All current offerings are below. The courses listed below are provided by the JHU Public Course Search. This listing provides a snapshot of immediately available courses and may not be complete.
Course registration information can be found on the Student Information Services (SIS) website.
Provides a multi-faceted approach to teaching language and culture to the novice French student. The first semester emphasizes listening and speaking, while laying the foundation in grammar structures, reading, and writing. This course is designed for true beginners: Students with any previous background must take the placement test: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Bruce Anderson (bander36@jhu.edu)
Provides a multi-faceted approach to teaching language and culture to the novice French student. The first semester emphasizes listening and speaking, while laying the foundation in grammar structures, reading, and writing. This course is designed for true beginners: Students with any previous background must take the placement test: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Bruce Anderson (bander36@jhu.edu)
Provides a multi-faceted approach to teaching language and culture to the novice French student. The first semester emphasizes listening and speaking, while laying the foundation in grammar structures, reading, and writing. This course is designed for true beginners: Students with any previous background must take the placement test: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Bruce Anderson (bander36@jhu.edu)
The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu)
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended course background: AS.210.102 or AS.210.105 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Suzanne Roos (sroos@jhu.edu)
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended course background: AS.210.102 or AS.210.105 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Suzanne Roos (sroos@jhu.edu)
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended course background: AS.210.102 or AS.210.105 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Suzanne Roos (sroos@jhu.edu)
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended course background: AS.210.201 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Suzanne Roos (sroos@jhu.edu)
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended course background: AS.210.201 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Suzanne Roos (sroos@jhu.edu)
Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary French texts, in order to expand their vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended course background: AS.210.202 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Kristin Cook-Gailloud (kacg@jhu.edu)
Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary French texts, in order to expand their vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended course background: AS.210.202 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: Kristin Cook-Gailloud (kacg@jhu.edu)
Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended course background: AS.210.202 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: April Wuensch (april@jhu.edu)
Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended course background: AS.210.202 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. Contact: April Wuensch (april@jhu.edu)
This course introduces students to the sound system of French: its development over centuries, its standardized Parisian form versus regional and international dialects and accents, and the popularity of "word games" (abbreviations, acronyms, and verlan). The course will include extensive practice in perceiving, articulating, and transcribing sounds, words, and intonation groups through viewing film clips, listening to songs, and completing in class lab assignments. Recorded speech samples obtained at the beginning, middle, and end of the semester will allow students to track their progress in moving toward more native pronunciation and intonation. Recommended Course Background: AS.210.202 or equivalent
This interactive, writing intensive course has a double agenda: 1) to guide students towards linguistic proficiency in French by exposing them to an extended range of stylistic, idiomatic and grammatical expressions; 2) to strengthen students' individual voices in written and oral expression. Recommended Course Background: AS.210.301 and AS.210.302 or permission of instructor. Contact Kristin Cook-Gailloud (kcg@jhu.edu).
This course proposes a study of the culture of algorithms for students of the literate space. True (deep) literacy is the ability to interpret a discursive object in its cultural, historical, conceptual, material or political contexts. With the evolution of digital cultures, literate practices have evolved to incorporate the emerging cultural paradigms born of the encounter of algorithms and computability with social practices embedded in the earlier literate traditions. Indeed, modern computational environments invite a new algorithmic hermeneutics grounded in both literate and technical traditions. Multiple modern novels, online games or mangas engage with the algorithmic, and these will form a counterpoint to the technical and philosophical texts. We will consider works such as: • Leibniz, De l’Horizon de la doctrine humaine • Norbert Wiener, God and Golem, Inc. • Alan Turing, "Computing Machinery and Intelligence" (chapter 11) • Steven Wolfram: Computation and the Future of the Human Condition • Leslie Valiant, Probably, Approximately Correct • Dominique Cardon, À Quoi rêvent les algorithmes? • G. J. Chaitin, “Life As Evolving Software” • Various novels by Neal Stephenson • Leonid Korogodski, Pink Noise, A Posthuman Tale • Alain Damasio, Les Furtifs • Assassin’s Creed, especially “Unity”
Readings and discussion of texts of various genres (poetry, short story, novel, theatre) covering the time period from the Middle Ages to the present day. The course will expose students to core principles of literary understanding and analysis; the texts themselves are drawn from socio-cultural and historical frameworks that cross the French-speaking world. The two semesters (212.333 and 212.334) may be taken in either order. Students may co-register with an upper level course during this course. 212.333 covers the time period from the Middle Ages to the Revolution. Taught in French and writing intensive.
