Essential English Grammar for Writing I - TRD-1002 (NRC - 89525)

WELCOME TO THE CLASS

lundi 2 septembre 2024

STOP SHOUTING, DUDE - 8-D -

Welcome to this class. As you explore the various sections of the site, note that for the Évaluation section,
the Sommatives table does not have any dates. This is due to the fact most of the activities you will be
marked on you have a week to do, and the system does not allow this. I put the dates for these activities in a
table underneath the official Sommatives table.

The dates of the Irregular Verb Test, Translation Test and Final Exam will be determined over the next two
weeks to ensure I have as few conflicts as possible. I will get in touch with you later about this.

This class is entirely online, though I will be having a few in-person Q&A sessions that will be recorded if you
are unable to attend. Details about those will follow later, too.

Teacherly yours,

Greg Kelm

Informations générales
Faculté des lettres et des sciences humaines - Département de langues, linguistique et traduction

TRD-1002 : Essential English Grammar for Writing I - Formule d’enseignement : À distance

Temps consacré : 2-1-6 - Crédits : 3

Objectifs : préparation à la traduction du français vers l'anglais et à la rédaction en anglais standard; amélioration de
la compréhension de l'anglais par l'étude de la grammaire. Contenu : caractéristiques syntaxiques, morphologiques
et lexicales de l'anglais; comparaison avec la grammaire du français; exercices de grammaire et de rédaction;
utilisation des principaux outils et ouvrages de référence.

Note - Ce cours est offert à distance. Pour plus d’informations, consultez la page du cours sur le site de la formation à
distance.

Sur Internet :

00h00 à 00h00 Du 3 sept. 2024 au 13 déc. 2024

Il se peut que l’horaire du cours ait été modifié depuis la dernière synchronisation avec Capsule. Vérifier l’horaire
dans Capsule.

Coordonnées :

Gregory Kelm (Enseignant) [email protected]

L’Université reconnaît le droit à la déconnexion des professeures et professeurs, des personnes chargées de cours et
des autres membres du personnel enseignant. Cela signifie que ces personnes ne sont pas tenues de consulter les
messages qui leur sont envoyés (courriel, boîte vocale, message dans un forum, etc.) pendant les soirs, fins de
semaine, jours fériés et vacances. La personne qui aura envoyé un message durant ces périodes devra donc
s’attendre à recevoir une réponse dans un délai raisonnable, calculé à partir de la reprise des heures normales de
travail.

Soutien technique

CSTIP - Centre de services en TI et pédagogie

Pavillon Charles-De Koninck, local 0248 - [email protected]

Téléphone : 418-656-2131 poste 405222 418-656-5222

Informations techniques importantes

 Équipez-vous pour réussir

 Accéder à l'horaire du CSTIP

 Liste des navigateurs supportés

 Avis important concernant les appareils mobiles (iOS, Android, Chrome OS)

 TeamViewer est l'application utilisée par le CSTIP pour faire du soutien à distance. En exécutant cette
application, vous permettrez à un agent de soutien informatique de se connecter à votre poste pour vous
aider.

Plateformes de vidéoconférence institutionnelles

Voici l'information essentielle pour vous connecter à l'une ou l'autre de nos plateformes de vidéoconférence
institutionnelles.

 Microsoft Teams ULaval

 Zoom ULaval

Description du cours
 Introduction

 Course delivery

 Objectives

 Course activities

 Étudiants ayant une situation de handicap liée à une limitation fonctionnelle

 Summary

 Modalités d'encadrement

Introduction

The goal of TRD-1002 is to improve your knowledge of and your ability to write colloquial English. We will be examining
the structure of the English phrase and sentence from a quasi-mathematical approach. I will show you some of the
"formulas" used to create idiomatic language. Bascially, if you understand these formulas (or rules) native
speakers follow to arrange different parts of speech to express themselves (e.g. does the adjective in English come
before or after the noun?), then all you have to do is learn and apply them to create idiomatic sentences of your own.

Note that some of the sections below are in French. Those are the ones I cannot modify by order of the University.

Course delivery

This is a 3-credit course extending over 15 weeks. You are expected to commit approximately 9 hours a week to this
course.

There will be live Q&A sessions every two weeks or so throughout the term. These will be recorded for you should
you not be able to attend. Details about these are to follow.

Objectives
Over the term of this course, you will be able to:
 Write correct noun phrases

 Use English verb tenses correctly

 Be able to translate short texts from French into idiomatic English

 Be aware of spelling and basic punctuation rules applicable to Canadian English

Course activities

You are expected to work independently in this course. While you may consult with classmates, as has been done since time
immemorial, you will only progress if you do the work yourself.

Mandatory readings and exercises

Every week, you will have readings from this website and the occasional excerpts from the OLG (Oxford Learner's
Grammar), as well as online exercises. Do the online readings before doing the readings. Do the online exercises as
they appear at the bottom of the various tabs.

I will assign a longer text of about a paragraph or so and would like everyone to upload it to the site. This will
happen four times during the term. I will then take about 25 texts or so, review them, and post the corrections the
following week. I would then like you to review your own work, make any corrections or post questions in the
forum, and then upload your corrected text. Completing this three-week cycle will earn you 2% of your final grade
(1% per upload).

The three-week translation cycle will be as follows:

Week 1: You do the translation and upload it.

Week 2: I correct a number of translations and post feedback.

Week 3: You correct your own text based on the feedback and post the corrected version.

I am doing this for two reasons. First, people would benefit from correcting their mistakes and figuring out what
they did wrong and correcting themselves. Second, university policy states that you must have 30% of your final
grade by two days prior to the last day by which you can drop the course and get neither a reimbursement nor a
mark. This poses a problem for this class. I can only give a unit test at the end of a unit, and there are two of them
(20% apiece is reasonable). Also, the final exam for online courses must be 40%. I find it pointless to administer a
translation test early in the term, so that leaves me in a bind (translation test worth 9%). The fairest way to track
your progression and give you feedback regularly on your translation work. Each uploaded homework and
correction is worth 1%. By the deadline for dropping courses, you get about 25% of your final grade (noun test
worth 20%, as well as three homework and 2 correction uploads worth 1% each).

Forums

Post any questions you have about the course in the forum. E-mail me only for personal issues or to send me the
translated text for that week if you are selected. Note there are about 90 of you in this course, so check to see if
someone has already posted a message pertaining to your question to eliminate redundancy.

What you will be marked on

You will be evaluated on your results on the following:

-Two module tests, each worth 20% of your final grade; these tests are self-administered and are online; you can
 do these tests from the comfort of your own home 8-)

-One translation/irregular verb test, jointly worth 12% of your final grade, in person in mid- to late December; if
you are outside Quebec City or Lévis, you will have to make arrangements to write this test wherever you will be
on the date of the test.

