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SPRING 2015: 

French 202 in INGR 116 (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: 
MWF 3:00 p.m.-4:00 p.m.

This syllabus is available on the web: https://sites.google.com/a/plu.edu/french-202-spring-2015/


Materials

Required purchase:

  • Oukada, Larbi, Didier Bertrand, and Janet Solberg. Controverses.  2nd ed. Heinle/Cengage Learning, 2012; ISBN: 9780495797777.
  • Oukada, Larbi, Didier Bertrand, and Janet Solberg. Controverses: Cahier d'activités.  2nd ed. Heinle/Cengage Learning, 2012; ISBN: 9780495797777.
  • Miquel, Claire. Vocabulaire progressif du français avec 250 exercices : Niveau débutant. CLE International, 2005; ISBN 9782090338782.
  • Daudet, Alphonse.  Lettres de mon moulin.  Librio, 2013 [1869]; ISBN 9782290072554.
  • Simenon, Georges.  L'affaire Saint-Fiacre.  Presses de la Cité/Le Livre de Poche, 2003 [1932]; ISBN 9782253142935.
  • Cuthbertson verb wheels: French. Houghton Miffliin, 1935; ISBN 9780669266740.

 

Course goals

This course completes the intermediate French sequence begun in French 201, which also used this edition of  Controverses 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.  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 « blablabla » en français ? or Qu'est-ce que « blablabla » veut dire [en anglais] ?)

The goals of French 202 are:

First, to enlarge your vocabulary in French in a systematic fashion; to enhance 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 202 seeks to give you: insights into the background and values of Francophone cultures, especially metropolitan French culture, with, as organizing themes, a special emphasis in the class on the decade of the 1930s and how that period resembles — hélas ! — our own.

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 of literature and film and discussion of them, to deepen your acquaintance with conventions of genre, the influence of history, 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 169.36 euros on January 12, 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 in their entirety two classic French short stories by Alphonse Daudet; 3) watch a recent feature-length film set in Paris about ambition and dissatisfaction (Fauteuils d'orchestre); 4) study in great detail a murder mystery set in 1930s France (L'affaire Saint-Fiacre) and 5) 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 two class presentations with one or two other students, one based on a 1930s advertisement and another on a subject of your own choice related to the 1930s, 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 four chapters in Controverses: 2, 5, 6, and 7. On Mondays and Wednesdays, each class will have three 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) 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. (3) Rhetoric, based on study of material in Controverses. You'll need to bring all three of these books to class on Mondays and Wednesdays.

Fridays will be devoted to works of 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).  Fridays will be devoted, first, to some stories by Daudet, and then to Simenon's L'affaire Saint-Fiacre.

Class during the entire sixth week of the class (March 9, 11, and 13) will mostly be devoted to viewing Fauteuils d'orchestre, a feature-length film that was marketed in the English-speaking world as Avenue Montaigne . It is especially important that you not be absent during the week of Mar. 9-13, because much of the midterm exam will be based on this film!  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 March 30), 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 five years ago and is used by some fifty 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 themes — interrogation and education — in the last chapter of Controverses that we study in this course (Chapter 7). You should schedule this conversation by April 3 for a time between the end of class on Wednesday, May 6, and the end of the Sunday, May 10.  We'll discuss your conversations in class during the following week, on May 11 or 13.  The Section Code you should use on this website when you schedule your conversation is Jense2015-496495.   The cost to you for this element of the class has been and still is, I think, $15.  Conducting a conversation formerly required logging into Skype, you'll no longer need to use Skype.    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.  

Class schedule

Wed., Feb. 4

(1) Introductions and what sociologist Erving Goffman would call presentations of self.  (2) Discussion of the course, study methods, and expectations.  Some English, for the sake of clarity.  (3) Review exercises.  (4) Discussion of Controverses, 15-19 & 73 (initiation to the style of composition you'll be writing in this class).

Fri., Feb. 6

Before class: (1) Miquel, Vocabulaire progressif, pp. 14-17 (read and prepare exercises).  (2) Read "L'Arlésienne," in Lettres de mon moulin by Alphonse Daude.  Be prepared to answer the questions handed out in class on Wednesday.

