Department of French Senior Freshman Handbook 2016–2017
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DepartmentofFrench
SeniorFreshmanHandbook2016–2017
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LecturingStaffIndividualtelephonescanbeaccessedfromoutsideCollegebypre-fixing(01)896;emailaddressesarefollowedby<@tcd.ie>DrSarahAlynStacey(onResearchLeaveinMT2016),room4105,tel.2686,email<salynsta>DrEdwardArnold,room4106,tel.1836,email<ejarnold>DrJamesHanrahan,room4107,tel.1841,email<hanrahaj>DrRachelHoare,room4108,tel.1842,email<rmhoare>DrClaireLaudet(HeadofDepartment),room4108,tel.2313,email<claudet>DrAlexandraLukes,room4104,tel.1977,email<lukesa>DrHannesOpelz,room4111,tel.1077,email<opelzh>DrPauleSalerno-O’Shea(onResearchLeaveinMT2016),room4113,tel.1472,email<psalerno>Part-TimeTeachingAssistantsDrMarjorieDeleuze,email<deleuzm>AmyDevlin,email<devlina>ThibautLoiez,email<loiezt>DrZachLyons,email<dzlyons>GeorginaNugent-Folan,email<nugentfg>FlorenceSignorini,email<fsgnorni>Lectrices/lecteurs,room4078,tel.1248SondèsFrigui,email<friguis>AlexisKaiser,email<kaisera>CélineThobois,email<thoboisc>ExecutiveOfficersMsMaryKellyandMsSinéadDoran,room4109,tel.1553,email<french>MsTracyCorbett,room4089,tel.1333<tcorbett>TermDatesMichaelmasTerm:Monday26September2016-Friday16December2016HilaryTerm:Monday16January2017-Friday7April2017GeneralCoordinationSFyearcoordinator: DrHannesOpelzSCHOLcoordinator: DrHannesOpelzErasmuscoordinator: DrJamesHanrahanModuleLeaders
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Language(FR2008): DrJamesHanrahanIdeasintoPolitics(FR2018/2006): DrEdwardArnoldLinguistics(FR2021/2022) DrRachelHoare
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COURSESLANGUAGEPROGRAMME(10ECTS)Studentstakethefollowinglanguagemodule:FR2008:OralandWrittenFrench ModuleLeader: DrJamesHanrahanModuleDescription:Thecourseisdividedintothreecomponents:GrammarLecture,CompositionandWrittenExpressionClass,OralLanguageClass.Onsuccessfulcompletionofthismodulestudentswillbeableto:
• Communicateclearlyandeffectively,bothorallyandinwriting,inEnglishandFrenchinacademic,professionalandsocialsettings
• OrganiseandpresentideasinEnglishandFrench,inwritingandorally,withintheframeworkofastructuredandreasonedcriticalargument
• TranslatearangeofjournalistictextstoandfromFrench,withaccuracy,consistencyandappropriatenessofregisterandexpression
• DemonstrateagoodcomprehensionofFrenchbywritinginFrencharésuméofajournalistictext
• DemonstrateahighlevelofproficiencyintheFrenchlanguageinbothwrittenandspokencontexts
• Analysecriticallyandindependently,inEnglishandFrench,avarietyoftextswritteninFrenchinavarietyofregisters
GrammarLectureStudentsattendagrammarlectureeveryweekwhichbuildsonthefoundationprovidedintheJFyear;thecourseaimsbothtodevelopanumberoffamiliargrammaticalpointsandtointroducemoresophisticatedgrammaticalstructures.ThecoretextbookforthiscourseisC.Abbadieetal.,L’Expressionfrançaiseécriteetorale(Grenoble:PUG2003)availableinInternationalBooks.Classexerciseswillbetakenfromthisbookandstudentswillprepareaseriesofexercisesbasedonthegrammartopicofthelecture.StudentsshouldalsohaveHawkinsandTowellFrenchGrammarandUsageasareferencegrammar,inadditiontotheBescherelle:LaConjugaisonpourtous(Paris:Hatier,1997)andHumberstone’sMotàmot(London:Hodder&Stoughton,1996).Studentsareexpectedtoacquireandfamiliarisethemselveswithagoodmonolingualdictionary.LePetitRobertisrecommended;ifthatisruledoutongroundsofexpense,LeMicroRobertisanacceptablesubstituteformostpurposes.
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Forafullbreakdownofgrammarlectureprogramme,pleaseconsulttheSFLanguageDossier,availableonBlackboard(mymodule.tcd.ie).CompositionandWrittenExpressionClassStudentsalsoattendaweeklylanguageclasswithamemberofthelecturingstafforagraduateteachingassistant.ThedossierforthisclassshouldbedownloadedfromtheDepartmentalwebsite.Thefocusofthisclassistoaddressissuesraisedinthepreviousgrammarlectureandtointroducestudentstotheexercisesoftranslationandessaywriting.NB.Worksubmittedforthisclasscountsfor17%oftheoveralllanguagemarkfortheyear.Thisiscalculatedonthebasisofmarksawardedforsixmandatoryassignments(‘Contrôlecontinu’).Thesesixmarksintotalwillconstitutethefinalcontinuousassessmentmark.Latesubmission:Unlessthereisamedicalreasonforlatesubmission(justifiedbyamedicalcert),classtutorsmayreasonablyrefusetocorrectworkhandedupafterthetimetheyhavesetasidefordoingso.Ifastudentcannotproduceamedicalcert,heorshemustobtainpermissiontosubmitfromtheHeadofDepartment.OralLanguageClassStudentsattendaweeklyclasswiththeFrenchlecteurs/lectrices.Throughdiscussionconcerningaspectsofcontemporarysociety,thisclassaimstodevelopauralcomprehensionandoralexpression.Sincethisisyouronlycontacthourwithnativespeakers,andyouronlychancetospeakFrenchinasmall-groupenvironment,itisvitalthatyouattendonaweeklybasisandparticipateregularly.Non-attendancewillbetakenveryseriouslybytheDepartment.PersonalstudyInaddition,studentsarestronglyadvisedtopracticegrammarexercisesrelatingtotopicswhichtheyfinddifficult.ExtraexercisescanbefoundinL’Expressionfrançaiseécriteetorale.AssessmentYourmarkforFR2008willbecalculatedonthebasisofmarksawardedforfourcomponents:2xthree-hourpapersinTrinityTerm:
Language1:grammar (33%)Language2:translationintoEnglish+composition (33%)
Oralexamination: (17%)8xcontinuousassessmentassignments: (17%)
***COURSEWORKOPTIONS(20ECTS)TSMstudentsalsofollowtwoofthefollowingthreeOptions:
IdeasintoPolitics(FR2018)(FR2006forES)Literature(FR2016)TheFrenchLanguage–VariationandInnovation(FR2021)(FR2022forCSL)
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Allofthesemodulesrunthroughouttheyear,withweeklylecturesandweeklyseminars.Foreachmodulethatthestudenttakes,anessayof2,000-2,500wordsmustbesubmitted.Studentsthereforewritetwoessaysduringtheyear,oneforeachOption.Ratherthansubmittingthembothtogether,thedeadlinesarespreadout(seebelow).StudentscandecidewhichOptionessaytheywillsubmitfirst.Studentscannotsubmitbothessaysatthesametime.Essaytitlesareappended.Deadlines: MTessays: bynoononMonday12December2016 HTessays: bynoononFriday24March2017• OnepieceofassessedworkmustbesubmittedinFrench.Studentsmaychoosewhich
ofthetwopiecestheywishtowriteinFrench.• Inmarkingtheseessays,70%ofthemarkisgiventocontent,and30%totheFrench
language.• Suchworkmustbeword-processed.Studentsmustincludeanelectronicwordcount
withtheiressays.Essaysofexcesslengthwillbereturnedandresubmissionrequired.• Foressaywritingguidelines,pleaserefertothecomprehensivedocumentavailableon
theLocalpagesoftheFrenchdepartmentwebsite.Thisdocumentalsocontainsguidelinesonreferencingconventionsandthepresentationofmaterial.
ESstudentsfollowtheIdeasintoPoliticslecturecourse(FR2006),butnottheweeklyseminars.ESstudentsonlysubmitoneessay(inEnglishorFrench),ineitherterm(dependingonthetitletheychoose),respectingthedeadlinesabove.CSLstudentsfollowTheFrenchLanguage–VariationandInnovationlecturecourse(FR2022),butnottheweeklyseminars.CSLstudentsonlysubmitoneessay(inEnglishorFrench),ineitherterm(dependingonthetitletheychoose),respectingthedeadlinesabove.
***StudySkillsStudentsshouldbeawarethatStudentLearningDevelopmentatTrinityCollegeDublinhavecreatedaBlackboardmoduledesignedtohelpstudentsdevelopthestudyskillstheyneedtobesuccessfulatuniversity.Themoduleissuitableforstudentsonallcoursesandinanyyearofstudy.ThemoduleisentitledACADEMICSKILLSFORSUCCESSFULLEARNINGandisavailabletoallstudentsfromhttp://mymodule.tcd.ie/Studentsshouldusethisresourceinordertoaccessinformationon,amongotherthings,howtoimprovetheirnote-takingskills,andhowtomanagedeadlines.
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AttendanceStudentsareremindedthatattendanceiscompulsory.Poorattendancemayresultintherefusalofpermissiontositannualexams.AccordingtotheregulationsassetoutintheCollegeCalendar(H6,§23,24,25)astudent'sperformancemaybedeemednon-satisfactorywheretheyfailtoattendonethirdoftheircourseorfailtosubmitonethirdoftheircoursework.InSFFrench,thisregulationisinterpretedasfollows:astudent'sperformanceisdeemedunsatisfactorywheres/hemissesthreelanguageclassesorthreeoralclassesinagiventerm,orwheres/hefailstosubmitthreeoftheeight'contrôlecontinu'exercises.Studentsreportedasunsatisfactoryontwooccasions(e.g.inMTand'contrôlecontinu'exercises,orinMTandHT)mayberefusedpermissiontotaketheirannualexams.
