Literary course:

To know the tools of literary analysis for the following literary genres:

- Poetry 
- The literature of ideas and argumentative writing 
- Narrative writing 
- The theatre

Literary vocabulary, phrases, enunciation, tonality, versification, stylistics etc.
Literature and film transposition

Reading of a few author's pages:

- Baudelaire
- Olympe de Gouges
- Muriel Barbery, Gabrielle Filteau-Chiba,Tahar Ben Jelloun, Cavanna , 
Philippe Grimbert, François Bégaudeau
- Molière, François Bégaudeau 

For the attainment of level C1: 
1. reading comprehension activity
This activity aims to assess the students' comprehension of long and complex texts on topical subjects. 
Methodology:
- title analysis
- first quick reading to identify the topic
- reading the questions: closed questions, open questions etc.
- return to the text to identify its structure: subtitles, paragraphs, paragraph layout, images etc.
- first answers to the questions
- re-reading of the text and checking the answers

2. listening comprehension activity
This activity aims to assess comprehension of audio documents of various lengths, mainly radio broadcasts (interview, lecture, interview etc.). Each document is accompanied by questions.
Methodology: this exercise involves learning how to write notes: abbreviations, acronyms, finding key words, as well as finding clues provided by surrounding noises in the recording etc.
- reading the questions

- first listening
- first answers to questions
- second listening
- completion of answers
The listening test, part of the Year 3 examination, will also include writing a report on the content of the sound document; this is also to assess synthesis skills (going to the essentials by eliminating details, the superfluous) since the questionnaire assesses analysis with precise and detailed questions. The sound document will be about 5 minutes long and there will be two listenings to answer the questions.

3. written production activity
The written production activity in Year 3 will be aimed at learning the exercise called ‘synthèse de documents’. It is a comprehension and production exercise at the same time. It consists of drawing from a dossier of 3 texts in French a question (the so-called ‘problématique’) and identifying the essential, secondary ideas and examples in each text and then condensing the most important information (reformulating it) into a new text, following a coherent scheme (plan). Personal additions, comments, quotations from the texts are strictly forbidden (only the repetition of mots-clés keywords is allowed).                                                Objectivity and conciseness (no more than a given number of words) are the fundamental criteria of the exercise. 
Methodology:
- identify essential ideas in the texts (pillars of the paragraphs)
- identify secondary ideas (ideas that illustrate, explain or justify the essential ideas) in the texts
- identifying examples
- learning to reformulate essential and secondary ideas using different techniques: synonyms, hypernyms, simplifications, etc.
- learning to render the content of various texts in a logical and coherent manner following a thread and using connectors
- learning to remain objective (use of impersonal forms, passive form etc.) and concise
- knowing how to construct paragraphs
In addition to the synthèse de documents, exercises will also be carried out on how to write an argumentative text, with the definition of a ‘problématique’ and the search for relevant arguments (essential ideas, secondary ideas and examples) with the aim of convincing readers. It will then be studied how to arrange the text with the various paragraphs and special attention will also be paid to punctuation and connectives. The different ‘plans’ (dialectical, analytical, comparative, thematic) will be studied. The argumentative text, however, will not be the subject of a final examination. 
Some ‘projets’ will also be proposed as part of the thematic dossiers.

-4. oral production activities
With regard to oral production, students must be able, at the end of the course, to elaborate a personal reflection based on the study and analysis of a dossier composed of one or two texts. Students must prove that they are comfortable in exposition, expound in a fluid and coherent manner (knowledge of the various ‘connecteurs’), possess effective arguments to convince their audience and master the different types of schemes (plans analytiques, dialectique, comparatifs, thématique etc.).
Methodology
- understand long texts with different points of view
- identify the general topic 
- formulating the starting question (problématique) 
- distancing oneself from texts in order to develop a personal opinion 
- know how to refer to texts to justify, illustrate, challenge ideas
- demonstrate critical spirit
- learn to be convincing
- learning to engage the interlocutor, capture his/her attention etc.
- learn to respond to objections etc.
- eventually learn to broaden the debate with an eye to possible consequences and future developments of the topic at hand.

Grammar: 
- complex sentences: juxtaposition, coordination, subordination
- how to express cause
- how to express consequence
- how to express condition and hypothesis
- how to express time
- how to express concession/opposition
- how to express purpose 
- the forms in -ANT
- past participle agreement
- nominalisation
- direct/indirect speech
- agreement of tenses
- most common verbs and their constructions
- discourse connectors
- modalisers

Terminology and metalinguistic reflection

- logical and grammatical analysis
- lexical field and semantic field etc.

Thematic dossiers for the various activities:    

LIM LET
1st semester

- political correctness in literature
- Comparative education systems
- Society in transformation
- Rights and duties of the citizen: the importance of voting
- Nature and human beings. The problems of the environment
- Literature
- Leaving: where and especially why?
- The media and current affairs
- History and memory

2nd semester
- Cohabitation between different generations
- Foreign languages: learning/teaching, what perspectives? 
Regional languages of France
- The female condition
- The teaching profession
- Integration
- Artificial intelligence; applications

The teaching material prepared by the language assistant in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the language assistant specific to the course can be found inside the Moodle platform › blended.uniurb.it