essay on university in french

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Writing essays in French Cheat Sheet by JAM

Useful expressions to help structure your A level French essay.

Introd­ucing the first argument

Adding and listing arguments

Listing arguments - start.

Listing arguments - middle

Listing arguments - end

Indicating the reason for something

Expressing contrast / concession

Introd­ucing one's own point of view.

In conclusion

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• Languages: English français (French)
• Published: 21st September, 2013
• Last Updated: 26th February, 2020
• Rated: 5 out of 5 stars based on 9 ratings

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these are very helpful thank you

Simple et utile, j'aime.

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Behind the scenes.

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• About France
• Why Study in France?
• French Educational System
• French Learning Institutions
• Studying in English or French?
• Undergraduate Studies
• Postgraduate Studies
• Types of Courses Where the French Really Excel
• Business Schools in France
• Other Popular Courses in France
• France, the second most attractive destination for international students, survey finds
• Accommodation in France
• Costs of Living in France
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• How to Apply at a University
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How to Apply to Study at a University in France

When deciding to apply for a college in France you of course must fill out the application in its entirety. The faster you do so, you speed up the process of the admissions committee evaluating you and deciding if you’re a good fit for the school.

As an international student, the application process may differ depending on your nationality.

Here’s a short guide on how you can apply for college in France.

For European Students

To apply for admission in a French university as an international student from another EU country, you will usually need:

• Completed university application
• ID photo or driver’s license
• High school transcripts (or relevant equivalent)
• Essay (if asked)
• English proficiency results (TOEFL, IELTS, Duolingo etc.)
• Apply for financial aid program (if the University provides one)
• Application fee (if asked)
• Any other required document depending on the University

For Non-European Students

If you are not from an EU country, when applying for college in France, you need:

• High school and college transcripts (If you didn’t attend a college then just the high school ones will do)
• Copy of passport
• A passport sized photo
• Copy of birth certificate
• Certified translation of the birthplace of your parents
• Proof that you can support yourself financially
• After admission: A French Student Visa

Entry requirements for French Universities

Once you have chosen a program in a University in France you want to apply to, you can begin the application process. We should note that for each University it is different, some Universities for example may ask of you GRE, GMAT or LSAT aor admission – these are internationally used tests which ensure that applicants are prepared for the challenges of advanced study. Here are some general entry requirements that you might definitely face when applying to a French University.

General Entry Requirements

Most French universities will ask for the following documents for admission:

• A Campus France authorization
• A passport copy
• A passport sized photo of yourself
• Copies of transcripts and graduation diplomas
• A copy of your European health card (for EU students)
• Application fee (if required)
• A civil liability certificate
• A cover letter
• French and/or English proof of language proficiency
• Proof that you have the financial resources to fund your stay in France

MA Entry Information

If you want to apply for an MA program in a French university, keep the following in mind:

• Masters in France is usually 2 years in duration
• French Masters degrees are organized into “teaching units” (TU) to focus on different topics within a wilder subject area (practical workshops, theoretical discussion, and independent project-work)
• Dissertation (or a similar extended research project)
• There are two types of Masters: Specialized Masters and MBA programmes
• Specialized Masters – is sometimes used to refer to advanced programmes awarded by Grandes Écoles.                     a) Four semesters long                     b) Competitive applications                     c) Highly intensive
• MBA programmes – originally developed in America but France was the first country to offer these in Europe. French business schools tend to be one of the most competitive to get into.

PhD Programs

The majority of PhDs in France are conducted as a part of a programme within doctoral schools, there are 266 in total. They collaborate with research laboratories and centres to provide the doctoral training for PhD candidates. A ‘doctorate’ in duration is six semesters for a standard 3-year PhD, resulting in two teaching (or research) semesters per year.

What you need to enroll for a doctorate:

• Find a thesis topic and thesis supervisor
• You should look for a Doctorate during the second year of your Master’s
• Check with your doctoral school for information if you need funding or not

Tuition fees for French Universities

The entry requirements as well as tuition fees differ depending on the University. For example some Universities might not ask for a high fee or SAT results but some might. On average, here’s how much you might have to pay for tuition in a French University based on your degree.

• Bachelor’s degree: 2,770 euros per year.
• Master’s degree: 3,770 euros per year.
• PhD’s degree: 2,770 380 per year.

For more information on tuition cost in French Universities and how you can get funding, see French Tuition Costs [3]  .

Do I Need a Student Visa?

If you’re not a European student, here’s what you’ll need to obtain a student visa:

• An acceptance letter from an accredited institution in France. This should be on official headed paper, with details of your program of study and the start and end dates of study.
• Proof that you’re able to fund yourself while staying in France. The current amount required is €615 per month, which can be shown with a bank statement, a guarantor’s letter or a notice of funding from a loan, scholarship or grant.
• Proof of return ticket home. Often this is in the form of the actual ticket or reservation showing the date of departure, but can be a handwritten statement of intent, including intended departure dates.
• Proof of medical insurance (minimum cover €30,000)
• Proof of accommodation. Can be shown in the form of student housing confirmation or a certificate of board and lodging or ‘ attestation d’accueil’ (if you’re living with friends or relatives).
• Proof of proficiency in French, if you are studying a French-language course.

Can I Study in English in France?

Studying in English in France, although not the most common thing you hear, is possible.

Public Universities in France are some of the most affordable institutions in Europe. Some of them have English-taught programmes where you can get a full French education..in English. Most of them will also include teaching you French while you study in English but some like “Sciences Po” have English-only programmes. Read our article  about how to find English-taught programmes in France and which are the best ones.

Popular courses to pick in France

Art is something that the French know plenty about. Some of the world’s best artists come from the country. An Arts degree can open an exciting world of possibilities and potential while helping you to take on a greater appreciation of the fine arts of the country. If you are creative and want to extend your source of inspiration, choosing this degree could be the best option for you.

International Business is another popular course taught in France in which you can earn your degree. While studying and getting new skills you will also have multiple opportunities to pick a career. With a business degree, the areas in which you can work in are not limited. Many people make their way to the universities in France when they seek an International Business degree.

Another degree in France that attracts international students from all over the world. French Universities are appealing to law students because of the high level of academics. Those who can speak French well enough to attend school can get an affordable education from some of the top schools and educators in the world of international education. Click here to read our article if you want to find out more about different courses in France and why students pick them

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Write an essay in French

Beyond the fact that writing an essay in French can be a good practice to improve your writing, you may also be asked to write one during your schooling. So, it is important to study the topic of French essay writing and get some useful tips..

» Tips and tricks for your French essay » The structure of a French essay » Sample French Essay

Tips and tricks for your French essay

When writing a French essay for school, you should always use a structured approach and good French skills to present your arguments in a focused way. Beyond French skills, there are also important formal requirements for a successful French essay. We will come back to this in detail later. First, you will find some useful tips and tricks that will help you write more compelling and better French essays in the future.

• Have a clear thesis and structure
• Do sufficient research and use reliable sources
• Use examples and arguments to support your thesis
• Avoid plagiarism and cite correctly
• Always check structure, grammar and spelling

When you write your essay at school or university, you need to make sure that the general structure of your essay, the presentation of the arguments and, above all, your French language skills play a role in the mark you will get. This is why you should definitely take a closer look at the structure of an essay as well as the most important grammar rules and formulations for French essays.

The structure of a French essay

In an essay, you deal at length and in detail with a usually given topic. When you write an essay in French, you must follow a certain structure. Below we show you what this structure looks like and give you some tips for writing the most important parts of your essay.

The Introduction

The introduction prepares the main body of your essay. You think of a meaningful title for your essay, you describe your thesis or your question, you give general information on the subject and you prepare your argument by giving an overview of your most important arguments.

Below are examples and phrases that you can use to write the introduction to your essay in French.

The title should be meaningful, concise and reflect the content of the essay.

Introductory paragraph

The first paragraph of your French essay should briefly introduce the topic and engage the reader. Here are some examples to help you write your essay:

Proposal or question

The central proposition or question of your French essay should be a clear and concise definition of the purpose of the essay. Use these examples to get a clearer idea of ​​how to write theses in French:

Overview of Arguments and Structure

At the end of your introduction, describe the structure of the main part of your essay (your outline) and outline your argument. Here are some French expressions that will certainly help you write your essay:

The body of your essay

The main part of your French essay deals with the given topic in detail. The subject is studied from all angles. The main body of your essay follows a thread of argument and discusses in detail the main arguments of your thesis previously made in the introduction.

In the body of the text, you should discuss the subject of your essay in clear and concise language. To achieve this, we give you some wording aids as well as vocabulary and phrases that you can use to write your essay in French.

Formulation tools:

French vocabulary for essays.

In the conclusion of your French essay, you address the thesis of your essay, summarize the main points of your discussion in the main body, and draw a conclusion. On the basis of the arguments and the resulting conclusions, you formulate in the conclusion of your dissertation final thoughts and suggestions for the future. It is important that you do not add new information or new arguments. This should only be done in the body of your text.

Here are some wording guides to help you write your essay in French:

Sample French Essay

Les avantages des voyages linguistiques

Malgré les difficultés potentielles, les voyages linguistiques offrent aux apprenants une occasion unique d'améliorer leurs compétences linguistiques et de découvrir de nouvelles cultures, ce qui en fait un investissement précieux pour leur développement personnel et académique.

Les séjours linguistiques sont des voyages organisés dans le but d'améliorer les compétences linguistiques des participants. Ces voyages peuvent se dérouler dans le pays ou à l'étranger et durer d'un week-end à plusieurs semaines. L'un des principaux avantages des séjours linguistiques est l'immersion. Entourés de locuteurs natifs, les apprenants sont contraints de pratiquer et d'améliorer leurs compétences linguistiques dans des situations réelles.Il s'agit d'une méthode d'apprentissage beaucoup plus efficace que le simple fait d'étudier une langue dans une salle de classe.

Un autre avantage des séjours linguistiques est l'expérience culturelle. Voyager dans un nouveau pays permet aux apprenants de découvrir de nouvelles coutumes, traditions et modes de vie, et de se familiariser avec l'histoire et la culture du pays. Cela enrichit non seulement l'expérience d'apprentissage de la langue, mais contribue également à élargir les horizons et à accroître la sensibilisation culturelle.

Cependant, les séjours linguistiques peuvent également présenter des inconvénients. Par exemple, le coût du voyage et de l'hébergement peut être élevé, en particulier pour les séjours de longue durée. En outre, les apprenants peuvent être confrontés à la barrière de la langue ou à un choc culturel, ce qui peut être difficile à surmonter. Le coût et les difficultés potentielles des séjours linguistiques peuvent sembler décourageants, mais ils offrent des avantages précieux en termes d'épanouissement personnel et scolaire.

Les compétences linguistiques et les connaissances culturelles acquises peuvent déboucher sur de nouvelles opportunités d'emploi et améliorer la communication dans un cadre professionnel. Les bourses et les aides financières rendent les séjours linguistiques plus accessibles. Le fait d'être confronté à une barrière linguistique ou à un choc culturel peut également être l'occasion d'un développement personnel. Ces avantages l'emportent largement sur les inconvénients et font des séjours linguistiques un investissement qui en vaut la peine.

En conclusion, malgré les difficultés potentielles, les séjours linguistiques offrent aux apprenants une occasion unique d'améliorer leurs compétences linguistiques et de découvrir de nouvelles cultures, ce qui en fait un investissement précieux pour le développement personnel et académique. Qu'il s'agisse d'un débutant ou d'un apprenant avancé, un voyage linguistique est une expérience à ne pas manquer.

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The French Problématique: A French University Experience

March 28, 2017, by apaparis.

