It’s easy to talk about all of the things that I haven’t been writing. I could blame the lack of time, the sun-up to sun-down go go go kind of days, the constant demand to see, to taste, to make, to hold, to do, to re-do–but I would only be telling part of the truth. For the first time, writing about it all doesn’t change anything. It doesn’t make the experiences any more real. And somehow, publishing feels trop intime. So I just stopped. I’m not sure when I’ll be ready to start again.


For now, what I do want to write about are all of the other things that I have been writing. After five straight weeks of nothing but laptop, pistachios, and problématiques (mostly in the living room pictured above), I wrote eight term papers and passed two exams. The mantra of the past months was: “Il n’y a pas de place pour la panique. Il n’y a pas de place pour la panique.” Instead, the steady chinking away, the pleasure of crossing items off the to-do list, the sacred respect for the coffee break, the evening plunges in the lake, the camaraderie I found in Anna, Raquel, and Madalina is what got me through. It feels like I have done the impossible, and done it reasonably well. Here is what I wrote:

1. Les enjeux épistémologiques de la sociolinguistique historique:
Un regard critique sur The Gullah Dialect Revisited: A Note on Linguistic Acculturation
de Guy B. Johnson
, 18 pages + presentation
Basically how hard it is to collect and analyze sociolinguistic data, particularly for racist academics in the 1960s

2. Le rôle de la morphologie dérivationnelle dans l’acquisition d’une langue seconde :
Une analyse parallèle des apprenants anglophones de français et des apprenants francophones d’anglais
, 20 pages + presentation
A survey and analysis of the adjective to noun word formation (morphology) of native english speakers learning french and native french speakers learning english

3. La notion de l’interlangue et de l’erreur dans l’acquisition d’une langue seconde: Comment est-ce que l’interlangue met l’apprenant au centre de son apprentissage? 8 pages + presentation
A look at how each new language learned contributes to the cognitive “framework” called the interlangue, which allows us to continue learning more languages in more efficient and meaningful ways

4. La représentation théâtrale par rapport au texte dramatique : Les Femmes savantes de Roussillon et d’Agénin, 5 pages + presentation
A comparison of two theatrical interpretations of Molière’s Les Femmes Savantes to show how “loyalty” to a written text can mean completely different things on stage

5. Peut-on parler d’un langage cinématographique sans recourir à la métaphore ?: Umberto Eco et Pier Pasolini, 7 pages
The answer is yes, but no. Well yes. It’s complicated.

6. Analyse conversationnelle: Comment la présence d’une fille de 3 ans ralentit la progression d’une conversation, 4 pages + presentation
Analysis of a conversation between the three-year old girl who I babysit and her mother, brings to light the pedagogical “communication rituals” that occur between a “conversationally socialized” adult and a young child

7. L’emploi du langage pour justifier l’image : La moralité de la figure nue aux yeux de Charles Steffen, 20 pages
A look at the artwork of Charles Steffen, a psychiatric patient and recipient of electro-shock therapy who uses text and images to sort out his moral conflicts

8. Diglossia and Communities of Practice: A Sociolinguistic Analysis of the Black American South, 10 pages + presentation
Analysis of YouTube data to explain why black southerners talk the way they do, and how their speech changes based on the community with which they are currently associating

9. Der Experimentalfilm von Man Ray: System und Performanz in Dadaismus, ?? pages (not yet finished)
Research into Man Ray’s four Dada films, considering how he disassociates the “signifiant” and the “signifié” in order to create meaningful chaos, aka DADA BLABLA.