French Department Course Handbook 2014-2015

Prabhu
FRENCH 350

Research or Individual Study
350s will ordinarily be permitted in cases where there is no overlap of the content of the proposed study with a course being offered by the French Department in the same semester. A student interested in doing an independent study should first have a well-defined topic, including, for example, the author(s) to be considered, the question or central idea to be studied, and the approach that will be taken. Students should consider which professor whose area of specialization and interests most closely match her proposed study. Meetings and regular assignments will be discussed and arranged with the professor in question. Please refer to the back of this handbook for faculty information or visit http://www.wellesley.edu/french/faculty.
Students should contact the instructor at the time of pre-registration and, in any case, no later than the end of the first week of classes. Prerequisite: FREN 211 or, for students entering in 2014 or later, FREN 210; and one additional unit, FREN 213 or above.

learnfrenchlanguage.org

FREN 359 (Spring)

Calderwood Seminar in Public Writing:

You Say You Want to Change the World: Advocating for Other Cultures (in English)
Your local school board is considering eliminating foreign language instruction at the high school. You think it’s a bad idea. How will you make your voice heard? This seminar will explore writing that challenges language majors to rethink and repurpose their academic knowledge, shaping it to contribute to public debates. Such writing may include op-eds and letters to the editor; book, film and music reviews; blogs; and interviews with notables in the field. Students will write weekly and revise their work in response to comments from the instructor and their peers. The presence of majors in different languages will introduce students to the assumptions, perspectives and approaches of other cultures, with the goal of helping participants become advocates for a

wider, more inclusive cultural literacy. Prerequisite: At least two courses at the advanced 200 level or the 300 level in the major department.

Open to junior and senior majors in the foreign language departments and related programs, and in Classical Studies and Comparative Literature.

Cross-Listed as: CPLT 359.
Participants in this seminar will draw on their mastery of a foreign language and culture to interpret their fields to non-specialists. Their studies have already taught them the skill of projection—of imagining oneself as another and seeing reality from a standpoint outside oneself—that is central to understanding a foreign culture. That skill is also, significantly, one of the keys to writing successfully for a general public. The seminar will be organized around three main issues: the nature and function of language in understanding culture, including issues of translation; the traditions and purposes of criticism and literary theory; and the differing attitudes, values, creativity and histories of national groups.

Lydgate


Villa Ephrussi de Rothschild, Saint-Jean-Cap-Ferrat


FRENCH 360: Senior Thesis Research

FRENCH 370: Senior Thesis
Requirements for Becoming an Honors Candidate

1. Grade point average of 3.5 in the major, above the 100-level

(Exceptions: see appended Articles of Government, Book II, Section 2, Honors Programs.)

2. Recommendation of Department's Honors Committee when Project is submitted

3. A 300-level course or its equivalent before the Fall of senior year.

4. French 360 and 370 do not count towards the minimum requirement of two 300-level courses for the major.

Prerequisite for French 360: By permission of the department. See Academic Distinctions.

Prerequisite for French 370: French 360 and permission of the department.
Spring of Junior Year

In the Spring of the Junior Year qualified students who wish to be in the Honors Program must submit a proposal for 360 Senior Thesis Research. Students in the Wellesley-in-Aix program should discuss their plans with the program Director. Any eligible junior who wishes to do so should then consult a faculty member for advice in selecting appropriate research material for summer reading and in developing her topic into a promising proposal, which is to be formally submitted to the department in the fall. The advisor should be contacted in February. In March and April the student should gather a bibliography and by the end of April she should submit it to her advisor along with a preliminary proposal. The advisor should comment on the bibliography and proposal by the beginning of June.

It is suggested that interested students look at the Honors theses of former students in the French Department Germaine Lafeuille Library. The Chair of the department is available for advice about selecting an Honors advisor. Students may also consult the short description of the specializations of each French Department faculty member on the department website http://www.wellesley.edu/french/faculty.
Summer

Read in general area of research and begin writing proposal for submission to the Department. Compile an annotated bibliography.

September

Meet with advisor during the first week of classes to discuss thesis topic, annotated bibliography, and the reading done over the summer. A schedule of conferences and deadlines should be worked out at this time.

October 1

Proposals are to be submitted to the Honors Committee of the department after consultation with the advisor. Goals, scope of study, and critical approach should be clearly and precisely defined. Special attention should be paid to grammar, spelling, and style. A tentative, but detailed, outline of the thesis, suggesting the progression of the argument or analysis must accompany the proposal. A bibliography should also be included. Separate copies of the proposal are to be provided for each member of the Honors Committee.

If the proposal is not approved, the student will be notified by October 8: in this case, the student may withdraw from the Honors Program. She will be credited with one unit of 360

if sufficient work is done during the semester to justify it.

