Академический Документы
Профессиональный Документы
Культура Документы
2015/2016
French
Business studies and French
Bess (French option)
Soc.Soc.Pol. (French option)
Business and Law (French option)
Junior Freshmen
&
FR1050
BSF only French Writing Skills 1
Please note that a Word© version of this document is available from the French Department
(e-mail tcorbett@tcd.ie) on request.
French Department
School of Languages, Literatures and
Cultural Studies
Faculty of Arts, Humanities and Social
Sciences
2015/16
FR1040 Dates for your diary 10 ECTS Module= MT + HT
Details are correct at the time of publication. Some changes might be necessary later
on.
MT MCQ vocabulary and grammar – Wednesday 16th December 2015@ 2pm room 2039
HT MCQ vocabulary and grammar – Wednesday 30th March 2016 @ 2pm room 2039
Oral exams: Week following the last teaching week of HT. Make sure you are in Dublin
that week!
Students who have to take French again (supplemental) or students taking special
examinations will do so in the supplemental examinations period. The timetable for
written examinations is prepared in July or August by the examinations office. Aural and
oral components for these exams will normally take place on the same day as the written
supplemental exam. If the written examination is scheduled for the morning, aural and
oral examinations will normally start at 14.00 that day. If the written examination is
scheduled in the afternoon, the aural and orals will normally take place in the morning.
Please see the noticeboard near 4089 for oral and aural timetable details.
1
FR104A 5ECTS Module= MT ONLY Law and French students only
Dates for your diary
Details are correct at the time of publication. Some changes might be necessary later
on.
MT MCQ vocabulary and grammar – Wednesday 16th December 2015@ 2pm room 2039
- one ORAL TEST oral test (40% of module)to take place at the end of MT either in the last teaching
week or during the following week, subject to staff and room availability;
- one WRITTEN CLASS TEST (duration= 50mn) (50% of module) in December normally during the last
teaching week of MT (time, date and place to be advised, depending on room availability).
Students who have to take French again (supplemental) or students taking special
examinations will do so in the supplemental examinations period. The timetable for
written examinations is prepared in July or August by the examinations office. oral
components for these exams will normally take place on the same day as the written
supplemental exam. If the written examination is scheduled for the morning, aural and
oral examinations will normally start at 14.00 that day. If the written examination is
scheduled in the afternoon, the aural and orals will normally take place in the morning.
Please see the noticeboard near 4089 for oral and aural timetable details and/or contact
Ms Corbett at tcorbett@tcd.ie
2
New Regulations Regarding Plagiarism
• http://tcd-ie.libguides.com/plagiarism
• Ready, Steady, Write – must complete
• Declaration with every assessment
Table of contents
3
1. A Note on this Handbook
2. Introduction
3. Staff Contacts
4. General Information
8. Peer Learning
4
1. A Note on this Handbook
This handbook applies to all first year students of Business Studies and
French; Bess, Soc.Soc.Pol and ‘Business and Law’ students who chose
French as an option. The two modules, FR1040 and FR1050 are taught
by the French department, School of Languages, Literatures and
Cultural Studies (SLLCS). The handbook provides a guide to what is
expected of you on this programme, and the academic and personal
support available to you. Please retain for future reference.
5
2. Introduction
Welcome to the French Department, School of Languages, Literatures and Cultural
Studies, in Trinity College.
Business Studies and French will be taking 2 French modules during their first year
(Junior Freshmen). Other students will be doing one French module only.
FR1040, BESS French Language and Civilisation is also open to students studying
BESS, Business and Law, Sociology and Social Policy or Social Studies. This
module is part of what we often describe as the BESS French programme and has
been specifically designed for students taking the above courses and Business
Studies and French.
FR104A Law and French students will take this module only during the first
semester (Michaelmas Term or MT). The content of is the same as for FR1040 MT.
FR104A exams normally take place in December (see dates below).
FR1050, BSF French Writing Skills, is specific to Business Studies and French
students.
We hope that you will enjoy these modules. They aim to provide you with a better
understanding of many aspects of contemporary France, to help you improve your
oral and written French and develop your language learning skills so that you can
become independent learners.
The approach used is based on the principle that the best way to learn a language is
to use it. This means that we expect you to participate fully in the range of activities
on offer. The modules are delivered through French, so as to maximise your
contacts with the language. For some of you, this may be a new approach; others
will already have a similar experience. Don’t worry, we know that it will take time for
some of you to adjust, but we can guarantee that if you engage fully with us and with
all the facets of the course (including the self-guided and self-access components),
you will benefit from it and find that by the end of the first semester, attending a
lecture in French, listening to a television broadcast, writing essays and discussing
aspects of French society with other students will have become much easier.
