This course is multi-dimensional in focus. As a Freshman Studies course, it will be writing intensive, will center around class discussion, and will address information literacy skills.
The context for the above activities will be primarily a comparison of cultural perceptions held by Americans, French and other French speakers, about themselves and others. The stereotypes generated by the news media, filmmakers, by authors of fiction, guide books, web sites and academics will be explored for the positive and negative cultural messages they send. How these stereotypes are challenged by societal evolution will also be examined in the contexts of current affairs and business. Required readings will be supplemented by additional source materials varying in genre, and electronic or class discussion with FS125 and/or a class in France, and possible excursions to be determined.
1) Platt, Polly. French or Foe? Culture Crossings, Ltd., 1995.
2) Kidd, William and Siân Reynolds, Eds. Contemporary French Cultural Studies. New York: Oxford University Press, 2000.
Selected articles, and other materials will be handed out in class. See also materials on open reserve for French 305: Introduction to French Culture, Hahn, Donnelly Library for research.
3) Optional: Hacker, Diana. A Pocket Style Manual. N.Y.: St. Martin's Press, 3rd edition. In bookstore. Refer to MLA style for documentation, final paper.
1000 pts. total (900-1000=A, 800-899=B, etc.) Borderline points totals will receive a "+" or "-"; eg. 600 pts.= D-).
1) Participation and preparation (includes attendance, oral participation and preparation of day's assignment/reading): 230 pts. (5 pts. per class x 45 classes) Lateness will reduce this grade.
If you have a class conflict with a sports match, or other excusable absence (with my approval), you may make up some of the points missed by writing up your participation for that day and turning in to me (ie. your reaction to or summary of the readings, for ex.).
2) Weekly or bi-weekly short reaction paper assignments to readings/videos under discussion: 400 pts. (8 papers, 50 pts. ea.) Papers will be accepted late for up to one week, with a reduced letter grade. They will not be accepted after one week late, 0 pts. (Please note: 1 paper is worth up to 1/2 letter course grade).
3) Participation in electronic discussion/email question/responses: 100 pts. We may collaborate with another FS class and possibly a class in France; you may post questions and responses electronically. These points may also include short pop reading quizzes as necessary or other collaborative writing assignments to be determined.
4) Mid-term exam: 100 pts. Identification, short answer and short essay, factual cultural info. tested and analysis of cultural stereotypes discussed in class. Includes all class materials.
5) Final presentation and paper: 170 pts. (60 pts. presentation, 10 pts. bibliography, 100 pts. paper). 13-15 min. presentation (outline format, no reading of paper). Paper format: @10 pages, word-processed, double-spaced, parenthetical note references, plus 1 page bibliography (minimum 12 sources, up to 5 may be web-based) and any appendices (map, etc.). Students are required to show their paper to a writing center tutor for input, before turning in to me. Have the tutor sign your rough draft or final copy and submit this to me with the final.
Final paper Topic: Cultural Portrait: Facts and Perceptions. Choose a city or area (French-speaking, formerly French-colonized, or American) in order to explore cultural stereotypes associated with its population.
You may choose a French-speaking city (Québec city, Ottawa, Cannes, Marseilles, Lunel, Strasbourg, Lyon, Dakar (Senegal), French-speaking area of Cameroon, Rwanda, Mali, Togo, Burkina Faso, Martinique/Guadeloupe (as DOM), Tahiti, Haiti, Algiers, Tunis, Casablanca, Geneva, Brussels, Moncton (New Brunswick) or a French-influenced city, such as New Orleans and surrounding Cajun area, parts of Maine, Boston, Lafayette, St. Louis, or another area with my approval. You may choose Paris but should focus on presenting material not already covered in class.
You will create a cultural portrait of this city based on facts and perceptions researched, through reference materials (journal, news articles), web sites, music, video, ads, interviews, etc. Up to two students may choose the same area and coordinate their papers and presentation to avoid duplication (present together, 26-30 min.). Your presentation may include 1-2 minutes of video/audio, arranged with me in advance (we will change rooms as necessary). Rehearse your presentation several times, time it; if you go over the time limit, I will have to stop you. (See end of Syllabus for details on final project).
6) Extra credit: Attendance at a class field trip and 1 paragraph typed summary of presentation. Possible outing: Chicago Council on Foreign Relations event, TBA. 5 pts.
Also: attendance at Learning and Teaching Center sessions, followed by submission of a typed paragraph, summarizing what was discussed. 5 pts. ea.
Dates of sessions: 9/9, 7 p.m., Nollen 3rd flr. - Time Management Skills
9/16, 7 p.m., Deerpath Hall Lounge - Read Faster and Retain More
9/23, 7 p.m., Deerpath Hall - Improving Your Writing Skills
10/7m 7 p.m., Nollen, 3rd flr. - Critical Thinking
10/29, 7:30 p.m., Nollen, 3rd flr. - How to Give a Presentation
11/4, 7 p.m., Nollen, 3rd flr. - Tips for the Aspiring Plagiarist
Program: (subject to change, as necessary. Always bring materials read to class, paper and pen to take notes).
