LMV 11:10 - 12:35, Dunlap Hall 308
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Important: À l'interêt du progrès et de la conservation des ressources, je ne distribue plus de syllabus en papier. Ces documents sont alors l'objet d'une révision continue. À la fin de chaque étape de « drop/add », period, je déposerai une copie imprimée dans les archives du bureau général du département. Elle nous servira comme la version définitive du syllabus. Je suggère que vous vous en imprimiez une, car vous êtes obligés de me remettre le « Concurrence Voucher and Office Hour Request ». Elle sera considérée comme votre premier devoir. |
Professeur: D. Brian Mann, Ph.D.
Coordinées:
Matériaux obligatoires:
Travaux, méthodologie, et évaluation:
Pour établir votre connaissance de base et rendre substantives nos discussions, il est absolument essentiel que vous prépariez les devoirs de lecture en avance de nos séances. Ceci est la lutte éternelle dans un cours où de tels préparatifs sont si importants. Cependant, si nous sommes ici pour entreprendre, apprendre, et comprendre la génie des écrivain/philosophes dont les extraits littéraires nous discuterons en classe, pourquoi nous faire tous chier en nous cachant les uns des autres la honte et la corvée de ne pas avoir lu le travail du jour? Il y aura donc - à l'étendu et à l'envergure qu'il faudra - des devoirs, travaux pratiques, interrogations, et petits mauvais quarts d'heure pour encourager, faciliter, et guider nos discussions quotidiennes. Si vous venez en cours préparés, il en faudra assez peu; si non, notre voyage de découverte risque de devenir une corvée lourde et punissante.
Pour vous aider d'une manière plus constructrice que corrective, voici un petit formulaire de résumé à remettre chaque fois que nous avons une sélection écrite à discuter. Le totale de ces résumés comprendra 12.5% de votre note dans le cours.
Discipline/malhonnêteté académique: Le comportement perturbateur ne sera pas toléré, et j'insiste que vous suiviez fidèlement le « Academic Integrity Policy of North Georgia College and State University », trouvé aux pages 97 du Bulletin, et que vous vous soumettiez au « integrity code »: « On my honor I will not lie, cheat, steal, plagiarize, evade the truth or tolerate those who do » (p. 81). N'importe quelle violation suscitera une consultation avec le « Academic Integrity Council » de l'institution.
Le plagiat est plus souvent une erreur d'omission qu'un acte de défi, mais le résultat est le même : on a violé les droits intellectuels d'un autre. La recherche honnête consiste à respecter ces droits en citant les mots ou les idées de cet autre dans son propre travail, et le plagiat consiste à les y mettre sans attribution. Commise par libre arbitre ou par mégarde innocente, une telle erreur suscitera la réaction institutionnelle la plus sévère. Je réserve donc le droit d'utiliser tout moyen d'entreprendre la détection et la prosécution du plagiat. Ces moyens comprennent mon expérience considérable, les témoignages des autres, et les logiciels de détection comme, mais pas limités à, "TurnitIn.com." Je vous conseille à tout coeur de ne pas risquer votre reputation contre de tels indignités.
Présence et préparation en cours: «The university expects all students to attend all regularly scheduled for instruction an examination» (Bulletin 85). Bien que les circonstances puissent causer votre absence de temps en temps, la responsabilité de suivre les règlements exigés par ce cours est la vôtre : « The student is responsible for all material presented in class and for all announcements and assignments » (85-86). Quatre absences sont permises dans ce cours pour des raisons constatées dans le Bulletin. Avec votre cinquième absence, pour quelque raison qu'il soit, vous risquez votre déménagement involontaire du cours ou une note de WF : « If the total number of a student's absences exceeds 14% of the scheduled classes, it shall become the prerogative of the instructor to drop the student from the class roll with a W or WF, or to continue the student in class » (86).
En plus, aucun travail quotidien sera accepté en retard, et la non-assistance à toute activité quotidienne est irrémédiable. Si vous êtes absent(e) pour l'un des 2 examens le prochain examen comptera deux fois. Si vous ratez le dernier examen, la note sera l'équivalent de celle de votre examen final. Toutes les deux arrivées en retard (ou les départs précoces) compteront pour une absence. Certainement, je désire vivement discuter n'importe quel problème spécial que vous auriez concernant ces exigeances; venez me vour aussitôt que possible. Mais évidemment, pour réussir dans ce cours, votre présence sans faille est essentielle!
