Page 2: LLCE Terminal Year Examinations

Page 2 outlines the examination structure for students in their terminal year of LLCE studies. It explains that students face two key assessments in March:

1. An oral examination covering themes studied in both the first and terminal years.
2. A document synthesis task.

Highlight: The LLCE terminal year includes two major assessments: an oral exam and a document synthesis.

Vocabulary:

• Terminale: The final year of secondary education in the French system
• Épreuves: Examinations or tests

This page provides students with a clear overview of what to expect in their final LLCE examinations, emphasizing the importance of both oral communication skills and the ability to synthesize information from various sources. The inclusion of themes from both years of study indicates the comprehensive nature of the oral examination, while the separate mention of the document synthesis underscores its significance as a distinct skill set within the LLCE curriculum.

Page 3: Understanding the Synthesis Task

Page 3 delves into the specifics of the synthesis task in LLCE. It explains that the synthesis typically requires students to:

• Identify and extract important ideas from provided documents
• Produce a summary of the given documents, usually within a 500-word limit
• Focus on themes studied in the terminal year of LLCE
• Create a concise report rather than an argumentative essay

Definition: A synthesis in LLCE involves summarizing and connecting ideas from multiple documents related to studied themes, typically within a 500-word limit.

Highlight: The synthesis is not a dissertation; it's a focused summary of the documents' content.

Example: Students might be asked to synthesize information from articles, book excerpts, or visual documents related to a specific LLCE theme.

This page emphasizes the distinction between a synthesis and other forms of academic writing, such as dissertations. It stresses the importance of conciseness and the ability to identify and connect key ideas across multiple sources. The 500-word limit mentioned serves as a guideline for students to practice conveying complex information efficiently, a crucial skill in language and cultural studies.

Page 4: The Document Dossier

Page 4 provides insight into the composition of the document dossier that students will work with for their LLCE synthesis. The typical dossier structure includes:

• Two textual documents $such as articles or book excerpts$
• One iconographic document $visual material$

The page also mentions that students can find numerous examples online for each thematic area covered in the LLCE curriculum.

Vocabulary:

• Dossier: A collection of documents on a particular subject
• Document iconographique: Visual or graphical document

Example: A sample dossier might include an article on climate change, an excerpt from an environmental science textbook, and an infographic showing global temperature trends.

Highlight: The inclusion of both textual and visual elements in the dossier requires students to synthesize information across different media formats.

This page emphasizes the multi-modal nature of the synthesis task, requiring students to interpret and connect information from both written and visual sources. The mention of online resources encourages students to familiarize themselves with various document types and themes they might encounter in their examination. This preparation can help students develop the flexibility needed to analyze and synthesize diverse materials effectively.

Page 5: Document Analysis - Text A

Page 5 presents the first document $Document A$ for analysis, which appears to be an excerpt from John Steinbeck's "The Grapes of Wrath." This text depicts a conversation between tenant farmers and bank representatives during the Great Depression and Dust Bowl era. Key elements of this document include:

• The conflict between landowners and tenant farmers
• The personification of the bank as a "monster"
• The emotional connection of farmers to their land
• The powerlessness of individuals against institutional forces

Quote: "The bank is something more than men, I tell you. It's the monster. Men made it, but they can't control it."

Vocabulary:

• Tenant: A person who occupies land or property rented from a landlord
• Plow: A farm tool used for cutting, lifting, and turning over soil

Highlight: The text illustrates the dehumanizing effect of financial institutions during the Great Depression, portraying the bank as an uncontrollable entity that disregards human suffering.

This document provides a powerful literary representation of the social and economic struggles during the Great Depression. It serves as a rich source for students to analyze themes of economic hardship, social injustice, and the conflict between tradition and progress. The emotional language and vivid dialogue offer students ample material to discuss the human impact of economic policies and the tension between individual farmers and larger financial institutions.

Page 6: Documents B and C - Art and Activism

Page 6 presents two additional documents $B and C$ focusing on the theme of art and activism, particularly during the 1930s and in contemporary times. These documents explore:

• The role of art in political and social change
• The relationship between artists and workers during the Great Depression
• Government support for artists through programs like the New Deal
• The ongoing debate about the intersection of art and politics

Document B discusses the historical context of political art during the Great Depression, while Document C appears to be a more contemporary reflection on the power of political art to effect change.

Quote: "Art never affects the world in a vacuum. It exists as a part of culture. Political art standing against repressive forces in society is part of the culture of change."

Vocabulary:

• New Deal: A series of programs and financial reforms enacted by President Franklin D. Roosevelt in response to the Great Depression
• Political art: Artwork that explicitly addresses political or social issues

Highlight: Both documents emphasize the potential of art to influence society, preserve memory, and contribute to social movements.

Example: During the 1930s, artists organized exhibitions on themes such as poverty, affordable housing, anti-lynching, and workers' strikes.

These documents provide a rich context for discussing the role of art in society, particularly during times of social and economic upheaval. They offer students the opportunity to explore how artistic expression can serve as a form of activism and social commentary. The comparison between the 1930s and contemporary times allows for a discussion of how the relationship between art, politics, and society has evolved over time.

Page 1: Introduction to LLCE Synthesis

The first page introduces the concept of LLCE $Langues, Littératures et Cultures Étrangères$ synthesis. This page serves as a cover or title page for the document, indicating that the following content will focus on the methodology and importance of synthesis in the LLCE curriculum.

Highlight: The title "Synthèse LLCE" suggests that this document will provide guidance on how to approach and construct a synthesis in the context of LLCE studies.

Vocabulary: LLCE - Langues, Littératures et Cultures Étrangères $Foreign Languages, Literatures, and Cultures$

This introductory page sets the stage for a comprehensive guide on LLCE synthesis, which is a crucial skill for students studying foreign languages and cultures at an advanced level.