Week 1 (Aug.26, 28,31): Sun., Tues.: Brief presentation and discussion of cultural stereotypes identified for summer assignment, 2 pg. paper summer assignment, due Sun. or Tues., 40 pts.
Wed: Museum visit. Turn in 1 paragraph typed (double-spaced) Fri. based on a cultural stereotype identified in the museum visited, 10 pts.
Fri: Read pp. 13-20 (Intro.), French or Foe? for Aug.31 class discussion. Note major points of cultural difference, French vs. Americans, also list all stereotypes expressed by Platt.
(Turn in typed paragraph for museum visit, see above).
Week 2 (Sept. 3,5,7): French or Foe? Read chaps. 1,2,3. Sept. 5: Assignment 2, 50 pts. Topic: Assume you are a French person on your first day at work in the U.S. Describe your day, doing all the "right" things and how they are "wrongly" interpreted by your U.S. co-workers. Typed, 2 pp., double-spaced, based on reading chaps. 1-3. Incorporate at least 8 different French vs. American elements into your imaginary dialogue, phonecall or letter (creatively present the differences mentioned). [Also, articles distributed for next week's assignment].
Week 3 (Sept.10, 12,14): French or Foe? Read chaps. 4,5,6.
Assignment 3 for Fri: 50 pts. 1-2 pp. typed, outline summary of essential facts from articles distributed last week, also cultural perceptions identified in articles, and any noteworthy quotes. Give your outline summary a title referring to the
general subject of articles, and provide reference for each article summarized parenthetically (eg. Clark, Jean, Christian Science Monitor, 5/5/01: 3,9). You do not have to summarize every article if info. is repeated, find a way to portray what you consider to be the most relevant facts and cultural stereotypes, perceptions. Your summary must be photocopied for the class (14 copies), and the information you provide may be tested on the mid-term. Present briefly to the class on Friday (3 min.). You may provide additional information from outside sources if you identify sources on the same topic.
Week 4 (Sept.17,19,21): Electronic discussion. Post a comment and question to our class list based on article summary info. for discussion by Fri. This will be graded. You will state your point related to factual information you present in a short paragraph, followed by a question to initiate discussion (For example: "Although the new U.S. census has indicated that the American population is increasingly ethnically mixed, the problem of integration remains. What will cause a shift in the U.S. towards greater integration, or are there positive aspects to non-integration, such as preserving cultural heritage? Is integration a real problem?" You would add some factual information to support census remark and integration problem remark).You will also choose to answer a question of one of your classmates for credit next week, with your informed opinion (1 paragraph also). Cite any references used parenthetically (Christian Science Monitor, 12/5/00: 1). You may wish to bring up the issues of immigration in the U.S. or other countries, as it relates to changing cultural identity, the new cultural identity of the EU as a semi-unified economic and political force, the evolution of gender issues as related to cultural identity, positive and negative aspects of societal integration, one country's influence on another as it relates to the construction of their identities, perceptions of the other, etc.
Week 4 readings:
Contemporary French Cultural Studies, Read Intro., note main points, Mon.; also note sources for research, chap. 2 (particularly web sites).
French or Foe? Read chaps. 7,8,9. Class preparation for Wed.,Fri: Choose and define 15 of the following from readings, and provide an example or explain its relevance to French culture in @2 sentences ea. (from readings, see also other sources for clarification if necessary): le système D, un fonctionnaire, en règle, Gaul, the Hexagon, Vercingétorix, Louis the Sun King, ingénieur, feudalism, Joan of Arc, the Crusades, Cartesian, Pierre Abélard, troubadours, Eleanor of Aquitaine, the Huguenots, the Revolution of 1789, la Place de la Bastille, two Napoleons, Charles de Gaulle, rooster, Marianne, Baron Haussmann, children-bien élevés, French extended family.
Week 5 (Sept.24,26,28): Cont.Fr.Cult.St. Read Part II (chaps.3-5).
Electronic discussion, answer a posted question from last week for credit. Library session Sept. 26, meet at entrance to Donnelly Library, on gathering resources for final paper possible. Choose area to research for final, list top three choices and submit in writing to me Sept. 28. Also tell me if you choose to work with a partner. Assgnmt. 4 due.
Week 6 (Oct.1,3,5): French or Foe? Read chaps. 10 thru 15. Electronic discussion.
Business video: Cultural Diversity: At the Heart of Bull. Assignment of area to research, begin collecting sources.
Week 7 (Oct.8,10,12): Contemporary French Cultural Studies, Read Part III (Chaps. 6-9). Continue collecting resources for final, read through them and begin to formulate thesis statement. Assignment 5.
Week 8 (Oct.15,17,19): Cont. Fr.Cult.St. Part IV (read chaps. 10-12).
