1. The Philological Society, 13 January 2012
James Bond is back: how secret agents from the Dictionnaire Étymologique Roman (DÉRom) are promoting a paradigm shift in Romance etymology
The Philological Society, 13 January 2012
Éva Buchi

2. Overview 1. Introduction 2. DÉRom’s agents’ licence to reconstruct
3. Battle for the defense of a glorious tradition
4. Example:
rŏtŭndus, 2. rĕtŭndus (REW3) vs. */ro'tʊnd-u/ (DÉRom)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
5. Conclusion

3. DÉRom’s MI6? Scientifically established at
- ATILF (CNRS & University of Lorraine), Nancy
- Saarland University, Saarbrücken
Funded mostly by
ANR (Agence Nationale de la Recherche)
DFG (Deutsche Forschungsgemeinschaft)
( €) and ( €)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

4. Moneypenny? Moneypennies! Pascale Baudinot ATILF
In charge of the bibliography (970 titles)
Simone Traber
Saarland University
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

5. Bernard Lee and Judy DenchM?
Bernard Lee and Judy Dench
Wolfgang Schweickard
Saarland University
Éva Buchi
ATILF
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

6. Q? Gilles Souvay ATILF Computer scientist
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
‘If it hadn’t been for Q Branch, the DÉRom would have been dead long ago!’

7. Secret agents: 001? Xosé Afonso Álvarez Pérez
Postdoctoral fellow University of Lisbon
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/'arbor-e/ fem.n. ‘tree; shaft; spar’

8. 002? Giorgio Cadorini Lecturer University of Opava
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
‘Colloqui retoromanistic’ (Lavin [Graubünden], August 2011)
*/'lun-a/ fem.n. ‘moon’

9. 003? Ana María Cano González Professor University of Oviedo
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
‘La filología románica hoy’ (Madrid, November 2011, with Éva Buchi and Maria Reina Bastardas i Rufat)
*/ka'βall-u/ masc.n. ‘horse’

10. 004? Victor Celac Junior researcher Romanian Academy
With Jean-Paul Chauveau
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/'βɪndik-a-/ trans.vb. ‘save; avenge’

11. 005 Jérémie Delorme Postdoctoral fellow FNRS/University of Liège
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/βi'n-aki-a/ fem.n. ‘grape marc’

12. 006 Marco Maggiore PhD student Sapienza University of Rome
Disciple of Rosario Coluccia (Lecce)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/'kresk-e/ tr./intr. vb. ‘sprout; grow’

13. ? 007? Sorry, but 007’s identity is top secret
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

14. 008? Jan Reinhardt Postdoctoral fellow ATILF
Disciple of Wolfgang Schweickard
With Pascale Baudinot, Wolfgang Dahmen, Maria Iliescu and Johannes Kramer
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/la'brusk‑a/ ~ */la'brʊsk‑a/ fem.n. ‘wild grape; fruit of wild grape’

15. 009? Agata Šega Lecturer University of Ljubljana
Ceremony in honour of Mitja Skubic (Ljubljana, December 2010)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
*/'mur-u/ masc.n. ‘wall’

16. Felix Leiter?
There is no equivalent to Felix Leiter in the DÉRom project, which is strictly European
Unfortunately, the project wasn’t (yet) able to attract scholars from the United Kingdom
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
Although three young researchers working at the Anglo-Norman Dictionary (AND), Larissa Birrer, Jennifer Gabel and Heather Pagan, attended DÉRom’s Summer school from 2010

17. Membership upward trend
Funding cocktail 25th Congrès international de linguistique et de philologie romanes (Innsbruck, September 2007)
The project attracts more and more scholars (currently: 58 members from 12 European countries)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
Due in part to DÉRom’s Summer school (Nancy, July 2010): 41 participants from 13 countries

18. DÉRom’s Summer school (2010)
1. Attending lectures
2. Information retrieval
Marc-Olivier Hinzelin (lecturer University of Hamburg; postdoctorate with Martin Maiden)
3. Compiling of DÉRom entries
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

19. Overview 1. Introduction 2. DÉRom’s agents’ licence to reconstruct
3. Battle for the defense of a glorious tradition
4. Example:
rŏtŭndus, 2. rĕtŭndus (REW3) vs. */ro'tʊnd-u/ (DÉRom)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
5. Conclusion

20. How do DÉRom’s agents carry out their mission?
No Walther PP involved
in their mission
They are licensed to reconstruct
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
Why is that unusual?

