French 202 in ADMN-209 (MWF 11:15-12:20): Intermediate French

Prof: Mark Jensen
Office: ADMN-220
Phone: (253) 535-7219
Web page:
Office hours: M 1:45 p.m.-3:45 p.m., W 1:45 p.m.-3:45 p.m., F 1:45 p.m.-2:45 p.m.


Required purchase:


Course goals

This course completes a sequence that began with French 201.

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 greatly to the instructor if you consider the classroom a French-language zone (une zone de langue française) where use of other languages is an unwelcome—no, that would be unfriendly, let us say inappropriate—presence (une présence importune—non, ce serait peu aimable, disons plutôt inappropriée) except in unusual circumstances.

The goals of French 202 are the goals you'd expect:

First, the course aims: 1) to help you master elements of grammar essential to your becoming an effective communicator in French (évidemment ! ); 2) to enlarge your vocabulary in French in a systematic fashion (bien sûr ! ); 3) to develop your ability to speak and write effectively in authentic French (naturellement ! ); (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 202 seeks to give you: 1) insights into the background and values of Francopohone 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 works of literature and film and discussion of them, to deepen your acquaintance with conventions of genre, the influence of history, and the progress of ideas, and how these have affected and shaped human experience (heureusement ! ); and 3) to learn to challenge assumptions intellectually, reflect upon different perspectives, evaluate and explain different viewpoints on complex issues, and defend judgments (si possible ! ). In addition, intensive work with the French language at this level will give you new perspectives on your own native language and may even stimulate your reflection on language itself. If you succeed in doing all these things, you will be far ahead of the instructor himself and you will be able to proceed directly to Go and collect $200.

In the fourteen weeks of this course, you will 1) work through the second half of a somewhat rigorous presentation of French grammar in French; 2) and study in sometimes tedious detail a great French play, (La guerre de Troie n'aura pas lieu), and read some short works of French literature (or extracts from them), acquainting you with a few of the critical notions that French culture has contributed to the Zeitgeist (Zut ! pardonnez mon allemand ! ).

Activities in class will vary, albeit in a monotonous weekly fashion.

Mondays will tend to be devoted to grammar study and practice. You'll be assigned pages to study in the grammar text in preparation for the class. On some weeks—weeks of special delight and interest for every student as well as for the instructor himself—a meticulously prepared short written composition (or, on the following week, the revision of the previous week's now discouragingly and spiderwebbily red-inked composition—or, if you are lucky, festooned in some less daunting color) will be also be due in class.

Wednesdays will be devoted to further laborious and baffling explorations of French grammar, usually with additonal attention to pronunciation and group work, occasionally including performances, games, or class presentations, but also enlivened with excerpts from our ever-charming film, Etre et avoir.

Fridays (le vendredi ! enfin ! merci Dieu ! ) will be usually be devoted to works of literatures. For some reason the works we'll look at this semester were both written in the 1930s, in the period depicted in the 2009 film Public Enemies (with which this course has nothing whatever to do) : La guerre de Troie n'aura pas lieu by Jean Giraudoux in the first half of the course, and L'affaire Saint-Fiacre by Georges Simenon in the second half of the semester. The first is a text of staggering interest (d'un intérêt stupéfiant), and the second is one of the innumberable (but by one count 192) novels by the creator of Maigret. Ah, the Thirties ! A miserable period, really.

Class schedule

Wed., Feb. 10 (11:50 a.m.) : Introductions and what sociologist Erving Goffman would call presentations of self. Discussion of course, study methods, and expectations for the course—yours and mine. Some English, for the sake of clarity.

Fri., Feb. 12 : Before class: Read the first four scenes of the first act of Giraudoux's La guerre de Troie n'aura pas lieu. Study the fascinating vocabulary on houses and the corresponding sentences toward the bottom of the page (vous pouvez les trouver !) in Fournier, Le mot et l'idée, I, §§ 4-7. (Review §§ 1-3 as well, and also do for every subsequent "chapter" in Fournier as you work through the book.) Look up the words you don't know in a good dictionary (see below on the meaning of this vague expression). And read, or reread, the preface in Barson's formidably all-in-French (except the preface!) grammar.

