French 335
Spring 1997
Reid
Office: 215 Stevenson
438-7894/jhreid@ilstu.edu
http://lilt.ilstu.edu/jhreid/
Office hours: T/R 10-12 or by appt.

COMPARATIVE FRENCH/ENGLISH GRAMMAR AND STYLE


COURSE AIMS AND OBJECTIVES

The goal of French 335 is to provide students with a comprehensive knowledge of the resemblances and differences between French and English grammar and style and to teach them to use this knowledge in their writing and reading. The course will emphasize a knowledge of specific differences between French and English lexical tendencies, syntactical structures, and stylistic traits on the level of the sentence and the paragraph. Through the analysis of these specific differences, 335 will review general theories of the differences between the ways in which the French and English languages constitute what they call reality. By means of translation exercises and controlled compositions, the course will reduce the contamination of students' written French with English grammatical and stylistic structures (or the reverse for Francophones), thus improving overall written and spoken expression in French (or English) and preparing students for careers necessitating the correct use of French (or English). 335 will also include discussion of how to use comparative grammar to improve both the instruction of French and translation between English and French.

SC=Stylistique comparée du français et de l’anglais
C=Cahier d’exercices

Jan. 11 Introduction, Stylistique comparée du français et de l'anglais, SC 17-22.

Jan. 13 SC 23-35 Cahier d'exercices, C Ex. 1 (See C Ex 25, 30).


I LE LEXIQUE

Jan. 18 Martin Luther King Holiday

Jan. 20 SC 36-55 (Discuss in class); C Ex 3 (See C Ex 4, 5, 8, 10, 11, 14, 19, 20, 29, 30, 33, 34, 62-
64). ESSAY I.


Jan. 25 SC 58-70, les valeurs sémantiques; C Ex 4 (See C Ex 6, 7, 15-23, 30, 57).

Jan. 27 SC 70-74; C Ex 6 & 16 (See C Ex 31-34, 38).

Feb. 1 SC 75-81, les aspects lexicaux; C Ex 21 (See Ex 24-29).

Feb. 3 SC 81-86; C Ex 24-26. (For #24, underline the common term implied by all the other
synonyms, then indicate which connotation distinguishes the other synonyms from this
common term.)


Feb. 8 SC 87-90, le lexique et la mémoire; C Ex 54 & 55 (#54, referring to the classification pp. 89-90
of the textbook, identify the modulation carried out by each translation and state whether it is
"figée" or "libre.")

II L'AGENCEMENT

Feb. 10 SC 93-101, la transposition; C Ex 48 & 49. ESSAY II.


Feb. 15 SC 102-09, la stylistique comparée des espèces; C Ex 50& 51 (See C Ex 11, 14, 16, 29, 46,
47, 52).

Feb. 17 SC 109-15; C Ex 52 & 27 (See C Ex 41), Web Exercises, "Parts of the Body."


Feb. 22 SC 116-19, la stylistique comparée des catégories; C Ex 45.

Feb. 24 SC 119-24; C Ex 46 (See C Ex 9).


Mar. 1 SC 124-33; C Ex 9 & 47 (See C Ex 14, 28). ESSAY III.

Mar. 3 Mid-Term Exam.

SPRING VACATION

Mar. 15 SC 133-39 la voix, la modalité, l'aspect verbal; C Ex 28 (See C Ex 29).

Mar. 17 SC 139-44; C Ex 29 & 30.


Mar. 22 SC 144-51; C Ex 31 & 32.

III LE MESSAGE

Mar. 24 SC 152-58, la syntagmatique, l'ellipse; C Ex 33 (See C Ex 10, 12, 13, 39, 40).


Mar. 29 SC 159-68, le message et la situation; C Ex 34

Mar. 31 SC 168-77, C Ex 35 (See C Ex 56, 58, 59). ESSAY IV.


Apr. 5 SC 178-88, les faits prosodiques; C Ex 39 & 40 (See C Ex 11, 44, 53).

Apr. 7 SC 188-200, C Ex 53 & 10.


Apr. 12 SC 201-210, l'ordre des mots et la démarche; C Ex 56 & 11 (See C Ex 42).

Apr. 14 SC 211-19; C Ex 12.


Apr. 19 SC 220-26, l'articulation de l'énoncé; C Ex 13 & 14 (See C Ex 41, 43).

Apr. 21 SC 226-32, C Ex 41 & 42 (See C Ex 43). ESSAY V.


Apr. 26 SC 233-41, la modulation dans le message C Ex 44 (1-4), 63, 37 (See C Ex 54, 55).