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ThisHandbookshouldbereadinconjunctionwithrelevantentriesintheUniversity
Calendar.IncaseofanyconflictbetweentheHandbookandtheCalendar,theprovisionsoftheCalendarshallapply.CopiesoftheUniversityCalendarcanbepurchasedorconsulted
eitherintheLibraryoronthewebat:
http://www.tcd.ie/Secretary/College_Calendar/
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FR2016:LITERATUREModuleDescription:Onsuccessfulcompletionofthecourse,studentswillbeableto:
• Analysecriticallyandindependently,inEnglishandFrench,avarietyofprimaryliterarytextsrangingfromthe16thcenturytothe20thcentury
• Demonstrateanabilitytousethespecificdisciplineofliterature(inparticulargenericalcategories)toanalyseandcontextualisetextsandtoexamineliterarydevelopmentsinFrancesincethe16thcentury
• ProduceessaysinbothEnglishandFrenchdemonstratingtheabilitytoorganise,analyseandevaluaterelevantmaterial
• Usetheappropriatemethodologiesandrelevantresourcesforthepresentationoftheirwork.
Thiscoursehastwomaingoals.Firstly,itaimstointroducestudentstothemaingenresofFrenchliterature,inabroadlychronologicalframeworkandintermsoftherelevantissuesofcriticaltheory.Thisfunctionofthecourseisservedprimarilybythelectureseries.Secondly,itaimstoengageinclosereadingoftheprescribedtexts.Thisfunctionisservedprimarilybytheseminars.NB.Exceptionallythisyear(2016-2017),tofacilitatesabbaticalleave,therunningorderofthetextsdescribedbelowhaschanged:DuBellay,MolièreandCorneillewillbetaughtinHilaryTerm,whilstFlaubert,SarrauteandBaudelairewillbetaughtinMichaelmasTerm.Forabreakdownofthisyear’slectureprogramme,seetheLectureschedulebelow.CourseTexts:Thecoursebeginswiththegenreofpoetryandthethemeofthecity,withanexaminationofDuBellay’sLesAntiquitezdeRome(1558),aseminalworkwhichmetwithEuropeanrecognition(itwas,forexample,translatedbyEdmundSpenser).Theselecturesconsiderthevirtuosouseofthesonnettoarticulatearangeofuniversalandtrans-historicalthemesaboutMan’sconditionandplaceintheuniverse.Wethenexaminedrama,focusingontheGoldenAgeofFrenchtheatre,theseventeenthcentury,orGrandSiècle.ThroughananalysisofsocialsatireinMolière’sgrandecomédie,LeMisanthrope(1666),wewillengagewiththemessuchasnon-conformity,friendship,happinessandmorality.Movingfromcomedytotragedy,wewillexamineCorneille’sLeCid(1648),aplayconstructedaroundtheeternally-significantthemesofhonour,duty,heroism,sacrificeandauthority.Thestudyofthesetwoplayswillpermitvaluableinsightsintoboththedramaturgicalconventionsandthemoralphilosophyofthetime.ThecoursethenmovesforwardtothenineteenthcenturywithFlaubert’sMadameBovary,andexaminesthenovelisticnormsagainstwhichtheNouveauRomaninthetwentieth
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centuryreacts.NathalieSarraute’sLePlanétariumexploresfurtherthecomplexrelationshipbetweennarration,characterandreaderintheFrenchnovel.Baudelaire’spoetryisthenconsideredasafocusforthestudyofmetaphorinpoetry,inparticularinrelationtopoeticform,synaesthesia,andcertainkeythemes(suchasthecity,andthepoet’sunderstandingoftheuniverse). LectureScheduleMichaelmasTerm
Week1(5) Author,narrator,character:narrationinMadameBovary GNFWeek2(6) Signsinthetext:MadameBovary GNFWeek3(7) Irony:MadameBovary GNFWeek4(8) ComparisonofnarrativetechniquesinFlaubertandSarrauteGNFWeek5(9) AspectsofSarrauteandthenouveauroman(I) ALWeek6(10) AspectsofSarrauteandthenouveauroman(II) ALWeek7(11) StudyWeekWeek8(12) AspectsofSarrauteandthenouveauroman(III) ALWeek9(13) Baudelaire:Metaphor GNFWeek10(14) MetaphorandSynaesthesia GNFWeek11(15) MetaphorandPoeticStructure GNFWeek12(16) ReadingtheCityinBaudelaire’sPoetry(LesFleursduMal) GNF
HilaryTerm
Week1(21) TheSonnetandtheCity:DuBellay’sAntiquitezdeRome SASWeek2(22) TheStylisticsofExpression:ReconstructingDuBellay’sRome(I) SASWeek3(23) TheStylisticsofExpression:ReconstructingDuBellay’sRome(II) SASWeek4(24) Molière:LeMisanthrope(I) SASWeek5(25) Molière:LeMisanthrope(II) SASWeek6(26) Molière:LeMisanthrope(III) SASWeek7(27) StudyWeekWeek8(28) Corneille:LeCid(I) SASWeek9(29) Corneille:LeCid(II) SASWeek10(30) Corneille:LeCid(III) SASWeek11(31) Conclusion(I) SASWeek12(32) Conclusion(II) SAS
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SelectBibliographyNB.Twokeytextson‘rhetoric’shouldbepurchasedbystudentsforconstantreferencethroughouttheirLiteraturecourse:J.D.Biard,Lexiquepourl’explicationdetexte,Exeter:UniversityofExeterPress,1980GeorgesForestier,Introductionàl’analysedestextesclassiques,Paris:Nathan,1993(limitednumberofcopiesavailablefromInternationalBooks)DuBellayEdition:JoachimDuBellay,LesRegrets;LesAntiquitezdeRome,Paris:GallimardY.Bellenger&J.Balsamo,DuBellayetsessonnetsromains:étudessur‘LesRegrets’et‘LesAntiquitezdeRome’,Paris,1994H.Chamard,JoachimduBellay(1522-1560),Lille,1900G.Gadoffre,DuBellayetlesacré,Paris,1978V.Saulnier,DuBellay:l’hommeetl’œuvre,Paris,1951H.Tucker,ThePoet’sOdyssey:JoachimduBellayandthe‘AntiquitezdeRome’,Oxford,1990.H.Weber,LaCréationpoétiqueenFranceauXVIesiècle,Paris,1956(ch.6)MolièreEdition:Molière,LeMisanthrope,ed.LoïcMarcou,Paris:GarnierFlammarion,1997;anycompleteunabridgededitionbasedonthetextof1666A.Calder,‘OnHumourandWitinMolière’s“LeMisanthrope”andCongreve’s“TheWayoftheWorld”’,inCultureandConflictinSeventeenth-CenturyFranceandIreland,ed.SarahAlynStaceywithVéroniqueDesnain,Dublin,2004,pp.151-162J.Lough,Seventeenth-CenturyFrenchDrama,Oxford,1979M.Turnell,TheClassicalMoment,NewHaven,Connecticut,1971W.D.Howarth,Molière:APlaywrightandhisAudience,Cambridge,1982W.G.Moore,Molière:ANewCriticism,Oxford,1949CorneilleEdition:Corneille,LeCid,ed.EvelyneAmon,Paris:Larousse,1990;anycompleteunabridgededitionbasedonthetextof1648and1660H.T.Barnwell,TheTragicDramaofCorneilleandRacine,Oxford,1982FlaubertEdition:GustaveFlaubert,MadameBovary,Paris,Garnier-Flammarion,Nº657G.Genette,FiguresIII,Paris,1972(pp.65-282)D.C.Muecke,TheCompassofIrony,London,1969S.Rimmon-Kenan,NarrativeFiction:ContemporaryPoetics,London&NewYork,1983V.Brombert,TheNovelsofFlaubert:AStudyofThemesandTechniques,Princeton,1966J.Culler,Flaubert:TheUsesofUncertainty,Cornell,Ithaca,1985A.Fairlie,Flaubert:‘MadameBovary’,London,1973D.Knight,Flaubert’sCharacters:TheLanguageofIllusion,Cambridge,1985R.Lloyd,‘MadameBovary’,London,1990SarrauteEdition:NathalieSarraute,LePlanétarium,Paris,Gallimard,coll.Foliono.92N.Sarraute,L’Eredusoupçon,Paris,1956
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A.Jefferson,The‘NouveauRoman’andthePoeticsofFiction,Cambridge,1980V.Minogue,NathalieSarrauteandtheWarofWords:AStudyofFiveNovels,Edinburgh,1981BaudelaireEdition:CharlesBaudelaire,LesFleursdumal,Paris,Garnier-Flammarion,no.527T.Hawkes,Metaphor,London,1972D.Molino&J.Tamine,Introductionàl’analyselinguistiquedelapoésie,Paris,1982(esp.chs.3&4)A.Fairlie,Baudelaire:‘LesFleursduMal’,London,1960A.Cassagne,Versificationetmétriqued’aprèsC.Baudelaire,Paris,1906(rpt.Slatkine,1982)S.Johansen,LeSymbolisme:EtudessurlestyledesSymbolistesfrançais,Copenhagen,1945(rpt.Slatkine,1972)J.-P.Richard,‘ProfondeurdeBaudelaire’,inPoésieetprofondeur,Paris,1955
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FR2018(TSM)/FR2006(ES):IDEASINTOPOLITICSModuleLeader: DrEdwardArnoldModuleDescription:Onsuccessfulcompletionofthismodulestudentswillbeableto:
• Analysecriticallyandindependently,inEnglishandFrench,extractsfrommajorhistorical,politicalandculturaltextsanddocumentsrangingfromthe16thcenturytothe21stcentury
• Demonstrateabroadknowledgeofthehistorical,culturalandpoliticaldevelopmentofFrancefromthe16thtothe21stcentury,asreflectedinthetextsusedinthecourse
• OrganiseandpresentideasinEnglishandFrench,inwritingandorally,withintheframeworkofastructuredandreasonedcriticalargument
• Demonstrateanawarenessoftherelevantphilosophical,politicalandhistoricalapproachestoideasandsocialandpoliticaldevelopmentofFrancefromthe16thtothe21stcentury
• Usetheappropriatemethodologiesandrelevantresourcesforthepresentationoftheirwork.
• ProduceessaysinbothEnglishandFrenchdemonstratingtheabilitytoorganise,analyseandevaluaterelevantmaterial.