Wed., Feb. 17 : Barson, Chapter 7, Les verbes pronominaux, pp. 168-73, including a skosh of group work. Fournier, II, §§ 6-10.

Fri., Feb. 19 : Before class: Read Giraudoux, Acte I, Scènes 5-7. Fournier, III, §§ 4-6.

Mon., Feb. 22 : Barson, Chapter 7, Verbes pronominaux à sens idiomatique, pp. 173-76. Fournier, IV, §§ 4-7.

Wed., Feb. 24 : Barson, Chapter 7, Le passif, pp. 176-80, including group work. Fournier, V, §§ 3-4.

Fri., Feb. 26 : Before class: Read Giraudoux, I, 8-10 & II, 1-3. Fournier, VI, §§ 4-6.

Mon., Mar. 1 : Barson, Chapter 8, La négation, pp. 194-96. Fournier, VII, §§ 4-6.

Wed., Mar. 3 : Barson, Chapter 8, La négation des pronoms et des adjectifs indéfinis, pp. 196-99. Group work. Fournier, VIII, §§ 3-5.

Fri., Mar. 5 : Before class: Read Giraudoux, II, 4-6. Fournier, IX, §§ 3-4.

Mon., Mar. 8 : Barson, Chapter 8, more on negation, pp. 199-201. Fournier, X, §§ 3-5.

Wed., Mar. 10 : Barson, Constructions, pp. 201-05. Some group work. Fournier, XI, §§ 3-5.

Fri., Mar. 12 : Before class: Giraudoux, II, 7-11. Fournier, XII, §§ 3-4.

Mon., Mar. 15 : Barson, Chapter 9, Le féminin des adjectifs et des noms and le pluriel, pp. 217-24. Fournier, XIII, §§ 4-7.

Wed., Mar. 17 : Barson, Chapter 9, L'accord des adjectifs and La place de l'adjectif qualificatif, pp. 224-28). Fournier, XIV, §§ 4-6.

Fri., Mar. 19 : Before class: Giraudoux, II, 12-14. Fournier, XV, §§ 4-6.

Mon., Mar. 22 : Barson, Chapter 9, Le comparatif and Le superlatif, pp. 228-31. Fournier, XVI, §§ 3-4.

Wed., Mar. 24 : Midterm review.

Fri., Mar. 26 : The long-dreaded but no longer avoidable MIDTERM EXAM! Followed by a languorous week of insipid vacation during which everything you've learned during the first half of the semester will begin to fade imperceptibly into total oblivion.

Mon., Apr. 5 : Barson, Chapter 10, La formation du subjonctif, pp. 252-56. Fournier, XVII, §§ 4-7.

Wed., Apr. 7 : Barson, Chapter 10, L'emploi du subjonctif, pp. 257-63. Fournier, XVIII, §§ 2-3.

Fri., Apr. 9 : Simenon, L'affaire Saint-Fiacre, chapitres 1-2. . Fournier, XIX, §§ 3-5.

Mon., Apr. 12 : Barson, Chapter 10, La concordance des temps au subjonctif, pp. 263-66. Fournier, XX §§ 3-4.

Wed., Apr. 14 : Barson, Chapter 10, Constructions, pp. 266-69. Fournier, XXI, §§ 4-6.

Fri., Apr. 16 : Simenon, ch. 3-4. Fournier, XXII, §§ 3-4.

Mon., Apr. 19 : Barson, Chapter 11, Les pronoms relatifs, pp. 282-85 (to II.B.). Fournier, XXIII, §§ 3-4.

Wed., Apr. 21 : Barson, Chapter 11, Les pronoms relatifs (suite), pp. 285-87 (from II.C.). Some group work. Fournier, XXIV, §§ 3-4.

Fri., Apr. 23 : Simenon, ch. 5-6. Fournier, XXV §§ 4-6.

Mon., Apr. 26 : Barson, Chapter 11, Le participe présent, pp. 287-89. Fournier, XXVI, §§ 5-8.

Wed., Apr. 28 : Barson, Chapter 11, Tout, pp. 289-90. Fournier, XXVII, §§ 3-4.

Fri., Apr. 30 : Simenon, ch. 7-8. Fournier, XXVIII, §§ 5-8.

Mon., May 3 : Barson, Chapter 12, Les temps au discours indirect and L'interrogation au discours indirect, pp. 302-04. Fournier, XXIX, §§ 4-7.