Turn in Works Cited draft, 12 sources, MLA style format for documentation.
Work on thesis statement for final based on research. Collect data for first half of paper.
Week 9 (Oct.24,26): French or Foe? Read chaps. 16, 17, coda. Review for mid-term, Mid term exam Oct. 26. Exam will cover all material assigned, and all class discussion, video.
Week 10 (Oct.29, 31,Nov.2): Video: Café au lait (Métissé). Read chap. 16, CFCS.
Nov. 2: Video or combined class, note change of room. Assignment 6 on video.
Week 11 (Nov.5,7,9): Due in writing Nov.5: Thesis statement for final paper/presentation. This week: Other French-speaking cultures: selected African perceptions. Readings to be assigned. Continue work on final. Electronic discussion.
Week 12 (Nov.12,14,16): African and Caribbean perceptions. Reading to be assigned. Continue work on final paper. Assgnmt. 7.
Week 13 (Nov.19,21): Other French-speaking cultures: Canadian (video).
Electronic discussion.
Week 14 (Nov.26,28,30): Other French-speaking cultures: Canadian and Cajun (video). Readings to be assigned. Finish work on final paper, show rough draft to writing center tutor for input. Get signature of tutor on draft to turn in with final paper, required.Assgnmt. 8.
Week 15 (Dec.3,5,7): CFCS, Chaps. 13,14, 22 and conclusion, CFCS.
Electronic discussion. Revise final paper.
Week 16 (Dec.10): First 3 final presentations, final paper not due until Dec. 18 during other presentations, 13-15 min. ea.).
Final papers due at final presentations (scheduled exam time, Tues. Dec. 18, 8:30-11:30 a.m.). All students must be present for final presentations. No papers accepted after scheduled exam time. Papers may be turned in early to CC7 mailbox. Confirm by phone or email that I have received it before Dec. 18 if turning in early. 50 pts. presentation, 10 pts. bibliography, 100 pts. paper (@10 pages, plus 1 pg. Works Cited and any appendices).
Final project description: Cultural Portrait of a City or Area (what is its reputation, how is it changing?) The final paper/presentation will consist of several parts as follows:
I. Introduction. @1 1/2-2 pp.
Facts and Figures which describe your chosen city (population, ethnic make-up, rate of growth, major industries, type of dwellings, use of space, history of development, major historical events, when founded, etc. You may want to include a map as an appendix, showing location of area.
II. The business dimension (current) 1 pg. What area businesses, services, products are important to this area's economy? Think about their impact on the aspect developped in V. You may include ads or company web sites identified as appendices to illustrate.
III. The political dimension (current) 1 pg. What is the state of present-day politics (presidency? dictatorship? freedom of speech, human rights issues? Who holds the power?) How might this dimension affect the aspect explored in V?
IV. The social dimension (current issues) 1 pg. Describe social issues that are in the forefront of current affairs (eg. women's issues, health issues, AIDS? crime, poverty, war??) How might this dimension relate to the aspect explored in V?
V. Examination of one aspect: Discussion of one of the issues raised which characterizes the reputation of this city or area. 5 pg.
The thesis statement must relate to this aspect. Uncover a cultural perception of this area through your research, then examine it for veracity, and speculate as to how this stereotypical depiction is evolving or will evolve based on information you have gathered. For example:
"Chicago has long been reputed to be a city ruled by organized crime, epitomized by the Al Capone era. Its reputation today has evolved into a city which has moved beyond the rule of the mafia; however, a rather high crime rate (find statistics) has continued to plague the city and this has just begun to diminish as a result of gentrification, a recent crackdown on gang activities, lower drug use, and new subsidized coop housing developments. In 10-15 years, Chicago will be known more as the Silicon Valley of the Midwest than as a city whose street crimes are the focus of local news." You would back up all of the above statements with facts and cited sources to explain and justify your observation and speculation. You may present opposing views uncovered in your research and then explain why you support one of them. Cite your sources parenthetically by author and page number (eg. Blackburn 72).
VI. Conclusion. 1/2-1 pg. Summarize your thesis statement and also place your research in a greater context. State how this research might relate to research on a larger area (how it fits into a portrait of the country as a whole), or might compare/contrast to another area of the world you know (such as Russia, or any area, not limited to U.S. or French-speaking).
VII. Works Cited. 1 pg. 12 sources minimum (up to 5 may be web-based). Give full web site and date consulted, such as: www.lfc.edu/activities/collage. 5/12/01.). You may cite videos, interviews, advertising or other visual pieces, journal or news articles, travel guides, etc.
See Hacker, Diana. A Pocket Style Manual. New York: St. Martin's Press, 3rd edition, for format.
Use MLA style as described in this manual available in the bookstore. Also consult manual for writing style questions.
VIII. Appendices. You may also include a map, or any images from ads, web sites, etc. which illustrate your points. Include references in works cited.