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Friday, January 06, 2023

Concours blanc thème agrégation/ advanced translation mock exam

 Here is my suggested translation, with notes. The passage from the exam can be found at the end of the translation. This post will only stay on the blog for two weeks.


Mock exam December 2022[1]

I was born on the 28th of April 1882, in Tortisambert, a really pretty[2] little village in the Calvados region,[3] whose[4] church tower  can be seen[5] on the left as you leave Livarot heading for Troarn.

My parents ran[6] a grocer’s shop which  made them five thousand francs’ profit,[7] year in year out.[8]

I was part of a large family.[9] My mother had had[10] two children from a previous marriage. Then she had[11] a son and four daughters with my father. My father had his mother there,[12] and my mother had her father there - so they were even, if I dare say that- and otherwise there was also a deaf mute uncle who lived with us.

 

There were[13] twelve of us[14] around the table.[15]

Then, overnight, a plate[16] of mushrooms left me alone[17] in the world.

I was left alone.[18] Because I had stolen eightpence[19] from[20] the till to buy myself some marbles, and my father had cried out[21] in fury[22]:

“Since you’ve been stealing,[23] you are not having[24]  any mushrooms.”

It was the deaf mute who had picked[25] the deadly funghi[26] ; and that evening there were eleven corpses in the house.

Anyone who[27] has never seen eleven corpses at once cannot  visualize how many that is: they were everywhere.[28]

         Am I to speak[29] of my grief?

       Let us rather tell the truth. I was just twelve years old, and all will concur[30] that this was too much tragedy for my age. Indeed, I was completely overwhelmed by this catastrophe; not having enough experience to realize how horrific it was, I felt somehow[31] unworthy.

         One[32] can grieve[33] for one’s mother or one’s father or one’s brother - but how would one grieve for eleven people? You no longer know if you are coming or going with your tears. I dare not say I was spoilt for choice, yet that was a fair description of the situation.

Dr Lavignac who was called in in the afternoon, worked[34] continually for hours applying his sage treatments, which, alas, had no effect. My family faded away inexorably.

Our parish priest,[35] who was taking lunch that day with the Marquess de Beauvoir, cycled in around four. He had his work cut out for him!

        By[36] five in the evening, the entire village was at our house. Old Rousseau, who had been paralyzed for twenty years had had himself carried in[37], and the blind man of the village kept saying, while pushing others out of his way, “Let me see, let me see!”

         –Laissez-moi voir ! Laissez-moi voir !

 

Sacha Guitry, Mémoires d’un Tricheur, 1935.[38]

 

 



[1] Apologies for the slightly gruesome passage.

[2] Someone tried « quaint » but that is an unjustified overtranslation, suggesting « folklorique » or « typique ». « A quite beautiful little village » is fine, since in this case « quite » would have its meaning of « fully » or « completely » and not its other meaning of « fairly ». « Quite a beautiful little village » on the other hand, is a mistake.

[3] In Calvados is OK. « In the Calvados area «  sounds clumsy – I think an area is too small, whereas Calvados is 5 535 square kilometres, or 2 137 square miles. Calvados is of course a département rather than a région in French. « In the Calvados département » is fine.

[4] If you did not find «whose », highly urgent meeting with grammar book required. One or two students tried « from where » or « from which », but that would only make sense if there was only one church tower imaginable in this story. Far more likely is that each village has a clocktower, and the one belonging to Tortisambert can be seen when you leave Livarot. « The church tower of which » is a little clumsy, but okay.

[5] Somebody used a structure wih « make out », which was excellent.

[6] No need to emphasize that this period is over by using « used to ». Since we are not particularly interested in the process of their running the shop (nous ne regardons pas particulièrement cette action au cours de son  déroulement), a BE +ING is a mistake. This is a background action, and the preterite is best. « Run » is better than « had ».

[7] Not « benefit ». A benefit is either not money at all (one of the benefits of living in a large town is that medical services are close at hand), or it is money that you receive from the state for social reasons (sickness benefit, unemployment benefit, housing benefit, maternity benefit, supplementary benefit, child benefit, redundancy benefit, disability benefit, death benefit…)

[8] “More or less » is not bad. « Roughly » is too informal.

[9] « Our family was a big one » is good.

[10] You must translate exactly, so keep this pluperfect.

