UNIVERSITY OF DUBLIN - Trinity College, Dublin TSM handbook 09_10.doc · Web viewUNIVERSITY OF DUBLIN TRINITY COLLEGE DEPARTMENT OF FRENCH SENIOR SOPHISTER HANDBOOK AND GUIDE TO COURSES

UNIVERSITY OF DUBLIN

TRINITY COLLEGE

DEPARTMENT OF FRENCH

SENIOR SOPHISTER HANDBOOKAND GUIDE TO COURSES

2009-2010

Two-Subject Moderatorship

This Handbook should be read in conjunction with relevant entries in the University Calendar. In case of any conflict between the Handbook and the Calendar, the provisions of the Calendar shall apply. Copies of the University Calendar can be purchased, consulted in the Library, or on the web:

http://www.tcd.ie/Secretary/College_Calendar/

TABLE OF CONTENTS

General Information ……………………………………………………………….. Page 3

Senior Sophister Requirements and Assessment Procedures ……………………… Page 6

ECTS ……………. ……………………………………………………………….. Page 8

Examination Procedures …………………………………………………………… Page 9

Essay Writing & Writing in French ……………………………………………...… Page 12

Senior Sophister Courses:

Language ……………….……………………………………………………... Page 14

Topics …………………………………………………………………….…… Page 15

Special Subjects …………………………………………………………………...….. Page 25

Plagiarism …………………………………………………………………………...… Page 26

Important Calendar Regulations ………………………………………………………. Page 28

Page 2

GENERAL INFORMATION

LECTURING STAFF

Individual telephones can be accessed from outside College by pre-fixing (01) 896; email addresses are followed by <@tcd.ie>.

Professor David Scott, (Head of Department), room 3135, tel. 1374, email <dscott>

Dr Sarah Alyn-Stacey, room 4105, tel 2686, email <salynsta>

Ms Annick Ferré, room 4104, tel. 1977, email <ferrea>

Dr Edward Arnold, room 4106, tel. 1836, email <ejarnold>

Professor Johnnie Gratton, room 4090, tel 2278, email <grattonj>

Dr Rachel Hoare, room 4103, tel. 1842, email <rmhoare>

Dr Claire Laudet, room 4108, tel. 2313, email <claudet> (on sabbatical 2007/08)

Mr Tommy Murtagh, room 4114, tel. 1511, email <tmurtagh >

Mr David Parris, room 4112, tel. 1979, email <dparris>

Dr Paule Salerno-O'Shea, room 4113, tel. 1472, email <psalerno>

Language assistants – Room 4077, ext 1248

Florence IMPENSAudrey ROBITAILLIELéa LEFRANCSéléna BENATTOUCamille DESMOULINS

Lecteurs/Lectrices – Room 4077, ext 1248

Alexandra TAUVRYMarjorie DELEUZEJudith VILLEZ

Senior Executive Officers

Ms Mary Kelly / Ms Sinéad Doran, room 4111, tel. 1553, email <french>

Executive Officer

Tracy Corbett/Lorraine Kerr, room 4089, tel. 1333, email <tcorbett>, <lkerr>

Page 3

Term Dates

Michaelmas Term: Monday 28h September 2009 – Friday18th December 2009Hilary Term: Monday 18th January 2010 - Friday 9th April, 2010Trinity Term: Monday 190th April, 2010 - Friday 2nd August, 2010

Wk Dates    2009/10 Outline Structure of Academic Year  by Fri 23 Jan 2009 Student options and topics circulated to students  by Fri 20 Feb 2009 Return of student option and topic forms to departmental office  March/April 2009 Compilation of detailed timetabling information within department  by mid May 2009 Options, topics and detailed timetabling requirements submitted to School Office  by end June 2009 First draft of staff and department timetables   early August 2009 Supplemental exams due to Exams office (date to be advised)  by Mid August 2009 Confirmed and full timetables and all class lists (except JF) from School Office       week beginning  

1 31-Aug-09 Supplemental Examinations/ Posting timetables and class lists2 07-Sep-09 on departmental noticeboards and circulation of information to staff3 14-Sep-09 Supplemental marks to TSM office by 10am4 21-Sep-09 UG New Entrant Registration/Freshers Week/ Meeting with lectrices/Lang assts.5 28-Sep-09 Teaching Week 16 05-Oct-09 Teaching Week 27 12-Oct-09 Teaching Week 38 19-Oct-09 Teaching Week 49 26-Oct-09 Teaching Week 5

10 02-Nov-09 Teaching Week 611 09-Nov-09 Teaching Week 712 16-Nov-09 Teaching Week 813 23-Nov-09 Teaching Week 914 30-Nov-09 Teaching Week 1015 07-Dec-09 Teaching Week 1116 14-Dec-09 Teaching Week 1217 21-Dec-09  18 28-Dec-09 Christmas Vacation19 04-Jan-10  20 11-Jan-10  

     Wk Dates    2009/10 Outline Structure of Academic Year

21 18-Jan-10 Teaching Week 122 25-Jan-10 Teaching Week 223 01-Feb-10 Teaching Week 324 08-Feb-10 Teaching Week 425 15-Feb-10 Teaching Week 526 22-Feb-10 Teaching Week 627 01-Mar-10 Teaching Week 728 08-Mar-10 Teaching Week 829 15-Mar-10 Teaching Week 930 22-Mar-10 Teaching Week 1031 29-Mar-10 Teaching Week 1132 05-Apr-10 Teaching Week 1233 12-Apr-10 Revision/Trinity Week

     34 19-Apr-10 Revision 35 26-Apr-10 Annual Examinations 1

Page 4

36 03-May-10 Annual Examinations 237 10-May-10 Annual Examinations 338 17-May-10 Annual Examinations 439 24-May-10 Marking/Court of Examiners/Results40 31-May-10 Marking/Court of Examiners/Results41 07-Jun-10 Marking/Court of Examiners/Results42 14-Jun-10 Marking/Court of Examiners/Results43 21-Jun-10

Courts of First Appeal/Academic Appeals44 28-Jun-1045 05-Jul-10  46 12-Jul-10  47 19-Jul-10  48 26-Jul-10  49 02-Aug-10  50 09-Aug-10  51 16-Aug-10  52 23-Aug-10  

Coordination

Overall Year Coordinator: Mr David Parris

Page 5

SENIOR SOPHISTER REQUIREMENTS AND ASSESSMENT PROCEDURES

Please keep this document for reference

Draft definition of learning outcomes:

On successful completion of the programme, students will be able to:

communicate clearly and effectively, both orally and in writing, in English and French, with native speakers in academic, professional and social settings,

organise and present ideas in English and French, within the framework of a structured and reasoned argument, oral or written,

demonstrate a broad knowledge of the historical, social and cultural development of France and French speaking countries,

analyse critically and independently, in English and French, a variety of texts and documents from different periods and sources,

demonstrate an ability to use specific disciplines such as linguistics, literature, ideas and culture to analyse and contextualise texts, other documents, concepts and theories,

translate a range of texts to and from French, with accuracy, consistency and appropriateness of register and expression,

identify original research questions in one of the fields of linguistics, literature, ideas and culture and select and use appropriate methodologies and relevant resources, leading to the writing of a dissertation

mobilise the knowledge, strategies and skills needed for further intellectual development and independent, life-long learning as well as for undertaking further, autonomous study.

