Professional Documents
Culture Documents
English For Academic Purposes A Handbook For Students Critical Study Skills First Edition Graham
English For Academic Purposes A Handbook For Students Critical Study Skills First Edition Graham
https://textbookfull.com/product/university-english-for-academic-
purposes-in-china-xiaofei-rao/
https://textbookfull.com/product/curriculum-development-in-
english-for-academic-purposes-a-guide-to-practice-martin-
guardado/
https://textbookfull.com/product/pronunciation-instruction-in-
english-for-academic-purposes-an-investigation-of-attitudes-
beliefs-and-practices-1st-edition-john-hodgetts/
The Study Skills Handbook (Macmillan Study Skills)
Cottrell
https://textbookfull.com/product/the-study-skills-handbook-
macmillan-study-skills-cottrell/
https://textbookfull.com/product/introducing-english-for-
specific-purposes-1st-edition-laurence-anthony/
https://textbookfull.com/product/leap-4-learning-english-for-
academic-purposes-reading-and-writing-4-advanced-with-my-
elab-1st-edition-julia-williams/
https://textbookfull.com/product/educational-change-amongst-
english-language-college-teachers-in-china-transitioning-from-
teaching-for-general-to-academic-purposes-yulong-li/
https://textbookfull.com/product/introducing-english-syntax-a-
basic-guide-for-students-of-english-1st-edition-fenn/
First published in 2018 by Critical Publishing Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmit-
ted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior
permission in writing from the publisher.
The author has made every effort to ensure the accuracy of information contained in this publication, but
assumes no responsibility for any errors, inaccuracies, inconsistencies and omissions. Likewise, every effort
has been made to contact copyright holders. If any copyright material has been reproduced unwittingly and
without permission the Publisher will gladly receive information enabling them to rectify any error or omission
in subsequent editions.
The images/stock files in this book are reproduced under the royalty-free license agreement from Footage
Firm Inc.
The right of Andrew Graham to be identified as the Author of this work has been asserted by him in
accordance with the Copyright, Design and Patents Act 1988.
Critical Publishing
3 Connaught Road
St Albans
AL3 5RX
www.criticalpublishing.com
For orders and details of our bulk discounts please go to our website www.criticalpublishing.com or contact
our distributor, NBN International,10 Thornbury Road, Plymouth PL6 7PP, telephone 01752 202301 or email
orders@nbninternational.com.
Acknowledgements
There has been a tremendous amount of input into this book from both past and present colleagues on the
Sino-British Collaborative Programmes at Chengdu University of Technology. In particular, Matt Ryan, Gordon
Leonard, Duncan Collis, Mark Hubée, Alex Boyle, Li Zheng, Diane Flick, Richard Smittenaar, Jane Ashley, Maria
Enie, David Rhoades, Chen Jiaojiao and Feng Zhiguang (Cody), all of whom have taken the time to provide
constructive feedback on ways to improve material used across all units.
Furthermore, students studying on these programmes have also played a crucial role in providing feedback,
specifically on how to effectively approach the explanation and practice of each skill. Thanks to their
suggestions, this book has been graded to a level that is accessible to non-native English speakers.
Additionally, I would like to say a massive thank you to Simon Aruhan for his continued support and patience.
Writing this book was a big challenge, and his efforts to ensure I had the time and necessary comforts to
complete this project made the entire process far more manageable.
Finally, I would like to express my sincere appreciation to Tina Richardson for her input throughout this whole
project. Her support throughout the draft writing process has been instrumental in the completion of this
book. Her suggestions have been extremely constructive and often directed my attention towards areas I
would have certainly overlooked without her careful eye.
Andrew Graham
Chengdu University of Technology
Meet the author
Andrew Graham
is an award leader for one of the international
foundation programmes (IFPs) at Chengdu
University of Technology, China. These programmes
have been run in collaboration with UK partner
institutions such as Staffordshire, Edge Hill
and Oxford Brookes universities. Andrew has
worked closely with learners studying English as
a second or additional language for over eight
years, teaching on a range of modules that centre
around research and academic writing, critical
thinking, group work and presentation skills. He
has contributed to the syllabus design across
these modules and created a variety of resources
targeted specifically at international students
studying for a British qualification.