If you have any questions, don’t hesitate to contact the module coordinator.
We wish you all the best for your first year in Trinity.
6
3. Staff Contacts
Staff contacts Room (Arts
Building, French
department)
Office hours will
be posted on
the door of the
relevant office
Dr Paule Course and 4113 psalerno@tcd.ie 01 896 1472
Salerno-O’Shea Module
Coordinator for
FR1040;
FR104A;
FR1050.
4. General Information
7
The BESS/BSF French notice board is located next to room 4094 on
level 4 of the Arts Building.
You may also use the computers in the Public Access Computer rooms.
8
Teaching term dates and timetable
For FR1040, please check your timetable after the Christmas holidays as
there might be time and/or room changes. Please note that after Christmas,
lectures and tutorials will both start in the first teaching week of Hilary term.
Socrates – Erasmus
All BSF students spend their 3rd year abroad, on successful
completion of their second year (Senior Freshmen)
9
5. The European Credit Transfer System (Ects)
The European Credit Transfer and Accumulation System (ECTS) is
an academic credit system based on the estimated student workload
required to achieve the objectives of a module or programme of study.
It is designed to enable academic recognition for periods of study, to
facilitate student mobility and credit accumulation and transfer. The
ECTS is the recommended credit system for higher education in
Ireland and across the European Higher Education Area.
10
6. Description of Module FR1040
Course overview
11
Hilary Term (second semester)
The French Economy
Teaching weeks:
Week 1: Agriculture
Week 2: Industry
Week 3: The service sector
Week 4: French international trade
Week 5: Employment and unemployment in France
Week 6: The budget
Week 7: Study Week (no lectures, no tutorials)
Week 8: State intervention in France
Week 9: The economy of France: recent developments 1
Week 10: The economy of France: recent developments 2
Week11: Revisions and MCQ test
Week 12: Revisions and MCQ test
Note: Due to bank holidays, it might be necessary to hold one of the
MCQs during week 10.
Learning Outcomes
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use authentic sources and course materials to develop their
vocabulary and other language competencies;
describe, compare and contrast the situation in France and
Ireland in the context of a discussion with French native
speakers;.
Teaching Information
1. In the early part of the week, you should do some preparatory lexical
work on the theme for the week. The activities also include grammar
and language points. Most teaching materials will be available
electronically, either by e-mail or by other electronic means (2
hours/week).
13
4. A reading comprehension task to be completed before your tutorial.
A document will be available for downloading and printing or will be sent
to you by e-mail. Print the document, do the various tasks and bring it to
your tutorial class every week.
(1 hour/week)
Module timetable
14
Please check the noticeboard near 4094 and my.tcd.ie for timetable
information.
Teaching methods
The course combines lectures, listening and reading comprehension
activities, sessions, guided private study, tutorials and personal work. All
lectures and tutorials are conducted in French. Each week’s teaching is
centred on a specific topic.
Key texts
A one-volume bilingual dictionary, such as Robert-Collins or Oxford-
Hachette or on-line equivalent. Pocket dictionaries are not sufficient.
Lecture hand-outs and other course materials are either sent by e-mail
to your TCD e-mail account or made available in another electronic
format. Materials for the tutorials are handed in during the tutorial class.
Assessment methods
Continuous assessment
MCQ tests will take place during the 12th teaching week of MT, and at the
end of HT (weeks10 or 11 or 12), depending on bank holidays and room
availability. (7.5% of overall FR1040 mark each).
Failure to sit MCQs will result in a mark of 0/100 unless a medical
certificate is presented to the BESS French Office in room 4089.
Students are expected to be available during term time for continuous
assessment tests.
15
2. Une famille formée de 2 parents et de leurs enfants est une famille
...............
A – atomique B - nucléaire C - normale D- biparentale
Examinations
Summer examinations:
3-hour written paper (reading comprehension), 35 % of final mark.
See http://www.tcd.ie/Local/Exam_Papers/ for past papers
16
An oral examination during Trinity Week, 25 % of final mark.
An aural test, during week 10 or 11 or 12 (depending on bank
holidays and room availability) of Hilary Term, 20 % of final mark.
Students must satisfy the examiners with respect to both oral and
aural assessments and written examinations.
Supplemental examinations:
3-hour written paper (reading comprehension), 50 % of final mark.
An oral examination, 25 % of final mark.
An aural test, 25 % of final mark.
