Universitat Internacional de Catalunya
Communication Skills I: 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 Early Childhood Degree assumes 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.
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 learn and master techniques of oral and written expression.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-47 - To be familiar with the learning process in reading and writing and its teaching.
- 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-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).
Learning outcomes of the subject
8. Plan the texts produced and used the basic techniques of research, selection and organization of information in the official languages of Catalonia.
9. Adapt the information to the type of text and the communicative situation
10. Progressively develops the overall meaning of the text
11. Make sentences communicatively effective, clear style, understanding and creative.
12. Properly use punctuation marks, connectors, pronouns, etc. To semantically relate sentences
13. Distinguishes the main information from the secondary school.
14. It detects the unjustified repetition of ideas, information gaps and conflicting or irrelevant information.
15.Use correct grammar correction tools as a quality orientation element.
16. Integrates information and communication technologies into teaching-learning activities, teaching management and professional development
18. He detects sexist language in literature and knows how to correct it.
Syllabus
9. The process of composing a text. Planning.
10. The search, selection and organization of information. Grouping of ideas into paragraphs.
11. Typology and textual genres and text sequences.
12. The consistency of information and thematic progression.
13. The construction of the phrase.
14. Punctuation.
15. Connection.
16. The reference. Grammatical mechanisms. The lexical cohesion and the value of the common vocabulary.
17. Reading Strategies.
18. Strategies conceptual proofreading.
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 practical study and autonomous individual and personalized attention to students.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
| CEM-43 CET-1 CET-4 CET-7 CG-01 CG-02 CG-05 CG-07 CG-08 | Cooperative learning Presenting method / lecture | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops Tutorials |
| CEM-43 CEM-44 CEM-46 CET-1 CET-4 CET-5 CET-7 CG-01 CG-02 CG-05 CG-07 CG-08 |
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. Writing activities and practical exercises (40%)
2. Written tests and questions on the knowledge of the written language (50%)
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%)
Bibliography and resources
Llengua catalana
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Curs de llengua catalana, Nivell C, Generalitat de Catalunya. Departament de Justícia, 2008
www20.gencat.cat/docs/Adjucat/Documents/ARXIUS/nivell_C_solucionari.pdf
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Gramàtica de la llengua catalana de l’Institut d’Estudis Catalans
http://www.iecat.net/institucio/seccions/Filologica/gramatica
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Diccionari de la llengua catalana de l'Institut d'Estudis Catalans
http://dlc.iec.cat
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Publicacions d’assessorament lingüístic del Consorci per a la Normalització Lingüística de Sabadell
www.cpnl.cat/xarxa/cnlsabadell/publicacions.html
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Servei Lingüístic de la Universitat Oberta de Catalunya
www.uoc.edu/serveilinguistic
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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
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Santiago Pey, Diccionari de sinònims i antònims, Barcelona: Teide, 2002.
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Lengua castellana
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