J'ai essayé d'organiser ce cours comme un « seminar ». Cela veut dire que nous somme tous, à notre tour, dans le rôle d'étudiant ou de professeur. Ayant cette responsabilité commune les uns envers les autres, nous sommes tous censés d'être bien préparés pour chaque séance. S'il devient évident qu'il y a un manque général de préparation (loin de nous cette pensée !), on risque que la lecture ou la question en discussion devienne le sujet d'une composition sur-le-champ. J'ai toute confiance que cette situation ne surviendra jamais.
Et finalement:
The Nitty Gritty (en anglais pour notre public et les administrateurs monolingues): French 4450 is a course designed to build your proficiency in the productive skills of listening, speaking, reading, and writing. Our text, Panaché Littéraire, offers a wide variety of literary selections and highlights a number of grammar "problems" common to advanced-level students. Because FREN 4450 is essentially a conversation course, I do not want to spend too much class time explicitly on grammar. Like the operating system of a computer, however, grammar drives all of our language functions, and I think it is important that we refine our use and understanding of the French grammatical system (notice I said "we"). Therefore, we'll be doing at least a few of the grammar exercises in the book. In addition, because we will be basing much of our discussion on literary selections, you will have to do some serious reading. It will differ from a literature class, however, in that we will concern ourselves principally with the language and the ideas in the selections rather than the with author or historical context of the selection.
This is fourth-year course, and I assume that all of us are serious students of French. I expect you to be present and on time every day, and I expect all written work to be turned in on time, whether you are present in class or not. We will be working hard, covering a lot of material, and spending a lot of time doing so. Three hours per week in class assumes at least six in preparation, but if we invest this time judiciously as we go along, our class will run smoothly, and we will finish able to communicate in French more effectively than at the beginning of the course (notice I said "we" again). Also, I've taught this course before, but the last time I did so it was in a two-day-a-week format. So I hope you'll be forthcoming with any input on scheduling you might have.
There are two scheduled exams, of which one is take-home. The four major compositions should be typed on a computer, but since you will be revising these compositions, having them in electronic format will pay off in the long run. It also helps you avoid the kind of mechanical rewriting in which you leave things out accidentally. I may ask you to present your ideas to your classmates, attend lectures or films, or do anything else (well, almost anything else) that presents itself as an opportunity for improvement of language skills.
I cannot overstate the importance of the Language Lab and other on-line opportunities for practicing your language skills. I expect you to spend at least an hour every week either trolling the web for interesting Francophone sites or working with media I dig up for our course. I am not a native speaker of French, so if you rely only on me as a model for your language skills, you are doing yourself an injustice.
I have provided a programme for your reference, to which we will adhere to the best of our ability. It describes what I expect you (and myself) to have prepared chez vous for that day. It is only a guide, as we might not always get to everything on the programme, or I might find something I want to add in to enhance our conversations. By the way, I need you to let me know if you are having difficulties with the course or its content. This is your responsibility to yourself and to your classmates, just as it is my responsibility to help you learn as much French as you can.
Aspects of Leadership in French 4450: On the surface, this course may not seem to offer much in the way of the leadership training that NGCSU maintains as one of its most important missions. Nothing could be further from the truth. If you have studied this syllabus carefully, you have noticed that exercising your personal responsibility is the key to success. I will prepare my lessons and administer the course, but I leave it to you to come to class, do your work, go to lab, study regularly, take advantage of your resources, see me or a tutor if you have academic problems, and make sure I am aware of any personal challenges you are facing. These are your duties to yourself and to your ultimate goal of completing your degree, even if it isn't in French.
This kind of behavior not only sets an example for others, but it assures you that either your success or your failure is truly yours. I cannot make you learn. I can only show you how, and I do so by offering you the appropriate challenges. Face them like an adult, ask for help when you need it, and accept your real weaknesses with responsibility. Doing so will not only help you in this course, but it will help you in all your classes and throughout your life. These, I believe, are the basic qualities of an effective leader. From there you can work on your capacity to help others, which, as you will see, is another important part of this course. It goes without saying that if you are in a situation that requires French and you're the only one around who knows any, you're going to be a leader. Nothing is more powerless than a person who can neither understand what's going on around her nor communicate her needs.