The requirements for Senior Sophister students in TSM French in 2009/10 are as follows:

1. Language: All students are required to attend language classes, and submit regular written work.

2. Topics: Students select two Topics from the range offered. All choices are subject to availability, to timetable constraints and to the approval of the Head of Department. For details of courses, see list below. One assessment essay counting toward the overall final mark must be submitted in respect of each topic. The first of these essays must be returned by 1.00 p.m. on the last day of the first week of Hilary term (Friday 9th January 2009); the second by 1.00 p.m. on the last day of the end of the third week of Trinity term (Friday 17th April 2009). One essay shall be in English and the other in French. The essay and examination marks shall be combined in the proportions 40:30:30.

3. Special Subject: Each student selects a special subject of his or her own choice, in consultation with an appropriate member of staff. Please note that members of staff

Page 6

are instructed not to accept more than their quota of supervises, and the fact that a student wishes to be supervised by a member of staff does not guarantee that the member of staff will be able or willing to act. It would obviously be prudent to consult with the supervisor of your choice at an early stage. The candidate's work on this special subject is to be embodied in a dissertation of 9,000 to 12,000 words, to be written in English or French, or in an alternative piece of submitted work of a different nature but of comparable substance, to be submitted in either case by 1.00 p.m. on the first day of Trinity lecture term (Monday 30th March 2009). A computer-generated word-count must be included on the title page of your submitted dissertation. Please note that, if you exceed the set word-limit, your dissertation will be returned with an instruction to reduce the length appropriately. It is the student’s responsibility to ensure (s)he maintains adequate contact with her/his supervisor, who will provide guidance on how to improve content. Students should also ensure that they receive a copy of the Departmental document which provides essential notes on preparation and presentation of dissertations.

4. Residence Abroad Requirements 1 : Students taking one or more modern languages other than English must spend not less than two months in the country of each language in order to fulfill the requirements of their course; students of Irish must spend at least the same amount of time in the Gaeltacht.  The residence required for each language MUST BE COMPLETED   before the moderatorship examination in that language.  Students who fail to meet this requirement will have their Moderatorship exam results witheld.  This requirement can be waived only in exceptional circumstances and with the prior approval of the schools or departments concerned.

The assessment for Moderatorship Part II for 2008/09 is as follows:

1. Language paper I = 5 ECTS (Translation into French (50 points) + résumé (50 pointsds))2. Language paper II = 5 ECTS (Translation from French (50 points) + essay (50 points))3. Topic I = 15 ECTS (term essay (50 points) and two examination questions (together, 50 points))4. Topic II = 15 ECTS (term essay (50 points) and two examination questions (together, 50 points))5. Special subject = 15 ECTS (thesis or equivalent work to be submitted in French or English 100 points).6. Oral examination = 5 ECTS (50 points)7. Options I and II = 20 ECTS (submitted work, carried forward from Junior Sophister: 150 marks)

Items 1) to 6) add up to 550 points, which are then reduced mathematically to a mark out of 500 rounded up, and combined with the assessment carried forward from JS, which carries 150 marks, thus giving a final mark out of 650 – see below. Candidates must satisfy the examiners in respect of the language assessment as a whole (nos. 1,2 and 6) by achieving an average of 40/100 (or better).

1 See also Important Calendar Regulations, p 28.Page 7

The oral examination takes place in the presence of an extern examiner. As part of this examination, candidates will be required to deliver an oral exposé on one of two subjects chosen by the candidate, and approved in advance. The examination is followed immediately by discussion, also in French, of the candidate’s dissertation, which may result in a modification of the provisional mark given.

Students are required to submit two term essays during the year, one per topic and one of which must be written in French. Students may decide which topic their essay may be written on for each term (e.g. a student may submit a MT essay for Topic 1 in French and a HT essay for Topic 2 in English.)

Candidates should note that, following comments from extern examiners concerning an unduly narrow focus of study in some instances, all ‘Topic’ papers will carry the rubric that candidates should avoid substantial overlap with (a) answers on the same paper and (b) dissertation subjects.

WHAT IS ECTS?

The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area.

The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty.

The European norm for full-time study over one academic year is 60 credits. The Trinity academic year is 40 weeks from the start of Michaelmas Term to the end of the annual examination period 1 ECTS credit represents 20-25 hours estimated student input, so a 10-credit module will be designed to require 200-250 hours of student input including class contact time and assessments.

ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component courses. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed.

Page 8

EXAMINATION PROCEDURES

1) Examination papers and assessment essays will be set and marked according to the agreed procedures of the Department. In the case of Moderatorship (or degree) examinations, papers will be submitted to extern examiners for comment prior to submission to the Senior Lecturer’s office.

2) Sophister language papers and all Moderatorship part II papers will be double-marked.

3) For each year or course, a Chief Examiner will be appointed to co-ordinate the running of the examinations, return marks, and provide relevant information to candidates. The Chief Examiner shall, in agreement with the Head of Department, convene an examiners’ meeting to review and finalise marks, in the presence of extern examiners where a Moderatorship examination is concerned. In the case of interdisciplinary courses (ES, CSLL) the only function of the French Department meeting is to return a mark to the relevant course co-ordinating committee.

4) The criteria according to which papers will be assessed will be included in the Department’s Handbooks and circulated to students.