Apr. 28 SC 242-69, l'équivalence, l'allusion, l'adaption, la métalinguistique; C Ex 57, 60, 67 (See C Ex
54, 55, 57, 61)


May 6, Thursday 3:10 PM Final Exam

REQUIRED TEXTS

Vinay, J. P. & Darbelnet, J. Stylistique comparée du français et de l'anglais. Paris: Didier, 1958
---. Cahier d'exercices. vol. 1. Ottowa: Beauchemin, 1970.

A comprehensive hardcover French/English Dictionary, preferably Robert/Collins, Hachette,
Harraps, or Larousse.

A comprehensive French/French Dictionary, preferably the Petit Robert (you may use the one in the
reference section of 6th floor Milner).

A comprehensive English/English dictionary.

A comprehensive grammar text such as Grevisse, Maurice, Le Bon Usage or his Précis de grammaire
française.


SUGGESTED TEXTS

Bénac, H. Dictionnaire des synonymes. Paris: Hachette, 1956.

Maquet, C. Dictionnaire analogique. Paris: Larousse, 1936.


RESERVE

Guillemin-Flescher, J. Syntaxe comparée du français et de l'anglais. Paris: Ophrys, 1981.

Tremblay, J.P. Grammaire comparative du français et de l'anglais à l'usage des anglophones.
Quebec: Les Presses de l'Université Laval, 1972.


STUDENT TASKS

Readings: All readings in Stylistique comparée are to be completed by the beginning of the class for which they are assigned. Students will be responsible for helping me focus class discussion on parts of the reading that they find most useful and/or difficult.

Workbook: All exercises in the Cahier must be completed by the beginning of the class for which they are assigned. Students are encouraged to work together on these highly challenging exercises. One or more French/English dictionaries and Le Petit Robert are essential. These may be found in the sixth floor reference section of Milner Library.

Workbook exercises listed in parentheses are related to the assigned reading and exercises. They can be consulted while completing the reading and the assigned exercises.

Workbooks will be collected twice during the semester. I will not be looking for a perfect workbook, but one that shows evidence of self-correction and growth in understanding differences between the French and English languages.

Mallard Web Exercises: You will be responsible for completing Mallard web exercises by assigned dates. Some of these will be assigned to the entire class, some will be assigned to individuals needing work in specific areas. In order to sign in on the exercises, you will use your e-mail i.d. and the password: for235. You can and should change the password.

Essays: Each student will write five critical essays (4-5 pages for graduate students, 2-3 pages for undergraduates). Graduate essays may be based upon the reading of a text or texts drawn from the graduate French reading list. Graduate students are encouraged to pick texts that they have not yet read and that they are not reading in another, concurrent class. The essays will be graded primarily on the correct usage of and progress in using French grammatical features, but also on general principles of composition.

Each time you hand in a draft, hand in all previous drafts and papers in a single folder.

Specifically:

1) Each essay will be handed in (with the student’s entire folder of essays) on the due date. There can be very few exceptions to this because of the peer editing. All essays should be spell-checked by a French or English spell-checker in the Foreign Languages laboratory.

2) Each student will peer edit another student's paper. He or she will circle errors in that essay, identify the type of error, then turn in the corrected essay to me by the next class;

3) I will return the essay (and student folder), along with my comments and those of your peer, during the next class. Grades will be given for your essay and for your peer correction.

4) The original copy of the essay plus a corrected copy (along with the entire student folder) will be turned in to me within five days. It will be accompanied by the students’ list or analysis of their most frequent errors. When possible, I will return both with a second grade during the next class. The student will use their analysis of frequent errors to improve their subsequent essay. I will also assign grammar explanations and web exercises in Mallard based on this list. These will be due before the next paper is turned in and are also intended to improve the subsequent essay.

MIDTERM AND FINAL EXAMS

The Mid-term exam will cover the first half of the semester. The final exam will cover only the second half. The exams will emphasize differences between the French and English languages. Students should be able to give or identify examples of major differences. An outline of these differences will be provided at the beginning of the semester. During the semester, students should memorize at least two examples for each major difference and learn to recognize the rule guiding examples cited by the instructor.

FINAL GRADE

Midterm Exam 20%
Final Exam 20%
Essays and analysis 40%
Peer correction 10%
Cahier 10%

BIBLIOGRAPHY

Astington, E. French structures: a manual for advanced students. New York: Collins, 1980:

Atkinson, J.C. Two forms of subject inversion in Modern French. Paris: Mouton, 1973.

Bally, Charles. Traité de stylistique française. 3rd Ed. Paris: Klincksieck, 1951.

Benda, J. Du style d'idées. Paris: Gallimard, 1957.

Blinkenberg, A. L'Ordre des mots du français moderne. Copenhague: Host, 1928.