[11] Someone tried « gave birth to » but that is something a woman does alone, not « with » anyone.

[12] I have expanded to make it clear that the lady involved was not only alive, but was living with them. These sentences are meant to expland on the idea that the family living in the same place was large.

[13] I think it is better not to say « used to be ». « used to be » emphasizes the fact that it will all soon be over, and thus takes away from the surprise in the next sentence.

[14] Not « we were twelve ». « There were N of us » is the classic form for counting people. If you phone a restaurant to make a reservation they will ask you « How many of you are there ? » and the expression exists in all the different tenses. A : I remember my thirteenth pet dog ! B : How many of them have there been ?!

[15] I do not think this has any hidden or implicit meaning.  « There were twelve of us to feed » would suggest poverty, which we do not see mentioned. Note that the twelve are the narrator, his four sisters, his two step-siblings, his mother, his father, his paternal grandmother, his maternal grandfather and his deaf uncle. These facts led me to expand a little earlier sentences, to clarify that all these people were living in the same house.

[16] « Plate » is better than « dish » which would suggest it might be the recipe for a meal. « A mushroom dish » is not correct, because that would be a cooked meal including mushrooms and many more ingredients. « A plateful of mushrooms » is fine. A « mushroom plate » is not correct – this would be a plate made for mushrooms, whether or not it was empty of full of mushrooms.

[17] « All by myself » is somewhat less literary, and so not quite as good, but perfectly acceptable. See https://www.youtube.com/watch?v=iN9CjAfo5n0

[18] It is a good idea to add a verb. Note that one does not say « I became alone ».

[19] Eight sous is fine.

[20] Definitely not « in », despite what we say in French0

[21] « Yelled » is too informal.

[22] Or « my father, furious, had shouted at me …» or « my father, ourtaged »,  or « my father, in a fit of anger »

[23] I accepted « since you are a thief », though it focusses a little differently.  The aspect « have been doing » helps to focus on the consequences. « you have stolen eight pennies/ you have been stealing » . Since you have stolen » is clumsy and/or sounds extremely formal (« And the Lord God saw them and said ‘You have broken my commandment’ »)

[24] This is a modal use of the BE + Ing form, very common when forbidding things to children. « You are not eating chocolate just before your dinner ». « There will be no mushrooms for you »

[25] Not “picked up » which would tend to mean « fetched from the shop », whereas these are wild mushrooms.

[26] From a strict scientific point of view, mushrooms are neither vegetables  nor plants. However, in everyday English I think either approximation is acceptable.

[27] Using « Who » alone (*  « Who has never ») is a serious error. A structure with « if you have never » is considerably more informal than the original.

[28] I accepted « all over the place » though it is a little informal.

[29] This structure gives the required solemnity ; « Shall I speak of my grief » is good (in this context it would sound formal, not the simple ‘Shall I come tomorrow ? ‘ request for approval. Someone tried « *Shall I mention my grief ? » - this is not the appropriate verb. A questions beginning « will I » is a mistake here. It is either dialect (notably Irish) or asks a different question, not involving the will of the person. If you are asking about the role you will be playing in a theatre play you have not yet read, you might ask « will I fall in love at the end ? » - it is an objective question which does not involve your own decisionmaking. This is not appropriate here.

[30] Note the formal style. « Anyone will agree » is fine. It is a mistake to say « should », because this sentence merely explains what the situation is – the number of people who will agree (all people). The sentence does not suggest that there is a duty to agree, and it does not advise people to agree, it simply notes that agreement will be present.

[31] « So to say » is fine.

[32] The somewhat literary style means that « one » is the best option.

[33] « One can cry for the loss of one’s mother » is fine. I think it is best to be precise. « Cry for your mother » does not necessarily imply her demise. Strictly speaking it is posisbe to say « one can cry for the loss of his mother », but its sounds very old-fashioned.

[34] This action is presented as over and finished, and is in the preterite in French, so tere is really no reason to be tempted by the use of BE + ING. I recommend that at the end of your exam, you spend a little time just looking at the verbs, and asking yourself for each one why you chose that particular form. Incorrect verb forms lose a lot of marks.

[35] Or the village priest. The « our » is my attempt to translate the familiarity of « M le curé ». You can do nothing with « Mr. » here.