The results of the supplemental examinations are only based on the
components above. Neither the MCQ nor attendance marks are
included.
Students must satisfy the examiners with respect to both oral and
aural assessments and written examinations.
Students must be available during the whole supplemental
examination period.
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F1 Fail 1 Weak 30-39%
F2 Fail 2 Extremely weak 0-29%
Grading Criteria
• The following grade profiles are general and typical: a candidate may
not fit all aspects of a profile to fall into that grade band.
• The criteria set out below are applied in a manner appropriate to the
Junior Freshman year.
• Allowance is made for work that is written under examination
conditions, i.e. where time is limited and there is no access to
dictionaries or other resources.
I (70+)
Language –
Near-native competence in conveying communicative intention
fully;
Very high degree of fluency in appropriate style and register;
(Near-) perfect grammatical precision.
Within scope of exercise, ability to employ complex language and
varied structures and a wide range of appropriate lexis and idiom;
Highly successful balance between independent formulation and
accurate content.
.
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Content
Precise understanding and well-focused answer to question;
Consistently renders factual content with almost flawless accuracy.
Shows high degree of awareness of sophisticated rhetorical
strategies.
Thorough and subtle comprehension of implied points with a high
degree of accuracy.
II.1
Language –
High degree of fluency in appropriate style and register;
High degree of grammatical accuracy, ability to convey
communicative intention clearly, with minor errors only;
Within scope of exercise, ability to command and vary language
structures, appropriate lexis and idiom, with minor errors only.
Some attempt at balance between independent formulation and
accurate content.
Content
Good understanding and clear answer to question;
Consistently renders factual content with high degree of accuracy,
avoiding major misunderstanding of the original;
Shows some awareness of sophisticated rhetorical strategies.
Accurate comprehension of implied points.
II.2
Language –
Fluent, at an acceptable level of complexity in appropriate style
and register;
Satisfactory communicative ability, but with a number of major
grammatical and lexical errors, which do not impair communication
significantly;
Within scope of exercise, largely successful attempt to employ
appropriate language structures, with predictable range of lexis
and idiom;
Some attempt at own formulation, but over-reliance on text of the
original.
Content
Adequate understanding and solid answer to question;
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Renders factual content accurately with a fair degree of
consistency, but with some major lapses of understanding;
Shows some basic awareness of rhetorical strategies or implied
points.
III
Language –
Intelligible, though not always accurate or at an appropriate level
of complexity in style and register;
Basic communicative ability, but with many major grammatical and
lexical errors, which impair communication in places;
Within scope of exercise, unsuccessful or no attempt to employ
appropriate language structures, with very basic range of lexis and
idiom;
No attempt at reformulation, imbalance between own simple
phrasing and almost verbatim quotation from the original.
Content
Basic, sometimes inadequate understanding and unfocused
answer to question;
Factual accuracy either defective or only in the simplest form,
significant confusion and problems of understanding;
Shows no awareness of rhetorical strategies or implied points.
F1
Language –
Predominantly inaccurate usage, at an inappropriate level of style
and register;
Lacks basic communicative ability, high incidence of basic
grammatical and lexical errors, which frequently impair
communication;
Within scope of exercise, inability to employ appropriate language
structures; serious errors even within very limited range of lexis
and idiom;
No attempt at reformulation of quotation from the original;
inaccurate quotation.
Content
Inadequate understanding and failure to answer question;
20
Completely inaccurate or confused reproduction of facts, little
grasp of content;
Poor grasp of lexis and structures leads to major failure in
comprehension;
Shows no awareness of rhetorical strategies or implied points.
F2
Work in the F2 range will reveal some or all of the weaknesses noted
under F1, but to a greater, perhaps extreme, extent. Almost complete
failure to comprehend original; grammatical and lexical deficiencies
entirely impede intelligibility.
Oral Examinations
21
• Confidence and ability to discuss a range of topics at an appropriate
level of abstraction
• Very high level of strategic competence
• No comprehension difficulties in an interactive situation
• Can respond very fluently to questions on the subject matter and
engage effortlessly in dialogue with the examiners.
II.1 60-69 This grade indicates a very competent standard of work. Oral
performance in this range will demonstrate some, though not necessarily
all, of the following:
• Very good level of fluency and accuracy: the language is spoken with
minor mistakes in lexis, syntax, morphology and pronunciation
• Attempts complex and idiomatic language, employing a range of
appropriate lexis with minor errors only
• Tone, register and style consistently suited to the setting and task
• Confidence and ability to discuss a range of topics
• High level of strategic competence
• Only minor comprehension difficulties in an interactive situation
• Can respond with a high level of fluency to questions on the subject
matter and engage confidently in dialogue with the examiners.
