82024 - Media Communication (French)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Quality education Reduced inequalities Responsible consumption and production

Academic Year 2018/2019

Learning outcomes

The student - knows the basic features (terms, concepts and methods) needed for the study of the structure, functions and textual organization of the French language - knows the basic techniques required for information mining, drafting, editing and revising texts - is able to understand, analyze and coherently produce complex written texts (but also oral speeches) belonging to various specialized text types and genres, particularly multimedia ones

Course contents

The course aims to complement the translation skills already acquired and/or being acquired by students, with specific skills in the analysis of how the language is used to communicate in the media. Particular attention will be paid to written and oral communication on the web (email, LinkedIn profile, blogs, websites, chats, ads, and conversational marketing), without neglecting other types of text and discourse (such as written, radio and television journalism, or literature and theater). Leveraging different scientific approaches to clarify key concepts of communication in the media (such as conversation and discourse analysis or information and communication sciences), we will try to reflect on different linguistic, discursive, sociological and ethical aspects, paying particular attention to the usability of information.

Since the course is intended to be practical in nature and to serve as a professionalizing workshop for future translators and language experts, constant written and oral exercises will assist students in acquiring skills that allow them to present themselves on the market. The course also aims to strengthen their receptive and productive language skills and, in particular, their ability to write summaries based on written and oral documents. Some lessons will also be devoted to the rewriting of already translated texts, in order to sensitize students to the issues raised by language and media switching, and to refine their ability to revise texts.

Finally, the course has the following specific sub-objectives: (a) to acquire knowledge that allows the development of theoretical and practical reflection on the translator profession; (b) to develop tools for the analysis and adaptation of multimedia texts; (c) to encourage the use of collaborative platforms for the sharing and revision of files; (d) to promote sensitivity and terminological autonomy (sources, research and processing of texts and speeches with specialized vocabulary).

Readings/Bibliography

The teacher will refer to the bibliography below, which is indicated to students as a source for individual and further study of the subject:

Cardon D. (2016) “Comment devenir célèbre sur le web”. Sciences Humaines 278: 32-.33.

Faustini G. (1995). Le tecniche del linguaggio giornalistico. Roma: Carocci.

Gaugey V., Sheeren H. (2015) "Le français abrégé : la troncation et le cyberlangage", in Gaugey V., Sheeren H., Le français dans le mouv’. Firenze: Le Lettere. 130-136.

Gerolimich S., Vecchiato S. (2018) "«C’est illisible? Simplifiez-le!». Évaluer la compréhension d’un texte à partir de la reformulation par des apprenants de FLE", Repères DoRiF 16 - Littératie et intelligibilité : points de vue sur la communication efficace en contexte plurilingue, http://www.dorif.it/ezine/ezine_articles.php?id=410

Granieri G., Perri G. (dir.) (2009) Linguaggi digitali per il turismo. Milano: Apogeo.

Gouadec D. (dir.) (2005) Traduction-Localisation: Technologies & Formation. Paris: La Maison du Dictionnaire.

Londei D., Moirand S., Reboul-Touré S., Reggiani L. (2013) Dire l’événement. Paris: Sorbonne Nouvelle.

Moirand S. (2007) Les discours de la presse quotidienne. Observer, analyser, comprendre. Paris: PUF.

Moirand S. (2005) “De la médiation à la médiatisation des faits scientifiques et techniques: où en est l’analyse du discours?”. Colloque Sciences, Médias et Société, 15-17 juin 2004, Lyon, ENS-LSH, actes publiés sur le site de l’ENS-LSH, avril 2005. http://sciences-medias.ens-lyon.fr/article.php3?id_article=59

Moirand S. (2006) “De l’aire de la page à l’hyperstructure et à l’écran : comment lire et analyser la presse quotidienne française”. CAUCE, Revista international de Filología y su Didáctica 26: 295-320. https://cvc.cervantes.es/literatura/cauce/pdf/cauce29/cauce29_14.pdf

Muzard M. (2016) “Bad buzz, mode d’emploi”. Sciences Humaines 278 : 34-35.

Neveu E. (2014) “Les vrais pouvoirs des médias”. Sciences Humaines 263 : 16-21.

Niemants N. (2011) “Quand les interprètes font les journalistes: Une analyse linguistique”. The Interpreters’ Newsletter 16: 137-155.

