ࡱ> jli@ `jbjb hhZljjjjr& tttt8LtI0(X"zzzzzz, J4jzzzzz4jjzz0zjzjz^^jjjjz8 nbjj $ttnVj IIhOOFranais 443/620 Fall 2008 Professeur: Genevive M. Peden Bureau: 349 Alexander Tlphone: 487-1498 e-mail:  HYPERLINK "mailto:gpeden@emich.edu" gpeden@emich.edu Office hours: Monday and Wednesday, 9:00-11:00, Friday, 10:00-11:00. General Education Writing Intensive Course: FRNH 443 qualifies as a Writing Intensive General Education course because it helps students develop strategies for sustained inquiry in French writing through the practice of appropriate language styles that are culturally appropriate to French audiences. Students need to employ writing strategies in French in order to address different audiences of educated readers. For examples, they need to present their qualifications to prospective employers, inform peers and supervisors about areas of shared interest, convince skeptical readers of a point of view, share cultural events with the community, create narratives that stimulate the imagination, and provide constituents with concise summaries of extensive texts, These writings need to show control of language that does not impede understanding by native speakers who are mot used to communicating with non-native speakers. Students need to identify patterns I various aspects of French language; they need to relate grammatical principles of morphology, semantics, and syntax to the readings they study; they use grammar to enhance their writing strategies. A. In the upper-level writing intensive course in the major, students will Develop and employ successful, flexible writing and reading strategies that support sustained inquiry in the discipline. In French 443, we adopt a dynamic approach to cultural presentation and analysis of materials in the French style of teaching by reading and studying several viewpoints before deciding on a personal stance. Readings center on culturally significant issues such as the importance of family life and friendship, the role of the media in the shaping of public opinion, or gender equity for a composition on a point of view, as well as some practical skills such as writing a CV and a cover letter for a job application and a critical review of a cultural event, writing a research paper, a summary of a lengthy text, and finally a narrative of a more personal nature. This variety of topics offers students the opportunity to broaden their existing cultural understanding of some facets of life in France. The texts they read prior to writing their own narratives offer different view points which allow them to make comparisons with their own cultural assumptions and personal opinions. These texts also offer a great deal of new vocabulary relevant to the topics, examples of writing styles, and reinforcement in grammar. Besides reading texts, students can also use authentic materials such as photos and website articles as sources of information. The following reading strategies are used to read a variety of texts: Students develop a list of frequently used words and expressions relevant to the topic being studied. This helps them build their vocabulary to use in their writing; After this vocabulary is presented to them, follow-up activities are done either in class or at home to facilitate understanding and retention; Before students read the actual texts, they engage in a general conversation on the topic either in small groups or as a class with the instructor leading the discussion, to expand their understanding of the topic and anticipate possible ideas that they will find in the text; The readings offer at least two different viewpoints on one particular topic, or model different ways of presenting some information (for the job application assignment in particular). The texts offer topics that students can relate to in their personal lives; furthermore, the presentation of a cultural facet of daily French life has a great appeal to them. Students are then asked to reflect on the meaning of the texts and are encouraged to offer their own interpretation of these texts. using the interpersonal mode (discussing these topics with their peers and instructor), and the presentational mode (sharing their perspectives orally and in writing with their peers and instructor). They either discuss these topics with their peers and the instructor, or write short paragraphs which they later share with their peers and submit to their instructor for comments and suggestions. Students revise their writing at least twice before receiving a grade; students share their writing with classmates who provide oral and/or written feedback; students learn to edit their own texts by focusing on their most common language mistakes. They also learn to develop accuracy and pertinence in style and presentation.  