-Four translation assignments. You earn 1% of your final grade for each translation and correction you upload on
time.

-One final exam, worth 40% of your final grade. I would prefer having this exam written on campus; if you are
outside Quebec City or Lévis, you will have to make arrangements to write your exam wherever you will be on the
date of the exam

Étudiants ayant une situation de handicap liée à une limitation fonctionnelle

Afin de bénéficier de mesures d’accommodement pour les cours ou les examens, un rendez-vous avec une conseillère
ou un conseiller du Centre d’aide aux étudiants travaillant en accueil et soutien spécialisé en situation de
handicap (ACSESH) est nécessaire. Pour ce faire, les étudiants présentant une situation de handicap liée à une
limitation fonctionnelle permanente doivent visiter le site monPortail.ulaval.ca/accommodement et prendre un
rendez-vous, le plus tôt possible.

Au cours de la semaine qui suit l’autorisation des mesures, l’activation des mesures doit être effectuée
dans monPortail.ulaval.ca/accommodement pour assurer leur mise en place.

Les étudiants ayant déjà obtenu des mesures d’accommodements scolaires doivent procéder à l’activation de leurs
mesures pour les cours et/ou les examens dans monPortail.ulaval.ca/accommodement afin que celles-ci puissent être
mises en place. Notez que l’activation doit s’effectuer au cours des 2 premières semaines de cours.

Summary

We will cover the following in this course:

Canadian English spellings

 The structure of the English noun phrase

 The structure of the English verb phrase

 Use of verb tenses

 Ability to use various reference material (dictionaries, grammars, Termium, etc.)

Modalités d'encadrement

I am not going to rewrite this entire section, which contains general information for all online courses. The bits that
apply specifically to this course are in yellow.

Le calendrier de travail proposé dans la section Contenu et activités est adaptable selon votre horaire. En effet, la
formule d'enseignement à distance vous permet d'apprendre à votre rythme. Toutefois, en adoptant un rythme
d'apprentissage régulier dès le début de la session, vous serez en mesure de respecter les échéances du cours, vous
pourrez utiliser le levier de votre communauté d’apprentissage pour vous aider dans votre démarche d’apprentissage
et vous pourrez bénéficier d'une rétroaction de l’enseignant sur la matière en cours.

Vous demeurez bien sûr le seul gestionnaire de votre temps, mais vous devez remettre vos travaux notés aux
moments prescrits sous peine de sanction.

L’enseignant vous fournira des rétroactions par les solutionnaires aux exercices et par l’entremise du forum de
discussion.
Vous pouvez communiquer avec votre enseignant par courrier électronique pour les questions plus personnelles ou
en posant vos questions sur le forum pour les questions d’intérêt général qui profiteront à toute la classe. Votre
enseignant y répondra à l’intérieur de 48 heures les jours ouvrables.
 Concernant les forums de discussion, l’enseignant répondra à vos questions en ligne. Vous êtes invité à soumettre
vos réponses sur les forums. C’est un lieu d’apprentissage où l’erreur est permise!
Remarque par rapport à l’encadrement : L’enseignant lira tous les messages sur les forums. Il visitera le site du
cours quelques fois par semaine.
Afin d’éviter des délais supplémentaires, il est recommandé d’être explicite dans vos questions et vos commentaires
(ex. : spécifiez les noms des documents et les pages référées).

Contenu et activités
 Introduction Sept 2 - 8

Welcome to the site for TRD-1002 Essential English Grammar for Writing I, the first course in a two-course sequence
aimed at helping university students review and refine their knowlege of the grammar of standard English.

The two courses are required as part of the undergraduate program in translation at Laval, and for certain students in
the program in international studies and modern languages. Occasionally, students in other progams may take the
courses.

Although you may have studied English for several years, I have observed that students' knowledge of standard
English grammar varies considerably. These courses take for granted that you know enough English to can
understand the course notes and put together a rudimentary sentence. To make sure everyone is on the same page,
the courses are designed to cover the essentials of English grammar, starting with the basic notions and building
blocks.

You will undoubtedly find that this course addresses certain matters you are familiar with (articles, verb tense, etc.).
Despite this, please read each session carefully. Even native speakers of English will likely have some bad writing
habits corrected by reading the material for this course.

The principles of English grammar will be presented, moving from general to more specific cases, abundantly
illustrated with examples, and with exceptions or deviations from these principles pointed out where necessary.
Frequent comparisons with French are intended to focus on the key differences and to help you learn to avoid
transferring the grammar of French when writing in or translating into English.

Evolution of e-TRD-1002

As the two tests and the final exam for this course will be open book, you will be able to consult any paper reference
material, including the course notes for this class, that you wish. You will be allowed to use any hardcopy reference
material you wish for the translation component of the translation test, but not the irregular verb part.

Since this course was put online a few years ago, the majority of students have requested a paper copy of the notes.
You will have to print them yourself at the on-campus photocopying centre using the pdf version of the notes. The
printable version of the notes will not contain anything from the forum or the exercises.
COURSE STRUCTURE

WHAT TO DO FIRST
Translation assignments
Textbooks, Translation Test & Final... Textbooks, Translation Test & Final Exam

Irregular verb table Start now

Start memorizing these today!

Irregular verb table

Here it is. You will be tested on the irregular verbs during the Translation Test.

irregular verb table.docx

22,04 Ko, déposé le 15 juil. 2024

VOIR TABLE AVEC PLUS DE VERBES

OLG readings - Here are the readings for the course from the OLG (Oxford Learner's Grammar).

OLG 1002 course readings.pdf

VOIR FICHIER JOINT

 Session 1: The sentence and the phrase Sept 2 – 8

Building blocks of English

Session 1: The sentence and the phrase

Contenu et activités

Building blocks of EnglishUsing your learner's dictionaryTermium exerciseTermium exercise answers

Understanding how the building blocks of language work

As mentioned earlier, this class is designed to improve your English writing skills by helping you understand how the
various components of the language (articles, nouns, etc.) go together. So, let's take a look at the basic English
sentence.
You first have to understand a few truths about language.
All languages have structure. How fluent you are in a language depends on how familiar you are with the
language's structure.
The structure of English
Compare:

John is eating apples in the morning. Is eating John in the morning apples.

The sentence on the left is easy to understand, but the one on the right is not. Why is that?

Let's identify what information is being told to us in the sentence on the left:

Who are we talking about in the sentence? John

What is John doing? eating

What is John eating? apples

When is he eating them? in the morning

As you can see, the sentence on the right contains the same information, but is not presenting it in an order a
speaker of English would expect, thus leading to confusion.