Pederzoli R., Reggiani L., Santone L. (2016) Médias et bien-être. Discours et représentations. Bologna: Bononia University Press.

Petrone, S. (2004). Il linguaggio delle news. Milano: Etas.

Winkin Y. (2001) Anthropologie de la communication. Paris: Seuil.

 

Useful websites:

Etudes de communication. langages, information, médiations https://edc.revues.org/
Communication & langages http://www.gripic.fr/revue-communication-langages, http://www.persee.fr/collection/colan
Apprentissage des langues et systèmes d'information et de communication (Alsic) https://alsic.revues.org/
Argumentation et analyse du discours https://aad.revues.org/
Ecrire pour le web https://www.ecrirepourleweb.com/
Institut national de l'audiovisuel http://www.ina.fr/
Observatoire de Recherche sur les médias et le journalisme http://www.comu.be/orm/
Observatoire des Médias français
http://www.observatoiredesmedias.com/
Observatoire des médias. Action – critique - médias (Acrimed) http://www.acrimed.org/spip.php?page=plan
Sciences humaines http://www.scienceshumaines.com/
Site personnel de Luisa Carrada
http://www.mestierediscrivere.com/ e https://luisacarrada.it/
TV5Monde, la chaîne internationale de télévision francophone
http://www.tv5monde.com/

Teaching methods

The lessons and different types of exercises require the active participation of students engaged in acquiring the content and processes necessary to communicate various kinds of texts (biographical notes for professional profiles, emails, posts, articles, ads, brochures, etc.) on different types of media (computers and mobile devices, radio, television, books, and theater).

Student will be divided into pairs and working groups, where they will have to carry out reviews and documentary research, organizing them in such a way as to be able to report them orally. This does not exclude individual work, both in the classroom and at home, in order to set up and maximize one’s professional profile, learn how to manage communication with customers via email, write various types of contents to be uploaded into a blog.

The teacher will address issues related to communication and the media as well as tourism, health, and wellbeing. Other topics may be agreed upon with the teacher. The course also includes collaborative corrections of products, which will be written following the observation and collective deconstruction of texts and speeches.

This course will be supported by special language training sessions with Samantha Iafrate (first semester) which will then be closely linked to course activities (second semester). Students will need to attend at least 70% of all course hours/language training sessions. See https://www.unibo.it/sitoweb/samantha.iafrate/didattica

Assessment methods

The exam consists of a written test to be carried out during the course, and an oral test to be carried out as part of a special examination appeal.

The written test consists of two parts:

Part a) the writing of an article (in French) of at least 600 words on a topic chosen by the student among those agreed with the teacher at the beginning of the course. This article may be informative or may present and support an opinion on the topic chosen by the student, who may have all the resources (PC, Internet, paper dictionaries). The first draft must be delivered to the teacher within lesson no. 10 in order to allow an individual correction of the article and the subsequent revision in view of the final delivery (within a period to be defined with the students at the beginning of the course and in any case before the oral appeal). Written part a) is (positively or negatively) assessed with a mark in thirtieths based on grammatical, lexical and spelling correctness, as well as on the ability to structure the article in its essential parts, and it constitutes 50% of the mark of the entire written test.

Part b) the drafting of a commentary (in French) of at least 400 words on the activity of rewriting and/or revising texts that will be proposed in class in the second half of the course (between lesson no. 11 and 14). The commentary must be delivered to the teacher within a period to be defined with the students at the beginning of the course, and in any case prior to the oral test. Written part b) is (positively or negatively) assessed in thirtieths, based on the ability to document and reflect on the process of rewriting and / or revision, and it constitutes 50% of the vote of the entire written test.

The oral test consists of a presentation in French of a personal opinion supported by one or more articles on one of the topics seen in class or on the theme chosen for the written part a), with verification of understanding and the ability to present convincingly one's own thought. The test is (positively or negatively) assessed in thirtieths, based on the correctness and completeness of the presentation, and it constitutes 50% of the total final mark.

The final overall mark, expressed in thirtieths, is the average of the marks obtained in the two components, written test and oral test, of the exam.

Teaching tools

Lessons will take place in a classroom equipped with computers and Internet connection in order to simulate the workstation of a professional. Students will certainly use PCs, projectors, photographs, and Google Drive and the need to set up a Facebook group and/or the DIT Department's Moodle platform will be discussed with the students at course beginning.

Office hours

See the website of Natacha Sarah Alexandra Niemants