21. The Romanists’ splendid isolation
Leading paradigm in etymology of inherited lexicon all over the world: comparative reconstruction, a classical bottom-up approach, where the common ancestor of a language family is reconstructed from current languages (Indo‑European, Germanic, Slavic, Semitic, Austronesian…)
Romanists discard generally the comparative method as unnecessary in the face of written testimony of classical Latin, from Plautus via Caesar to Tacitus. Instead, they apply a top-down method, which stresses the disintegration of ‘high’ Latin into ‘low’ Romance languages. So, since its beginning in the 19th century, Romance etymology and etymography always promoted classical Latin etyma
Mapping slide for the presentation (note that a background slide or a slide justifying the importance might precede this slide). A common mistake with mapping slides is to give the audience simply a boring and unmemorable vertical list of topics (including the names “Introduction” and “Conclusion” and “Questions”). Such a list is quickly forgotten after the slide is removed.
On a mapping slide, take the opportunity to show a key image or perhaps a representative image for each major section of the presentation. In the second case, each image would be repeated on the first visual of the corresponding section and would remind the audience that they have arrived to a major section of the presentation’s middle.
In regards to the names “Introduction” and “Conclusion,” every talk has those sections, and the names are ignored by audiences. So why state them? Also, for the divisions that you do have, find a logical and parallel grouping. Note that groups of two’s, three’s, and four’s are much easier to remember and are not so nearly intimidating as groups of five’s, six’s, and seven’s. See the example mapping slide in the textbook. (CSP, pages 55-56, 74-75, 86, 143, 147, and 148)

22. DÉRom’s illustrious ancestor
Wilhelm Meyer-Lübke (1861–1936)
Romanisches Etymologisches Wörterbuch (REW3 1935)
One of the most outstanding Romanists
Sample body slide from the second section of the presentation’s middle. For the first body slide of this second section, consider repeating the corresponding image from the mapping slide. Use the headline (no more than two lines) to say something about this topic. In the body of the slide, support that headline with images and parallel points (no more than four). See CSP, pages and
Etyma of inherited lexicon < Latin dictionaries < Latin texts

23. No bypassing of the ‘normal’ ones!
DÉRom’s claim
Romance languages are ‘normal’ languages
Their study has to be carried out relying on ‘normal’ procedures (which may be completed by Romance specific ones)
No bypassing of the ‘normal’ ones!
Sample body slide from the second section of the presentation’s middle. For the first body slide of this second section, consider repeating the corresponding image from the mapping slide. Use the headline (no more than two lines) to say something about this topic. In the body of the slide, support that headline with images and parallel points (no more than four). See CSP, pages and
Hence DÉRom’s objective: recreating Romance etymology on the basis of comparative grammar

24. No Aston Martin, but... A web site: http://www.atilf.fr/DERom
A ressource book: ‘Livre bleu’
(please contact for a copy)
Sample body slide from the second section of the presentation’s middle. For the first body slide of this second section, consider repeating the corresponding image from the mapping slide. Use the headline (no more than two lines) to say something about this topic. In the body of the slide, support that headline with images and parallel points (no more than four). See CSP, pages and

25. Overview 1. Introduction 2. DÉRom’s agents’ licence to reconstruct
3. Battle for the defense of a glorious tradition
4. Example:
rŏtŭndus, 2. rĕtŭndus (REW3) vs. */ro'tʊnd-u/ (DÉRom)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
5. Conclusion

26. DÉRom in the middle of a methodological debate
Criticism from leading scholars in Romance linguistics
In particular Alberto Vàrvaro (former president and honourary member of the Société de linguistique romane):
2 papers Revue de linguistique romane 2011
Vàrvaro 2011a; 2011b; Buchi & Schweickard 2011a; 2011b
Fights a “totally selfless battle for the defense of a glorious tradition” (Vàrvaro 2011b: 626: “Ma la mia è una battaglia del tutto disinteressata per la difesa di una tradizione gloriosa”)
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27. Vàrvaro 2011b: 625 [1.2.]
“At this point I go back to the pages Büchi and Schweickard kindly dedicated to me and I realize that those do not broach at all the essential point of my short article: the advisability, indeed the absolute necessity of distinguishing between the etymologi-cal methodology applied to a fully historical linguistic stage and that to be applied, for lack of something better, to prehistoric stages. I never said comparative reconstruction […] should not be used where we lack direct information, in short for prehistory. But Romance etymology concerns a fully historical stage and benefits from ample documentation. Moreover, it is the only one to be in this favourable position and to be able to provide sophisticated models to the other etymologies. Thus it seems to me absurd that Romance etymology should adopt methods imposed by the lack of documentation for prehistoric stages.”
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

28. Kramer 2011: 779 [2.2.]
“The new Dictionnaire Étymologique Roman, which Éva Buchi in Nancy and Wolfgang Schweickard in Saarbrücken compile with their teams […], deals only with the pan-Romance lexicon of a little less than 500 units. It is based on ‘Proto-Romance’ etyma (i.e. words reconstructed from Romance on the basis of the historical-comparative method), which only incidentally have someting to do with what we traditionnally mean by an etymon, namely a word pertaining to the Latin language continuum which ideally is documented in written form. ‘Once Proto-Romance reconstruction is carefully established, a comparison between those etyma and philologically established data for classical Latin becomes possible’ (Buchi/Schweickard 2008, 353). But by doing so, we dismiss as second-rate the etymon in the true sense, i. e. the element which really existed in one of Latin’s manifestations, presented a real semantic spectrum and a real integration in the real-linguistic environment and work within Romance linguistics only with bloodless reconstructed etyma. As for highlighting the different manifestations of the Latin ancestors of Romance words within their actual linguistic context, one cannot expect much from the new DÉRom, for in this respect it is stuck in an irreal theoretical structure.”
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