Therefore, we can say the basic structure of the English sentence is the declarative form and conveys information in
the following way:

who does what when (or where, how, with whom, etc.)*

*Note instead of when, we could have said other things about what is happening, such as John is eating apples in the
park, hungrily, with his sister and so on.

Each of the four words (who, does, what, when) refers to a position in the sentence. I refer to these four positions
with the following acronym:

SVOA

This stands for Subject, Verb, Object and Adjunct.

As you proceed through TRD 1002 and 1006, you will see how these positions can be rearranged or expanded upon
to build more elaborate sentences. But before getting to that point, however, you have to understand how these
building blocks work and what they mean.
Subject refers to the person or thing doing an action or being in a state of some kind.
Verb is the action (run, talk, build, drink, etc.) or the state (have, belong, seem, etc.) in which the subject is involved.
Object refers to the person or thing an action is done to or tells us something about the state of the subject.
Adjunct refers to additional information (when, where, how, with whom, with what, in what manner, etc.). The
adjunct position indicates where circumstantial complements (compléments circonstanciels in French) normally go in
a sentence. An adjunct is most often an adverb (quickly, silently, angrily) or a prepositional phrase (in the evening, on
the table, with a spoon).

***********************************************************************************************
**
When I put a line of asterisks like this in the text, it means I will be introducing a new topic. If you want a bit of a
break and mull over what you just read, a good spot to do so would be at this point.
***********************************************************************************************
**
Defining sentence and phrase
Before continuing, I would like to define two terms: sentence and phrase.
In English, a sentence refers to the grouping of words in the appropriate positions to convey one idea. Not every
position will be present in every sentence, though a conjugated verb is required to have a sentence. If there is no
conjugated verb in a sentence, the grouping of words is called a fragment.
Here are a few examples:
Mary wore a nice dress to the party. S V O A

Put your hands on the table! VOA

It is raining. SV

He is sleeping soundly. S V A

After a moment's hesitation fragment (no conjugated verb)

--------------------------
A phrase is a word (noun, verb, preposition) and all the words dependent on that word. The head of a phrase is the
word on which the others are dependent. A phrase may be a single word (Mary in the first example above) or a
group of words.
For example, a noun phrase consists of a noun and the adjectives, determiners and quantifiers that go with it.
half the dirty dishes each of the thirty hungry, smelly Boisian ogres
In this example, dishes is the head of this noun phrase. It can be identified as the head because it is the object we are
talking about. The word dirty is an adjective and describes the word dishes. The is an article (a type of determiner)
and tells us the speaker and listener both understand which dishes are being ref
erred to. Half is called a quantifier because it tells us how many of the dishes are involved. I will talk about the noun
phrase in more detail in another tab.
We will look at determiners, quantifiers and adjectives in more depth over the coming weeks.
--------------------------
A verb phrase comprises the verb and its complements. The verbal complex comprises the operators (modal and
auxiliaries) and the main verb. I will describe these terms in module 2.
--------------------------
A prepositional phrase comprises a preposition and the words that follow it, usually a noun or noun phrase.
at the movies
under the terms of the contract
in ten minutes
Contrary to a noun phrasese, the head of the prepositional phrase comes first in the phrase. Adjuncts will be covered
in detail in TRD 1006. I am giving you a brief description now so you can at least begin to think about how the various
words in English go together to convey more complex ideas.
***********************************************************************************************
**
More information about the positions in SVOA
SVOA is, in fact, a gross simplification of the English sentence.

*************

Subject position

In a declarative sentence, the subject position precedes the verb. This may be modified in certain contexts, such as in
some types of questions. This will be explained later in the course and in TRD 1006.

Hank is walking to the counter. (declarative sentence, S before V)

Is Hank walking to the counter? (yes-no question, S appears after the first operator)

*************
Verb position

As you may have noticed above, the verb may comprise more than one word:

John runs fast. S V A John must be running in the park. S V A

*************
Object position

The entity in object position is a direct object (O) if there is only one entity and the verb is an action verb.

Henry married a stewardess. S V O

However, for certain types of verbs called copular verbs (be, seem, appear and others that serve to provide additional
information about or describe a property of the subject), the entity in object position is referred to as a subject
complement. A subject complement is often an adjective, but can be a noun or pronoun. It is indicated with the
letter C.

He is happy S V C Doug is a pilot S V C It was them! SVC

The adjunct position would still appear in the same place after a subject complement:

He is happy at the store. S V C A

--------------------------

It is possible to have two objects be associated with the same verb, usually a verb of transference (give, send, pay,
mail, bring, take, forward to, etc.). The two objects refer to an item (direct object) and the person or thing the item is
being transferred to (indirect object).

John mailed a letter to his cousin.

This sentence would have the structure: S V O(direct) O(indirect)

Note that when the indirect object follows the direct object, it is preceded by "to." In French, this order of positions
is the same:

Jean a envoyé une lettre à son cousin. S V O(direct) O(indirect)

In English, however, it is possible to invert the order of the direct and indirect objects.

John mailed his cousin a letter. S V O(indirect) O(direct)

Note that when the indirect object appears before the direct object, the preposition "to" is dropped. Both forms are
correct and idiomatic. You may use them interchangeably. The second form proves useful if you want to shorten your
text or avoid repeating the preposition "to" in a sentence. Note that native English speakers tend to use the second
form when they talk.

Look up the verb "mail" in your learner's dictionary. Note in the ALED, you have V n n and V n to n in the margin
beside the word. These refer to the V O(i) O(d) and V O(d) O(i) structure. When you use your dictionary to look up a
verb, check to see which structures are permissible or required for your sentence.

*************

Adjunct position

Although adjunct position, when referring to a circumstantial complement, appears at the end of a sentence, an
adjunct can occasionally be moved to the front of the sentence (called initial position). When doing so, you must put
a comma after the adjunct. Not every adjunct may be moved to initial position, however.

Mary saw Peter at the park last week. S V O A(place) A(time)

Last week, Mary saw Peter at the park. A(time) S V O A(place)

Adjuncts can appear in other places, too, such as pre-verbal in the case of an adverb modifying a verb:

Mary almost hit Peter with her car in the parking lot. S A(adverb) V O(direct) A(instrument) A(place)

Adjuncts and the rules governing them will be covered in TRD 1006.