Bonnard, H. Procédés annexes d'expression. Paris: Magnard, 1981.

Bonnerot, L. Lecoço L. Ruer, J. Appia, H. Kerst, H. et Darbelnet, J. Chemins de la traduction.

Domaine anglais. Paris: Didier, 1963.

Boons, J.P. Structures des phrases simples en français: constructions intransitives. Genève: Droz,

1976.

Cary, E. "L'indispensable débat", in La Qualité en matière de traduction. Actes du 3e congrès

international de la F.I.T. Oxford: Pergamon Press, 1963.

---. "Pour une théorie de la traduction", Diogène, 40 (1962): 96-120.

---. La Traduction dans le monde moderne. Genève: Georg, 1956.

Cressot, M. Le style et ses techniques. Paris: PUF, 1947.

Cohen, M. Grammaire et style. Paris: Editions sociales, 1954.

Coligan J.-P. et Berthier P.-V. La Pratique du style. Paris: Duculot, 1978.

Darbelnet, J. Chemins de la traduction. Domaine anglais. Paris.

---. "La couleur en français et en anglais." Journal des Traducteurs. 2 (1957): 159-161.

___. "Stylistique et traduction." in Traductions. Montréal: Institut de traduction, 1952.

___. "Valeurs sémantiques du verbe en français et en anglais." Revue canadienne de linguistique. 9

(1963): 32-39.

---. Pensée et structure. New York: C. Scribner's Sons, 1969.

Deloffre, F. La phrase française. Paris: SEDES, 1967.

Desirat, C. and Horde, T. La langue française au XXe siècle. Paris: Bordas, 1976.

 

Dupré. Encyclopédie du bon français dans l'usage contemporain: difficultés, subtilités, complexités,

singularités (3 vols.).Paris: Editions de Trevise, 1972.

Eterstein Cl. et Lesot A. Pratique du français. Paris: Hatier, 1988.

Gaatone, D. Etude descriptive du système de la négation en français contemporain. Droz: Geneva,

1971.

Galliot, M.-Essai sur la langue de la réclame contemporaine. Toulouse: Privat, 1955.

Gertner, M.H. The morphology of the modern French verb. Paris: Mouton, 1973.

Gide, A. "Lettre sur les traductions", in Préfaces, Neuchâtel et Paris: Ides et Calendes, 1948.

Godin, H. Les Ressources stylistiques du français contemporain. Oxford: Blackwell, 1948.

 

Gougenheim, G. Système grammatical de la langue française. Ed. d'Artrey. 1938.

Gross, M. Grammaire transformationelle du français: syntaxe du verbe. Paris: Larousse, 1968.

___. Grammaire transformationelle du français: syntaxe du nom. Paris: Larousse, 1977.

Guberina, P. Valeur et symétrie dans la phrase française. Zagreb: Epoha, 1957.

Guillaume, G. Temps et verbe. Théorie des aspects, des modes et des temps followed by

L'architectonique du temps dans les langues classiques. Paris: H. Champion, 1945.

Guillemin-Flescher, J. Syntaxe comparée du français et de l'anglais. Paris: Ophrys, 1981.

Guiraud, P. La Stylistique. Paris: P.U.F., 1954.

Harmer, L.C. Uncertainities in French grammar. Cambridge: University Press, 1979.

Imbs, P. Emploi des temps verbaux en français moderne. Paris: Klincksieck, 1968.

Judge, Anne and F.G. Healey. A Reference Grammar of Modern French. Lincolnwood: NTC, 1995.

Koessler, M. et Derocquigny, J. Les Faux Amis ou les pièges du vocabulaire anglais. 5e éd. Paris:

Vuibert, 1961.

Kokelberg, Jean. Les techniques du style: vocabulaire, Figures de rhétorique, syntaxe, rythme. Paris:

Nathan, 1991.

Lecocq, L. "Stylistique et traduction." Les Langues modernes. 55 (1961): 44-49.

Maingueneau D. Eléments de linguistique pour le texte stylistique. Paris: Bordas, 1986.

Marouzeau, J. Précis de stylistique française. Paris: Masson, 1941.

___. Précis de stylistique française. 3e éd. Paris: Masson, 1950.

Moddy, M.D. Classification and analysis of Noun + de + Noun constructions in French. The Hague:

Mouton, 1973.

Muller-Hauser, M.L. La Mise en relief d'une idée en français moderne. Genève: Droz, 1943.

Panneton, G. La Transposition, principe de la traduction. Thèse de maîtrise. Montréal: Université de

Montréal, 1946.

Persson, B. Etude sur la concurrence entre les groupes du type: les côtes de France, les côtes de la

France, les côtes françaises. Sweden: Acta Universitatis Uppsaliensis, 1974.