29. Overview 1. Introduction 2. DÉRom’s agents’ licence to reconstruct
3. Battle for the defense of a glorious tradition
4. Example:
rŏtŭndus, 2. rĕtŭndus (REW3) vs. */ro'tʊnd-u/ (DÉRom)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
5. Conclusion

30. Justifying the comparative method
“So, what is the use, in our case, of ‘the comparative-reconstructive method’? Shouldn’t one give some explicit examples of its usefulness […]?” (Vàrvaro 2011b: 625: “Insomma, a che serve, nel nostro caso, ‘la méthode comparative-reconstruction’? Non sarebbe il caso di darcene qualche esempio esplicito […]?”)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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31. Meyer-Lübke’s REW3 (1935) [3.]
Headword → classical Latin (as found in Latin dictionaries)
Does not account for Romanian rătund nor for its cognates
Sample body slide from the second section of the presentation’s middle. For the first body slide of this second section, consider repeating the corresponding image from the mapping slide. Use the headline (no more than two lines) to say something about this topic. In the body of the slide, support that headline with images and parallel points (no more than four). See CSP, pages and
Subentry → ‘fiddled with’ classical Latin
(vowel system based on quantity, not timbre)
Exceptionally, similar to comparative method,
but not comparative method in the technical sense

32. Corresponding DÉRom entry [4.]
*/ro'tʊnd-u/ adj. ‘round’
Compiled by Maria Hegner
PhD student Saarland University
Participant of DÉRom’s summer school
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With decisive contributions from eight internal revisors, in particular from Jean-Pierre Chambon

33. Presents a nuanced picture
REW: one etymon: rĕtŭndus
DÉRom: four etyma:
I.1. */ro'tʊnd-u/
I.2. */to'rʊnd-u/ (metathesis)
II. */'tʊnd-u/ (apheresis)
III. */re'tʊnd-u/ (dissimilation)
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I.1. */ro'tʊnd-u/: Sardinian; northern Italian, Ladin, Romansh, French, Francoprovençal
I.2. */to'rʊnd-u/: northern Italian, Friulian, Ladin
II. */'tʊnd-u/: Sardinian; central and southern Italian
III. */re'tʊnd-u/: almost general (including Romanian), but without Sardinian

34. Ontogeny and stratification
I.1. */ro'tʊnd-u/: Sardinian; northern Italian, Ladin, Romansh, French, Francoprovençal
I.2. */to'rʊnd-u/: northern Italian, Friulian, Ladin
II. */'tʊnd-u/: Sardinian; central and southern Italian
III. */re'tʊnd-u/: almost general (including Romanian), but without Sardinian
Before voicing of intervocalic voiceless plosives (definitional of Italo-Western Romance)
I.1.
II.
Proto-Romance
Sardinian
Continental Romance
Romanian
Italo-Western Romance
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
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I.2.
III.

35. Correlates in written Latin of the Antiquity?
I.1. */ro'tʊnd-u/: Sardinian; northern Italian, Ladin, Romansh, French, Francoprovençal
I.2. */to'rʊnd-u/: northern Italian, Friulian, Ladin
II. */'tʊnd-u/: Sardinian; central and southern Italian
III. */re'tʊnd-u/: almost general (including Romanian), but without Sardinian
I.1. */ro'tʊnd-u/: documented since Varro
I.2. */to'rʊnd-u/: not documented
II. */'tʊnd-u/: not documented
III. */re'tʊnd-u/: documented only in the 7th century (when Latin had ceased to be a mother tongue → influenced from Romance)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

36. Model of diglossia/variation linguistics
Within the Latin diasystem:
- I.2. (*/to'rʊnd-u/), II. (*/'tʊnd-u/) and III. (*/re'tʊnd-u/) = distinctive (oral) features of L (low variety) without access to H (high variety)
H → uniformity / L → diversity
- I.2. and II. (and I.1. by archaism) = regionalisms
What is more “bloodless”: rĕtŭndus (REW3) or this reconstruction of a complex micro-diasystem of words for ‘round’?
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
Living, “bloodfilled” languages present internal variation!
With all due respect to the glorious tradition of Romance etymology, at least in this case, comparative reconstruction yields more interesting results

37. Overview 1. Introduction 2. DÉRom’s agents’ licence to reconstruct
3. Battle for the defense of a glorious tradition
4. Example:
rŏtŭndus, 2. rĕtŭndus (REW3) vs. */ro'tʊnd-u/ (DÉRom)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
5. Conclusion

38. To conclude
Underlying idea: the comparative method is better suited to Romance etymology than the Latin-centered and grapho-centered method practiced traditionally
DÉRom contributes to “the debate surrounding the vitality and future of historical Romance linguistics and its need to forge stronger links with general linguistics” (Dworkin 2005: 125)
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,

39. Why is this methodological debate so important?
Etymology has a social impact
Kama Sutra
64 auxiliary arts:
1. Singing
2. Music
3. Dance
4. Painting
[…]
Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points.
This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow.
Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150,
54. Etymology
55. Lexicography