With just over two months of classes at French university under my belt, I’ve had enough time to note the differences between the French and American school systems. During our orientation, the APA directors explained the differences in full, but practice can often be different than execution. Here are some things I’ve noticed:

• American systems prefer meeting more often for shorter periods of time. (In high school, my classes were 40 minutes, and the lab of 75 minutes once a week felt like an  eternity .) Meanwhile, I have four classes here that are 3 hours long with a 10 minute “pause” in the middle. Students use the pause here to grab an espresso or a bite to eat, or more often than not, smoke outside and gab with friends. The longer periods of time can feel incredibly challenging, as it’s hard enough to concentrate for 3 hours in your native language, much less in a language that requires rock-solid focus.
• As long as it’s kind of clear-ish, your hand-writing doesn’t really make a difference… in the States, that is. The French love good penmanship, and if you cross out and correct too much in an essay, they’ll ask you to write it over again. No kidding, this happened during one of my in-class essays!
• French students love to take notes that are in full paragraphs. Gone are your bullet points! Weird.
• The paper is different. In the US, we love our simple college-ruled notebook paper. In France, it’s gridded – all of it. Some of the notebooks also have paper that has multiple thin lines, and I made the mistake of writing very very tinily the first time I used it. The professor refused it because it was too “difficult” to read, but at least she thought my excuse was funny. (?)
• Don’t even think about writing in pencil during an exam. (This makes it difficult for foreign students, because we’re always making grammatical errors that require careful proof-reading… and if you can’t cross it out without having to re-write, you see the issue!)
• Some courses will have only one assignment. ONE. For the entire course.
• When a professor says that a paper is 3 pages long, they mean  single-spaced.  I kid you not.
• We had an entire methodology class about writing in a specific way. Instead of making a direct claim, for example, in an essay, you have to distance yourself and use quizzical language. Instead of saying “the French love baguettes” you’d say, “One could claim that the French enjoy eating baguettes because of their chewy texture and crunchy crust.” Not kidding. (Everything you learned about omitting superfluous language in school is apparently wrong in France.)
• Look up a “problématique”, “thèse”, “antithèse”, and “car en réalité” and you’ll understand everything. (French dissertations and commentaires  have a completely different structure than normal American essays. You literally ask a question in the introduction. Intriguing.)
• Some American universities love to create an intimate rapport between students and faculty. Some cool French professors are like this, but more often than not, you’ll  never  refer to your professor by their first name or ask for one-on-one help. (This is where the APA help plays in, with language assistants and additional classes.)

While these differences can definitely be challenging, I’m grateful to have the experience of university in a different country and in a different language. Learning in French all the time (and in the French system) can be tiring and frustrating, but ultimately don’t think I would have understood the differences between the American and French systems had I not been immersed in it.

Happy studies!

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Resources for academic writing in French

On this page.

• 1. Purpose of this document
• 2. Orthographe et typographie
• 3. Grammaire

4. Structure de texte: vocabulaire

• 5. Comment construire une dissertation en français?
• 6. Outil utile : comment faire les caractères français sur n'importe quel clavier ?
• 7. Où trouver de l'aide en français ?
• 8. S'immerger d'avantage dans le français

1. Purpose of this document

This document offers resources to students writing in French at the undergraduate and postgraduate levels. It has been inspired by the recurring questions and issues encountered during consultations with students and it includes:

• Grammatical and vocabulary help
• Advice on dissertation structure and dissertation writing
• A useful tip on how to easily type special French characters on any keyboard
• Suggestions as to where students can find additional help
• Ideas on where to meet French speakers and how to get exposed to the language to improve fluency

Note: The information presented is valid as of December 2016. The rest of this information is written in French since it is intended for people with at least a basic understanding of the language.

This material is also available as a printable  pdf  and as a stand-alone website  .

2. Orthographe et typographie

2.1.1 majuscules.

2.1.1.1 Noms et adjectifs de nationalité

En anglais, les noms et adjectifs se rapportant aux langues et aux pays prennent toujours des majuscules :

I am French I speak French The French are always on strike

Ce n'est pas le cas en français.

Les adjectifs ne prennent jamais de majuscule en français. Donc: adjectifs de nationalité ou se rapportant aux langues → pas de majuscule

Je suis française La langue française

Pour les noms, il ne faut pas de majuscule lorsque l'on parle des langues. Les langues → pas de majuscule

Je parle français Le français et l'anglais

Ceci dit, lorsque l'on parle de personnes, il faut la majuscule. Les habitants d'un pays → majuscule

Les Français sont tout le temps en grève

2.1.1.2 Jours de la semaine et mois

En anglais, les jours de la semaine et les mois prennent des majuscules. Mais pas en français :

Le lundi et le mardi Le jeudi 3 mars ​Tous les dimanches de novembre

2.1.2 Ponctuation

Contrairement à l'anglais, il faut un espace avant les deux points, le point d'interrogation et le point d'exclamation :

Tu viens ? Ah non !

Les guillemets sont différents et il faut un espace entre les guillemets et le texte :

Il lui dit : « d'accord »

Note : un éditeur de texte (par exemple MS Word ou OpenOffice Writer) corrigera tout cela automatiquement si vous le mettez en français.

2.1.3 « et » et la virgule

L'usage d'une virgule avec « et » est différent en français et en anglais :

En anglais, il faut une virgule avant « and » dans une énumération qui comprend plus de deux éléments : French, English, and Spanish

En français, il n'y a pas de virgule avant « et » : Le français, l'anglais et l'espagnol

Mettre un mot au féminin peut aider à trouver sa terminaison :

chat  →  chatte ouvert →  ouverte ​remis  →  remise

3. Grammaire

3.1.1 définition.

Voix active : le sujet fait l'action

Voix passive : le sujet subit l'action et le complément d'agent (introduit par « par ») fait l'action

Le complément d'agent fait l'action (voix active) :  Notre équipe a réalisé une étude

L'action est faite PAR le complément d'agent (voix passive) :  Une étude a été réalisée PAR notre équipe

3.1.2 Formation

La voix passive se construit avec  l'auxilaire être + le participe passé du verbe .

Attention donc à ne pas confondre un temps simple à la voix passive avec un temps composé.

Par exemple, il ne faut pas confondre un verbe au présent de la voix passive avec un passé composé :

Le lapin est mangé par le loup (Présent de la voix passive. Cela équivaut à : le loup mange le lapin - maintenant)

Le lapin a mangé la salade (Passé composé de la voix active. Le lapin a mangé la salade hier)

3.1.3 Écrivez à l'actif !

Pendant longtemps, il a été d'usage d'utiliser la voix passive dans les travaux académiques, probablement par modestie. Cette habitude est tombée en désuétude, mais malheureusement les étudiants continuent trop souvent à écrire au passif, rendant les textes tortueux et le style inutilement lourd. Je vous encourage vivement à utiliser la voix active :

• la construction est beaucoup plus directe
• il est maintenant d'usage d'annoncer clairement et sans détour que nous sommes l'auteur d'un travail

3.2.1 Les adjectifs

Les adjectifs s'accordent en genre et en nombre avec le nom auquel ils se rapportent

3.2.2 Les participes passés

• Avec l'auxiliaire être Les participes passés s'accordent en genre et en nombre avec le sujet
• Avec l'auxiliaire avoir Les participes passés s'accordent en genre et en nombre avec le complément d'objet direct, si celui-ci est placé avant le verbe​
• Sinon, ils sont  invariables En aucun cas, ils ne s'accordent avec le sujet

Pas de panique, c'est en fait simple :

Auxiliaire être

Il est tombé Ils sont tombés ​Elles sont tombées

Auxiliaire avoir - COD  après  le verbe

Il a pris un verre Il a pris une pomme Il a pris des pommes

Auxiliaire avoir - COD  avant  le verbe

Il l'a pris (=le verre) Il l'a prise (=la pomme) Il les a prises (=les pommes)

[[ collapse start " 3.3 « Nous » et « on » "]]

« On », techniquement, est un équivalent de l'anglais « it »

On dit souvent que...

Mais dans le langage courant, il est utilisé à la place de « nous »

On y va (=nous y allons) On arrive ! (=nous arrivons !)

Ceci est cependant à éviter à l'écrit, à moins que l'on veuille donner au texte une connotation familière.

3.4.1 Forme

3.4.1.1 Définis

le chat/les chats the cat/the cats

3.4.1.2 Indéfinis

un chat/des chats a cat/cats

3.4.2 Usage

3.4.2.1 Définis

On sait exactement de quel individu/chose il s'agit. On pourrait le montrer du doigt. Le nom est défini

Le chat de mon voisin (Ceci suppose que mon voisin n'a qu'un chat et que, du coup, on sait exactement de quel chat il s'agit)

La Terre est ronde (Il n'y en a qu'une, donc on sait de laquelle il s'agit)

La lune (On suppose qu'il s'agit de notre lune, celle qui tourne autour de la terre, et que donc on sait de laquelle il s'agit)

3.4.2.2 Indéfinis

On ne sait pas de quel individu/chose il s'agit. Le nom est indéfini

J'ai vu un chat noir ce matin (On ne sait pas de quel chat noir il s'agit. L'information "noir" ne suffit pas à définir l'individu particulier dont il est question)

Un chat de mon voisin (Ici, cela suppose que mon voisin a plusieurs chats et du coup, on ne sait pas de quel individu il est question. Comparer ceci avec l'exemple précédant)

Une lune (Ici, on fait référence à un satellite naturel, par exemple une lune de Saturne. On ne sait donc pas de quelle lune il s'agit)

C'est en fait très similaire à l'anglais. Réfléchissez à ce que vous diriez en anglais

• Invariables
• Généralement formés à partir d'adjectifs + « ment »

grand  → grandement

4.1.1 Commencer

Premièrement D’abord Tout d'abord Au début Pour commencer

4.1.2 Continuer

Chronologiquement : 

Deuxièmement ​Ensuite Puis Après

En ajoutant : 

De plus ​Ajoutons que En outre Par ailleurs ​Aussi Egalement

4.1.3 Finir

Enfin ​Finalement Pour finir Pour terminer Pour conclure En conclusion

4.2.1 Similarités

De la même manière De la même façon ​Similairement

4.2.2 Différences

En revanche Au contraire ​Alors que ​Pourtant D'autre part ​D'un autre côté Par ailleurs

Du coup En conséquence Par conséquent Il en résulte que De ce fait Donc Ainsi C'est pourquoi

5. Comment construire une dissertation en français?

Veuillez noter que ceci ne représente que mon opinion personnelle. Les consignes que vous recevez de vos professeurs sont sans aucun doute plus importantes que les conseils que je présente ici. Si vous avez des doutes, la meilleure chose à faire est toujours de discuter avec le professeur afin d'éliminer toute confusion quant à ses attentes. Il se peut que votre professeur ait une vision différente de la mienne sur la structure d'une dissertation. Il n'y a, de toute façon, aucune règle absolue et ceci ne représente qu'une façon, parmi beaucoup d'autres, de construire un plan.

Ne vous embarquez pas dans l'écriture avant d'avoir un plan! Si vous vous lancez dans l'écriture en aveugle, vous allez perdre énormément de temps à rédiger des choses qui ne fonctionneront probablement pas et que vous devrez réécrire. Assurez vous d'avoir un plan solide avant de commencer à rédiger des phrases. Pour construire ce squelette, des tirets avec vos idées suffisent.

Pour structurer votre plan, imaginez un sablier :

L'introduction , en bleu dans le sablier, commence large et se réduit petit à petit.

Elle peut se construire en trois sous-parties :

• Une introduction du thème qui se veut très ouverte. Vous voulez intéresser un public large. Si vous commencez directement sur le sujet étroit et spécifique de votre dissertation, peu de gens n'auront envie de la lire vu que peu de gens ont un intérêt pour un sujet très pointu.
• Dans une deuxième sous-partie, vous emmenez le lecteur peu à peu vers le sujet de votre dissertation. La problématique se resserre.
• Finalement, dans une troisième partie, vous présentez votre plan. Après avoir lu cette sous-partie, le lecteur doit savoir ce qui l'attend.