Pinchon, J. Les pronoms adverbiaux en et y. Genève: Droz, 1972.

Reboul O. Introduction à la rhétorique. Paris: PUF, 1991.

---. La Rhétorique. Coll. "Que sais-je?" Paris: PUF, 1990.

Requédat, F. Constructions verbales avec l'infinitif. Paris: Hachette, 1980.

Sandfeld, K. Syntaxe du français contemporain: les pronoms. Reprinted 1970. Paris: Champion, 1928.

---. Syntaxe du français contemporain: les proposotions subordonnés. Reprinted 1965. Paris:

Champion, 1936.

---. Syntaxe du français contemporain: l'infinitif. Reprinted 1965. Genève: Droz, 1943.

Sauvageot, A. Les Procédés expressifs du français contemporain. Paris: Klincksieck, 1959.

Schneider (Giry-Schneider), J. Nominalisations en français: l'opérateur 'faire' dans le lexique. Droz:

Geneva, 1978.

Schogt, H.G. Le système verbal du français contemporain. Paris: Mouton, 1968.

Soutet O., La Syntaxe du français. Coll. "Que sais-je?" Paris: PUF, 1989.

Spolsky, B.-Comparative Studies and the Principle of Economy." Journal des Traducteurs. 7 (1962):

79-83.

Suhamy H. Les Figures du style. Coll. "Que sais-je?" Paris: PUF, 1988.

Tesniere, L. Eléments de syntaxe structurale. 2nd ed. Paris: Klincksieck, 1965.

Tremblay, J.P. Grammaire comparative du français et de l'anglais à l'usage des anglophones.

Quebec: Les Presses de l'Université Laval, 1972.

Vachon-Spilka, I. "La Traduction des charnières'. Journal des Traducteurs. 7 (1962): 3-8.

Vinay, J.P. "Séries sémantiques et niveaux stylistiques", La Revue canadienne de linguistique. 8

(1962): 9-25.

Vinay, J.P. and J. Darbelnet. Cahier d'exercices. Vol. 1 & 2. Montréal: Beauchemin, 1970-72.

---. Stylistique comparée du français et de l'anglais. Paris: Didier, 1958.

Wagner, R. La grammaire française: les niveaux et les domaines, les normes, les états de la langue.

Paris: SEDES, 1968.

Wartburg, W. von, and Zumthor, P. Précis de syntaxe du français contemporain. Berne: Editions

Francke, 1973.

 

ARTICLE II, Illinois State University Constitution

Students

Any person admitted to the University who is currently enrolled for University academic credit shall be defined as a student.

Section 1. Student Rights and Responsibilities

 

A. Student Rights

Among the goals of the University are the transmission of knowledge, the pursuit of truth, the development of its members, and improvement of the general well-being of society. Academic freedom in the form of freedom of inquiry and freedom of expression is indispensable to the attainment of these goals. As members of the academic community, students should be encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. The standards of academic freedom of students detailed in this article are essential to any community of scholars. Student freedom to learn and faculty freedom to teach are inseparable facets of academic freedom. The freedom to learn depends upon appropriate opportunities and conditions in the classroom, on the campus, and in the larger community. University students are expected to exercise their freedom with responsibility, but the responsibility to secure and respect students' freedom to learn is shared by all members of the University community.

 

B. Student Responsibilities

The academic community requires a system of order to support the educational process which is the purpose of the University.

Preservation of the system of order depends on the individuals who make up the group. Implicit in the community's recognition of the rights of students is their obligation to accept their responsibilities toward the community.

1. The primary responsibility of students is to advance their own education.

2. The obligation of students to fellow students requires conduct which shows respect for the opinions and rights of all. In seeking to effect change, students rely on reasoned argument and utilize procedures which do not interfere with the opportunity of other students to pursue their education.

3. Students' responsibilities toward their instructors include the obligation to fulfill assignments, to participate in discussion and other activities, to increase their scholarly competence in the discipline being studied, and to work creatively and independently. Through fairness and courtesy, they invite respect for themselves and the entire student community.

4. The obligation of students to the University is to be effective participants in the teaching-learning process. They observe the rules of the University, yet guard their right to criticize. They speak or act on their own behalf, not as a representative of the University. They accept their share of responsibility for the University governance.

5. The responsibility of students to the community beyond the University is to be good citizens. While recognizing that complying with laws and rules cannot of itself make one good, students should obey national, state, and local laws. If the processes of the law have been exhausted without achieving substantial justice, then those who have violated the law in the name of justice must be prepared to accept the consequence of their violation.

My bolding (JHR).