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A work entitled "Suicide" by Louis Aragon is used to illustrate how the reader must create the meaning of a poem. (MSE)

A nine-lesson plan illustrates a senior-level approach to "The Little Prince" that includes follow-up, consolidation, and review activities. Group and individual, oral and written exercises and suggestions for evaluation are provided. (MSE)

One teacher uses Robert Sabatier's novels in combination with Laurence Wylie's account of life in a French village to help students gain an awareness of French cultural values and mentality that surpasses an inventory of cultural traits, and to help the students reconsider their own cultural biases. (MSE)

An innovative examination of Rostand's "Cyrano" in an advanced placement program at the high school level is described. The class reads the original play, mostly out loud in class and memorizes three passages; then the film by Steve Martin is shown in class and comparisons are made. (MLW)

An approach to French literature appreciation uses two versions of a de Maupassant story. The approach provided students an opportunity to examine text structure and language usage, explore the process of revision, and compare the first and second versions of the author's efforts. (MSE)

Proposes the use of literary texts in the intermediate-level college second language course as a means of discovering tools for decoding and interpretation that will be useful to other language tasks. An approach to the introduction of texts includes preparatory exercises, discussion, and written analysis. (MSE)

A story by Guy de Maupassant is used to illustrate how a text may contain relationships that are not apparent at first reading but must be found through a new perspective of the author's use of language. (MSE)

The literature of the French language was researched to learn of any significant pedagogical events or trends occurring in the 87th year of each century. The findings from 1487 to the present are described. (MSE)

Explores how oral and print characteristics mesh or clash in "words-in-freedom," a form of visual poetry invented by Filippo Tommaso Marinetti. Analyzes Marinetti's poster-poem "Apres la Marne, Joffre visita le front en auto," highlighting the different natures of the two media and the coding difficulties occasioned by Marinetti's ideology of presence. (MM)

Examines the relationship of concrete poetry to "abstract" poetry (so labeled because its circular semantic play interferes with the image-forming aspect of representation). Analyzes the interrelations of these two types of poetry in the context of a poetic tradition centered in France. Asserts that both types aim to eradicate differences between the world and the text. (MM)

Analyzes the verse of the French poets Stephane Mallarme and Guillaume Apollinaire, contrasting their purposes in suppressing normal punctuation in their work. (MM)

This section consists of six essays dealing with: (1) current trends in French linguistics; (2) French possessive pronouns; (3) contemporary French novelists; (4) "happiness" in France; (5) the Belgian playwright Michel Ghelderode; and (6) the pedagogical use of popular songs. (AM)

Proposes an approach to French literature instruction that is less rigid than the traditional "commentaire de texte." (AM)

Presents results of a survey designed to determine the titles of books used in culture and literature instruction in Ontario secondary schools.

Discusses the use of cajun folklore and literature in French language instruction in Louisiana. (AM)

Provides guidelines for the high school professor of French literature, including materials selection and teaching methods. (AM)

Presents an analysis, used in a course on modern French literature and society, of Michel Tournier's novel "Le Roi des Aulnes." The analysis attempts to highlight the various levels of symbolism and the relationship between literature and history as found in the novel. (AM)

Presents a method for teaching poetry appreciation to an adult French-as-a-second-language class. (AM)

Suggests the use of audiovisual aids in the place of discursive language to teach poetry appreciation. Examples are provided for use with French poetry. (AM)

Discusses the problem of the British student of French confronted with French humor in classic and modern French literature. (AM)

Presents an annotated guide to humorous materials in French, including cartoons, poems, brief texts, and comic books, which may be used to introduce humor in the French classroom. References to other articles on this subject appearing in this journal are also included. (AM)

Discusses the nature of poetry and various approaches to teaching poetry at the college level. (AM)

Examines the French national character as revealed through "ethos studies," social science studies, and lexicographic references. French attitudes toward Americans are also presented. (Author/AM)

Examines the representation of Algerian and French authors in an anthology used as a textbook in the third year of the secondary cycle in Algeria's educational system. (AM)

Examines the social and cultural behavior patterns transmitted through French children's literature over the 40-year period between 1930 and 1975, and examines the extent to which these patterns make children "French." (AM)

Describes a course that uses translation of literary French into English to heighten students' awareness of the two languages and of literary composition. (AM)

Describes a program that had as its goal the cultural integration of French-and-Spanish speaking Black populations in elementary and intermediate college language courses. Several activities of the project are discussed. The 15 teachers taught francophone and hispanophone cultural materials according to their respective textbook and classroom situations. (PJM)

Describes experiment using the Personalized System of Instruction (PSI method) for teaching French literature at the undergraduate level. Presents method, grading procedures, and sample unit. (BK)

Using literature to teach French is an unpopular method but is seen here as a potentially valuable one. A method of "productive reading" integrates linguistic, symbolic, cultural, thematic, and stylistic elements in language learning. Exercises and examples are given. (MSE)

Proposes a novel approach to the teaching of writing for advanced language classes. This approach leads students working in pairs through various exercises that enable them to produce a text with given style characteristics. Students' texts are then discussed in class and finally compared with suitable literary models. (MES)

Discusses "La Naissance du Jour" a novel by Colette, focusing on the mother-daughter relationship that underlies the story, and explores the same theme in other fictional works by women writers. Devotes particular attention to the ambivalence that troubles these relationships when the heroines face heterosexual love. (MES)

Introduces a letter written by Eugene Ionesco in answer to questions on the interpretation of his plays. In his letter Ionesco discusses the creative process as a blend of ideological and emotional motifs, seen, respectively, as the expression of the conscious and the unconscious (or subconscious) mind. (MES)

Narrates Quebec women's struggle for liberty of expression, liberty before the laws and liberty in their lives, stressing the differences between French and American feminist movements. Introduces a bibliography of Canadian publications on the status of women including: bibliographical sources, general studies, documents, resources, and contemporary Quebec women's publications. (MES)

Discusses the use of standardized reading lists in graduate programs in French in the U.S. Provides lists of titles and statistical information so faculty and students in graduate programs may compare lists and general trends. (EKN)

This survey of paper quality of French-language holdings in history and literature (1860-1914) at Wilson Library reveals that a serious decline in paper quality in French books began around 1885 and continued through the rest of the period. Data on specific publishers and 14 references are included. (EJS)

Roger Ikor's 1972 novel "Le Tourniquet des innocents" is proposed for advanced university-level French culture courses, illustrating how the study of a contemporary novel can be integrated into cultural education. Classroom activities suggested include text analyses, study of cultural themes, and preparation of a lexicon featuring cultural connotations. (MSE)

Four activities are offered for French second-language classroom use: an exercise to aid comprehension of indicative and subjunctive mood; a lesson in making bread and jam, designed for young children; a study of narration within a novel, using a Guy de Maupassant story; and an exercise in discourse analysis. (MSE)