FRC 437-Core - Canisius College Computer Science

CANISIUS COLLEGE
DEPARTMENT OF MODERN LANGUAGES
Spring 2014
FRC 437 (CRN 46926) - Francophone History and Culture Through Film I (3 credits) –
Field 3 “Arts” Designation of the Core Curriculum
MWF: 2:00 – 2:50 p.m.
Room: OM 305
Instructor: Dr. Eileen M. Angelini
Office: CT 1011
Extension: (888) 2829
E-mail: [email protected]
Office Hours: M, W & F: 12:00 to 12:50 p.m. in OM 314 and 3:00 to 5:00 p.m. in CT 1011; T
& Th: by appointment.
I. DMLLC LEARNING GOALS AND OBJECTIVES
Student Learning Goal 1: Language majors will demonstrate effective skills at the
ACTFL advanced-low level according to two Communicative Modes: Interpersonal and
Presentational. Students will:
• Objective A: Actively and accurately negotiate meaning in fluent
interpersonal communications (Interpersonal).
Objective B: Accurately and fluently present oral information, concepts and ideas in
a cohesive manner to an audience (Presentational).
Student Learning Goal 2: Language majors will critically analyze cultural production in
the target language. Students will:
•
•
Objective A: Assess, interpret and assign meaning to numerous types of cultural
production including literature, film, essay, and art.
Objective B: Place various types of cultural production in a wider cultural and historical
context.
Student Learning Goal 3: Language majors will design and carry out an original project
in which the target language is the major research tool and vehicle of expression. Students
will:
• Objective A: Create a project that demonstrates comprehension of cultural productions
indicated by a clear thesis and a developed argument.
•
•
Objective B: Demonstrate a mastery of information literacy tools and the integration of
secondary sources in his/her work.
II. GOALS AND OBJECTIVES FOR COURSES WITH FIELD 3 (LITERATURE AND
THE ARTS) (current statement from the Core Curriculum homepage): Designated
courses that enable students to understand the aesthetic dimension of creative work in the
fine arts and/or literature and to understand how that creative work mirrors and shapes
human experience.
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Content:
Goal: Students will demonstrate an understanding of the aesthetic dimension of human life
through the study of literature, art, or music and the ways in which they mirror and shape
the human experience.
Objectives: Students will:
Identify specific techniques, styles, or formalistic properties of particular
examples of literature, art, or music.
Identify the relationship of particular examples of literature, art, or music to
the traditions from which they have emerged.
Demonstrate an understanding of how creative work in literature, art, or
music mirrors and shapes human experience.
Skills:
Goal: Students will demonstrate knowledge of the methods of literary and artistic criticism
and interpretation.
Objectives: Students will:
Critically evaluate the methods of literary and/or artistic criticism and
interpretation employed in the study of literature, art, or music.
Employ the methods of literary and/or artistic criticism and interpretation in
the study of literature, art, or music.
III. FRC 437 COURSE DESCRIPTION
Via feature-length films and documentaries from France and Canada, the history and culture of
the francophone world are explored. An emphasis is placed on how France’s history and culture
impact its current policies on international relations, especially with the United States and
Canada as well as with the other francophone countries of the world (many of which are former
French colonies). Students will be asked to analyze films both textually, using specific
language of cinema, and thematically, reading the film within its historical and cultural
contexts, all the while making connections between a film’s themes and different issues that
pertain to French and Francophone culture and history. Students will also practice their
writing and critical thinking skills with each film in a variety of exercises and activities that
require a deep understanding, reflection, and analysis of the films. (Fulfills Objectives 1A,
1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core Curriculum)
IV. FRC 437 LEARNING GOALS AND OBJECTIVES
By the conclusion of the course, students will be able to:
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•
•
•
•
express and report orally, in some depth of detail in a clearly participatory manner and in
the major time frames of present, past, and future, needs, courtesies, feelings, emotions,
doubts and opinions on a variety of topics related to France’s history and culture impact
its current policies on international relations, especially with the United States and
Canada as well as with the other francophone countries of the world;
understand and respond to detailed utterances, commands, and questions referring to
varied information on daily activities of the people from francophone cultures in the
major time frames of present, past, and future;
read and understand detailed instructions, menus, maps, directions, standardized
messages in newspaper and magazine ads, detailed descriptions related to daily life
of people of francophone culture in the major time frames of present, past, and
future; and, ((Fulfills Objectives 1A and 1B for Field 3 Arts Designation of the Core
Curriculum)
write 3-4 page formal analytical compositions in the major time frames of present,
past, and future on how France’s history and culture impact its current policies on
international relations, especially with the United States and Canada as well as with
the other francophone countries of the world. (Fulfills Objectives 1C, 2A, and 2B for
Field 3 Arts Designation of the Core Curriculum)
V. PRIMARY TEXT (for use with feature-length films from France)
Singerman, Alan. Apprentissage du cinéma français. Newburyport, MA: Focus Publishing/R.