22
III 40-49 Work in this grade will demonstrate some limited ability to
express oneself orally in the L2, but contain major weaknesses.
• Very low level of fluency and accuracy, with very frequent mistakes in
lexis, syntax, morphology and pronunciation, which can result in
unintelligibility.
• Cannot use even limited and basic vocabulary and syntax with any
degree of accuracy. Extensive evidence of anglicisms.
• Tone, register and style not suited to the setting and task
• Lack of confidence and ability to discuss a range of topics at even the
lowest level of abstraction and with significant simplification
• No evidence of strategic competence in the L2 and, hence, frequent
recourse to English
• Significant comprehension difficulties
• Responds inadequately to questions on the subject matter and cannot
engage satisfactorily in dialogue with the examiners
F2 0-29 Oral communication skills in the F2 range will reveal some or all
of the weaknesses noted under F1, but to a greater, perhaps extreme,
extent.
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• Fluency and accuracy lacking completely; mistakes in lexis, syntax,
morphology and pronunciation render the speaker unintelligible
• Cannot use even limited and basic vocabulary and syntax with any
degree of accuracy. Extensive evidence of anglicisms.
• Tone, register and style not suited to the setting and task
• Inability to discuss a range of topics at even the lowest level of
abstraction and with significant simplification
• No evidence of strategic competence
• Very significant comprehension difficulties
• Responds wholly inadequately to questions on the subject matter and
is incapable of engaging in dialogue with the examiners
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7. Description of Module FR1050
BSF FRENCH WRITING SKILLS 1
Course overview
Grammar programme:
Michaelmas Term:
Week 1: functions; subject/verb;
Week 2: functions; adverbial phrases (of time, place and manner)
Week 3: functions; direct/indirect objects;
Weeks 4 & 5: verb constructions – directly and indirectly transitive,
distransitive and intransitive verbs
Week 6: conjugations; present.
Week 7: study week - revisions
Week 8: conjugations; 3 groups + être et avoir (all tenses)
Week 9: conjugations; perfect and agreement of past participle
Week 10: conjugations; imperfect and pluperfect
Week 11: conjugations; future and conditional
Week 12: Revisions
Hilary Term
Week 1: conjugations; subjunctive (present)
Weeks 2 & 3: using the various tenses: perfect and imperfect
Week 4: using the various tenses: conditional
Weeks 5 & 6: using the subjunctive; how and when to avoid it
Week 7: active and passive voice
Week 8: study week - revisions
25
Week 9: question formation
Week 10: simple relative pronouns; qui/que
Week 11: simple relative pronouns; dont
Week 12: personal pronouns le/la/lui and revisions.
Learning Outcomes
Teaching Information:
2. Attend tutorials
Tutorials will be conducted mostly in French and will focus on written
French. The main emphasis will be on developing your writing skills and
your accuracy but will also include reading/viewing French materials
(newspaper articles, textbook extracts, audio and video documents, web
pages, etc.).
26
The topics from module FR1040 will be used as a thematic basis but
other subjects will also be explored.
2 h/week
3. Writing task
Every week, you will be given a writing task. You are expected to
complete it and then to edit and review it on the basis of the feedback
you will receive.
2 h/week
Module timetable
Key texts
27
.
Assessment methods
Examinations
Summer examinations:
One three-hour examination paper (JF BSF French Writing Skills,
XFR10501) in May-June
Students must satisfy the examiners with respect to the written examinations.
Supplemental examinations:
One three-hour examination paper (JF BSF French Writing Skills,
XFR10501)
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1 First Excellent 70-100%
2.1 Upper Second Good 60-69%
2.2 Lower Second Quite good 50-59%
3 Third Adequate 40-49%
F1 Fail 1 Weak 30-39%
F2 Fail 2 Extremely weak 0-29%
Grading Criteria
• The following grade profiles are general and typical: a candidate may
not fit all aspects of a profile to fall into that grade band.
• The criteria set out below are applied in a manner appropriate to the
Junior Freshman year.
• Allowance is made for essays that are written under examination
conditions, i.e. where time is limited and there is no access to
dictionaries or other resources.