Using your learner's dictionary

he cure to all that ALEDs you OR That joke is looking LONGMAN in the tooth

 Longman Dictionary of Contemporary English

 Collins Cobuild Advanced Learners’ English Dictionary (ALED)

Dictionaries like Webster's or the Canadian Oxford Dictionary are designed for native or near-native speakers; they
provide very little grammatical information and rarely give examples of the headword used in a sentence.
Both the Longman and ALED define words with explanations rather than simply giving synonyms. This is an
advantage to you as a language learner, since it helps liberate you from the word-to-word equivalences too often
relied on when writing in a language that is not your mother tongue. This learners’ dictionary explains what a word
means and when you might use it, so the chances of your choosing that word when you mean something else are
lessened.
These learner's dictionaries also provide a wealth of grammatical information. You will notice that there are
acronyms and other symbols in the margin beside every entry or next to the definitions. These refer to the
grammatical notations applicable to that entry. There is a glossary of these notations at the beginning of the
dictionary that you should familiarize yourself with.
If you take advantage of the grammatical information in this dictionary, you can be much surer that you are using a
word correctly. It does take time and practice to become familiar with the system that each dictionary uses to code
the information; that is why the first practice exercise is devoted to dictionary use. Continue throughout the term to
explore your dictionary and learn to exploit its many resources.
This dictionary is an excellent resource for those writing English as a second language. It would be a perfectly
acceptable solution to acquire an earlier edition of the ALED, though you may have to make adjustments, of page
numbers for example, when doing the practice exercises.

Questionnaires
Dictionary and grammar exercises (À faire)
Disponible en tout temps - Tentatives : 0 / illimité

Termium exercise (Using Termium)

Here is a short exercise for using Termium, the Canadian government's official quadrilingual database! Termium is
available free online, the exact address is termium.gc.ca
For more information about accessing Termium, see the Références et ressources section in the menu to the left.
When you translate, you may find many words listed in a dictionary or other reference tool as being possible
equivalents to the word you are looking up. How do you know if any of the listed words is the one you want?
If Termium has any equivalents for the term you enter, you will see that each file has a subject field. This gives you a
context.
Tip: When you enter a term, Termium will ignore prepositions and articles.
Try to figure out which of the terms listed would be appropriate in the sentences below.
----------------------------
First term: centre d'hébergement
1- The railway workers could not spend the night in their centre d'hébergement after it burned down.
2- The old man was placed in a centre d'hébergement by his family when he developed Alzheimer's.
----------------------------
Second term: rayon
1- The grey horse broke its rayon when it stepped into a gopher hole.
2- The biker broke the rayons on the wheel of his Harley when a dumptruck backed over it.
3- The clerk told the woman where she could find the children's wear rayon.
4- In high school, I learned to calculate the surface area of a circle by using the rayon.
----------------------------
The answers are in the next tab.

Termium exercise answers (The answers)

First term: centre d'hébergement
1- The railway workers could not spend the night in their bunkhouse facilities after they burned down. (note the
change to the article it, since this term is in the plural in English, but in the singular in French)
2- The old man was placed in a home-care centre by his family when he developed Alzheimer's. (note the proper
Canadian spelling of centre)
----------------------------
Second term: rayon
1- The grey horse broke its radius when it stepped into a gopher hole.
2- The biker broke the spokes on the wheel of his Harley when a dumptruck backed over it.
3- The clerk told the woman where she could find the children's wear department.
4- In high school, I learned to calculate the surface area of a circle by using the radius.

Proper nouns vs. common nouns

Proper nouns are names--of people, places, religions, events, periods, nationalities, days of the week, months of the
year, planets, holidays, etc. There are no major differences in the semantic and conceptual nature of proper nouns in
French and English--in both languages they are names. Instead, the differences lie in practices and conventions for
the capitalization of these names.
Common nouns are all nouns that are not proper nouns.

--------------------------
Here are a few things to remember about the differences between English and French regarding proper nouns.

1-People's names can be pluralized in English, but not in French. Compare:

Keeping up with the Simards. Les Simard sont arrivés.

--------------------------

2-In English, the days of the week, the months of the year, nationalities and languages are always capitalized. This
holds true for an adjective referring to a nationality, language and so on. Compare:

I met him last Thursday. Je l'ai rencontré jeudi dernier.

My birthday is in August. Mon anniversaire est en août.

That Dutch woman speaks English and German, too.

Cette femme néerlandaise parle également l'anglais et l'allemand. (not capitalized in French when referring to a
language)

He is a Swede. Il est un Suédois. (capitalized in French when referring to a person of that nationality)

--------------------------

3-The following rule applies for the capitalization of the titles of books, etc. In English, the first word is always
capitalized, along with every other word, except for articles and prepositions of fewer than four letters that are NOT
part of a particle verb. In French, the first word of the title is capitalized, but none of the others. Of course, any
proper name in French is always capitalized, regardless of its position in the title.

Le rouge et le noir The Diary of a Worm

For the use of italics or other means to have titles of works stand out, consult the Canadian Style Guide or Le guide
du rédacteur, as appropriate. These resources are available online (go to Références et ressources under Plan de
cours at the top for where to find them).

The American convention is not to capitalize any preposition serving as a preposition. This is not followed in Canada.

Harry Potter and the Azkabanian Muggle within the Chamber of Broomsticks (American title, wrong)

Harry Potter and the Azkabanian Muggle Within the Chamber of Broomsticks (Canadian title, right)

--------------------------

4-The capitalization of the names of government agencies or bodies (ministries, departments, directorates, etc.) vary
significantly. In English, all the words are capitalized, except for those not capitalized in titles (articles and
prepositions of fewer than four letters). In French, the generic word is in lower case, but the nouns of each
complement is capitalized. Any adjectives, however, are not capitalized in French.

The Ministry of the Environment Le ministère de l'Environnement

For more information on capitalization of government agencies or anything else, consult the Canadian Style
Guide or Le guide du rédacteur. As future professionals, get used to double-checking this sort of thing.

--------------------------

5-In French, madame is a respectful form of address for any adult female, just as monsieur is for any adult male.
These terms do not make any reference to marital status; Mrs. does: it is for married women. Since marital status is
not relevant in a professional context, we use Ms. as the respectful form of address for any adult woman. Also, the
use of Ms. is common even by married women, so it is best to err on the side of caution and use Ms. unless you
confirmed otherwise with the person.

Unlike madame and monsieur, Mr., Ms., and Mrs. are only used along with the person's name. If you don't know a
man's name, you can address him as sir. For women, use madam or ma'am (rhymes with ham). So, you say, "What
would you like to drink, ma'am? And you, sir?"
It is quite impolite to address a woman as lady, as in "What would you like to drink, lady?" That is like saying, "Et
vous, ma bonne femme?"

Note that madame and monsieur may be written out in full in French when preceding a person's name, but not in
English.

In English, you always put a period after the last letter in an acronym. The same applies in French, except when the
last letter of the acronym is the last letter of the full word; you would not put a period then. Hence, you
write Mme and M. in French.

J'ai rencontré madame Jones hier. I met Ms. Jones yesterday.