This course will meet three times during the semester to enable all French majors to prepare their thesis subject, thesis bibliography, and abstract prior to the writing of the Senior Thesis (AS.212.430). This course is required of all French majors and must be taken during the Fall semester of their senior year. Schedule TBA upon consultation with the class list, as there are only three group meetings. The rest of the meetings are in individual appointments with the DUS or another chosen French professor. Prerequisites: AS.212.333-334 and either prior enrollment or concurrent enrollment in AS.210.417 Eloquent French.
This course will meet three times during the semester to enable all French majors to prepare their thesis subject, thesis bibliography, and abstract prior to the writing of the Senior Thesis (AS.212.430). This course is required of all French majors and must be taken during the Fall semester of their senior year. Schedule TBA upon consultation with the class list, as there are only three group meetings. The rest of the meetings are in individual appointments with the DUS or another chosen French professor. Prerequisites: AS.212.333-334 and either prior enrollment or concurrent enrollment in AS.210.417 Eloquent French.
This course will meet three times during the semester to enable all French majors to prepare their thesis subject, thesis bibliography, and abstract prior to the writing of the Senior Thesis (AS.212.430). This course is required of all French majors and must be taken during the Fall semester of their senior year. Schedule TBA upon consultation with the class list, as there are only three group meetings. The rest of the meetings are in individual appointments with the DUS or another chosen French professor. Prerequisites: AS.212.333-334 and either prior enrollment or concurrent enrollment in AS.210.417 Eloquent French.
This course will meet three times during the semester to enable all French majors to prepare their thesis subject, thesis bibliography, and abstract prior to the writing of the Senior Thesis (AS.212.430). This course is required of all French majors and must be taken during the Fall semester of their senior year. Schedule TBA upon consultation with the class list, as there are only three group meetings. The rest of the meetings are in individual appointments with the DUS or another chosen French professor. Prerequisites: AS.212.333-334 and either prior enrollment or concurrent enrollment in AS.210.417 Eloquent French.
An in-depth and closely supervised initiation to research and thinking, oral and written expression, which leads to the composition of a senior thesis in French. Recommended Course Background: AS.212.429
An in-depth and closely supervised initiation to research and thinking, oral and written expression, which leads to the composition of a senior thesis in French. Recommended Course Background: AS.212.429
An in-depth and closely supervised initiation to research and thinking, oral and written expression, which leads to the composition of a senior thesis in French. Recommended Course Background: AS.212.429
An in-depth and closely supervised initiation to research and thinking, oral and written expression, which leads to the composition of a senior thesis in French. Recommended Course Background: AS.212.429
Une exploration des diverses manières de produire et réguler l'amour de l'autre au sein d'une société hiérarchique et compétitive: que cet autre soit un concitoyen ou un étranger, un inférieur ou un supérieur, qu'il nous ressemble ou non. Du roman, à l'anthropologie, à la sociologie, au débats sur le vivre-ensemble à l'Assemblée Nationale, nous examinerons les rêves pacificateurs de la politesse aristocratique, l'institution de la solidarité républicaine, les blessures de la socialité coloniale. Cours et textes à lire en français.
Comme le Canada ou les Etats-Unis, la France est une grande terre d’immigration qui depuis le 19e siècle a accueilli sur son sol des populations du monde entier. En examinant témoignages, textes de fiction et films documentaires, nous suivrons les expériences contrastées de diverses vagues de migrants chassés par la faim, le chômage ou les persécutions. Quels mécanismes ont favorisé ou freiné l’intégration économique, sociale et civique de ces migrants qui ont rejoint la République française? Que veut dire “être immigré” aujourd’hui? Recommended Course Background: AS.212.333 OR AS.212.334
This seminar examines the diverse body of texts that served to generate a sense of Québec collective identity from the eighteenth through the twentieth centuries. We will begin to chart the ever-shifting notion of Québécité with the histories of colonial New France, proceed to explore the journalism engagé of Étienne Parent and Arthur Buies as well as the anti-British writings of François-Xavier Garneau and the celebrated novel of Philippe Aubert de Gaspé, Les Anciens Canadiens (1863). Other works to be studied include the supernatural tales from late nineteenth-century folklore, the modern roman du terroir (novel of the countryside), and the documentaries of Albert Tessier from the second quarter of the twentieth century. Taught in French.
