CGFE ENG 4126
2ème Année Management,2ème Année Télécom
What makes an investigative report or a television series compelling? While journalism and entertainment programming have different standards of truth and requirements for evidence, they are united by common storytelling conventions. This course will allow students to explore the techniques used to produce various kinds of media products, with a particular emphasis on narrative structure and character development.
By the end of the class, you will be more informed consumers of the media, with a greater awareness of why a given piece “works.” You will also have an improved ability to:
• convey information and express opinions in oral exchanges and presentations,
• write short texts, primarily of an analytical or expository nature,
• comprehend other English speakers, including those in audio and video recordings, and
• read and think critically.
We will read articles and watch selected excerpts from television or film that illustrate a key theme for the week’s class. Students are expected to collaborate in the construction of their own learning, through active participation in class discussion; they are also encouraged to share insights from their own familiarity with media products.
A typical class is divided into several parts, including a listening or reading exercise, oral communication (small group discussion, presentations, etc.), a writing exercise, and feedback on key language issues with a view to correcting errors.
Themes we will cover: The breakdown of subjects is a guideline that will be modified as the course develops. We will explore these themes through the use of written texts, radio and television broadcasts, and excerpts from film:
• Truth, accuracy, and verisimilitude
• Basic reporting structure
• Narrative design
• Characters we care about
• Differences between visual and verbal communication
All Grading will be on a scale of 0 to 20, unless otherwise stated.
1/3 CF: A written response to given input, produced in an academic style
1/3 CC: Selected Classroom assignments, as detailed by the teacher.
1/3 PP: Presence & Participation (each representing 50% of the PP grade)
CF (both questions, common to all):
1. A summary based on three documents (1 video, 1 text, 1 graph) related to the same subject (up to 400 words) 1hr;
2. A discursive essay based on a topic evoked in the in the above documents (up to 400 words) 1hr.
General marking scheme (out of 20)
0 Work not done, incomplete or of insufficient standard.
1-5 Work completed, but of minimum quality, poor structure; irrelevant, unrelated illogical content; unstructured, very poor language makes comprehension difficult
6-10 Fair but many important mistakes, gaps, unclear structure, confusing, language
11-14 Good but some important mistakes or gaps.
15-20 Work done to a high standard with few or no mistakes.
Typical CC Assignments
1. a summary (to be set by the class teacher);
2. a discursive essay (to be set by the class teacher);
3. a 15-minute oral presentation with visuals based a topic related to the theme of the class;
Presence: Students will receive credit for attending class regularly, up to a maximum of 1/6 of their total grade. Unjustified absences will thus have a direct impact on student’s overall grade.
Participation: Students will be assessed on their participation in class, according to the criteria in ‘classroom expectations’
Validating the tandem programme will add 2 bonus points to a student’s CC grade (CC) of the corresponding language course.
It is the responsibility of the student to make up for any missed work in order to avoid these absences further impacting final grades.
CEFR Grade (A1-C2)
Students will be continuously assessed as to their language level relative to the CEFR criteria.
There is NO DIRECT RELATION between a student’s CC/CF/PP and their CEFR level.
For more information, please refer to the LSH website. https://lsh.imt-bs.eu/
Programme grande école,Programme Ingénieur,Programme Bachelor