Le corps de votre dissertation , en orange dans le sablier, reste ciblé sur votre sujet.

Il comporte deux à quatre parties (souvent trois). C'est là que vous présentez votre analyse. Chaque partie représentant un aspect ou un point différent.

La conclusion , en vert dans le sablier, commence étroite et s'élargit peu à peu.

Vous ne voulez pas laisser le lecteur avec cette vue très pointue d'un sujet. Vous voulez élargir vers une problématique plus large. Là aussi, trois sous-parties est assez classique :

• Une première sous-partie qui conclut votre dissertation,
• Un élargissement de la problématique,
• Une troisième sous-partie peut comporter des questions laissées ouvertes.

Vous avez votre plan et vous en êtes content. Maintenant, il est temps de commencer à rédiger… mais dans quel ordre ? La question peut vous surprendre vu que la plupart des gens commencent… par l'introduction. Erreur ! L'introduction est probablement la partie la plus difficile à écrire. Il est beaucoup plus facile de commencer par le corps de la dissertation car c'est vraiment votre sujet. A partir de là, vous pourrez assez facilement écrire la conclusion. Et finalement, à la fin, après avoir passé tout ce temps avec votre dissertation, vous serez en bien meilleure position pour attaquer cette fameuse introduction qui est si difficile.

Séparez les grandes parties (introduction, corps de la dissertation et conclusion) en sautant une ligne. Les différentes parties du corps central de votre dissertation peuvent aussi être séparées par une ligne blanche.   Chaque partie et sous-partie commence typiquement par un alinéa (« indent » en anglais). De cette façon, le lecteur peut, avant même de commencer à lire, voir la structure de votre dissertation.

Les deux à quatre parties du corps de votre dissertation doivent être équilibrées : vous ne voulez pas avoir une partie de plusieurs pages et une autre de quelques lignes. Si tel est le cas, essayez de structurer vos idées différemment en fusionnant certaines parties entre elles ou en revisitant votre plan.

Il est classique de lier les différentes parties ou sous-parties les unes avec les autres grâce à des phrases de transition qui mettent en évidence la cohésion logique de l'ensemble. Vous ne voulez pas que votre essai ressemble à une juxtaposition d'idées sans rapport les unes avec les autres.

En français, comme en anglais, il est important de citer vos sources. Le site de la bibliothèque de SFU a de nombreuses ressources sur le format à suivre : Citation guide: APA .

6. Outil utile : comment faire les caractères français sur n'importe quel clavier ?

La méthode la plus simple est d'utiliser le clavier international américain. Je n'explique pas ici comment l'activer car cela dépend de votre système d'exploitation (OS), mais les instructions sont très simples et disponibles partout sur internet. Une fois activé, le clavier international transforme :

7. Où trouver de l'aide en français ?

Le Student Learning Commons  (SLC) offre depuis l'année dernière deux services pour les étudiants écrivant en français :

• des consultations particulières hebdomadaires
• des ateliers

7.1.1 Consultations particulières

Des consultations particulières hebdomadaires sont disponibles. Prenez rendez-vous sur le site du Student Learning Commons : Academic writing resources . 

7.1.2 Ateliers

Des ateliers d'écriture en français sont organisés régulièrement. Regardez le programme sur le site du Student Learning Commons: Writing workshops .

Si vous avez des suggestions de nouveaux ateliers d'écriture en français qui vous seraient utiles, n'hésitez pas à nous en faire part en écrivant à l'adresse mail [email protected] 

7.2.1 Dictionnaires

7.2.1.1 Français

• Du  Centre National de Ressources Textuelles et Lexicales , le meilleur dictionnaire de français en ligne ! Une ressource vraiment excellente.

7.2.1.2 Français/anglais

• WordReference.com

7.2.2 Conjugaison

• Le Conjugueur  : un bon site de conjugaison 

7.2.3 Plagiat

Toutes les règles que vous avez apprises sur le plagiat dans vos travaux en anglais s'appliquent également en français. Le plagiat est un sujet sérieux que SFU traite avec beaucoup d'attention et si vous n'êtes pas sûrs des règles, je vous encourage vivement à vous familiariser avec elles en lisant les sites suivants. Pour SFU, l'ignorance n'est pas une excuse….

• Voir également: Plagiarism tutorial (SFU Library, anglais)
• Academic honesty

8. S'immerger d'avantage dans le français

8.1.1 meetup français.

• Vancouver French Langage Meetup

8.1.2 Le Centre Culturel Francophone de Vancouver

• Le Centre Culturel Francophone de Vancouver  

8.1.3 App

8.2.1 histoire et culture.

• Radio Canada : Aujourd'hui l'histoire
• France Culture : Les nuits de France Culture

8.2.2 Infos (« Informations » en France ou « Nouvelles » au Canada)

• France Inter : Le journal de 18h
• Radio Canada : Midi info  

8.2.3 Sciences et technologie

• France Culture : La marche des sciences
• Radio Canada : Les années lumières

8.3.1 Théâtre en français

Théâtre la Seizième

8.3.2 Internet

Nombreuses options pour voir des films, apprendre de nouveaux mots, améliorer sa prononciation, apprendre à conjuguer…

8.3.3 Films

De nombreux films français sont disponibles gratuitement dans les bibliothèques publiques et de SFU :

• SFU Library movie collection . See  How do I find books written in French, Chinese, and other languages? for help narrowing your search to French-language materials.
• Vancouver Public Library
• Burnaby Public Library

This guide was created by Marie-Hélène Burle, December 2016.

A Vos Plumes! - The French Writing Center

• For Teachers
• For Students
• About this Site

Write Better

These pages explain how to write certain kinds of essays in French, as well as how some ways that professors grade writing assignments.

Writing college French essays , by Alison Levine.

How to write an essay for an upper-level French literature, culture, or film class.

Writing college response/reaction papers , by Cheryl Krueger.

How to write a response paper or reaction paper at the advanced undergraduate or graduate level.

Writing business letters in French , by Alison Levine.

How to lay out and formulate job application letters, requests for information, and other professional correspondence.

How professors grade upper-level French essays , by Alison Levine.

Descriptions of what makes an A paper, a B paper, etc. for the argumentative essay in French at UVA.

How professors grade intermediate French essays , by Alison Levine.

Descriptions of an A, B, paper, etc. for the intermediate level at UVA.

How to improve your grammar , by Alison Levine.

In this carnet de corrections , you can keep track of the grammar errors you make and how to correct them, as your professor goes over your work through the semester. A useful tool to help you avoid repeating errors.

Erreurs à éviter , by Mary McKinley.

A short list of common errors at the intermediate level. We are working on a more advanced list.

Handouts on French essay writing, explanations of how many instructors grade writing

Build Vocabulary

Theme-specific vocabulary (beginners); poetry, prose, theater, cinema terms (intermediates)

Grammar videos

Video grammar lessons and handouts, to prepare for the exercises.

© Copyright 2024, UVA Department of French Language and Literature 302 Cabell Hall P.O. Box 400770 , Charlottesville , VA , 22904-4770 Ph: 434-924-7158 Fax: 434-924-7157 | Web Design by Convoy

How to Write an Excellent French Essay (Resources Included)

Tips to write an excellent french essay.

Writing essays is challenging enough, but when you are asked to write a French essay, you are not only being asked to write in a foreign language, but to follow the conventions of another linguistic and literary tradition. Like essay-writing in any language, the essential part of writing a French essay is to convey your thoughts and observations on a certain topic in a clear and concise manner. French essays do come out of a certain tradition that is part of the training of all students who attend school in France – or at least secondary school – and when you are a French essay, it is important to be aware of this tradition.

The French philosopher Michel de Montaigne is credited with popularizing the essay form as a literary genre. His work, Essais, first published in 1580, and undergoing several subsequent publications before his death in 1592, covers a wide breadth of topics, ranging from “amitié” to “philosopher c’est apprendre à mourir”, and includes many literary references, as well as personal anecdotes. The name for this genre, essai, is the nominal form of the verb essayer, “to attempt”. We have an archaic English verb essay, meaning the same thing. The limerick that includes the phrase, “... when she essayed to drink lemonade ...” indicates an attempt to drink a beverage and has nothing to do with writing about it. But the writing form does illustrate an attempt to describe a topic in depth with the purpose of developing new insights on a particular text or corpus.

French instructors are very specific about what they would like when they ask for an essay, meaning that they will probably specify whether they would like an explication de texte, commentaire composé, or dissertation. That last essay form should not be confused with the document completed for a doctorate in anglophone countries – this is called a thèse in French, by the way. There are different formats for each of these types of essay, and different objectives for each written form.

Types of Essay

1. l’explication de texte.

An explication de texte is a type of essay for which you complete a close reading. It is usually written about a poem or a short passage within a larger work. This close reading will elucidate different themes and stylistic devices within the text. When you are completing an explication de texte, make sure to follow the structure of the text as you complete a close examination of its form and content. The format for an explication de texte consists of:

i. An introduction, in which you situate the text within its genre and historical context. This is where you can point out to your readers the general themes of the text, its form, the trajectory of your reading, and your approach to the text.

ii. The body, in which you develop your ideas, following the structure of the text. Make sure you know all of the meanings of the words used, especially the key terms that point to the themes addressed by the author. It is a good idea to look words up in the dictionary to find out any second, third, and fourth meanings that could add to the themes and forms you describe. Like a student taking an oral examination based on this type of essay writing, you will be expected to have solid knowledge of the vocabulary and grammatical structures that appear in the text. Often the significance of the language used unfolds as you explain the different components of theme, style, and composition.

iii. A conclusion, in which you sum up the general meaning of the text and the significance of the figures and forms being used. You should also give the implications of what is being addressed, and the relevance of these within a larger literary, historical, or philosophical context.

NB: If you are writing about a poem, include observations on the verse, rhyme schemes, and meter. It is a good idea to refer to a reference work on versification. If you are writing about a philosophical work, be familiar with philosophical references and definitions of concepts.

Caveat: Refrain from paraphrasing. Instead show through careful analysis of theme, style, and composition the way in which the main ideas of the text are conveyed.

2. Le commentaire composé

A commentaire composé is a methodologically codified commentary that focuses on themes in a particular text. This type of essay develops different areas of reflection through analytical argument. Such argumentation should clarify the reading that you are approaching by presenting components of the text from different perspectives. In contrast to the explication de texte, it is organized thematically rather than following the structure of the text to which it refers. The format for a commentaire composé consists of:

i. An introduction, in which you present the question you have come up with, often in relation to a prompt commenting on a thematic or stylistic aspect of the text, such as “Montrez en quoi ce texte évoque l’amour courtois” or “Qu’apporte l’absence de la ponctuation dans ce texte ?” In this section, you will be expected to delineate your approach to the text and illustrate the trajectory of your ideas so that your readers will have a clear idea of the direction these ideas will take.

ii. A tripartite body, in which you explore the question you have come up with, citing specific examples in the text that are especially pertinent to the areas of reflection you wish to explore. These citations should be explained and connected to the broad themes of your commentary, all the while providing details that draw the readers’ attention to your areas of inquiry. These different areas of inquiry may initially seem disparate or even contradictory, but eventually come together to form a harmonious reading that addresses different aspects of the text. The more obvious characteristics of the text should illuminate its subtler aspects, which allows for acute insight into the question that you are in the process of exploring.

iii. A conclusion, in which you evaluate your reading and synthesize its different areas of inquiry. This is where you may include your own opinions, but make sure that the preceding sections of your commentaire remain analytical and supported by evidence that you find in the text.

NB: Looking at verb tenses, figures of speech, and other aspects that contribute to the form of the text will help situate your reader, as will commenting on the register of language, whether this language is ornate, plain, reflects a style soutenu, or less formal patterns of speech.