• Usetheappropriatemethodologiesandrelevantresourcesforthepresentationoftheirwork
Thepurposeofthiscourseistwofold.Firstly,itaimstoacquaintstudentswiththeideologicaltraditionsofmodernFrance,stretchingbacktotheRenaissanceandforwardtothepost-warperiod.Secondly,itaimstoencourageclosereadingoftexts,andtodevelopskillsintheanalysisofarguments,andofthesuppositionsandvaluesembeddedinthem.Thisfunctionisservedprimarilybytheseminars.CourseTexts:WiththeexceptionofPascal’sPenséesandVoltaire’sLettresphilosophiques,alltextsrequiredforthesewillbeavailableintheformofanAnthologyavailablefromthedepartmentalwebsiteandviaBlackboard.PleasenotethattheIdeasintoPoliticssectionofthecourseworkannualexaminationcomprisesbothessaysandcommentaries.Forthecommentaries,studentswillbeaskedtoplacetheextractinitshistoricalcontext;toanalyseitscontents;andtoindicateitsinterestinrelationtothethemesofthecourse.Whetheraparticularsubject-areaisexaminedbyessayorcommentarymayvary.
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LectureScheduleMichaelmasTerm Week1(5) TheFrenchRevolution(s)(1789-99) EAWeek2(6) NapoleonandtheFirstEmpire(1799-1815) EAWeek3(7) FromRestorationtoRepublic(1815-48) EAWeek4(8) Revolution,RepublicandCounter-revolution(1848-52) EAWeek5(9) NapoleonIIIandtheSecondEmpire(1848-70) EAWeek6(10) PublicHoliday Week7(11) StudyWeekWeek8(12) The3rdRepublicandthe‘guerresfranco-françaises’(1870-1914) EAWeek9(13) ‘NeitherRightnorLeft’:PoliticsintheInterwarYears(1918-44) EAWeek10(14) ResistanceandCollaboration(1940-44) EAWeek11(15) IntellectualsandDecolonisation HOWeek12(16) May1968 HOHilaryTerm Week1(21) FashioningPoliticsin16th-centurySociety:Montaigne’s Delacoustumeetdenechangeraisémentuneloyreceüe(I) SASWeek2(22) FashioningPoliticsin16th-centurySociety:Montaigne’s
Delacoustumeetdenechangeraisémentuneloyreceüe(II) SASWeek3(23) ASceptic’sGuidetoInternationalPolitics:Montaigne’s
DesCannibales SASWeek4(24) Montaigne,PoliticalIdealist? SASWeek5(25) Pascal’sPensées:ManandSocietyinthe17thcentury(I) SASWeek6(26) Pascal’sPensées:ManandSocietyinthe17thcentury(II) SASWeek7(27) StudyWeekWeek8(28) Pascal’sPensées:ManandSocietyinthe17thcentury(III) SASWeek9(29) Pascal’sPensées:ManandSocietyinthe17thcentury(IV) SASWeek10(30) Voltaire’sLettresphilosophiques(I) JHWeek11(31) Voltaire’sLettresphilosophiques(II) JHWeek12(32) The‘Anti-Pascal’intheLettresphilosophiques JH
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SelectBibliographyTheAgeofMontaigneDepartmentaleditionprovidedoftwoessays:DelacoustumeetdenechangeraisémentuneloyreceüeandDesCannibalesJanineGarrison,AHistoryofSixteenth-CenturyFrance,1483-1598,London:Macmillan,1995R.J.Knecht,TheRiseandFallofRenaissanceFrance,1483-1610,London:Fontana,1996PascalandtheSeventeenthCenturyEdition:Pascal,Pensées,ed.DominiqueDescotes,Paris:GarnierFlammarion,1976;anyothereditionmaybeusedprovidingitisbasedonLéonBrunschvicg’stextJohnCruickshank,Pascal:Pensées,London:GrantandCutler,1988Pascal:ThématiquedesPensées,ed.L.M.HellerandI.M.Richmond,Paris,Vrin,1988Kearns,EdwardJ.,IdeasinSeventeenth-CenturyFrance,Manchester:ManchesterUP,1979JanetMorgan,‘Pascal’s“ThreeOrders”’,ModLangReview,73(1978),755-766MichaelMoriarty,TasteandIdeologyinSeventeenth-CenturyFrance,Cambridge:CUP,1988VoltaireandtheEnlightenmentEdition:Voltaire,Lettresphilosophiques,introducedbyRenéPomeau,Paris:GarnierFlammarion,1999;FrédéricDeloffre'sedition(Paris:Gallimard,1986)maybeused.TheodoreBesterman,Voltaire,Oxford:Blackwell,1976NicholasCronk,TheCambridgeCompaniontoVoltaire,NewYorkandCambridge:CambridgeUniversityPress,2009DorindaOutram,TheEnlightenment,Cambridge:CambridgeUniversityPress,1995IraOwenWade,TheIntellectualOriginsoftheFrenchEnlightenment,Princeton,N.J.:PrincetonUniversityPress,1971TheRevolutionAlfredCobban,AspectsoftheFrenchRevolution,London:Paladin,1973FrançoisFuret,PenserlaRévolutionfrançaise,Paris:Gallimard,1978PaulR.Hanson,ContestingtheFrenchRevolution,Wiley-Blackwell,2009RogerMagraw,France1815-1914.TheBourgeoisCentury,London:Fontana,1983RogerPrice,ASocialHistoryofNineteenth-CenturyFrance,London:Hutchinson,1987D.M.G.Sutherland,France1789-1815.RevolutionandCounterrevolution,London:Fontana/Collins,1985NapoleonIIIandtheSecondEmpireMauriceAgulhon,1848oul’apprentissagedelarépublique,1848-1852,Paris:Seuil,1973FrançoisCaron,LaFrancedesPatriotes,de1851à1918,Paris:Fayard,1985AlainPlessis,Delafêteimpérialeaumurdesfédérés,1852-1871,Paris:Seuil,1979TheThirdRepublicRobertD.Anderson,France1870-1914.PoliticsandSociety,London:Routledge&KeganPaul,1977OnAnti-SemitismandtheDreyfusAffairPascalOry,Jean-FrançoisSirinelli,LesIntellectuelsenFrance,del’AffaireDreyfusànosjours,Paris:ArmandColin,1986
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MichelWinock(ed),L’AffaireDreyfus,Paris:Seuil,1998Fascism,NationalismandExtremeRightinFranceEdwardJ.Arnold(ed.),TheDevelopmentoftheRadicalRightinFrance.FromBoulangertoLePen,London:Macmillan,1999ArianeChebeld’Appollonia,L’Extrême-droiteenFrance.DeMaurrasàLePen,Brussels:Ed.Complexe1996(Newedition,coll.‘QuestionsauXXèmesiècle’)MichelWinock,Nationalisme,antisémitismeetfascismeenFrance,Paris:Seuil(coll.‘Points-Histoire’;H131),1990—LaFièvreHexagonale.Lesgrandescrisespolitiques,1871-1968,Paris:Seuil(coll.‘Points-Histoire’,n°97),1990Vichy,CollaborationandResistanceMarc-OlivierBaruch,LeRégimedeVichy,Paris:LaDécouverte,1996PhilippeBurrin,LivingwithDefeat.FranceundertheGermanOccupation,1940-1944,London:Arnold,1996RobertPaxton,VichyFrance:OldGuardandNewOrder,1940-1944,NewYork:ColombiaUniversityPress,1982Post-WarLiteratureandPoliticsPhilipDine,ImagesoftheAlgerianWar:Frenchfictionandfilm,1954-1992,Oxford:ClarendonPress,1994FranzFanon,LesDamnésdelaterre,Paris:FrançoisMaspero,1961(PrefacebyJ.-P.Sartre)RobertGildea,Francesince1945,Oxford:OxfordUniversityPress,2002TonyJudt,PastImperfect:FrenchIntellectuals,1944-1956,Oxford:OxfordUniversityPress,1992MichaelKelly,TheCulturalandIntellectualRebuildingofFranceaftertheSecondWorldWar,London:PalgraveMacmillan,2004TheAlgerianWarBenjaminStora,LaGuerred’Algérieexpliquéeàtous,Paris:LeSeuil,2012GabrielBomin,LaDéchirure–LaGuerred’Algérie:1954-1962,StudioFranceTélévisions,2012PierreMontagnon,Laguerred'Algérie:genèseetengrenaged'unetragédie,Paris:Pygmalion,2004GilloPontecorvo,LaBatailled’Alger[LaBattagliadiAlgeri],StudioCanal,1966FranceTVÉducation/INA,Guerred’Algérie:delacolonisationàl’indépendance:http://education.francetv.fr/frise-chronologique/frise-de-la-guerre-d-algerie-o25436May1968Jean-PierreLeGoff,Mai68,l’héritageimpossible,Paris:LaDécouverte,2002EdgarMorin,ClaudeLefort,andCornéliusCastoriadis,Mai68:LaBrèche,suivideVingtansaprès,Paris:Fayard,2008
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FR2021(TSM)/FR2022(CSL):THEFRENCHLANGUAGE–VARIATIONANDINNOVATION
ModuleLeader: DrRachelHoareModuleDescription:Onsuccessfulcompletionofthismodulestudentswillbeableto:
• Identifyawiderangeofsociolinguisticissuesrelatingtolanguages,dialectsandpatoisinFrance.
• Critiquethehistoricalroleofthestateinprotectingthestandardlanguage.
• IdentifykeyaspectsoflinguisticpolicyinFrance.
• Discussthesociolinguisticaspectsofregional,situationalandsocialvariationinrelationtodifferentlanguagevarietiesinFrance.
• ExplainthedifferentwaysinwhichtheFrenchlanguageiscurrentlydefendedandpreserved.
• ProduceessaysinbothEnglishandFrenchdemonstratingtheabilitytoorganise,analyseandevaluaterelevantmaterial.
