Universitat Internacional de Catalunya
Written Communication and Information
Teaching staff
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
- Encourage reading and writing to improve oral and written expression
- Learning to generate content, to relate it to other knowledge and to structure ideas appropriately within a text
- Offer a theoretical base on the narrative tools that allow the student to make the most of the language for effective communication according to the objective established in each case
- Experiment with different narrative genres and communicative registers and understand the particularity and potential of each one
- Write with correctness and precision
- Improve the style of writing itself and understand the effect of certain stylistic and narrative decisions.
- Know how to analyze texts in a well-argued way
- Incorporate self-correction as part of the process of writing the written text.
- Encourage the critical attitude and reflective capacity of the student as a consumer and creator of texts.
Competences/Learning outcomes of the degree programme
- 01 - The ability to adapt to varying circumstances
- 02 - The ability to understand, accept criticism and correct errors
- 03 - The ability to administer and manage human and technical resources
- 04 - The ability to work in a team and autonomously
- 05 - The ability to organise time and workspace
- 06 - The ability to develop academic rigour, responsibility, ethics and professionalism
- 07 - The ability to apply the deontology and respect for the audiovisual sector
- 08 - The ability of critical analysis, synthesis, concretion and abstraction
- 10 - The ability to confront difficulties and resolve problems
- 11 - The ability to generate debate and reflection
- 12 - The ability to meet deadlines, develop the ability to be punctual and respect for human, technical and material resources
- 13 - The ability to create spoken and written communication
- 14 - Knowledge and mastery of rhetoric and oratory to communicate own ideas
- 16 - The ability to manage, analysis and reflect on content
- 17 - The ability to contextualize and critically analyze the events of social reality and to represent Contemporary History
- 18 - The capacity and development of general culture and interest in social events
- 19 - The ability of informative documentation
- 20 - Knowledge and mastery of bibliographic media
- 21 - Knowledge and mastery of the digital culture
- 22 - Knowledge and mastery of the distinction between opinion and information / colloquial and cultured register
- 23 - The ability to prioritize newsworthy events and contrast information
- 24 - The ability to plan and organize both short term and long term projects
- 25 - The ability to maximize creative development
- 26 - The ability to develop a sense of taste and perfection in the aesthetics and finalization of projects
- 37 - The ability to contextualize and critically analyze the organizational structure of global communication
- 42 - The ability to distinguish, analyze and dominate the distinct genres and formats of television, film and radio
- 43 - the ability to create scripts for film, television and radio according to the demands of the genre
- 44 - The ability to adapt to new audiovisual formats
- 45 - The ability to know and dominate the techniques of audiovisual narrative.
- 50 - The ability to adapt, understand and apply the expressive possibilities of new technologies and future changes
- 53 - Lingustic ability in Catalan, Spanish and English
- 54 - The ability to skillfully manage the literature, terminology and linguistic structures of the English language related to the field of communication.
Learning outcomes of the subject
Students of Communication and Written Information:
- 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 course addresses the following topics:
- 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
| TRAINING ACTIVITY | ECTS CREDITS |
| 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. | 0.2 |
| Focused Praxis. Handing in occasional exercises to learn theory through practice. | 1.5 |
| E-learning. Virtual learning based on ICT. | 1.0 |
| Lab. Working groups that combine theory and practice. The aim of these is not to undertake already known techniques, but instead to make progress that is both theoretical and technical. These Lab sessions will culminate in the creation of a professional or semi-professional product. | 0.4 |
| 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. | 2.4 |
| Peer learning. The aim of this activity is to ensure that students gain the ability to analyse and be critical. One way of achieving this is by correcting their peers' exercises and results, etc. Each student will be evaluated twice: as both a recipient and a transmitter of critical knowledge. | 0.5 |
Evaluation systems and criteria
In person
Evaluation criteria
Following the rules of the Faculty, the spelling mistakes will deduct a point in the works and half a point in the exams. Thus, the regulations of the faculty will be strictly observed in relation to spelling mistakes and, of course, plagiarism. In this sense, plagiarism will be grounds for suspension of the entire subject and may be a minor fault established by the university's governing board.
Evaluation system:
The evaluation is divided into three parts:
-A final exam: 50%
-Final work: 30%
-Classwork and participation: 20%
Other calls:
Second call: If the student fails the first call, they must take the second call exam.
Third call: If the student fails the second call, he or she must register again for the entire subject and take it. The student will have to attend the classes, present the practices and pass the exam.
Fourth call: If the student fails the third call, he or she must take the fourth call exam.
Fifth call: If the student suspends the fourth call, he will have to accept the conditions established by the extraordinary calls.
Bibliography and resources
Aleza, M. et al. (2006) Lengua española para los medios de comunicación: usos y normas actuales. Barcelona: Tirant lo Blanch.
Camps, O. (2013) Edited by Amadeo, I. Llibre d’estil de la corporació catalana de mitjans audiovisuals. Barcelona: Generalitat de Catalunya.
Cassany, D. (2006) La cocina de la escritura. Barcelona: Anagrama.
Cassany, D. (1989) Describir el escribir. Barcelona: Austral.
Eco, U. (1996) Seis paseos por los bosques narrativos. Barcelona: Lumen.
Fuentes, C. (2011) Guia práctica de escritura y redacción. Barcelona: Espasa Libros.
García Márquez, G. (1995) Cómo se cuenta un cuento. Madrid: Ollero y Ramos.
Goldberg, N. (2004) El gozo de escribir. Madrid: La liebre de marzo.
Goldberg, N. (2003) El rayo y el trueno. Barcelona: La liebre de marzo.
King, S. (2012) Mientras escribo. Barcelona: Plaza y Janés.
Lázaro, F. (2015) El dardo en la palabra. Barcelona: Debolsillo.
Martínez Sousa, J. (2001) Manual de estilo de la lengua española. Gijón: Ediciones Trea
Páez, E. (2006) Manual de técnicas narrativas. Editorial SM. Madrid:
Queneau, R. (1989) Ejercicios de estilo. Madrid: Cátedra.
Rodari, G. (2002) Gramática de la fantasía: introducción al arte de contar historias. Madrid: Editorial del Bronce.
Spang, K. (2005) Persuasión. Fundamentos de retórica. Barcelona: Eunsa.