Caveat: Quotations do not replace observations or comments on the text. Explain your quotations and situate them well within your own text.

3. La dissertation

The dissertation is a personal, organized, and methodical reflection on a precise question that refers to a corpus of writing. Referring to this corpus, you may be asked questions along the lines of “Que pensez-vous de l’équivalence entre l’amour et la chanson exprimée dans ces textes ?” or “Est-ce que la sagesse et la folie ont les mêmes sources?” This type of essay allows for an exploration of a question through knowledge of a corpus as well as through an individual’s cultural knowledge. The format for a dissertation consists of:

i. An introduction, in which you present the topic addressed, the significance of your argument, and the trajectory of your ideas.

ii. The body which, like a commentaire composé, consists of a tripartite development of your argument. This can follow any one of the following structures: a dialectical schema, organized into thèse, antithèse, and synthèse – an argument, its counter-argument, and its rebuttal; an analytical schema, consisting of the description of a situation, an analysis of its causes, and commentary on its consequences; a thematic schema, which consists of a reflection on a topic which you proceed to examine from different angles in an orderly fashion.

iii. A conclusion, in which you address the different ways in which you have approached the question at hand and how this deepens your insights, while placing the question within a broader context that shows room for expansion. The conclusion can open up the topic addressed to show its placement within a literary movement, or in opposition to another literary movement that follows it, for example.

NB: Approach the question at hand with as few preconceptions as possible. If you are writing on a quotation, gather all of your knowledge about its author, the work in which it appears, and the body of literature with which it is associated.

Caveat: Even for a personal reflection, such as a dissertation, avoid using the first person pronoun je. Nous or on are preferable. It is advisable not to switch from one to the other, though.

For each of these essay forms, it is a good idea to make an outline to which you can refer as you write. As your writing progresses, things may shift a bit, but having a structure on which you can rely as you gather your various ideas and information into a coherent argument provides solid foundation for a clear and well-developed essay. This also facilitates smooth transitions from one section of your essay to the next.

During your reading, you may encounter a problem, a contradiction, or a surprising turn of phrase that is difficult to figure out. Such moments in a text give you the opportunity to delve into the unique characteristics of the text or corpus to which you are referring, to propose different solutions to the problems you encounter, and to describe their significance within a larger literary, philosophical, and historical context. Essay writing allows you to become more familiar with French works, with their cultural significance, and with the French language. You can refer to the following resources to guide you in this endeavor:

Auffret, Serge et Hélène. Le commentaire composé. Paris: Hachette, 1991. Dufau, Micheline et Ellen D'Alelio. Découverte du poème: Introduction à l'explication de textes. New York: Harcourt, Brace & World, 1967. Grammont, Maurice. Petit traité de versification française. Paris: A. Colin, 2015. Huisman, Denis et L. R. Plazolles. L’art de la dissertation littéraire : du baccalauréat au C.A.P.E.S. Paris : Société d’édition d’enseignement supérieur, 1965.

The French newspaper Le Monde also has good articles on these essay forms that prepare French students for the baccalauréat exam: CLICK HERE

This is also a website with thorough information on essay writing techniques that prepare students for the baccalauréat exam: CLICK HERE

In addition, the University of Adelaide has tips for general essay writing in French: CLICK HERE

🇫🇷 Looking for More French Resources?

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How to Improve Your French Writing

Do you enjoy writing and learning French?

If so, why not do both? It’s one of the best ways to immerse yourself in the language .

In this post, we’ll look at how you can start with the basics and work up to practicing in a variety of different writing styles.

Essentials for Writing in French

How to write well in french, learn how narration works, learn the passé simple, grow your vocabulary, use online resources to get started, tips to improve french writing, track your progress with a journal, try writing poetry, put new words to immediate use, don’t use a dictionary too often, write a little first, then check grammar, why are french writing skills important, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

To be good at writing in French, there are a number of different skills that you’ll need to brush up on. Putting the following skills together will help your writing sound more fluent and improve your overall accuracy:

• Sentence structure
• Conjugations

Narrating in French involves a complicated weaving of different verb tenses. It’s critical to learn to use the right tense at the right time .

To set the scene, use the imparfait  to describe things that are happening, or characteristics of participants, as the principal action is taking place.

Principal events in a timeline can be narrated in the passé composé or the  passé simple.  In some cases, this type of narration might even  make use of the  présent . Narration can be either in the present or in the past depending on the narrator’s point of view.

Let’s look at this sentence as an example:

Alors que le roi se promenait dans son jardin, un gland est tombé sur sa tête.

(As the king was walking in his garden, an acorn fell on his head.)

Notice how se promener  is in the  imparfait but tomber is in the  passé composé . The king walking is “setting the scene,” and the acorn falling is the principal event in the narration. This is just one example of French narration.

Instead of using the passé composé, we could use the passé simple when narrating principal events.

Our sentence thus becomes:

Alors que le roi se promenait dans son jardin, un gland tomba sur sa tête .

In written French, the  passé simple can take the place of the  passé composé (unless it’s a quote of someone speaking). It’s a much more economical way of narrating, although often not taught by French teachers.

Knowing your audience is just as important as good tense use. The way you write a text, specifically the vocabulary used, differs between, say, children’s stories, emails to your boss and text messages to your close friends.

Writing is a great way to learn vocabulary because you’re putting that vocabulary into use instead of just reading it.

If you have story ideas but are unsure how to proceed, there are many online resources to help you.

Here are a few ways you can use them.

• Try collaborative French writing forums.

Certain forums, such as De Plume en Plume  or  Le Monde de L’Écriture , allow you to actually post short stories for review in exchange for reviewing other peoples’ work.

Commentary can include anything that helps you finish your story, be it grammar corrections, critiques or ideas of how to continue. These sites also propose written exercises such as collaborative writing or prompts like “Describe a garden in under 100 words.”

• Check out concours de nouvelles.

Many French libraries, universities and municipalities host writing contests called concours de nouvelles (literally “short story competition”) where certain people can submit a text. Some have entry conditions (e.g., participants must be under/over a certain age, live in a region, etc.), but others are open to anyone.

Usually, contests give you specific scenarios, such as writing a story based on a simple picture or completing an unfinished work.

There are a range of different ways you can improve your French writing skills. Here are some ideas to get you warmed up.

Language instructors often integrate a written journal into their curricula because it lets students see their improvement in real-time. The writing is personal, so you can experiment with more complicated structures, knowing you won’t be critiqued.

Poetry teaches you to not only write in French, but to become comfortable handling the language. This is your chance to break out of the groove of repetitive exercises and truly experiment. Try reading up on French poetry and then writing some of your own using rhyming, plays on words, etc.

You’re probably already reading French daily (or you should be!). Once you learn a new word, make sure you utilize it right away in your writing, otherwise it might slip away from your memory.

If you’re pressed for time, you can use language learning programs like Duolingo or Memrise to quickly pick up and learn French words. 

It’s okay if you can’t think of a synonym for every word. Just use the words you know. I try to “talk around” words I don’t know if I get stuck. After all, it’s what you do when speaking. Only if this is impossible should you use a dictionary.

Keep in mind that even if you know a word, you might not know its gender or spelling. Sometimes it’s possible to guess the spelling from pronunciation, and genders might be inferred from similar words, but often you’ll just have to memorize.

You don’t want to rely on dictionaries or grammar books to check every sentence, but at the same time you don’t want to wait until you’re completely done with a piece of writing to check it over. Usually I write roughly a paragraph, then check it before moving on. This lets me learn from my mistakes in real-time while not using learning resources as a crutch.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

You can try FluentU for free for 2 weeks. Check out the website or download the iOS app or Android app.

P.S. Click here to take advantage of our current sale! (Expires at the end of this month.)

Try FluentU for FREE!

It’s important to know that modern French society may test how well you write in many situations. Here are just a couple examples.

The phenomenon of graphologie

Even with computers, writing on paper remains very important in France. It’s so important, in fact, that many employers use it to learn more about their employees.

As part of a pseudo-scientific practice known as graphology, prospective employees submit handwritten letters that are analyzed by graphologists to determine psychological traits from their handwriting. The BBC provides a good explanation for the French enthusiasm for graphology.

The French take letters seriously!

It’s not a stretch to say that the French use written correspondence more than English speakers do. Up until recently, it was often considered more polite to submit handwritten letters of motivation than typed letters when applying for a job.

Unlike the relative creative liberty given in American business correspondence, French counterparts usually follow tried-and-true templates, such as the one seen here .

Notice the last line:

“Veuillez agréer, (Madame, Monsieur), l’expression de mes sincères salutations.” (Please accept, [Sir or Madam], the expression of my sincere greetings.)

This long-winded formality, called a formule de politesse,  is one of the mainstays of formal communication in French —a long way from our simple “From” or “Sincerely”!

Now you have everything you need to start developing your French writing skills!

Although it might seem like a daunting task, with the above tips and plenty of practice, your writing should see an improvement in no time.

FluentU has a wide variety of great content, like interviews, documentary excerpts and web series, as you can see here:

FluentU brings native French videos with reach. With interactive captions, you can tap on any word to see an image, definition and useful examples.

For example, if you tap on the word "crois," you'll see this:

Practice and reinforce all the vocabulary you've learned in a given video with learn mode. Swipe left or right to see more examples for the word you’re learning, and play the mini-games found in our dynamic flashcards, like "fill in the blank."

All throughout, FluentU tracks the vocabulary that you’re learning and uses this information to give you a totally personalized experience. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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How do I efficiently write essays in French?

This worksheet is geared towards advanced French Majors. It provides guidance on and tools for essay-writing in various genres. It is accompanied by “Know Your Audience: Undergraduate Writing and Speaking.” For oral assignments, please consult “What Makes For an Efficient Oral Presentation?” This document was created in Winter 2021 and last updated in Summer 2023. For its last revision, the author benefited from the valuable input of former students Marley Fortin, Merve Ozdemir, and Elizabeth Swanson.

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Betsy Gilliland

Ned Stuckey-French

Writing academic texts is an inevitable component of contemporary higher education; writing in a more specific sense is an indispensable method when teaching a particular subject (Blau, 2003). As a species of text, essay-form is an integral piece of writing in which one expresses in depth his/her opinions or feelings on a particular subject. In higher education teaching, essay-form has been used mainly as an individually graded writing task, which enables students to align their own subjective points of view to more general philosophical or scientific perspectives. For this type of academic or English style essay, it is common to have a rather personal discursive overall mood, critical and argumentative perspective, and stylistic comprehension. While the essay, in its traditional form, involves logic, dialectics, and rhetoric, it still enables students to put forward their own personal views as well as to interpret the variety of generic features of the essay-form in a more general ...

Natalie G Sharpling

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English for Uni

Essays in Different Academic Cultures

Notes for japanese-speaking learners of english.

In English, it is important to write an essay logically and clearly. To do so, you must remember to:

• State clearly your argument (主張をはっきり書く)
• Support your argument by clearly stating your reasons ‘why’ (主張の根拠を述べる)
• Avoid vague expressions (あいまいな表現を避ける)

For example, in Japanese essay writing, even when expressing your argument, you might end your sentences with ～ではないだろうか/～でよいのだろうか which are similar to saying I wonder/I guess in English. If you do this, you are asking your readers to judge for themselves whether your argument holds true or not. Similarly,  if you use ～ではないかと思う/～と思われる which is similar to saying I think that～/It is thought that～ ,  in your English essay, even if you are confident in your argument, your argument cannot be seen as an argument, but just a thought. So, you should avoid these vague expressions when putting forward your argument.

