French Literature and Film

FL 214

Professor Christine Renaudin
Department of Modern Languages & Literatures
T-TH 5:00-6:50pm
Nichols 173

Office: Stevenson 3016C
Telephone: 707.664.3159
Fax: 707.664.2363
E-mail: christine.renaudin@sonoma.edu
Office Hours: Tuesdays and Thursdays 3:30pm to 4:30pm, or by appointment.

Course Description
Course Calendar
Assignments
Resources
Christine's Homepage


Assignments

| Reading Quizzes | Paper 1 | Paper 2 | Oral Presentations | Final

Reading quizzes

To insure full class cooperation in the timely preparation of readings before every class meeting, as well as the careful and active viewing of films, there will be a short reading quiz at the beginning of roughly every other class. Thirteen of them are announced on the calendar, but I reserve the right to move them according to our reading progress, and to add to them if I feel there is a need for it. There will be no make-up quizzes. Should you miss a quiz, due to absence or tardiness, you will receive a failing grade for that quiz. However, when calculating your final grade, I will only count your ten best quizzes.

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Paper 1

In the first paper, due March 20 , you will examine one theme, issue or character studied in the context of one of the following texts: Perceval, Beauty and the Beast, and Dangerous Liaisons.

You may choose to write a "directed paper," using the directions offered below, or write a paper following the suggestions under Paper 2.

The directed paper's assignment is as follows:

Imagine that, as part of a mentoring activities series organized by the FYE (Freshman Year Experience) program, you have been given the task to briefly present to prospective freshmen, in the form of an article (3-4 pages), what your FL 214 section is about.

You will choose one book in particular to write about, and you will choose one significant excerpt from the book on which to base your demonstration. Keep in mind that you cannot expect your reader to know anything about any of these texts. Therefore, make sure that you proceed with the utmost clarity.

Make sure that your paper includes all of the following items in the order you deem best suited to the task:

A brief presentation of what our section of FL 214 is about (you might want to review the course objectives, but do not copy them, express their gist in your own words);

General information about the novel you've chosen (BRIEF summary--no more then a short paragraph--, details about its genre, its place in literary history, the place and the people it represents , etc…);

An explanation of the context of your excerpt within the novel as a whole: what moment of the action does it represent? Who are the characters involved? What are the specific reasons why you chose this particular excerpt? etc.

An evaluation of the relevance of this novel and of the specific passage you have chosen to the culture being described (What values are being emphasized and how, through the use of which gestures, symbols, stylistic choices? etc. );

A personal reflection on the themes and/or values exhibited in the passage and the novel as a whole.

Reference(s) to the cinematographic adaptation(s) of the text in question.

Please write at least three pages and no more than four, and type your paper (double-spaced, 12-point font, with 1-inch margins). Follow the MLA quotations rules.

GRADING CRITERIA for DIRECTED PAPER

I will use the following criteria to assign a grade to your first paper in this course. Each grade level is described in terms of its positive features. The base grade is for content, organization, and syntax. I will subtract step(s) from the grade for difficulties with punctuation, mechanics, and spelling.

The C paper meets the basic requirements of the assignment. In addition:

  • Presentation of the course is concise and accurate;
  • General information about the novel you have chosen is clear and informative;
  • Summary of the novel is concise and accurate;
  • Excerpt you have chosen represents a significant moment in the novel;
  • Discussion of the relevance to French culture and literature is clearly formulated;
  • Reference to the cinematographic adaptation(s) is clear and relevant to your approach;
  • Paper concludes with a personal reflection of the values being exhibited in the passage and in the novel as a whole.
  • Adequate and relatively error-free prose is used;
  • MLA citation style respected.

The B paper meets C criteria, sustains a central focus, and develops a convincing academic response to the reading. In addition:

  • Introduction draws readers in;
  • Paper is organized around a central controlling purpose or question which the writer clarifies or elaborates on;
  • Paper's discussion of the relevance of the work at hand, and of the specific excerpt chosen, to French culture and literature is nuanced, not stereotypical or generalized;
  • Tone of presentation is appropriately academic;
  • Quotations, paraphrases or summaries are properly cited according to MLA format;
  • Conclusion expands readers' understanding of writer's main points by means of thoughtful reflection and expression;
  • Style is varied, graceful, and correct.

The B+, A- and A papers display the characteristics of B & C papers, and in addition have one (B+), two (A-) or three (A) of the strengths listed below. (There are numbers without descriptors so that I can describe strengths I haven't anticipated and give credit for them.)