Statement concerning Oral Intensive Courses: This course complies with the institutional requirements necessary to be included in this category. As detailed above, there will be coursework and evaluation based on oral practice of grammatical structures, corrective phonetic exercises, sharing ideas, discussing, defending, and supporting opinions based on the written material, and a final oral presentation. Naturally, French is the language we will use to conduct the course.
ACTFL Standards Compliance Statement: FREN 4450 has been designed to meet ACTFL (American Council on the Teaching of Foreign Languages) standards 1.1-3, 2.1-2, 3.1-2, and 4.2. Therefore, in completing this course, you will (1.1) engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions, (1.2) understand and interpret written and spoken language on a variety of topics, (1.3) present information, concepts, and ideas to an audience of listeners or readers on a variety of topics, (2.1) demonstrate an understanding of the relationships between the practices and perspectives of the culture studied, (2.2) demonstrate an understanding of the relationships between the products and perspectives of the culture studied, (3.1) reinforce and further your knowledge of other disciplines through the foreign language, (3.2) acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures, and (4.2) demonstrate understanding of the concept of culture through comparisons of the cultures studied and your own.
ADA Statement: ADA Statement: North Georgia College & State University is committed to equal access to its programs, services, and activities for individuals with disabilities. If you believe that you have a disability requiring an accommodation, reasonable prior notice must be given to the instructor and the Office of Student Disability Resources. Please contact the Coordinator Office of Student Disability Resources, at Barnes Hall, Room 221 or call 867-2782.
NGCSU Early Alert/Early Intervention Program: As your instructor, I am committed to your academic success, not only in this class, but at this university. NGCSU has recently instituted a program it believes will help primarily freshmen and sophomores realize when they are in academic difficulty and thus be able to maintain their status as students in "good standing". If I feel you might benefit from some of the special services available in this regard, I may, after consulting with you, make the appropriate referral. Should that occur, I expect you to comply with the referral and take advantage of the services offered.
Cell Phone Policy: New technologies have brought many new resources to the classroom, but also new distractions. Recent technology in electronic alert systems have allowed us to be in touch with the outside world through our cell phones in case of various emergencies. Nevertheless, as you saw in the section above, I expect you to turn your cell phone to the silent function while you are in class; not "vibrate," not "off," but "silent." Even with my declining auditory awareness, I can often hear your phones' vibrations halfway across the room. With students getting SMS messages, calls, and now alerts from Facebook and however may other apps that may sound off as well, you may get 5, 10, or more buzzes in an hour's time. With 25 or 30 students, well... you get the picture. In addition, when your vibrate-enabled phone goes off, you get that deer-in-the-headlights look and your brain shuts down, as do other students who think your buzz is theirs.
So, while I don't want to force all cell phones to be turned off and thus miss an emergency alert, the vibrate function still amounts to too much of a distraction. In addition, I do have my cell-phone registered on NGCSU's ConnectEd network and with me in class. So here's the policy:
In other words, you will have to decide whether or not to leave your cell phone on and whether or not to pay attention to it. If you do, you place yourself (and your classmates, of course) at academic risk.
Class Evaluations: Class evaluations at NGCSU are conducted on-line through Banner. Evaluation of the class is considered a component of the course and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final Exam week.
Final Note: I am taking risks in the preparation of our agenda, just as you have taken risks in signing up. However, it is this element of risk that I hope will generate spontaneous, sincere, and genuine opportunities for learning among us, and lead to the formation of a cohesive group of classmates who become friends through our common interest in the French language. As you know by now, learning a language is never easy, and when it comes right down to it, we are really on our own in doing so. My experience has been that a cooperative effort is the best way to achieve our goals, and is even essential to our success. As you have perhaps noted from my use of the pronoun "we," I am a student too, far from perfect, and as I show you how to learn some of the things I have learned, I want to learn from you. For those who already know me, this will indeed be yet another version of "French Without a Net." Au fur et à mesure, amusons-nous!
Cliquez ici pour une copie du «Questionnaire/Office Hour Request/Concurrence Voucher». Signez-le, datez-le, et remettez-le-moi aussitôt que possible. Je ne considérerai pas votre travail jusqu'à ce que vous le fassiez.
Cliquez ici pour une copie de l'horaire provisoire du cours. Il est sujet à des changements, et ne réfléchit pas les devoirs quotidiens. Consultez le lien "Devoirs" dès ma page d'accueil.