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French Literature Course Perspective
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by Renée White
Teacher
AP French
Greenhill School
Dallas, Texas
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| | Please note: The official College Board® Course Description is available below in "More."
As noted in my comments on AP French Language, AP French Literature is quite a different course, although both of them offer students many rewards. Both should be taught, if possible, because together they can provide students access to some of the world's greatest literature as well as familiarity with the roots of many English words. Most important, it will provide them with an appreciation of one of the world's most eloquent languages, an understanding that will enrich them throughout their lives.
Unlike the AP French Language Exam, the AP French Literature Exam is based on works the students have read and analyzed. However, the exam also contains some excerpts (or complete poems) that they have not seen before.
At the French One level, students should be exposed to short readings and short poems, employing the same methods used to prepare them for the French Language Exam. As they progress, they will be less intimidated and be able to tackle more difficult excerpts and, finally, whole plays, novels, and poems.
The poetry of Robert Desnos (Chantefables et Chantefleurs) is a good example of literature for beginners. Each of his poems should be first read aloud and understood by the students, who should then be allowed to ask questions. Later, as the poems become more complex, this early exposure will have enabled the students to understand, and, hopefully, love poetry. At the intermediate and advanced levels, it is often helpful to ask the students to create another title for the poem. The next step is to ask them to discuss their choice, which can serve as a springboard to a discussion on the ideas expressed in the poem.
Another useful classroom technique is reading literature and undertaking regular "explications de texte" to develop analytical skills. I like to choose important passages and have the students explicate them in groups or individually. When students are trained in reading techniques, difficult words or expressions will not intimidate them. (See the reading advice in the AP French Language section.) Soon, students find the pleasure of reading a story surpasses the difficulties encountered in the language. Once they understand what they are reading, the students learn to "read between the lines" and to analyze the text.
When reading plays, I have found it is best to have the class divided into groups that "become" one of the characters in the play. For example, in L'Ecole des Femmes, some students become Arnolphe and must defend his position, while others become Agnès and must support her point of view. In this process, each student has the opportunity to "become" all of the characters. When reading a novel, the most important thing is establishing themes (love, jealousy, power, and so on) and searching for them throughout the novel. Novels can also be taught the same way as drama, with groups of students taking on the roles of the characters.
Writing skills are developed long before the actual AP literature class (see the AP French Language section). However, when writing an essay on a literary subject, the student will be graded both on language skills and on ability to analyze. The ability to identify themes and supporting ideas with good examples will produce superior essays. It is important that students know how to develop their ideas, support theories, and avoid summarizing the story.
As you teach this and other courses, don't hesitate to exchange ideas with other teachers as one way of improving your craft. Make use of the AP community bulletin boards on AP Central and attend an AP Summer Institute, where you can learn more about the Exam and how it is graded. I also recommend the one- and two-day workshops sponsored by the College Board. Bonne chance!
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