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English Language & Culture

Introduction: This course is designed for bilingual students. It is the first of a sequence of two mandatory courses, and includes the use of literary and cultural themes to aid the students in developing an understanding of the stylistic elements of the English language. Objectives: General Objective · stylistic elements, including knowledge and use of different sentence types development and use of appropriate vocabulary


Winter 2003 Caroline Orton

Course Specific Objectives 1. Grammatical notions: Individualised grammar repair. Gerunds vs. infinitives Clauses Vocabulary, including gallicisms and word forms Rhetoric (Writing): Sentence structure and types Essay form and development Thesis construction Conducting research Using sources for support Recognising plagiarism Rhetoric (Speaking): Register Expressing and supporting one's opinion Argument and debate Writing and reading strategies: Expressing and supporting one's opinion Analysis Group discussion and analysis of readings Reading response journal writing

Syllabus 604-103-03

Course title: Formation Générale Commune Anglais (Ensemble no. 3) Weighting: 2-1-3 Prerequisite: 80-85 on the TCALS

To allow these bilingual students to broaden their use of the English language to include abstract thinking and the ability to express their ideas in a clear and appropriate manner. Final Objectives 1. The student will be expected to give oral presentations which have the following characteristics: · · clear, well-organised content use of standard English, including the use of an appropriate register and pertinent vocabulary



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2. The student will be expected to submit written work which has the following characteristics: · · clear, well-organised content writing which includes a variety of sentence structures as well as appropriate use of vocabulary error toleration is one word in thirty


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Note: In order to master the above elements of language, the students must show a mastery of the following: · · · · semantic nuances language register denotation and connotation awareness of inappropriate use of French

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Journal entries of depth and quality by 103 students may be considered for my on-line electronic magazine. Check it out at:[email protected]

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Winter 2003

Course content

1. Introduction

Introduction and orientation Diagnostic writing

Teaching strategies: Methods:

In order to realise the above objectives, a number of different pedagogical activities will be used: 1. Reading of various text types, including short stories, essays, poetry, news articles and a novel, during which the following elements will be discussed: · identification of main ideas · identification of the literary strategies used by the author · identification of the stylistic elements in the text · identification and use of new vocabulary · comparison between texts and between text and other types of media · analysis of texts and of elements within texts 2. Production of summaries and short analytical texts incorporating the following elements: · mastery of the structure of the language · mastery of the organisational principles of the language · mastery of solid and logical argumentation · comparison between written text and other types of media 3. The examination of texts, dictionaries and thesaurus to aid in the acquisition of an enriched vocabulary. 4. Use of grammatical exercises to develop appropriate syntax. 5. Participation in discussions, role-plays and debates to develop ease in giving oral presentations. 6. The use of written, visual and auditory documents to facilitate the preparation of student productions, both oral and written.

2. Between Generations

Assigned readings: "Paper Boy" Lorna Crozier (pp. 24-26) "The Phone Call" Joy C. (pp. 31-34) Rhetoric & grammar: Generating ideas (pp. 210-220) (NB: Grammar exercises from the Handbook will be assigned as required) Journal #1

3. Between Genders

Assigned Readings: "What Do Men Want?" David Evans (pp. 44-50) - lead by gr 1 "Men as Success Objects" Warren Farrell (pp. 50-54) - lead by gr 2 Rhetoric & Grammar: Considering Audience & Purpose (pp. 221-227) Writing evaluation criteria & error correction codes Journal #2

4. Between Genders II

Assigned Readings: "The Beauty Myth" Naomi Wolf (pp. 57-66) - lead by gr 3 "The Internet and Gender" Brenda Austin-Smith (pp.66-69) - lead by gr 4 Rhetoric & Grammar: Discovering a Thesis Supporting a Thesis (pp. 228-239) Journal #3

5. Between Cultures I

Assigned Readings: "Hello, We're Not American!" Sonnet L'Abbé (pp. 91-94) - lead by gr 5 "An Accent on Learning English" Sun-Kyung Yi (pp. 107-110) - lead by gr 6 Rhetoric & Grammar: Writing an Outline, Writing a Paragraph, Using Sources for Support (pp. 239-254) Journal #4

6. Between Cultures II

Assigned Reading: The Handmaid's Tale Margaret Atwood Rhetoric & Grammar: Revising & Rewriting (pp. 255-275) Essay #1 due: Connecting texts and research topics


Selected audio, video, Power Point, Front Page, an electronic projector and computer, the Internet, bulletin board acetates & newspapers will be used.

7. Between Cultures III

Assigned Reading: The Handmaid's Tale Margaret Atwood (Quiz #1: Epigraphs, sections I-V) Rhetoric & Grammar: Introductions & Conclusions (pp. 276-282) Journal #5 (Hand in journals # 1-5)

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Syllabus 604-103-03

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Evaluation Guidelines: See Summative Evaluation on page 4 for grade distribution.

