Prof: Mark Jensen
Phone: (253) 535-7219
Web page: www.plu.edu/~jensenmk/
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.
This course completes a sequence that began with French 201.
All zee work in zees class will be in French—well, almost all—there will be infrequent exceptions like this syllabus. But ideally, all communication will be in French. You will endear yourself greatly to the instructor if you help to make the classroom a French-language zone (une zone de langue française) where use of other languages is an unwelcome—mais non, ce n'est pas très aimable—let us say regretfully tolerated—intrusion, except in unusual circumstances.
The goals of French 202 are goals you'd expect:
First, the course would like (if a course can be said to like something): 1) to help you master elements of grammar essential to your becoming an effective prattler in French; 2) to expand your vocabulary in French in a systematic fashion, with the same end in view, teaching you to avoid faux amis and not ask for food that is sans préservatifs ; 3) to develop your ability to speak and write effectively in ways that an actual French person might use; (4) to focus your attention on the accuracy of your pronunciation of all those pesky little phonemes (sacrebleu ! ); and 5) to log you on to the cultural, social, and intellectual dimensions of linguistic communication in French.
Second, French 202 seeks to give you: 1) insights into the background and values of Francopohone cultures, especially French culture, with a special emphasis in this class on the 1930s; and 2) some information about how French culture has influenced the culture of the United States (ça alors ! ).
Third, the teacher of this course, even at his advanced age, aspires: 1) to make you better able to analyze and compare ideas and opinions, both your own and those of others; 2) through the study of imaginative works of and discussion of them, to make you a chum of conventions of genre, to cause you to flirt with the influence of history, to pal around with the progress of ideas, and to open your eyes to how these have affected and shaped human experience (heureusement ! ); and 3) to learn to challenge assumptions (en garde ! ) intellectually, to bounce against different perspectives without breaking, to evaluate and explain different viewpoints on complex issues, and defend (but not enforce) judgments (si possible ! ). In addition, intensive work with the French language at this level will give you new ways of thinking about your own native language and will often prod you to reflect on language itself. If you succeed in doing all these things, you will be ahead even of your benighted instructor and can proceed directly to Go and collect $200 (worth 142.02 euros on July 18, 2011, when this paragraph was newly edited though not really originally written), but for how long? given the Irish, Portuguese, Greek, Italian, and ________ (your guess for the next one is as good as mine) debt crises.
In the fourteen weeks of this course, you will 1) struggle through the second half of a rigorous presentation of French grammar in French ; 2) study in tedious detail a great French play, (La guerre de Troie n'aura pas lieu), and immerse yourself in a quirky detective novel about the immortal detective Maigret, written by Georges Simenon, acquainting yourself along the way with notions like the dichotomy of Paris and les provinces that have contributed to the French Weltanschauung (Zut ! pardonnez mon allemand ! ).
Activities in class will vary, albeit in a monotonous yet comfortingly predictable weekly fashion.
Mondays will begin with a half-hour devoted to pronunciation and phonetics, then proceed to the grammatical material for the week. You'll be assigned pages to study in the grammar text in preparation for the class. On most 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 attempted correction of the previous week's now discouragingly and spider-webbily red- or green- or purple- or blue-inked composition) will be also be due in class.
Wednesdays will be devoted to further laborious and baffling explanations and eye-opening explorations of French grammar, usually with additonal attention to group work, occasionally including entertaining performances, amusing games, or diverting class presentations.
Fridays (vendredi ! enfin ! merci Dieu ! ) will be devoted to works of literature. The two works we'll look at in detail 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, but Johnny Depp is so cool — and also speaks French ! as is proved by this YouTube clip.) : 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. The first is a text of staggering profundity (d'une profondeur stupéfiante), and the second is one of the innumerable (but by one count 192) novels by the creator of Maigret. Ah, the Thirties, the light-hearted decade that brought you the Great Depression, the rise of Nazism, the Stavisky affair, Stalin's purge trials, the Spanish civil war, the explosion of the Hindenburg, Sartre's depressing novel La nausée, the assassination of Huey Long, and the writing of Darkness at Noon and the publication of the greatest work of the 20th century, the unreadable Finnegans Wake ! A miserable period, really.
