Universitat Internacional de Catalunya
Written Communication I
Other languages of instruction: Spanish
Teaching staff
Dra. Carla Gracia: cgracia@uic.es
Dra. Carolina Serra: cserra@uic.es
Introduction
Knowing how to express oneself with clarity, criteria, and precision is fundamental for any future professional of communication. Through continued practice, Communication and Written Information offers the essential tools for the student to develop their creativity and grasp the narrative techniques of the written text.
Pre-course requirements
No prerequisites are necessary.
Objectives
- Stimulate reading and writing to improve oral and written expression
- Learn to generate content and relate it to other knowledge.
- Offer a theoretical basis on narrative tools that allow the student to get the most out of the language for effective communication according to the objective established in each case.
- Know how to properly structure the ideas in a text.
- Know how to argue with solidity, depth and coherence.
- Write accurately.
- Know the contents of the orthographic and syntactic regulations.
- Improve one's own writing style and understand the effect of certain stylistic and narrative decisions.
- Experiment with different narrative genres and understand the particularities and potential of each one.
- Differentiate the text read from the spoken.
- Know how to identify and correct one's own errors and those of any text.
- Be able to share texts.
- Learn to listen to criticism and to extract what adds value.
- Know how to analyze texts in a constructive and reasoned way
- Incorporate self-correction as part of the writing process.
- Promote the critical attitude and reflective capacity of the student as a consumer and creator of texts.
Competences/Learning outcomes of the degree programme
- 06 CG - The ability to read, analyze and synthesize
- 15 CE - Lingustic ability in Catalan, Spanish and English
- 17 CE - The ability to produce spoken and written texts for journalistic projects
- 29 CE - The ability to understand and apply different journalistic genres and formats
- 38 CE - Knowledge and mastery of concepts, data, statistics and economic graphs
- 40 CE - Knowledge and mastery of the use of language
- 45 CE - The ability and capacity to give a creative form to a journalistic message
Learning outcomes of the subject
Students:
- They will write correctly and fluently
- They will learn techniques of synthesis and concretion and organization of ideas
- They will have a higher command of the language and a greater creative capacity that they will be able to apply effectively according to the communication objectives
- They will be able to analyze texts of different communicative natures
- They will put creativity into practice
Syllabus
The subject is divided into two parts:
Spelling course contents (Carolina Serra)
- The accentuation
- Standards and punctuation
- Capitalization
- Use of several letters in particular
- Interference with the Catalan
- Resource and referral sources (it will be reinforced over the entire course)
- Vocabulary (will be reinforced along the entire course)
Content of the writing classes (Carla Grace)
- Communication: foundations, factors and objectives
- Reading comprehension strategies
- Typology of texts
- The process of writing
- The composition process. Generate, choose and order content, write, edit
- Good writing: paragraphs, sentences, style, grammar, vocabulary, cohesion, punctuation
- Explore the rhetorical source. Theme and idea
- The narrator and the narrative voice
- Writing styles: literary, academic, journalistic, advertising.
- Narrative structures
- Backgrounds and form: figurative language. Say and show.
- Rhythm, tone and register
- Genders
- Objectivity and subjectivity
- Editing a text and rewriting
- Rhetoric and orality
- The technological environment and written communication
Teaching and learning activities
In person
| Lectures. In lectures, lecturers/professors not only transmit content or knowledge, but also, and above all else, attitudes, motivation, skills and values, etc. They also ensure that participants can express their opinions and arguments to the other students. | 1.5 |
| Coaching. Monitoring how students learn the content of the subject, either individually or in groups. In the coaching sessions, mistakes will be corrected, queries answered, and exercises and activities to achieve the established objectives will be suggested. | 1 |
| Seminar. This activity will consist of taking an in-depth look at specific up-to-date topics in a monographic manner-in some cases these topics will have been debated socially-, via active work in small groups. | 1 |
| Focused Praxis. Handing in occasional exercises to learn theory through practice. | 2.5 |
Evaluation systems and criteria
In person
The course is made up of two blocks: the writing part and the spelling course. The writing part represents 90% of the final grade, while the spelling course represents 10%. It is necessary to get at least a four in both parts so that an average can be applied. If not, the course will be automatically suspended.
Each of the three parts is evaluated as follows:
Evaluation of writing classes (Carla Gracia)
- Final exam: 50%
- Final work: 30%
- Attitude, participation and class exercises: 20%
Course Evaluation spelling (Carolina Serra)
- Final exam: 100%
Other calls:
Second call: If the student suspends the first call, must be submitted to the exam of the two parts of the subject.The note of the approved part will be kept, if applicable. The final grade will be the weighted average of each part.
Third call: If the student suspends the subject in the second call, will have to register again for the whole subject and take it. The student will have to attend the classes of the two parts of the subject and pass it.
Fourth call: The student will have to examine and / or do the corresponding work to pass the subject.
Fifth call: If the student suspends the subject, they will have to take advantage of the conditions established by the extraordinary calls.
Bibliography and resources
Bibliografia obligatòria parts de comunicació Escrita i Narració i Taller de lectures
Capote, Truman. A sangre fría. Anagrama, 2006.
Cassany, Daniel. La cuina de l’escriptura. Empúries. Barcelona, 2002.
Fuentes Rodríguez, Catalina. Guia práctica de escritura y redacción. Espasa Libros, S.L.U., 2011.
King, S. (2012) Mientras escribo. Barcelona: Plaza y Janés.
Martínez Sousa, J. (2001) Manual de estilo de la lengua española. Ediciones Trea, Gijón (2ª ed.)
Núñez Ledeveze, Luis. Métodos de redacción periodística y fundamentos de estilo. Síntesis, 1993.
Ortega, Rudolf. Tinc un dubte. La Magrana, 2010
Páez, Enrique. Manual de técnicas narrativas. Editorial SM. Madrid, 2006.
Queneau, Raymond. Ejercicios de estilo. Cátedra, 2006.
VV.AA. Lengua española para los medios de comunicación: usos y normas actuales. Tirant lo Blanch, 2006.
VV.AA. Llibre d’estil de la corporació catalana de mitjans audiovisuals. Generalitat de Catalunya, 2013.
Bibliografia recomanada i recursos
Cabré, Jaume. El sentit de la ficció. Edicions Proa. Barcelona, 2010.
Goldberg, Natalie. El gozo de escribir. La liebre de marzo, 2004.
Kapuscinski, Ryszard. Los cínicos no sirven para este oficio: sobre el buen periodismo. Anagrama, 2005.
Mayoral, Javier. Redacción periodística. Medios, géneros y formatos. Síntesis, 2013.
Moreno, Pastora. Escribir periodismo. Fragua, 2010.
Pulitzer, Joseph. Sobre el periodismo. Gallo Nero, 2011.
Solà, Joan. Ensenyar la llengua. Empúries, 2003.
Wolfe, Tom. El nuevo periodismo. Anagrama, 2012.
Bibliografia del Curs d'ortografia
Diccionario de la Real Academia de la Lengua.
Escribir sin faltas. José A. Martínez.
Manual práctico de escritura académica, Estrella Montolío.
El dardo en la palabra, Fernando Lázaro Carreter.