Entrées en littérature by Jean-Pierre GoldensteinReview by: Francis X. Moore, IIIThe Modern Language Journal, Vol. 75, No. 4 (Winter, 1991), pp. 525-526Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/329530 .

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Reviews 525

section of the Standard Grade examination, Quelques Mots is a collection of activities for in- dividual, group and pair work based on authen- tic letters and French realia. The text's three sections contain sample letters and postcards, each with a number of oral and written tasks to go with them. The first section, lettres d'amitie presents sixteen letters of correspondence be- tween English and French penpals accom- panied by tasks that require students to glean certain information from the sample letters and other realia, to give the same type of informa- tion about themselves, or to question their part- ners on the same subject. Written activities in- clude making lists, completing forms, doing surveys, making schedules, and writing replies to letters. The second section, cartes postales, con- sists of seven examples of post cards from people on vacation in different places (seashore, mountains, city, etc.). In this section the tasks are fewer and less varied, mostly true or false statements about what is said on the postcards and indirect translation exercises. The third section, lettres formelles, gives five examples of how to write letters for specific purposes such as asking for information, making a complaint, applying for a job, etc. This section includes more advanced oral and written activities in- volving role playing of situations and writing letters of the types presented. The text is ac- companied by a booklet containing items such as role play cards, forms, drawings, maps, and schedules, all of which may be duplicated.

In spite of its claim to guide students step- by-step to letter writing, this is not a manual for teaching correspondence in French because there are no explanations given about levels of language or appropriate expression in different situations. Students learn only by observing and imitating the models provided. In its first and last sections, the book fulfills very nicely its purpose of using letter writing as a focus for practicing other language skills. There is a good variety of activities requiring reading com- prehension, oral expression, and writing, which progress in difficulty. Handwritten letters, in- teresting drawings, and reproduced realia make the text visually appealing. The section on postcards is very short and has less variety than the other two parts of the book. Perhaps the text could be strengthened by omitting the post cards and balancing the material more evenly between informal and formal letters.

Although written for British students, Quel- ques Mots could be used by American high

school intermediate level students as a sup- plementary activity book to stimulate oral and written use of French. Perhaps the letter writing format might inspire students to find real French pen pals to correspond with.

PATRICIA S. DICKSON Ohio Northern University

GOLDENSTEIN, JEAN-PIERRE. Entries en lit- terature. Paris: Hachette, 1990. Pp. 126. Paper.

Entries en litterature is a short, concise reference text designed to aid the literature students as they wind their way through the sometimes- confusing task of literary analysis. Entries en lit- terature is published by Hachette and is part of their serie F/Autoformation, texts written for future teachers of literature who are just in- augurating their study of literary texts and textual analysis. The book is divided into eight sections followed by an index des notions and an index des principaux noms cites. The author guides the student through an examination of poetry, prose, book titles and book covers (le texte avant le texte p. 56.) The very last section, Postface. Enseigner la litterature, briefly discusses various approaches when teaching literature through the three textes-pritexte, texte, and contexte. This section also contains a small though very useful bibliography for the student/teacher of literary analysis.

The first chapter of Entries en littirature discusses the reasons why one should analyze works of literature. In fact the book maintains that by learning how to analyze literary works, the reader will not just master textual inter- pretation but will also learn how to [re]read. Textual analysis is studied from two angles: the text as written and the text as read. This chapter ends, as do all succeeding chapters, with suggestions pour le travail en classe and a mini bibliography pour en savoir plus.

I particularly liked the next two chapters in the text. Chapter two begins assessment of poetry by looking at the poem as a single piece of work. Chapter three examines poetry as a collection of works by an author (recueil). Chapter four discusses the art of reading the cover of a book. Though not very long (How many book covers are lengthy?) I did find it interesting and refreshing in its novelty. The

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526 Reviews

following chapter - an assessment of titles in lit- erature - is also interesting.

Entrees en litterature is an excellent reference tool for the serious, advanced student of French literature. Each chapter gives marvelous detail to its subject. The bibliographies are superior. Teachers of literature will find some excellent suggestions for class projects at the end of every chapter.

Perhaps my only criticism of Entrees en lit- terature pertains to these same suggestions pour le travail en classe. Most chapters offered more than ten to fifteen suggestions for group and student activities. I was dismayed to find only four sug- gestions in chapter one. I feel that the author has done a superior job in designing a text with the aim of initiating the student en lettres to literary analysis. I just wish that he would put pen to paper and write a book that would help the beginning student, the student facing the seemingly insurmountable wall of textual analysis and explication de texte for the first time, to appreciate the beauty of French literature.

FRANCIS X. MOORE III

Longwood College

LEFKOWITZ, NATALIE &JOHN HEDGCOCK. Im-

pressions personnelles. Fort Worth: Holt, Rinehart, 1990. Pp. xiii, 225. $20.00, paper.

Impressions personnelles consists of six chapters thematically organized around a cultural topic (Paris et les provinces, Se dibrouiller, La vie quoti- dienne, Les loisirs, La communication, Les valeurs et les controverses), with each chapter containing several selections related to the chapter theme that are written by French college and lycle students. The selections themselves are short and preceded by a general introduction in French, a short vocabulary list related to the selection (with definitions in French) and ex- ercises labelled Anticipation de la lecture (focus- ing on a prereading discussion) and Avant de lire (focusing on prereading and preparation for the selection). Following the selections one finds an exercise titled Analyse et discussion focusing on "expanded comprehension, guided evaluation of the text, reasoning, and prewriting," as well as a variety of activities focusing on personal response, reasoning, discussion, and writing. A short French-English glossary is found at the end of the text.

Designed to serve as a "versatile tool for creative and interactive language practice," and as a "point of departure for reflection, discus- sion, debate, and a wide variety of communi- cative activities within the framework of a se- cond year curriculum or perhaps advanced- level conversation program" (p.v), the authors suggest that Impressions personnelles should not be seen as a core text for French language courses, but rather as "a useful complement to grammar and writing courses . . . [and] . . . classes focussing on communication, conversa- tion, and/or culture" (p.v). In short, the text has ambitious objectives and would appear to have the potential for realizing most of them. The topics of the reading selections, which are informative and of considerable interest, should have wide appeal to American college students. The activities suggested by the authors before reading the cultural selections appear appro- priate to solicit reflection and draw students' at- tention to important items discussed in the selection. However, many of the topics ad- dressed appear too advanced for any level under fourth-year. The same observation can be made for the post-text activity in which students are asked to examine textual characteristics such as style and tone to inden- tify the author's personal views and attitudes. On the other hand, the activitds section appears to have the greatest appeal since suggested ac- tivities generally involve pairs or groups brainstorming, role-playing, holding debates, panel discussions, etc., as well as personalized and open-ended questions that allow students to express their own views and opinions. In that section students are required to take a position on an issue and defend it. Again, the majority of the suggested activities appear suited primarily for fourth-year level.

And indeed advanced courses seems to be the level for which the text is best suited. Since no provision is made for vocabulary expansion via exercises or grammar review, and in the ab- sence of any ancillary materials, such as a workbook or audio program, the text assumes an advanced level of sophistication on the part of students and would appear too advanced for the intermediate level. In sum, this reviewer would recommend Impressions personnelles for consideration in an advanced-level conversa- tion course.

GUESSLER NORMAND

University of Toledo

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