Contents
Foreword ix
Introduction x
Glossary xii
References 219
viii Contents
Foreword
Andrew Graham has many years’ experience of living and working both in the UK and in China. For almost 10
years he has been employed as an English for Academic Purposes (EAP) teacher at a Sino-British institution
that is situated in a very large university in Western China. For the last six years he has also had wider course
leader and senior management roles within this institution. Andrew’s cross-cultural knowledge and experience,
together with his years of teaching EAP, provide him with the skills and knowledge to write a significant and key
EAP textbook.
What Andrew has achieved in this book has not been by chance or happenstance; rather, it is the result of
year-on-year iterations, and use by teachers and students, of institutionally published versions finely tuned
into this published edition. The content is based on extensive research – both his own and that of others –
and, importantly, from feedback from the students who have used the book. It is research-informed and
evidence-based.
Written with up-to-date knowledge of China and, more broadly, Asia, Andrew has used language and has drawn
on examples that are in current use and understood by the students who will use the book. Consideration
has been given to how each topic should be broken down into sub-topics to aid students’ comprehension of
how English is used for academic purposes. This step-by-step approach, together with the book’s attention to
detail, supports students’ development in understanding many of the nuances that exist within the English
language.
I regard this book as a ‘must have’ for any international student working towards a British qualification at
university. It is also a significant and very useful textbook for English as a Foreign Language (EFL) teachers
and students.
Dr Lynn Machin,
PhD/PGCIE Award Leader, Senior Lecturer,
Researcher: Staffordshire University
Foreword ix
Introduction
This book contains a collection of material surrounding the skills required by students going into higher
education. Specifically, it targets students who are non-native English speakers starting, or about to start,
an undergraduate degree. However, it may also be utilised by native English speakers who wish to grasp the
necessary skills required to succeed at university. This book has been written in such a way that it could be
used as both a course textbook or a self-study guide by students who wish to develop their academic skills.
Background
The material presented in this book has been gathered over the course of roughly eight years and has taken
on many forms within this timeframe. It has extensively been used with students studying for British degrees
and diplomas on collaborative programmes in China. Therefore, the content has been adapted in such a way
that non-native English speakers can easily grasp the full range of academic skills required to be successful
in a variety of undergraduate subjects.
Note to students
To make the most out of this book, you will need to start by reading through each unit in the first half of the
book. Each unit will present you with details surrounding vital academic skills. Various steps, examples and
tips are presented with each skill, which should aid in your understanding and assist you in completing your
academic work.
In the second half of this book, you will find several exercises that will allow you to practise each skill before
applying them to your coursework. It is important to refer back to the relevant units while completing each
exercise, to ensure that a sensible approach has been taken for each task. Furthermore, when working on
assignments for your academic course, it is recommended that you keep this book within reach. This will
allow you to improve your understanding of each skill as you approach the wide variety of tasks encountered
at university.
x Introduction
Note to teachers
As above, the recommendation is that you work through the units within the first half of this book before
moving on to the exercises. Some units are quite detailed and may work better as pre-reading tasks for
students to do in their own time. The exercises provided at the back of this book are useful starting points,
but the use of supplementary resources is suggested. For a small number of the units, there are no exercises
provided as the skills within these sections are covered in more detail in other units.
Although the order of the units has been carefully considered, you may wish to work through this book in an
alternative structure. Therefore, each unit begins with a selection of keywords that may not be covered in
detail within the unit but may be useful to review at the start of class. Thus, this allows you to jump into any
particular section of the book. However, please note that not every new or possibly challenging word has been
provided at the start of each unit, as the focus of this vocabulary is on keywords that relate directly to the
skills being discussed.
Finally, please be aware that answers to all exercises, as well as some supplementary material, can be
accessed via the Critical Publishing website (www.criticalpublishing.com/free-resources).
Introduction xi
Glossary
Although each unit does present you with a list of keywords, there is some vocabulary that appears repeatedly
throughout the book. Before you go any further, take a few moments to familiarise yourself with the following.
Argument Essay/Paper
In writing, argument is the act of researching a These two words are used interchangeably and
topic, gathering ideas from different points of view, refer to a piece of writing that students usually
and then presenting this information to the reader complete during education (as an assessment/
in support of a claim. assignment).
Article Evidence
A word used to describe a piece of writing that A piece of information used to support an idea.
forms part of a much larger publication (such as a This could be a fact, opinion, numbers/data, or
newspaper, magazine, website, or journal). reported speech.