1. During class time there will be activities which are designed to check the students' understanding of the material being studied. Some of these activities will be corrected and count towards the final grade and some will not. 2. Immediate correction and feedback will allow students to ask for clarification and take necessary steps to address any problems which may present themselves. Students should always feel free to ask for extra help or clarifications, in class, by appointment or through e-mail. 3. The weighting of this course is 2-1-3. This means that there are two hours of class time, one hour of lab work or classroom, as well as three hours of work to be done outside of class. These three hours of individual work are essential for the successful progress of the students and are comprised of both laboratory work and homework. Note: As the course is primarily based on the assigned reading texts, it is of the utmost importance that all assigned readings be completed for homework before the beginning of each class to facilitate discussions and inclass written activities. Please do not come to class unprepared. 4. Students must pass both the oral and the written components of the course to receive a passing grade. 5. A minimum of 25% of the final mark will have been collected by the end of the mid-point of the course (week 7).

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Course content

8. Between Cultures IV

Assigned Reading: The Handmaid's Tale Margaret Atwood Rhetoric & Grammar: Developing Essays (pp. 283-306) Journal #6

9. Between Perceptions I

Assigned Reading: The Handmaid's Tale Margaret Atwood (Quiz #2: Sections VI-X) Rhetoric & Grammar: Developing Essays (pp. 306-329) Journal #7

10. Between Perceptions II

Assigned Readings: The Handmaid's Tale Margaret Atwood Rhetoric & Grammar: Developing Essays (pp. 329-346) Character Analysis orals

11. Between Values I

Assigned Readings: The Handmaid's Tale Margaret Atwood (Quiz #3: Sections XI-XV, Historical Notes) Rhetoric & Grammar: Summaries & Writing an Essay Exam (pp. 347-354) Essay #2 due: Character Analysis

12. Between Values II

Assigned Readings: "The Lottery" Shirley Jackson (pp. 199-207) Disturbing Literature (you supply this) Journal #8

13. Between Values III

Assigned Readings: "Don't Let Stereotypes Warp Your Judgement" Robert L. Heilbroner (pp. 128-133) "Making a Difference" June Callwood (pp. 191-197) Journal #9 Review

14. Final Exam: Writing

Journal #10 (Hand in journals #6-10)

15. Final Exam: Speaking

Topics will be given in week 12.

Note: The professor reserves the right to modify this course if necessary.


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Winter 2003

Rules and Regulations

1. Course attendance Although absences from English classes do not automatically result in a failure of the course, it is extremely important that students attend classes regularly. Because the learning of a second language is progressive in nature, absences will severely limit the student's ability to succeed. If, however, students are absent from class, it is their responsibility to find out what happened in that class, and to be prepared for the following class, including the completion of any homework which may have been assigned. 2. Homework All students, regardless of whether they were absent, are responsible for doing homework on time. Although not all homework will be graded and count towards the final evaluation, it is strongly recommended that the student complete homework in order to improve his or her language acquisition. Graded assignments which are handed in past the due date can be penalized at the discretion of the teacher. Assignments will be accepted no later than five working days after the due date. Students must keep all corrected work until the final date for the revision of marks has passed. 3. Exams Students who miss a final exam for a valid reason, MUST arrange to take a make-up exam within the week following the original exam date. The exam is arranged by contacting the teacher within a week of the date of the original exam and presenting a written note (such as a signed note from a doctor) justifying the absence. 4. Course work in class time Any missed assignments done during class time that count for more than 7.5% of the final grade may be made up under the following conditions: - You come to teacher within one week to arrange the make-up assignment. It is therefore the student's responsibility to be aware of what was done in the classes that were missed. - You have a written note (such as a signed note from a doctor justifying the absence). 5. Plagiarism and Fraud Plagiarism and fraud, either during an exam or on a homework assignment, will result in an automatic zero. Furthermore, the predetermined percentage for that exam or assignment will be strictly respected.

Summative Evaluation (...Continued from Page 3)

Assignment #1 - Reading response journal


Assignment #2 ­ Mini-oral presentation Assignment #3 ­ Essay: connecting texts and research topics Assignment #4 ­ Novel Study: The Handmaid's Tale quizzes (#1,2,3) Assignment #5 - Character analysis project (oral & written components) Final exam (written & oral components)

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1. Required texts: Bachmann, Susan & Barth, Melinda. Between Worlds, First Canadian Ed., Longman Canada/Addison-Wesley Educational Publishers Inc. 1998. Available at Librairie C.E.C. (Michel Fortin), 3714 St. Denis Atwood, Margaret. The Handmaid's Tale, McClellandBantam Inc. 1998. Available at Librairie C.E.C. (Michel Fortin), 3714 St. Denis Brians, Paul. Study Guide to Margaret Atwood: The Handmaid's Tale (1986), e_fiction/handmaid.html

2. Selected references used by professors in preparing this course: Brown, Douglas, H. (1994). Teaching by Principles: An interactive approach to language pedagogy. Prentice-Hall Regents, Englewood Cliffs, New Jersey. Lightbown, P.M. & Spada, N. (1999). How Languages are learned. Oxford University Press. Egbert, J. & Hanson-Smith, E. (Eds.). (1999). CALL environments: Research, practice and critical issues. USA: TESOL. TESL-L Electronic Forum for teachers.

May be downloaded from the above mentioned web site.

A Guide for writing research papers based on MLA documentation. For more sources of reference go to: "Just for teachers'

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