--------------------------

6-In French, the generic word for a geographical entity is not capitalized, but it is in English, unless you are referring
to two or more such entities.

la rivière du Ha-Ha the Ha-Ha River but the Rideau and Ha-Ha rivers

--------------------------

7-In English, you write a person's full name and title (if other than Mr. or Ms.) in a newspaper the first time it
appears. All other references to that person in the same article would be done using only the person's last name
without the title. You would include the title for VIPs, however.

John Jones saw the suspect break into a car. Jones immediately grabbed his phone and called the police.

Capitalization (À faire)

Disponible en tout temps - Tentatives : 0 / illimité

Count nouns vs. noncount nouns

Note: Other terms used for the same distinction are count/uncount and countable/uncountable.
Count nouns are labels of entities that can be counted. These entities are conceived of as separate and discrete: a
chair, children, the moon, the last three elections...
Noncount nouns are entities that cannot be counted or are not conceived of as countable or separate. Keep in mind
that the way that English divides entities into count and noncount occasionally differs from French.
Noncount nouns typically refer to the following general categories in English:
-Objects considered as a mass or substance (garbage, wood, butter)
-Activities (play, work, study)
-Sets of similar objects (jewellery, clothing, crockery)
-Abstract concepts and feelings (love, honour, surprise)
-Subjects of study or activity (linguistics, translation, politics, biology)
-Games or sports (polo, tennis, chess)

-Most diseases (chicken pox, cancer, influenza, appendicitis, etc. EXCEPT a cold, the flu)
------------------------------------
In fact, often it is not a noun itself that is count or noncount, but rather a given sense of the noun. For example, the
count use of turkey (they raise turkeys, three baby turkeys hatched, I like that big turkey with the red feathers) refers
to the animal, while the noncount use refers to the food or product derived from that animal and the animal must be
dead to obtain said food or product: turkey tetrazzini, a club sandwich with turkey, ground turkey, tossing around
the pig skin (referring to a football).
This kind of grammatical versatility is called an alternation. When the alternation is widespread and predicatable, it is
a productive alternation. The alternation described above (count noun for the sense of "an animal"/noncount noun
for the sense of "food or product from the animal") is productive. For example, if we ever started getting food from
slugs, mice, crickets or bandicoots, then we would start using this count/noncount alternation with those nouns.

------------------------------------

Alternation is also common with food and:

1) a serving of that food

I like my coffee black. (noncount = substance) Two coffees, please. (count = servings; this indicates two cups of
coffee)

2) a variety of that food

Johan prefers German beer. (noncount = substance) A mild, yet fruity, beer. (count = type of beer)

***********************************************************************************************
**

There are other examples of product alternation with non-food substances, such as abstract concepts and actual
events derived from such concepts. These include:

Full discussion of the issue is vital. (noncount) A lively discussion ensued. (count)

Inequality is a cause for concern. (noncount) He faced many inequalities in his climb to the top. (count)

It is important to remember that not all nouns referring to an abstract concept in French will have the same
productive alternation in English. For example:

Ne fait pas de mal. (abstract, right) Francine a un mal de dos. (count, right)

Do no harm. (abstract, right) He has done her many harms. (count, wrong)

He has done her much harm. (still noncount, right)

Basically, NEVER assume that a count or noncount word in French is also a count or noncount word in English. Other
common examples where this holds true are:

un conseil, des conseils advice (NOT advices)

un bagage, des bagages baggage, luggage (NOT baggages, luggages)

une colère bleue white-hot anger (NOT a white-hot anger)

------------------------------------

It is possible to quantify noncount nouns by using the structure a/the unit of X. This unit may be a standard unit of
measurement (10 yards of fabric, 3 hours of travel), a container (a glass of milk, two bottles of beer), a portion (a
bushel of wheat, three slices of toast) or a term indicating an entire object or grouping of objects made up of the
noncount noun (a loaf of bread, a set of luggage). The unit for the last three categories is generally a collocation for
the noncount noun in question, so you should consult a dictionary or the BBI when choosing such a unit.

***********************************************************************************************
**

Dictionary note: In the ALED, count nouns and count senses are marked n-count; noncount nouns and senses are
marked n-uncount. When the same sense of a noun can be used as either a count or noncount noun, the sense is
marked n-VAR.

In the Longman, count nouns are marked [C], and noncount nouns are marked [U]. The table for grammatical
markings appear at the very, very front of the dictionary.

Questionnaires

Translation exercise with the plural/noncount distinction (À faire)

Disponible en tout temps - Tentatives : 0 / illimité

Translating with the notion of number (À faire)

Disponible en tout temps - Tentatives : 0 / illimité

Singular nouns/plural nouns

Plural means “more than one.” This grammatical/semantic notion is usually marked on the noun by the plural by a
final –s.

Here is a list of the final letters or combinations of letters in a word that generally indicate an irregular plural. Note
there are exceptions to this rule as well, so check your dictionary if in doubt:

Final Letters of Word Usual Plural Exceptions

-ch, -sh church → churches

thrush → thrushes

-f, -fe leaf → leaves roof → roofs

dwarf → dwarves Toronto Maple Leaf (hockey team) →

wife → wives Toronto Maple Leafs

-is analysis → analyses

crisis → crises

-o * rodeo → rodeos See the * below.

tomato → tomatoes

-on phenomenon → phenomena

criterion → criteria

-s, -ss, -x, -z Jones → Joneses ox → oxen

wuss → wusses For words ending in –us, see second

row following.
six → sixes

fez → fezes

-um bacterium → bacteria This rule usually applies to Latin

curriculum → curricula borrowings only, so check your

 dictionary to be sure.

-us octopus → octopi The Latin marking for the plural is

hippopotamus → hippopotami sometimes applied to words ending in

bus → buses or busses –us, as can be seen to the left. Other

such words, like bus, are pluralized

by ignoring the –u and only focusing

on the final –s (see the rule above).

The ending for bus (with one –s) is

sometimes applied to octopus and

hippo, too, so check your dictionary.

-y (only if preceded by lady → ladies

a consonant) Sunday → Sundays

*The rule of thumb for –o is to mark the plural with an –s only if the letter –o is preceded by a vowel or the word is
considered foreign (e.g. taco → tacos); otherwise, you would use –es (e.g. potato → potatoes). This rule is not
applied consistently (e.g. piano → pianos), but I ask that you respect the consonant rule above.

------------------------------------

List of common irregular plurals falling outside the above rules

child → children louse → lice person → people OR person*

die → dice man → men tooth → teeth

foot → feet mouse → mice woman → women

*People is used when referring in standard and informal contexts to multiple individuals. Persons is restricted to
judicial/legal contexts.