Assessment/Assignment Plagiarism
In academia, this is a piece of work that is used A form of academic cheating that occurs when
to evaluate students. It could be a piece of written a student presents the words or ideas of others
work, a presentation, or even an exam. Essentially, without telling the reader. This is seen as a serious
it is used to measure a student’s learning and offence at university and, if found in a piece of
abilities. work, then action will be taken (usually the work
will score zero).
Audience
A name given to the people who will read or watch Source
something. For example, the people who read an A location where evidence is found. Can be
essay can be referred to as the audience. anything from books and journals, to videos and
interviews.
Claim
A statement that strongly presents an idea that Summary
you wish to inform the reader about. In academic A brief description of a text’s most important ideas.
writing, this is used to present the reader with an Found in conclusions, and many examples of this
argument that will be supported by evidence. can be found at the end of each unit in this book.
xii Glossary
Unit 01
Academic writing overview
1.1 – What is academic writing?
Keywords
Cohesion T he flow of ideas connecting or uniting as a whole. Achieved through the use of
keywords, linking phrases or grammar.
Draft n early version of an essay. Usually, multiple drafts are created before the final
A
draft (which is submitted for grading).
Objective roviding ideas that are supported by evidence from different points of view. Not
P
influenced by personal feelings or opinions.
Introduction
Academic writing is often seen as a big challenge for most students starting out at university, and one reason
for this can be the fact that many students do not even fully understand what academic writing involves. For
international students, the varying styles of writing across the world can further complicate this. Therefore,
the best place to start is to briefly introduce the different areas that need to be considered when preparing for
and writing an academic paper.
»»Research essay – an objective paper that will require sufficient evidence to be used throughout in order to
support your ideas (ie theories, arguments, etc).
»»Reflective essay – these are based on personal opinions, thoughts, and feelings. The topic is usually related
to a situation you have personally experienced (eg the process and outcome of a group work project).
»»Report – another objective paper that centres around collected data/statistics. Can be based on external
evidence (secondary research) or data collected via surveys, questionnaires or interviews (primary research).
These are just a few examples of papers you will most likely encounter during your time at university, and it is
important to identify what is expected for each assignment you receive. The skills covered in this book will focus
primarily on research essays, as these are the most commonly encountered papers across most academic
courses. However, many of these skills are transferable and can be used in the other types of papers.
Brainstorming
After receiving the details of your assignment, spending some time
getting ideas down on paper will help focus your research. It is
essential to know what you are searching for before you start looking.
The more specific the ideas are, the more refined your search will be,
which is especially useful if you rely on the internet for your sources.
Creating an outline
Planning is an important stage that must be completed before writing
begins. The outline forms the foundation of your essay; you can think of it as a blueprint for a building,
guiding you in the construction of your ideas.
An outline does not need to be too detailed, as it is likely that some areas will change as your essay is being
written. However, the main ideas for each paragraph will likely remain the same, and by deciding their order
during the planning stage, your ideas should flow cohesively in the final essay.
Do not forget to keep your outline close by as you write your essay. Try referring back to your outline after
each paragraph has been written, just to check you have covered every point, and so that you know what the
next paragraph is going to focus on before you carry on writing.
Presenting an argument
In academic writing, it is important to present a range of ideas that collectively form an argument. This does
not mean you are trying to fight with the reader. In fact, the purpose is to present a position that can be
defended through the use of evidence.
Use your essay to show the reader why you Use your essay to get the reader to agree
have chosen to support this side with your chosen side
Provide evidence with every idea Provide some ideas without evidence
Write in a calm tone, with the aim to inform Write in an emotional tone, aggressively
the reader of your choice trying to change the reader’s opinion
As you may have guessed, the argumentative style is balanced and more appropriate in academic writing.
Therefore, throughout this book, the focus will be on planning and writing in an argumentative style.
Use of sources
To be objective in your own writing, you will need to make use of evidence to support your ideas. This will
require you to do some research surrounding your topic. At first, research is used to gain knowledge and
form ideas during the brainstorming and planning stages. However, you cannot simply gather ideas from the
sources and present them as your own. You will need to present the sources in your paper to demonstrate
their relationship to the point you are trying to make.
Both of these methods allow you to present the ideas of others using your own words, which is an important
skill to master in academic writing.
Referencing
Whenever evidence is used in your papers, whether it is an idea (in the form of a paraphrase or summary) or
a direct ‘quotation’, you need to provide information telling the reader where to find the original source.