Language
• Rich, complex and idiomatic language, employing a wide range of
appropriate lexis correctly;
• Tone, register and style wholly suited to the chosen task;
• Virtually free from grammatical error;
• Showing a very high degree of command of the structures of the
language;
Content
• Excellent knowledge and understanding of the subject matter;
• Independent thought of high quality reflected in an original and
imaginative handling of the subject matter;
• Comprehensive treatment of the question;
• Clear evidence of additional research which goes beyond the content
of lectures and set reading;
• Incisive critical and analytic ability;
29
• Excellent structure and organisation with a very high degree of
coherence and cohesion throughout
• Rigorous, entirely relevant and conclusive argument supported by
evidence from (where appropriate) primary and secondary sources.
• Guided writing (if applicable): very skilful handling of the stimulus
material
Language
• Convincing attempt to use complex and idiomatic language and to
employ a wide range of appropriate lexis with minor errors only;
• Tone and register consistently suited to the task;
• Some grammatical errors, mostly of a minor nature;
• Showing a good degree of command of the structures of the language
with the occasional lapse;
Content
• Very good knowledge and understanding of the subject matter;
• Convincing attempt at independent thought reflected in an intelligent
approach to the handling of the subject matter;
• Deals with all points raised by the question;
• Evidence of some additional research which goes beyond the content of
lectures and set reading;
• Evidence of independent critical response and analysis of the
literature;
• Generally well organised and structured but lacking coherence and
cohesion in places;
• Generally rigorous, relevant and conclusive argument;
• Guided writing (if applicable): Skilful use of stimulus material
Language
30
• Language at an acceptable level of complexity with an adequate but
predictable range of lexis, and with a number of significant lexical
errors;
• Makes a number of major grammatical errors, but without impairing
comprehension and communication significantly;
• Tone and register not always suited to the task;
• Showing some confidence in the command of the language, but with
quite frequent lapses;
• Some anglicisms;
Content
• Shows good knowledge of the subject matter, but may be narrow, or
somewhat superficial in frame of reference;
• Candidate discusses some, but not all of the points raised by the
question;
• Generally capable, but unimaginative approach to the question;
• Relies largely on lecture notes and set reading with limited evidence of
additional research;
• Reluctant to engage critically with primary and secondary literature;
• Satisfactory organisation of material;
• Development of ideas uneven and may not always be focused
precisely on the question;
• Argument may lack rigour, relevance and be inconclusive: there may
be some contradiction or inadequately explained points;
• Tendency to be narrative or descriptive, rather than analytical
• Guided writing (if applicable): satisfactory use of stimulus material
III 40-49 Work in this grade will demonstrate some limited though
acceptable knowledge of the subject, but will be too simplistic or brief, or
contain other major weaknesses.
Language
• Language lacks complexity; some basic knowledge of lexis but lacks
variety and contains frequent and significant errors;
• Tone and register frequently not suited to the task;
• Frequent and serious grammatical errors, which impede
comprehension and communication;
31
• Limited ability to manipulate language resulting in simple ‘translated’
language which contains many anglicisms
Content
• Demonstrates some knowledge of the subject matter, but generally
narrow, or superficial in frame of reference;
• Fails to discuss many of the points raised by the question;
• Some relevant points made, but not always supported by relevant
evidence; tendency to unsupported assertions
• Reliance on uncritical reproduction of lecture notes; no evidence of
additional reading;
• Limited ability to organise material
• Structure lacks coherence and cohesion
• Argument lacks rigour and clarity and is inconclusive;
• Descriptive with limited ability to develop ideas
• Guided writing: poor use of the stimulus material
Language
• Language is simplistic with very limited knowledge of lexis and very
high level of error frequency in choice and use of very basic words;
• Tone and register not suited to the task;
• Very frequent and serious grammatical errors, which seriously impede
comprehension and communication
• Very little command of language resulting in simple ‘translated’
language which consists largely of anglicisms
Content
• Demonstrates very limited knowledge of the subject matter with little
reference beyond it
• Content largely irrelevant and disorganised
• Misses important implications of the question
• Little or no evidence of use of lecture notes or any additional reading
• Structure almost wholly lacking in coherence and cohesion
• Very limited ability to develop ideas
• Entirely descriptive
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• Poorly documented sources
• Guided writing (if applicable): inadequate use of stimulus material
F2 0-29 Written work in the F2 range will reveal some or all of the
weaknesses noted under F1, but to a greater, perhaps extreme, extent.
