| | 01 | M-W---- | 4:00P-4:50P | TBA | Allen | Paper/Project/TakeHome | 15 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course immerses students in the French language and Francophone culture from around the world, focusing on rapid acquisition of spoken and written French as well as listening and reading comprehension. Songs, games, skits, videos, chats, and debates provide a rich cultural context for the themes of the course, including identity, self, and family; school and university life; French cafe culture; and travel. Interactive web-based practice at home helps students prepare to apply their knowledge in the classroom. By the end of the semester, students are able to present on real or imaginary journeys in French-speaking countries. While not required, it is strongly recommended that students also enroll in French 1011, a one-credit, pass-fail culture class. For students with no previous French instruction. Director: Allen. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Ghaderi | Paper/Project/TakeHome | 15 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 9:00A-9:50A | TBA | [TBA] | Paper/Project/TakeHome | 15 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | M-W-F-- | 10:00A-10:50A | TBA | [TBA] | Paper/Project/TakeHome | 15 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 04 | M-W-F-- | 11:00A-11:50A | TBA | [TBA] | Paper/Project/TakeHome | 15 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 11:00A-11:50A | TBA | Allen | Paper/Project/TakeHome | 15 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 12:00P-12:50P | TBA | Allen | Paper/Project/TakeHome | 15 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | [TBA] | Paper/Project/TakeHome | 12 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 10:00A-10:50A | TBA | Ghaderi | Paper/Project/TakeHome | 12 | 12 | 1 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | M-W-F-- | 11:00A-11:50A | TBA | Ghaderi | Paper/Project/TakeHome | 12 | 12 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Jouane | Paper/Project/TakeHome | 15 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 10:00A-10:50A | TBA | Jouane | Paper/Project/TakeHome | 15 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | What do the valleys of West Virginia have to do with the boulevards of Paris? What threads connect the Haitian Revolution to the French theater or the Harlem Renaissance? In what ways does rap music chart a triangular route from New York to Paris to North Africa, Martinique, or Haiti? These represent a small sample of the historical traces and trajectories of Afro-descended people in France. In this course, we will engage with works that transport us from the era of the Haitian Revolution to the Harlem Renaissance and beyond, illustrating concepts of diaspora in the Francophone world. We will also examine ideas of home, exile, and return in fiction, poetry, politics, rap, and visual art through the lens of Black studies. Taught in English. This course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Dize | Project | 15 | 0 | 0 | | |
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| Description: | This course enables students to reinforce and refine their French written and oral expression while exploring culturally-rich contexts and addressing socially-relevant questions. Students develop linguistic mastery, expand their vocabulary, and improve their communication skills through themed readings, films, and interactive activities. FR307D is essential for further study of French language, literature, and culture. Prereq: French 204 or the equivalent. (Usually recommended for students with 5 years of high school French [7th and 8th grades count as 1 year]). Director: Haklin TOPIC FALL 2024: Invitation au voyage. Travel and tourism have long shaped cultural production in French, inspiring writers, artists, and travelers alike to traverse the globe and imagine the world beyond one's doorstep. This course invites students on a journey across the francophone world as we revisit attractions from Paris to the Moon. Through the exploration of various media from short stories and films to songs and street art, we will embark on imaginary expeditions, exotic excursions, spiritual pilgrimages, and touristic treks. These quests will offer us an opportunity to deepen and enrich our cultural expression in the language. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Cuille | Paper/Project/TakeHome | 12 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 10:00A-10:50A | TBA | Cuille | Paper/Project/TakeHome | 12 | 2 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | M-W-F-- | 11:00A-11:50A | TBA | Stone | Paper/Project/TakeHome | 12 | 3 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 05 | M-W-F-- | 11:00A-11:50A | TBA | Jouane | Paper/Project/TakeHome | 12 | 12 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | We will study autobiographical fiction, memoirs, and self-representation in modern and contemporary French works. After a brief historical exploration of how the Self figures in classic texts by writers such as Montaigne and Rousseau, we will examine works by Friedo Kahlo, Claude Cahun, Rimbaud and Verlaine, and Marguérite Duras, considering self-representation in art, photography, poetry, and prose. Finally, we will move to contemporary issues such as LGBTQ identity, the question of mental health, and the #MeToo movement in France. We will pay particular attention to the legacy of the 1970s, as women writers share their achievements and disappointments in the years following May 68. Contemporary writers and filmmakers include Annie Ernaux (winner of the 2022 Nobel Prize in literature), Vanessa Springora, Camille Kouchner, Edouard Louis, and Fatima Daas. Filmmakers and singer-songwriters include Xavier Dolan, Céline Sciamma, Stromae and Angèle. Assignments will vary between experimental memoir-writing and in-depth analysis of a favorite writer or artist. Prereq: Fr 307D. |