are used to read a variety of texts: Use writing strategies that achieve the purpose(s) for writing and address the expectations of audience(s) within a disciplinary context. In foreign language courses, the focus of any writing activity is twofold: 1. to convey information to an audience, 2. to do so in a grammatically correct manner, at a language level that is appropriate for the course in question. Students write an initial draft which is shared for peer review and later annotated by the professor for language correction, content, transitions, and overall presentation of ideas. The audience for a typical French composition course consists of the other students in the class, whose role it is to read their peers first draft in order to offer constructive criticism on readability, content, and even language. After the first draft has been amended, it is read by the instructor who offers more detailed corrections on form, style, and tone. A second and final version is then written by the students, after a consultation with the instructor on the more difficult issues at hand. At this point, students are usually ready to present a solid and grammatically correct version of their written work. The topics are derived from supporting readings that are chosen by the instructor, and can be complemented by more texts which are selected by the students themselves (see sub-section 3). Compositions vary in length (a cover letter for a job application is shorter than a personal narrative or a composition on a point of view), but they are equally difficult language-wise since students always have the challenge of dealing with a foreign language. The topics chosen for the written assignments are: a cover letter and a CV for a job application, a composition on a point of view (using the classic French approach), a research paper, a critical review of a cultural event, a summary of an extensive text, and a personal narrative (see syllabus for all). Formulate research questions and employ strategies and responding to those questions. For a research paper based on a topic selected by the instructor or that they select themselves, students have to initiate the writing process by formulating a number of questions appropriate to their inquiry. They need to become aware that their research and writing are a personal quest that will prepare them for further research. Appropriate topics are mostly related to culture, and range from the traditional (for example the school system in France or the health system in France) to topics concerned with controversial issues (immigration and racism in France or the increasing control of the state over education). Once the appropriate research topic has been selected, students decide on how to proceed. In FRNH 443, research-based compositions mostly deal with either a cultural aspect of France or another French-speaking country, or literature. Students first present their topic to the instructor in the form of a short paragraph or paragraphs, or as an outline that reflects their thinking process and the direction in which they wish to proceed. Students need to follow the habitual introductory process of expanding their vocabulary. In many cases, they need to refocus their research outline either by expanding or narrowing it. They can exchange ideas and opinions with their peers, and follow suggestions provided by the instructor. Once their research question and outline are clear, students engage in preliminary research either at the library or on the Internet. Internet resources are notoriously unreliable. Fortunately, there are a number of highly reliable sites which can be used efficiently for research in French culture and literature. The instructor provides this information to ensure accuracy in the research papers. Occasionally students wish to write a research paper on a topic that they have studied in another class (fashion, arts, political science). In this case, they usually already have done some research on the topic, and now need to complement their original readings in English with readings in French, to expand their vocabulary and read sample texts in the target language. After this preliminary work, students proceed as usual with a first draft which will be submitted for peer and instructor review, after which a second and final revised version is presented to the instructor. Use discipline-specific genres to communicate information. In foreign languages, students are exposed to many different kinds of writings (essays, poetry, drama, fiction, etc.) in their reading courses at the 200 level, and in their literature and civilization courses at the 300 and 400 levels. A typical writing exercise in French high schools is to follow the principles of Hegelian dialectical process to analyze an idea or a short statement. Students must understand that in this type of exercise, they need to demonstrate the ability to defend skillfully two opposing points of view, and that their own personal point of view must be relegated until the end. The preliminary work for this type of exercise remains the same (expansion of vocabulary, reading of texts). Class or group discussions are particularly important for this type of exercise since students need to go beyond their own perspectives, learn to value others, use examples to support both viewpoints, and finally offer a synthesis of both arguments. This thse-antithse-synthse exercise is very commonly used as a reasoning exercise in French schools. It is important for American students to familiarize themselves with it so they can better grasp this crucial part of French culture and communicate in writing with French speakers: debating ideas just for the sake of it. After exchanging ideas with their peers and instructor, students proceed in the same manner as for other written assignments. Understand conventions for communicating, disseminating, and interpreting information within a discipline. Instruction in foreign language courses is based on the National Standards for Foreign Language Education proposed by ACTFL (the American Council on the Teaching of Foreign Languages). These standards