Sophie Adamson World Languages and Cultures Department

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1 Long Assignment for Introduction to Literary Analysis French 350 Sophie Adamson World Languages and Cultures Department Introduction for Faculty Colleagues About the Course French 350 is a required course for all French minors and majors and prepares students to read, think, speak and write more critically and thoughtfully in the target language. Students learn the basic skills for interpreting and enjoying texts in French from a variety of genres and cultures. How the Assignment Fits into the Course This long assignment is an overview of a three-part final project. It will be given to students early in the term so that they see the product towards which they will be working throughout the semester. Shorter weekly assignments will provide the tools, practice and scaffolding needed to produce a successful and rewarding final three-part product. The Assignment I Distribute to Students FRE 350 Introduction to Literary Analysis Final Project Tahar Ben Jelloun s novel, L école perdue, examines important themes such as intolerance, ignorance, racism and child labor in a universal context that touches readers of all ages on every continent. The novel is particularly rewarding for this introductory course on literature because it is compelling, creative and accessible. For your final project, choose a topic from L école perdue that is conducive to literary analysis (so that you can analyze where and how it is treated in the novel) and compelling enough to go public with a wider audience. The project will have three parts with drafts and feedback embedded into every step of the process. 1) You will write a paper integrating your literary analysis with research sources in French that inform and deepen your understanding of the topic; 2) You will write an accompanying abstract suitable for submission to our Student Undergraduate

2 Research Forum (SURF); and 3) you will give a brief PowerPoint presentation several weeks before submitting your final paper so that you can share your work-in-progress and receive useful feedback from our class. Objectives The objectives for these tasks align with our course and department goals: to read, think, write and discuss thoughtfully and critically in French. Each task will increase your writing skills in a variety of genres, deepen your engagement with course material, encourage critical thinking, help you learn the discipline s methods of inquiry, analysis and argument, and facilitate the exchange of ideas in the classroom (and potentially across campus through SURF if you choose to submit a proposal in the spring!). This assignment differs from a conventional term paper in that it promotes various kinds of thinking and writing, and it involves interactive elements for a wider audience. Paper Choose a topic or problem from L école perdue and identify where and how it is treated by the author in his novel. Consider and apply appropriate literary techniques we are studying such as vocabulary, imagery, tone, structure and symbolism. In addition, incorporate at least two scholarly or journalistic sources (from French-language sources worldwide) to inform your perspectives. Refer to the requirements and criteria for evaluation below. Multiple steps, drafts and revisions with deadlines will help ensure a rewarding process and a final project that will make you proud! Requirements: Student proposes a clear, precise and defendable thesis. Paper is written in Microsoft Word (.doc) format using Times New Roman 12 pt font, double-spaced, 1 inch margins with words (approximately 5-7 pages) not including bibliography. Paper follows disciplinary standards using MLA style. Student cites at least 2 credible sources from French-language resources worldwide. Paper is turned in on or before (date/time).

3 Final Paper Excellent Very good/ Good Fair/Less than fair Literary Analysis Demonstrates close reading of the novel; High level of detail; Conveys understanding of complex ideas; Analysis is informative, thorough, original and creative. (30-28) Analysis conveys a clear understanding of novel; Analysis is informative and original. (27-25) Understanding and/or analysis of the novel may not be sufficiently demonstrated. (24-0) Textual Evidence References and quotes from the novel are abundant, well-chosen, and integral to the analysis. (10-8) References and quotes from the novel are relevant and sufficient in illustrating the thesis. (7-5) There may be insufficient support of analysis; Examples may not clearly relate to or illustrate the thesis. (4-0) Sources Presents the issue/topic from more than one perspective; Cites credible and relevant sources; Critically evaluates viewpoints expressed by experts; Integrates and synthesizes sources coherently into analysis. (30-28) Presents the issue/topic from more than one perspective; Cites credible and relevant sources; Clear effort to integrate elements and make connections. (27-25) Number of sources and/or choice of sources may be limited or inadequate; There may be little or no integration of sources into analysis; Elements may be analyzed as separate ideas. (24-0) Written Expression Demonstrates proficiency and sophistication with grammatical structures, tenses and syntax; Expresses ideas fluently and precisely using vocabulary and sentence variety effectively; Minor grammar errors do not hinder communication; Substantiates viewpoints clearly; Makes effort to include vocabulary and sentence variety. (17-15) Grammar errors and/or written expression may make it difficult to read the paper for content; May not express ideas clearly or efficiently. (14-0)

4 Substantiates viewpoints in detail without hindrance of language. (20-18) Coherence Begins with a coherent and engaging introduction; Articulates thesis clearly and consistently; Ideas flow; Transitions are well-structured throughout paper; Conclusion synthesizes analysis. (10-8) Begins with a coherent introduction; Articulates thesis; Ideas, transitions and conclusion are solid. (7-5) May be missing a coherent introduction, conclusion and/or thread of ideas throughout. (4-0) Abstract An abstract is a brief summary of an academic research paper, article, thesis, conference proceeding or any in-depth analysis of a particular subject. It states the essential question addressed by one s research along with the methodology, implications, and results. Abstracts are very common in academic writing. They are required for all academic conferences including our own annual Student Undergraduate Research Forum (SURF) at Elon. It is therefore extremely useful and rewarding to learn to write a successful abstract. Requirements: Abstract is written in Microsoft Word (.doc) format using Times New Roman 12 pt font, 1 inch margins with 350 words excluding title and author information. Abstract follows disciplinary standards using MLA style. Abstract is turned in on or before (date/time).