ThepurposeofthiscourseistoshowthatFrenchisamany-facetedsocialinstrumentwhichmaybedelicatelymodifiedtosuitthemultitudeofsituationsinwhichitisusedonadailybasis.TheFrenchlanguage,likeanyotherlanguageincurrentuse,isnotapetrifiedobject,butamalleableorganismwhichrespondstotheneedsanddemandsofitsusers.InadditiontolookingatthefactorswhichhaveproducedthemainstreamvarietyofFrench,officialstandardFrench,thecourselooksatandevaluatesattemptstocontrolthelanguageandalsoprovidesatechniquefordescribingtypesofFrenchwhichmaybeencounteredbutwhichdifferinsomewayfromStandardFrench.Theconceptofvariationinlanguageisconsideredandthevariousfactorswhichdeterminethewayaspeakerspeaksorawriterwritesinaparticularsetofcircumstancesareidentified.Theinfluenceofgeographicalorigin(withparticularreferencetothelanguagesofFranceandregionalanddialectalFrench),age,sex,socioeconomicstatusandregisterwillbeexaminedindetail.ThemainobjectiveofthiscourseistogiveadeeperunderstandingoftheFrenchlanguageasitexiststoday.Thereisnosinglecourse-book,butthebookscitedintheSelectBibliographyallhaveusefulsectionsontheissuestobeconsidered,andstudentswillbeprovidedwithuptodatejournalarticlesviaBlackboard.SelectBibliographyAgerD.(1990)Sociolinguistics&ContemporaryFrench,CambridgeUniversityPressBallR.(1997)TheFrench-SpeakingWorld,LondonandNewYork,RoutledgeBattye,A.,Hintze,M-A.,andRowlett,P.TheFrenchLanguageToday:ALinguisticIntroduction.Oxford,Routledge.
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LodgeR.A.(2009)ASociolinguisticHistoryofParisianFrench.Cambridge,CambridgeUniversityPress.LodgeR.A.(1993)French:FromDialecttoStandard,LondonandNewYork,RoutledgeLodgeR.,ArmstrongN,EllisY,SheltonJ.(1997)ExploringtheFrenchLanguage,London,ArnoldOffordM.(1990)VarietiesofContemporaryFrench,Basingstoke,MacmillanSandersC.(ed)(1995)FrenchToday:LanguageinitsSocialContext,Cambridge,CambridgeUniversityPress.Referencingforlinguisticsessaysanddissertations:theHarvardSystemThissystemrequiresallreferencestobeplacedinabibliographyattheendofthearticleordissertation.Referencesinthetextgivethesurnameoftheauthorandthepublicationdateoftheworktowhichreferenceismade.Thisinformationisenclosedinparentheses:SouthernvarietiesofFrenchspeechstilldiffermarkedlyfromthoseofthenorthasaresultofresidualOccitaninfluence(Schlieban-Lange1977).Thisemphasisisrelativelynew;however,anumberofrecentreviewsanddiscussions(Benson2000;Dickinson1995;EhrmanandDörnyei1998;Ushioda1996a,1998)provideevidencethatL2motivationandlearnerautonomygohandinhand...Whenitisnecessarytodrawattentiontoaparticularpageorpages,thismaybedonethus:Thesemechanisms,closelylinkedwiththeappraisalprocess,refertoknowledgeandstrategiesusedtomanagecognitiveandnoncognitiveresourcesforgoalattainment(CornoandKanfer1993,304).Iftwoormoreworksbythesameauthorhavethesamepublicationdatetheyshouldbedistinguishedbyaddinglettersafterthedate:ThemostconstraininglinguisticnormstendtobefoundincommunitieswhichLePageandTabouret-Keller(1985b)refertoas‘highlyfocusedsocieties’.Thelistofreferencesisarrangedinalphabeticalorderoftheauthor’ssurnames.Examplesaregivenbelow:Abu-RabiaS.1997.‘GenderdifferencesinArabstudents’attitudestowardCanadiansocietyandsecondlanguagelearning’,JournalofSocialPsychology137,125-128.AgerD.E.1993.‘Identity,communityandlanguagepoliciesincontemporaryFrance’,inAger,MuskensandWright1993,71-90.AgerD.E.,MuskensG.,andWrightS.,eds,1993.Languageeducationforinterculturalcommunication,Clevedon:MultilingualMattersHudsonR.A.1980.Sociolinguistics,Cambridge:CambridgeUniversityPress.
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MenziesJ.1991.‘AninvestigationofattitudestoScotsandGlasgowdialectamongsecondaryschoolpupils’,ScottishLanguage,10,30-46
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ESSAYTITLES2016-2017
FR2018/FR2006IDEASINTOPOLITICSMichaelmasTerm:
1. Whatwerethevariousformsofgovernmentthatexistedbetween1789and1870?WhatdoesthislevelofalternationsayaboutthenatureofpoliticsinFrance?
2. TheideologicalsourcesofpétainismeandtheVichyrégimearetobefoundinthestanceofanti-dreyfusardsduringtheAffair.Discussthisideawithreferencetothediscourseofatleastoneindividualfromeachperiod.
3. WhatistheeffectoftheSecondWorldWarandtheOccupationonFrenchcollective
memory?
4. ‘Niguerredeconquête,niguerrededéfensenationale,laguerred’Algérieestàpeuprèsdevenueuneactionpropreàl’arméeetàunecastequirefusentdecéderdevantunsoulèvementdontmêmelepouvoircivil,serendantcomptedel’effondrementgénéraldesempirescoloniaux,sembleprêtàreconnaîtrelesens’(‘Déclarationsurledroitàl’insoumissiondanslaguerred’Algérie’).Discuss.
5. ‘Cemouvement[demai1968]estunmouvementderuptureradicale,violentcertes,
maisd’uneviolencetrèsmaîtriséeet,danssafinalité,communiste,toutenmettantencause,parunecontestationincessante,lepouvoirettouteslesformesdepouvoir.’DiscussthisassessmentinlightoftheMay1968eventsandtextscoveredinthecourse.
HilaryTerm:
1. ‘Ildétestelatyrannie,l’arbitraire,l’absolutismemême,etl’aveuglementquienpermetl’exercice’(Nakam).MakingreferencetoatleasttwooftheEssais,discussthisassessmentofMontaigne.
2. ‘Pascalinterpretsmuchofhumanactivityasaformofdistractionordivertissement’(Cruickshank).ExplainthiscommentanddiscussitscentralitytoLesPensées.
3. ‘Enpartantpourl’Angleterre,Voltaireétaitunpoète;enrevenant,c’étaitunsage’
(JohnMorley).What,ifanything,doVoltaire’sLettresphilosophiquessuggesthelearnedduringhisEnglishexile?
FR2016LITERATUREMichaelmasTerm:
1. ExploretheroleofdescriptioninFlaubert’sMadameBovary.
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2. DiscussthewaysinwhichidentityisputintoquestioninSarraute’sLePlanétarium.
3. WithreferencetoBaudelaire’sLesFleursduMal,exploretheroleofcorrespondences
intermsofstructure(rhyme,verse,poeticforms)andcontent.HilaryTerm:
4. ‘Rebastiraucompassdelaplume/Cequelesmainsnepeuventmaçonner.’Makingprecisereferencetothetext,discussDuBellay’sAntiquitezdeRomeinlightofthisstatement.
5. ‘ViolentesatiredelasociétéaristocratiqueduXVIIesiècle,LeMisanthropeseprésenteaussicommeuneréflexionsurlejeusocial’(Marcou).Discuss.
6. ‘Corneilleperceivedexcellentdramaandsubjectfordebateintherelationsbetween
rulerandsubjectandtheworkingsofstate.’DiscussthisstatementwithreferencetoLeCid.
FR2021/FR2022THEFRENCHLANGUAGE–VARIATIONANDINNOVATIONMichaelmasTerm:
1. ‘LaFranceestundespaysd’Europequioffrelaplusgrandediversitélinguistique’(dglflf:2008).Discuss.
2. ‘Unphénomènelanguedesjeunesestsignalépartoutdanslemonde,maislefrançaissembletouchéjusquedanssastructure’(dglflf:2003).Discuss.
HilaryTerm:HTessaytitlestobecommunicatedinduecourse.
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ScholarshipExamination
TheSeniorFreshmanyearistheoneinwhichstudentssitforthecompetitiveFoundationandNon-FoundationScholarshipexaminations.ThosewhoareelectedtoScholarshipwillhavesecuredthemostprestigiousawardavailabletoundergraduatesofthisUniversityandonewhichisrecognisedworld-wide:alongwiththeProvostandFellows,theyformpartofthegoverningcorporationoftheCollege;theyareentitledtoCommonsfreeofchargeandtoroomsinCollegefreeofchargeforuptoninemonthsoftheyear;theyreceiveasalarywhich,togetherwithanygrantwhichtheymayreceivefromanoutsidebody,willamounttonotlessthan€63.49perannum(afterpaymentoftheannualfee):theyareentitledtoremissionoftheannualfeeappropriatetotheirmaincourseofstudy,iftheyarenotinreceiptofoutsidescholarshipsorgrants,savethatundergraduatescholarsfromnon-EUcountrieswillhavetheirfeesreducedbyanamountcorrespondingtotheappropriatefeelevelofanIrishstudent.SuchaScholarshipcanbeheldforuptofiveyears,enablingstudentspartiallytofundtheirgraduatestudies,shouldtheydecidetocontinueoninTrinityuponthecompletionoftheirPrimaryDegree.TheScholarshipexaminationscoverallofthelanguageandcontentmodulesinJuniorFreshmanandtheMichaelmastermoftheSeniorFreshmanyear.Theyrequirestudentstodemonstrate
• excellenceintheirlevelofmasteryofthelanguage(bothwrittenandoral)bothintermsoffluencyandaccuracy(languagecompetencepaper);
• theirexceptionalabilitytopresentstructuredandreasonedargumentandanalysisthroughtheiranswerstosearchingessayquestions(courseworkessaypaper)
TheexaminationshavethefollowingformatforTSMstudents:(1)One1.5-hourpaperonlanguagecompetenceandavivavoce(oralexam).Weighting:200and50marks,respectively.(2)One3-hourpaperonCourseworkcontainingspecificquestionsonthecurriculum(coveringalltheJuniorFreshmancourseandalltheSeniorFreshmancourseEXCEPTlanguageuptothepointintheyearwhentheexaminationtakesplace,i.e.endofMichaelmasTerm)andageneralsectionwithquestionsthatarenotonthesetcurriculum,butrelatetoyourareaofstudy.Thepaperismadeofthreesections(SectionA:JFTexts,SectionB:SFCoursework,SectionC:GeneralSection).Studentsanswerthreequestions,onefromeachsection.SectionsAandBareworth25%each,whileSectionCisworth50%.Weighting:250marks.InordertoberecommendedforaScholarshipinTSMfollowingtheFoundationScholarshipexams,candidatesmustachieveafirst-classresultinoneTSMsubjectandatleasta2.1resultintheother.Theoverallmarkforbothsubjectsmustbe70%orhigher.Candidatesmustalsoobtainamajorityoffirstclassmarks(oratleasthalfifthereareanevennumberofpapers).InordertobeeligibleforScholcandidatescannotgetbelow65%inanypaper.
