LMV 9h00 - 9:50, Dunlap Hall 211B
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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:
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 et de grammaire 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 textuelle à discuter.
*Vos devoirs, s'ils ne sont pas évalués numériquement, gagneront un "√" (fait comme il faut), un "√-" (effort décidément inférieur), et un "√+" (effort supérieur qui m'indique un désir de profiter autant que possible du travail). Un check vaut 1 devoir, un √- comptera la moitié, and a √+ qualifie pour un supplément de ,10 devoirs chacun. Les points accumulés de cette façon vous récompenseront pour les difficultés éprouvées au courant des autres travaux. Ne perdez pas cette occasion ! ! Les travaux incomplets ou équivoqués vous seront rendus (I), et vous pouvez les remettre en considération le jour suivant pour un crédit de 70%.
Discipline/malhonnêteté académique: Le comportement perturbateur ne sera pas toléré, et j'insiste que vous suiviez fidèlement le « Academic Integrity Policy » 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 ». 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 of North Georgia expects students to attend all regularly-scheduled classes for instruction and examination. When a student is compelled for any reason to be absent from class, the student should immediately convey the reason for the absence directly to the instructor. The student is responsible for all material presented in class and for all announcements and assignments » (Faculty Handbook). Bien que les circonstances puissent causer votre absence de temps en temps, la responsabilité de suivre les règlements exigés par ce cours est décidémment la vôtre.
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 4510 is a course designed primarily to build your proficiency in the productive skills of literacy (reading, and writing). However, since it is a 4000-level course, and since our language of communication will be French, it will also build your capacity to discuss language structures orally and extemporaneously in class. Think of it as a "metatextual, metalinguistic exercise," and remember that every form of exercise makes you stronger.
Like the operating system of a computer, grammar drives all of our language functions, and I think it is important that we continue to refine our use and understanding of the French grammatical system (notice I said "we"). However, we won't be just studying grammar per se; we'll be reading literary selections that exemplify the grammar points we study, and then writing - and revising - compositions that do the same. We also have a grammar manual, which in addition to providing the pedagogical base for these points, will also serve you in the future as a good manual should. I'll also provide additional exercises if we decide it's necessary (notice I said "we" again).
I keep saying "we" because if you've taken a course with me before, you know that I like to learn with and from my students. This course is no different in that regard. However, it IS different in that because I also like to learn from my colleagues, I am adapting this course from and using the WIX platform favored by Dr. Valerie Hastings, whom I think you all know. I have used a number of online platforms over the years; D2L, WebCT, Moodle; and others, but never WIX. This is my opportunity to learn how to use it.
Dr. Hastings, on the other hand, is taking the 20th-century French literature course that I usually teach this semester. This is a learning community, in both the micro and the macro senses, after all, and it is my firm belief that community learning is the best kind because it does away with the "competition" aspect of things and puts us all on the same footing as learners. It's "flipping the classroom" at its very best. Plus, it's common professional courtesy to acknowledge Dr. Hastings as the original architect of this course, just as it's common professional integrity to acknowledge one's sources in one's writing.
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 somewhat if not very smoothly, and we will finish able to communicate in French more effectively than at the beginning (notice I said "we" once again).
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 4510: On the surface, this course may not seem to offer much in the way of the leadership training that UNG 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.
ACTFL Standards Compliance Statement: FREN 4510 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.
Be sure to read and consult UNG's Supplementary Syllabus, which contains additional, institutional-level information, requirements, and expectations with regard to your participation in this course.
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 and retain 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.