Mon., Feb. 9

Thesis of first composition and six arguments (three for and three against) due in class (see "Schedule of Compositions" below).  Before class: (1) Vocabulaire progressif, 28-29.  (2) Controverses : Cahier d'activités, 42-43 (Les pronoms sujets), and 44-47 (Les pronoms compléments d'objet direct et indirect et leur position), study.  (3) Controverses, 58-60 (La technologie au service de la surveillance ?), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 60.

Wed., Feb. 11

Before class: (1) Vocabulaire progressif, 30-31.  (2) Controverses : Cahier d'activités, 52-53 (Les pronoms réfléchis) et 56-57 (Les pronoms toniques).  (3) Controverses, 58-60 (La technologie au service de la surveillance ?), read over the text one more time, then reflect on questions 1, 4, and 7 in the section Qu'en pensez-vous ? on p. 60. 

Fri., Feb. 13

Before class: (1) Miquel, Vocabulaire progressif, pp. 32-33.  (2) Read "La chèvre de M. Seguin" in Lettres de mon moulin by Alphonse Daudet.  Be prepared to answer questions. 

Mon., Feb. 16

Presidents' Day holiday; no class. 

Wed., Feb. 18

Before class: (1) Vocabulaire progressif, 34-37.  (2) Controverses : Cahier d'activités, 60-61 (Les pronoms y et en) & 65-66 (Position et ordre dans les phrases déclaratives et à l'impératif).  (3) Controverses, 67-70 (Faut-il brûler Wikipédia ?).  Read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 70.  Also reflect on questions 1 and 3 in the section Qu'en pensez-vous ? on p. 70.

Fri., Feb. 20

Before class: (1) Miquel, Vocabulaire progressif, pp. 38-39.  (2) Read Ch. 1 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class. 

Mon., Feb. 23

First draft of first composition due in class.  Before class: (1) Vocabulaire progressif, 40-41.  (2) Controverses : Cahier d'activités, 133-35 (Formation du subjonctif présent).  (3) Controverses, 148-50 (Le monde change, nous devons changer avec lui), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 150.

Wed., Feb. 25

Before class: (1) Vocabulaire progressif, 42-43.  (2) Controverses : Cahier d'activités, 137-39(Usage du subjonctif présent).  (3) Controverses, 148-50 (Le monde change, nous devons changer avec lui), read over the text one more time, then reflect on questions 4 and 5 in the section Qu'en pensez-vous ? on p. 150.

Fri., Feb. 27

Before class: (1) Miquel, Vocabulaire progressif, pp. 44-45.  (2) Read Ch. 2 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class. 

Mon., Mar. 2

Final version of first composition due in class.  Before class : (1) Vocabulaire progressif, 46-47.  (2) Controverses : Cahier d'activités, 143-44 (Subjonctif ou indicatif ?) et 147-48 (Subjonctif ou infinitif ?).  (3) Controverses, 157-59 (La mondialisation : à nos risques et périls !), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 159.  In class: Student presentations #1 and #2.

Wed., Mar. 4

Before class: (1) Vocabulaire progressif, 48-49.  (2) Controverses : Cahier d'activités, 151-52 (Le subjonctif passé).  (3) Controverses, 157-59 (La mondialisation : à nos risques et périls !), read over the text one more time, then reflect on questions 3 and 5 in the section Qu'en pensez-vous ? on p. 159.  In class: Student presentation #3.

Fri., Mar. 6

Before class: (1) Miquel, Vocabulaire progressif, pp. 50-51.  (2) Read Ch. 3 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class. 

Mon., Mar. 9

Thesis of second composition and six arguments (three for and three against) due in class.  In class: Fauteuils d’orchestre, Part I.

Wed., Mar. 11

In class: Fauteuils d’orchestre, Part II.

Fri., Mar. 13

Read Ch. 4 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side.  In class: Fauteuils d’orchestre, Part III.

Mon., Mar. 16

First draft of second composition due in class.  In class: Review for midterm.

Wed., Mar. 18

In class: Review for midterm.

Fri., Mar. 20

In classMIDTERM EXAM.  NOTE: Don’t forget to schedule your Talk Abroad conversation for Apr. 3.

Mon., Mar. 30

Final version of second composition due in class.  Before class : (1) Vocabulaire progressif, 76-79.  (2) Controverses : Cahier d'activités, 159-60 (L’article défini).  (3) Controverses, 178-80 (Le Front National, un parti politique pour la défense de l’identité nationale française), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 180. 