5) In the first instance, calculations of results will be mathematical based on the university’s general scheme (or reductions or multiples thereof):

Fail 2 extremely weak 0 - 29%Fail 1 weak 30 - 39%Third adequate 40 - 49%Lower Second quite good 50 - 59%Upper Second good 60 - 69%First excellent 70 - 100%

Where, in the case of an individual course, a scheme other than the one outlined above is in use, the Department will make returns according to that convention. Where the course requires a mark out of more than 100 to be returned, the Department will use that convention to make a return. The Department will ensure through its Handbooks or otherwise that candidates for examinations are aware of the weighting of the respective components, and where questions on a given paper are not equally weighted, the rubric shall indicate the weighting of the components within the paper.

6) In particular, language examinations are subject to the rule set forth in the University Calendar, as interpreted in the Department’s Handbooks. Where a student fails to demonstrate proficiency in the language, the mark returned shall be either the actual mark obtained by the student in the relevant language components of the examination, or 38, whichever is the lower, this mark being scaled up where the conventions for return of marks require.

Page 9

7) When the Department examiners’ meeting has had an opportunity to take cognisance of the mathematically derived marks, it may consider the spread of marks, the balance between marks of different classes (see 5 above) and take into account the possible implications of a given return. It may moderate either individual marks. It will pay particular attention to marks close to a class border (i.e. marks where a slightly higher mark would result in the student being returned in another class). It shall pay special attention to ensuring that the moderation of an individual mark or overall return does not create inequalities or anomalies by promoting a student with a lower mathematically derived mark above a student who had achieved a higher mathematically derived mark, except where the spread of marks provides a justification for so doing.

8) In conformity to general university practice, the Department shall appoint one or several extern examiners. The extern examiner may see or review any marking within the Department, which may form part of a Moderatorship assessment. In practice, this means examination papers, dissertations and assessment essays counting towards overall assessment. In all normal circumstances, the recommendations of the extern examiner will be acted upon. In practice, extern examiners regularly have sight of the final year dissertations, and chief examiners or the Head of Department may refer any paper or piece of work for an opinion, especially where a class difference may potentially be involved. Students have the right to consult the Head of Department on any matter of concern to them. Where the concerns expressed relate to assessment marking, the Head of Department will normally inform the person whose marks are being referred for further examination, while safeguarding the confidentiality of students.

9) The extern examiner will endeavour to ensure that standards are broadly comparable with those applied elsewhere in these islands and that the Department’s own procedures are applied equitably to all students.

10) Students will, have access to their marks on the College’s website. They may seek further information from the Chief Examiner for the year or the Head of Department, of individual marks. The commitment to the provision of full information to students does not mean that this information will always be available outside the times prescribed by the Department.

11) The Department will not normally take into account medical evidence, except insofar as granting an extension to submission deadlines is concerned. Medical cases should be channelled through tutors to form the substance of an appeal.

12) Where a piece of assessed work counting towards an examination is not submitted and signed into the Department office by the published due-date, and an extension has not been granted by the Head of Department, prior to the published due-date, a return of 0 will normally be made.

13) Where a student is absent from a part of the examination only, or fails to submit required written work for assessment, and nevertheless achieves an overall pass mark, the Department will return a pass mark. Where a student is absent from a part of the examination only, and fails to achieve an overall pass mark, the Department will make a return indicating partial absence.

Page 10

14) Where a student fails to complete the number of questions stipulated by the rubric in an examination, and nevertheless, some indication of an attempted answer, draft or plan is available, credit for the assessable work will be given. In the absence of any such assessable material, a mark of 0 will be returned.

15) The Department reserves the right to give reduced credit to students who have failed to comply with the examination rubric.

16) Where a student at a Junior or Senior Sophister examination receives a mark of 70 or more (or its equivalent scaled up of down) in the oral examination, (s) he will be recommended for a distinction in the use of spoken French.

Page 11

ESSAY WRITING & WRITING IN FRENCH

Essay Writing

The following criteria for are drawn to the attention of markers:

First classShows an intelligent awareness of the question’s implications, thorough knowledge of text /topic, sophisticated use of secondary sources, and of theoretical issues where appropriate. The argument clearly focuses on the question, and points are supported by relevant quotation. Original and imaginative response, sure grasp of subject, which may challenge received critical opinion.

Upper SecondShows a good understanding of the question and a thorough knowledge of the text/topic, with intelligent assimilation of secondary sources. The argument is coherent and clearly focused on the issue, and points are supported by relevant quotation. Intelligent general approach to the question, with clear analytical ability and evidence of independent critical response. May offer challenge to received critical opinion.

Lower SecondUnderstands the question and shows a sound knowledge of the text/topic, but may be narrow in frame of reference. Tendency to be narrative or descriptive rather than analytical, and discussion not always sharply focused on the question. Shows a generally capable but unimaginative approach to the question, and may be over-dependent on secondary sources. Makes use of lecture notes but reluctant to challenge received critical opinion.

Third ClassFails to see all the implications of the question and reveals limited knowledge of the text/topic, with little reference beyond it? May well be sketchy and rather short. Argument may lack clarity and precise focus on the question. Makes dogmatic assertions unsupported by evidence; areas of irrelevance and generally over-descriptive. Shows a mechanical approach to the question and relies heavily on the uncritical reproduction of lecture notes. Little evidence of secondary reading.

FailMisses important implications of the question. Limited knowledge of the text/topic, with little reference beyond it. Largely descriptive, clumsy style and presentation poorly documented sources? Generally naive approach to the question with no evidence of secondary reading.

Serious FailFails to understand the question, poor knowledge of text/topic sources not documented. Fails to address the question, no evidence of secondary reading.

Page 12

Writing in French

First classFrench largely free from grammatical error with qualities of idiom, lexis, syntax, and style. At the higher end, could almost pass for the work of a literate French person.

Upper SecondAmbitious French with a good level of grammatical accuracy and a positive attempt to display a range of idiom and lexis suitable to the subject. Very much at home in the language.

Lower SecondSound grammar and syntax, though with some errors, vocabulary mostly adequate to the subject, but with some clumsiness and anglicisms in the expression. Generally satisfactory grasp of French structures without showing exceptional flair.

Third ClassFrench comprehensible but clumsy and erratic, with a limited range of lexis and a sprinkling of serious grammatical errors; verb forms and tense use mostly correct.

FailFrench comprehensible but prone to gross errors and grammar. Limited range of vocabulary.

Serious FailUnacceptable frequency of inaccuracy, obvious anglicisms and patchy cohesion.

Books

Book purchase is the personal responsibility of students. The Department will place orders for set texts with International Books, South Frederick St, Dublin 2. It is also possible to order books over the Internet from:

http://www.fnac.fr

Students are expected to acquire and familiarise themselves with a good monolingual dictionary. Le Petit Robert is recommended; if that is ruled out, on grounds of expense, Le Micro Robert is an acceptable substitute for most purposes.