Essay writing in French

There are several key differences between writing an essay in English and writing an essay in French.  Often, lower marks are given to French students if they express their opinion in the Introduction of their essay, because the French convention is to leave opinions for the concluding sentence(s) of the whole essay.  So, in many ways, the structure and organisation rather than the content and style are the most important aspects of a French essay. In universities across France, students are often evaluated on their ability to write 1500-word dissertations, or what in English we might call the ‘argument driven essay’.  These dissertations can be thematic (in which a given subject is analysed, such as “The Films of Audrey Tautou”); interrogative (in which a question is posed, and an argument developed, such as “What is Audrey Tautou’s best performance?”); or implicit (in which the student links two or more themes to each another, such as “Love and Sadness in the Films of Audrey Tautou”).  Having received the subject of the essay – in the above case, Audrey Tautou, her films, and the themes in those films – the student then needs to do something quite different to what we do in English essays. To start the essay in French, students are told to find the ‘problem’, or what the French call the problématique .  This is a bit like the research question, the thesis statement, or the research topic, and will often involve a series of complicated, interlinked questions. Indeed, French students are often reminded of the great French ethnologist and anthropologist Claude Lévi-Strauss, who stated that “ Le savant n’est pas celui qui donne les bonnes réponses mais celui qui pose les bonnes questions ” (“the scholar is not he who gives the right answers, but he who asks the right questions”).  In other words French essays do not ask you to argue for one point of view over another; instead, the essay should elucidate and provide concrete examples of the various aspects of the problématique.  This is not easy, and takes a lot of practice, but it is something all French students are expected to do, and to do well – argumentation, rhetoric, dialectical logic.  Once the problématique has been identified, the rest of the essay will flow logically from this.  Jacob W. Getzels and Mihaly Csikszentmilhalyi, in The Creative Vision , define this approach: “the critical ability which distinguished successful artists was not technical skill, but what the authors called problem-finding — the ability to envision, pose, formulate, or create a new problematic situation.”   On finding the problématique , the argument and the structure then develop. Usually, the dissertation will have three distinct parts, each consisting of one paragraph only , so that the final essay will contain five paragraphs (if we also add the introduction and conclusion).  Each paragraph is then subdivided, often into three parts, so as to introduce one major argument plus shorter examples.  In this way, the three main paragraphs will present an argument (“Audrey Tautou’s films are some of the best in French cinema”), a counter-argument (“Audrey Tautou’s films are some of the worst examples of French cinema”), and a synthesis (“Audrey Tautou’s films – whether good or bad – reveal a great deal about contemporary French cinema”).  Each paragraph will be of equal length (students are often penalised if there are word-count imbalances in their overall structure) and will contain a series of mots charnières (linking words) to help the writer sum up the last paragraph and introduce the following one, and provide an easy, comprehensible road-map to the reader so that they know which part of the problématique is now being discussed.  For example, in French, common words and phrases that introduce an opposite or opposing idea include mais (but), cependant (nevertheless), toutefois (however), pourtant (yet), and au contraire (on the contrary). Once the three main paragraphs have been completed, students will then go back to retrofit the Introduction and the Conclusion.  As we have seen, the introduction will outline the problématique but must not contain opinions which are personal to the reader.  An overview of the structure of the essay will also happen here, such as “In our opening part of this essay, we will look closely at…” and so on.  It is only in the conclusion that students may finally offer up their opinion, by relating that opinion to the series of arguments put forward in the preceding four main paragraphs. So, to sum up, French essays:

• pose the problem ( la problématique ) in the introduction so that it is immediately clear, to someone who has not seen the question, what the topic for discussion actually is.
• do not answer the question or give opinions in the introduction—that is left for the conclusion!
• do not , under any circumstances, introduce extraneous information:  students may assume that the reader knows who the author/director is, when he/she lived, when the book was written/the film made, who the characters are and what the story is, etc.

References Jacob W. Getzels and Mihaly Csikszentmilhalyi, The Creative Vision: A Longitudinal Study of Problem Finding in Art (New York: John Wiley and Sons, 1976)

http://writing-poetry.knoji.com/how-to-write-a-french-dissertation-type… (accessed 15 August 2014)

Rankings: The 47 best universities in France for 2024/2025

Top ranked universities in France

Explained: How do the university rankings work?

The QS World University Rankings are among the most important, most-referenced rankings. The QS ranking relies heavily on its academic survey, asking thousands of academics worldwide about the reputation of universities.

The Times Higher Education World University Rankings (or the THE Rankings for short) compile a wide range of statistics. Equal weight is put on teaching quality, research excellence, and research impact through citations (meaning how often a university’s research is referenced elsewhere).

The Academic Ranking of World Universities by Shanghai Jiao Tong University (often just Shanghai Ranking , or ARWU ) focuses on research output and quality, for example measured by the number of published and cited scientific papers and the number of staff or alumni winning the Nobel Prize or Fields Medal.

Summary: Top 10 universities

Study in France

Thanks to world-leading universities and tuition-free education at public institutions, France is one of the most popular student host countries in the world. Many French universities have increased the number of English-taught degree programmes in recent years. Business, Engineering, Computer Science, Social Studies - in France, you can study virtually any subject in English.

Read more about studying in France

Find the right study programme for yourself:

Relevant links.

• Studying abroad in France: Basic information for international students
• Study programmes in France
• Visit the website of the QS World University Rankings
• Visit the website of the Times Higher Education World University Rankings
• Visit the website of the Shanghai Jiao Tong Academic Ranking of World Universities

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French Academic Vocabulary Posted by Elizabeth Schmermund on Feb 5, 2018 in Vocabulary

Last week , we went over the French university system and how it is similar and differs from university systems in the US and Europe. Today, we’ll focus more on the vocabulary that you can expect to use if you do find yourself studying abroad in France.

Courtesy of Pixabay.

As we discussed last year, there are different kinds of French universities. Generally, the word you would use for university would be l’université,  although if you attend a public university in France you would call it  la fac  (which is short for  la faculté ). Like in the United States, the academic year is split into two different semesters, or semestres . ( Comme aux Etats-Unis, le calendrier universitaire est divisé en deux semestres .)

In order to enroll in college, students in France need to pass le baccalauréat,  also known as  le bac.  (Recently, French officials have declared some sweeping reforms to the bac in France to mixed responses; you can read more about it—in French, of course!— here .)  Le bac is similar to A-levels in Britain, or to the SAT in the US.

It is somewhat common in France for students to begin their university studies without graduating with their  license degree. This is because, at least for  la fac , there are no entrance examinations; however, classes get progressively harder and students have to keep up with those in their class, otherwise they can’t proceed. You might hear people referring to their education level as  bac +3  or  bac +2 , which refers to the years of study they finished after passing  le baccalauréat.

Like  au lycée , in college grades are typically issued on a 20-point scale, with 10 being the passing grade. It is—somewhat notoriously—difficult to get grades above 15 or so in the French grading system. This is largely cultural, as students who have studied in both the United States and France state that French professors are less likely to mark their assignments with near perfect grades than their American counterparts. From 12 points and more, students receive a  mention , or a special distinction, for their assignment: assez bien for 12-13.99 points, bien for 14-15.99, and très bien for grades above 16. Very few university students will get an overall  mention  of  très bien , and this distinction is typically reserved for at most the top 3% of students.

Here’s some more vocabulary to help you through the French academic setting:

Build vocabulary, practice pronunciation, and more with Transparent Language Online. Available anytime, anywhere, on any device.

About the Author: Elizabeth Schmermund

Bonjour tout le monde! I'm a freelance writer, doctoral student, mom, and Francophile. I'm excited to share some of my experiences living in France, as well as the cultural nuances that I've learned being married to a Frenchman, with all of you. To find out more about me, feel free to check out my website at http://www.imaginistwriter.com. A la prochaine!

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Undergraduate French Program

Nationally recognized for its excellence in teaching and research, and among the largest Departments of its kind in the U.S., the University of Virginia French Department offers a variety of courses and programs that enable its students to explore as well as develop in-depth knowledge and advanced competencies in the field of French. Graduates of our program go on to pursue exciting degrees in business, education, law, medicine, and the arts. For more information, see Career Information for French majors. To receive updates about alumni or to communicate your achievements to the community, visit us on facebook.

This handbook presents information needed by current or prospective French majors or minors, as well as those taking French electives on the 3000 level or above. Note: All second majors and minors must be declared by the end of the first week of December (for Fall graduations) and by the end of April (for Spring graduations) of the semester in which the student plans to graduate.

The registrar requires you to already have a major before you declare a minor.

Requirements:  The French minor consists of 18 credit hours of courses with a minimum grade of “C” in the FREN sequence at and above the level of FREN 3020, with the further provisions 1) that FREN 3031 and 3032 are required, unless the student receives exemption from the Director of the Undergraduate Program; and 2) that at least 3 of those hours must be at the level of FREN 4000 or above.

In Brief: Eighteen hours = 3031 + 3032 + four additional FREN courses, including at least one 4000-level course.

Exemptions:  Students presenting a 4 or a 5 on the AP Language test will receive exemption from and credit for FREN 3031. 

With permission of the instructor or a faculty advisor, a minor may take a 4000-level course without a prior 3000-level offering.

• Up to six hours toward the minor may be earned in approved foreign-study programs (see Study Abroad). Study Abroad courses are pre-approvedin person by the DUP. For final approval and transfer of credits, meet with the DUP once you have returned and received your transcript. (The French Department does not receive your transcripts directly).
• Undergraduates may take a 5000-level course with the instructor's permission.
• A grade of C or better must be earned in each and every course counted toward the minor.
• French in Translation courses (FRTR) do not count toward the French major or minor.

Click Here for the Declaration Minor Form. Fill in "Jennifer Tsien" and " [email protected] " as the Declaration of Major Contact.  Check the Minor box on the Declaration Form as this form is used for both declaring major and minors.

FIll out the courses you have taken (at the 3000 level and higher, including 3031) and those you will potentially take to fulfill the requirements, then submit the form. After you submit the form, you will receive an email from either Professor Tsien to confirm your French minor.

Requirements:  The French major consists of 30 credit hours of courses with a minimum grade of “C” in the FREN sequence at and above the level of FREN 3020, with the further provisions 1) that FREN 3031 and 3032 are required, unless the student receives exemption from the Director of the Undergraduate Program; and 2) that at least 9 of those hours must be at the level of FREN 4000 or above.

Exemptions:  Students presenting a 4 or a 5 on the AP Language test alone will receive exemption from, and credit for, French 3031. Students presenting scores of 4 or 5 on both the AP Language and Literature tests will receive exemption from, and credit for, both French 3031 and French 3032.

With permission of the instructor or a faculty advisor, a major may take a 4000-level literature course without a prior 3000-level offering.

• Up to twelve hours toward the major may be earned in approved foreign-study programs (see Study Abroad). Study Abroad courses are pre-approvedin person by the DUP. For final approval and transfer of credits, meet with the DUP once you have returned and received your transcript. (The French Department does not receive your transcripts directly).
• Undergraduates may take 5000-level courses after having earned a "B" or better in two 4000-level courses and obtaining the instructors' permission.
• Special rules govern the taking of independent study courses (FREN 4993 and 4994). See the "Policy on Undergraduate Tutorials" section below.
• French in Translation courses (FRTR) do not count toward the French major or minor

Pathways Through the Major

Depending on what level of French you begin with, here are various scenarios for finishing the French major:

Starting in 1010 (no study abroad)

FREN 1010 (pre-major)

FREN 1020 (pre-major)

FREN 2010 (pre-major)

FREN 2020 (pre-major)

FREN 3031 (3 credits)

FREN 3030 or FREN 3034 or FREN 3036 (3 credits)

FREN 3032 (3 credits)

FREN 3030 or FREN 3034 or FREN 3036 or FREN 3039* (3 credits)

*requires 3031 and 3030

FREN 3xxx (3 credits)

FREN 4xxx (3 credits)

Starting in 1010 (with summer study abroad or J-Term/summer sessions)

Summer Abroad in Lyon or J-Term/summer sessions

FREN 3xxx or FREN 4xxx (3 credits)

FREN 3xxx or 4xxx (3 credits)

Starting in 2010 (no study abroad)

Starting in 2010 (with summer study abroad or j-term/summer sessions), starting in 3031 (no study abroad), starting in 3031 (with summer study abroad or j-term/summer sessions), how to declare a major or minor in french.

