French & Italian Dept FR 128 syllabus Colby Library- French Studies Research Guide

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Course Description:
This course, which follows the required language sequence at Colby, FR125-FR127, builds reading skills and broadens cultural background through a wide variety of readings in French. Emphasis is on the texts and contexts of culture, whether in France, Quebec, or other francophone areas such as Africa and the Caribbean. Continuing work in improving oral and written skills.
Reading in Cultural Context:
 FR 128 enables students to develop stronger reading skills in French yet, like other 100-level courses across the curriculum currently designated as "I," thematically and methodologically, FR128 is centrally concerned with issues of diversity in an international context, specifically “progress in overcoming prejudice, privilege, oppression, inequality and injustice” (p. 30 of the Catalogue). As reflected by the title of one of the principal books in the course, Diversité [Diversity], we treat these issues by engaging with a French and Francophone corpus produced by men and women of different backgrounds on both sides of the post-colonial divide.  A broad range of texts selected for the course spans the geography of the French-speaking world, including French Canada (Jean Arceneaux, Gabrielle Roy) continental France (Nathalie Sarraute, Robert Desnos, Paul Eluard, Émile Zola, Marguerite Duras, J.M.G. Le Clézio, Annie Ernaux, Colette), Vietnam (Pham duy Khiêm), Egypt (Andrée Chedid), the Ivory Coast (Bernard Dadié), Guadeloupe (Maryse Condé, Myriam Warner-Vieyra), Algeria (Albert Camus, Emmanuel Roblès, Assia Djebar), Haiti (Marie Chauvet), the Congo (Kama Kamanda, Jean Baptiste Tati-Loutard), Martinique (Suzanne Dracius), and Senegal (Ousmane Sembène). Selected texts collectively follow the cycle of human life, from birth to death, through the stages of development linking childhood, adolescence and adulthood. Students quickly discover that French culture is not monolithic. Fundamental issues of identity cross boundaries of gender, class and race. As students learn in FR 128, core values of family and love, friendship and loyalty, and, above all, individual freedom, traverse time and space to unite the peoples of the French-speaking world in a similar pursuit of happiness, a pursuit grounded at once in hope and revolt, and in the need to understand the meaning of human existence in a world rife with oppression, discrimination and violence against women and people of color.
Learning Objectives:
  • The primary goal of this course is to increase the speed and comprehension with which you read in French.
  • Focus will be on reading texts in cultural context. You will work to glean meaning from context and thus rely sparingly on dictionary use.
  • It will be your responsibility to research the various countries and cultures of the Francophone world that you will encounter in this course. You will find online resources in French prepared by former students on the course webpage and are encouraged to seek additional sites in French only via the Internet.
Learning Assessment:
  • The quality of your preparation of course material will be assessed each class based onyour participation and contribution to class discussion. It is expected that you will speak only French in class to demonstrate not only your overall comprehension of the text assigned, but also your ability to situate the text in cultural context.
  • Your comprehension will be also assessed by writing assignments, both short answers to a series of questions and unit tests. ALL WRITTEN WORK PREPARED OUTSIDE OF CLASS MUST BE TYPED AND SUBMITTED ON TIME.
  • Your textual literacy or ability to situate a text, either printed or visual in context, will be also assessed by an oral presentation or exposé.
  • A final projet will allow you to synthesize the course material, and thus make informed comparisons between various texts and contexts of Francophone culture.
Class policies:

1. Please fill water bottles and handle personal needs before coming to class.

2. You are expected to arrive to class on time with all course materials (text, binder, pencils and pens). Tardiness will not be accepted.

3. Your cell phone and any other electronic devices are to be stored before class begins.

4. You are expected to exercise courtesy.

5. No late work will be accepted. Be sure to print out all assignments BEFORE class.

6. I communicate important information via email. Please check your emails daily and respond to me in a timely fashion. Please note that I send and respond to emails during the week, from 8 am to 5 pm; I refrain from sending emails over the weekend. Should you have an urgent need when I am offline, please send me a message with "URGENT" in the heading and I will be sure to respond quickly.

7. Please be sure to discuss any accomodations with me at the outset of the semester.

8. RESPECT FOR DIVERSITY
It is my intent that students from diverse backgrounds and perspectives be well-served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to class be viewed as a resource, strength and benefit. I expect you to feel challenged and sometimes outside your comfort zone in this course, but it is my intent to present materials and activities that are inclusive and respectful of all persons, no matter their gender, sexual orientation, disability, age, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. Everyone is invited to participate in creating a positive course climate not only by listening respectfully to others, but also by feeling free to voice concerns, complaints, or comments on how to improve inclusivity in the classroom. I, like many people, am still in the process of learning about how to promote diverse perspectives and to be inclusive of diverse identities in the classroom. I will gladly accept suggestions if you think that some perspectives are underrepresented either in the reading material or in class discussion. You are more than welcome to give me feedback during my office hours or via email. I have intended to avoid scheduling tests during major religious holidays. If, however, I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know within two weeks of the start of classes so that we can make other arrangements. Colby College is supportive of the religious practices of its students, faculty, and staff. The college is committed to ensuring that all students can observe their religious beliefs without academic penalty.

9. ACADEMIC DISHONESTY
I encourage you to meet with me, the French Language Assistant and/or tutors working for the French Studies Department to go over your written assignments. However, anything written and revised by a person other than you will fall into the category of "Academic Dishonesty."  The Language Assistant and Tutors are NOT allowed to revise your compositions for you. They are to guide you and help you understand your errors, but they are not to write for you. You are responsible for the revisions/corrections, taking into account the professor's, tutor's and language assistant's advice and comments. Plagiarism and academic dishonesty will automatically result in a failing grade for the course and will carry academic and judicial consequences (see Colby College Academic Dishonesty and Plagiarism policy). According to the Colby Farnham Writers' Center, other forms of academic dishonesty include (as indicated on their website): (Source: http://web.colby.edu/farnham-writerscenter/academic-honesty/) "Plagiarism, cheating, and other forms of academic dishonesty are serious offenses. For the first offense, the instructor may dismiss the offender from the course with a mark of F (which is a permanent entry on the student's academic record) and will report the case to the department chair and the dean of students, who may impose other or additional penalties including suspension or expulsion. This report becomes part of the student's confidential file and is destroyed six years after graduation of the last date of attendance. A second offense automatically leads to suspension or expulsion. [...] The College also views misrepresentations to faculty within the context of a course as a form of academic dishonesty. Students lying to or otherwise deceiving faculty are subject to dismissal from the course with a mark of F and possible additional disciplinary action. [...]" (Source: excerpts from http://libguides.colby.edu/avoidingplagiarism).

10. ACCOMMODATIONS
I am available to discuss academic accommodations that students with a documented disability may require. Please note that you will need a letter from the Dean of Studies Office documenting your approved accommodations. Consult https://life.colby.edu/get-support/access-disability-services/ if you have questions related to educational testing and documentation.

11. ATHLETIC PARTICIPATION
While Colby College is supportive of athletic participation by its students, academics takes priority over athletics. Bothe NCAA and Colby rules prohibit missing class for practices. In the case of overlapping commitments between class and athletic competitions, the student must meet with the professor as soon as possible to discuss these overlaps. The student may request permission to miss class and make up the missed work; the instructor has final authority either to grand or to withhold permission.
French & Italian Dept AM Paliyenko's website Colby Library- French Studies Research Guide
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