Pullins Co., 2004.
VI. FEATURE-LENGTH FILMS FROM PRIMARY TEXTBOOK (On library reserve)
1.) La Grande illusion. Dir. Jean Renoir (1937).
2.) Jules et Jim. Dir. Francois Truffaut (1962).
3.) Jeux interdits. Dir. René Clément (1952).
4.) Hiroshima mon amour. Dir. Alain Resnais (1959).
VII. PRIMARY WEB SITE (for use with feature-length films from Canada)
http://www.arts.yorku.ca/french/tempmap
VIII. FEATURE-LENGTH FILMS FROM CANADA (on library reserve)
1.) C.R.A.Z.Y. Dir. Jean-Marc Vallée (2005).
2.) Gaz Bar Blues. Dir. Louis Bélanger (2003).
3.) No. Dir. Robert Lepage (1998).
4.) Québec - Montréal. Dir. Ricardo Trogi (2002).
IX. RESOURCE BOOKS ON LIBRARY RESERVE
1.) AUTHOR: Lever, Yves
Les 100 films québécois qu'il
CALL NO: PN1993.5.C2 L44 1995
2.) AUTHOR: Pallister, Janis L
The cinema of Québec: masters
CALL NO: PN1993.5.C2 P27 1995
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3.) AUTHOR: Weinmann, Heinz,
Cinéma de l'imaginaire québéco
CALL NO: PN1993.5.C2 W45 1990
X. TRAVAUX DU COURS (Course work) et ÉVALUATION (grading): La
note du cours sera déterminée de la façon suivante:
Les Éléments (Components): (Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts
Designation of the Core Curriculum)
15% - la préparation hors classe (les lectures, les travaux de recherches, le travail pour
chaque classe, y compris la préparation de deux questions de compréhension individuelles
sur les cartes 3X5);
20% - exposés oraux sur les films (quatre par personne avec deux dans chacune des deux
catégories);
20% - présentation de groupe;
5% - partie culturelle (voir « Cultural Component » ci-dessous);
20% - la participation en classe, y compris les contrôles de compréhension et les questions
posées aux camarades de classe pendant les exposés; et,
20% - les trois rédactions (3 à 4 pages).
Le Barème (Scale)
A+: 100-97
A: 96-93
A-: 92-90
B+: 86-83
B: 86-83
B-: 82-80
C+: 79-77
C: 76-73
C-: 72-70
D+: 69-67
D: 66-63
D-: 62-60
F: 59-0
RÈGLES DU COURS (Policies):
ATTENDANCE: Regular and punctual class attendance is fundamental to learning a foreign
language. You are expected to attend all classes and complete all work assigned for each class.
Without consistent attendance your skill level and confidence will drop, which can result in
lower grades on exams, papers, and quizzes. Missing class in many courses also affects the
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learning experience of other students. Make regular attendance a habit; it will pay off throughout
your college experience.