TheresultsoftheScholarshipexaminationsareformallyannouncedbytheProvost,onthestepsoftheExaminationHall,ontheMondayinTrinityWeek,inanygivenyear.Candidatesmustgivenoticeoftheirintentiontotaketheexaminationsontheprescribedform,
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obtainableintheSeniorLecturer’sOffice,notlaterthanthedeadline(tobepublishedearlyinMichaelmasTerm).Forfurtherdetails,studentsshouldconsulttheUniversityCalendar.NB:CandidateswhoareparticipatingintheErasmusprogrammeorinanyotherprogrammeofstudyabroadarenoteligibleforexemptionfromexaminationsrequiredbytheirhostuniversity.TheCotterPrizeisawardedtothemosthighlyplacedunsuccessfulcandidateforscholarshipinmodernlanguagesandliterature(thisincludesEnglish).SeeCalendarp.U31.EuropeanStudiesandComputerScienceandLanguagestudentsonlysitthelanguagecompetenceandoralexamaspartofSchol.TheirsmarksareaddedtotheirpapersinEuropeanStudiesandComputerScience,respectively.
ResidenceAbroadRequirement
StudentstakingoneormoremodernlanguagesotherthanEnglishmustspendaminimumoftwomonthsinthecountryofeachlanguageinordertofulfiltherequirementsoftheircourse;studentsofIrishmustspendatleastthesameamountoftimeintheGaeltacht.Theresidencerequiredforeachlanguagemustbecompletedbeforethemoderatorshipexaminationinthatlanguage.Thisrequirementcanbewaivedonlyinexceptionalcircumstancesandwiththepriorapprovaloftheschoolsordepartmentsconcerned.ResidenceabroadbeforeCollegewillnotnormallybeconsideredasfulfillingtheresidenceabroadrequirement.Studentswhowishtointerrupttheircourseinordertospendoneyearabroadinacountryofwhichtheyarestudyingthelanguageareencouragedtodoso,providedthattheycomplywiththeGeneralRegulationsandInformationincludedinthecurrentCalendar.ThebestwaytofulfilthisrequirementistospendatermorafullacademicyearabroadonanErasmusexchange.
ErasmusExchanges
Coordinator:DrJamesHanrahanStudentsintendingtoundertakeanErasmusexchangemaydoso,eitherintheirSeniorFreshmanorintheirJuniorSophisteryear.AninformationmeetingwilltakeplaceearlyinHilaryTermduringwhichtheErasmuscoordinatorwilloutlinetheapplicationprocess.IntendingSocratesstudentsarerequiredtoobtainatleasta2.2result(50%ormore)inFrenchattheannualexaminationsessionprecedingtheirintendeddeparture.Otherdepartmentshavedifferentrequirementsandyoumustsatisfytherequirementsofeachdepartmentinordertogoonayearabroad.Ingeneralterms,studentsshouldaimatdoing,inthehostuniversity,whattheywouldhavedoneatTrinity.Thisdoesnotmeanthatstudentsmustperformexactlythesameexercises,orstudyexactlythesameauthors.Itdoesmeanthatthereshouldbeahalf-and-halfmixoflanguageandcontentcourses(literature,historyofideasorFrenchlinguistics).
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Ayear’sworkisdefinedintermsofECTS(EuropeanCreditTransferUnits).Afullyear’sworkisnormally60ECTS.SinceTSMcoursesarecomposedoftwoequallyweightedcourses,thiswouldrepresent30ECTSpersubject.Inordertotakeaccountofthefactthatyouwillbestudyinginaforeignenvironment,studentsmustobtain45ECTS(22.5ECTSpersubject),althoughforsafety,wesuggeststudentstake30ECTSinFrench.Astudentwhodoesnotobtain45ECTSwillnotnormallybeallowedtorisewithhis/heryearandwillberequiredtotakerepeatexaminationsinthehostuniversity.Theprecisesplitbetweenlanguageandnon-languagecourseswillvaryfrominstitutiontoinstitution,butbothshouldfigureprominently,andlanguageshouldcountforatleast10ECTS,exceptbyspecificagreementwiththeFrenchDepartment.FurtherinformationonErasmuscanbefoundonthewebsiteoftheInternationalOffice.Studentsaregenerallyexpectedtoselectoptionsappropriatetotheiryear.Second-yearstudentsshouldtakesecond-yearcoursesandthird-yearstudentsshouldtakethird-yearcourses.Thereisnoobjectiontostudentstakingacourseabovetheirequivalentyear(second-yearstudentstakingthird-yearcourses)butstudentsshouldbeawarethatthiscomprisesanelementofrisk,shouldtheynotbesuccessfulinassessments.However,theabovenotwithstanding,JSstudentsmaywellfindthird-yeartranslationcoursesinFrancetooadvancedfortheirlevel,andbyagreementwiththeDepartment,maythenbeadvisedtotakealowerlevelcourse.Thecoursesselectedbystudentsshouldbecoursesintendedforandavailabletofull-timestudentsinthehostuniversity,andNOTspecialcoursesdesignedforSocratesorErasmusstudents,exceptbyspecial,specificandpriorarrangementwiththeFrenchDepartment.Studentsarerequiredtosubmitthemselvestotheassessmentprovidedbythehostuniversity.Thismaytaketheformofexaminationorcontinuousassessment,oranycombinationofthetwo.InorderthattheECTSshouldcount,studentsmustbesuccessfulintheirassessments.Asaprecaution,studentsshouldbringtheirmarkswiththemontheirreturn.However,onlyofficiallyreturnedmarksfromthehostinstitutioncanbecountedattheendoftheyear.Itisthestudent’sresponsibilitytoascertainthedatesandlocationofexaminations,andfailuretopresentforexaminationswillleadtoalossofcredit.Whereastudentisunabletotakeacourseforafullyearorupuntilthenormalassessmentinthehostinstitution,aspecialassessmentmaybeagreed,butshouldneverthelessbeofficiallyadministeredthroughthehostinstitution,whichshouldreturnthemarksobtainedinthesamewayasforaregularassessment.
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TSMAssessment/ExaminationAssessmentcomprisesthefollowingthreeelements: 1.Amarkforlanguage(FR2008)composedoffourelements(10ECTS):a) acontinuousassessmentmarkderivedfromtheyear’swork:17%b) a3-hourpaperonFrenchgrammar:33%c) a3-hourpapercombiningtranslationfromFrenchandacomposition:33%d) anoralexaminationincludingaformalexposé:17%Pleasenote:theoralexaminationgenerallytakesplaceintheweekafterthefinalweekofHilaryTerm.Youmustbepresentforthisexamasitwillnotberearrangedforyou.2.CourseworkOption1(onefromFR2016,FR2018andFR2021),composedoftwoelements(10ECTS):a) 1xtermessay(MT):50%b) 1x3-hourpaper:50%3.CourseworkOption2(anotherfromFR2016,FR2018andFR2021),composedoftwoelements(10ECTS):a) 1xtermessay(HT):50%b) 1x3-hourpaper:50%Toriseintothefollowingyear,studentsmust a)achieveapassmarkontheaggregateofthetwowrittenlanguagepapers;and b)achieveapassmarkonthelanguageexaminationasawhole;and c)achieveapassmarkontheexaminationasawhole.Passbycompensation:Incourseswithtwoequalsubjects(worth30ECTScreditseach)suchasTSM,inordertopassbycompensationastudentmust:a)Haveanoverallresultofatleast40%ineachTSMsubjectb)andEITHER
i.Passmodulestotaling25creditsineachsubject,andgetaminimummarkof30%inthefailed5ECTScreditmoduleineachsubject
ORii.Passallmodulesinonesubjectandpassmodulestotaling20creditsintheothersubject,andgetaminimummarkof35%inthefailedmodule(s)–eitherone10-creditmoduleortwo5-creditmodules
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ES/CSLAssessment/Examination1.Amarkforlanguage(FR2008)composedoffourelements(10ECTS):a) acontinuousassessmentmarkderivedfromtheyear’swork:17%b) a3-hourpaperonFrenchgrammar:33%c) a3-hourpapercombiningtranslationfromFrenchandacomposition:33%d) anoralexaminationincludingaformalexposé:17%2.AmarkfortheCourseworkOption(IdeasintoPoliticsforES(FR2006),LinguisticsforCSLF(FR2022),composedofoneelement(5ECTS): 1xtermessay(100%)Prizes:TheDompierre-ChaufepiéprizeisawardedtothehighestplacedTSMcandidateintheannualexamination.OneCompositionPrizeisalsoawardedineachoftheTSM,ESandCSLprogrammes.(NB:HighlyplacedwomenstudentsshouldconsiderapplyingfortheLucyGwynnPrizeintheMToftheirJSyear,valuedatapprox.€250).N.B.SupplementalExaminationsandSubmissionofWorkAsupplementalexaminationinasubjectwillnormallyconsistofallformalwrittenpaperswhichhavenotbeenpassedattheannualexaminations.Departmentaldiscretionmaybeexercisedinthefollowingcases:a) studentswhoseassessmentworkdoneduringtheyearhasbeenunsatisfactorymaybe
requiredtosubmitsuchworkinadditiontotakingtheformalwrittenpapers;b) studentswhofailtheannualexaminationsolelybecauseofafailureinassessedworkdone
duringtheyearmayberequiredtosubmitthatworkwithoutbeingrequiredtotaketheformalwrittenpapers;
(Calendar,J6,para.iv)Wheredatesforsubmissionofwrittenworkarespecified,studentsareresponsibleforensuringtheworkisreturnedtothecorrectpersonandplacebythedatespecified.AssessedtermorvacationworkshouldbereturnedtotheDepartmentoffice,andsignedin.Wherespecialcircumstancesarise,permissionforlatesubmissionshouldbesoughtfromtheHeadofDepartment,withtheagreementofthemarker.Ifthereasonforlatesubmissionismedical,acertificateorphotocopyofitshouldbepresentedattheearliestreasonableopportunity,forfilingintheDepartmentoffice.IfworkhasnotbeensubmittedintheHilaryorTrinityterm,forexample,studentsshouldnotassumethatthisomissioncanberectifiedaftertheexamination.Latesubmissionofwork,withoutthepriorpermissionoftheHeadofDepartment,willresultintheawardofazeromark.OnlystudentswhoarerequiredtositasupplementalexaminationincourseworkmaysubmitanyoftheassessedworkfortheIdeas,LiteratureorLinguisticscourseswhichtheyfailedtosubmitatthenormaltime,orforwhichafailmarkwasreturned.Failingsuchsubmission,the
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markinitiallyawarded(includingazeromarkforessaysnotsubmitted)willbeincludedinthecalculationsforthesupplementalexamination.StudentswhofailthecontinuousassessmentcomponentofFR2008andarerequiredtotakesupplementalswillsitanexamduringthesupplementalperiodratherthansubmittingthefailedcontinuousassessmentexercises.Theexamwillconsistofa3-hourpaperrequiringstudentstowritetwocompositionsandtotranslateonepassagefromFrenchtoEnglish.