Page 13

SENIOR SOPHISTER COURSES

LANGUAGE

Course 1: Written Language (TOTAL 10 ECTS on TWO papers, including French essay (see below))

Course Teachers: Mr Parris, Prof Gratton, Prof. Scott

Students will attend one weekly language class. This course aims to bring students to a high level of proficiency in the comprehension and expression of written French. Building on the JS language programme, the course will be evenly divided between the further development of skills in (a) translation from French into English, (b) translation from English into French, and (c) résumé.

You are required to submit work on a weekly basis: 4 exercises in each of the above skills in MT, and 4 of each in HT (leaving time for revision au choix). All work submitted by the set deadline will be individually marked and corrected.

Students are expected to make use of a suitable grammar text, such as Jacqueline Ollivier, Grammaire française (Harcourt Canada, ISBN 0-7747-3666-6); Roger Hawkins & Richard Towell, French Grammar and Usage (Arnold, London, ISBN 0-340-76075-3), or Byrne and Churchill, A Comprehensive French Grammar (Blackwell, Oxford, 0-631-14595-8). For résumé work, you should have a good monolingual dictionary such as Le Petit Robert, and for translation work a good bilingual dictionary such as the Oxford-Hachette French Dictionary.

Texts for study in class and for written work will be distributed by course teachers.

Course 2: Oral Language (5 ECTS) and French Essay Writing Skills.

Course Teachers: Alexandra TAUVRY, Marjorie DELEUZE, Judith VILLEZ

Students will attend two weekly classes throughout the year, taught by native French speakers.

The first class will concentrate on developing aural comprehension and oral expression in French to a high standard of proficiency. Discussion will focus on aspects of contemporary French life and culture. It is vital that you attend these classes given that both your oral examination and your dissertation viva will take place in French.

The second class will be used to develop your skills in essay writing in French, with the organisation of your written work (coherent structure, development of an argument etc.) being fostered and evaluated as well as your linguistic qualities of written expression in French. Essay topics will reflect those discussed in the oral classes.

Back-up material will be distributed by the course teachers.

Page 14

SENIOR SOPHISTER COURSES 2009/10

Each Topic will count for 15 ECTS. It will be assessed by a submitted essay and an examination, which have equal weighting.

NB Where a course is undersubscribed, the course may not be offered.

1. Court and Conflict in 16th and 17th – Century France FR4024 (Dr Alyn Stacey)______________________________________________________________________Aims: The aim of this course is to provide students with an insight into the importance of the Court in 16th and 17th-century France and the extent to which it was often at the centre of social conflict. It aims also to look at some of the key socio-philosophical and literary changes which made themselves felt at every level of society during the 16th and 17th centuries. Through close textual analysis of some of the major writings of the period, the course aims to examine the representation of the Court, the writings of major Court writers and notions of ideal kingship. The course will also analyse modern cinematic representations of the court.

Objectives: By the end of the course, students will be acquainted with the works of some of the major writers of the 16th and 17th centuries. They will be familiar with a considerable range of ideas and genres which reflect the preoccupations of the time. They will be familiar with the aims of ‘heritage’ cinema. They will have developed their abilities to closely analyse texts and film.

Course Structure: Teaching will be by lecture, student papers and discussion. Students are also encouraged to attend the seminars organised by the Centre for Medieval and Renaissance Studies based in Trinity (details from Sarah Alyn Stacey, Coordinator of the Centre). The course is structured as follows:

MICHAELMAS TERMIntroductionFilming the Renaissance CourtLa Reine Margot (Patrice Chéreau, 1994)French Court versus Papal CourtJoachim Du Bellay, Les Regrets (Larousse)Ideal KingshipFrançois Rabelais, Gargantua (Garnier Flammarion)Cleopatra in the RenaissanceEtienne Jodelle, Cléopâtre captive (edition provided)

HILARY TERMKings, Politics and HonourPierre Corneille, Cinna (Paris, Garnier Flammarion)Bienséance and the CourtMolière, Le Bourgeois Gentilhomme (Paris, Garnier Flammarion)A libertin view of the worldSaint-Amant, Anthology (edition provided)The Spiritual versus the Earthly OrderBlaise Pascal, Trois discours des grands (Departmental edition to be provided)Filming the 17th-Century CourtTous les matins du monde (Alain Corneau, 1992)

Page 15

Assessment essays:

1.EITHER

a) ‘A vivid canvas of political intolerance and intrigue […] a theatrical chiaroscuro

Renaissance past’. Discuss this view of Chéreau’s La Reine Margot, making

reference, where appropriate, to cinematic techniques, mise en scène, costumes etc.

OR

b) ‘In a complex and confusing narrative, the film addresses the spectator most

insistently through its potent corporeal imaging of violence, suffering and death’.

Discuss this assessment of Chéreau’s La Reine Margot, making reference, where

appropriate, to cinematic techniques, mise en scène, costumes etc.

2. EITHER

a) Write a detailed commentary on the following sonnet, drawing attention to themes,

style and literary techniques, and comment upon how it relates to the collection from

which it is taken:

Marcher d’un grave pas & d’un grave sourcil,

Et d’un grave souriz à chascun faire feste,

Balancer tous ses mots, respondre de la teste,

4. Avec un Messer non, ou bien un Messer sì,

Entremesler souvent un petit Et cosi,

Et d’un son Servitor contrefaire l’honneste,

Et comme si l’on eust sa part en la conqueste,

8. Discourir sur Florence & sur Naples aussi.

Seigneuriser chascun d’un baisement de main,

Et suivant la façon du courtisan Romain,

11. Cacher sa pauvreté d’une brave apparence.

Page 16

Voilà de ceste Court la plus grande vertu,

Dont souvent mal monté, mal sain, & mal vestu,

14. Sans barbe & sans argent on s’en retourne en France.

(Du Bellay, Les Regrets, sonnet 86)

OR

b) ‘A la lecture d’ensemble, Les Regrets apparaissent comme un document vivant,

l’exemple d’un journal intime rédigé dans le double mouvement d’un repliement sur

soi et d’une observation amusée de la vie extérieure’. Making precise reference to the

text, discuss this assessment of Du Bellay’s Regrets.

3. EITHER

a) ‘Face à cette oscillation entre fantaisie débridée et symbolisme intellectuel,

comment comprendre l'œuvre de Rabelais ? Manifestement, Rabelais aime laisser

planer l'ambiguïté et perturber son lecteur.’ Discuss this view of Rabelais’s

Gargantua.