You are allowed three undocumented absences without penalty. After the third absence,
the student must provide documentation to explain the absence: this can include letters from
health care providers explaining prolonged illness, letters from parents confirming family
emergencies or situations that require absence, and letters from college staff (athletic
departments, for example) explaining the reason for missing class. After the third absence, any
further undocumented absences will result in the lowering of the student’s final grade. As this
class meets on Monday, Wednesday, and Friday, more than six undocumented absences will
result in a grade of FX: failure due to absence.
Documentation should be provided to the instructor by the next regularly scheduled class.
All students are responsible for work missed while absent from any class: this includes both
documented and undocumented absences. Make-ups for quizzes and exams will be contingent
upon proper documentation.
TARDINESS: Every three days that a student is late for class counts as one absence.
NO MAKE-UPS for announced or unannounced tests without a documented excuse.
LATE WORK: Only homework assignments turned in on time will be graded. Any written
assignment not turned in on time will result in a lowering of the grade for that assignment by ten
points for every day the assignment is late. There is no possibility to make up work for tests that
are missed. Legitimate reasons, such as illness-with a doctor's statement-or death in the family
might justify exceptions to this policy. E-mail submission of assignments will not be accepted.
NOTA BENE: If a student has any condition, such as a physical or mental disability, which will
make it difficult for him/her to carry out the work as outlined or who will require extra time on
examinations, please notify the instructor in the first two weeks of the course so that the
appropriate arrangements can be made.
DISRUPTIVE BEHAVIOR: Systematically arriving late or leaving early, speaking English in
class, eating and drinking during class, chewing gum, etc., adversely affect the class as well as
your own performance. Participation grades will be lowered for such behaviors. This policy
attempts to assure the best learning environment for everyone in the class.
BEEPERS. TELEPHONES. AND OTHER ELECTRONIC DEVICES must be turned to
“vibrate” before the beginning of each class period. Please speak with me at the beginning of the
semester about such electronic devices if you need to have one in use. This policy again
attempts to assure the best learning environment for everyone in the class.
CHEATING AND PLAGIARISM: Learning is a personal effort for personal intellectual
enrichment. Cheating and plagiarism violate the integrity of the learning experience. Students
are expected not to give or receive help during tests and exams and must acknowledge fully any
ideas, materials or quotations taken from another source for either written or oral use. The
policies on academic misconduct also apply to the inappropriate use of Machine Translation,
Web-based translation engines, or Web texts.
While students are encouraged to discuss ideas with friends and classmates, all work that is
turned in must be the work of the individual. A student must not receive any help in the actual
writing from native speakers, tutors, more advanced students, or translating software.
A student may receive help in the form of pointing out particular errors that he/she tends to make
consistently, for example grammar or syntax errors, or general suggestions pertaining to the
organization, structure and flow of your composition, but a tutor or classmate may not tell the
student how to word it, or write it.
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It is the responsibility of all students to be aware of and follow Canisius College's Code of
Academic Integrity. For the full text, see the on-line Undergraduate Catalog.
Following are some important excerpts from this policy.
Proscriptions: Each of the following behaviors violates all of the principles of honesty, trust,
fairness, respect, and responsibility explained above and is thus prohibited.
Plagiarism is using "another person's ideas or expressions in your writing without
acknowledging the source... " [MLA Handbook for Writers of Research Papers 5th ed., p. 30].
[This) may range from isolated formulas, sentences, or paragraphs to entire articles copied from
books, periodicals, websites, speeches, or the writings of other students. Honestv requires that
any work or materials taken from another source for either written or oral use must be
acknowledged. Any student who fails to give credit for ideas or materials obtained from another
source is guilty of plagiarism.
Cheating: Cheating includes, but is not limited to: using unauthorized notes, study aids, or
information on an examination, test, etc.; ... allowing another person to do one's work and
submitting that work under one's own name.
Duplicate submission of the same work.
Collusion: Collusion includes cooperation that results in the work or ideas of others being
presented as one's own (e.g., rather than as a group effort). ... Unauthorized use of information
technologies. Aiding and abetting academic dishonesty.