Wed., Apr. 1

Before class: (1) Vocabulaire progressif, 80-83.  (2) Controverses : Cahier d'activités, 163-66(L’article indéfini et l’article partitif and À savoir sur les articles).  (3) Controverses, 178-80 ( Le Front National, un parti politique pour la défense de l’identité nationale française ), read over the text one more time, then reflect on questions 1, 6, and 7 in the section Qu'en pensez-vous ? on p. 180.  

Fri., Apr. 3

Easter Break begins; no class.

Mon., Apr. 6

Thesis of third composition and six arguments (three for and three against) due in class.  Before class: (1) Vocabulaire progressif, 84-91.  (2) Controverses : Cahier d'activités, 168 (Les expressions de quantité).  (3) Controverses, 181-82 (Soixante ans de dispositifs législatifs sur l’immigration), read at least twice, looking up words you don't know and reflecting on the questions in the section Réflexions on p. 182.

Wed., Apr. 8

Before class: (1) Vocabulaire progressif, 92-95.  (2) Controverses : Cahier d'activités, 172 (Les chiffres).  (3) Controverses, 181-82 ( Soixante ans de dispositifs législatifs sur l’immigration), read over the text one more time, then reflect on questions 1 and 2 in the section Discussion on p. 182.

Fri., Apr. 10

Before class: (1) Miquel, Vocabulaire progressif, pp. 96-99.  (2) Read Ch. 5 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class.

Mon., Apr. 13

First draft of third composition due in class.  Before class: (1) Vocabulaire progressif, 100-03.  (2) Controverses : Cahier d'activités, 174-75 (L’adjectif démonstratif et le pronom démonstratif).  (3) Controverses, 187-88 (L’intégration vaut mieux que l’expulsion), read at least twice, looking up words you don't know and reflecting on the questions in the section Réflexions on p. 188.

Wed., Apr. 15

Before class: 1) Vocabulaire progressif, 104-07.  (2) Controverses : Cahier d'activités, 179-80 (L’adjectif possessif and Le pronom possessif).  (3) Controverses, 187-88 ( L’intégration vaut mieux que l’expulsion ), read over the text one more time, then reflect on questions 3 and 4 in the section Discussion on p. 189.

Fri., Apr. 17

Before class: (1) Miquel, Vocabulaire progressif, pp. 108-11.  (2) Read Ch. 6 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class.

Mon., Apr. 20

Final version of third composition due in class.  Before class: (1) Vocabulaire progressif, 112-15.  (2) Controverses : Cahier d'activités, 190 (Questions en oui et non and Mots interrogatifs).  (3) Look over Controverses, 201 (Le monde des études supérieures) and reflect on the queries in the section Questions at the bottom of the page. 

Wed., Apr. 22

Before class: (1) Vocabulaire progressif, 116-19.  (2) Controverses : Cahier d'activités, 192-93 (Les pronoms interrogatifs [“long” forms]).  (3) Look over Controverses, 202 (Les diplômes en France) and reflect on questions 1 and 2.  

Fri., Apr. 24

Before class: (1) Miquel, Vocabulaire progressif, pp. 120-23.  (2) 
Read Ch. 7 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class.

Mon., Apr. 27

Thesis of fourth composition and six arguments (three for and three against) due in class.  Before class: (1) Vocabulaire progressif, 124-27.  (2) Controverses : Cahier d'activités, 193-94 (Les pronoms interrogatifs [“short” forms]).  (3) Controverses, 206-08 (« La vie d’étudiant  À vos risques et périls ! »), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris ? on p. 208.

Wed., Apr. 29

Before class: (1) Vocabulaire progressif, 128-31.  (2) Controverses : Cahier d'activités, 199-200 (Quel et lequel).  (3) Controverses, 206-08 (« La vie d’étudiant  À vos risques et périls ! »), read over the text one more time, then reflect on questions 1 and 3 in the section Discussion on p. 208.

Fri., May 1

Read Ch. 8 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class.

Mon., May 4

First draft of fourth composition due in class.  Before class: (1) Vocabulaire progressif, 132-35.  (2) Controverses : Cahier d'activités, 202-03 (Les traductions de What?).  (3) Controverses, 213-15 (La fac, royaume de la débrouille), read at least twice, looking up words you don't know and reflecting on the questions in the section Avez-vous compris on p. 215.