5 Abstract Excellent Very good/ Good Fair/Less than fair Title Wording in the title matches the ideas in the abstract; Title is clear and succinct; Title stimulates the reader s interest. (10) Wording in the title matches the ideas in the abstract; Title is clear and succinct. (9-8) Wording may not align accurately with the ideas in the abstract; Title may not be clear or particularly engaging. (7-0) Thesis Thesis appears early in the abstract; Proposes an explicit idea that seems credible, compelling and unique. Thesis appears early in the abstract; Proposes an idea that seems credible and defendable. Thesis may be vague or unclear; May not seem credible or compelling in the abstract. Context Skillfully incorporates contextual information to help reader recognize the significance of the topic; May challenge inherited notions about the topic. Abstract provides contextual information to help reader recognize the significance of the topic. May be missing contextual information or may not acknowledge the significance of the topic. Sources Abstract neatly integrates the sources that will be used to prove the viability of the thesis. Abstract acknowledges the sources that will be used. Abstract may not mention or effectively cite the sources that will be used. Methodology Abstract includes the student s methodology; Mentions sound strategies for proving the viability of the thesis. Abstract mentions strategies for proving the viability of the thesis. Abstract may not provide sufficient information about methodology. Conclusion Conclusion of abstract clearly articulates the Abstract mentions the implications that are likely to Conclusion may not communicate the implications of

6 implications that are likely to arise from research findings. arise from research findings. research findings. Mechanics Abstract is skillfully crafted; Expresses ideas clearly and eloquently using vocabulary and sentence variety effectively. Abstract honors the standard rules of correct grammar, punctuation, spelling and formatting. Abstract may not consistently honor the standard rules of correct grammar, punctuation, spelling and/or formatting. Presentation Several weeks before final papers are due; students will share their researchin-progress with the class via a brief PowerPoint presentation. The rationale for this timeline and format is that peers research and perspectives may inform students own works in progress. In addition, we are each more motivated and invested in our research when it involves meaningful interaction with an authentic audience. In fact, we learn more deeply when informing others about what we have learned. Moreover, one is more likely to think about audience and organize information in a clear and concise way when asked to present it visually and orally. When done well, visual slides greatly enhance the communication of ideas which in turn helps organize the final paper. It is also worth noting that students greatly improve their oral communication skills (pronunciation, fluidity, spontaneity ) through their preparation. Finally, when students share and learn from each other, they report a stronger sense of accomplishment and enjoyment! Requirements: PowerPoint presentation lasts between 8-10 minutes which includes interaction with the class. Student may use notes but does not read directly from a paper or slides.

7 Presentation Excellent Very good/ Good Fair/Less than fair Thesis Thesis is communicated in such a way that it seems clear, credible, compelling and unique. (10-9) Thesis is communicated in such a way that it seems credible and defendable. (8-7) Thesis may be unclear; May not seem convincing or compelling as it is communicated. (6-0) Literary analysis Student provides a variety of significant textual examples from L école perdue that support the viability of the thesis. Student provides textual examples that support the viability of the thesis. Student may not provide textual examples that effectively support the thesis. Sources Outside research is succinctly integrated into the presentation; Student adeptly demonstrates how research enhances project. Outside research is clearly presented; Student demonstrates how research fits into the overall project. Research may not be clearly explained or integrated; Connection between research and L école perdue may be vague or unpersuasive. PowerPoint Text/images are professional, informative, inviting and minimal; All grammar and spelling are correct on slides. (20-19) Text/images are appropriate and informative; All or most grammar and spelling are correct on slides. (18-17) More attention could have been given to grammar, spelling and/or visual choices on slides. (16-0) Oral expression Student is expressive and eloquent; Speaks with solid control of major grammatical structures. (20-19) Minor errors in grammar and/or pronunciation do not hinder communication. (18-17) Student may read directly from notes or slides; Grammar and/or pronunciation errors may make it difficult to follow ideas. (16-0)

8 Interaction with class Connects with the entire class through steady eye contact; Student is engaging and informative during questions and comments. (20-19) Makes an effort to connect with class through eye contact; Student is informative during questions and comments. (18-17) May not maintain regular eye contact; Responses to questions and comments may be incomplete or unclear. (16-0)

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