XI. ÉXPOSÉS ORAUX (Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts
Designation of the Core Curriculum.)
Each student is required to do four oral presentations (20% of the final grade) and be part
of a group presentation (20% of the final grade). Scoring rubrics will be introduced at the
beginning of the semester so that each student understands the required components for an oral
presentation and how an oral presentation is scored (e.g. vocabulary within context,
functions/use of language, accuracy in use of basic structures, fluency, pronunciation/intonation,
reaction/appropriateness of response, and creativity/recombination of learned material). For
every oral presentation, each student in class will be required to ask at least one relevant question
and will be graded on the quality of the questions that is asked of the presenter.
XII. RÉDACTIONS
A. Formal aspects of writing assignments-Aspects formels des devoirs écrits:
1. Length (Longueur). Strict observance of the assigned length for each written work is
necessary. A word count total must be included at the end of the text that is submitted.
2. Appearance (Présentation). All versions are to be composed on a computer and
double-spaced. Hand-written work or work that is not double-spaced will not be
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accepted. Note: Back-up your work on your flash drive in order to do corrections or
rewrites and most importantly, to avoid losing work because your computer’s hard drive
crashes or the overall system fails.
3. Bibliography (Bibliographie). MLA Format is required. Wikipedia is NOT an
acceptable reference source.
B. Helpful Hints-Conseils pratiques
1. Understand well the topic under investigation - Bien comprendre le sujet: Read
over several times the topic to be sure that you understand what is being discussed and
where you are going with your writing assignment.
2. Brainstorm-Faire du remue-méninges: Write down all of the ideas that come to you
about the topic, pros and cons, in no definite order. Ask yourself the basic questions
who, what, where, why, when, (qui, quoi, ou, pourquoi, quand). Write down examples
from history or from current events that you might use to bolster your arguments for and
against.
3. Outline--Faire le plan: Put some order in your ideas and develop an outline or a
"skeleton" that you can develop or put flesh on as you begin writing. Be
gin by stating your thesis sentence, which you will present in your introduction. Be sure
to balance out the arguments and examples you will present in the thèse and antithèse
sections. A rédaction is a discussion and not a catalogue of ideas.
4. Things to avoid- À éviter: Errors of logic, contradictions, repetition of ideas,
repetition of idioms and words (look for synonyms!), certain expressions such
as alors, comme ça (ça is not the proper level of language for a rédaction), ainsi de
suite, etc., qn., qch. (no abbreviations). Always keep readily available the hand-out on
« Vocabulaire de rédaction. »
5. Reread-Relire: Before handing in your work, try to correct as much of the grammar
and spelling as possible. With a Word program, run a spell check and a grammar check
before submitting your work to the instructor. IMPORTANT: Failure to run a spell
check on the written assignments you submit and failure to correct obvious errors will
result in the lowering of your grade on that assignment by 10%. How will I know that
you have not tried hard enough to proofread your work? From the spelling errors in
simple, common words that could have been corrected by using the lexique at the end of
Tâches d’encre, your dictionary, or the computer spell check; from the simple grammar
mistakes that should have been caught and corrected by the grammar checker such as
agreements between nouns and articles, adjectives and nouns, subjects and verbs and
errors in word order that the computer grammar check would have caught.
XIII. METHODOLOGY
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This course will be conducted entirely in French. The instructor will explain methods of
literary and film analysis as well as research approaches for historical investigation. To
improve all student language skills, special emphasis will be placed on the technique of
reading, summarizing, and discussing. (Fulfills Objectives 1A and 1B for Field 3 Arts
Designation of the Core Curriculum.) For the “exposés oraux,” the “présentation de groupe”
and four “rédactions,” a detailed bibliography following MLA guidelines is required. Reminder:
Wikipedia is NOT an acceptable reference source.