Wed., May 6

Before class: (1) Vocabulaire progressif, 142-43.  (2) Controverses : Cahier d'activités, 206-07 (Atelier d’écriture) — the purpose of these pages is to help prepare for your upcoming TalkAbroad conversation.    (3) Controverses, 202-03 (« La vie d’étudiant  À vos risques et périls ! »), read over the text one more time, then reflect on questions 1 and 3 in the section Discussion on p. 208.

Fri., May 8

Before class: (1) Miquel, Vocabulaire progressif, pp. 144-45.  (2) Read Ch. 9 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class.

Mon., May 11

Final version of fourth composition due in class.  In class: (1) Discussion of TalkAbroad conversations.  (2) Student presentations ##1 & 2.  (3) Review for final exam.  

Wed., May 13

In class: (1) Discussion of TalkAbroad conversations.  (2) Student presentation #3.  (3) Review for final exam.

Fri., May 15

Before class: (1) Read Ch. 10-11 of Simenon, L'affaire Saint-Fiacre  with the handout distributed in class at your side; be prepared to answer questions in class. (2) Review for final exam.

T

FINAL EXAM.
* * *

Workbook exercises

The workbook exercises should be turned in on the dates indicated below, in class. (NOTE: If you follow my preference, you will write out the answers to the exercises in complete sentences and turn them in on notebook paper, rather than filling in the blanks; doing it this way is more conducive to learning, because it multiplies the neuronal connections you make as you work. However, I'll also accept work written on torn-out workbook pages or photocopies of workbook pages. Not acceptable, however, are lists of words and phrases that cannot be understood without consulting the original exercise. Let me explain:  if an exercise asks you to complete a sentence by filling in a blank with a word or a phrase, you should write out an entire sentence. The correct answer to #1 of the first exercise on p. 43, for example, is not simply "1. tu," but rather a complete sentence, thus: "1. Il faut utiliser tu à un bon ami d’enfance." Or "1. On dit tu à un bon ami d’enfance." There is pedagogical value for you in writing out French sentences. To get even more benefit, speak the sentences out loud as you write them, visualizing their meaning as you do so.)

Recommended:  As you do the workbook exercises, keep the Cuthbertson verb wheel by your side to review verb forms.

In-class due dates for workbook exercises

Wed., Feb. 11

Chapter 2 exercises ##1, 2, 3, 6, & 7 (pp. 43-44 & 50).

Fri., Feb. 13

Chapter 2 exercises ##9, 10, 11 & 14 (pp. 53-56 & 59).

Fri., Feb. 20

Chapter 2 exercises ##15, 17, 19, and 20 (pp. 61-63 and 66-68).

Wed., Feb. 25

Chapter 5 exercises ##1 and 2 (pp. 136-37).

Fri., Feb. 27

Chapter 5 exercises ##3, 4, 5, 7, and 9 (pp. 139-43).

Wed., Mar. 4

Chapter 5 exercises ##11, 12, 13, 15, and 16 (pp. 145-47 & 148-51).

Fri., Mar. 6

Chapter 5 exercises ##19 and 20 (pp. 153-54).

Wed., Apr. 1

Chapter 6 exercises ##2, 3, and 5 (pp. 160-63).

Mon., Apr. 6

Chapter 6 exercises ##9 and 10 (pp. 166-68).

Wed., Apr. 8

Chapter 6 exercises ##12, 14, and 15 (pp. 169-71).

Fri., Apr. 10

Chapter 6 exercise #17 (pp. 173-74).

Wed., Apr. 15

Chapter 6 exercises ##18, 19, 22, and 23 (pp. 176-79).

Fri., Apr. 17

Chapter 6 exercises ##24, 25, 29, 30, and 32 (pp. 180-83).

Wed., Apr. 22

Chapter 7 exercise #1 (p. 191).

Wed., Apr. 29

Chapter 7 exercises ##2, 4, 5, and 6 (pp. 194-98).

Fri., May 1

Chapter 7 exercises 8 and 9 (pp. 201-02).

Wed., May 6

Chapter 7 exercises 10, 11, and 12 (pp. 203-05).