Wed., Sept. 7 : 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., Sept. 9 : Before class: Read the first four scenes of the first act of Giraudoux's La guerre de Troie n'aura pas lieu. Review 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 this for every subsequent "chapter" in Fournier as you work through the book.) Look up words you don't know in a good dictionary (see below on the meaning of this vague expression), and, for four words not yet chosen by anyone else, post on Google Docs a definition or explanatory remarks, an image, and a sample sentence using the word. (See below for more information on this bold, innovative pedagogical project.) Sign your work with your initials. — In addition, read, or reread, the preface in Barson's formidably all-in-French (except the preface!) grammar textbook.
Mon., Sept. 12 : (1) Introduction to the International Phonetic Alphabet (IPA). (2) Consonants : [R] Scott Juall, review of French consonants. (3) Barson, Chapter 7, Les verbes pronominaux (classification et conjugaison), pp. 168-70. (4) Fournier, II, §§ 6-10.
Wed., Sept. 14 : Barson, Chapter 7, Les verbes pronominaux (l'accord du participe passé), pp. 171-73, including a skosh of group work. (2) Fournier, III, §§ 4-6.
Fri., Sept. 16 : (1) Before class: Read Giraudoux, Acte I, Scènes 5-7 and prepare answers to the questions previously distributed in class. (2) Fournier, IV, §§ 4-7.
Mon., Sept. 19 : (1) Practice using l'alphabet phonétique international (API). (2) Barson, Chapter 7, Les verbes pronominaux à sens idiomatique, pp. 173-76. (3) Fournier, V, §§ 3-4.
Wed., Sept. 21 : (1) Barson, Chapter 7, Le passif, pp. 176-80, including group work. (2) Fournier, VI, §§ 4-6.
Fri., Sept. 23 : (1) Before class: Read Giraudoux, I, 8-10 & II, 1-3, and prepare answers to questions. (2) Fournier, VII, §§ 4-6.
Mon., Sept. 26 : (1) Vowels. (2) Barson, Chapter 8, La négation, pp. 194-96. (3) Fournier, VIII, §§ 3-5.
Wed., Sept. 28 : (1) Barson, Chapter 8, La négation des pronoms et des adjectifs indéfinis, pp. 196-99. Group work. (2) Fournier, IX, §§ 3-4.
Fri., Sept. 30 : (1) Before class: Read Giraudoux, II, 4-6, and prepare answers to questions. (2) Fournier, X, §§ 3-5.
Mon., Oct. 3 : (1) Nasal vowels. (2) Barson, Chapter 8, more on negation, pp. 199-201. (3) Fournier, XI, §§ 3-5.
Wed., Oct. 5 : (1) Barson, Constructions, pp. 201-05 & 233-34 (Étude de verbes). Some group work. (2) Fournier, XII, §§ 3-4.
Fri., Oct. 7 : (1) Before class: Giraudoux, II, 7-11, and prepare answers to questions. (2) Fournier, XIII, §§ 4-7.
Mon., Oct. 10 : (1) Semi-vowels. (2) Barson, Chapter 9, Le féminin des adjectifs et des noms and le pluriel, pp. 217-24. (3) Fournier, XIV, §§ 4-6.
Wed., Oct. 12 : (1) Barson, Chapter 9, L'accord des adjectifs and La place de l'adjectif qualificatif, pp. 224-28. (2) Fournier, XV, §§ 4-6.
Fri., Oct. 14 : (1) Before class: Giraudoux, II, 12-14 (la fin !), and prepare answers to questions. (2) Fournier, XVI, §§ 3-4.
Mon., Oct. 17 : (1) Phonetic transcription : Jean Desmeuzes, « Colère » (produce a phonetic transcription of this poem and bring it to class). (2) Barson, Chapter 9, Le comparatif and Le superlatif, pp. 228-31. (2) Fournier, XVII, §§ 4-7.
Wed., Oct. 19 : The long-dreaded but no longer avoidable MIDTERM EXAM!
Fri., Oct. 21 : Mid-semester break.
Mon., Oct. 24 : (1) Syllables and rhythmic groups (i). (2) Barson, Chapter 10, La formation du subjonctif, pp. 252-56. (3) Fournier, XVIII, §§ 2-3.
Wed., Oct. 26 : (1) Barson, Chapter 10, L'emploi du subjonctif, pp. 257-63. (2) Fournier, XIX, §§ 3-5.