OR

b) ‘If Rabelais’s portrait of the Middle Ages as a time of ignorance and superstition is

grossly exaggerated (and it is), it nevertheless helps to convey the excitement of the

Humanists during the fifteenth and sixteenth centuries’. Discuss Gargantua in light of

this comment.

4. EITHER

a) ‘La pièce de Jodelle est dominée par quelques puissants concepts dramatiques et

composé dans un langage capable de les communiquer avec précision et un grand

pouvoir d’évocation’. Discuss Jodelle’s Cléopatre captive in light of this assessment.

OR

Page 17

b) Discuss the importance of reputation in Jodelle’s Cléopatre captive.

SECTION 2

5. EITHER

a) Write a detailed commentary of the following sonnet, drawing attention to themes,

style and literary techniques, and comment upon how it relates to the collection from

which it is taken:

Assis sur un fagot, une pipe à la main,

Tristement accoudé contre une cheminée,

Les yeux fixes vers terre, et l’ame mutinée,

4 Je songe aux cruautez de mon sort inhumain.

L’espoir qui me remet du jour au lendemain,

Essaye à gaigner temps sur ma peine obstinée,

Et me venant promettre une autre destinée,

Me fait monter plus haut qu’un Empereur Romain.

Mais à peine cette herbe est-elle mise en cendre,

Qu’en mon premier estat il me convient descendre,

11 Et passer mes ennuis à redire souvent,

Non, je ne trouve point beaucoup de difference

De prendre du tabac, à vivre d’esperance,

14 Car l’un n’est que fumée, et l’autre n’est que vent.

(Saint-Amant, Les Œuvres: seconde partie, no. 43)

OR

b) ‘Ce pompeux Edifice/Où nos Princes font leur sejour’. Discuss the representation

of the Court in Saint-Amant’s poetry.

Page 18

6.EITHER

a) ‘Une peinture sociale de la folie de M. Jourdain ou tout du moins une peinture des

conséquences sociales de sa passion : le travers n’abîme pas seulement l’individu,

mais aussi l’ordre social’. Discuss Molière’s Bourgeois Gentilhomme in light of this

statement.

OR

b) ‘Le Bourgeois gentilhomme est un prétexte à railler la haute bourgeoisie de

l'époque, avide de s'anoblir par l'achat de charges (les ‘savonnettes à vilains’)’.

Discuss, with particular reference to Molière’s use of satire.

7. EITHER

a) ‘In Cinna’s end there is no tragedy at all, rather, we are given the happiest ending

possible, with not one person dying, or even suffering punishment, and the benevolent

Augustus surrounding by his smiling, grateful, friends’. Discuss.

OR

B) Discuss the representation of authority in Cinna.

8. EITHER

a) ‘What R.A. Rosenstone has called ‘The New History Film’ does not recreate the

past solely as a setting for romance and adventure, but does so in order to raise

broader and more important issues’. Discuss this statement in relation to Tous les

matins du monde.

OR

b) Discuss the representation of the Court in Tous les matins du monde, making

precise reference, where relevant, to the mise en scène.

Page 19

2. Counter-Revolution Extreme Right(s) and Fascism in French Culture and Politics FR4016 1870-1945 (Dr. Arnold)____________________________________________________________________The objectives of this course are to give students an insight into one of the main varieties of European fascism and a grounding in the intellectual, political, social and historical background of France during the Third Republic. This approach will focus upon literary, political and cultural manifestations of French fascism and extreme right-wing thought which originated in the intellectual climate of the Belle Epoque and its "fin-de-siècle” mood, were developed during the interwar years and were forcibly expressed during the Occupation years. The interest of studying the precursors of French fascism resides in the fact that many of the themes developed in France in the Belle Epoque fed the ideology of Italian fascism and Nazism. This has led many scholars to consider France as being the country which "invented" fascism.

To this effect, the first part of the course will evaluate the importance of the intellectual and historical precursors of French counter-revolutionary thought and fascism. This will include the study of the individuals (Drumont, Barrès, Maurras) and movements (Action Française, Ligue de la Patrie Française, Ligue des Patriotes) involved in events such as Boulangism and the Dreyfus Affair, and the concomitant antisemitism, racialism and nationalism. The writings of Communist, Marxist and Marxist revisionist theorists (Guesde, Jaurès, Blum) will also be briefly studied to give a contextual perspective to these emerging anti-enlightenment themes.

The second part of the course will investigate the influence of the Great War on the emergence of fascist doctrines, intellectuals and movements. A clear distinction can be made between literary, intellectual fascism (Drieu la Rochelle, Brasillach, Céline, Rebatet) and fascist or conservative-reactionary movements (le Faisceau, les Croix de Feu, le PSF, les Jeunesses Patriotes, le Francisme, la Cagoule, le PPF). The period of the Occupation and Vichy France -the third section of the course- is considered by some scholars to be the culminating point of the fascist temptation in France. Others see it as a return to conservative, reactionary values of pre-revolutionary France and not necessarily as a pure expression of French fascism.

The final section of the course will analyse the ideology and political myths of the Front National in France, and ask the question whether the movement of notably Jean-Marie le Pen has reactivated some aspects of this ideological tradition in France.

This course will be based on the study of primary sources of a varying nature (novels, autobiographies, political and economic programmes, visual and spoken propaganda, newspaper articles).

Essay titles:

1. Identify the succession of “guerres franco-françaises” that have punctuated 19th and 20th century French political life.

2. “Fascist ideology was invented during the Belle Epoque in France”. Discuss this assertion by identifying possible similarities or differences between pre-war and interwar fascist and counterrevolutionary themes.

3. Discuss the effect of the Great war on the anciens combattants and their role in interwar French politics.

Page 20

4. “Much support of extremist, right-wing groups comes not from attraction to counterrevolutionary ideology but from a repulsion against Marxism and Bolshevism”. Comment on this assertion with reference to France from 1890 to 1945.

5 Decadence is the driving-force of counterrevolutionary revolt. Discuss this assertion with reference to the period 1880-1945.

6. How did fascist writers contribute to the themes of French fascism?

7. Evaluate the importance of the rhetorical tools of conspiracy and diabolical causality in counter-revolutionary discourse.

8 «Notre défaite est venue de nos relâchements. L'esprit de jouissance détruit ce que l'esprit de sacrifice a édifié»? Discuss Pétain’s analysis of the reasons for the débâcle of 1940.