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| | 01 | M-W-F-- | 3:00P-3:50P | TBA | Allen | Project | 15 | 7 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 1:00P-1:50P | TBA | Haklin | Project | 15 | 15 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 12:00P-12:50P | TBA | Haklin | No final | 12 | 12 | 1 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Before horror movies, television series, and graphic novels, zombies were part of a tradition of Caribbean folklore. The figure of the zombie finds its roots in colonial Haiti where enslaved Africans found meaning in a mythical figure who no longer possessed its own body but belonged to others, instead. Spirits, magic, and sorcery are also indelible parts of the same folk traditions to which the zombie belongs in Guadeloupe, Haiti, and Martinique. This course will expose students to the cultural histories of zombies, vampires, spirits and spiritual practice in the French Caribbean through film, literature, and contemporary Caribbean art. We will pay particular attention to how these figures and histories work to undo and question legacies of colonialism, racial capitalism, sexism, homophobia, and everyday political violence. This course satisfies the In-Depth requirement. Prereq: In-Perspective. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Dize | Paper/Project/TakeHome | 15 | 15 | 3 | | |
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| Description: | The US and France have not always seen eye to eye on issues such as the right to life and the death penalty. Public hangings attracted greater audiences than the theater in the age of Enlightenment, when the punishment seldom fit the crime. We will examine the arguments for and against such "judicial executions" starting with the era of the French Revolution, when the guillotine was first invented as a humanitarian reform. Engaged authors such as Voltaire, in L'AFFAIRE CALAS, Hugo, in CLAUDE GUEUX, and Camus, in L'ETRANGER, have enabled us to vividly imagine forms of torture, capital punishment, and life on death row. Students will follow the debate waged in the press, the halls of justice, the novel, poetry and film; a debate that President Macron recently announced should be reopened. Prereq: In-Perspective. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Boon Cuille' | Paper/Project/TakeHome | 15 | 15 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Narrative medicine is an approach grounded in the recognition that patients live and communicate their embodied experiences as stories. This approach underscores the need for medical practitioners to cultivate skills of observation, analysis, storytelling, and cultural competency -- skills that are traditionally developed in humanities coursework. In this course, students will hone their competencies in observation, close reading, and written and oral expression in French through readings of medical narratives. Texts will include Jean-Dominique Bauby, "Le Scaphandre et le Papillon"; Molière, "Le Medecin Malgre Lui"; Michel de Montaigne, "De L'Experience"; Marguerite Duras, "La Douleur"; and excerpts from works by René Descartes, Honoré de Balzac, Émile Zola, Olivia Rosenthal, and Philippe Lançon. Whether considering works of art, patient testimonials, or classic works of literature, we will observe carefully, describe and understand what we see, tell stories, and attend to the details of the stories that others tell. Prerequisite: In-Perspective. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Haklin | Paper/Project/TakeHome | 12 | 12 | 12 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course enables advanced students to refine and develop their writing skills and to develop specialized vocabularies based upon current issues in the Francophone world chosen in light of their interests (Global Health, International Relations, Anthropology, Political Science, etc.). They will analyze the rhetorical strategies used in contemporary cultural debate and write creative, persuasive, and analytical compositions that prepare them to apply for internships and pursue careers in international medicine, business, law, diplomacy, and the arts. Students will complete a series of short papers, each with required revisions. Meets WI requirement. Prereq: In-Perspective or permission of instructor. This course does not count as a seminar for the purposes of the French major requirements. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | L. Cuillé | Paper/Project/TakeHome | 15 | 15 | 8 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T----- | 3:00P-4:50P | TBA | Graebner | Paper/Project/TakeHome | 12 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | ---R--- | 3:00P-3:50P | TBA | Graebner | No final | 12 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Imagine a collection of prized objects. What motivates a collector to acquire and display them? Is it a love of beautiful things? social status and prestige? a wish to create a family legacy? While a passion for collecting can be empowering in all these ways, it can also signal exploitation. Sometimes the passion to possess implies the power to dispossess, to take from others the property, privileges, and promises that were theirs. We will study how issues of transmission and commemoration come together in the idea of a "fragile inheritance" which acknowledges the need to balance the interests of individual collectors with the public good. We will study texts, paintings, photographs, and other treasures that celebrate the power of the Sun King at Versailles; the rise of the bourgeoisie in 19th-century Paris as it filled with boutiques, broad avenues, and newly-appointed homes; and today's visual culture, where Paris emerges as an icon of love, nostalgia, and beauty despite the challenges it faces as a multicultural and diverse city. Final Project; no Final Exam. All students need to sign up both for section 01 and section A. This course counts toward the seminar requirement for the major. Prereq: Thinking-It-Through or In-Depth. |
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| | 01 | --W---- | 3:00P-4:50P | TBA | Stone | Paper/Project/TakeHome | 12 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| A | M------ | 3:00P-3:50P | TBA | Stone | No final | 12 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | [TBA] | See department | 2 | 0 | 0 | | |
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