|The textbook RÉSUMER, SYNTHÉTISER, ARGUMENTER is intended for advanced students of French as a second language (mainly 3rd or 4th year university students). Taking advantage of the possibilities offered by the multimedia format, the textbook integrates a number of self-corrected exercises and presentations on language points. This manual is presented in a multi-standard and multi-platform format. It can be consulted from computers, tablets and phones. It is also possible to download it in "pdf" format (with the multimedia elements removed) to better cut it up or print it. |
As the title suggests, the textbook covers summary and synthesis writing (five chapters) and argumentative writing (five chapters). The ten chapters make it easy to cover a six-credit course; the textbook can also be used for a three-credit course focusing on summary and synthesis or argumentative writing (or a combination of the two by making a selection).
Aside from the first chapter, which introduces the view of summary and synthesis taken in this textbook, the remaining nine chapters are all intended to lead students into writing activities. The chapters generally open with text analyses and theoretical considerations, often accompanied by exercises. Résumer, Synthétiser, Argumenter contains grammar exercises, but it is not a grammar textbook, so it should be used in conjunction with one or more reference grammars, which students will usually already have at the advanced level. Although Résumer, Synthétiser, Argumenter is not a vocabulary acquisition textbook either, it does give a lot of space to lexical work.
Résumer, Synthétiser, Argumenter is thus centered around writing activities that we wanted to make as diversified as possible so that students would enjoy experimenting with various forms of writing.
The summary writing activities are also varied because of the functional conception of the summary adopted, which is not that of the summary as an academic exercise in contraction, but as the production of short texts with communicative relevance, based on longer texts. This conception fundamentally changes the deal: it is not a question of contracting texts by keeping the proportions, the order of the information or of the reasoning and by showing the extent of one's vocabulary through a game of synonymic substitution, but of reconstructing a short text which responds well to a new purpose.
The chapters on argumentation aim to have students work from a variety of angles, such as polemics or heuristic writing.