  • The choice of details is carefully coordinated with the controlling purpose, and exceptional coherence results;
  • The choice of relevant details and voice creates a strong, sustained stylistic impact on the reader-listener
  • Complex questions about literature and culture are examined and interpreted without recourse to easy, reductive answers;
  • _____________________________________________________________________
  • _____________________________________________________________________

NOTE: Late work will not be accepted; please consult the course calendar regularly for due dates and other important information.

Please also note that any instance of plagiarism (defined as the use of another's words or ideas without adequate citation or acknowledgement) will result in a grade of "F" for the class.

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Paper 2

The second paper will be due on May 15 . You will focus on a subject of your choice related to any of the readings done in class, including those covered during the second part of the semester, i. e. Flaubert's Madame Bovary, Mérimée's Carmen, Duras's Moderato Cantabile, Hiroshima, mon Amour and The Lover.. You may NOT write about the same text you chose for your first paper. It could be a thematic analysis of a given work or even a larger analysis spanning several of the works read in class. You could also choose to write a critical paper of one of the books read in class, remembering that to criticize does not necessarily mean to disagree or disapprove, even less merely like or dislike. Whatever your line of approach, make sure to also consider the cinematographic adaptation(s) of the chosen text. Choose a topic rich enough to allow you to write at least 4 pages without having to force your pen. However, make it sufficiently focused so that you won't waste your writing energy into vague remarks. Please do not extend beyond 5 pages.

Using critical literature is not a requirement for this paper. However, those of you you want to are more than welcome to do so, as it will enrich your paper. In this case, make sure that you review your citation styles and formats at http://libweb.sonoma.edu/research/default.html.

Also, remember that Academic honesty requires that you give credit to the authors you have consulted, including authors consulted on the web. If you use the work and words of others and represent it as your own,you may be in violation of the University's Cheating and Plagiarism Policy and Procedures, which you will find it at http://www.sonoma.edu/UAffairs/policies/Cheatingpolicy.html

Here are some reminders to help you write a good paper:

Choice of topic

Choose a topic which allows you to shed a particular light on the entire work, or the selection of works you are working on. Here are some examples of relevant topics that you could choose to explore:

  • The representation of blood (its role, connotations and significations) in Perceval;
  • Theatricality in Dangerous Liaisons;
  • Representations of women in any of the works studied in class; a comparative study is also possible;
  • The role of silence, secrets and sesames in any or several of the works studied;
  • Representations of writing in the novels studied in class;
  • Representations of sexuality in any of the works studied in class;
  • The search for identity;
  • The study of a particular imagery, theme, or symbol in a given work studied in class;
  •  Etc.

Note that many of the reading threads proposed for group reading reports throughout the semester can constitute good paper topics. Reread them for inspiration. Also, remember to have a look at suggested paper topics on the reading group assignment pages.
Pick a topic that interests you. It does not have to be any of the topics listed above. I encourage you to make up your own topic, starting with a question you might have about a certain aspect of a novel, or a comparison between characters, or sets of characters. Turn your question into an exploration paper. If in doubt about the relevance or manageability of your topic, talk to me about it before you launch into writing or researching.

Topic exploration

You must have a a guiding idea, or a question that will lead you through your exploration of the topic. Once you have identified your subject and explored the chosen text(s) once more with this idea in mind, looking for illustrations and evidence, you must articulate a thesis statement and have a specific approach in mind.
"A thesis is an argument, an arguable interpretative or analytical statement that you develop and support with frequent evidence from the text(s). A good thesis is immediately plausible, but never obvious (after all, you want to have a point that will make the reader wish to read further). In a way, a thesis statement is really a conclusion &endash; it presents the argument you will have proven by the end of the paper. It is often helpful to present in your introductory paragraph not only your thesis but also an explanation of the route you will take to get there &endash; if your reader can follow a road map of your ideas, he will enjoy the trip more.."*
In order to help you develop an argument, formulate your topic in the form of questions, to which you will seek to find answers.
So as to illustrate your argument, search the text for relevant passages that highlight the relevance of your topic. Clearly articulate the reasons why these passages seem to you to be crucial for the interpretation and understanding of the whole work.
Take note of possible intersections between your chosen topics and others important themes at work in the text.