9. To what extent is the discourse of the Front national a continuation of counter-revolutionary and/or fascist themes in French political life?

3. The Acquisition and Teaching of French as a Second Language (L2): theory, methods and data FR4010 (Dr. Hoare)

_____________________________________________________________________The objective of this course is to give students an insight into theories of second language acquisition and teaching with specific reference to French. Engagement with theoretical aspects will lead to critical examination of research in applied linguistics. To this effect the course will be divided into three sections, the first examining some views of language and language learning, the second concentrating on the acquisition of French as a second language and the third on teaching methods. A major part of each section will be examination of recent original research in the area. The course will be structured in the following way:

Part 1: BackgroundLanguage learning and language teaching – an introduction

Part 2: Acquisition of French as L2Learners and their errorsAcquisition: some characteristics Motivation and attitudes towards learning FrenchIndividual language learners: some differencesGood language learners: what makes the difference?

Part 3: Teaching FrenchOverview of language teaching: theory and methodsLanguage planningSyllabus designConveying language: induction versus deductionFocus on skillsLanguage testing

Page 21

There is no core text for this course which deals specifically with French. However, students are advised to purchase ‘An Introduction to Foreign Language Learning and Teaching’ by Keith Johnson published by Pearson Education Limited (2001) which addresses the major theories, methods and issues pertaining to the learning and teaching of a L2. A dossier of studies and articles pertaining to the learning and teaching of French as a L2 will be made available to students at the beginning of the course.

Assessment questions:

Michaelmas term

(1) Learning vocabulary in the process of learning a foreign language ‘is the core component of all language skills’ (Long and Richards, 2007). Discuss.

(2) With reference to Guella, Déprez and Reboul, (2008), examine the role of transfer between the L1 and L2 on native speakers of Arabic acquiring French as an L2, with specific reference to gender.

Hilary term

(3) Evaluate research carried out in the area of the acquisition of sociolinguistic competence in French as a foreign language.

(4) ‘The assumption that university students know the language and do not need structured grammar lessons clearly needs to be questioned.’ (J. Coleman, THES 1994) Discuss.

4. Migrance FR4026 (Mr. Parris)_____________________________________________________________________From a world of national frontiers and literatures, we have come to a world of shifting populations and cultural intermingling. From a society that believed that race and culture needed to be protected from outside influences, we have come swiftly (in only a few decades) to a situation where we see this as an enrichment. It could however be wrong to suppose this has been achieved without difficulties for either the host communities or the migrants themselves. In this course we shall look at a mixture of fictions and essais from France, and Canada, viewing migration both from the standpoint of the newcomer and the host community.

TEXTS (as many of the following as are available):

Chraïbi Driss, Les Boucs  (Gallimard - 1955)  Albert Memmi, Le Racisme (Poche - 1994)Didier Van Cauwelaert, Un aller simple (1994)Ben Jelloun, Tahar, Le Racisme expliqué à ma fille, (Seuil - 1998)Francine Noël, Nous avons tous découvert l'Amérique (Actes Sud - 2000)  Naïm Kattan Adieu, Babylone : Mémoires d'un juif d'Irak with Michel Tournier (Albin Michel 2003)Régine Robin, La Québécoite, (XYZ (1993))Micone Marco, Migrances Suivi de Una Donna, (VLB - 2005)Abdellah Taïa , L'armée du salut, Points (6 mars 2008)

Page 22

Abla Farhoud, Le Bonhur a laqueue glissante, Typo (1 septembre 2005)

Assessment questions:

Either:‘Mais qu'est-ce donc que cette littérature migrante? Le concept est apparu simultanément dans les pays occidentaux depuis une vingtaine d'année. On peut y voir la manifestation d'une prise de conscience, au-delà de l'intensification des flux migratoires, d'une ouverture culturelle à la différence, à l'étrangeté. Les mots sont toujours révélateurs. Les Américains la nomment “littérature ethnique” ou de la “minorité”, les Québécois, de “littérature des frontières” entre identités nationales (Simon, 1994), de littérature “nomade" (Robin, 1992) ou de “littérature de l'exil”. Les essais théoriques sur la littérature migrante prolifèrent au Québec (cf Simon, 1984;Robin, 1983; Nepveu, 1988, Harel 1992; Helly et Vassal, 1993, etc)...’Monique Lebrun, Visions transfrontalières du champ de la littérature migrante.

Donnez une analyse critique des diverses terminologies mentionnées par Monique Lebrun, et expliquez comment ces termes pourraient éventuellement s’appliquer aux textes que vous avez étudiés, et indiquez quels en sont les inconvénients.

Analyze the various terminologies mentioned by Monique Lebrun, and explain how these terms could apply to the texts studied and say what might be their drawbacks.

Or

Parmi les mots utilisés par les critiques pour essayer de cerner le phénomène des littératures migrantes, on note, entre autres : alterity, cross-cultural, cultural identity, déracinement, dialogisme, diaspora, displacement, émigressence (sic), enracinerrance (sic), entre-deux, errance, ethnicity, hybridation linguistique, hybridity, immigration, intercultural, marginal, métissage, migrance, migration, minority, multicultural, non-lieu, parole nomade, passeur culturel, pluralisation, plurality, plurilinguisme, transcultural, transgression; tentez de le définir, en expliquant les éventuels avantages en inconvénients auxquels leur emploi expose le critique.

Among words used by critics to try to tie down the phenomenon of migrant literature are (among others) : alterity, cross-cultural, cultural identity, déracinement, dialogisme, diaspora, displacement, émigressence (sic), enracinerrance (sic), entre-deux, errance, ethnicity, hybridation linguistique, hybridity, immigration, intercultural, marginal, métissage, migrance, migration, minority, multicultural, non-lieu, parole nomade, passeur culturel, pluralisation, plurality, plurilinguisme, transcultural, transgression; attempt a definition of them, and explain how far they are useful to the critic.

5. French Travel Writing 1850-2000 FR4013 (Prof. Scott)_____________________________________________________________________Dating back many centuries, French travel writing had, by the 1800s, established itself as a major genre in France, and has been practised since by many authors. The aim of this course will be, while confronting the generical problems it raises, to explore the motivations — political,

Page 23

historical, literary, æsthetic — of its exponents and to investigate the myths and fantasies that form an inseparable part of it. Examples will be drawn from the work of poets, novelists, painters, semiologists and political scientists working over the last 150 years, and will cover voyages to Spain, North Africa, the Congo, the Near East, China, Japan, the Pacific, North America and Russia.

