Universitat Internacional de Catalunya
Language for Teaching: Written Expression
Other languages of instruction: Spanish,
Teaching staff
Introduction
Writing up to now has been - and should continue to be - one of the basic activities of university work; Both those who begin their path in academic life and those who have already completed it should spend time writing (and reading). Information technology has multiplied reading opportunities and resources to improve the writing process. Despite this, personal and continuous effort is necessary to achieve a development of linguistic communicative competence.
This subject intends, in the first place, that the student of the Primary Education Degree assume a high command of written expression and reading comprehension; to become an expert in these two skills of communicative competence, both in Catalan and Spanish. Second, it wants to offer a variety of strategies and resources to promote the taste and habit for reading texts that are related to the content of the degree. In addition, he wants to initiate the student into investigative competence through reading articles from scientific journals and writing simple investigations on educational topics.
Pre-course requirements
It is presupposed the knowledge of Catalan and Spanish at a level equivalent to C1 level (sufficiency). This is a requirement to pass the course.
You can find more information about C1 here:
Common European Framework for Languages: Learning, Teaching, Assessment (chapter 3)
Curs de llengua catalana. Nivell C, Generalitat de Catalunya. Departament de Justícia, 2008
Nivel C1, Diplomas de Español como Lengua Estranjera
Objectives
1) Increase the level of communicative competence in written language, and specifically in writing different types of texts (expository, argumentative, stories ...) and reading.
2) Understand the basic theory of writing on learning so that students are able to analyze their own habilities to the composition of a text.
3) Strengthen the regulatory knowledge and use of Catalan and Spanish.
4) Integrate information technology and communication in the teaching-learning in the development of teaching and their own personal development.
Competences/Learning outcomes of the degree programme
- CEM-44 - To understand the basic principles of the sciences of language and communication.
- CEM-47 - To speak, read and write correctly and appropriately in the official languages of the corresponding Autonomous Region (in our case, Catalan and Spanish).
- CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
8. To use methodological strategies to promote writing and reading.
22. To plan and produce texts, and to use basic research, selection and information-organization techniques, in the official languages of Catalonia.
23. To adapt the information to the type of text and the communication situation.
24. To progressively decipher the overall meaning of the text.
25. To produce effective communicative phrases clearly, comprehensibly and creatively.
26. To use punctuation marks, connectors, pronouns, etc. correctly, in order to link sentences semantically.
27. To distinguish key information from secondary information.
28. To be able to detect the unnecessary repetition of ideas, information gaps and contradictory or non-relevant information.
29. To use grammar-correction tools as a method for improving quality.
30. To integrate information and communication technologies into all areas of language.
Syllabus
1. The process of composing a text. Planning.
2. Searching, selecting and organizing information. Grouping ideas into paragraphs.
3. Typology and textual genres and text sequences.
4. The consistency of information and thematic progression.
5. The construction of the sentence.
6. Punctuation.
7. Connection.
8. Referencing. Grammatical mechanisms. Lexical cohesion and the value of the lexical repertoire.
9. Reading strategies.
10. Strategies for conceptual proofreading.
11. Tools for the grammatical revision of texts.
Teaching and learning activities
In person
The main methodologies and educational activities of the course consists of the expository method, cooperative learning, and problem solving exercises, text commentary, study and group work, lectures and seminars, individual and independent work, and personal attention to students.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
| CEM-44 CEM-47 CEM-49 CET-1 CET-4 CET-7 CG-01 CG-02 CG-05 CG-07 CG-08 | Problem-based learning Cooperative learning Project-based learning Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Group study and work Seminar-workshops |
| CG-01 CG-02 CG-05 CG-07 CG-08 | Problem-based learning Cooperative learning Project-based learning Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Group study and work Seminar-workshops |
| CET-1 CET-4 CET-5 CET-7 | Problem-based learning Cooperative learning Project-based learning Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Group study and work Seminar-workshops |
Evaluation systems and criteria
In person
The evaluation of this subject is continuous and in person. It will be necessary to show that they have acquired learning outcomes, through the delivery and execution of the activities integrated in the following results:
1. Group and individual academic writing guide (30%).
2. Magazine of education or communication (20%)
3. Written proof (40%)
Attitude will be taken into account - knowing how to be and knowing how to be - of the student: autonomy, responsibility, capacity of group and individual work (10%)
Table of competence and standards.
