Reviews 233 devises for teaching the otherwise unwieldy Madeleine de Scudéry; Harriet Stone’s intriguing use of paintings by Nicolas Poussin for teaching Lafayette’s Princesse de Clèves and by François Boucher for teaching Françoise de Graffigny’s Lettres d’une Péruvienne; and Deborah Steinberger’s simulation of a salon. Equally useful are the groupings of texts proposed by contributors, who often pair French and English writers, such as Marie-Catherine Desjardins, Madame de Villedieu, and Delarivier Manley. Suggested assignments for papers and projects, many of which involve authentic tasks for scholars, such as presenting a ‘new’ writer or preparing an edition or translation of a text, are also valuable. This masterful volume, which includes a thoughtful introduction, a substantial bibliography, and numerous cross-references, is clearly a coherent project and not simply a loose collection of essays, and it is successful in creating what editor Faith Beasley calls“a conversation between early modern culture and twenty-first-century students” (3). As is often the case, contributions are mostly from scholars working in North America. It would be useful to expand the conversation even further, but that is, perhaps, a project for another volume. DePauw University (IN) Carrie F. Klaus Mitchke, Cherie. Rêvez: le français sans frontières. Boston: Vista, 2012. ISBN 978-160576 -887-8. Pp. IEA-14 + xvii + 343. $97.20. The key descriptors for this intermediate French textbook are variety and flexibility. Rêvez offers a magazine-like presentation of attractive images as well as authentic realia from Francophone film and literature. The authentic short films in the court métrage sections are presented as a means to improve listening skills and are available on the accompanying Supersite. Both the film and literature sections are accompanied by discreet comprehension questions which have been designed to test the ability to find and understand the material in question. Extension activities are also provided in the textbook and on the Supersite for further learning opportunities. The textbook represents a multitude of Francophone cultures, which allows students to explore an exceptionally wide variety of linguistic and cultural models. The author is attentive to the Standards for Foreign Language Learning, explicitly noting when an exercise is focused on one of the five C’s. Grammatical, thematic, and cultural concepts are systematically presented within every section of the text and are summarized in the Table de matières. The variety of resources in the textbook and on the supplemental Supersite can be used with an array of approaches. However, suggestions for employing a communicative approach are provided in the instructor’s edition. These annotations may be particularly useful for guiding less experienced instructors. Learning outcomes are defined by a highly-competent communicator model rather than a native-speaker model which also drives the focus on practical vocabulary. The textbook seeks to focus on the target language by placing vocabulary glossed in English at the end of each chapter. However, a certain degree of English appears in the margins, which could potentially distract from the target language and hinder tolerance for ambiguity when completing literary and cultural readings. This presence of English may be seen as a disadvantage by some instructors who wish to exclusively use the target language or who would like to see a movement away from the glossing of terms in English as students progress through the material. These instructors will be pleased to find that synonyms in French are sometimes used instead of English translations. The vocabulary is divided into items for recognition and active vocabulary. The Structures and Fiches de grammaire sections also present grammatical information in English, which may pose certain obstacles for staying in the target language if covering this material in class. The author of the textbook, however, does note that these sections may be assigned as readings outside of class. Additionally, the author provides guidelines for course planning on a two-semester and three-quarter system. On the curricular level, adoption of this textbook will require finding the appropriate first-semester textbook, as this intermediate text covers the present,imperative,past,pluperfect,and subjunctive tenses for example, but is not designed to be an introductory text. Emory University...