October 29

A more substantial outline should be submitted to the advisor.

December 1

A substantial sample (chapter or section, 20-25 pages) should be submitted to the advisor and the members of the Honors Committee. During finals week, a mini-oral will be scheduled with the student, her advisor and two members of the Honors Committee. At that time, the student, in consultation with her advisor and the committee, should decide whether her 360-370 work thus far, written or otherwise, justifies the continuation of her project into the second semester: it happens sometimes that a topic turns out to be less interesting or fruitful than originally anticipated. In that case, credit will be given for one unit of 360, provided sufficient work has been done. If the submitted sample appears promising, work on the 360 project should continue in consultation with the advisor. In the latter case the instructor may choose to give a T.B.G. grade (To Be Graded) instead of a letter grade for work done in the fall semester.

December

By the end of the final exam period the student will be notified of the decision of the Honors Committee. In order to avoid the possibility of having two 360's on her transcript, a student may find it prudent to register for a course in French which might serve as a substitute for the second semester.
List of Honors Candidates to CCI (Committee on Curriculum & Instruction) of the College

Before the end of the tenth week of classes the Honors Committee reports to the Curriculum Committee of the College (with copy to the Chair of the Department), the names of students registered for 370s who are candidates for honors.

Oral exam

The thesis is due in the Dean's Office at a date specified by the College, usually 2-3 weeks before the last day of classes. The Oral Defense committee comprises the Advisor, the Chair of the Department (or her or his deputy), a representative of the Curriculum Committee of the College, and at least one other department member ordinarily chosen by the Advisor and Honors candidate.
If her thesis and her oral exam are judged of honors quality, the student is awarded honors in the major field. If the thesis is completed but it or the honors exam is not of honors quality, honors are not awarded; 370 remains on the transcript as Senior Thesis with an appropriate grade.
LING 114 (Fall & Spring)

Introduction to Linguistics
Designed to familiarize students with some of the essential concepts of linguistic analysis. Suitable problem sets in English and in other languages will provide opportunities to study the basic systems of language organization – phonology, morphology, syntax, and semantics. Additional topics include introduction to language, organization in the brain, child language acquisition, and language change. Prerequisite: None

In introductory linguistics, we begin with a consideration of the nature of language and then move to an examination of current ideas about the representation of language in the brain. The central part of the course then focuses on the different levels of structural organization in language - the levels of morphology, syntax and phonology—and presents some of the modern techniques of linguistic analysis. Linguistic problem sets will provide the opportunity to develop logic skills and problem-solving techniques. Once students have developed an understanding of the units and principles of language organization at each of these levels, we will begin to explore other topics of interest in linguistics, including semantics (the study of meaning), sociolinguistics (how language use varies with social class membership), historical linguistics (how languages change over time) and language acquisition. There will be problem sets, a midterm and a final. Text: Fromkin, Rodman and Hyams, An Introduction to Language, 9th Edition.

Carpenter

LING 240 (Spring)

The Sounds of Language
What are the possible linguistically relevant sounds of the human vocal tract? How does each language organize a subset of those sounds into a coherent system? Examination of the sounds of language from the perspective of phonetics and of phonology. Each student will choose a foreign language for intensive study of its phonetic, phonologic and prosodic characteristics. Includes extensive use of speech analysis and phonetics software. Prerequisite: LING 114, PSYC 216, or by permission of the instructor.
Carpenter

LING 312 (Fall)

Bilingualism: An Exploration of Language, Mind and Culture
Exploration of the relationship of language to mind and culture through the study of bilingualism. The bilingual individual will be the focus for questions concerning language and mind: The detection of “foreign” accent, the relationship of words to concepts, the organization of the mental lexicon, language specialization of the brain, and the effects of early bilingualism on cognitive functioning. The bilingual nation will be the focus for questions dealing with language and culture: societal conventions governing use of one language over another, effects of extended bilingualism on language development and change, and political and educational impact of a government’s establishing official bilingualism. Prerequisite: Open to juniors and seniors who have taken a related 200-level course in linguistics, psychology, anthropology, philosophy, or by permission of the instructor.
Carpenter

LING 322 (Spring)

The Cognitive Science of Verbal Humor and Verbal Play

We will examine verbal humor and verbal play from the perspectives of several of the key disciplines of cognitive science including psychology, linguistics and philosophy. We will begin with psychological studies of humor, including psychological models of humor and its relationship to personality, health and well-being. We then focus on how the analysis of verbal humor and verbal play depends on the categories and concepts of formal linguistics. We next turn to sociolinguistic approaches to the subject, including an examination of women’s use of verbal humor. Finally, we explore some key philosophical questions: Why does humor exist and what does it reveals to us about the mind? Prerequisite: Open to juniors and seniors who have taken a related 200-level course in linguistics, psychology, anthropology, philosophy, or by permission of the instructor.