Fri., Oct. 28 : (1) Simenon, L'affaire Saint-Fiacre, Chapters 1-2, and prepare answers to questions. (2) Fournier, XX, §§ 3-4.
Mon., Oct. 31 : Nota bene : Pour marquer la fête d'Halloween, le prof portera son costume de gentilhomme de la Restauration ! (1) Syllables and rhythmic groups (ii). (2) Barson, Chapter 10, La concordance des temps au subjonctif, pp. 263-66. (3) Fournier, XXI §§ 4-6.
Wed., Nov. 2 : (1) Barson, Chapter 10, Constructions, pp. 266-69. (2) Fournier, XXII, §§ 3-4.
Fri., Nov. 4 : (1) Simenon, ch. 3-4, and prepare answers to questions. (2) Fournier, XXIII, §§ 3-4.
Mon., Nov. 7 : (1) Syllables and rhythmic groups (iii) ; Clandestine, (« La boîte à souvenirs ». (2) Barson, Chapter 11, Les pronoms relatifs, pp. 282-85 (to II.B.). (3) Fournier, XXIV, §§ 3-4.
Wed., Nov. 9 : (1) Barson, Chapter 11, Les pronoms relatifs (suite), pp. 285-87 (from II.C.). Some group work. (2) Fournier, XXV, §§ 4-6.
Fri., Nov. 11 : (1) Simenon, ch. 5-6, and prepare answers to questions. (2) Fournier, XXVI, §§5-8.
Mon., Nov. 14 : (1) Glanville Price, "Mute e," Ch. 11 in An Introduction to French Pronunciation (Basil Blackwell, 1991), 76-87. (2) Barson, Chapter 11, Le participe présent, pp. 287-89. (3) Fournier, XXVII, §§ 3-4.
Wed., Nov. 16 : (1) Barson, Chapter 11, Tout, pp. 289-90. (2) Fournier, XXVIII, §§ 5-8.
Fri., Nov. 18 : (1) Simenon, ch. 7-8, and prepare answers to questions. (2) Fournier, XXIX, §§ 4-7.
Mon., Nov. 21 : (1) Glanville Price, "The Semi-Consonants in Detail," Ch. 13 in An Introduction to French Pronunciation (Basil Blackwell, 1991), 94-99. (2) Barson, Chapter 12, Les temps au discours indirect and L'interrogation au discours indirect, pp. 302-04. (3) Fournier, XXX, §§ 5-9.
Wed., Nov. 23 : Showing of Le ballon rouge.
Fri., Nov. 25 : Thanksgiving vacation.
Mon., Nov. 28 : (1) J.W. Jack, "Liaison or Linking," Ch. XXXIII in French Pronunciation and Diction (D.C. Heath & Co., n.d.), 172-83. (2) Barson, Chapter 12, Phrases impératives au discours indirect, Autres changements au discours indirect, and Les verbes introductifs du discours indirect, pp. 304-07. (3) Fournier, XXXI, §§ 5-10.
Wed., Nov. 30 : (1) Barson, Chapter 12, Constructions, pp. 307-09, and Faire causatif, pp. 309-13. (2) Fournier, XXXII, §§ 5-8.
Fri., Dec. 2 : (1) Simenon, ch. 9, and prepare answers to questions. (2) Fournier, XXXIII, §§ 6-11.
Mon., Dec. 5 : (1) Bernard Travel, "French Liaison and Elision Revisited: A Unified Account within Optimality Theory," Claudia Parodi, Carlos Quicoli, Mario Saltarelli, and Maria Luisa Zubizarreta, Romance Linguistics in Los Angeles (Georgetown University Press, forthcoming). (2) Provocative group presentation. (3) Fournier, XXXIV, §§ 4-6.
Wed., Dec. 7 : (1) Cheering group presentations. (2) Fournier, XXXV, §§ 4-6.
Fri., Dec. 9 : (1) Simenon, ch. 10-11 (la fin !), and prepare answers to questions. (2) Final review.
QUIA homework schedule
QUIA exercises should be done within four days of the class on the related subject. After that date the QUIA site will no longer accept your work!
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 Sept. 12 class, QUIA exercises due by Sept. 16 : §§7-1.1, 2, 3, 4, and 5, and §7-2.1 and 2.
