Activities

Rédaction d’un Paragraphe de Texte Expressif

By Lyane Henrichon, Dawson College

At a Glance

Discipline

Languages

Instructional Level

College & CEGEP

Course

Français 101

Tasks in Workflow

Social Plane(s)

Individual
Group

Type of Tasks

Reviewing & assessing peers
Revising & improving
Reading
Writing

Technical Details

Useful Technologies

Lab with access to computers

Class size

Small (20-49)

Time

Part of a semester (4-6 weeks)

Instructional Purpose

Preparation & knowledge activation
Application & knowledge building

Socio Affective Engagement

Array
Array

Overview

In this activity students build the necessary skills to write a full “texte expressif” by providing them with the theory behind it, a case study, and then a chance to apply what they have learned in a creative way.

Students read the theory and example at home and then in groups of 4-5 write a letter from the “espion” character to Émile after he is released from prison. Students are expected to use the format of the self-correction grid in order to construct a paragraph containing ...

Read More +

In this activity students build the necessary skills to write a full “texte expressif” by providing them with the theory behind it, a case study, and then a chance to apply what they have learned in a creative way.

Students read the theory and example at home and then in groups of 4-5 write a letter from the “espion” character to Émile after he is released from prison. Students are expected to use the format of the self-correction grid in order to construct a paragraph containing the inner dialogue of the character, showing a deeper understanding of the text and a fuller grasp of the concept.

The instructor then collects both the text and the self-correction grid and hands it back to the students with annotations. They then make additional corrections and resubmit the paragraph for final grading.

Title: Rédaction d'un paragraphe de texte expressif = Writing a paragraph of an expressive text

Read Less -

Instructional Objectives

To prepare students to write a full “texte expressif” applying the correct theory
To provide students with a concrete example of a texte expressif which they break down into its components in order to construct their own text.
This activity also allows students to gain a better understanding of the grammatical lessons learned in class through peer-editing and two step instructor editing processes.

Workflow & Materials

Rédaction d'un paragraphe de texte expressif - Activity Workflow - CourseFlow

Lyane Henrichon

Contributor's Notes

Benefits

This activity makes the theory the students read feel concrete by making them apply it in a creative and individual way
This activity gives the students a higher comprehension level for fictional texts
Group work allows the students to retroactively correct each others language, which prepares students for the final exam where they have to write either a text expressif or narratif (which also has this activity)
Providing students with the correction grid ensures that they are applying the theory they read as they write their text since they need to have filled it out and hand it in with the text

Challenges

Students in the french 101 class often have a difficult relationship with french, surmounting this mental block is a challenge when implementing an activity that requires full participation
It is a challenge to always get the students to stay on topic as they are working in their groups
Correcting the work is also a challenge

Tips

Do the activity yourself beforehand so that you can get a feeling for the level of difficulty and the feasibility for the students completing the activity in the allotted time
You may find it necessary to form the groups
Stop the activity part way through at the correction stage in order to re-introduce the adjectif concept as students often have difficulty in this area
In order to accommodate all learning types different students have different roles in the group, whether it is writing, idea creation, or editing.

Feedback Cancel reply

Published: 14/08/2019

Copyright: © 2022 Henrichon. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication on this website is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.