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Examinationprocedures1.ExaminationpapersandassessmentessayswillbesetandmarkedaccordingtotheagreedproceduresoftheDepartment.InthecaseofModeratorship(ordegree)examinations,paperswillbesubmittedtoexternexaminersforcommentpriortosubmissiontotheSeniorLecturer’soffice.2.SophisterlanguagepapersandallModeratorshippartIIpaperswillbedouble-marked.3.Foreachyearorcourse,aChiefexaminerwillbeappointedtoco-ordinatetherunningoftheexaminationsandreturnmarksandproviderelevantinformationtocandidates.Thechiefexaminershall,inagreementwiththeHeadofDepartment,conveneexaminers’meetingtoreviewandfinalisemarks,inthepresenceofexternexaminerswhereaModeratorshipexaminationisconcerned.Inthecaseofinterdisciplinarycourses(ES,CSLL)theonlyfunctionoftheFrenchDepartmentmeetingistoreturnamarktotherelevantcourseco-ordinatingcommittee.4.ThecriteriaaccordingtowhichpaperswillbeassessedwillbeincludedintheDepartment’sHandbooksandcirculatedtostudents.5.Inthefirstinstance,calculationsofresultswillbemathematicalbasedontheuniversity’sgeneralscheme(orreductionsormultiplesthereof):Fail2 extremelyweak 0-29%Fail1 weak 30-39%Third adequate 40-49%LowerSecond quitegood 50-59%UpperSecond good 60-69%First excellent 70-100%Where,inthecaseofanindividualcourse,aschemeotherthantheoneoutlinedaboveisinuse,theDepartmentwillmakereturnsaccordingtothatconvention.Wherethecourserequiresamarkoutofmorethan100tobereturned,theDepartmentwillusethatconventiontomakeareturn.TheDepartmentwillensurethroughitsHandbooksorotherwisethatcandidatesforexaminationsareawareoftheweightingoftherespectivecomponents,andwherequestionsonagivenpaperarenotequallyweighted,therubricshallindicatetheweightingofthecomponentswithinthepaper.6.Inparticular,languageexaminationsaresubjecttotherulesetforthintheUniversityCalendarpJ3,n°14,asinterpretedintheDepartment’sHandbooks.Whereastudentfailstodemonstrateproficiencyinthelanguage,themarkreturnedshallbeeithertheactualmarkobtainedbythestudentintherelevantlanguagecomponentsoftheexamination,or38,whicheveristhelower,thismarkbeingscaledupwheretheconventionsforreturnofmarksrequire.7.WhentheDepartmentexaminers’meetinghashadanopportunitytotakecognisanceofthemathematicallyderivedmarks,itmayconsiderthespreadofmarks,thebalancebetween
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marksofdifferentclasses(see5above)andtakeintoaccountthepossibleimplicationsofagivenreturn.Itmaymoderateeitherindividualmarksortheoverallreturn.Itwillpayparticularattentiontomarksclosetoaclassborder(i.e.markswhereaslightlyhighermarkwouldresultinthestudentbeingreturnedinanotherclass).Itshallpayspecialattentiontoensuringthatthemoderationofanindividualmarkoroverallreturndoesnotcreateinequalitiesoranomaliesbypromotingastudentwithalowermathematicallyderivedmarkaboveastudentwhohadachievedahighermathematicallyderivedmark,exceptwherethespreadofmarksprovidesajustificationforsodoing.8.Inconformitytogeneraluniversitypractice,theDepartmentshallappointoneorseveralexternalexaminers.TheexternalexaminermayseeorreviewanymarkingwithintheDepartment,whichmayformpartofaModeratorshipassessment.Inpractice,thismeansexaminationpapers,dissertationsandassessmentessayscountingtowardsoverallassessment.Inallnormalcircumstances,therecommendationsoftheexternalexaminerwillbeactedupon.Inpractice,externexaminersregularlyhavesightofthefinalyeardissertations,andchiefexaminersortheHeadofDepartmentmayreferanypaperorpieceofworkforanopinion,especiallywhereaclassdifferencemaypotentiallybeinvolved.StudentshavetherighttoconsulttheHeadofDepartmentonanymatterofconcerntothem.Wheretheconcernsexpressedrelatetoassessmentmarking,theHeadofDepartmentwillnormallyinformthepersonwhosemarksarebeingreferredforfurtherexamination,whilesafeguardingtheconfidentialityofstudents.9.TheexternalexaminerwillendeavourtoensurethatstandardsarebroadlycomparablewiththoseappliedelsewhereintheseislandsandthattheDepartment’sownproceduresareappliedequitablytoallstudents.10.Inconformitytogeneraluniversitypractice,studentswillaccesstheirmarksviatheCollegewebpages.11.TheDepartmentwillnotnormallytakeintoaccountmedicalevidence,exceptinsofarasgrantinganextensiontosubmissiondeadlinesisconcerned.Medicalcasesshouldbechannelledthroughtutorstoformthesubstanceofanappeal.12.Extensionstothedeadlinewillonlybepermittedinexceptionalcircumstancesandpermissionmustbesoughtbeforethedeadline.Wherethereismedicaldocumentation,youmusthavetheconsentoftheYearHeadforanextension.Wherethereareotherextenuatingcircumstances,documentedbythestudent’scollegetutor,consentoftheHeadofDepartmentforanextensionmustbeobtained.Failuretoreturntheassessmentexercisebytheduedatewithoutpriorpermissionwillresultinamaximummarkof40beingawarded.13.Whereastudentisabsentfromapartoftheexaminationonly,orfailstosubmitrequiredwrittenworkforassessment,andneverthelessachievesanoverallpassmark,theDepartmentwillreturnapassmark.Whereastudentisabsentfromapartoftheexaminationonly,andfailstoachieveanoverallpassmark,theDepartmentwillmakeareturnindicatingpartialabsence.14.Whereastudentfailstocompletethenumberofquestionsstipulatedbytherubricinanexamination,andnevertheless,someindicationofanattemptedanswer,draftorplanis
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available,creditfortheassessableworkwillbegiven.Intheabsenceofanysuchassessablematerial,amarkof0willbereturned.15.TheDepartmentreservestherighttogivereducedcredittostudentswhohavefailedtocomplywiththeexaminationrubric.16.WhereastudentataJuniororSeniorSophisterexaminationreceivesamarkof70ormore(oritsequivalentscaledupofdown),(s)hewillberecommendedforadistinctionintheuseofspokenFrench.17.Thefollowingcriteriaaredrawntotheattentionofmarkersandstudents:NB.Thefollowinggradeprofilesaregeneralandtypical:acandidatemaynotfitallaspectsofaprofiletofallintothatgradeband.Allowanceismadeforessays/translationsthatarewrittenunderexaminationconditions,i.e.wheretimeislimitedandthereisnoaccesstobilingualdictionariesorotherresources.The“EssayWriting”criteriabelowpertaintowritinginFrench,aswellas,whereapplicable,towritinginEnglish.ForworksubmittedinFrenchinalanguagemodule(e.g.FR2008),theweightingofthemarkisasfollows:70%forlanguageand30%forcontent.ForworksubmittedinFrenchinacontentmodule(e.g.FR2016orFR2018),theweightingofthemarkisasfollows:70%forcontentand30%forlanguage.ESSAYWRITINGFirst(70-100)
Thisgradeindicatesworkofexceptionalquality.Afirst-classessaywilldemonstratesome,thoughnotnecessarilyall,ofthefollowing:
Language• Rich,complexandidiomaticlanguage,employingawiderangeofappropriatelexis
correctly;• Tone,registerandstylewhollysuitedtothechosentask;• Virtuallyfreefromgrammaticalerror;• Showingaveryhighdegreeofcommandofthestructuresofthelanguage.