You have to be transparent and honest with the reader that this information is not your own. Furthermore,
your essay is unlikely to cover every detail contained in the original source. Therefore, providing a reference
allows the reader to go and learn more about the ideas you have mentioned in your work.
Sometimes the topic may be quite broad, and you will be expected to narrow this down into a more focused
area. If this is the case, once you have brainstormed ideas and conducted some basic research, your final
topic should be checked by your tutor before you begin writing.
Draft writing
Everyone makes mistakes, and you can use these as a learning opportunity. This is why it is necessary to go
through a draft writing process. The first draft will give you and your tutor a clearer idea of what areas need
extra attention. If you only ever write one draft before a deadline, do not expect to get a good grade.
Draft writing is a step-by-step process, so do not rush to fix everything in one go. Leave smaller problems until
later, such as spelling and tidying up grammar, which can wait until the proofreading stage.
For the first few revisions of your essay, focus on your ideas, the evidence you are using, and overall essay
cohesion. Remember to pay close attention to the details your tutor gave you in the assessment task.
Sometimes it is worth spending a little more time thinking about the task before you even begin to do any
planning. Creating ideas for your essay and writing down a plan will be worthless if they are not on task.
Returning to and reviewing the assignment brief is recommended, as sometimes even if you start well, you
may begin to stray off course.
Language: French
RABEVEL
OU
LE MAL DES ARDENTS
*
LA JEUNESSE DE RABEVEL
« Il n’y a pas de passion sans excès. »
Pascal.
Treizième Édition
PARIS
ÉDITIONS DE LA
NOUVELLE REVUE FRANÇAISE
3, rue de Grenelle, (VIme)
DU MÊME AUTEUR :
Le premier Octobre 1875 qui était un mardi, vers les trois heures
de relevée, un homme sortit subitement de la maison qui porte
encore le numéro vingt-six dans la rue des Rosiers. Il tombait une
grosse pluie froide. L’homme maugréa un instant sur la porte en
ouvrant son parapluie. Puis il se retourna brusquement, assujettit sur
la tête d’un gamin qui se tenait dans l’ombre du couloir, un capuchon
de laine bleue et partit à grandes enjambées, au milieu de la boue et
d’un ruissellement de torrent, tandis que l’enfant dont un cartable
battait le dos, trottinait sur ses pas en geignant et toussant.
Ayant suivi la rue jusqu’au bout dans la direction de l’Hôtel de
Ville, ils traversèrent le passage des Singes, remontèrent la rue des
Guillemites et prirent enfin la rue Sainte Croix de la Bretonnerie. Le
gamin à bout de souffle tirait la jambe si bien que l’homme ne
l’entendant plus piétiner tout contre lui se retourna et, distinguant
sous le capuchon le petit visage rougi, s’arrêta en souriant :
— Je cours donc si vite, petit Bernard ? lui dit-il.
— Oh ! oui, oncle Noë, répondit l’enfant avec assurance. Mais je
te ferai trotter moi aussi quand je serai plus grand que toi.
— Eh ! qui te dit que tu deviendras plus grand que moi,
moucheron ?
— Je le sais bien, moi.
Noë Rabevel regarda son neveu. L’enfant assez grand pour ses
dix ans semblait robuste. Ses cheveux bouclés qu’il portait longs
adoucissaient un peu une mine têtue et sournoise qui gâtait
l’intelligence des yeux vifs. L’homme poussa un soupir et marmonna
quelques mots. Mais l’enfant tendait l’oreille et l’observait de côté
d’un regard fixe qu’il surprit et qui lui pesa. Il sentit après un peu de
réflexion son étonnement et sa gêne.
— Damné gosse, se dit-il, qui ne sera pas commode.
Il avait ralenti l’allure et ils firent encore quelques pas en silence.
Noë poursuivait le cours de ses réflexions.
— Bon Dieu, oui, songeait-il, qu’il grandisse et tant mieux s’il est
capable de faire autre chose qu’un menuisier ou un tailleur. On en
sera enfin débarrassé.
Une calèche lancée au grand trot de ses deux chevaux les
dépassa et projeta sur sa cotte de velours une flaque de boue
luisante.
— Les cochons ! fit-il.
— Je les connais, dit l’enfant. C’est Monsieur Bansperger, tu sais,
le fils du rabbin ? Il est avec une dame. Il va voir son père sans
doute.
— Oui, il a eu vite fait fortune celui-là avec les fournitures de la
guerre, grommela Noë.