Dans tout un secteur de la création littéraire de langue française, la trinité générique « roman, poésie, théâtre » ne fait guère plus la loi. Depuis les années 1960, époque où l’on théorisait l'écriture comme site de transgression et de jouissance ludique, ont surgi des formes hybrides refusant toute attribution à un genre littéraire défini. Le montage, le recyclage, la traduction intermédiale, l'écriture sous contrainte ou la «factographie» émergent comme principes de création et de ressourcement. Quelle attitude prendre face à ces textes livrés sans mode d'emploi et qui semblent inventer, parfois au prix de la lisibilité, leurs propres règles? Comment poursuivre une lecture raisonnée lorsque les repères habituels nous font défaut et que les grilles interprétatives d’usage ne s’adaptent guère à l’objet? Peut-on éviter de réduire ces textes à des symptômes de la postmodernité ou d’une ère où pointe le post-humanisme? Le «(re)mixage» contemporain des genres a sans conteste renouvelé le champ littéraire en ouvrant la pratique sur des esthétiques plurielles parfois contradictoires. Dans ce séminaire doctoral nous aborderons quelques oeuvres – majeures et mineures, narratives et descriptives, en prose ou à dominante poétique – ayant contribué à dissoudre les modèles génériques consacrés. Diverses approches d'une «même» question intéressant les créateurs nous préoccuperont: le rapport entre mimésis littéraire et représentation visuelle; entre les sous-genres paralittéraires et le récit au deuxième degré; entre le travail de la langue et la langue au travail ; entre le geste autobiographique et sa rature; entre les assignations de genre sexué et leur critique. OEuvres de Cadiot, Deck, de Kerangal, Echenoz, Garréta, Levé, Montalbetti, Perec, Simon, Sorman, Viel et Wittig entre autres. N.B. La langue du séminaire ainsi que de la plupart des textes à lire est le français.
Research work toward dissertation.
Research work toward dissertation.
Research work toward dissertation.
Research work toward dissertation.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
Training for professional academic performance.
The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu)
The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu)
The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu)
This beginning French course is a fast-paced, intensive introduction to the French language and the culture of France and the French-speaking world, covering the content of French Elements 1 and 2 (AS 210.101-102) but in one semester. As such, it is meant for students who have some previous classroom or independent study of French (as assessed by a placement exam), or who are native or bilingual speakers of another Romance language. Classroom activities will emphasize spoken communication on a variety of topics, using relevant vocabulary and grammar. Extensive use of online resources outside of class will build skills in listening, reading, and writing. Completion of this class will allow students to enroll in Intermediate French 1 (AS 210.201).
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.102 or AS.210.104 or appropriate score on Placement test I.
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.201 or score of 90-94 on Placement test I.
This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.201 or score of 90-94 on Placement test I.
Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary texts in order to expand their French vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test
Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary texts in order to expand their French vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test
Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test
Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test
This highly interactive, writing intensive course intends to 1) provide tools to help students reach linguistic proficiency in French (advanced lexical and idiomatic expressions, rhetorical devices used in complex argumentation; 2) sharpen analytical skills by applying the French method of Explication de textes to a variety of fictional and non-fictional discourses (film, literary excerpts, articles, social media); 3) help students develop their own voice in creative writing.
Readings and discussion of texts of various genres covering the time period from the Revolution to the 20th century. This sequence is a pre-requisite to all further literature courses. Students may co-register with an upper-level course during their second semester.