Content
• Excellentknowledgeandunderstandingofthesubjectmatter;• Independentthoughtofhighqualityreflectedinanoriginalandimaginativehandling
ofthesubjectmatter;• Comprehensivetreatmentofthequestion;• Clearevidenceofadditionalresearchwhichgoesbeyondthecontentoflecturesand
setreading;• Incisivecriticalandanalyticability;• Excellentstructureandorganisationwithaveryhighdegreeofcoherenceand
cohesionthroughout;
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• Rigorous,entirelyrelevantandconclusiveargumentsupportedbyevidencefrom(whereappropriate)primaryandsecondarysources;
• Guidedwriting(ifapplicable):veryskilfulhandlingofthestimulusmaterial.UpperSecond(60-69)
Thisgradeindicatesaverycompetentstandardofwork.Anessayinthisrangewilldemonstratesome,thoughnotnecessarilyall,ofthefollowing:
Language• Convincingattempttousecomplexandidiomaticlanguageandtoemployawide
rangeofappropriatelexiswithminorerrorsonly;• Toneandregisterconsistentlysuitedtothetask;• Somegrammaticalerrors,mostlyofaminornature;• Showingagooddegreeofcommandofthestructuresofthelanguagewiththe
occasionallapse.Content
• Verygoodknowledgeandunderstandingofthesubjectmatter;• Convincingattemptatindependentthoughtreflectedinanintelligentapproachto
thehandlingofthesubjectmatter;• Dealswithallpointsraisedbythequestion;• Evidenceofsomeadditionalresearchwhichgoesbeyondthecontentoflecturesand
setreading;• Evidenceofindependentcriticalresponseandanalysisoftheliterature;• Generallywellorganisedandstructuredbutlackingcoherenceandcohesionin
places;• Generallyrigorous,relevantandconclusiveargument;• Guidedwriting(ifapplicable):Skilfuluseofstimulusmaterial.
LowerSecond(50-59)
Thisgradeindicatesworkofacceptablecompetence.Theessaywilldemonstratesome,thoughnotnecessarilyallofthefollowing:
Language• Languageatanacceptablelevelofcomplexitywithanadequatebutpredictablerange
oflexis,andwithanumberofsignificantlexicalerrors;• Makesanumberofmajorgrammaticalerrors,butwithoutimpairingcomprehension
andcommunicationsignificantly;• Toneandregisternotalwayssuitedtothetask;• Showingsomeconfidenceinthecommandofthelanguage,butwithquitefrequent
lapses;• Someanglicisms.
Content• Showsgoodknowledgeofthesubjectmatter,butmaybenarrow,orsomewhat
superficialinframeofreference;• Candidatediscussessome,butnotallofthepointsraisedbythequestion;
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• Generallycapable,butunimaginativeapproachtothequestion;• Relieslargelyonlecturenotesandsetreadingwithlimitedevidenceofadditional
research;• Reluctanttoengagecriticallywithprimaryandsecondaryliterature;• Satisfactoryorganisationofmaterial;• Developmentofideasunevenandmaynotalwaysbefocusedpreciselyonthe
question;• Argumentmaylackrigour,relevanceandbeinconclusive:theremaybesome
contradictionorinadequatelyexplainedpoints;• Tendencytobenarrativeordescriptive,ratherthananalytical• Guidedwriting(ifapplicable):satisfactoryuseofstimulusmaterial.
Third(40-49)
Workinthisgradewilldemonstratesomelimitedthoughacceptableknowledgeofthesubject,butwillbetoosimplisticorbrief,orcontainothermajorweaknesses.
Language• Languagelackscomplexity;somebasicknowledgeoflexisbutlacksvarietyand
containsfrequentandsignificanterrors;• Toneandregisterfrequentlynotsuitedtothetask;• Frequentandseriousgrammaticalerrors,whichimpedecomprehensionand
communication;• Limitedabilitytomanipulatelanguageresultinginsimple‘translated’languagewhich
containsmanyanglicisms.
Content• Demonstratessomeknowledgeofthesubjectmatter,butgenerallynarrow,or
superficialinframeofreference;• Failstodiscussmanyofthepointsraisedbythequestion;• Somerelevantpointsmade,butnotalwayssupportedbyrelevantevidence;tendency
tounsupportedassertions;• Relianceonuncriticalreproductionoflecturenotes;noevidenceofadditional
reading;• Limitedabilitytoorganisematerial;• Structurelackscoherenceandcohesion;• Argumentlacksrigourandclarityandisinconclusive;• Descriptivewithlimitedabilitytodevelopideas;• Guidedwriting:pooruseofthestimulusmaterial.
Fail1(30-39)
Thisgradeindicatesinsufficientevidenceofseriousacademicstudy.Thepotentialofthecandidatetoproceedtothenextyearisanimportantconsiderationinthisgrade.
Language• Languageissimplisticwithverylimitedknowledgeoflexisandveryhighleveloferror
frequencyinchoiceanduseofverybasicwords;
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• Toneandregisternotsuitedtothetask;• Veryfrequentandseriousgrammaticalerrors,whichseriouslyimpede
comprehensionandcommunication;• Verylittlecommandoflanguageresultinginsimple‘translated’languagewhich
consistslargelyofanglicisms.
Content• Demonstratesverylimitedknowledgeofthesubjectmatterwithlittlereference
beyondit;• Contentlargelyirrelevantanddisorganised;• Missesimportantimplicationsofthequestion;• Littleornoevidenceofuseoflecturenotesoranyadditionalreading;• Structurealmostwhollylackingincoherenceandcohesion;• Verylimitedabilitytodevelopideas;• Entirelydescriptive;• Poorlydocumentedsources;• Guidedwriting(ifapplicable):inadequateuseofstimulusmaterial.
Fail2(0-29)
WrittenworkinthisgraderangewillrevealsomeoralloftheweaknessesnotedundertheFail1graderange,buttoagreater,perhapsextreme,extent.
Language• Knowledgeandrangeoflexisalmostnon-existent;theleveloferrorfrequencyin
choiceanduseofeventhemostbasicwordsisunacceptablyhigh;• Toneandregisternotsuitedtothetask;• Frequencyandseriousnessofgrammaticalerrorsmeanthatcomprehensionand
communicationareimpossible;• Nocommandofthestructuresofthelanguage.
Content
• Virtuallynoknowledgeofthesubjectmatter;• Failstounderstandandtoaddressthequestion;• Contentirrelevantanddisorganised;• Noevidenceofsecondaryreading;• Structureiswithoutcohesionandcoherence;• Noevidenceofabilitytodevelopideas;• Lackofsupportingmaterial,sourcesnotdocumented;• Guidedwriting(ifapplicable):nouseofsourcematerial.
TRANSLATIONFROMFRENCHINTOENGLISHFirst(70-100)
Thisgradeindicatesworkofexceptionalquality.Afirst-classtranslationwilldemonstratesome,thoughnotnecessarilyall,ofthefollowing:
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• Originaltextrenderedwithveryhighlevelofaccuracybothincontentandstyle;• Onlyminor,ifany,problemsofcomprehensionofthepassage;• Stylisticallyappropriate,fluentandaccurateEnglish,whichdealssuccessfullywith
nuancesofstyle,register,metaphorandculturalreference;• Naturalandidiomaticexpressionthroughout;• Studentcorrectlyidentifiesallpointsofdifficultyinthetranslationanddealswith
thematahighlevelofcompetency;• Imaginative,apttranslationsolutions.
UpperSecond(60-69)
Thisgradeindicatesaverycompetentstandardofwork.Atranslationinthisrangewilldemonstratesome,thoughnotnecessarilyall,ofthefollowing:
• Originaltextrenderedwithhighlevelofaccuracybothincontentandstyle;• Verygoodcomprehensionoftheoriginal;• Forthemostpartstylisticallyappropriate,fluentandaccurateEnglish,whichdeals
successfullywithnuancesofstyle,register,metaphorandculturalreference;• Largelynaturalandidiomaticexpression;• Somemistakesinrenderingthegrammar,syntaxandvocabularyoftheoriginal,but
fewseriouserrors;• Competenthandlingofmostpointsofdifficultyinthetranslation.
LowerSecond(50-59)
Thisgradeindicatesworkofacceptablecompetence.Thetranslationwilldemonstratesome,thoughnotnecessarilyall,ofthefollowing:
• Originaltextrenderedwithasatisfactorytogoodlevelofaccuracybothincontentandstyle;
• Someerrorsincomprehensionandfailuretoreflecttheoriginalconsistently;• Doesnotalwaysdealsuccessfullywithnuancesofstyle,metaphorandcultural
reference;• Someawkwardnessinexpression,which,inparts,givesimpressionofbeing
translated;• Someevidenceofuseofunsuitableregister;• Notalwayscompetenthandlingofpointsofdifficultyinthetranslation;• SomeinaccuracyregardingfluencyandaccuracyinEnglish.
Third(40-49)
Workinthisgradewilldemonstratesomelimitedtranslationability,butcontainmajorweaknesses.
• Originaltextrenderedwithpoorlevelofaccuracybothincontentandstyle;• Manyerrorsincomprehensionandfailuretoreflecttheoriginalconsistently;• Doesnotdealsuccessfullywithnuancesofstyle,metaphorandculturalreference;• Translationshowsawkwardnessinexpressionandtendencytoliteraltranslation;
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• Evidenceofuseofunsuitableregister;• Evidenceofinabilitytohandlepointsofdifficultyinthetranslation;• MaycontainnonsensicalEnglish.
Fail1(30-39)
Thisgradeindicatesinsufficientevidenceofseriousacademicstudy.Thepotentialofthecandidatetoproceedtothenextyearisanimportantconsiderationinthisgrade.
• Originaltextrenderedwithveryhighlevelofinaccuracybothincontentandstyle;• TranslationfailstoproduceacoherentpassageofEnglishbasedontheoriginaltext;• Widespreaderrorsincomprehension,translationfailsinlargemeasuretoreflectthe
original;• Failstodealwithnuancesofstyle,metaphorandculturalreference;• Unsuitableregisterthroughout;• Awkwardexpressionthroughout,reflectingstrongrelianceonliteraltranslation;• Inabilitytohandlepointsofdifficultyinthetranslation;• LikelytofeaturenonsensicalEnglish.
Fail2(0-29)
TranslationsinthisgraderangewillrevealsomeoralloftheweaknessesnotedundertheFail1graderange,buttoagreater,perhapsextreme,extent.
• Minimaltocompletefailuretounderstandtheoriginal;• Completefailuretoconveythemeaningoreventhegistoftheoriginal;• IncoherentanddisjointedEnglish;• Unsuitableregisterthroughout.
