UNIVERSITE FELIX HOUPHOUËT-BOIGNY

UFR Langues, Littératures& Civilisations

Département d’anglais

Syllabus année 2020 - 2021

COMPREHENSION
CMP6202

LICENCE 1 – Semestre 2
CMP6202-1
GENRES ET TYPES DE TEXTE
20H

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TRA Bi Semi Jean Pierre

Maître-Assistant - 255 750 U

Email : tra.pierre@ufhb.edu.ci / bisemiieanpierretra@vahoo.fr

Téléphone : +225 01555758/ +225 87149296

1
Objectif général :
Some basic assumptions:
- The relationship between reading and writing is a bit like that of
the chicken and egg.
- Reading affects writing and writing affects reading.
- Reading instruction is most effective when intertwined with
writing instruction and vice versa.
- Reading a variety of genres helps students learn text
structures and language that they can then transfer to
their own writing.
- Reading provides students with prior knowledge that they can
use in their writings.

Consequently, the strategy-based and integrated-skills-

based approaches are used to develop students’ reading,
writing, critical thinking, and test-taking skills needed for academic.

Objectifs spécifiques:

- Students will read about a California legislator's proposal to

implement feng shui in buildings in San Francisco and use a
graphic organizer to recognize and write a cause-and-
effect paragraph (Part1).
- Students will read about symbolic systems and meanings (Part 2)
- students will read a research paper on the anthropological view of
religion and an excerpt from a book describing a Native-American
vision quest (Part 3).
- Students will do activities on the mechanics of writing, including
adjective clauses, adjective clauses with prepositions, coordinating
conjunctions, adverbial conjunctions, and avoiding sentence
fragments (Part 4).
- Students will write a paragraph of definition about a word
frequently found in anthropology (Part 5).

Prérequis (pour suivre l’enseignement)

Non prerequisite is needed
2
Attentes (Compétences visées)

- Understanding italics
- Using a graphic organizer to show cause and effect
- Guessing the meaning from context
- Outlining main ideas, important details, and examples
- Marking a book
- Understanding collocations
- Understanding the organization of a research paper
- Defining a term
- Writing a paragraph of definition
- Using material from a source
- Making inferences
- Keeping a word journal
- Making connections
- Outlining
- Summarizing
- Taking an essay exam
- Underlining

3
 Plan du cours

1. Introduction
- Before Reading - discussion activities on photos introduce the chapter topic
- Reading - a high-interest reading captures students’ attention
- After Reading - activities check students’ understanding and allow for further
discussion

2. General Interest Reading

- Before Reading - prediction and vocabulary
reading
- Reading - a high-interest reading at a slightly
Part 1 allows students to explore the chapter
- After Reading — comprehension, discussion,
understanding
activities prepare students for
higher level than the reading in
topic in more depth
and vocabulary activities check

3. Academic Reading
- Before Reading - prediction and vocabulary activities prepare students for
reading
- Reading - a textbook selection prepares students for academic reading
- After Reading - strategies (such as skimming for main ideas, using a
dictionary, and synthesizing) and activities give students the opportunity to
use academic skills

4. The Mechanics of Writing

- Chapter-specific writing, grammar, lexical, and punctuation boxes equip
students to express their ideas.
- Content-driven grammar boxes are followed by contextualized practice
activities that prepare students for independent writing assignments.

5. Academic Writing
- A step-by-step model leads students through the writing process which may
include brainstorming, narrowing the topic, writing topic sentences, planning
the writing, and developing ideas into a paragraph.
- Writing assignments focus on a variety of rhetorical styles:
chronological, description, analysis, persuasive, and process.
- Writing assignments ask students to use the writing mechanics taught.

4
COURSE TOPIC: Cultural Anthropology
- Introduction: Feng Shui in California
- General Interest: Symbolic Systems and Meanings
- Academic: The Anthropological View of Religion

COURSE SCOPE AND SEQUENCE

Reading Writing and The Critical Test-

Strategies Writing Mechanics of Thinking Taking
Strategies Writing Strategies Strategies
- Understanding - Focus: - Adjective - Making - Taking an
Italics Defining a Clauses Inferences Essay Exam
- Using a Term - Coordinating - Keeping a -Underlining
Graphic - Strategy: Conjunctions Word Journal
Organizer to Writing a - Adjective - Making
Show Cause and Paragraph of Clauses with Connections
Effect Definition Prepositions - Outlining
- Guessing the - Strategy: - Adverbial -Summarizing
Meaning from Using Material Conjunctions
Context from a Source - Avoiding
- Outlining Main Sentence
ideas, Important Fragments
Details, and
Examples
- Marking a Book
- Understanding
Collocations
- Understanding
the Organization
of a Research
Paper

Model d’examen

Both take-home exam and in-class exam will be done.

The take-home exam consists in filling in a cause-and-effect chain
(graphic organizer), like on page 8, with information from four different
paragraphs read by the student about cultural anthropology.
The in-class exam will be in the format of a regular reading test with
three (3) parts, including some of the strategies/techniques (guessing
the meaning from context; outlining main ideas, important details, and
examples presented in the course, etc.).