Language
• Knowledge and range of lexis almost non-existent; the level of error
frequency in choice and use of even the most basic words is
unacceptably high;
• Tone and register not suited to the task;
• Frequency and seriousness of grammatical errors mean that
comprehension and communication are impossible;
• No command of the structures of the language
Content
• Virtually no knowledge of the subject matter
• Fails to understand and to address the question
• Content irrelevant and disorganised
• No evidence of secondary reading
• Structure is without cohesion and coherence
• No evidence of ability to develop ideas
• Lack of supporting material, sources not documented;
• Guided writing (if applicable): no use of source material
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8. PEER LEARNING
Peer Learning was first set up in various language departments in Trinity
in 2001-02 and has grown ever since. We strongly recommend that you
take part in it.
For further information, see:
https://www.tcd.ie/langs-lits-cultures/peerlearning.php
It involves working with other students to get the most from your course.
Peer Learning is about learning actively – discussing, practising, working
out problems together, planning how to go about studying – whatever it
is you want or need at a particular moment in time. Peer learning is run
by students, for students; it’s for everyone in first year. It is offered in the
following languages: French, German, Italian, Polish, Russian, Polish
and in Classics. Each peer learning group is facilitated by a peer tutor,
usually a second year student.
34
Offers a less formal learning environment
How does it work?
There are weekly sessions facilitated by a second-year student (“peer
tutor”) from your course. The peer tutor has just completed your course
so he/she has a good idea of what you are experiencing. Peer tutors
can offer advice and suggestions, help with how to study in university,
guide discussion and help you be successful.
How can you participate?
During the first week of term announcements will be made, peer tutors
will visit your classes and you will be sent emails with information on
how to join a peer learning group.
35
(v) Examination scripts are retained by schools and departments for thirteen months
from the date of the meeting of the court of examiners which moderates the marks in
question and may not be available for consultation after this time period.
46 Re-check/re-mark of examination scripts
(i) Having received information about their results and having discussed these and
their performance with the director of teaching and learning (undergraduate) or the
head of department and/or the appropriate staff, students may ask that their results
be reconsidered if they have reason to believe:
(a) that the grade is incorrect because of an error in calculation of results;
(b) that the examination paper specific to the student’s course contained questions
on subjects which were not part of the course prescribed for the examination; or
(c) that bias was shown by an examiner in marking the script.
(ii) In the case of (a) above, the request should be made through the student’s tutor
to the director of teaching and learning (undergraduate) or course co-ordinator as
appropriate.
(iii) In the case of (b) and/or (c) above, the request should be made through the
student’s tutor to the Senior Lecturer. In submitting such a case for reconsideration
of results, students should state under which of (b) and/or (c) the request is being
made.
(iv) Once an examination result has been published it cannot be amended without
the permission of the Senior Lecturer.
(v) Requests for re-check or re-mark should be made as soon as possible after
discussion of results and performance and no later than twelve months from the date
of the meeting of the court of examiners which moderated the marks in question.
(vi) Any student who makes a request for re-check or re-mark that could have
implications for their degree result is advised not to proceed with degree conferral
until the outcome of the request has been confirmed.
36
the appeal is attempting to achieve on the student’s behalf, e.g. permission to repeat
the year, special supplemental etc. The attention of those bringing an appeal is
directed to the assistance offered by the school or course administrators and the
undergraduate studies staff in the Office of the Vice-Provost in helping them to
complete their records, provide copies of medical certificates and other appropriate
documents.
[...]
Any student who has an appeal underway that could have implications for their
degree result is advised not to proceed with degree conferral until the outcome of
the appeal has been confirmed.
37
Statement on Plagiarism
IMPORTANT
PLAGIARISM
Note to Students
To ensure that you have a clear understanding of what plagiarism is, how Trinity deals
with cases of plagiarism, and how to avoid it, you will find a repository of information at
http://tcd-ie.libguides.com/plagiarism
We ask you to take the following steps:
(i) Visit the online resources to inform yourself about how Trinity deals with
plagiarism and how you can avoid it at http://tcd-ie.libguides.com/plagiarism . You should
also familiarize yourself with the 2015-16 Calendar entry on plagiarism located on this
website and the sanctions which are applied;
(ii) Complete the ‘Ready, Steady, Write’ online tutorial on plagiarism at http://tcd-
ie.libguides.com/plagiarism/ready-steady-write. Completing the tutorial is compulsory for
all students.
(iii) Familiarise yourself with the declaration that you will be asked to sign when
submitting course work at http://tcd-ie.libguides.com/plagiarism/declaration;
(iv) Contact your College Tutor, your Course Director, or your Lecturer if you are
unsure about any aspect of plagiarism.