Writing the paper

Reserve writing the introduction until the end, when everything has become cristal clear in your mind and on paper.
Accept the idea that, unless you are extraordinary talented and clear thinking, you will have to write several versions of your paper before you feel comfortable enough with it to hand it in.
Reread your final version, or have it read by a friend or a classmate.
Use the dictionary if need be.
Each paragraph must contain one, and only one directing idea.
There must be an obvious link between one paragraph and the next. If your paragraphs don't flow into each other, ask yourself what has become choopy in your train of thought. Are you forcing the argument? or is the choppiness pointing to a link you have neglected to explore?
Make sure that you illustrate your argument with evidence found in the text(s).
Stay focused on your guiding idea, do not digress.
Write a conclusion in which you will gather the threads of our previous discourse (showing that you have indeed demonstrated what you set out to demonstrate), in order to open up the discussion in a new direction.

Writing tools

If you need to refresh your memory on how to quote from the text, visit the Help Guides page of the library at http://libweb.sonoma.edu/research/default.html
Also, if you run into writing trouble, don't hesitate to make use of the Writing Center located on the second floor of the library.

*(ESSAY-WRITING TECHNIQUES by Professors Janice Siegel and Timothy Peters,http://lilt.ilstu.edu/drjclassics/syllabi/IH/writingGuidelines.shtm)

GRADING CRITERIA for PAPER 2

I will use the following criteria to assign a grade to your second paper in this course. Each grade level is described in terms of its positive features. The base grade is for content, organization, and syntax. I will subtract step(s) from the grade for difficulties with punctuation, mechanics, and spelling.

The C paper meets the basic requirements of the assignment. In addition:

  • Presentation of the chosen topic is clearly articulated and relevant to the works studied;
  • Exploration of the topic unfolds along the guiding line of a central question/ argument clearly expressed at the beginning of the paper;
  • Every major step of this exploration is well illustrated by examples quoted from the texts;
  • The result of this exploration is wrapped up in a brief and precise conclusion;
  • Exploration od the topic makes use of the text's cinematographic adaptation(s) when relevant ot the discussion;
  • Paper offers a personal reflection on the values revealed by the novel through the explored topic;
  • Adequate and relatively error-free prose is used;
  • MLA citation style is respected.

The B paper meets C criteria, sustains a central focus, and develops a convincing academic response to the reading. In addition:

  • Introduction draws reader-listeners in;
  • Presentation is organized around a central controlling purpose or question which the writer clarifies or elaborates on;
  • Exploration of the chosen topic is nuanced, not stereotypical or generalized;
  • Tone of presentation is appropriately academic;
  • Any quotations, paraphrases or summaries are properly cited according to MLA format;
  • Conclusion expands the reader's understanding of writer's main points by means of thoughtful reflection and expression;
  • Style is varied, graceful, and correct.

The B+, A- and A papers display the characteristics of B & C papers, and in addition have one (B+), two (A-) or three (A) of the strengths listed below. (There are numbers without descriptors so that I can describe strengths I haven't anticipated and give credit for them.)

  • The choice of details is carefully coordinated with the controlling purpose, and exceptional coherence results;
  • The choice of relevant details and voice creates a strong, sustained stylistic impact on the reader
  • Complex questions about literature and culture are examined and interpreted without recourse to easy, reductive answers;
  • _____________________________________________________________________
  • _____________________________________________________________________

NOTE: Late work will not be accepted; please consult the course calendar regularly for due dates and other important information.

Please note that any instance of plagiarism (defined as the use of another's words or ideas without adequate citation or acknowledgement) will result in a grade of "F" for the class.

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Oral Presentations

Group activities and reading reports

Each group will be responsible for several short oral reports pertaining to the texts read in class. These presentations, of about ten minutes each, will serve as a basis for further class discussion and exploration. See the calendar page for specific assignments for each group.

Also, twice during the semester, you will be asked to participate in a formal group oral presentation before the class.

Presentations of film excerpts

Early in the semester, you will choose a partner with whom to work on scene analysis. Each pair will present twice in the semester. Once before Spring break, once after.

We will practice the exercize together in class on Bresson's Perceval, and Cocteau's Beauty and the Beast, so you have a model to follow. The first round of students' presentations is organized around four different adaptations of Laclos's Les Liaisons dangereuses, and two adaptations of Flaubert's novel, Madame Bovary. Please note that the choice (and number) of scenes in the table below is for the moment tentative, since it will depend on the number of presenters. I envision no more than four presentations per session.

Date
Film
Scenes/excerpts
 Students or pairs of students presenting
February 26
 Stephen Frears's Dangerous Liaisons 1. Opening and closing scenes;
2. Valmont and Merteuil being dressed;
3. Merteuil 's speech to Valmont (//L81);
5. Valmont break up with Tourvel;
6. Valmont's death.
 1.

2.

3.

4.
February 28
 Roger Vadim's Les Liaisons dangereuses 1960 1. Opening scenes;
2. Scene of Tourvel's seduction;
3. Break-up scene + effect;
4. Cecile and Danceny;
5. Final scene.
 1.