are: communication, culture, connections, comparisons, and communities (the 5 Cs). Communication, culture and comparisons are essential in a writing intensive course. Communicating acquires an extra layer of meaning when dealing with a foreign language. To succeed in this endeavor, students must continue to refine their skills in grammar, build on their vocabulary, while focusing on making their points accurately. Communication is based on understanding francophone cultures, through the examination of different viewpoints and ways of life, and by making comparisons between the francophone world and the students own. Interpretation is therefore a prominent learning feature in any French writing class. Students have to interpret the language first, and then cultural information before they can produce a written work that will be understandable to their audience in their target language, French. Dissemination happens when students discuss their ideas during class discussions and peer reviews of writing assignments, turn in their final product to their instructor, and later communicate it to their peers. B. Method of evaluation Since FRNH 443 is both a language and a writing course (advanced grammar and composition), it is of paramount importance that the instructor facilitates students understanding of the French language. At this level, students are proficient enough to produce good-quality writing in French, but their language skills must continually be honed through the learning of more advanced grammar and more sophisticated vocabulary. The first method of evaluation allows the instructor to assess students proficiency level, and also contributes to satisfy the requirements for the five criteria in section A. Class participation During the semester, there will be numerous aural/oral, reading, and writing assignments. These activities range from the very structured oral and written exercises focusing on discrete grammar, syntactical, and lexical items to open-ended and spontaneous conversations regarding the topics in which a task must be undertaken or a cultural topic discussed (brainstorming). Students will be evaluated on their abilities to form and use advanced structures and vocabulary to communicate with cultural awareness. These activities will be performed in groups or by the entire class. The criteria for evaluation will be based on syntax, grammar, vocabulary, fluency, comprehensibility, relevancy. The ultimate goal of the assessment is to ensure that students are able to communicate as effectively and as successfully as possible to accomplish personal and interpersonal goals. The second method of evaluation, although more strictly focused on language, allow the instructor to ensure that the students have the appropriate language capabilities to perform in writing at the level that is expected of them. These assessment methods, students give the students an exact measure of their language proficiency and allow them to develop their language skills Examinations There will be 4 examinations focusing on grammatical review. The third method of evaluation focuses more directly on the students writing skills, and is devised to assess both content and language skills. Several stages are necessary before the final product is presented to the instructor: first draft, peer review, submission of first draft to instructor for suggestions and comments, revising and editing, submission of final product to instructor. The compositions, which make up 45% of the grade, cover the five required criteria provided in section A, depending on the nature of the writing assignment. Compositions Written assignments are graded on content, language and presentation. The following criteria are among those that will be used to assess content (the nature of the writing assignment will determine which are appropriate; others may be used depending on the topic): Do the students formulate their thesis or introduce their topic in a way that will immediately grab the readers attention? Do they remain focused on the topic and use the most appropriate/relevant language to express their ideas? Do they provide to-the-point examples to clarify or illustrate their ideas? Do the simply scratch the surface or their argument or do they fully develop their ideas? Do they use transitions? Do they quote correctly? Do they make proper use of footnotes? The following criteria will be used to assess the accuracy of language use: Is the language grammatically and syntactically correct? Is spelling correct? Is punctuation correct? Students are expecting to follow the MLA style when required, since it is the most commonly used style in foreign language publications. Otherwise, the instructor will provide guidelines (such as in the case of a job application letter). Course description: Review and practice of advanced syntactical patterns. Practice in composition. In French. Prerequisite: FRNH 343 Outcomes: Learners study sample texts, and they write, correct, edit, and share compositions that demonstrate the strategies identified in the rationale above. They study grammatical analysis and complete writing tasks that practice modes of expression necessary for those strategies. Evaluation/grading: FRNH 443 Participation 15% Writing assignments (5) 45% Exams (4) 40% Schedule: Assignment 1 Topic: Letters of application CVs. Intended audience: potential employer. Presentation of vocabulary for reading and writing; activities