Levitt

LING 238 (Spring)

Sociolinguistics
The application of linguistics to the analysis of sociocultural variation in language. We will examine the way information about age, gender, social class, region, and ethnicity is conveyed by variations in the structural and semantic organization of language. We will also examine language attitude and language planning in multilingual societies. Prerequisite: LING 114, PSYC 216, or by permission of the instructor.
Levitt
Writing 125 (Fall)

“Do French Women Really…?”

From their legendary ability to stay thin, to their shrewd mothering skills, sophisticated charm, culinary prowess, and sexual savoir-faire, les Françaises—French women—have long held American commentators in thrall. We will explore the complexity of twenty-first century portrayals of French women as models of a unique vein of femininity. We will explore how writers construct their images of French women from three directions: through close readings, critiques of authorial voice, and the analysis of supporting evidence. We will investigate portrayals of la Française in self-help books, memoirs, feminist manifestos, film, fiction, and historical accounts. Participants will analyze, then imitate the texts we consider, paying close attention to how the choice of a particular genre sheds light on the author’s development of his or her thesis. . Prerequisite: None
Bilis


French Advanced Placement Policies and Language Requirement

A student entering Wellesley must have an Advanced Placement score of 5 or an SAT II score of 690 to satisfy the foreign language requirement. The Wellesley College language requirement is normally met with the completion of either FREN 201-202 or FREN 203. Students who present an AP score of 3 or an SAT II score between 600–640 can satisfy the requirement by taking FREN 205. Students who present an AP score of 4 or an SAT II score between 650–680 can satisfy the requirement by taking one of the following courses: FREN 206, 207 or 209. All incoming students who have studied French previously are required to take the placement test. Any discrepancy between a student’s AP score and her score on the departmental placement test will be resolved by the placement committee. Any student who takes a language course at another institution and would like college credit must have permission in advance and take the French placement test upon her return to verify she has attained the required level.

Requirements for the Major

FREN 101-102, FREN 103 and FREN 201 count toward the degree but not toward the French major. Courses taught in English do not count toward the minimum requirement for the major. Students who begin with FREN 101-102 in college and who plan to study abroad should consult the chair of the department during the second semester of their first year.

Majors are required to complete a minimum of eight units, including the following courses or their equivalents: for students entering before 2014, FREN 211, which develops students’ literary analysis and writing skills in the context of an intensive grammar review, and FREN 308, which focuses on translation and stylistics. Students entering after 2014 may satisfy the 200-level requirement with either FREN 210 or FREN 211, and must also elect FREN 308 or its equivalent.
The goals of a coherent program are: (a) oral and written linguistic competence; (b) acquisition of basic techniques of reading and interpreting texts; and (c) a general understanding of the history of French literature and culture. All majors must take at least one culture course (FREN 207, 225, 229, 230, 237, 322, 323, 324, 332) or spend one semester studying in a Francophone country, and at least one literature course (FREN 209, 210, 213, 214, 217, 221, 224, 238, 241, 302, 303, 306, 307, 313, 315, 317, 330, 331, 333, 335) or an equivalent literature course in French taken abroad). All majors must take two 300-level French courses at Wellesley College, at least one of which must be during their senior year. FREN 350, 360 and 370 do not count towards the minimum requirement of two 300-level courses for the major. No more than two courses taken Credit/No credit at Wellesley College may be applied to the French major.
The French Cultural Studies Major

Wellesley offers an interdepartmental major in French Cultural Studies, which combines courses from the Department of French with those in Africana Studies, Art, History, Music, Political Science or any other department offering courses on France or Francophone countries. French Cultural Studies majors ordinarily work closely with two advisors, one from the French Department and one from the other area of concentration.

The major in French Cultural Studies consists of a minimum of eight units. At least four units in the French department above the 100 level are required, including FREN 207 and FREN 211 or, FREN 210. For all students: In special cases, an upper-level culture course in French approved by the program director may be substituted for FREN 207. At least two units in French at the 300 level are required. FRST 350, FRST 360 and FRST 370 do not normally count towards the minimum requirement of two 300-level courses for the major. In exceptional cases, this requirement may be waived by the FCS director and/or the chair of the French department. No more than two courses taken credit/noncredit at Wellesley College may be applied to the French Cultural Studies major. Students planning to major in French Cultural Studies should consult with advisors to the major. For related courses for credit toward the FCS major, please check http://www.wellesley.edu/french/culturalmajor