Six people are waiting for the bus. The Housing for Older Persons Act of 1995

The plural form of the name of several animal species, including sheep, cod and deer, are invariable:

Fifteen sheep were grazing in the field.

Confirm the plural form of animal names in a dictionary.

------------------------------------

The semantic notion of plural is obviously most compatible with count nouns (cats, boys, churches, Mondays,
castles).
 Cats always look like they think they are superior.

 The class will meet Mondays at 11:30.

 My parents like to visit old churches and castles.

Sometimes, the plural form of one word can be an altogether different word: she/they, person/people (colloquial
usage).

------------------------------------

The concept of “singular” is not marked on the noun in English. The absence of plural marking on a noun simply
means "no information about number."
A noncount noun does not require information about number, since the item referred to is seen as a substance,
abstraction, etc., in English.
 Determination and perseverance are her defining qualities.

 I am particularly fond of red wine and blue cheese.

 History is my favourite subject.

 There's blood on your arm.

 I need air!

------------------------------------
Note that some common French count nouns are seen as noncount nouns in English, and vice versa. Pain (bread) is a
good example. You should get into the habit of consulting your learner's dictionary when you encounter a new noun
to know whether it is count or noncount.
It is important to distinguish between noncount nouns and singular and plural count nouns, because this will indicate
which determiners and quantifiers are available for use with that noun (see section 137B in the OLG). We will cover
this in greater depth in the determiner and quantifier sessions over the coming weeks.
------------------------------------
Basically, in French, you need to say the article aloud so the person you are speaking to can tell if the singular or
plural is involved, because the marker for the plural on French nouns is usually not pronounced. The marker for the
plural is the letter (or letters) that are added to a singular noun to indicate that more than one of that noun is being
referred to. Sometimes, the plural form of one word can be an altogether different word: she/they, person/people
(colloquial usage).
Say these aloud in French without an article:
fille, filles
To tell which is plural, you would have to use an article. Say the words again, but using the appropriate definite
article:
la fille, les filles
In English, you generally pronounce the marker for plural on nouns, so an article is not necessary for plural count
nouns.
boy, boys
There are instances where the plural marker is pronounced in French, such as for (cheval or vitrail), or when the
singular and plural forms in English are identical (moose, fish, sheep, deer, etc.) In English, this most often applies to
animals. Consult your dictionary to make sure.
***********************************************************************************************
**
As a general rule, singular count nouns need a determiner or quantifier.
The boy is eating that banana. (right) Boy is eating banana. (wrong)
Plural count nouns and noncount nouns do not need a determiner or quantifier, though one may be used, depending
on the information you wish to convey.
The absence of an article, called zero article, has a specific function depending on the class of noun it is used with:
singular count, plural count and noncount. This is explained in greater detail in Session 2.

Note the choice of determiner or quantifier reflects a change in meaning.

These boys are eating bananas. (correct) Five boys eat bananas. (correct)

Boys eat bananas. (correct)

In the first sentence, we are referring to a group of boys who are close at hand, though their number is unspecified.
In the second, we are referring to a specified number of boys. In the third, zero article with a plural count noun is one
way to indicate generic use (that is, all boys, or boys in general).

Special classes of nouns

There are two subclasses of nouns whose grammatical behaviour in terms of singular and plural is not quite like
other that of others. The two subclasses are described below.

----------------------------

Collective nouns

Collective nouns are those that denote a group composed of several members. For this reason, their status as
singular or plural is not always clear.

Some collective nouns appear with a/an and plural marking just like count nouns:

a committee, several committees a gang, two rival gangs

They differ from ordinary count nouns, like dog and potato and friend, because we simultaneously see them
as singular (one large group) and plural (made up of several members). For this reason, they can take a singular or a
plural verb, and singular or plural coreferential pronouns. (A pronoun and a noun are coreferential when they refer to
the same entity.)

The committee has made its decision. It has voted against the proposal it found outrageous. (right)

The faculty are all coming with their spouses. (right)

Be careful not to switch between the singular and plural in the same sentence or paragraph.

The committee has made their decision. It has voted against the proposal they found outrageous. (wrong)

----------------------------

Other collective nouns look like noncount nouns in that they are not used with the plural marking -s or the singular
determiner a/an. However, they always take a plural verb and coreferential pronoun. Collective nouns formed
by the + adjective fall into this group.

The police have brought their truncheons.

The elderly are sometimes neglected by their children.

The French cling to their cherished traditions.

***********************************************************************************************
**

Plural-only nouns

Quite a large class of nouns in English exist only in the plural form: they bear plural marking and are used with plural
verbs, determiners and coreferential pronouns. There is no singular form.

To the victor belong the spoils. (right) To the victor belong the spoil. (wrong)
 Those pliers are nowhere to be found. (right) That plier is nowhere to be found. (wrong)

Some of these plural-only nouns in English are regular count nouns in French

I have got to get some new clothes! (NOT a new clothe or cloth) un nouveau vêtement/des nouveaux vêtements

Are those new jeans? (NOT Is that a new jean?) un nouveau jean/des nouveaux jeans

Canadian spellings

In your dictionary, you will note that certain words have alternate spellings. Generally, one spelling of these words is preferred
in the United States, and the other in Great Britain/Australia.

In Canada, the American spelling is preferred for some words, but the British spelling for others.

I ask that you use the following standardized Canadian spellings:

-our instead of -or (e.g. colour, flavour)

-re instead of -er (e.g. theatre, centre) ***Important: the words meter and metre are both acceptable in Canadian English, but
they have different meanings. A meter refers to a measuring device or parking meter, while metre refers to a unit of length,
such as a kilometre.***

-ize instead of -ise (e.g. realize, theorize) ***Important: Some words ending in -ise do not have an -ize spelling, such as the
word advertise. Check the dictionary to be sure. This rule occasionally applies to words ending in -yse, so check those as well.

-the -s to -z rule applies as well to a single -s inside a word that is followed by a vowel; check your dictionary to be sure. If
there are two spellings proposed (-s and -z), take the -z option. Common words in this category include organization, Elizabeth
and commercialization.

-lled and -lling OR -tted and tting instead of -led and-ling OR -ted and -ting (e.g. travelled, travelling) ***Important: This
doubling of the final consonant before the suffix applies to nouns derived from these verbs: traveller not traveler.

-tonne instead of ton (as in a metric tonne)

-dialogue instead of dialog

-cheque instead of check when referring to a financial instrument conferring an amount of money onto another (I got a $100
cheque in this birthday card), but leave check as check for any other context

-program and not programme

Quiz

Canadian spelling exercises (À faire)

Disponible en tout temps

Tentatives : 0 / illimité

Wrap-up and practice (Review and practice)

Read the following excerpts from the Oxford Learner's Grammar. The readings are available under Contenu et
activités, near the bottom.