After Sept. 14 class, QUIA exercises due by Sept. 18 : §7-2.3.
After Sept. 19 class, QUIA exercises due by Sept. 23: §§7-2.4 and 5.
After Sept. 21 class, no QUIA exercises due.
After Sept. 26 class, QUIA exercises due by Sept. 30: §§8-1.1, 2, 3, and 4.
After Sept. 28 class, QUIA exercises due by Oct. 2: §§ 8-2.1 and 2.
After Oct. 3 class, QUIA exercises due by Oct. 7: §§8-2.3, 4, and 5.
After Oct. 5 class, QUIA exercises due by Oct. 9: §§8-2.7 and 8.
After Oct. 10 class, QUIA exercise due Oct. 14: §§9-1.1, 2, 3, 4, and 5.
After Oct. 12 class, QUIA exercises due Oct. 16: §§9-2.1, 2, 3, and 4.
After Oct. 17 class, QUIA exercises due on Oct. 21: §§9-2.7, 8, 9, 10, 11, and 12.
After Oct. 19 class, no QUIA exercises due.
After Oct. 24, QUIA exercises due by Oct. 28: §§10-1.1 and 2.
After Oct. 26 class, QUIA exercises due by Oct. 30: §§10-2.1 and 2.
After Oct. 31 class, QUIA exercise due by Nov. 4: §§10-1.3 and 4.
After Nov. 2 class, QUIA exercises due by Nov. 6: §§10-2.3 and 4.
After Nov. 7 class, QUIA exercises due by Nov. 11: §§11-1.1, 2, 3, and 4.
After Nov. 9 class, QUIA exercises due by Nov. 13: §§11-2.1, 2, and 3.
After Nov. 14 class, QUIA exercises due by Nov. 18: §§11-2.5.
After Nov. 16 class, no QUIA exercises due.
After Nov. 21 class, QUIA exercises due by Nov. 25: §§ 12-1.1.
After Nov. 23 class, no QUIA exercises due.
After Nov. 28 class, QUIA exercises due by Dec. 2: §§12-1.2.
After Nov. 30 class, QUIA exercise due by Dec. 4: §12-2.1.
After Dec. 5 class, no QUIA exercises due.
After Dec. 7 class, no QUIA exercises due.
Schedule of compositions
NOTE: These are due in class (no email submissions accepted) on the day indicated. Double-space or triple-space and leave margins on all sides of at least one inch (2.54 centimeters).
Mon., Sept. 26 : Les écrivains, les artistes et les musiciens sont-ils plus sensibles (faux ami ! — en anglais = 'sensitive') que les autres ? Par exemple, se fâchent-ils, s'excitent-ils ou se désespèrent-ils plus souvent ou plus facilement ? Utilisez des verbes pronominaux. (200 mots) — Correction of first draft due in class on Mon., Oct. 3.
Mon., Oct. 10 : Écrivez une mini-pièce de théâtre avec le scénario suivant : Vous êtes soupçonné(e), à tort, d'avoir commis un délit. Vous retrouvez un(e) ami(e) et vous lui racontez vos mésaventures, en essayant de le/la convaincre que vous n'êtes pas un(e) criminel(le). Spécifiez l'acte illicite dont vous êtes accusé(e). Utilisez beaucoup de négations. (250 mots) — Correction of first draft due in class on Mon., Oct. 17.
Mon., Oct. 31 : Décrivez le pays de vos rêves. Ce pays existe-t-il ? Utilisez une grande variété d'adjectifs. (250 mots) — Correction of first draft due in class on Mon., Nov. 7.
Mon., Nov. 14 : 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) — Correction of first draft due in class on Mon., Nov. 21.
Mon., Nov. 28 : Est-ce que l'apparence physique est un reflet du caractère ? Donnez au moins un exemple qui illustre votre point de vue. Employez des pronoms relatifs. (300 mots) — Correction of first draft due in class on Mon., Dec. 5.
Calculation of grades
Your grade will be determined as follows:
University academic policies
Respectful and Civil Conduct
"Civil conversation is central to the university's academic enterprise and centrally 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) EXCEPTION: You may insult the instructor, ce pauvre type, in French, provided you make no grammatical mistakes, and provided you introduce your insult with "Pardon my French, mais..."
Accomodations for Students with
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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