significant amount of information pertaining to this course is sent
NOT PRINT THIS SYLLABUS
> Last updated on February 12, 2009<
grammar" does not mean learning more rules (or more complicated
rules), but gaining a better understanding of how language works, in
order to make sense of what you already know and to keep refining your
each stage, we will not just review and apply rules, but figure out
why these rules exist in the first place.
Methods / Méthodologie
The principle of this course is that any point of grammar must be approached from a quadruple perspective:
Each session will include, in varying proportions and order:
Your responsibilities in preparing for class are to
Exercises et activities come in three main types:
In all circumstances, your work will never simply amount to mechanically learning, memorizing and applying "rules"; it will also involve understanding the purpose of these rules, and figuring out why a given form is "faulty", whereas another is "correct." Finally, we will go beyond "correcting" to the next stage, where the issue is making a text more efficacious (at whatever effect it is supposed to have on its reader), not just grammatically sound.
Ce cours se fonde sur le principe que tout point de grammaire doit s'aborder d'une quadruple perspective:
Chaque séance de ce cours comportera
Votre responsabilité pour vous préparer consistera à
Les exercices et activités proposées sont de trois types principaux:
Dans tous les cas, il ne s'agira jamais de se limiter à apprendre et appliquer mécaniquement des «règles», mais il faudra aussi se demander quelle est leur finalité, et surtout comprendre pourquoi telle forme est «fautive» et telle autre «correcte», et comment, au-delà de la simple «correction», on peut rendre l'expression plus efficace.
IS NOT A LECTURE COURSE! YOUR ACTIVE PARTICIPATION IS CRUCIAL
>> Presence, preparedness and participation account for 15% of your grade <<
Writing / Paper rules
Texts to be purchased /Manuels à acheter
Plan / Outline
Advanced knowledge of a language extends beyond purely technical ability to express oneself orally and in writing. One also needs to understand its workings and master some basic notions and concepts in order to reach expert use both in terms of reception (comprehension) and of production (writing, speech), that is, grasping the complexity of language use and its nuances.
I. The Sentence and its Components / La Phrase et ses constituants (Sessions 3-4-5)
simple sentence is the basic unit of linguistic and grammatical analysis.
Therefore it is important to understand what its components are (nominal
and predicative group, and their sub-componants), and to be able to
identify word categories ("parts of speech")
so as to employ them efficaciously.
II. Description - The Nominal Group: Nouns, Pronouns, Determiners, Adjectives / La Description - Le Groupe nominal: noms, pronoms, déterminants, adjectifs(Sessions 7-9-10-11)
this unit, we will work on description (places,
focusing on the use of nouns and their complements in the nominal group.
text sould fit on one page (about
23 double-spaced lines
/ 2 or 3 paragraphs / 350 words). Your
description should include a setting (indoors and/or outdoors) and one
or more character(s) (human and/or animal). Description of people
and/or animals, in addition
of appeareance, should also cover character, thoughts, feelings. Do
not spend much space on actions and events, unless they directly contribute
to the description (this is not a narrative). You may use an image (painting,
photograph) or even a scene from a film or show as a basis for your
III. Narration - The Verb System (mood, tense, aspect) - Adverbs and Adverbial Phrases / La Narration - Le Système verbal (mode, temps, aspect) - Adverbes et locutions adverbiales (sessions 13-15-16-17-18)
this unit, we will work on narration (the
recounting of sequences of events),
focusing on the verb system and the nuances of expression that can
be obtained by variations in mood, tense and aspect.
from sentence to text
Grammar and Texts
in language instruction
These competencies mostly pertain to morphology and
syntax, at the sentence level. They
must be set apart from discursive and textual
competence (sentence arrangement, "text grammar"), from rhetorical
(or stylistic) competence, or lexical competence (vocabulary
knowledge), which must be evaluated separately. They must also be set
apart from oral competencies, which involve a different hierarchical
structure, and allow for a wider usage of colloquial forms.
forms themselves can be grouped into three main categories : elementary,
intermediate and advanced (which, depending on circumstances, involve
learning phases of varying lengths, corresponding to various academic
divisions). Such a double hierarchy of forms is founded less on intrinsic
"difficulty" than on the level distinction between standard
and formal writing (in French, advanced competencies almost always involve
a mastery of formal speech).