* * *

Schedule of compositions

NOTE: Each of the four compositions you'll write for this class will be completed in a three-step process, according to the 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 (Feb. 9, Mar. 9, Apr. 6, and Apr. 27) 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 (you'll rebut these arguments when you write the composition). On the second Monday of the cycle (Feb. 23, Mar. 16, Apr. 13, and May 4) you'll hand in a first draft that develops the arguments in favor of the thesis and rebuts the arguments against the thesis. You’ll also add an introduction, a conclusion, and appropriate transitions. On the third Monday of the cycle (Mar. 2, Mar. 30, Apr. 20, and May 11) 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. The grade you receive for each part will count twice as much as the grade for the preceding part. In other words, you'll earn 14% or 1/7 of your grade for a given composition with your argumentative plan, 29% or 2/7 of your grade with your first draft, and 57% or 4/7 of your grade with the final corrected version.

TECHNOLOGY. Mon., Feb. 9 & 23 and Mar. 2

On pp. 76-77 of Controverses, the principles we'll use in writing four rédactions guidées are illustrated with the example of a plan for a composition on human cloning.  For Mon., Feb. 9, choose one of the other subjects on p. 73 and develop (1) a thesis statement, (2) (3) (4) three reasons that support your thesis, and (5) (6) (7) three counterarguments to your thesis.  (You'll develop rebuttals of these counterarguments in the following week; 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., Feb. 23, 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 the three counterarguments by showing that they are wrong, weak, irrelevant, illogical, misguided, or otherwise ineffective, 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., Mar. 2, 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 globalization  The subject of the third will be immigration.  The fourth composition will be about education. 

Summary of composition assignments

Feb. 9:  Choose a subject relating to technology from among the following ones suggested on p. 73 of Controverses: [i] surveillance cameras; [ii] computerized use of personal information by insurance companies; [iii] artificial human reproduction; [iv] exposé TV shows; [v] pharmacology; [vi] genetically modified organisms; or [vii] nuclear energy.  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.

Feb. 23:  First draft due in class.

Mar. 2:  Final version due in class.

Mar. 9:  Choose a subject relating to globalization from among the ones suggested on pp. 164-65:  [i] effects of the international exchange of information and data; [ii] the moral responsibility of the media; [iii] the role of advertising; [iv] the problem of a lingua franca; [v] the butterfly effect; [vi] the trade-off between jobs and environmental protection.

Mar. 16:  First draft due in class.

Mar. 30:  Final version due in class.

Apr. 6:  Choose a subject relating to immigration from among the ones suggested on pp. 193-94:  [i] an ethnic group in your own country to which you do not belong; [ii] a person or an organization that has played an important role in fighting against discrimination, intolerance, or injustice; [iii] the immigration régime in your own country; [iv] the “brain drain” problem.

Apr. 13:  First draft due in class.

Apr. 20:  Final version due in class.

Apr. 27:  Evaluate an aspect of the American educational system mentioned in #3 on p. 218 in a composition addressed to persons who do not live in the United States:  [i] SAT and ACT tests; [ii] home schooling; [iii] the creationism debate; [iv] “charter” and “magnet” schools; [v] the training of teachers; [vi] a special school (Montessori, Waldorf, etc.); [vii] special education for the differently abled; [viii] military schools; [ix] ROTC; [x] le baccalauréat international ; [xi] dual enrollment; [xii] the role of football in higher education; [xiii] requirements for college degrees; [xiv] the tenure system; [xv] the institution of “prom night”; [xvi] non-academic subjects in secondary education (drivers’ ed; shop; etc.); [xvii] mainstreaming; [xviii] student participation in university governance.

May 4:  First draft due in class.

May 11:  Final version due in class.

* * *

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 (date and time TBA).
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, and 15% of your grade will be determined by the result, on a conventional 4-point scale.
    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.  They should always 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.  Compositions will be returned with a grade that will contribute to the total composition grade, as explained above.
        Group presentations
        As described above, you'll work with others on two in-class presentations, and prepare on your own an account of your Talk Abroad conversation.  Your performance in these all-in-French presentations will determine 15% of your grade.
          Comprehensive tests
          There will be a mid-term exam on Friday, Mar. 20, which will cover the grammar in chapters 2 and 5 of Controverses and the film Fauteuils d'orchestre.  This will count for 10% of your final grade.  A final exam (date and time TBA) will cover Chapters 2, 5, 6, and 7 of Controverses and L'affaire Saint-Fiacre. 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) to translate sentences 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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