An exploration of immigration, identity, and cultural differences through the lens of recent French and Francophone films. Focus on discussion and analyses of film sequences in class and on oral presentations. Students will have the opportunity to progress in vocabulary, oral expression, and in critical analysis. Films studied include works of Kassowitz, the Dardennes, Kechiche, Sciamma, Haneke, and Audiard. Conducted in French. Recommended course background: completion of AS. 210.301 or equivalent score on Placement test.
Students will explore contemporary French society and culture through a wide variety of media: fiction and non-fiction readings (graphic novels, news periodicals, popular magazines), films, music, art, websites, and podcasts. A diverse range of hands-on activities in addition to guided readings will help students develop cultural awareness as we discuss topics such as education, politics, humor, sports, cuisine, immigration, slang, and national identity, as well as the historical factors that have influenced these facets of French and francophone culture. Recommended Course Background: AS.210.301 or AS.210.302 or permission of instructor.
La littérature est hantée par les revenants et les fantômes, c’est-à-dire des êtres qui n’ont plus de place dans la société. Dans le roman, depuis 1789, le personnage du revenant a connu un succès populaire phénoménal. Des figures fictives (comme Chabert, Vautrin, Jean Valjean et Edmond Dantès) sont devenues presque mythologiques et restent ancrées dans l’imaginaire littéraire collectif. Presque tout revient dans ce siècle dit moderne (l’histoire, la préhistoire, les Mémoires, les révolutions, les régimes politiques, les régimes économiques, les anciennes modes) ; même Karl Marx parle du revenant dans ses écrits politiques. D’ailleurs « Les idées ne meurent pas » dit un personnage du Comte de Monte Cristo d’Alexandre Dumas. Tout en explorant la fonction sociale et les fantasmes politiques que le thème du retour suscite dans la culture populaire, nous tenterons de décrypter la fonction complexe de la figure du revenant à travers l’axe anthropologique et historique. Les auteurs étudiés plus particulièrement seront Chateaubriand, Balzac, Dumas, Flaubert, Freud, Gautier, Hugo, Villiers de l'Isle Adam, Mérimée, Montaigne, Nerval, Marx, Sand et Zola.
This course explores various strategies devised by contemporary women writers across the Francophone world (France, Sénégal, Algeria) for telling their stories of plural identities, displacement, rebellion, and self-emancipation. Challenging the illusions of effortless métissages, these stories confront bluntly and directly the conflicts that lie at the heart of the most familial, intimate relationships with mothers, lovers, kins. Works by Colette, Simone de Beauvoir, Marguerite Yourcenar, Maryse Condé, Marie Cardinal, Leila Sebbar, Annie Ernaux, Christine Angot, Ken Bugul.
This seminar progresses chronologically from Gallo-Roman Paris to the early twenty-first century, exploring the continuation and changes in these 2000 years of Parisian history. Students will explore the architectural, political, religious, literary and cultural developments that helped shape the city and its inhabitants. Taught in French.
An in-depth and closely supervised initiation to research and thinking, oral and written expression, which leads to the composition of an honors thesis in French. Recommended Course Background: AS.212.429.
Charles-Louis de Secondat, baron de La Brède et de Montesquieu, author of De l’Esprit des lois, a seminal early French Enlightenment text still considered today a fundamental work of political science and philosophy. Montesquieu was judged by the 2nd generation of the Enlightenment and the Encyclopédistes to be their intellectual patron saint, grounding the epistemological, aesthetic and political programs for his age. This course will read his most important texts, political, literary and physiological, in order to situate Montesquieu’s presence in the Enlightenment and to consider his enduring impact on later thinkers and writers. Works to be considered will include his early texts on gland theory, Les lettres persanes, Considérations sur les causes de la grandeur des Romains et de leur décadence, de l’Esprit des lois, extracts from his Spicilèges, texts of and around the Encyclopédie, and short texts from some of Montesquieu’s most important readers: Condorcet, Napoléon Bonaparte, Tocqueville, etc. Readings in French, course taught in English.
This course is for a graduate students pursuing an independent research project with a faculty mentor.
This course is for a graduate students pursuing an independent research project with a faculty mentor.
This course is for a graduate students pursuing an independent research project with a faculty mentor.