[36] Or « from ». « Dès » is not always easy to translate. « By » gives the idea that although many arrived earlier, the entire village was there when the clock struck five. It may also suggest that five o clock was an early hour to have everyone present, since they would no doubt have been working during the day.

[37] Note that « had been carried in » is an under-translation

 

[38] Moral of story : buy marbles, instead of eating wild mushrooms.


Here is the original passage

Je suis né le 28 avril 1882, à Tortisambert, petit village bien joli du Calvados, dont on aperçoit le clocher à main gauche quand on va vers Troarn en quittant Livarot.

Mes parents tenaient un commerce d’épicerie qui leur laissait, bon an, mal an, cinq mille francs de bénéfice.

Notre famille était nombreuse. D’un premier lit, ma mère avait eu deux enfants. Elle eut avec mon père, un fils et quatre filles. Mon père avait sa mère, ma mère avait son père —ils étaient quittes, si j’ose dire — et nous avions, en outre, un oncle sourd-muet.

Nous étions douze à table.

Du jour au lendemain, un plat de champignons me laissa seul au monde.

Seul, car j’avais volé huit sous dans le tiroir-caisse pour m’acheter des billes — et mon père en courroux s’était écrié :

– Puisque tu as volé, tu seras privé de champignons !

Ces végétaux mortels, c’était le sourd-muet qui les avait cueillis — et ce soir-là, il y avait onze cadavres à la maison.

Qui n’a pas vu onze cadavres à la fois ne peut se faire une idée du nombre que cela fait.

         Il y en avait partout.

         Parlerai-je de mon chagrin ?

         Disons plutôt la vérité. Je n’avais que douze ans, et l’on conviendra que c’était un malheur excessif pour mon âge. Oui, j’étais véritablement dépassé par cette catastrophe — et n’ayant pas assez d’expérience pour en apprécier l’horreur, je m’en sentais, pour ainsi dire, indigne.

         On peut pleurer sa mère ou son père, ou son frère — mais comment voulez-vous pleurer onze personnes ! On ne sait plus où donner de la peine. Je n’ose pas parler de l’embarras du choix — et c’est un peu pourtant cela qui se passait.

         Le docteur Lavignac, appelé dans le courant de l’après-midi, ne cessa de prodiguer, pendant des heures et des heures, ses soins éclairés, mais, hélas ! inutiles. Ma famille s’éteignait inexorablement.

         M. le curé, qui déjeunait ce jour-là chez le marquis de Beauvoir, est arrivé à bicyclette vers quatre heures. On allait avoir bien besoin de lui !

         Dès cinq heures du soir, tout le village était chez nous. Le père Rousseau, paralysé depuis vingt ans, s’était fait porter jusque-là — et l’aveugle répétait en poussant les autres :

Laissez-moi voir ! Laissez-moi voir !

 

Sacha Guitry, Mémoires d’un Tricheur, 1935.



Wednesday, January 04, 2023

Thème agrégation 2023

 I will be putting the suggested translation for the passage by Guitry you did for the mock exam up here soon. I seem to have one anonymous student script: is it yours (it was very good) ?

Next Wednesday we will work on the passage by Montherland - you may send me your translations until Saturday. 

In the booklet we are working through, there appear to be three passages left.

Booklet here: http://www.jcmullen.fr/0922themeagregfinal.pdf 

 So, after Montherlant, we will do Lafon, then Jauffret, then Sarrazin. I will post here soon a few more passages which will enable us to finish the year.

Monday, January 02, 2023

Cours de thème agrégation ce mercredi (A409)

 Slight change of plan: because so many people did the mock exam, we will look at that one this Wednesday, and only move onto Montherlant afterwards. We will be in room A409. If you didn't do it, here it is :

Je suis né le 28 avril 1882, à Tortisambert, petit village bien joli du Calvados, dont on aperçoit le clocher à main gauche quand on va vers Troarn en quittant Livarot.

Mes parents tenaient un commerce d’épicerie qui leur laissait, bon an, mal an, cinq mille francs de bénéfice.

Notre famille était nombreuse. D’un premier lit, ma mère avait eu deux enfants. Elle eut avec mon père, un fils et quatre filles. Mon père avait sa mère, ma mère avait son père —ils étaient quittes, si j’ose dire — et nous avions, en outre, un oncle sourd-muet.