For all class lectures, it is important that students remember to prepare two discussion
questions on a 3X5 index card as well as “review” questions in the text that pertain to the
day’s reading assignment. “Review” means that each student should be sure that he/she is
capable of discussing the question in class or, at the very minimum, indicate during class
discussion what he/she may not fully understand. (Fulfills Objectives 1A, 1B, 1C, 2A, and
2B for Field 3 Arts Designation of the Core Curriculum)
IMPORTANT: All films are to be viewed outside of class. All films are on reserve in the
college library for student viewing.
XIV. CULTURAL REQUIREMENT
Over the course of the semester, each student in the Department of Modern Languages in
courses 103 on UP will participate in or attend two cultural events or activities outside of
regular class time. One of them must be related to the culture of the language under study. The
second should at least have a multicultural character. These events may include (but are not
limited to) concerts, plays, lectures, college-sanctioned cultural trips, or films. At least one
cultural event must be college-sponsored. In order to earn up to 5% of the final grade, the
student will write 2 essays (in English for the 103/104 level and in the target language for higher
level courses, maximum one-page each, 12-point font, double spaced). Each essay must be
turned in within ONE week of the event/activity’s occurrence. The assignment is to include a
brief summary of the event and most importantly, must reflect the student's
impression/opinion/analysis of the event.
Important deadlines: The first cultural event essay must be turned in by Friday, March 7, 2014
and the second cultural event essay must be turned in by Monday, April 14, 2014. Failure to do
so will result in a grade of zero for each assignment that fails to meet these set deadlines. These
deadlines are strictly adhered to. If a student attends a cultural event less than one week prior to
either of these two deadlines, the March 7, 2014 and April 14, 2014 deadlines take precedence
over the one week time period normally allotted to complete the essay.
In order to avoid misunderstandings, the student MUST consult with the instructor whether or
not the event he/she plans to attend meets the above criteria. For students taking more than one
Modem Language class, the number of cultural events required is 4.
A current list of events acceptable in fulfillment of the cultural requirement will be posted
electronically and updated weekly by the Department of Modem Languages, Literatures and
Cultures. Suggestions by students are welcomed and encouraged.
XV. TENATIVE COURSE SCHEDULE
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Spring 2014: The schedule listed below is a tentative presentation of the methodology and
content of the course. Each student will be responsible for a minimum of four oral exposés on
the films and a group presentation. These exposés will be evenly distributed across the entire
semester. This tentative schedule may be adjusted to the class's needs.
(N.B: Le plan des séances et les dates des devoirs peuvent être modifiés à la discrétion du
professeur. Ce document est distribué en début de semestre afin de permettre aux étudiants
d’organiser au mieux leur travail, mais il ne dispense pas d’un suivi régulier des séances et
d’une mise à jour des dates si nécessaire.)
Emploi de temps approximatif: Il est très important de regarder chaque film plus qu’une
fois. N’oubliez pas les rendez-vous avec le professeur pour discuter les sujets des
rédactions ainsi que des présentations orales.
Le 13 janvier: Introduction et Lexique technique du cinéma: Singerman, pp. 1-7. ?).
Students sign up for their four individual oral presentations (Fulfills Objectives 1A, 1B,
1C, 2A, and 2B for Field 3 Arts Designation of the Core Curriculum
Le 15 janvier: Singerman, pp. 8-25. Cartes de 3X5. Contrôle de vocabulaire: Lexique
technique du cinéma.
Le 17 janvier: Commencement du film La Grande illusion. Cartes de 3X5.
Le 20 janvier: Martin Luther King Day – Pas de classe.
Le 22 janvier: La Grande illusion. Singerman, pp. 81-90. Cartes de 3X5.
Le 24 janvier: La Grande illusion. Singerman, pp. 90-100. Cartes de 3X5. Contrôle de
compréhension.
Le 27 janvier: Exposés oraux.
Le 29 janvier: Commencement du film Jules et Jim. Cartes de 3X5.
Le 31 janvier: Jules et Jim. Singerman, pp. 287-295. Cartes de 3X5.