This course is for a graduate students pursuing an independent research project with a faculty mentor.
Research work toward dissertation.
Research work toward dissertation.
Research work toward dissertation.
Research work toward dissertation.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
1st semester: Develop list of already-read works in your chosen field to develop a thesis subject. Identify 2 co-advisors of the ABD project; the expectation is that 1 will direct the thesis following the ABD defense. Register in this advisor’s section (01: Desormeaux; 02: Anderson; 03: Russo; 04: Schilling). 1st month: Discuss with co-advisors your understanding of the core research question(s) and prepare a provisional abstract (an ongoing working tool). The abstract includes 1) well-articulated thesis statement; 2) description of proposed methodology; 3) list of proposed primary works to be studied; 4) justification of the project’s relevance to the field and its interdisciplinary reach. It should be accompanied by a report on your literature search: situate your project within the existing scholarly corpus. 2nd month: prepare an annotated bibliography of primary and secondary works. Expect it to expand significantly during ABD prep as well as after the ABD defense. 3rd month: review and modify the abstract with the co-advisors; develop a provisional outline of your ABD text. Present a reading list for the period between the 1st and 2nd semesters of proposal prep. 2nd semester: Meet with the co-advisors to report on the interim research and revisit if necessary the proposed outline and abstract. Submit proposal for the sample chapter. 1st month: begin writing the sample chapter. 2nd month: in the light of how the sample chapter is progressing, review the outline with the co-advisors, then begin writing a narrative of potential thesis chapters. 3rd month: once the foregoing are drafted, write up the methodological introduction and finalize the annotated bibliography. Finally, review the abstract for completeness and revise the ABD for language and formatting. The ABD must be approved by the ABD co-advisors before it is distributed for defense. Goal:~25 pages of supporting material;~30-page writing sample; an annotated bibliography. ABD is not to exceed 75 pp.
Training for professional academic performance.
Fall 202438 |
Spring 202533 |
| Course # (Section) | Title | Day/Times | Instructor | Location | Term | Course Details |
|---|---|---|---|---|---|---|
| AS.210.102 (01) | French Elements II | MWF 11:00AM - 11:50AM | Guillemard, Claude H | Gilman 186 | Spring 2025 | The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu) |
| AS.210.102 (02) | French Elements II | MWF 1:30PM - 2:20PM | Guillemard, Claude H | Gilman 313 | Spring 2025 | The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu) |
| AS.210.102 (03) | French Elements II | MWF 3:00PM - 3:50PM | Guillemard, Claude H | Gilman 443 | Spring 2025 | The second semester of this intensive course for beginners provides students with the linguistic tools to read excerpts from a play (Antigone by Jean Anouilh), to polish a written autobiography, and to perform short oral skits. A variety of cultural materials help students acquire grammatical structures and expand their vocabulary. Recommended course background: AS 210.101 or placement test score: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test. May not be taken on a Satisfactory/Unsatisfactory basis. Contact: Claude Guillemard (cguille1@jhu.edu) |
| AS.210.105 (01) | Fast-Track Beginning French | MTWTh 3:00PM - 3:50PM | Anderson, Bruce | Gilman 217 | Spring 2025 | This beginning French course is a fast-paced, intensive introduction to the French language and the culture of France and the French-speaking world, covering the content of French Elements 1 and 2 (AS 210.101-102) but in one semester. As such, it is meant for students who have some previous classroom or independent study of French (as assessed by a placement exam), or who are native or bilingual speakers of another Romance language. Classroom activities will emphasize spoken communication on a variety of topics, using relevant vocabulary and grammar. Extensive use of online resources outside of class will build skills in listening, reading, and writing. Completion of this class will allow students to enroll in Intermediate French 1 (AS 210.201). |
| AS.210.201 (02) | Intermediate French I | MWF 10:00AM - 10:50AM | Roos, Suzanne Lois | Gilman 479 | Spring 2025 | This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.102 or AS.210.104 or appropriate score on Placement test I. |