Un camarade d’école, de quelques années à peine plus âgé que
lui ; oui, il devait être de 1844, ce qui représentait une différence de
cinq ans ; il s’était enrichi tandis que d’autres, dont lui-même,
faisaient le coup de feu dans la mobile et allaient pourrir dans les
casemates glacées de la Prusse.
— Pourquoi tu n’es pas riche comme ce Bansperger ? demanda
l’enfant comme si les pensées de son oncle ne lui avaient pas
échappé.
— Parce que, mon petit, il faisait du commerce tandis que je me
battais.
— Et l’oncle Rodolphe se battait aussi ?
— Oui, mon frère se battait aussi.
— Mais pourquoi Bansperger ne se battait-il pas ?
— Bansperger était Polonais, mon petit Bernard.
— Alors, pour devenir riche, il valait mieux être Polonais ?
— Oui, pendant la guerre. Mais à présent cela n’a plus
d’importance…
— Alors je pourrai rester Français ? demanda l’enfant.
Noë eut un serrement de cœur qu’il reconnut bien. Souvent les
réflexions de son neveu le transperçaient.
— Je pourrai rester Français ? répéta l’enfant d’une voix
insistante.
— Oui, répondit Noë, avec une émotion qu’il tentait vainement de
surmonter. Sais-tu que c’est un grand honneur d’être Français ?
— Pourquoi ? demanda Bernard.
— Ah ! le maître te l’expliquera ! D’ailleurs, nous arrivons.
Ils s’arrêtèrent devant une vieille bâtisse en pans de bois, toute
vermoulue, où déjà stationnaient des groupes d’enfants et de
grandes personnes. Le menuisier reconnut quelques amis et
bavarda un instant avec eux sous le déluge qui ne cessait point.
— Alors, vous menez ce gosse au régent ? lui demandait-on.
— Ma foi, oui, c’est de son âge ; il faut bien qu’il apprenne son
alphabet. Et puis, quelques coups de rabot au caractère ça ne fait
point de mal, pas vrai ? Surtout que le petit gars ne l’a pas toujours
verni ; hein, Bernard ?
Mais l’enfant se taisait ; il avait un pli au front et semblait méditer.
— Il est toujours comme ça, ce petit, c’est une souche, dit Noë à
ses interlocuteurs ; on ne sait pas d’où ça sort.
Bernard leva les yeux.
— Tu ferais mieux de te taire, fit-il d’un ton froid qui remua les
auditeurs.
— Voilà, s’écria l’oncle en prenant ceux-ci à témoin, voilà
comment me parle ce gosse. Et c’est mon neveu ; et j’ai seize ans
de plus que lui !
« Et encore moi, ça m’est égal, je ne le vois guère que quand il
descend à l’atelier, et aux repas. Mais avec mon frère Rodolphe, le
tailleur, qui est marié, lui, et chez qui nous sommes en pension, c’est
pareil. On ne peut pas dire qu’il soit grossier ; mais il vous a des
raisonnements et tout le temps des raisonnements. Tout le jour, je
l’entends à travers le plancher qui fait damner les compagnons
tailleurs à l’étage et qui leur mange tout leur temps. Ça veut tout
savoir, et ça a un mauvais esprit du diable. C’est un badinguet de
mes bottes, quoi !
— Une bonne claque, dit un gros monsieur décoré, une bonne
claque je vous lui donnerais, moi, quand il veut faire le zouave.
Pourquoi vous ne le corrigez pas ?
Noë eut un petit mouvement de stupéfaction.
— Eh ! bien, répondit-il, c’est vrai, vous me croirez si vous voulez,
on n’y a jamais songé. Ce gosse-là, c’est pas tout le monde. Rien ne
nous empêcherait, pas ? Mais c’est comme le mauvais bois.
Comment qu’on veuille le prendre, au guillaume ou au bouvet, on l’a
toujours à contrefil ; il répond comme un homme. Alors… Et, ajouta-
t-il après un instant en baissant la voix et après avoir constaté que
Bernard regardait ailleurs, que voulez-vous ? le gronder, ça passe,
mais le battre, je crois bien que j’oserais pas !
A ce moment la porte de l’école s’ouvrit et le maître parut sur le
seuil. C’était un homme d’une cinquantaine d’années, aux longues
moustaches fatiguées, qui traînait les pieds dans des savates. Il ôta
sa calotte défraîchie à pompon noir pour saluer son monde ; puis,
d’un tic qui l’agitait tout entier, il secoua ses vêtements verdis par
l’usage et d’où s’envolaient de la poussière et du tabac à priser. Noë
le regardait avec admiration.