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CEM-44: To understand the main principles of language and communication theories. |
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Indicator 1: The subject of the text or oral presentation is clear and concrete |
A: The student treats the subject thoroughly and deepening in it. |
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B: The student treats all aspects of the subject following the instructions given. |
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C: The student extends the issue with unnecessary repetitions and digressing. |
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D: The student mixes different topics without letting clear which is the main one. |
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Indicator 2: The student uses the appropriate type of text. |
A: The student uses the right type of text and the text follows the structure appropriately. |
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B: The student follows the typology but commits some impropriety. |
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C: The student follows the typology superficially. |
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D: The type or text does not fit with the topic. |
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Indicator 3: The student uses adequate language and discursive resources, and register. |
A: The student shows a high control of all resources. |
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B: The student shows sufficient and appropriate use. |
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C: The students shows a poor use of resources |
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D: The student does not use either the resources or the proper registration. |
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CEM-47 To talk, read and write properly in the official languages of the Autonomous Community. |
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Indicator 1: The student exposes ideas in order orally and in writing. |
A: Exposure is clear, in order, coherent. |
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B: It is neat, but too synthetic or analytic at some point. |
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C: It is neat but there are some errors when linking ideas. |
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D: Text is chaotic. |
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Indicator 2: The student has grammatical competence in Catalan and Spanish. |
A: The student does not make any mistakes. |
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B: The student writes with occasional errors. |
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C: The student needs to improve a particular aspect. |
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D: The student has not achieved the competence, committing serious errors. |
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Indicator 3: The student understands and is able to summarise texts of medium-high formality. |
A: The students understans texts without difficulty. |
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B: The student understands texts, having difficulty in reformulating them. |
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C: The student has difficulty in understanding texts in high formality. |
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D: The student does not understand what he or she reads. |
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CEM-49 To promote reading and critical analysis of texts and to encourage producing their own texts. |
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Indicator 1: The student knows and uses written material for the assistance in their academic development. |
A: The student knows how to choose the right materials and uses them properly. |
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B: The student looks for materials but sometimes uses them with difficulty. |
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C: The student looks for them but does not use them properly. |
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D: The student does not use these resources. |
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Indicator 2: The student adopts a critical approach when reading. |
A: The student knows how to relate and give their own opinions about the readings. |
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B: The student thinks about what he or she is reading, without deepening in it. |
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C: The student thinks about what he or she is reading following the given guidelines. |
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D: The student is not critical. |
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Indicator 3: The student wishes to enhance its expression (lexic, style) . |
A: The student has the habit of reading and trying to enhance their expression. |
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B: The student reads but does not always makes the most of all the readings. |
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C: The student reads superficially and only what is indicated academically. |
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D: The student does not have the habit of reading neither appreciates its importance. |
Bibliography and resources
Catalan
Curs de llengua catalana, Nivell C, Generalitat de Catalunya. Departament de Justícia, 2008
www20.gencat.cat/docs/Adjucat/Documents/ARXIUS/nivell_C_solucionari.pdf
Gramàtica de la llengua catalana de l’Institut d’Estudis Catalans
http://www.iecat.net/institucio/seccions/Filologica/gramatica
Diccionari de la llengua catalana de l'Institut d'Estudis Catalans
http://dlc.iec.cat
Publicacions d’assessorament lingüístic del Consorci per a la Normalització Lingüística de Sabadell
www.cpnl.cat/xarxa/cnlsabadell/publicacions.html
Servei Lingüístic de la Universitat Oberta de Catalunya
www.uoc.edu/serveilinguistic
Recursos per aprendre català, en paper i en línia
www14.gencat.cat/llc/AppJava/index.jsp/__ac0x3llc0x3AppJava0x2Autoservei!A/__pm0x3llc0x3AppJava0x2Autoservei!A_view?parameterFilter=005+Sufici%E8ncia&tipusFont=Bibliografia&idFont=1872&tipusCerca=cerca.bibliografies¶meterFieldLlista=DOCUMENT%2FNIVELL_APRENENTATGE&input_cercar=*&suport=&method=cerca_generica&database=P_BIBLIOGRAFIA&numeroResultat=1¶meterField=DOCUMENT%2FNIVELL_APRENENTATGE&numPagina=1&idHit=426621¶meterFilterLlista=005+Sufici%E8ncia&action=CercaPortals
Santiago Pey, Diccionari de sinònims i antònims, Barcelona: Teide, 2002.
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Spanish
DICCIONARIO PANHISPÁNICO DE DUDAS; RAE
Ed. Espasa Calpe; Madrid 2005
NUEVA GRAMÁTICA DE LA LENGUA ESPAÑOLA; RAE
Ed. Espasa Calpe; Madrid 2010
DICCIONARIO DE LA RAE; RAE Y DRAE
Ed Espasa Calpe (20 Edición)
DICCIONARIO DE USO DEL ESPAÑOL; María Moliner
Ed Gredos, 3ª Edición, Madrid, 2007
ANÁLISIS MORFOLÓGICO, ”TEORÍA Y PRÁCTICA”; Leonardo Gómez Torrego. Ed. SM, Madrid, 2007
Contiene un repaso completo de la morfología de la lengua castellana y puede servir para cotejar el correcto uso de cada palabra.
TEXTOS EXPOSITIVOS-EXPLICATIVOS Y ARGUMENTATIVOS; Teodoro Álvarez Angulo. Ed Octaedro, Madrid 2001
LA COCINA DE LA ESCRITURA; Daniel Cassany
Ed. Anagrama, Colección Argumentos. Barcelona 1995
Es un manual básico sobre la teoría y la práctica de la correcta escritura.
EL TALLER DE LA NOVELA; Francisco Rincón y Juan Sánchez Enciso
Ed. Teide, Barcelona, 1986
REPASAR LA ESCRITURA; Daniel Cassany
Ed Graó. Barcelona, 1993
Buenas normas didácticas para aprender a corregir lo escrito.
TÉCNICAS DE ESCRITURA; E. Coromina y C. Rubio
Ed Teide, Barcelona, 1989
Buen manual para consolidar y repasar el correcto dominio de las frases, la puntuación, la construcción de un texto con coherencia y cohesión.
EL TALLER DE FILOSOFÍA: INTRODUCCIÓN A LA ESCRITURA FILOSÓFICA; Jaime Nubiola. Ed EUNSA, Colec. Astrolabio, Pamplona 2006.
Resulta particularmente interesante para la materia leer el capítulo II
HUMANISMO: LOS BIENES INVISIBLES; Juan Luís Lorda
Ed Rialp, Madrid, 2009
Se recomienda la lectura del capítulo V (“El amor a la palabra”)
ORTOGRAFÍA CASTELLANA; David Fernández
Ed. castellnou