ARCHIVE - Shadow Students

ARCHIVE - Forums

fiksdals — Fri, 19 Jan 2007 15:59:48 -0800

The Purpose of Forums:
Our program forum is a place for you to develop your thoughts by synthesizing program materials in your own way. In each part of our program, you will be analyzing and discussing texts. The next step in an interdisciplinary program is to begin making your own connections between texts, lectures, films, and between historical, literary, and sociolinguistic analysis and your French language study. Everything we are doing in the program bears on questions of identity! We will propose a topic each week to help you in this work. The work here is informal in the sense that you may not come to a firm conclusion or present completely well formed ideas; in other words, your entries can be exploratory. The work is formal in the sense that we expect you to use academic discourse (choose good vocabulary, write complete sentences, check your spelling), and develop your ideas so that we can all understand them. Make one entry each week by 5pm Friday, try to limit yourself to 3-4 sentences, and respond to others’ comments if you wish, but do so in a respectful way.

ARCHIVE - Projects

fiksdals — Thu, 18 Jan 2007 11:32:03 -0800

You will have two projects for Discourse Analysis.

Discourse Analysis

Project #2: Audiotaping an informal conversation

Due Thursday, Feb. 22, 9:00am You will audiotape at least 10 minutes of a conversation between 2 men or 2 women who are close friends. You cannot be a participant in the conversation. Each step of this assignment is very important because we’re using technology! Here are some considerations to keep in mind as you set up for this taping:

It’s best to audiotape the conversation in a comfortable environment; for example, the residence of one of the participants.
Consider offering to bring a snack and try to set up the room so that you have good results. For example, your subjects should be seated so they can easily see each other, not side by side.
Record a little first and listen carefully for noise that will interfere with your understanding such as a loud fridge, heating system, music, nearby computer. You may need to move to another space.
Place your tape recorder or mike in such a way that it is not the focal point for the participants. You want them to have a natural conversation if possible.
Ask your participants to talk as they normally would. You could suggest some topics if you like, such as what they want to do on the weekend, how their last seminar went, what they like and don’t like about Olympia, how they like your snack, etc.

In order for your equipment to work well, you have to first make sure you get everything you need. A good idea would be to work with a small group so that you can use the same equipment over the weekend, for example. Of course, you have to trust each other with the equipment as whoever checks it out is responsible. Here is your list:

It is best to use a small tape recorder. Media Loan has digital ones that are useful because they capture sound well. On the other hand, they must be plugged in unless you buy a rechargeable battery.
If your tape recorder is large, use a sound grabber mike with a long cord. It doesn’t look like a mike, and yet captures sound well.
You need extra batteries if you plan to have a good range for recording.
You MUST check the tape recorder to make sure it is working before you leave media loan! They ask you to check it, but for you it is vital to do so!
Buy an audio tape unless you’re using the digital tape recorder.

After audiotaping, the goal is to transcribe one segment of the conversation of about 3 minutes and then analyze it. We may have time for you to present your work to the class, so it is important to bring your audiotape to class. Write your analysis focusing this time on the ways the speakers frame particular moments. This framing is “what is going on.” It can be a narrative, a speech act, a repair, a joke, for example. What sorts of contextualization cues can you identify? (See pp. 203-8 in Discourse Analysis). Look for nonverbal behavior and prosodic cues besides those listed in your text. Turn-taking, cohesion, gendered discourse, hedging, all the discourse elements we have been studying are important here. If positive or negative face seems to be involved, for example, explain that. Organize your findings by briefly explaining what you discovered about framing, then illustrate that framing by inserting a transcription of those moments. Finally, you should present your analysis clearly explaining what you saw and using the transcription as evidence. The format for your paper is the following. Use each topic in bold in your paper and then explain.Methodology: In 1-2 sentences explain the recording equipment you used and the setting.Analysis: What did your participants talk about (topic)? What was going on besides that? Look at all the discourse elements we have been studying and identify those that contribute most to “what is going on” and explain the function of each, referring specifically to the line number.Conclusion: What questions do you have after doing this analysis? What could you do to find out more about the speech acts, politeness strategies, or turn-taking that you analyzed?Transcript: Attach the transcript of your 3-minute segment using the same conventions as in Project I. Be sure to number every line (not just the turns), so that referring to the exact place in the discourse in your analysis is clear to the reader. Transcription Conventions

ARCHIVE - Intermediate French

greenea — Fri, 22 Sep 2006 15:18:39 -0700

The Goals for Intermediate French Language & Intermediate French Literature are attached below. Just click twice and print.

Assignments Winter Quarter: See Assignments listed by the day of the week: Mondays for the Manuel: vocabulary and conversation; Wednesdays grammar using the Cahier; Thursdays, Literature.

Mondays: Refer to the Manuel , Jan. 8: Introductions, review of verb tenses and subjunctive. Assignments for Language class (Mon. & Wed.) will occur weekly.

Week II: Read pp. 98-109. We will do exercises in class.

Week III: Write the synthesis of the dissertation whose outline is already written, as explained in your text pp. 116-117. Follow the composition guidee (don't choose a new topic). Read Ch.5 pp.119-123.

ARCHIVE - Advanced Beginning French

greenea — Fri, 22 Sep 2006 15:17:35 -0700

LES DÉBUTANTS AVANCÉS: please find the Emploi du Temps, then the syllabus, then the Litterature syllabus.

~ EMPLOI DU TEMPS ~ Shadow- Hiver 2007

Note: May be subject to change

Major Grammatical points and selective sections of the text are indicated for intensive study
All written & listening sections are required, except where indicated "text only"

Semaine	Lundi	Mercredi	Cahier
1

ARCHIVE - Beginning French

greenea — Fri, 22 Sep 2006 15:15:58 -0700

LES DÉBUTANTS: Please find Emploi du Temps, then the syllabus, and finally Literature syllabus.

*EMPLOI DU TEMPS* Shadow of the Enlightenment - Hiver 2007: Judiith Gabriele (see Literature schedule below)

Note: May be subject to change. You will receive more detailed assignments daily in class.

Major Grammatical points and selective sections of the text are indicated for intensive study
All written & listening sections are required, except where indicated "text only" which means NO CAHIER pages are due and we will use textbook exercises only

Semaine