Wed., May 5 : Barson, Chapter 12, Phrases impératives au discours indirect, Autres changements au discours indirect, and Les verbes introductifs du discours indirect, pp. 304-07. Fournier, XXX, §§ 5-9.

Fri., May 7 : Simenon, ch. 9. Fournier, XXXI, §§ 5-10.

Mon., May 10 30 : Barson, Chapter 12, Constructions, pp. 307-09. Fournier, XXXII, §§ 5-8.

Wed., May 12 : Barson, Chapter 12, Faire causatif, pp. 309-13. Fournier, XXXIII, §§ 6-11.

Fri., May 14 : Simenon, ch. 10-11. Fournier, XXXIV, §§ 4-6.

Mon., May 17 : Provocative group presentations. Fournier, XXXV, §§ 4-6.

Wed., May 19 : Cheering group presentations.

Fri., May 21 : Final review.

QUIA homework schedule

QUIA exercises should be done within three days of the class on the related subject. 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.

After Feb. 17 class, QUIA exercises due by Feb. 20 : §§7-1.1, 2, 3, 4, and 5.

After Feb. 22 class, QUIA exercises due by Feb. 25 : §§7-2.1.

After Feb. 24 class, QUIA exercises due by Feb. 27: §§7-2.2, 3, and 4.

After Mar. 1 class, QUIA exercises due by Mar. 4: §§8-1.1, 2, 3, and 4.

After Mar. 3 class, QUIA exercises due by Mar. 6: §§ 8-2.1 and 2.

After Mar. 8 class, QUIA exercises due by Mar. 11: §§8-2.3 and 4.

After Mar. 10 class, QUIA exercises due by Mar. 13: §8-2.5 and 6.

After Mar. 15 class, QUIA exercise due Mar. 18: §9-1.1, 2, 3, and 4.

After Mar. 17 class, QUIA exercises due Mar. 20: §§9-2.1, 2, 3, and 4.

After Mar. 22 class, QUIA exercises due on Mar. 25: §§9-2.6, 7, 8, 9, and 10.

After Apr. 5, QUIA exercises due by Apr. 8: §§10-1.1 and 2.

After Apr. 7 class, QUIA exercises due by Apr. 10: §§10-2.1, 2, 3, 4, and 5.

After Apr. 12 class, QUIA exercise due by Apr. 15: §10-1.3, 4, and 5.

After Apr. 14 class, QUIA exercises due by Apr. 17: §10-2.6 and 8.

After Apr. 19 class, QUIA exercises due by Apr. 22: §§11-1.1 and 2.

After Apr. 21 class, QUIA exercises due by Apr. 24: §§11-2.1 and 2..

After Apr. 26 class, QUIA exercises due by Apr. 29: §§11-1.3 and 4.

After Apr. 28 class, QUIA exercise due by May 1: §11-2.3 and 4.

After May 3 class, QUIA exercises due by May 6: §§ 12-1.1, 2, 3, and 4.

After May 5 class, QUIA exercises due by May 8: §§12-2.1 and 2.

After May 10 class, QUIA exercise due by May 13: §12-2.3.

After May 12 class, QUIA exercises due by May 15: §§12-2.5 and 6.

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).

Mon., Mar. 1 : Racontez l'histoire de quelqu'un qui s'est sacrifié soit par amour, soit par patriotisme, soit par ferveur religieuse. Utilisez des verbes pronominaux. (200 mots)

Mon., Mar. 15 : Vous êtes soup‡onné(e), à tort, d'être un agent secret. Vous retrouvez un ami et vous lui racontez vos mésaventures, en essayant de le convaincre que vous n'êtes pas un(e) espion(ne). Utilisez des négations. (250 mots)

Mon., Apr. 12 : Décrivez le pays de vos rêves. Ce pays existe-t-il ? Utilisez une grande variété d'adjectifs. (250 mots)

Mon., Apr. 26 : Sous forme d'une lettre à un(e) nouvel(le) étudiant(e) de PLU, offrez quelques bons conseils basés sur votre expérience personnelle. Utilisez les tournures suivantes : (1) il faut que (2) ne pensez pas que (3) il est possible que (4) c'est une bonne idée que (5) je suis content(e) que (6) il serait utile que (7) il est probable que (8) je suis certain(e) que (9) j'espère que (10) c'est dommage que. (300 mots)