Plagiarism is defined as being ‘the wrongful act of taking the product of another
person’s mind and presenting it as one’s own’ (A. Lindey, Plagiarism and Originality,
1952, p.2). It can arise from actions such as:
Everyone gets a large proportion of their ideas from elsewhere: indeed you should
make use of other people’s writings. However, it is important that you distinguish
clearly between your own words and the ideas and words of someone else. Direct
quotations must be indicated by quotation marks and an indication of the source, with
a page number and a reference traceable through your bibliography. When you
paraphrase someone else’s work, it is enough to indicate the source, with a page
number and a reference to the bibliography. The bibliography should list all the works
you have consulted, not only those that you quote from. Including a work in the
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bibliography is not sufficient: you must indicate the source of any quotation or
paraphrase in the body of your work.
Your attention is drawn to the entries in the College Calendar which deal with
plagiarism. The Calendar is available on line at
http://www.tcd.ie/calendar/part1/ (click on General Regulations and
Information (PDF, 116 kB). You should in particular consult paragraphs H37 , 41
and 43 and H70 to 78 (in the 2008-09 Calendar these paragraphs are on pages H8-
9 and H16-18).
In accordance with the Calendar regulations the School and its component
departments regard plagiarism as a serious offence which may lead to a 0 mark for
the work submitted and possibly to disciplinary action by College.
Students should note that, in addition to downloading material from the World Wide
Web, asking native speakers in your target language to correct work is also defined
as plagiarism and will be monitored and penalised.
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EXTRACTS FROM THE CALENDAR
37 Except as provided for below, candidates for examination are forbidden during
an examination to do or to attempt to do, any of the following: to have in their
possession or consult or use any books, papers, notes, memoranda, mobile phones
or written or electronic material of any nature or to copy from or exchange information
with other persons or in any way to make use of any information improperly obtained.
[…]
41 Any breach of this regulation is regarded as a major offence for which a student
may be expelled from the University.
[…]
43 Examinations or other exercises which are part of continuous assessment are
subject to the same rules as other College examinations. Where submitted work is
part of a procedure of assessment, plagiarism is similarly regarded as a serious
offence and is liable to similar penalties. (Calendar 2008-9, p. H8-9, § 37 , 41 and
43)
Plagiarism
71 Plagiarism can arise from deliberate actions and also through careless thinking
and/or methodology. The offence lies not in the attitude or intention of the
perpetrator, but in the action and in its consequences.
All the above serve only as examples and are not exhaustive.
40
Students should submit work done in co-operation with other students only when it
is done with the full knowledge and permission of the lecturer concerned. Without
this, work submitted which is the product of collusion with other students may be
considered to be plagiarism.
72 It is clearly understood that all members of the academic community use and
build on the work of others. It is commonly accepted also, however, that we build
on the work of others in an open and explicit manner, and with due
acknowledgement. Many cases of plagiarism that arise could be avoided by
following some simple guidelines:
(i) Any material used in a piece of work, of any form, that is not the original thought
of the author should be fully referenced in the work and attributed to its source.
The material should either be quoted directly or paraphrased. Either way, an
explicit citation of the work referred to should be provided, in the text, in a
footnote, or both. Not to do so is to commit plagiarism.
(ii) When taking notes from any source it is very important to record the precise
words or ideas that are being used and their precise sources.
(iii) While the Internet often offers a wider range of possibilities for researching
particular themes, it also requires particular attention to be paid to the distinction
between one’s own work and the work of others. Particular care should be taken
to keep track of the source of the electronic information obtained from the Internet
or other electronic sources and ensure that it is explicitly and correctly
acknowledged.
73 It is the responsibility of the author of any work to ensure that he/she does not
commit plagiarism.
74 Students should ensure the integrity of their work by seeking advice from their
lecturers, tutor or supervisor on avoiding plagiarism. All schools and departments
should include, in their handbooks or other literature given to students, advice on
the appropriate methodology for the kind of work that students will be expected to
undertake.
7
The director of teaching and learning (undergraduate) may also attend the meeting as appropriate. As an
alternative to their tutor, students may nominate a representative from the Students’ Union to accompany
them to the meeting.
41
Junior Dean, who will interview the student and may implement the procedures as
referred to under CONDUCT AND COLLEGE REGULATIONS §2.
76 If the head of school forms the view that plagiarism has taken place, he/she must
decide if the offence can be dealt with under the summary procedure set out
below. In order for this summary procedure to be followed, all parties attending
the informal meeting as noted in §73 above must state their agreement in writing
to the head of school. If the facts of the case are in dispute, or if the head of
school feels that the penalties provided for under the summary procedure below
are inappropriate given the circumstances of the case, he/she will refer the case
directly to the Junior Dean, who will interview the student and may implement the
procedures as referred to under CONDUCT AND COLLEGE REGULATIONS §2.
