<p>Does anyone know anything about Emory's French Department. I'm looking to minor in French, but I don't have much of a desire to do French Literature. I've looked at the courses Emory offers and there are some that seem decent. I'm looking to improve my speaking and writing, mainly. </p>
<p>Just wanted to know if anyone had taken any French courses and what they thought. On Learnlink, there was a discussion in which someone said that Dana was not a good professor, but Coropceanu was excellent. It's funny because I actually sent Dana an e-mail asking of she thought I could be in French 310. Writing Skills in French, and pretty much since I wrote to her in French, she thought that I should be in a more advanced course....I'm actually kind of intimidated, so if anyone has taken any 300-level French courses, any advice would be much appreciated!</p>
<p>I took 310 with Coropceanu. She made us write a large volume of worthless compositions and read an insipid book called “Comme un roman.” I got a CWR credit, but that didn’t make it worth it. Skip it.</p>
<p>I thought that 300 level languages were supposed to be on the tough-side workload wise. I mean, after taking 100 level, I wouldn’t anticipate it to become less rigorous. Some people may think it’s worth it in anticipation of the inevitable fact that it’ll be hard (and thus look at some of the bright side of things I guess). Admittedly, I think one of my friends had a relatively easy 300 level French course this past spring. It had kind of a workload (as in a bit more than a normal Emory course), but it wasn’t as oppressive as your class sounds. Maybe the OP should find out what class that was, that is, unless you know what it is because I certainly forgot.</p>
<p>Okay, I just talked to my friend. I actually was 310 he took. He actually recommends it. Apparently he had a different opinion on the workload (again, maybe because he expected that part).</p>
<p>Thanks for the replies! It’s been hard getting advice on French Profs and courses (though I’ve had no problem with anything science-related). French doesn’t seem to be that popular at Emory. That may just be because there are so many different languages to choose from. </p>
<p>I know French courses are pretty demanding and time-consuming, but sometimes a lot of the time is spent doing unnecessary work. You know, the type of classes that are easy material-wise but have just a lot of pointless work.</p>
<p>Just saying that Emory students are generally very apathetic to any type of workload beyond “low/low-moderate” and tend to find all work outside of studying for an exam “unnecessary”. In language classes, a heavier reading and writing load could enhance fluency dramatically. Just as in a social science or humanities course where there is a high workload (kind of rare. And even when it’s high, it’s more than manageable), it allows people to engage more closely with the material (and thus retain material. The idea of doing critical precis in my Religion class in 2010 really helped and made things more interesting) if they take it seriously. These things may not be necessary, but if you’re a serious learning, they are certainly useful. We aren’t in class to simply listen to the professor and talk amongst each other. They generally give us work because they believe it will enhance understanding. This is much better than high school where teachers would just give you lots of stuff simply because they need more items to contribute to a grade, or those teachers that simply pass out worksheets in class, so that the students can be quiet while they sit at the desk and grade papers or something. Some classes here could really benefit from a higher workload. You have to be honest and realize that no workload is “necessary”. They can just as well give us a couple of exams or maybe a couple of essays (which many will BS in various ways, without really having to learn the material) and grade those, however some professors demand more. The professors that demand more tend to be better professors that generally have confidence in the students’ ability and willingness to take the course material seriously and engage with it. A number of professors don’t bother to do so simply because, despite our GPAs and test scores, they really don’t believe we can do it without constant complaining that it is “unnecessary”, thus they request the bare bones minimum they can, and they give the minimum amount of effort to the students (also, when the expectations and demands are higher, the professor tends to mentor and engage students more so that they can be successful. I find this beneficial. Easier professors don’t find as much need for this interaction). </p>
<p>Trust me, you wouldn’t like if all professors only did what was necessary. That’s like those students that say in an organic chemistry or biology course: “You shouldn’t teach it or assign it if it’s not on the MCAT.” Needless to say, the weaker professors took their advice, and boy can you tell the difference between these and the stronger professors. </p>
<p>Anyway, my friend disagrees that the workload in 310 is unreasonable. He only found the part at the end a little annoying (some final composition. I think it was just irritating because it was finals time, and he knew he needed to do well in orgo. to hold on to his grade), but generally he found the class manageable and enjoyable. He said it had a bit more work outside of class than some of his other classes, but he never said it was unnecessary or that he was struggling. And as for the final composition he complained a little about, he finished it and was also able to pull a reasonable grade on Soria’s final (very admirable performance considering he didn’t do well at all on the exam before it which was much easier), so the class didn’t get in the way of other things. He also had time for debate, one of the Indian dance crews, and travelling to Georgia Tech to do his research in the neurolab. All this while taking, orgo, bio, and French at the same time. He didn’t get a 4.0, but he did extremely well without being some sort of genius (I think it was over an A- average, maybe 3.7?).<br>
MMM1234, you can manage it well without stressing yourself out or getting a crappy GPA. Just avoid looking at things as “unnecessary” and try to see some use in it. The only time it’s useless is if you’ve really been exposed to the material before. I’m sure there are plenty of new things to be learn.</p>
<p>Bernie12, thank you for the advise, and for being so honest. I didn’t mean to sound like one of those whiny students who just wants easy classes, without a lot of work, in order to get a better GPA for Grad/Med school. I actually generally enjoy being challenged. </p>
<p>I actually took a year off before even applying to schools for many reasons, but mainly because I truly had no idea what I wanted in a school. Anyway, why this is relevant to French courses: I took a French course last semester at Boston University and I really enjoyed it (6 person class, a challenging workload, but I learned a lot). Although I did learn a lot, I went to a lower level than I placed into because I really wanted to focus on my speaking. I did improve quite a bit on my French conversation abilities, but the Grammar aspect of the course could have been a little more challenging. I was asking about what people thought about French 310 because one of the French professors at Emory (Dana) thought that I might be able to skip it altogether. </p>
<p>If it is challenging though, I would like to take it, but if not, then I would really rather skip it and take a more challenging course because my goal is to become fluent and although review (especially for foreign languages) is always a good thing, I want to push myself, because last semester I think I played it safe (even though the grade I got won’t count at all toward my Emory GPA, unfortunately). If that makes sense…</p>
<p>Sorry if my initial question was confusing…It probably still doesn’t make a whole lot of sense…</p>
<p>What you should maybe do is enroll, swing by the first week, get the syllabus, or gist of what the class intends to cover, and decide if you wanna stay. If you have time, you could enroll in the class you were recommended to (whatever non-310 course), check it out, and then perhaps swing by 310, observe a class (get the syllabus), and compare. Make a decision that way if possible (you know if the rival course doesn’t conflict w/other courses you chose or worse, the competing course). A little classroom tour doesn’t hurt.
I don’t really know how upperlevels work though. For example, it’s possible that they assume that you know grammar and thus, treat the class as if it is say, a comp. lit course, where you are held to a pretty high standard and are trying to perfect an ability that you’re already supposedly good at (basically, some 300 levels might be at the point where they treat French as if you are already fluent, but I’m not sure).</p>
<p>The Department of French & Italian Department has some very good profs for French (although I’m not sure I would include Coropceanu). </p>
<p>The Paris summer program would be well worth your time, it’s a very fun way to “polish” your French skills! </p>
<p>Also, I think you’ll find it valuable to “keep up” your French skills by taking a course each semester. If you start with 310 and do that, you will more or less automatically complete a second major in French.</p>