Nous étions douze à table.

Du jour au lendemain, un plat de champignons me laissa seul au monde.

Seul, car j’avais volé huit sous dans le tiroir-caisse pour m’acheter des billes — et mon père en courroux s’était écrié :

– Puisque tu as volé, tu seras privé de champignons !

Ces végétaux mortels, c’était le sourd-muet qui les avait cueillis — et ce soir-là, il y avait onze cadavres à la maison.

Qui n’a pas vu onze cadavres à la fois ne peut se faire une idée du nombre que cela fait.

         Il y en avait partout.

         Parlerai-je de mon chagrin ?

         Disons plutôt la vérité. Je n’avais que douze ans, et l’on conviendra que c’était un malheur excessif pour mon âge. Oui, j’étais véritablement dépassé par cette catastrophe — et n’ayant pas assez d’expérience pour en apprécier l’horreur, je m’en sentais, pour ainsi dire, indigne.

         On peut pleurer sa mère ou son père, ou son frère — mais comment voulez-vous pleurer onze personnes ! On ne sait plus où donner de la peine. Je n’ose pas parler de l’embarras du choix — et c’est un peu pourtant cela qui se passait.

         Le docteur Lavignac, appelé dans le courant de l’après-midi, ne cessa de prodiguer, pendant des heures et des heures, ses soins éclairés, mais, hélas ! inutiles. Ma famille s’éteignait inexorablement.

         M. le curé, qui déjeunait ce jour-là chez le marquis de Beauvoir, est arrivé à bicyclette vers quatre heures. On allait avoir bien besoin de lui !

         Dès cinq heures du soir, tout le village était chez nous. Le père Rousseau, paralysé depuis vingt ans, s’était fait porter jusque-là — et l’aveugle répétait en poussant les autres :

Laissez-moi voir ! Laissez-moi voir !

 

Sacha Guitry, Mémoires d’un Tricheur, 1935.


Saturday, December 31, 2022

M2 1970s mini dossiers

 I have received and approved the following subjects

Morgane - Fashion in Spare Rib in the 1970s

Zacharie - Mind your language - TV series

Meriem - TV series "Love thy neighbour" - the relationship between the women


Josephine -1970s board games and society


Candeur - 1970s musical revolution in Spare rib


Alice - "The representation of 1970s teenage girls in Jackie and Fabulous 208."


Dominik - "How the right, embodied by Margaret Thatcher was represented through iconographic documents and texts by the women's liberation magazine Women's Voice in the late 1970s?" 


Edouard -TV series "The Good Life" and the Rat Race


Léonor: representation of mental illness in 1970s women's movement magazines.

 

Alexis L Contraception in "Spare Rib"  in the 1970s


Wednesday, December 28, 2022

Agrégation concours blanc: thème

 I have received scripts from

Nathalie Y

Ludivine K

Caroline F

Victoria R

Gilles S

Claire B

Adeline B 

Lauric

Nathalie F


If you did this exam but you are not listed here, please send me an email.

Wednesday, December 14, 2022

L3 James Cook exam, and second chance

 

L3 James Cook: Exam feedback

 If you did not get the marks you needed you will get a « second chance » in January, when there will be an exam.

 If you do not know enough about Cook’s expeditions, you can search on this blog. You will also find quite a lot of half-hour videos about Cook on my YouTube channel « The History Fellow ».

 https://www.youtube.com/channel/UCvLLgJ4sKK4397db6PiYuRQ

 Here are a few notable mistakes people made on their text commentary on Cook.

 

Errors of fact

The transit of Venus happens twice a century and so will not help you if you are lost at sea.

 Cook was NOT able to determine that scurvy was a problem caused by a lack of vitamin C. Vitamins were discovered centuries later. In Cook’s time, there were many proposed solutions to scurvy – some of them worked, many of them did not.

 The Royal Society did not write these « additional instructions ». In fact the Royal Society was not involved in these instructions in any way. Military authorities are not in the habit of asking other people’s opinions before writing their commands to their subordinates. The Royal Society in fact sent another, different document to Cook, including  hints about what they thought he should do on his expedition.

https://www.nla.gov.au/digital-classroom/senior-secondary/cook-and-pacific/indigenous-responses-cook-and-his-voyage/hints

 There is some contrast between the Royal Society’s hints and the admiralty’s official instructions. In particular the Royal Society document seems to be more worried about the possibility that first nations will be badly treated.