OLG 137 B to 140

Do the practice exercises below. Check your answers in the key. Be sure to scroll all the way down the page. Your
readings are at the bottom.

Practice_exercises-nouns_F21.docx - 19,83 Ko, déposé le 15 juil. 2024

Practice_exercises-nouns-key_F21.docx - 21,49 Ko, déposé le 15 juil. 2024

VOIR LES 2 FICHIERS JOINTS

EVALUATION
Plagiaris
m and
disciplin
ary
regulatio
ns

Tout étudiant est tenu de respecter les règles relatives à la protection du droit d’auteur. Constitue
notamment du plagiat le fait de :
 copier textuellement un ou plusieurs passages provenant d’un ouvrage sous format papier ou
électronique sans mettre ces passages entre guillemets et sans en mentionner la source;

 résumer l’idée originale d’un auteur en l’exprimant dans ses propres mots (paraphraser) sans
en mentionner la source;

 traduire partiellement ou totalement un texte sans en mentionner la provenance;

 remettre un travail copié d’un autre étudiant (avec ou sans l’accord de cet autre étudiant);

 remettre un travail téléchargé d’un site d’achat ou d’échange de travaux scolaires…

(Source : Commission de l’éthique de la science et de la technologie, La tricherie dans les évaluations

et les travaux à l’université : l’éthique à la rescousse (rédaction : Denis Boucher), Québec, 15 mai
2009)

Citer vos sources selon les règles préconisées est d’une importance capitale. Pour plus d’information
sur le référencement, vous pouvez consulter les sites Web suivants :
- Évaluer et citer ses sources
http://www4.bibl.ulaval.ca/infosphere/sciences_humaines/evaciter.html
- Comment citer un document électronique?
http://www.bibl.ulaval.ca/chercher-autres-sujets/citer-ses-sources
Tout étudiant qui commet une infraction au Règlement disciplinaire à l’intention des étudiants de
l’Université Laval dans le cadre du présent cours, notamment en matière de plagiat, est passible des
sanctions qui sont prévues dans ce règlement. Il est très important pour tout étudiant de prendre
connaissance des articles 23 à 46 du Règlement disciplinaire. Celui-ci peut être consulté à l’adresse
suivante
: https://www2.ulaval.ca/fileadmin/Secretaire_general/Reglements/Reglement_disciplinaire_a_l_inte
ntion_des_etudiants_CA-2016-91.pdf.

Évaluatio
n du
cours

En conformité avec la Politique de valorisation de l’enseignement et Dispositions relatives à l’évaluation de

l’enseignement à l’Université Laval, il est possible que le cours que vous suivez soit évalué. Si tel est le cas, vous
recevrez une invitation à remplir un questionnaire d’appréciation. Votre opinion est très importante, car elle
permettra d’améliorer la qualité de ce cours. Nous comptons donc grandement sur votre collaboration.

Dérogation à la Politique relative au calendrier de publication des résultats

I am doing this for two reasons. First, people would benefit from correcting their mistakes and figuring out what they
did wrong and correcting themselves. Second, university policy states that you must have 30% of your final grade by
two days prior to the last day by which you can drop the course (November 12 this term) and get neither a
reimbursement nor a mark. This poses a problem for this class. I can only give a unit test at the end of a unit, and there
are two of them (20% apiece is reasonable). Also, the final exam for online courses must be 40%. I find it pointless to
administer a translation test early in the term, so that leaves me in a bind (test worth 12%). The fairest way to track
your progression and give you feedback regularly on your translation work. Each uploaded homework and correction is
worth 1%. By November 12, you get 25% of your final grade (noun test worth 20%, as well as three homework and 2
correction uploads worth 1% each).
Matériel didactique
Matériel obligatoire

Longman Dictionary of Contemporary English (6e édition)

Auteur(s) : Longman L. Longman III

Éditeur : Pearson (Harlow Essex, England, UK, 2014)

ISBN : 9781447954200

I really don't know who the author is as the book is a dictionary, so I

improvised.
Full-sized (not pocket-sized) French/English dictionary

Auteur(s) : variable

If you are in translation, you should already have such a resource. Keep in
mind it will be handy throughout your university career. You can bring this
dictionary with you to the final exam and translation test, not to mention use
it during the two at-home module tests.
COBUILD advanced learner's dictionary (9th ed édition, xxiv, 1712 tome)

Auteur(s) : John Sinclair

Éditeur : HarperCollins Publishers (Glasgow, 2018)

ISBN : 9780008253219

This one has just gone (circa August 20 of this year) out of print. If you have or can get a copy of it,
great. The 10th edition of the Cobuild won't be available until next year, so I have to replace it with
the Longman Dictionary of Contemporary English to make sure everyone has a learner's dictionary.
------

Références et ressources

 References and resources

 Canadian Style Guide

 French/English dictionaries

 BBI

 Roget's Thesaurus

 French dictionary

 Slang dictionaries, both English and French

 Eats, Shoots & Leaves

 Grand dictionnaire

References and resources

btb.termiumplus.gc.ca

This website is a free portal to the Government of Canada quadrilingual databank in English, French, Spanish and
Portuguese. Here is a quick walkthrough if you have never used Termium before.

1-Once you enter the address, you will see the home page. For the sake of example, click on English.

2-You are at the databank search page. Under where it says Home and Contact Us, you will see a little black button that says
Search. If you want to look for a word in a specific language, click on the box. Below, you will see a table. To limit the databank
search to only words in French, click on French Terms.

3-Let's do a search together. Type the word direction in the field under Type your search term.... Hit enter.

4-You will note, to the right, it says there are 31 records for this word. By left clicking on where it says All Subject Fields, you
will see a list of all the fields for which direction appears. To streamline your search, pick one of the fields and click on the
magnifying glass icon. This will isolate only those entries for which direction is in that field.

5-When you use Termium for your classes or in your professional career, be aware that, like any bilingual or multilingual
dictionary, the entries given are not absolute. The suggested translations for a given term may not reflect the one you need
for your text. However, Termium is a good place to start. At the very least, it can give you an idea of where to look next to find
the term you need.

Another wonderful thing about Termium is that it makes a number of reference materials available online at no cost. Click on
the little + sign beside Writing Tools in the column to the left. Next, by scrolling down a bit, you can see there are a number of
reference tools. I will refer you to the Canadian Style Guide for issues of punctuation in TRD-1006. The French equivalent used
for the translation program at Laval is Le guide du rédacteur, also available on Termium. You can examine these resources at
your leisure.

Canadian Style Guide

The Canadian Style Guide, the English equivalent to Le guide du rédacteur, is the style guide used by the federal goverment. If
you plan on writing for the federal government in your career, you will need to be familiar with the CSG and its French
counterpart. The CSG can be consulted online for free by following the steps below.