Barthes, Roland L’Empire des signes (Flammarion)Baudrillard, Jean Amérique (Livre de Poche)Claude Lévi-Strauss Tristes Tropiques (Plon ‘Pocket’)Fromentin, Eugène Un été dans le Sahara (Le Sycomore)Gauguin, Paul Oviri. Ecrits d’un sauvage (Gallimard: Idées)Gautier, Théophile Voyage en Espagne (GF)Gide, André Voyage au Congo (Gallimard: Idées)Gide, André Retour de l’URSS (Gallimard: Idées)Michaux, Henri Un Barbara en Asie (Gallimard)Michaux, Henri Ecuador (Gallimard)Segalen, Victor Essai sur l’exotisme

Assessment questions:

1. 'Toutes ces promesses autour des signes' (Victor Segalen). Comment on this observation and explore its relevance in the context of at least TWO modern French travel writers.

2. 'Si un Européen est interrogé à son retour des Indes, il n'hésite pas, il répond: "J'ai vu Madras, j'ai vu ceci, j'ai vu cela." Mais non, il a été vu, beaucoup plus qu'il n'a vu' (Henri Michaux). Clarify the implications of this statement in the context of TWO or more travel writers studied on the course.

3. 'Il me prenait des doutes sur ma propre identité' wrote Gautier when he was on the Alcazar in Toledo, one of the high moments of his Voyage en Espagne. Explore ways in which the identity of travellers unravels when they reach desired destinations, in the context of TWO or more writers.

4. To what extent can it be argued that all travel has a strong utopian element? Support your argument with evidence from at least TWO French travel writers studied on the course.

5. Clarify the distinction between Different and Other as expressed in travel experience and/or ethnography and evaluate its importance in the context of the travel writing of at least TWO of the authors studied on the course.

6. Explore the treatment of any TWO of the following themes in the travel texts you have studied: jungle, desert, city.

Page 24

Special Subject 2009/10

The choice of a Special Subject is left to the individual student. However, this choice must be agreed with a member of the teaching staff of the Department of French, who will act as supervisor. By special arrangement with the head of department, supervision may be sought from a member of staff in a cognate department. You should therefore consult members of staff about a dissertation subject at the earliest opportunity and obtain his or her signature showing agreement in principle. The following list is intended to give students an idea of each member of staff’s academic interests. The subject of your dissertation should be indicated on the form supplied, but it is recognized that this subject may be modified or defined more closely in due course. The number of students to be supervised by any member of staff will be limited: you are advised to take action without delay.

Sarah ALYN-STACEY French Renaissance poetry. French Renaissance literature, with particular reference to Marc-Claude de Buttet and the court circle of Marguerite de France, duchesse de Savoie. Classical and Italian influences on French Renaissance literature. Comparative Renaissance literature (French, English, Italian). Critical theory, notably its application to Renaissance texts and also the related concerns of intertextuality and literary hermeneutics. Contemporary cinema.

Edward J. ARNOLD Twentieth-century French intellectual, political and social history: history of ideas in late nineteenth and early twentieth-century Europe; right and left-wing, counter-revolutionary, fascist and national-populist thought in France, 1880s to the present.

Rachel HOARE Linguistics. Second language acquisition. Socioloinguistics of French, especially attitudes towards regional languages and varieties in France. Language variation.

Claire LAUDET Second language acquisition. French for specific purposes. Course design, teaching materials development, programme evaluation.

Thomas MURTAGH Sartre, de Beauvoir, existentialism: Twentieth-century literature, philosophy and politics.

David PARRIS Canadian and Swiss literature. Narrative theory. Francophone and minority literatures.

Paule SALERNO-O'SHEA Business French, Direct Marketing. (On sabbatical MT 2004)

David SCOTT Nineteenth and twentieth-century writing, especially poetry, art criticism, Orientalism and travel writing. Textual and visual studies. Semiotics (Baudrillard and Peirce). Nineteenth and twentieth-century art and aesthetic theory.

Page 25

PLAGIARISM

The College has a strict policy on plagiarism, which it is the French Department’s intention to apply fully. The complete Calendar entry is reproduced below. In practical terms, the Department’s response will be as follows:

a) Where two or more pieces of work are submitted which are identical or substantially similar, except in those situations where the exercise has been set as a group exercise, the authors of the pieces of submitted work will be interviewed with a view to ascertaining whether there are any reasons why a mark of 0 should not be returned. Whereas it is good practice for groups of students to study and revise together, it is not good practice to lend your essay to another student for copying. Of course, lending notes to absent colleagues is perfectly in order.

b) Where a piece of work contains quotations from a published work or a website that are not specifically acknowledged in notes, the Department reserves the right to return a mark of 0: Students are encouraged to read around their subject, and consult works of criticism or relevant websites. However, material and ideas gathered from these sources should not normally replace students’ own words: rather, quotations should be used to back-up or substantiate an assertion, and should be offered as a kind of “proof” of the student’s own ideas, not as a replacement for them. In order to make it quite obvious which ideas you are presenting as your own, and which are ascribed to other people, set borrowed words aside typographically, but putting a short quotations (60 words or less) in inverted commas, and by setting longer quotations outside the main body of the text, with a reference to the source in each case.

c) Where an essay has been set in French and a portion of the mark is to be assigned on the basis of the linguistic standard achieved, that essay should be the candidate's own work. Students may approach those with a higher standard of French (including students in higher years and native speakers) to resolve specific questions but they should not rely on them for wholesale correction of their work, nor should they submit work which has been re-written by a third party to improve the standard of the French.

d) If you are in any doubt, consult a member of staff.

e) If the Department comes to the view that there has been persistent plagiarism with intent to deceive, the full sanctions outlined in the Calendar will be implemented.