| AS.210.202 (02) | Intermediate French II | MWF 12:00PM - 12:50PM | Mehra, Julianne Marlis | Gilman 479 | Spring 2025 | This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.201 or score of 90-94 on Placement test I. |
| AS.210.202 (03) | Intermediate French II | MWF 1:30PM - 2:20PM | Abdulaziz, Safa | Gilman 277 | Spring 2025 | This course develops skills in speaking, listening comprehension, reading, and writing. Systematic review of language structures with strong focus on oral communication and acquisition of vocabulary; extensive practice in writing and speaking; readings and films from French-speaking countries. Recommended Course Background: AS.210.201 or score of 90-94 on Placement test I. |
| AS.210.301 (01) | Advanced French for Writing | MW 12:00PM - 1:15PM | Cook-Gailloud, Kristin Anna | Gilman 443 | Spring 2025 | Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary texts in order to expand their French vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test |
| AS.210.301 (02) | Advanced French for Writing | MW 1:30PM - 2:45PM | Cook-Gailloud, Kristin Anna | Gilman 443 | Spring 2025 | Students in AS.210.301 will focus primarily on written expression, learning to ‘decipher’ classic and contemporary texts in order to expand their French vocabulary and communicate their ideas in writing with clarity and accuracy. (A primary focus on oral expression is provided in AS.210.302; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test |
| AS.210.302 (01) | Advanced French for Speaking | TTh 9:00AM - 10:15AM | Wuensch, April | Gilman 443 | Spring 2025 | Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test |
| AS.210.302 (02) | Advanced French for Speaking | TTh 10:30AM - 11:45AM | Wuensch, April | Gilman 443 | Spring 2025 | Students in 210.302 will focus primarily on oral expression through individual and group work on contemporary media (music, film, current events) in order to expand their vocabulary and become fluent in conversation across social-cultural contexts. (A primary focus on written expression is provided in 210.301; the two advanced-level courses may be taken in either order or simultaneously.) Recommended Course Background: AS.210.202 or appropriate score on Placement test I: https://learnmore.jhu.edu/browse/ksas/internal/selfenroll/courses/as-french-placement-test |
| AS.210.417 (01) | Eloquent French | MWF 11:00AM - 11:50AM | Cook-Gailloud, Kristin Anna | Gilman 413 | Spring 2025 | This highly interactive, writing intensive course intends to 1) provide tools to help students reach linguistic proficiency in French (advanced lexical and idiomatic expressions, rhetorical devices used in complex argumentation; 2) sharpen analytical skills by applying the French method of Explication de textes to a variety of fictional and non-fictional discourses (film, literary excerpts, articles, social media); 3) help students develop their own voice in creative writing. |
| AS.212.334 (02) | Introduction à la littérature française II | TTh 10:30AM - 11:45AM | Schilling, Derek | Gilman 10 | Spring 2025 | Readings and discussion of texts of various genres covering the time period from the Revolution to the 20th century. This sequence is a pre-requisite to all further literature courses. Students may co-register with an upper-level course during their second semester. |
| AS.212.340 (01) | Topics in French Cinema: Immigration, identité, différence culturelle | TTh 12:00PM - 1:15PM | Roos, Suzanne Lois | Gilman 479 | Spring 2025 | An exploration of immigration, identity, and cultural differences through the lens of recent French and Francophone films. Focus on discussion and analyses of film sequences in class and on oral presentations. Students will have the opportunity to progress in vocabulary, oral expression, and in critical analysis. Films studied include works of Kassowitz, the Dardennes, Kechiche, Sciamma, Haneke, and Audiard. Conducted in French. Recommended course background: completion of AS. 210.301 or equivalent score on Placement test. |
| AS.212.353 (01) | La France Contemporaine | TTh 1:30PM - 2:45PM | Wuensch, April | Smokler Center 213 | Spring 2025 | Students will explore contemporary French society and culture through a wide variety of media: fiction and non-fiction readings (graphic novels, news periodicals, popular magazines), films, music, art, websites, and podcasts. A diverse range of hands-on activities in addition to guided readings will help students develop cultural awareness as we discuss topics such as education, politics, humor, sports, cuisine, immigration, slang, and national identity, as well as the historical factors that have influenced these facets of French and francophone culture. Recommended Course Background: AS.210.301 or AS.210.302 or permission of instructor. |