Universitat Internacional de Catalunya

Journalese (Journalistic Language) II

Journalese (Journalistic Language) II
Second semester
Main language of instruction: Spanish

Teaching staff


The main goal of Journalistic Language 2 is to improve the student journalistic skills in writing informative and interpretative texts. In order to reach this point, students will know the main characteristics of the journalistic genres, the main types of sources and the verification of information, as well as the basic elements and processes involved in the construction of stories. At the end of the learning process, students must be able to produce journalistic products with a high level of professionalism ready to be published.

Pre-course requirements



Improve the use of language (grammar rules, phonetics, morphology, syntax) in relation to journalistic work.
Think about the basis of journalistic style.
Get acquainted with basic journalistic genres.


  • 02 CG - The ability to learn and act an autonomously and responsibly
  • 15 CE - Lingustic ability in Catalan, Spanish and English
  • 17 CE - The ability to produce spoken and written texts for journalistic projects

Learning outcomes

1.- To be aware of the characteristics of good journalistic style and ensure to implement in their practice.

2.- To recognize the main features of the basic, information and opinion journalistic genres, and create adequate, coherent and cohesive manner (and effectively communicative) texts.

3.- To learn the basic elements of the construction of stories and will be able to adopt a critical position before the data and arguments of the same.

4.- To be able to search, select and integrate information in a journalistic documentation process.

5.- To observe reality with journalistic criteria.

6.- To work in groups with less reticence and more collaborative and equitable distribution of tasks.





Theoretical contents

1.- Information and Interpretive genres

The informative text

The news: definition and characteristics

2.- Report


Investigative journalism


Introduction to Photojournalism:
- History of documentaryism and photojournalism.
- Image composition and analysis.
- Press photography functions.




Teaching and learning activities

In person

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. 0.9
Focused Praxis. Handing in occasional exercises to learn theory through practice. 1.5
E-learning. Virtual learning based on ICT. 0.8
Practical workshop. A highly practical working activity, where students can acquire skills that are practical or also theoretical (intellectual skills, logical skills, critical skills, intellectual learning skills, study skills, quoting skills, etc). 1.1
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. 2.2

Evaluation systems and criteria

In person

Section I

Final report - 40% of the final qualification

Exercises and actitude - 20 % of the final qualification

Section II

Book Review - 10 % of the final qualification

Research exercise - 10 % of the final qualification

Section III

Exam - 20 % of the final qualification


It is necessary to take at least a 4 in the final report as a requirement to pass the course.

Bibliography and resources


ADAMS, S. (2010). Interviewing for journalists. London; New York: Routledge.

BURGUET, F. (2007). Construir les notícies. Una teoria de la redacció periodística. Barcelona: Dèria.

BURGUET, F. (2004). Les trampes dels periodistes. Barcelona: Edicions 62.

BUSQUÉ, J. (2009). Xavier Vinader i Sánchez. Periodisme i compromís, Barcelona: Editorial Afers.

CHÉJOV, A. P. (2005). Unos buenos zapatos y un cuaderno de notas. Cómo hacer un reportaje, Edición de Piero Brunello, Barcelona: Alba Editorial.

CHICOTE, J. (2009). Periodismo de investigación en España: Causas y efectos de su marginación, Madrid: Fragua.

ECHEVARRÍA LLOMBART, B. (1998). Las W's del reportaje. Fundación Universitaria San Pablo CEU, Valencia.

ECHEVARRÍA LLOMBART, B. (2011). El reportaje periodístico. Una radiografía de la realidad. Comunicación Social Ediciones y Publicaciones. 

GRIJELMO, A. (2004). El estilo del periodista. Madrid: Taurus.

HERRSCHER, R. (2012). Periodismo narrativo. Cómo contar la realidad con las armas de la literatura. Universitat de Barcelona.

HICKS, W.(2008). Writing for journalists. London; New York: Routledge

KAPUSCINSKI, R. (2002). Los cínicos no sirven para este oficio. Sobre el buen periodismo. Editorial Anagrama, Barcelona.

KAPUSCINSKI, R. (2003).  Los cinco sentidos del periodista (Estar, ver, oír, compartir, pensar). Colección Nuevo Periodismo. Fundación Para Un Nuevo Periodismo Iberoamericano, México.

KOVACH, B. y ROSENSTIEL, T. (2003). Los Elementos del periodismo. Madrid: Ediciones El País.

HUNTER, M.L. (ed.) (2013). "La investigación a partir de historias. Manual para periodistas de investigación". París, Montevideo: Ediciones Unesco.

MESEGUER, D. y ZURUTUZA, K. (2019). Respirando fuego. En las entrañas de la lucha kurda por la supervivencia. Barcelona: Ediciones Península. 

NÚÑEZ-LADEVEZE, L. (coord.) (2015): Periodismo en la red: Géneros, estilos y normas, Editorial Universitas, Madrid.

PILGER, J. (2005). Basta de mentiras! El periodismo de investigación que está cambiando el mundo. Barcelona: RBA.

VILALTA, J. (2006). El espíritu del reportaje, Barcelona: Universitat de Barcelona, 2006.

WOLFE, T. (2012). El nuevo periodismo, Barcelona: Anagrama.

WOODWARD, B. (2005).  El hombre secreto. La verdadera historia de «Garganta Profunda», Barcelona: Inédita Editores.

CANTAVELLA, J. y SERRANO, J.F. (2004). Redacción para periodistas: informar e interpretar, Barcelona: Ariel.