 Click here for the Major Declaration Form and fill in "Jennifer Tsien" and " [email protected] " as the Declaration of Major Contact: 

Fill out the top and your course history so far, as well as the classes that you will potentially take to fulfill the requirements. After you submit the form, the Director of the Undergraduare program, Jennifer Tsien, will contact you. 

Click here for the Minor Declaration Form and fill in "Jennifer Tsien" and " [email protected] " as the Declaration of Major Contact. Check the Minor box on the Declaration Form as this form is used for both declaring major and minors.

FIll out the courses you have taken and those you will potentially take to fulfill the requirements, then submit the form. After you submit the form, you will receive an email from either Professor Tsien to confirm your French minor and assign an advisor to you.

Independent Study Policy

Guidelines and Policies : Because the French Department provides a wide range of courses on French and Francophone literature, film, linguistics, history, and cultural studies, it rarely offers Independent Study courses. The French Department reserves this option for exceptionally qualified fourth-year students with clearly defined and justified project goals. Fourth year French majors or minors may enroll in Independent Study course (FREN 4993) after obtaining permission from the supervising faculty member, the Director of the Undergraduate Program (DUP), and the Department Chair. Only students with a GPA in French of 3.5 or higher and overall GPA of 3 may apply. Only 1 independent study course may be counted toward the major or minor.

• Click here for application
• A complete description of the project
• Evidence of prior courses which have adequately prepared the student for the project
• A bibliography of the works to be studied
• A brief statement from a faculty member who accepts responsibility for directing the independent study

The Distinguished Majors Program

Above: A recent cohort of Distinguished Majors in French celebrating their accomplishments (marked by certificates and honorary cocardes ) at the department's graduation ceremony at the Maison Française.

Application and A dmission:  In consultation with the Committee on Undergraduate Studies, the Director of the Undergraduate Program will admit applicants, normally in the spring of their third year, on the basis of the following factors:

• An overall GPA of 3.4 and a departmental GPA of 3.5 in FREN courses at the 3000 level or above, evidenced by a current college transcript or a SIS form.
• A pledged 500-word statement of purpose composed in French.
•  An email from a French Department faculty member agreeing to direct the applicant's thesis
•  The above should be emailed to [email protected] 

Prospective applicants planning to be abroad during the application period should contact the Director of Undergraduate Studies for further information, before departure if possible.

Required Course Work and Thesis:  The DMP program consists of 36 semester hours: that is, 6 credits on top of the 30 credits needed for the major. These 6 credits include French 4998 (Pre-thesis Tutorial), in which background reading, research, and a thorough working outline of the thesis will be completed under the director's supervision, and French 4999 (Thesis), in which the candidate will, under the director's supervision, draft and revise the work, defined as a 30-50 page study, in French. The thesis should demonstrate mastery of relevant theories, research techniques, appropriate methods of analysis and interpretation, as well as expository writing. Two readers will examine the document: the thesis director and either the Director of the Undergraduate Program, another member of the French faculty, or a qualified professor from another UVA department. The final version of the thesis will be prepared according to the MLA Handbook.

Continuance:  The DUP will monitor each candidate's progress on a term-to-term basis. Failure to maintain the overall or departmental GPA required for admission, or failure to complete program requirements on time, will result in probation for one semester. If the candidate's record is then cleared, good standing will be restored; otherwise, the candidate will be dropped from the program.

Degrees of Distinction:  The DUP, in consultation with the thesis director and, if required, the Committee on Undergraduate Studies, will recommend conferral of Distinction, High Distinction, or Highest Distinction. The bases for judgement will be the quality of the thesis and work in the Distinguished Majors Program, the major, and the College. All queries concerning the program should be addressed to the Director of the Undergraduate Program.

Third Year: Application to DMP: May 15 Announcement of admissions: May 25

Click here for previous Distinguished Majors.

The B.A./M.A. in French

The BA/MA program is a five-year program that will interest students wishing to exercise their French skills at the near-native level while developing their cultural knowledge, keen analytical capacities. Students who are on track to complete at least one 4000-level French course during their 3rd Year, or students in their 4th Year about to complete the major, may apply. We offer a wide range of courses on the relationship between French culture, society and expression of the human condition (in literature, in language, in visual media). Intrinsic to these courses is the development of skills that will serve students in a variety of professional fields: analytical, creative and critical thinking; problem-solving (individually and collaboratively); the capacity to recognize and transcend one's own cultural perspective in order to better understand other points of view; the ability to make connections to other times and places. *** More information and how to apply here! ***

Awards and Honors

The hugh m. davidson essay prize.

The Hugh M. Davidson Essay Prize commemorates a beloved teacher and colleague who was also internationally admired for his scholarly publications, particularly on Blaise Pascal. Each year, one undergraduate student will receive the $500 prize at the Maas Awards ceremony in March. Eligible topics will concern any aspect of French or Francophone culture before the year 1800 and students may submit revised papers from one of their courses.

Deadline: February 20

Selection criteria:  The winning essay will possess the following characteristics

• The writing must be well organized and clear; the French must be grammatically correct
• The content must include original and insightful thought about the texts discussed
• Excellent use of primary sources (i.e. texts in French written prior to 1800)
• Judicious and thoughtful use of appropriate secondary sources, if applicable

A few rules:  

• Students are permitted, indeed encouraged, to consult dictionaries and grammar books, but they may not seek anyone’s help with French while writing their essays. They may not use translation software for whole sentences.
• Students who qualify are UVA undergraduates who have never received a Davidson prize before.
• Students may submit revised papers from one of their courses.
• Each essay should have a title and page numbers ; titles must follow French capitalization rules (only the first or the first important word is to be capitalized).
• Essays should be double-spaced in Times New Roman font.
• Length: ideally between 2000 and 3000 words, but longer essays will also be accepted.

How to submit an essay:  

• Essays should be submitted as e-mail attachments in Word or pdf format.
• The name of the writer should not figure within the essay itself but should be given in the e-mail message to Ms. Kamjan. The judges will not know the identities of the writers.
• The e-mail message will contain a pledge that the work is that of the author alone.
• Please submit essays to Ms. Paw Kamjan    by 5:00 p.m. February 20. No late entries will be accepted.

Former prize winners and titles.

• 2022, Schyler Vander Schaaf, L’Amour, l’amitié et le milieu : une analyse des Essais de Montaigne
• 2021, Katherine Knipmeyer, Les caprices de la mode, chez les Français: une analyse brève de la satire de la mode présentée dans ​Lettres persanes

MAAS Essay Prize

The Department of French at the University of Virginia holds an annual essay competition in honor of the Lieutenant Commander Charles Oscar Maas, USNRF, Assistant Naval Attaché to the  American Embassy, Paris, France, World War I. The prize was established in 1953 by the late Mrs. Kitty M. Maas as a memorial to her husband, who presided at the ceremony in Paris on 13 April 1919 at which the University of Virginia presented the Republic of France with a plaque in memory of Thomas Jefferson.

The Maas Prize awards prizes of up to $5,000 for continued learning about France and French-­speaking cultures. Undergraduates in all schools of the University are invited to submit essays in French on a topic concerning Franco-American relations, broadly interpreted to be any topic of a comparative nature dealing with the language, culture, politics, society, business (or some similar or allied subject) of the United States and of France or any French-speaking nation or region. 

WHO IS ELIGIBLE?

• The contest is open to all undergraduate students of French at the University who are not native speakers of French and who have not learned their French primarily in French-speaking schools.
• The essay must not have been previously submitted for another essay contest.
• Former winners of a Maas prize are excluded from the present competition.
• Each contestant may submit a single essay.
• Contestants who do not win a prize in a given year may submit a new essay the following year.
• The length of the essay should be between 2000 and 2500 words, double-spaced, in Times New Roman.
• Each essay should have a title and pages should be numbered. Titles must follow French capitalization rules (only the first or the first important word is to be capitalized)
• Essays are to be entirely the work of the participant; research materials must be referenced.
• In terms of sources, the selection committee prefers a combination of French and English-language sources to exclusively English sources; it also prefers peer-reviewed sources which you can find on library databases such as cairn.info or JSTOR to non-peer-reviewed internet sources.

HOW ARE ESSAYS SELECTED FOR PRIZES?

• Essays are judged on originality of topic, clarity of argument, and quality of French grammar.
• Each essay should contain a thesis and an argument that supports it.
• The decision of the selection committee is final. It reserves the right to award more prizes or fewer based on the quality of the submissions.

WHAT ARE THE PRIZES?

• The Winner of the first prize will be entitled to receive $5,000 in documented expenses of an educational or scholarly purpose related to enhancing knowledge of the French language or Francophone culture (airfare to a French-speaking country or region, per diem living expenses when such travel is related to specific educational endeavors, consultation of archives, tuition in a degree program in a French-speaking country or region, graduate work in French, etc.)
• The committee may select a second prize, third prize, and/or honorable mention recipients. These awardees will be entitled to prize money to be used for similar expenses. Previous awardees of second and third prizes have received awards of $3000 and $2000.
• Authors will be informed of the outcome of the essay contest by email before the Maas reception in the spring semester. Prize winners will be publicly announced at this event and all participants are invited to attend.

HOW TO SUBMIT THE ESSAY

• The deadline for the competition is February 20, 5pm. No late entries will be accepted.
• The name of the writer should not figure within the essay itself but should be given in the e-mail message. The judges will not know the identities of the writers.
• Please send the essay as e-mail attachments in Word or pdf format to Ms. Paw Kamjan  

For any questions, contact Prof.Tsien .

• 2023, (Tie) Ella Dailey, Réalisme dénudé et dégénératif : une comparaison de deux tendances littéraires émergentes
• 2023, (Tie) Elise Kalhor, La Révolution américaine contre la Révolution française à travers une analyse contextuelle de l’art
• 2022, Marina Peebles, John Kerry, l’air français et le langage de la politique en France et les États-Unis
• 2021, Chloe Suzman, Le rôle de la race dans le droit constitutionnel: une perspective transatlantique

MAAS Essay Prize for Intermediate French Language and Culture

The Maas Essay Prize for Intermediate French Language and Culture awards up to $500 for excellent written essays by intermediate-level learners in FREN 2010, 2020, and 2320 in the French Department at the University of Virginia.

Undergraduates are invited to submit essays written in French in an intermediate-level course at the University of Virginia (FREN 2010, 2020, 2320) within the current semester or previous calendar year, whether on Grounds or in the UVA program in Lyon.

• Topic: Any subject concerning Franco-American relations, broadly interpreted to be any topic of a comparative nature dealing with the language, culture, politics, society, business (or some similar or allied subject) of the United States and of France or any French-speaking nation or region. Essays are to be entirely the work of the participant; research materials (if applicable) must be referenced.
• All topics comparing France and the United States are welcome, but we especially encourage essays that deal with the subject of freedom, race, and inequality in the US and in France.

Students may submit an essay written for an intermediate-level French class at UVA for which they did not receive extensive feedback and error correction advice from the instructor. Essays written for class may be revised and expanded to strengthen them, if desired, provided the work is that of the author alone and written without use of translation software.

For the Intermediate-Level Maas Essay Competition:

Students in a 2000-level FREN course may choose to write an original essay on the topics indicated above, provided it adheres to the guidelines above and is entirely their own work, written without the use of any translation software or editorial assistance from others.