CALENDAR ENTRY:

Calendar 2007-2008 H1666 Plagiarism is interpreted by the University as the act of presenting the work of others as one’s own work, without acknowledgement. Plagiarism is considered as academically

Page 26

fraudulent, and an offence against University discipline. The University considers plagiarism to be a major offence, and subject to the disciplinary procedures of the University.67 Plagiarism can arise from deliberate actions and also through careless thinking and/or methodology. The offence lies not in the attitude or intention of the perpetrator, but in the action and in its consequences.Plagiarism can arise from actions such as:(a) copying another student’s work;(b) enlisting another person or persons to complete an assignment on the student’s behalf;(c) quoting directly, without acknowledgement, from books, articles or other sources, either inprinted, recorded or electronic format;(d) paraphrasing, without acknowledgement, the writings of other authors.Examples (c) and (d) in particular can arise through careless thinking and/or methodology where students:(i) fail to distinguish between their own ideas and those of others;(ii) fail to take proper notes during preliminary research and therefore lose track of the sources from which the notes were drawn;(iii) fail to distinguish between information which needs no acknowledgement because it is firmly in the public domain, and information which might be widely known, but which nevertheless requires some sort of acknowledgement;(iv) come across a distinctive methodology or idea and fail to record its source.All the above serve only as examples and are not exhaustive. Students should submit work done in co-operation with other students only when it is done with the full knowledge and permission of the lecturer concerned. Without this, work submitted which is the product of collusion with other students may be considered to be plagiarism.68 It is clearly understood that all members of the academic community use and build on the work of others. It is commonly accepted also, however, that we build on the work of others in an open and explicit manner, and with due acknowledgement. Many cases of plagiarism that arise could be avoided by following some simple guidelines:(i) Any material used in a piece of work, of any form, that is not the original thought of the author should be fully referenced in the work and attributed to its source. The material should either be quoted directly or paraphrased. Either way, an explicit citation of the work referred to should be provided, in the text, in a footnote, or both. Not to do so is to commit plagiarism.(ii) When taking notes from any source it is very important to record the precise words or ideas that are being used and their precise sources.Calendar 2006-2007 H17(iii) While the Internet often offers a wider range of possibilities for researching particular themes, it also requires particular attention to be paid to the distinction between one’s own work and the work of others. Particular care should be taken to keep track of the source of the electronic information obtained from the Internet or other electronic sources and ensure that it is explicitly and correctly acknowledged.69 It is the responsibility of the author of any work to ensure that he/she does not commit plagiarism.70 Students should ensure the integrity of their work by seeking advice from their lecturers, tutor or supervisor on avoiding plagiarism. All departments should include, in their handbooks or other literature given to students, advice on the appropriate methodology for the kind of work that students will be expected to undertake.71 If plagiarism as referred to in §66 above is suspected, the head of school or department as appropriate will arrange an informal meeting with the student, the student’s tutor, and the lecturer concerned, to put their suspicions to the student and give the student the opportunity to respond.(Please refer to Calendar for complete entry)

Page 27

IMPORTANT CALENDAR REGULATIONS

Language performance at examinations:In each year, candidates in modern languages must provide evidence of their proficiency in writing and speaking the language concerned. Proficiency will be assessed by performance in the annual examination and, in some departments, by assessment work set during the year. A student who fails to satisfy the examiners in the language component will be deemed to have failed the examination overall. A distinction in spoken language may be awarded in the Sophister years, at the discretion of the examiners, to candidates in modern languages. In the School of Irish and Celtic Languages distinctions in the spoken language may be awarded in all years.

In the Department of French, this regulation is interpreted as meaning that at examinations, the aggregate mark of all language exercises, including the oral, must attain an average of at least 40.

Residence abroad:

Students taking one or two modern languages other than English must spend not less than two months in the country of each language in order to fulfill the requirements of their course; students of Irish must spend at least the same length of time in the Gaeltacht. The residence required for each language must be completed before the moderatorship examination in that language. This requirement can be waived only in exceptional circumstances and with the prior approval of the schools or departments concerned.

NOTE IMPORTANT CALENDAR CLARIFCATION

TSM regulations (Calendar K 6&7, Junior and Senior Sophister examination regulations, Pattern B Students in force up until 2009) require candidates to pass both parts of the moderatorship examinations in order to be eligible for a moderatorship award. Moderatorship Part I is taken at the end of the JS year and Moderatorship Part II is taken in two elements, at the end of the JS and SS years. As a result of the previous changes to the JS regulations for ECTS purposes which require TSM to publish the JS Moderatorship Part II element, it has now become necessary to clarify the requirements for passing the Moderatorship Part II. Students will now be required to pass all elements of their Moderatorship Part II in order to pass their Moderatorship Part II overall. They will therefore be required to pass the JS Moderatorship Part I and Part II elements in their JS year in order to rise to the SS year. Furthermore, in addition, they will be required to pass the SS Moderatorship Part II element in order to pass their Moderatorship Part II overall.

As a result of these changes the TSM Management Committee also approved amending the regulations for the award of an Ordinary degree in TSM. In the JS year, they will be required to meet the same regulation required to pass their JS year overall, i.e. pass the JS Moderatorship Part I and Part II elements in their JS year. In the SS year, they will continue to be allowed the award of Ordinary B.A. on their answering in the Senior Sophister examination.

These changes will take effect in 2009/10 for Junior Sophister students and in 2010/11 for Senior Sophister students. The clarified regulation is as below.

Page 28

B. PATTERN B STUDENTS (This means TSM French students)(i) General academic progress — see §19 above.(ii) The Junior Sophister examination in the subject studied for the first three years of the course (minor subject) is part I of the moderatorship examination.(iii) The Junior Sophister examination/assessment in the subject studied for all four years of the course (major subject) forms part of the moderatorship part II examination.(iv) There are no supplemental examinations.(v) Examinations are held during Trinity term.(vi) Students who obtain a grade of III or higher in both subjects may proceed to the Senior Sophister year, subject to the conditions set out in §19 above.(vii) Students who have been awarded an F grade in one or both subjects may repeat the year in both subjects, but students will not be allowed to repeat the year or the examinations more than once.(viii) The marks achieved in part I of the moderatorship examination represent 35 per cent of the total moderatorship marks. (ix) The marks achieved in part II of the moderatorship examination/assessment in the Junior Sophister year represent 15 per cent of the total moderatorship marks. These marks represent 150 of the 650 marks awarded to part II of the moderatorship, the remaining 500 marks are awarded in the Senior Sophister year.(x) Students who have completed the Junior Sophister year of a two-subject moderatorship course and who are proceeding to the moderatorship part I examination in a modern language may, be permitted by the Senior Lecturer to go off the books and to defer for one year their moderatorship part I examination, in order to spend that year in a country where that language is spoken. Such permission will be given only to students who have been satisfactory in attendance and in performing prescribed exercises.(xi) Students who obtain a minimum grade of III in both subjects at the annual examination may be permitted to graduate with an ordinary degree of B.A. Except by special permission of the University Council, the ordinary degree of B.A. may be conferred only on candidates who have spent at least three years in the University.

Page 29