for comprehension and retention of new vocabulary. Sample job application letters and CVs to read and analyze. Brainstorming with peers and instructor in preparation for the first draft. First draft due on 09-11. Peer review of first draft. Instructor annotates first draft. Final version due on 09-23. Grammar and stylistics review. Assignment 2 Topic: Composition on a point of view. Intended audience: academic and social peers. Presentation of vocabulary for reading and writing; activities for comprehension and retention of new vocabulary. Sample texts on the Hegelian dialectical process to read and analyze. Brainstorming with peers and instructor in preparation for the first draft. First draft due 09-30. Peer review of first draft. Instructor annotates first draft. Final version due on 10-09. Grammar and stylistics review Assignment 3 Topic: Composition on a research topic. Intended audience: fellow researchers, students, peers. Presentation of vocabulary for reading and writing; activities for comprehension and retention of new vocabulary. Brainstorming with peers and instructor in preparation for the first draft. Work on an outline; explore research resources at the library and on the Internet. Conduct research and present it to instructor. First draft due on10-16. Peer review of first draft. Instructor annotates first draft. Final version due on 10-28. Grammar and stylistics review. Assignment 4 Formative Examination Topic: Critical review of a cultural event. Intended audience: French and/or foreign readers (magazine, newspaper). Presentation of vocabulary for reading and writing; activities for comprehension and retention of new vocabulary. Read texts on a cultural event, analyze what the critic emphasizes, avoids, recommends. Brainstorm in groups or with class on events you would like to review. First draft due on 11-04. Peer review of first draft. Instructor annotates first draft. Final version due on 11-13. Grammar and stylistics review Assignment 5 Topic: Summary of an extensive text. Intended audience: fellow students, instructor, family members, newspaper or magazine readers. Brainstorm with peers: what is the purpose of summarizing a text? Read samples which include original texts and summaries (familiar/conversational summary, formal/scholarly summaries). Choose summary tone, familiar or formal, depending on audiences. First draft due on 11-25. Peer review of first draft. Instructor annotates first draft. Final version due on 12-04. Grammar and stylistics review. Second option for assignment 5: Topic: Personal narrative. Intended audience: magazine editor, literary agent, family and friends, the world at large. Brainstorm with peers: what makes a personal narrative interesting to the audience? Is it going to be a first-person narrative, a fictional narrative? Each student selects their own topic, and researches vocabulary. Narrative must include the following grammatical features: past, present, and future tenses, and hypotheticals). Same due dates. Textbook for grammar review and practice: Denise Rochat: Contrastes, Grammaire du franais courant. Pearson/Prentice Hall, New Jersey, 2005 Denise Rochat: Contrastes, Grammaire du francais courant, Workbook. Pearson/Prentice Hall, New Jersey, 2005. A good bilingual dictionary (Collins and Robert). A good unilingual dictionary (Larousse or Petit Robert). Schedule for grammar review and exams. Sept 09-Sept 25: Review of chapters 1, 2, 3, 4, 5 Sept 30: Exam 1 Oct 02-Oct 16: Review of chapters 6, 7, 8, 9, 10 Oct 21: Exam 2 Oct 23- Nov 06: Review of chapters 11, 12, 13, 14, 15 Nov 11: Exam 3 Nov 13- Dec 04: Review of chapters 16, 17, 18, 19, 10 Dec 09: Exam 4 Academic dishonesty Office of Student Judicial Services suggested language: Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you are doing would be considered academic dishonesty, consult with the instructor. Classroom Management Issues Office of Student Judicial Services suggested language: Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the office of Student Judicial Services (SJS) for discipline. Example of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular phone, or talking while other are speaking. You may access the Code online at  HYPERLINK "http://www.emich.edu/sis" www.emich.edu/sis Student and Exchange Visitor Statement (SEVIS) Office of International Student suggested language: The Student Exchange Visitor Information System (SEVIS) requires F and J students report to the Office of International Students, 229 King Hall within 10 days of the event: Changes in your name, local address, major field of study, or source of funding. Changes in your degree-completion date. Changes in your degree level (ex. Bachelors to Masters). Intent to transfer to another school. Prior permission from OIS is needed for the following: Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours. Employment on or off-campus. Registering for more than one ONLINE course per term (F-visa only) Endorsing I-20 or DS-2019 for re-entry into the USA. Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at 487-3116, not your instructor. Special Needs Accommodations Access Services suggested language: If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first register with the Access Services Office (ASO) in room 203 King Hall. You may contact ASO by telephone at 487-2470. Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible. 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