2.

3.

4.
March 4
 Milos Forman's Valmont 1. Opening and closing scenes (C);
2. Merteuil with Gercourt;
3. Dancing scene;
4. Merteuil in Valmont's bedroom;
5. Letter writing scenes: V et C, D et M;
6. Valmont's death;
 1.

2.

3.

4.
March 6
 Roger Kumble's Cruel Intentions 1. Opening scene;
2. At the therapist's;
3. The Break-up;
4. Caldwell and Ronald;
5. The Kiss;
6. Closing scenes (Annette).
 1.

2.

3.

4.
March 18 Vincente Minnelle's Madame Bovary. 1. The visit at the farm; Emma's bedroom;

2. The Ball;

 1.

2.

3.

4.
March 20 Claude Chabrol's Madame Bovary. 1.

2.

3.

4.
  • Locate the selected scene in the story, and explain its importance.
  • In the selected scene, did the filmmaker stay close to the original text? Which aspects were kept? Which privileged, or developed? Which were omitted? With which effects? Which were invented? How do these inventions convey the spirit of the original text? What do they add?
  • Which particularly interesting cinematographic devices were used to transpose the narration from the page to the screen?
  • What kind of reading of the literary text does the adaptation propose?
  • Does it work?
  • Who is the film maker? Do you know about his or her intentions in adapting this literary piece to the screen? How well did he adapt the story to his audience? Was the message renewed, or does it feel old and stale?

Your goal in both these projects is to work collaboratively with your peers to present, analyze and lead a discussion on the relationship between a literary text and its cinematographic rendition.You should focus your efforts on helping your peers to appreciate the writer's, and the film maker's choices of genre, themes, stylistic devices, structural forms, political message, etc., with an eye to illuminating some aspect(s) of the culture and community in which the text was produced.

Your conclusion should present a well-developed synthesis which details how all of the various elements you included in your presentation interact to form a coherent, unified whole.

Feel free to be creative in your presentation, through the use of the blackboard, visuals, dramatic representation, powerpoint, art, interactive exercizes, etc. You are responsible for knowing how to use the equipment available in the classroom if you choose to use it.

Each student will receive an individual grade based on my perception of the student's contribution to the presentation as a whole, as well as on the student's individual presentational skills. See the list of grading criteria for details. Groups or individuals who miss the alloted presentation date will receive a 0 for this assignment.

GRADING CRITERIA for the ORAL PRESENTATION

TECHNICAL/ADMINISTRATIVE DETAILS (18 pts)

  • Presenter speaks clearly and at appropriate volume (2 pts)
  • Presenter is articulate (4)
  • Presenter's movements do not distract from presentation (2)
  • Presenter maintains good eye contact (2)
  • Presenter speaks well, grammatically & syntactically (2)
  • Presenter demonstrates ability to collaborate with group (3)
  • Presenter's tone is appropriately formal (3)
ORGANIZATION/STYLE (22 pts)
  • Presentation is of the appropriate length (30 min.) (2)
  • Introduction effective: clarifies subject of presentation & plan (3)
  • Presentation logically sequenced, sustains general focus (3)
  • Transitions logical and effective (3)
  • Conclusion offers transition to discussion questions (3)
  • Questions posed in a way that encourages group participation (3)
  • Presenter contributes to maintaining discussion throughout (3)
  • Group adapts to audience's needs if necessary (2)
CONTENT (60 pts)
  • Group shows evidence of careful, thoughtful research (6)
  • Content is substantive (9)
  • Content is interesting (3)
  • Presenter demonstrates control of subject matter (6)
  • Introductory summary of main points to be made is thorough (3)
  • Presentation incorporates necessary contextual information (history, etc.) (4)
  • Analysis of the structure of the piece is thorough, clear and thoughtful (4)
  • Analysis of the style of the piece is thorough, clear and thoughtful (4)
  • Genre-appropriate content treated in depth (4)
  • Discussion of the personal, social, cultural, and/or political values embodied by the text is well-developed and clear (4)
  • Analysis of pertinent themes and how they are developed is well-developed and clear (6)
  • Discussion questions developed thoughtfully (7)

TOTAL POINTS POSSIBLE: 100

 

Final Exam

The final will cover all texts read during the semester as well as the cinematographic adaptations studied in class. The final exam will take place on May 24 , 2007. Please plan your departure from campus at the end of the semester taking this late date into account. There will be no make-up exams without a verifiable doctor's excuse.

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Page last updated January 27, 2007