Mon., May 10 : Racontez un moment où vous avez agi avec courage. Employez autant de pronoms relatifs que possible. (300 mots)

Calculation of grades

Your grade will be determined as follows:

  • 20% Participation
  • 20% Workbook exercises (QUIA)
  • 10% Five compositions
  •   6% Six one-on-one conversations
  •   8% Twelve vocabulary pop quizzes, of which only the top eight scores count
  •   6% Group presentation
  • 10% Midterm exam
  • 20% Final exam

  • 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. You'll receive a course code from me and be asked to register online, like any good citizen of cyberspace.
  • Compositions. Compositions should be handwritten, double-spaced or triple-spaced, with ample margins on all sides of the page. They will be handed back with partial corrections for revision, the revision will be due on Monday of the following week.
  • One-on-one conversations. In addition to visits during office hours when I'm available for consultation, you'll meet with me individually (or with another student, if you prefer) every two weeks in my office for a 30-minute conversation session. English should be avoided as much as possbile during these sessions. You should arrive on time or you may be marked down. The point of these meetings is to converse completely in French, and also to give closer individual attention to your pronunciation, not to deal with questions about grammar, homework, coursework, tests, etc. Your performance in these six one-on-one conversations will constitute 6% of your final grade. You'll be asked to sign up for a time for these meetings by signing a schedule sheet at the beginning of each two-week period. This will be your onerous responsibility to remember and to come on time. Oh, the burden! Rescheduling missed meetings may not be possible and cannot be deferred to a later two-week period; and missing these meetings will hurt your grade.
  • Vocabulary pop quizzes. Fournier's Le mot et l'idée is being integrated into French 201, 202, 301, and 302 as a way of systematically reviewing vocabulary. You should learn the meanings of the words in the sections indicated. You should also read the exemplary sentences for these sections. The sentences for each section constitute a mini-essay, or sometimes a pathetically unimaginative and boring story, vignette, or sketch. Tests will ask questions about the particulars of this essay or story as well as test your knowledge of vocabulary, so you should review earlier sentences as well. — Online dictionaries are not very reliable. You should consider purchasing a good French-English or English-French dictionary of 750-1000 pages, like the Larousse Concise Dictionary: French-English/English-French, rev. ed. (2004). Smaller 300-500 page "pocket" dictionaries are not recommended for the purposes of this course. NOTE: In addition, the following dictionaries are not recommended: Cassell's French & English Dictionary (any edition); Larousse Student Dictionary: French-English/English-French/ Merriam-Webster's French-English Dictionary (any edition); Webster's French-English Dictionary; Webster's New World French Dictionary: French/English English/French. Larger 1200-2000 page dictionaries like the Larousse College Dictionary: French-English/English-French, the Oxford-Hachette French Dictionary or the Collins-Robert Unabridged French-English English-French Dictionary are appropriate for third- and fourth-year French courses, but are too cumbersome and difficult to use in the second year. Believe me. I am telling you the truth. The same holds for dictionaries that are completely in French, with the possible exception of the Le Robert Micro 2008: Dictionnaire d'apprentissage de la langue française (2008) or its earlier editions, for example Le Robert Micro: Dictionnaire de la langue française, édition poche. — FURTHER NOTES: Fournier's Le mot et l'idée is not only a list of words but a bizarre interesting portrait of traditional French culture that reflects many of the prejudices of conventional and reactionary bourgeois society of a generation ago. Like many other volumes of its vintage, it is designed not only to teach language but to reinforce the values of the prevailing power structure. Let's find ways to subvert it, O.K.? — While working with vocabulary, try typing the French word you're studying into the Google images search page. The results can be instructive and/or ROFL amusing!
  • Group presentations. In the last half of the course, you'll be work others on a research-and-reflection presentation project related to our work on the film Etre et avoir and presented in class at the end of the semester.
  • Comprehensive tests. There will be a mid-term exam on Friday, Mar. 26, which will cover chapters 1-3 in Barson and the film Etre et avoir which will determine 10% of your grade. A final exam on Wednesday, May 26, at 10:00 a.m. 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.


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