Students also have the option of submitting one of the following assignments completed for class:

• FREN 2010 students may choose to submit their written proposal for study abroad (tâche écrite 2 for Spring/Summer 2023 or final IPA, part 3, for Fall2023/Spring2024).

FREN 2020 students may submit the written portion of their second culture project exposé (“une comparaison culturelle”). Alternatively, FREN 2020 students may choose to submit an essay based on the final culture project presentation. In that case, students should keep in mind that the “script” for their presentation in 2020 will need to be adapted to fit the format of a written essay. FREN 2020 students have the option to submit an essay jointly with their culture project partner, provided that both students have contributed equally to both the final project and the reformulation of the script into an essay for the Maas prize.

The submission deadline for the 2023-2024 Maas Prize competition for Intermediate French is at 5pm on Monday, March 11, 2024.   Email submissions of essays   must be received by Ms. Paw Kamjan   in the Department of French no later than 5pm on March 11th. In the Subject Line, please indicate :  Intermediate Maas Essay Entry.

DETAILED GUIDELINES

• The contest is open to all undergraduate students of French in intermediate-level courses at the University (FREN 2010, 2020, 2320) who are not native speakers of French and who have not learned French primarily in French-speaking schools.
• Students may submit an essay written in one of the intermediate-level French courses at UVA  in the current semester or within the previous calendar year , or a new essay written in the current academic year, following the guidelines indicated here.
• Students who will graduate before May 2024 are not eligible for the competition. 
• Please contact the Language Program Director in French ( Karen James ) if you have any questions about eligibility.
• The length of the essay submitted will align with the length of the writing assignment in the intermediate level course. These will range from about 350 words in 2010 up to 500 words in 2020/2320. Submissions for the Maas Essay Prize for Intermediate French Language and Culture should not exceed 750 words.
• Essays are to be entirely the work of the participant and should reflect the original guidelines for the written assignment in the FREN 2010, 2020, or 2320 class. Any research materials used must be referenced. Essays are judged on choice of topic, clarity of argument, and quality of French, using the standards for students’ written work in our intermediate-level courses. Students are permitted, indeed encouraged, to consult dictionaries and grammar books, but they may not use any translation software or AI (including Google Translate or Chat GPT) or seek anyone’s help with French while writing (or subsequently revising) their essays.
• The essay must not have been previously submitted for another essay contest. Former winners of a Maas Essay Prize for Intermediate French may and are encouraged to submit new essays in subsequent years for the larger Maas Essay Prize competition at the advanced level.
• Each essay should be a typed document, double spaced. Each essay should have a title, and pages should be numbered. Essays should be submitted as email attachments in Word or pdf format.  The name of the writer should not figure within the essay itself but should be given in the email message. The email message will contain a pledge that the work is that of the author alone. The judges will not know the identities of the writers. 

The email message must include:

• Student’s name
• Title of the essay being submitted
• Word or pdf file attached  (The file should include the essay title, but not the student’s name.)
• Semester/term when the student took the course and wrote the essay. Also, French course (2010, 2020, or 2320) for which the essay was originally written. Students currently in FREN 2010 or 2020 (spring semester) who have written an essay specifically for this year’s competition should indicate the course level in which they are now enrolled.
• Honor Pledge:  “On my honor as a student at the University of Virginia, this essay is my work. I have followed the published guidelines for submissions and have not received assistance on this essay other than the normal feedback provided by the instructor on the final written assignment in my class.” Please include the pledge in the email in which you submit your essay.
• FREN 2020 students who submit an essay jointly will include a joint pledge, and should send the submission in one email, not two, with both author’s names included along with the other required information.
• Please remember to indicate in the subject line of your email:  Intermediate Maas Essay Entry.

Winners will be recognized at the French Department Annual Maas Event, which will be at 5pm on Thursday., March 28, 2024, in the Colonnade Club Solarium. All essay authors will be invited and encouraged to attend as well. 

The winner will receive a prize award of up to $500, intended for any educational purposes related to enhancing knowledge of the French language or francophone culture.  (Suggested uses include purchasing books or software, or application of award money to travel expenses related to study or internships abroad.) The committee may select second prize, third prize, and/or honorable mention recipients, with prize money awarded (up to $500) as deemed appropriate.

The decision of the judges is final. The Maas Prize Committee reserves the right to withhold the announced prize if, in its opinion, essays submitted are not of sufficient merit.

The Mass Essay Prize was established in 1953 by the late Mrs. Kitty M. Maas as a memorial to her husband, Lieutenant Commander Charles Maas, USNFR, who presided at the ceremony in Paris on 13 April 1919 at which the University of Virginia presented the Republic of France with a plaque in memory of Thomas Jefferson.

• 2023, Margaret Cox , Savoir faire la fête, repensé
• 2021, John Lindsey, Un Semestre au Québec

The T. Braxton Woody Award

Endowed by Professor Emeritus T. Braxton Woody, this $1500 award, administered by the Jefferson Literary and Debating Society, honors a French major in their next to last year of study who, through academic achievement and other activities, has contributed to the advancement of French studies. Nominations from the French faculty are gathered in January by the chair of the Undergraduate Studies Committee, and the recipient is selected the following month by the department chair. The award is presented at a Rotunda dinner on or about Founder's Day.

Former prize winners.

• 2023, Felix Worthen
• 2022, Casey Fishman
• 2021, Madeleine Poché
• 2020, Claire Koeppen and Zola Price

Preparing for Post-Graduate Life

French majors and minors who do not plan on pursuing graduate or professional studies will significantly enhance their employment prospects in business, government, or non-profit organizations by complementing their arts and sciences program with the appropriate internships available through University Career Services, as well as advanced studies (a major or minor) in another discipline.

Que puis-je faire avec ma spécialité en français?

For more information contact the Director of Undergraduate Program

The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found at  http://records.ureg.virginia.edu/index.php .

Essential French Academic Vocabulary for Writing and Speaking

Do you want to take your French language skills to the next level? If so, then mastering academic vocabulary is essential. Whether you’re a student, researcher, or academic professional, having a strong academic vocabulary will give you a significant edge.

In this blog post, we’ll explore the fascinating world of French academic expressions and words. We’ll also provide you with some tips on how to master this essential skill. So what are you waiting for? Let’s get started!

The Significance of Academic Vocabulary:

Academic vocabulary plays a vital role in academic pursuits, facilitating comprehension, precision, and effective communication. Here are some reasons why it is essential:

Precision and Clarity: Academic vocabulary offers precise terms that allow for clear expression of complex ideas and concepts.

Comprehension and Critical Reading: Familiarity with academic words enhances understanding and facilitates in-depth analysis of scholarly texts.

Effective Writing: Using appropriate academic vocabulary demonstrates subject knowledge, adds credibility to your writing, and enables concise and persuasive articulation of ideas.

Presentations and Discussions: Employing academic vocabulary enriches participation in academic conversations, seminars, and conferences, fostering meaningful engagement and intellectual discourse.

Essential French Academic Vocabulary:

Below is a list of commonly used academic expressions and words, along with their English translations:

Analyser (Analyze) : Examine in detail to uncover patterns or insights.

French: “Analyser les données recueillies dans l’étude.”

English: “Analyze the data collected in the study.”

Critiquer (Critique) : Evaluate or assess by offering a detailed analysis or opinion.

French: “Critiquer les arguments présentés dans cet article.”

English: “Critique the arguments presented in this article.”

Évaluer (Evaluate) : Assess or judge the value, significance, or quality of something.

French: “Évaluer les performances des étudiants dans l’expérience.”

English: “Evaluate the students’ performance in the experiment.”

Hypothétiser (Hypothesize) : Formulate a tentative explanation or assumption based on limited evidence.

French: “Hypothétiser une relation entre ces deux variables.”

English: “Hypothesize a relationship between these two variables.”

Synthétiser (Synthesize) : Combine separate elements or information to form a coherent whole.

French: “Synthétiser les résultats de différentes études pour parvenir à une conclusion générale.”

English: “Synthesize the findings from different studies to arrive at a general conclusion.”

Méthodologie (Methodology) : The systematic approach used in a research study or investigation.

French: “Décrire en détail la méthodologie utilisée dans cette recherche.”

English: “Describe in detail the methodology used in this research.”

Empirique (Empirical) : Based on observation, experience, or experimental evidence.

French: “Appuyer les conclusions avec des preuves empiriques solides.”

English: “Support the conclusions with strong empirical evidence.”

Revue de la littérature (Literature Review) : A critical analysis and summary of existing research and literature on a specific topic.

French: “Réaliser une revue de la littérature pour identifier les lacunes dans les recherches précédentes.”

English: “Conduct a literature review to identify gaps in previous research.”

Paradigme (Paradigm) : A framework or model that serves as the basis for a particular theory or approach.

French: “Comprendre les différents paradigmes utilisés en psychologie.”

English: “Understand the different paradigms used in psychology.”

Concluant (Conclusive) : Providing a definitive result or settlement.

French: “Présenter des preuves concluantes pour étayer l’hypothèse.”

English: “Present conclusive evidence to support the hypothesis.”

Concept (Concept) : An abstract idea or fundamental principle.

French: “Comprendre le concept de développement durable.”

English: “Understand the concept of sustainable development.”

Déduire (Deduce) : Draw a logical conclusion from given information.

French: “Déduire les implications de cette théorie.”

English: “Deduce the implications of this theory.”

Étude de cas (Case study) : A detailed analysis of a specific subject, often used to illustrate theoretical concepts.

French: “Analyser une étude de cas en psychologie cognitive.”

English: “Analyze a case study in cognitive psychology.”

Expérience (Experiment) : A scientific activity conducted to test a hypothesis or verify a theory.

French: “Concevoir et mener une expérience sur la gravité.”

English: “Design and conduct an experiment on gravity.”

Thèse (Thesis) : An original research work presented to obtain an academic degree.

French: “Rédiger une thèse sur la littérature française du 19e siècle.”

English: “Write a thesis on 19th-century French literature.”

Source primaire (Primary source) : A document or testimony directly related to the event or subject being studied.

French: “Analyser des sources primaires pour comprendre la Révolution française.”

English: “Analyze primary sources to understand the French Revolution.”

Analyse de données (Data analysis) : The systematic examination of data to draw conclusions or identify patterns.

French: “Effectuer une analyse de données statistiques pour tester l’hypothèse.”

English: “Perform statistical data analysis to test the hypothesis.”

Variable indépendante (Independent variable) : A variable manipulated or controlled by the researcher to study its effect on another variable.

French: “Identifier la variable indépendante dans cette étude expérimentale.”

English: “Identify the independent variable in this experimental study.”

Référence bibliographique (Bibliographic reference) : A complete citation of a source used in an academic work.

French: “Citer les références bibliographiques selon les normes de l’APA.”

English: “Cite bibliographic references following APA guidelines.”

Méthode qualitative (Qualitative method) : A research approach focused on in-depth understanding of social phenomena through observations and interviews.

French: “Appliquer une méthode qualitative pour explorer les motivations des participants.”

English: “Apply a qualitative method to explore participants’ motivations.”

Remember, this list of essential French academic vocabulary is a selection, and there are many more terms specific to different fields of study. Regular exposure to academic texts and engagement in academic discussions will contribute to the expansion and refinement of your academic vocabulary.

How to Master Academic Vocabulary in French

Once exposed to these words and expressions and a lot more thanks to your research, you need to practise using academic vocabulary in your own writing and speaking. This will help you to solidify your knowledge and make sure that you can use the vocabulary correctly.

Mastering academic vocabulary in French opens doors to effective communication and comprehension within academic domains. By incorporating these essential expressions and words into your repertoire, you can engage in intellectual discussions confidently. 

To accelerate your learning journey, Albert-Learning offers a valuable online teaching platform. You can book a free session with their experienced teachers. By learning these French expressions in context, you can thrive in academic environments. Start your journey today and unlock the power of academic vocabulary in French.