 

 

Language

 You must not use contractions in written university work. Do not, not don’t, could not have not couldn’t’ve etc. Contractions are almost always necessary in speech and almost always inappropriate in writing.

 One sentence is not enough to make a paragraph in University work. Journalists sometimes use just one sentence for a paragraph : you should not.

 There are quite a lot more capital letters in English than there are in French : Capital letters for Royal Navy and Royal Society and so on.

 Grammar

*as it is shown in the document,...

* as I have mentioned it earlier


This is French. In English we write « as is shown in the document » and « as I mentioned  earlier ». This is similar to « Je le crois » - « I think so », and so on

 

 Be careful not to write excessively naive statements like « James Cook was not alone on the ship ».

 

Methodology

You must structure around the document. You should question what the intentions of the writers were. Many students took at face value everything in the document. This is unreasonable -the military authorities who ordered Cook to take possession of lands « with the consent of the natives » must have known,  from the experience in North America and in India, that no real consent was possible or necessary.

 

It is better to use line numbers to refer to the document rather than long quotes. It is not necessary to copy out many sentences from the document. Those students who did this were often in danger of paraphrase.

 Very Frequently the question which was omitted was « why ? » Why collect seeds? Why make maps? And so on. This is what you should be writing about.

 For some people, the key question was « did Cook follow these instructions or not ? » However, it would be much better to interrogate the intentions of the authors. Must we absolutely believe that they only wanted to Cook to take possession with the consent of the natives? What signs are there in the instructions of the colonial intentions of the authors? Are there any signs that the authors saw local peoples as inferior?

 It may be that when looking at a historical document one needs to analyze closely the language in order to reveal something unexpected. However you must not waste time closely analyzing the language in order to reveal things which everybody knew.

 Cook is a military man. This document is entitled “instructions”. Therefore it is a mistake to point out that there are a number of imperative forms in the document. 

* the imperative form “you are to” is used nine times.

 Because the context makes absolutely clear that Cook is a military inferior, this analysis is a mistake.

 When should you quote from the document ?

 

It is an unnecessary waste of time to quote “individual words, unless the words are particularly surprising or controversial. Quoting words like « navigation » « observing » « arrive », which are words which inevitably occur in naval instructions, is not interesting and uses up a lot of time.

 * the document contains the words latitude and longitude seven times

 But it is correct to quote and explain « additional instructions ». These words occur in the title and so absolutely must be *explained*.

 If you quote words which may be difficult, you must then show that you understand them.

  Some people quoted “genius temper disposition and number”. These are words which did not have the same meaning in the 18th century, or which are not completely easy to understand. But students did not show that they knew the meaning, which you must do. Genius means specific character. Temper means character in the sense of whether people are warlike. Disposition means what attitude they show to people outside. If in fact you do not understand the words, you certainly should not quote them.

 Concerning the language, it is essential to find time to reread slowly your answer at the end. At least 10 students including mistakes which they definitely knew about. Mistakes like it cook did went etc

 Thelanguage must not be too informal

 Here comes the second part of my commentary

Banks was a filthy rich botanist

First things first

James Cook was not clueless either

 

Vocabulary

Notice the important difference in meaning between the word « historic » and the word « historical ».

 

It is generally  much better to say « well-known » rather than « famous ». Ed Sheeran is famous. Isaac newton is well known.

 

Propriety and property are two completely different words in English: check your dictionary.

 A/AN

You must write a Hawaiian tribe not an Hawaiian tribe.

 

The difference between A and An depends on the sound of the beginning of a word, not on the way it is written.

 

This is why the following are correct :

 

A university

An umbrella

 A European

An HSE regulation

An SOS message.

 

 

M2 les années 1970

 1) For your mini-dossier, several students have sent me an email to propose a subject (john dot mullen att univ hyphen rouen dot fr ). The others must do this  - I have to approve your subject before you start writing seriously.

2) You mini-dossier must not be a general essay using sources from many different places which do not constitute a structured corpus. The title of your mini- dossier must include a reference to your corpus. "The Representation of Pizzas in The Ecologist" is good."Pizza Ingredients and the Rise of  the Democratic Spirit" is not good.