— Tu sais, dit-il au petit, c’est un savant et un républicain de la
première heure. Il était près de Lamartine en 48 et il possède encore
des lettres qu’il a reçues de Béranger et de Victor Hugo. C’est un
Père du peuple, ça. Tu as de la chance d’avoir un pareil maître.
Mais Bernard contemplait les vêtements avachis du pauvre
homme et sa contenance misérable ; un grand air d’ennui, de
tristesse et de solitude émanait du pédagogue. L’enfant y cherchait
vainement l’éclat des rêves, la féerie de la science, toute la lumière
de ces paradis dont ses oncles, petits patrons intelligents et cultivés,
lui parlaient si souvent. Cette minute qu’il avait attendue longuement,
et longtemps souhaitée, lui parut tellement morne qu’il sentit monter
les larmes. Il se retint par orgueil et fit du coin de la bouche une
mauvaise grimace ; son démon coutumier lui souffla le mot le plus
propre à blesser Noë :
— Il n’est pas reluisant ton bonhomme, lui dit-il ; et il souffla avec
dérision.
A peine achevait-il qu’il sentait à la joue une brûlure cuisante :
pour la première fois de sa vie on l’avait giflé. L’oncle et le neveu se
regardaient aussi interdits l’un que l’autre. Le maître d’école les
aborda :
— Que viens-tu de faire, Noë ? dit-il d’un ton de reproche.
Mais l’enfant, les yeux humides, le prévint :
— Il m’a battu parce que je ne vous trouve pas reluisant.
Le père Lazare hocha la tête.
— Il est pourtant vrai, dit-il, que je ne me soigne guère.
L’observation de cet enfant m’est une leçon, Noë, et elle me profitera
plus que ne t’ont profité celles que je t’ai données. Où irons-nous,
mon pauvre ami, si tu ne sais pas respecter le citoyen qui dort dans
cette petite âme d’enfant ? Que nous donneront les institutions dont
nous rêvons et qu’ont préparées les barricades et la défaite des
tyrans, si nous ne conservons intacte la bonté naturelle, si nous ne
l’éduquons, si nous ne révérons la raison dans cette source si pure
où elle nous apparaît à l’état naissant ?
Il s’exprimait à voix presque basse, si bien que nul ne les avait
remarqués. Il les avait conduits en parlant dans un coin obscur de
l’école où les enfants déjà prenaient leur place au milieu d’un
murmure joyeux tandis que les parents se rassemblaient au fond de
la salle pour échanger des nouvelles ou des témoignages d’amitié.
— Je vous jure, dit Noë tout rouge, je vous jure…
— Eh ! sur quoi veux-tu jurer, mon ami ? L’Être suprême est bien
loin et nul ne sait ce qu’est devenu Jésus, le plus grand des
hommes. Les formes de la superstition demeurent-elles à ce point
vivantes dans les cœurs de vingt ans ? La tâche d’éduquer
l’humanité est la plus lourde et la plus ingrate. Faut-il donc douter du
progrès ? Autrefois, ton père, comme toi, poussait le riflard en
chantant Lisette. Mais il avait à peine desserré le valet et rangé les
outils qu’il prenait, pour les dévorer, tous les ouvrages des
émancipateurs.
— Il le fait encore, remarqua le jeune homme comme pour lui-
même. Mais nous le faisons aussi, Maître Lazare. Moi, évidemment,
je suis encore un peu jeune vous comprenez ; j’en suis toujours à
revenir aux livres moins secs…
— Oui, dit le maître en lui prenant affectueusement le bras, je
sais bien que le sang des faubourgs ne ment pas. Va, tu peux lire les
poëtes, ils ne sont pas les ennemis de la République, nous ne
l’ignorons pas, quoi qu’en dise Platon.
Il ferma à demi les yeux et sourit à sa vision. C’était là, tout à
côté, que, près de lui, Lamartine… Depuis, il y avait eu l’Usurpateur,
puis, la défaite, la Commune… Cette belle Commune qui avait
pourtant, de l’Hôtel de Ville, laissé les ruines fumantes… Bah !
songeait Lazare, crise de croissance. Et Noë qui rêvait aussi disait,
tout doucement, avec amour :