To consult the CSG:

1-Go to btb.termiumplus.gc.ca

2-For the sake of example, click on English.

3-You will be on the Termium Plus--Search page. To the left about halfway down the page, you will see Writing Tools +. Click
on the +.

4-A menu appears on the left. Go down to The Canadian Style and click on it.

5-To search by chapter number, click on Search by Chapter at the top. Unfortunately, the chapters are not numbered when
they appear on the left. Just count down to the one you want and click on it. For example, chapter 5, Numerical Expressions, is
the fifth choice in grey from the top.

6-To search by index, click on Search by Index and scroll through the choices to the left until you find what you want.

French/English dictionaries

As mentioned above, be VERY CAREFUL when using a French/English dictionary. Apart from a few specialized ones
(Dictionnaire de la comptabilité, Dictionnaire canadien des relations du travail), the Fr/En dictionaries commonly available are
written in France French and British English. Though they make the effort to include the occasional "American" English terms,
they still have a Eurocentric approach to both languages. I find it useful to double-check any word listed in the Fr/En
dictionary in a unilingual French or English dictionary. If the English and French dictionary definitions for the suggested
translation and original word do not match up, you will have to do more research to find the right word.

As a test, compare the definition for the word "direction" in English and French. If you want the equivalent word in English for
a sentence that reads "La direction de l'entreprise est corrompue," would the word "direction" be appropriate to use in
English?

BBI

The name BBI is an acronym of the authors' last names. The BBI is a dictionary of English collocations. A collocation is one
word that frequently appears with another. For example, take the word weight. Collocations for this word include heavy,
dead, light and feather. The BBI also indicates the prepositions that are used with verbs, among other things.

The BBI would be very useful to own if you are in translation or are taking many writing courses in English.

Roget's Thesaurus

Don't let the name fool you: this isn't about a dinosaur. Mammalian chauvinism, that's what it is!

A thesaurus in English is called a dictionnaire de synonymes et d'antonymes in French.

If you are in translation, the full-sized version of the Roget's would be a nice-to-have. It contains pretty much every noun,
verb, adjective and adverb in English and organizes them by theme. At the front of the thesaurus, you will see a list of these
themes and sub-themes. The back of the thesaurus has an index. To use the thesaurus, look up a word in the index and go to
the heading number listed. All of the words associated with the word you looked up are arranged by groups of nouns, verbs,
etc. There are no definitions presented for any of the words. If you find a word you don't know as a possible synonym, you will
have to ascertain its meaning elsewhere.

There are other thesauruses available, but the Roget's is the pinnacle in this area.

French dictionary

You will need a full-sized, not a pocket, French dictionary for this class. Obviously, since you are attending a French-language
university and the majority of your courses are in French, you should already have one. If not, now would be the time to get
one. They are available at a great discount if you are a member of the Zone Co-op.

Slang dictionaries, both English and French

Here are some suggestions for slang dictionaries in both English and French. The French ones are all Canadian
French, though the English ones have terms from across the English-speaking world, though mainly from North
America.

English slang

The Concise New Partridge Dictionary of Slang and Unconventional English

ISBN: 978-0-415-21259-5

This book is impressively thick and comprises slang from across the English-speaking world. I got this one at the
Zone a few years ago. You may be able to get it at La Maison Anglaise, too, but without a discount. If you want
another English slang dictionary, especially if you are on a tight budget, ask La Maison Anglaise to look for one from
their suppliers.

---------------------------

English Idioms, Sayings and Slang

ISBN: 1-895012-09-0

The slang in this book is actually Canadian-oriented, though nearly all of the expressions will be familiar to native
English-speakers across North America. Both this dictionary and the preceding one have a definition and an
example for each entry explaining how that entry would be used.
 ----------------------------

English as a Second F*cking Language

ISBN: 0-312-14329-X

You read the title right. This one is described as the book that will tell you "[h]ow to swear effectively, explained in
detail with numerous examples taken from everyday life." OK, while it may be on the saucier end of the reference
tool shelf, it is still a credible guide on the cruder aspects of English. Learn to avoid those words that you wouldn't
want to either A) repeat in front of your spinster great-aunt with the sensitive constitution, or B) accidentally
include in your major essay for an English class. Like the other English reference works, it can be ordered through La
Maison Anglaise.

*************************

French slang

While most of you are native speakers of Canadian French, not all of you are. Also, you may come across an
idiomatic expression in a book written 70 or 80 years ago in French that is no longer quite as commonplace as it
once was, so the sources below could help you understand what that expression would mean.

None of these books would be available at La Maison Anglaise, so you would have to pick them up at Zone or your
favourite French-language bookstore in town. You may find them at the campus library or a local library.

Le Québécois de poche

ISBN:2-7005-0230-2

An inexpensive overview of Québécois culture, customs and expressions, and a reference tool that will actually slip
into your back pocket or purse. The perfect handbook for those from outside the province who want to learn more
about the patois and joual spoken locally. The authors have adopted a humoristic approach for this dictionary,
which is enhanced with a scattering of hilarious illustrations.

---------------------------------

Dictionnaire de la langue québécoise

ISBN: 2-89005-134-X

An interesting, and very thick, resource first published about 20 years ago. Thorough collection of French Canadian
slang. At the end of this resource, there are a number of expressions gathered by such themes as chemins de fer,
jurons, animaux, etc.

------------------------------

Dictionnaire des expressions québécoises

ISBN:978-2-89406-220-3

A more recent Québécois slang dictionary. It includes both a bibliography and an index of keywords from the 4500
or so slang expressions contained therein. For example, the entry for sous refers the reader to ramasser des trente
s, au ras le trente s and trente s.

Like the previous resource, this one contains no illustrations.

Eats, Shoots & Leaves

This is a hilarious approach to punctuation by British author Lynne Truss. Although not all of her recommendations
are those endorsed by the Canadian Style Guide, her insight and tips on how to correctly punctuate a sentence are
invaluable. And you will laugh your head off; she is quite funny. And there are cute widdle pandas on the cover.

ISBN: 1-592-40087-6
If it isn't at the library, you can probably order it from La Maison Anglaise or find it on eBay or something.

Grand dictionnaire

The Government of Quebec has a site similar to Termium you may want to consult.

Here is the address: http://gdt.oqlf.gouv.qc.ca/

To do a search, you will have to adjust the parameters that appear in the table to the right. It is self-explanatory.

I prefer Termium to le grand dictionnaire, but it is a useful Canadian alternative to the standard French/English dictionary,
namely because bilingual dictionaries like the Robert/Collins and Harrap's are written in European English and French.

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