3) As well as finding a series of articles from your main source (or finding a series of 1970s UK TV episodes, or 1970s board games or whatever), you should try to find what has already been written on the subject by searching Google Scholar, Academia, YouTube and Researchgate. You will put these articles in your bibliography, even though you will often read them quite quickly, or even read only the introduction and the conclusion.

4) You must include a bibliography, with all the usual details. You may choose the format, but it must be the same from beginning to end. Something like

Samantha Jones, Her Book, Anytown, Famous Press, 1986.

Samantha Jones, "Her Article", An Academic Journal, Vol 6 N°3, 1987.

I would like to receive them by 15 January.


5) My examination of the last few years of the 1970s and social and cultural changes can be found on video here (Thanks to COVID restrictions a couple of years back).

1975 on https://www.youtube.com/watch?v=nXfm3OFK1ss&

1977 on https://www.youtube.com/watch?v=Br5shryoXFw&


If you missed any previous sessions of the seminar, you will find more videos on the 1970s on my YouTube channel "The History Fellow" https://www.youtube.com/channel/UCvLLgJ4sKK4397db6PiYuRQ 

These videos are not as good as this year's classes, but I hope will open up questions of social and cultural history.

Monday, December 12, 2022

Last class popular culture

 On Thursday we will have our last class (13h A507). I will be giving you back your homework assignment and commenting a little, and I will be continuing to talk about a few more genres of popular music.

A reminder of the precise question you were asked:


Homework assignment

Can visual art be popular culture? Can modern visual art be popular ? How have visual art practitioners and institutions tried to make their art more popular in the UK? Discuss these questions using both carefully chosen examples we have seen in class and examples which you have found yourselves.


Write 1200 -1500 words in English, and re-read very carefully.

Hand in your work before the 3rd December at midnight, by email to john.mullen {AT] univ-rouen.fr. Your work must be in the format Word or ODT or RTF.


DO do some of your own research so as to find different examples and problems.

DO hedge (Write “On might conclude that” or “many commentators consider that…” etc.  in order to nuance your statements).

DO give your own opinion, as well as showing you understand the different controversies.

DO NOT list every artist we have seen in class.

DO NOT plagiarise.


Saturday, December 10, 2022

M1 MEEF civilisation britannique: final class

I will be giving you each some individual feedback on your assignments, in the form of written comments (though I will not correct every manguage mistake). But in general, people had the same kinds of difficulties and weaknesses, so most of the feedback will be collective, in class next week, Thursday, 11 am A507.


I will not be seeing you in the second semester in class. Apart from the recordings here and there on this blog (they go back several years), you may also  find that, when preparing the CAPES, some of my videos on my YouTube channel, "The History Fellow", are useful to you: 


https://www.youtube.com/@JohnMullenTheHistoryFellow


 

Friday, December 09, 2022

L3 Studying British Popular Music

 If you missed one of the classes or you need to revise, you will find here Mp3 recordings of the most important parts of three classes on Studying British Popular music:


Class one

Class one was about a whole series of key terms which can be useful in studying popular music, such as palimpseste, participatory theatre, industry, authenticity, legitimacy, affective alliances, genre values and genre constraints.

Class two

In Class two we looked at two genres to try to understand the values and activities attached, as well as some of their hstory in Britain: Folk, and Music Hall.

Class three

Class three went through a whole series of genres including big band, progressive rock, glam rock, rock n rol and skiffle.

Les salles de la semaine prochaine

 mercredi 14 décembre

Thème M2, 9h, A402

L3 Cook, 10h30, A208

M2 séminar 15h A402


Thursday 15 décembre

11h M1 MEEF civi A507

13h L3 Cultures populaires A507

M2 seminar 1970s

 I need all students to email me about their “mini dossier” subject. Try to make it on a question which is specific, and on a clearly defined corpus. I must approve your subject before you write your piece. Deadline for final handling in is mid-January.

Wednesday, December 07, 2022

Corrigé Amette

 

 Puisque le texte sur Hans Trow et son rêve est extrait de l'épreuve d'agrégation de 2011, je vous indique l'adresse où vous trouverez un corrigé ultra-détaillé.

http://cache.media.education.gouv.fr/file/agreg_ext/70/4/r_agreg_ext_anglais_2011_194704.pdf