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GuidelinesforClassPresentationWhengivingaclasspresentation,youshouldtakeintoconsiderationthefollowingfactors:• Content• Structure• DeliveryandAudienceAwareness• UseofAids• HandlingofQuestionsContentInpreparingyourpresentation:(a) Defineyourobjectives,i.e.thekeypointswhichyouwishtoexamine(twotothreemaximum).(b) Calculatehowmuchcoverageyoucangivetoeachpointinthetimeavailable.StructureYourpresentationshouldcomprisethefollowingcomponents:(a) Introduction:Stateyourobjectivesandthestageswhichwillbeinvolvedinyourexplorationofthem.(b) ClearSequencing:Indicatethetransitionsbetweeneachofyourpoints(‘signposting’).(c) Conclusion:Recapitulateonyourarguments,toshowthattheyhaveledyoutoanoverallconcludingidea.DeliveryandAudienceAwarenessThinkaboutthemannerinwhichyoudeliveryourpresentation.Forexample:(a) Voice:Areyouaudible?Areyouspeakingtooquickly?Areyouspeakingonamonotone?(b) Eye-Contact:Areyouengagingwiththeaudiencethroughsufficienteye-contact?Orareyouavoidingeye-contactandreadingtoyournotes?(c) Body-language:Doyouhaveanydistractingphysicalmannerisms?Whatareyoudoingwithyourhands?Areyouwalkingabouttoomuch?(d) Language:Areyouusingthecorrectregisterforthesubject?(e) Notes:Areyoujustreadingfromyournotes?Thiswilldisengageyoufromyouraudience(see(b)above).Practiseusingpromptingwordsandimprovising.UseofAidsYoumaywishtousetheblackboard,handoutsoranover-headprojector.Ifso,integratetheseaidssmoothlyintoyourpresentation,e.g.makesureyouknowhowtheequipment
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worksbeforetheclassbeginsandhaveyourphotocopiesready.Giveyouraudiencetimetodigesttheinformationwhichtheseaidsarepresenting,perhapsbyrunningthroughitwiththem.HandlingQuestionsIfagivenquestionisnotclear,thenaskthequestionertorepeatitand/orrephraseit.Whatisthepointofthequestion?Isitrequestingclarificationofapointyouhavemade,orisitexpressinganobjectionandchallengingyourpointofview?Ifyoudonotknowtheanswer,admititandperhapsreferthequestiontosomeoneelse.Orindicatewhereorhowananswermightbefound(e.g.throughfurtherresearch).
PlagiarismPlagiarism–thepassingoffofanother’sworkasone’sown–istakenveryseriouslybytheDepartmentofFrenchandbyCollege.TheCollegeCalendarentryonplagiarism,reproducedbelow,outlinesthedisciplinaryprocedurethatCollegeuseswhendealingwithcasesofplagiarism.Inresponsetoanincreaseintheinstancesofplagiarism,Collegehascreatedacentralrepositorywhichprovidesinformationonwhatplagiarismisandhowtoavoidit:http://tcd-ie.libguides.com/plagiarism.
WhensubmittingCollegeworktotheDepartmentofFrenchstudentscanavoidplagiarismbycarryingouttheirworkhonestlyandbyadoptinggoodreferencingpractices.MoredetailsofsuchpracticescanbefoundonthelocalpagesoftheDepartmentofFrenchwebsite.
BeforestudentsarepermittedtosubmitanyworkforassessmentintheFrenchdepartment,theymustcompletetheonlinetutorialonavoidingplagiarism‘Ready,Steady,Write’,locatedathttp://tcd-ie.libguides.com/plagiarism/ready-steady-write.
ThetemplateofthecoversheetwhichstudentsmustcompleteandattachtoworksubmittedinhardorsoftcopyorviaBlackboardisavailableonthelocalpagesoftheDepartmentofFrenchwebsite.Worksubmittedwithoutthiscoversheetorwithoutasigneddeclarationfromthestudentthattheyhavecompletedtheonlinetutorialwillnotbeaccepted.
TheCollegehasastrictpolicyonplagiarism,whichitistheFrenchDepartment’sintentiontoapplyfully.ThecompleteCalendarentryisreproducedhere:
82General
Itisclearlyunderstoodthatallmembersoftheacademiccommunityuseandbuildontheworkandideasofothers.Itiscommonlyacceptedalso,however,thatwebuildontheworkandideasofothersinanopenandexplicitmanner,andwithdueacknowledgement.
Plagiarismistheactofpresentingtheworkorideasofothersasone’sown,withoutdueacknowledgement.
Plagiarismcanarisefromdeliberateactionsandalsothroughcarelessthinkingand/ormethodology.Theoffenceliesnotintheattitudeorintentionoftheperpetrator,butintheactionandinitsconsequences.
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Itistheresponsibilityoftheauthorofanyworktoensurethathe/shedoesnotcommitplagiarism.
Plagiarismisconsideredtobeacademicallyfraudulent,andanoffenceagainstacademicintegritythatissubjecttothedisciplinaryproceduresoftheUniversity.
83ExamplesofPlagiarism
Plagiarismcanarisefromactionssuchas:
(a)copyinganotherstudent’swork;
(b)enlistinganotherpersonorpersonstocompleteanassignmentonthestudent’sbehalf;
(c)procuring,whetherwithpaymentorotherwise,theworkorideasofanother;
(d)quotingdirectly,withoutacknowledgement,frombooks,articlesorothersources,eitherinprinted,recordedorelectronicformat,includingwebsitesandsocialmedia;
(e)paraphrasing,withoutacknowledgement,thewritingsofotherauthors.
Examples(d)and(e)inparticularcanarisethroughcarelessthinkingand/ormethodologywherestudents:
(i)failtodistinguishbetweentheirownideasandthoseofothers;
(ii)failtotakepropernotesduringpreliminaryresearchandthereforelosetrackofthesourcesfromwhichthenotesweredrawn;
(iii)failtodistinguishbetweeninformationwhichneedsnoacknowledgementbecauseitisfirmlyinthepublicdomain,andinformationwhichmightbewidelyknown,butwhichneverthelessrequiressomesortofacknowledgement;
(iv)comeacrossadistinctivemethodologyorideaandfailtorecorditssource.
Alltheaboveserveonlyasexamplesandarenotexhaustive.
84Plagiarisminthecontextofgroupwork
Studentsshouldnormallysubmitworkdoneinco-operationwithotherstudentsonlywhenitisdonewiththefullknowledgeandpermissionofthelecturerconcerned.Withoutthis,submittingworkwhichistheproductofcollusionwithotherstudentsmaybeconsideredtobeplagiarism.
Whenworkissubmittedastheresultofagroupproject,itistheresponsibilityofallstudentsinthegrouptoensure,sofarasispossible,thatnoworksubmittedbythegroupisplagiarised.
85Selfplagiarism
Noworkcannormallybesubmittedformorethanoneassessmentforcredit.Resubmittingthesameworkformorethanoneassessmentforcreditisnormallyconsideredself-plagiarism.
86Avoidingplagiarism
Studentsshouldensuretheintegrityoftheirworkbyseekingadvicefromtheirlecturers,tutororsupervisoronavoidingplagiarism.Allschoolsanddepartmentsmustinclude,intheirhandbooksorotherliteraturegiventostudents,guidelinesontheappropriatemethodologyforthekindofworkthatstudentswillbeexpectedtoundertake.Inaddition,ageneralsetof
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guidelinesforstudentsonavoidingplagiarismisavailableonhttp://tcd-ie.libguides.com/plagiarism.
87Ifplagiarismasreferredtoin§82aboveissuspected,inthefirstinstance,theDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,willwritetothestudent,andthestudent’stutoradvisingthemoftheconcernsraised.Thestudentandtutor(asanalternativetothetutor,studentsmaynominatearepresentativefromtheStudents’Union)willbeinvitedtoattendaninformalmeetingwiththeDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,andthelecturerconcerned,inordertoputtheirsuspicionstothestudentandgivethestudenttheopportunitytorespond.Thestudentwillberequestedtorespondinwritingstatinghis/heragreementtoattendsuchameetingandconfirmingonwhichofthesuggesteddatesandtimesitwillbepossibleforthemtoattend.Ifthestudentdoesnotinthismanneragreetoattendsuchameeting,theDirectorofTeachingandLearning(Undergraduate),ordesignate,mayreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
88IftheDirectorofTeachingandLearning(Undergraduate),ordesignate,formstheviewthatplagiarismhastakenplace,he/shemustdecideiftheoffencecanbedealtwithunderthesummaryproceduresetoutbelow.Inorderforthissummaryproceduretobefollowed,allpartiesattendingtheinformalmeetingasnotedin§87abovemuststatetheiragreementinwritingtotheDirectorofTeachingandLearning(Undergraduate),ordesignate.Ifthefactsofthecaseareindispute,oriftheDirectorofTeachingandLearning(Undergraduate),ordesignate,feelsthatthepenaltiesprovidedforunderthesummaryprocedurebelowareinappropriategiventhecircumstancesofthecase,he/shewillreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
89Iftheoffencecanbedealtwithunderthesummaryprocedure,theDirectorofTeachingandLearning(Undergraduate),ordesignate,willrecommendoneofthefollowingpenalties:
(a)Level1:Studentreceivesaninformalverbalwarning.Thepieceofworkinquestionisinadmissible.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillbeassessedandmarkedwithoutpenalty;
(b)Level2:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissable.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillreceiveareducedorcappedmarkdependingontheseriousness/extentofplagiarism;
(c)Level3:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissible.Thereisnoopportunityforresubmission.
90Providedthattheappropriateprocedurehasbeenfollowedandallpartiesin§87aboveareinagreementwiththeproposedpenalty,theDirectorofTeachingandLearning(Undergraduate)shouldinthecaseofaLevel1offence,informthecoursedirectorandwhereappropriatethecourseoffice.InthecaseofaLevel2orLevel3offence,theSeniorLecturermustbenotifiedandrequestedtoapprovetherecommendedpenalty.TheSeniorLecturerwillinformtheJuniorDeanaccordingly.TheJuniorDeanmayneverthelessimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
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91Ifthecasecannotnormallybedealtwithunderthesummaryprocedures,itisdeemedtobeaLevel4offenceandwillbereferreddirectlytotheJuniorDean.NothingprovidedforunderthesummaryprocedurediminishesorprejudicesthedisciplinarypowersoftheJuniorDeanunderthe2010ConsolidatedStatutes.
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