Le 3 février: Jules et Jim. Singerman, pp. 295-304. Cartes de 3X5. Contrôle de
compréhension.
Le 5 février: Exposés oraux.
Le 7 février: Première rédaction sur La Grande illusion & Jules et Jim.
Le 10 février: Commencement du film Jeux interdits. Cartes de 3X5.
Le 12 février: Jeux interdits. Singerman, pp. 179-184. Cartes de 3X5.
Le 14 février: Jeux interdits. Singerman, pp. 185-189. Cartes de 3X5. Contrôle de
compréhension.
Le 17 février: President’s Day – Pas de classe.
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Le 19 février: Exposés oraux.
Le 21 février: Commencement du film Hiroshima mon amour. Cartes de 3X5.
Le 24 février: Hiroshima mon amour. Singerman, pp. 253-259. Cartes de 3X5.
Le 26 février: Hiroshima mon amour. Singerman, pp. 260-270. Cartes de 3X5. Contrôle
de compréhension.
Le 28 février: Exposés oraux.
Le 3 mars: Exposés oraux.
Le 5 mars: Deuxième rédaction sur Jeux interdits et Hiroshima mon amour.
Le 7 mars: Commencement du film C.R.A.Z.Y. Cartes de 3X5.
http://www.arts.yorku.ca/french/tempmap -- Fiche technique & Pré-visionnement.
Premier événement culturel à rendre.
Le 10 mars: C.R.A.Z.Y. Cartes de 3X5. http://www.arts.yorku.ca/french/tempmap -Compréhension générale & Analyse et discussion.
Le 12 mars: C.R.A.Z.Y. Contrôle de compréhension.
Le 14 mars: Exposés oraux.
Monday, March 17 – Friday, March 21: SPRING BREAK – PAS DE CLASSE.
Le 24 mars: Commencement du film No. Cartes de 3X5.
http://www.arts.yorku.ca/french/tempmap -- Fiche technique, Pre-visionnement, &
Compréhension générale.
Le 26 mars: No. Cartes de 3X5. http://www.arts.yorku.ca/french/tempmap -- Analyse et
discussion & Exploitation d’un extrait.
Le 28 mars: No. Contrôle de compréhension.
Le 31 mars: Exposés oraux.
Le 2 avril: Exposés oraux.
Le 4 avril: Invités.
Le 7 avril: Commencement du film Gaz Bar Blues. Cartes de 3X5.
http://www.arts.yorku.ca/french/tempmap -- Fiche technique, Pre-visionnement, &
Compréhension générale. Deuxième événement culturel.
Le 9 avril: Gaz Bar Blues. Cartes de 3X5. http://www.arts.yorku.ca/french/tempmap -Analyse et discussion & Exploitation d’un extrait.
Le 11 avril: Gaz Bar Blues. Contrôle de compréhension.
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Le 14 avril: Exposés oraux. Deuxième événement culturel à rendre.
Le 16 avril: Commencement du film Québec – Montréal. Cartes de 3X5.
http://www.arts.yorku.ca/french/tempmap -- Fiche technique, Pre-visionnement, &
Compréhension générale.
Thursday, April 17 – Monday, April 21: EASTER BREAK – PAS DE CLASSE.
Le 23 avril: Québec – Montréal. Cartes de 3X5.
http://www.arts.yorku.ca/french/tempmap -- Analyse et discussion & Exploitation d’un
extrait.
Le 25 avril: Québec – Montréal. Contrôle de compréhension.
Le 28 avril: Exposés oraux.
Le 30 avril: Présentations de groupe sur le cinéma français vs. le cinéma québécois.
(Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum)
Le 2 mai: Présentations de groupe sur le cinéma français vs. le cinéma québécois. (Fulfills
Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core Curriculum)
La troisième rédaction sur le cinéma québécois est à rendre à 10h lundi 5 mai dans ma
boîte aux lettres à Churchill Tower 1016.
