in favor of your thesis, giving each of them a separate paragraph.  Then write three additional paragraphs rebutting or qualifying these with your three counterarguments by showing that they are wrong, weak, irrelevant, illogical, misguided, or otherwise dubious, giving each of them a separate paragraph.  Add a concluding paragraph that restates your thesis in different words.  This draft should also be triple-spaced with margins of at least three centimeters on all sides and a margin of six centimeters between the top of the first page and your title. 

On Mon., Sept. 28, hand in a final version of your composition, correcting as best you can the errors and weaknesses of your first draft.

Following the same work plan, you’ll write three additional compositions. The second composition will address friendship and social networks  The subject of the third will be technology's benefits and drawbacks.  The fourth composition will be about the gender equality. 

Summary of composition assignments

Sept. 14:  Choose a subject relating to education and social change from among the following ones suggested on p. 45 of Controverses in the section « Exposés ».  As explained above, state your thesis and summarize the three arguments you’ll use to support it as well as the three counterarguments you’ll rebut.  This is a short assignment: a sentence or two for the theses and each of the arguments or counterarguments is all you need at this stage.

Sept. 21:  First draft due in class.

Sept. 28:  Final version due in class.

Oct. 5:  Choose a subject relating to friendships and social networks from among the ones suggested on p. 74 in the section « Discussions ».

Oct. 12:  First draft due in class.

Oct. 19:  Final version due in class.

Oct. 26:  Choose a subject relating to technology's benefits and disadvantages from among the ones suggested on p. 74 in the section labeled « Analysez l'impact d'une technologie ».

Nov. 2:  First draft due in class.

Nov. 9:  Final version due in class.

Nov. 16:  Choose a subject relating to gender equality from among the ones suggesed on pp. 132-33 in the section « Conversations ».

Nov. 23:  First draft due in class.

Nov. 30:  Final version due in class.

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Calculation of grades

Your grade will be determined as follows:

  • 20% Participation
  • 15% Workbook exercises
  • 20% Four compositions
  • 15% Two in-class group presentations and one in-class Talk Abroad conversation report
  • 10% Midterm exam
  • 20% Final exam (Dec. 16 from 11:00 a.m. to 12:50 p.m.)
Comments on each of these components:
Class participation
Attendance and participation are essential.  Your attendance and participation will affect your grade.  Your participation 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 did not bring needed materials, or would or could not participate; 2 means that you didn’t participate much or were inadequately prepared; 3 means that you participated in “ordinary” fashion in class activities; and 4 means that you were well prepared and made notable efforts to communicate in French.  At the end of the course the average of these scores will be calculated.
    Workbook exercises
    The workbook exercises will graded and handed back.  It is your responsibility to monitor the assignments on this site and to keep up with the exercises that are due.
      Compositions
      Your compositions may be handwritten or printed from a computer.  In either case, they should be submitted triple-spaced, with wide 1.2-inch margins (3 cm) on all sides of the page.  NOTE: A printed, physical copy must be handed in, in class. No email submissions will be accepted.  If for some reason you are unable to hand in a composition in class, late submissions should be place in my mailbox in ADMN-220, preferably before 5:00 p.m. on the day on which they are due.  Compositions will be returned with a grade that will contribute to the total composition grade, as explained supra.
        Individual and group presentations
        As described above, you'll work on two in-class presentations, one by yourself presented between Oct. 5 and Oct. 19, and one with one or two partners presented between Nov. 23 and Dec. 9.  You'll also prepare, on your own, an informal account of your Talk Abroad conversation, presented on Nov. 16 or Nov. 18.  Your performance in these all-in-French presentations will determine 15% of your grade.
          Comprehensive tests
          There will be a mid-term exam on Wed., Oct. 21, which will cover the grammar in chapters 1 and 2 of Controverses, §§1-13 of Exercises in French Phonics, and « Une partie de campagne, » by Guy de Maupassant.  This exam will count for 10% of your final grade.  A final exam (Dec. 16 at 11:00 a.m.) will cover Chapters 1-4 of Controverses, §§1-26 of Exercises in French Phonics, and reflection on Guy de Maupassant's story.  The final exam will count for 20% of your final grade.

          NOTE: Students must not cheat or plagiarize, and they must not condone these behaviors or assist others who plagiarize.  This includes reliance on machines (i.e. computers or the web) to translate from English to French.  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.  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.  (See 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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