77 If the offence can be dealt with under the summary procedure, the head of
school will recommend to the Senior Lecturer one of the following penalties:
(a) that the piece of work in question receives a reduced mark, or a mark of zero; or
(b) if satisfactory completion of the piece of work is deemed essential for the student
to rise with his/her year or to proceed to the award of a degree, the student may
be required to re-submit the work. However the student may not receive more
than the minimum pass mark applicable to the piece of work on satisfactory re-
submission.
78 Provided that the appropriate procedure has been followed and all parties in §73
above are in agreement with the proposed penalty, the Senior Lecturer may approve
the penalty and notify the Junior Dean accordingly. The Junior Dean may nevertheless
implement the procedures as referred to under CONDUCT AND COLLEGE
REGULATIONS §2. (Calendar 2008-9, p. H16-18, § 70 to 78)
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10. Useful Guidelines
So what does this mean? Although this research is a bit dated and
culture specific, we can still learn a few lessons from it.
2
Source: http://www.lingualearn.co.uk/learners/advice.htm
3
Naiman N. et al., 1978, The good language learner: a report, Ontario Institute for Studies in
Education, 1978
43
The most frequently used techniques (Naiman et al., 1978) by Good
Language Learners were:
Study Skills
If you are going to learn a foreign language, you might need to brush up
your general study skills first. This means you should attend to issues
such as:
Organisation
44
The weekly Listening Comprehension task is compulsory and starts in the
first teaching week of Michaelmas term. You are required to work on your
own, using the facilities described on page 5.
The worksheets contain all the information and instructions you require to
complete the tasks.
If you found the listening comprehension tasks difficult, or if you got things
wrong, we suggest that you have another go, using the correct answers
to guide you.
The tasks and activities are designed to help you to understand the
documents and to improve your listening comprehension. They are not
tests (but you will be tested at the end of the year).
Evaluation
Advice
45
3. Very often, the task will start with warm-up activities, prior to the actual
listening. Don’t skip them: they are important as they help you by focusing
your mind on the topic before you start listening. Research shows that it
helps to mobilise the part of your brain where you store your lexical
knowledge.
4. Don’t expect to be able to do the task after listening just once. Listen
again and again: 2, 3, 4 or even 5 times! Practice and repetition are crucial
in language learning. By listening several times to the same extract, you
will notice things that you did not the first time round.
6. If you have any difficulties, talk to your French tutor: don’t hesitate, other
students are very likely having the same difficulties.
7. If you have some spare time, try to watch French TV or DVDs (self-
access TVs in CLCS, on-line videos, etc). You can also borrow DVDs to
watch in College from room 4091. Just ask!
Lecture guidelines
The lectures are delivered in French. You may find this daunting but
you will be helped and guided along the way.
By the time you attend the lecture, you will have learnt some specialised
vocabulary linked to the theme for the week, you will have listened to
46
authentic documents on a related topic and you may also have done
some reading comprehension activities, so you will have some familiarity
with the content.
You are not required to write down everything the lecturer says! Jot
down new ideas and important points if they are not included in the
slide.
The written exam for FR1040 will test your ability to understand texts on
topics covered during the course. To make sense of these texts (and of
the Listening Comprehension materials), you need to master the main
points of the lectures, the trends and evolutions.
The oral exam will require you to discuss topics linked to the lecture
content.
Remember that if you do not attend the lectures, you can only catch up
on the content covered in the notes sent by e-mail by the lecturers
(lecturers always say more than is written down on a PowerPoint
presentation!) and that you will miss the exposure to native speakers
delivering lectures in French. You might regret it when it comes to the
listening comprehension tests, the oral exam or when you sit in a lecture
theatre in France during your Socrates exchange.
Tutorial guidelines
The tutorials aim to give you the opportunity to apply and use what you
have learnt during the week, and practice it with your fellow students
under the guidance of a French native speaker.
47
The tutorials are conducted in French and you will be asked to
participate in a range of activities, such as pair or group work or
presentations.
We are trying to maximise the opportunity to speak for each student.
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11. Student Supports
Remember that there are people here whose job is to help and support
you!
If you need advice on Study Skills, why not check what’s on offer
at http://www.tcd.ie/Student_Counselling/student-
learning/undergraduate/subjects/study-skills/
Careers Advisory Service (They can also help with summer work
experience!) http://www.tcd.ie/Careers/students/
Chaplains http://www.tcd.ie/Chaplaincy/
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