FRC 437: Francophone History and Culture Through Film I
Grading Form for “Rédactions”
Directions: Please proofread and examine your written work. To help you assess your
individual progress this semester, use the following rubric as a guideline and rate yourself
accordingly in the student column. The possible points for each category are listed between
parentheses at the end of each item description. Please staple this sheet to the front of your
written work.
Item
Student Evaluation
Instructor Evaluation
1.) The purpose of the composition
is clearly stated. (5 possible points)
_______________
________________
2.) The ideas are well developed and
include cross-cultural sensitivity as well
as film and historical analysis (25)
_______________
________________
(Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum)
3.) Outside sources are varied,
reflecting interdisciplinary connections,
and are properly documented. (15)
_______________
________________
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(Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum.)
4.) The sentences are well constructed,
with appropriate and consistent use of
verb tenses. (15)
_______________
________________
5.) The vocabulary is appropriate, varied
and broad in range so as to be precise and
expressive. Idioms are used properly and
there are no examples of “franglais.” (15)
_______________
________________
6.) General rules of grammar are
observed (e.g. subjects and verbs agree,
pronouns are used correctly). (10)
_______________
________________
7.) Words are spelled correctly. (5)
_______________
________________
8.) Overall, the composition is
coherent, original, and well structured,
with clear transitions. (10)
_______________
________________
________________
________________
Total points earned
Instructor Comments:
FRC 437: Francophone History and Culture Through Film I
Grading Form for Individual Oral Presentation
Item
Points earned
1.) The purpose of the presentation
is clearly stated. (5 possible points)
_______________
2.) The ideas are well developed,
organized, and include cross-cultural
sensitivity as well as film and historical
analysis. (20)
_______________
(Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum)
3.) Interdisciplinary connections and their
relevance to the topic are clear. (10)
_______________
(Fulfills Objectives 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum.)
4.) Outside sources are varied, reflecting
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interdisciplinary connections, and are
properly documented. (10)
_______________
(Fulfills Objectives 1B for Field 3 Arts Designation of the Core Curriculum.)
5.) Pronunciation is clear and fluent. (10)
_______________
6.) The vocabulary is appropriate, varied
and broad in range so as to be precise and
expressive. Idioms are used properly and
there are no examples of “franglais.” (10)
_______________
7.) General rules of grammar are
observed and sentences are well constructed
(e.g. subjects and verbs agree, pronouns are
used correctly, appropriate and consistent use
of verb tenses). (15)
_______________
8.) Overall, the presentation is
coherent, original, and well structured,
with clear transitions indicating careful
preparation. (10)
_______________
9.) Reaction/Appropriateness of
responses to questions (10)
________________
Total points earned
Instructor Comments:
________________
FRC 437: Francophone History and Culture Through Film I
Grading Form for Team Presentation
Item
Points earned
1.) The purpose of the presentation
is clearly stated. (5 possible points)
_______________
2.) The ideas are well developed,
organized, and include film and
historical analysis. (20)
_______________
(Fulfills Objectives 1A, 1B, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum)
3.) Connections to the film(s) and importance
of the film(s) to its culture are clear. (10)
_______________
(Fulfills Objectives 1A, 1C, 2A, and 2B for Field 3 Arts Designation of the Core
Curriculum.)
4.) Outside sources are varied and are
properly documented. (10)
(Fulfills Objectives 1B for Field 3 Arts Designation of the Core Curriculum.)
5.) Pronunciation is clear and fluent. (10)
_______________
14
6.) The vocabulary is appropriate, varied
and broad in range so as to be precise and
expressive. Idioms are used properly and
there are no examples of “franglais.” (10)
_______________
7.) General rules of grammar are
observed and sentences are well constructed
(e.g. subjects and verbs agree, pronouns are
used correctly, appropriate and consistent use
of verb tenses). (15)
_______________
8.) Overall, the presentation is
coherent, original, and well structured,
with clear transitions indicating careful
preparation. (10)
_______________
9.) Reaction/Appropriateness of
responses to questions (10)
________________
Total points earned
Instructor Comments:
________________