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Watch Your Way To Learning French–Part 47!

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Essays à la française: la dissertation

Aside from classroom exercises and formal writing assignments, the dissertation is a major part of the BAC exam, which highschool students must pass to enter into university or secondary studies. Introduction Similar to a standard essay introduction, the introduction presents the subject or issue that is to be analyzed and evaluated. The introduction serves as a roadmap for the writer’s upcoming argument and the structure of the remainder of the dissertation.

Thesis Part of what is often referred to as “le développement”, the thesis section outlines the body of the argument chosen for the topic of the dissertation.

Antithesis Unlike the secondary support paragraph often found in an american essay, the anthesis section is dedicated to expressing the limits of one’s argument.

Conclusion Also referred to as the synthesis, provides a brief conclusion of the paper. The conclusion also invites one to go further and put forth questions that the reader can reflect on.

In addition to structural differences, the content of the dissertation can oftentimes be different to that of an american essay.

https://www.etudes-litteraires.com/bac-francais/technique-dissertation.php

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French Writing Examples

The following shows writing examples at various proficiency levels. These were produced by real language learners and may contain errors. See Writing Section Tips at the bottom of this page.

French Proficiency Tests and Resources

Writing Examples

At this level, I am able to create individual words that have no extended meaning.

I can share some simple vocabulary, which deals with the prompt/task/situation, but I tend to struggle to connect those words to create meaning.

La me're ,la souer ,le frere

At this level, I am beginning to develop the ability to create meaning by grammatically connecting words.

Specifically, I can connect some basic subjects and verbs or verbs and objects, but I may be inconsistent at doing this.

I am often limited in my vocabulary to Novice level topics that I experience in my every-day life or that I have recently learned.

Jai une grande famille.

At this level, I can create simple sentences with very basic grammatical control and accuracy.

There are often errors in my responses, while at the same time I might have good control with some very simple structures and functions of the language that I have just learned or studied.

At the Novice levels, errors are expected as I try to create simple sentences. Generally, the sentences that I am able to create are very basic and simple with few, if any, added details.

Je voyage a japan. Pour la vacacion j'ai chemises et shorts. Japan est chaud.

At this level, I can create simple sentences with some added detail; such sentences help create VARIETY.

At the Intermediate Low level, simple sentences are enhanced by use of prepositional phrases, helping verb usage, as well as some adverbs and a variety of adjectives.

I generally create independent sentences (ideas) that can be moved around without affecting the overall meaning of the response. There are still a number of errors in my response, but I have fairly good control of more basic sentences. I am feeling more confident in using different structures and expanding vocabulary and taking more risks with my responses.

Je préfère l'été. Il fait chaud et je peux nager. Ma famille aime nager en été. Parfois, nous allons au lac pour nager. Je déteste l'hiver. Mais, j’aime faire le ski.

At this level, I can now create enough language to show groupings of ideas.

My thoughts are loosely connected and cannot be moved around without affecting meaning.

I can also create a few sentences with complexity and am able to use some transition words.  I am also able to use more than just simple present tense, but often make mistakes when I try to use other tenses.

My vocabulary use is expanding and I am able to use more than the usual, high frequency or most common vocabulary. I feel that I am able to create new language on my own and communicate my everyday needs without too much difficulty.

J’aime l’hiver parce que quand il fait froid je peux jouer dans la neige. J’adore la neige. Je peux faire les bonhomme de neige avec mes cousins à notre cabine. Aussi, pres de notre cabine il y a une station de ski où nous pouvons faire de ski. C’est très amusant parce que nous pouvons faire du ski ensemble. Dans l’été c’est aussi amusant a notre cabine. C’est très jolie dans les montagnes.

At this level, I have good control of the language and feel quite confident about an increasing range of topics.

There are still some occasional errors in my language production, but that does not hinder my ability to communicate what I need to share.

I can use circumlocution to explain or describe things for which I do not know specific vocabulary or structures. I can understand and use different time frames and am just beginning to develop the ability to switch most time frames with accuracy. I can use transition words and concepts with some ease. My language has a more natural flow, but I still may have some unnatural pauses or hesitations.

Je crois que des jeunes élèves ne devraient pas avoir des portables avec l'Internet. Ces enfants sont trop jeunes d'utiliser un portable. D'abord, on n'est pas responsable et ne comprendre pas l'Internet et ce qu'on peut trouver sur l'Internet à cette âge. L'Internet peut être dangereuse et ce n’est pas bon pour les enfants d'utiliser sans des parents les regardent. Si des enfants ont un portable, on a l'acces à l'Internet sans des parents. Ensuite, des enfants n'ont pas besoin d'un portable. Il vaut mieux que des jeunes élèves jouent au dehors ou s'amuser avec leurs amis. Beacoup de gens ont un portable et ne faire rien sauf utiliser leur portable. Ce n'est pas une bonne habitude.

At this level my response contains a number of complexities with higher degree of accuracy.

Such language allows me to address each aspect of the prompt more completely and with more depth of meaning.

I am able to use Advanced vocabulary or Advanced terms, conjugations etc. with confidence. I feel that I can create natural flow using as much detail and descriptive language as possible to create a clear picture. Errors with more complex structures may still occur. My ability to switch time frames begins to increase in accuracy.

Actuellement la présence des téléphones mobiles est en train d'augmenter. Tout les adultes, et presque tout les adolescents utilisent des «smart phones» aujourd'hui. Mais est-ce que les élèves de primaire devraient avoir des téléphones? Pour mieux répondre à cette question, il faut d’abord éxaminer les avantages que les téléphones pourraient avoir. Puis, on doit considérer la grand coût des développements technologiques. Alors, sans doute, les téléphones mobiles peuvent être utiliseé de faciliter la communication. Pour les enfants et les jeunes gens, les téléphones peuvent les aider à connecter avec leurs familles : les enfants qui ont des téléphones pourraient toujours appeler leurs parents s'ils devaient l'assistance. Tandis que pour les parents, c'est un moyen acceptable de donner l'indépendance, parce que tant que leurs enfants ont des portables, ils peuvent les contacter et ils peuvent toujours vérifier que leurs enfants sont sûrs. Mais par contre, ces commodités sont assez chères et pourraient ne pas être abordables pour toutes les familles. Chaque famille doit décider pour eux-mêmes.

At this level my response demonstrates my ease with the language.

I am able to create a response which not only addresses each aspect of the prompt, but delves into each point with clarity and concise language.

I am able to incorporate a number of more complex structures as well as Advanced vocabulary and Advanced phrases with a higher degree of accuracy throughout the majority of the response.

The language I create has a natural flow due to the way I incorporate a variety of patterns and complexities into my response. My response shows my ability to create language that has sophistication of language skills and syntactical density. My ability to switch time frames accurately is evident, if called for in the prompt.

L'utilisation des portables devient de plus en plus présente dans notre société. On trouve même les enfants d'un âge très jeune ayant les ordinateurs ou bien leurs propres portables. Avec cette croissance, il est nécessaire qu'on se demande: est-il juste que les enfants de l'école primaire aient les portables, soit avec l'Internet soit sans? Lorsqu'on se met dans plusieurs perspectives du monde, il est plus clair d'en résoudre et d'en répondre. En pensant des possibilités de l'éducation, de la mondalisation, et de l'interaction, il faut garder une équilibre entre l'utilisation de la téchnologie et des stratèges d'engager tête-à-tête. Je suis professeur au lycée, où j'enseigne le français et l'anglais comme langue étrangère. Il est vrai que je déteste quand mes élèves utilisent leurs portables en classe, malgré les règles qui existent. Mais, je crois aussi en l'utilisation de la téchonologie comme une source d'apprendre. Il existe plein de site-webs utiles, d'applications engageant, et de façons d'incorporer une variéte d'activités en classe. Avec cette perspective, il est indispensible que les enfants de cette société sachent utiliser la téchnologie, et surtout les portables, d'une manière appropriée et juste. Il commence à un âge tôt la téchnologie, et si les enseignants au primaire peuvent inclure des activités qui sont basées sur la téchnologie, les enfants commenceront à bénéficier du savoir qu'apportent les portables pour mieux apprendre le monde d'aujourd'hui.

Writing Section Tips

Additional resources can be found in the Power-Up Guide and on our Video Tutorials page.

• Be a ‘show-off’ – this is the time to show what you can do!
• Be organized in your writing.
• Challenge yourself to go above and beyond what you normally write.
• Be creative and don’t stress out over possible errors. Perfection is not the goal!

Simply do your best and enjoy creating and communicating in the language that you are learning.

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University Vocabulary in French

Want to study in France? Here's a useful vocabulary list to help you!

French vocabulary

Modern Languages

Short essay.

Higher Topics

Short Essay New Higher

This document tells you how to structure your Short Essay and gives some bits of advice.

Higher Writing Phrases

french expressions

Sample essays and phrases for many topics within Higher course :  expressions higher

Extra phrases for family relationships : Friends family

Extra phrases on home area : Higher_French_Home_Area_voc.

Essay Ma famille

Essay Mes Parents

Essay Mes Freres

Essay Chez Soi

Ma Ville  – useful vocab. when describing Scotland as a tourist destination

Essay La ville et la campagne

Essay Les Loisirs

Essay  technologies

Essay La Télé

Essay La Sante blog

Essay  Alcohol

Essay Les Problemes

LEARNING & EMPLOYABILITY

Essay  Subjects

Essay   L’Uniforme

Essay  Etes – vous dans un bon lycee

Essay  Les Langues

Essay  Petit Boulot

Copy of Holidays with paren  – advantages & disadvantages of holidays with parents

Mes vacances ideales  – ideal holidays

Scotland as tourist destination

19 thoughts on “Short Essay”

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Botox is a wonderful face spot treatments. For example, performing spot treatment on lines/divots on one part of the face while leaving the rest of the face untouched.

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With an extensive choice of products and a wide range of hair types and models, Her Imports USA is a great start. Through their website, you can check their catalog of bundles, wigs, as well as closures. Some of their best products are currently on sale with the price starting from $49 for their studio bundles. You can surf on their web and find all types of hair from Brazilian to Malaysian.

For the finest quality bleached Remy human hair, this blonde hair bundle is your go-to choice. Why? The meticulous bleaching process allows us to select the naturally lightest hair available first, then using 13% volume bleach to slowly lighten the hair in multiple stages.

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MPOS is a POS system created by retailers for retailers that is aimed at helping you increase your profits by 3% using our proven methodology coupled with our unique software technologies.

Everything MHouse does is aimed towards providing superior experience for retail outlet owners, to provide them increased value in the services they use and help them make more money by providing them with that extra bit of support.

Hollywood DJ provides a wide variety of DJ Equipment products, including DJ Headphones, DJ Microphones, & DJ Controllers, etc. Shop now at discounted prices.

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un contenu et des informations très utiles sont plus utiles si sa langue est le français

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Punjab University Suspends Employees for Leaking LLB Exam Papers

Punjab University (PU) has suspended three employees and initiated legal action against them for their involvement in leaking two LLB examination papers. This decision comes after an investigation by the Intelligence Bureau (IB) Lahore, which uncovered the employees’ role in the scandal.

The suspended staff members include Key Punch Operator Athar, Naib Qasid Mohsin, and Junior Clerk Usman. According to the university administration, these individuals were found selling exam papers to students in exchange for money. The first paper was sold for Rs 35,000 and Rs 6,000 by two of the employees, while the third employee sold the second paper for Rs 100,000.

The LLB annual examinations for parts I through V began on August 23, 2024. Following the leak, PU not only suspended the involved employees but also invalidated the exam papers of four students who purchased the leaked papers. The university has also filed Unfair Means Cases (UMC) against these students.

PU’s prompt actions demonstrate its dedication to upholding academic integrity and combating corruption within its examination process.

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