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2020/2021

Written Expression in Catalan

Code: 100018 ECTS Credits: 6
Degree Type Year Semester
2500239 Art History FB 1 1
2500240 Musicology FB 1 2
2500241 Archaeology FB 2 1
2500246 Philosophy FB 1 1
2500256 Social and Cultural Anthropology FB 1 2
2500501 History FB 1 2
2501002 Geography and Spatial Planning FB 1 2
2502758 Humanities FB 1 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Palmira Freixa Torner
Email:
Palmira.Freixa@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Ignasi de Loiola Badia Capdevila
Cristina Real Puigdollers
Maria Dolša Manubens Gil
Gemma BartolÝ Masons
Alba Mila Garcia
Helena Borrell Carreras

Prerequisites

None

Objectives and Contextualisation

In order to further develop the skills for an effective use of the Catalan language in technical and scientific writing, the course will focus on strategies for writing specialised texts in a clear, correct and appropriate manner and to suit all contexts, subjects and disciplines. Special attention will be paid to the various textual typologies, to the stages of the drafting of texts and to the properties that characterise quality writings.

Competences

    Art History
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Musicology
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Archaeology
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethic relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Philosophy
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Social and Cultural Anthropology
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    History
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Geography and Spatial Planning
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    Humanities
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

Learning Outcomes

  1. Accurately drawing up normative texts.
  2. Correctly drawing up a previously analysed non-regulatory text.
  3. Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
  4. Effectively express and textual argumentative applying formal procedures and scientific texts.
  5. Effectively expressing themselves and applying the argumentative and textual processes of formal and scientific texts.
  6. Effectively expressing themselves and applying the argumentative and textual processes to formal and scientific texts.
  7. Explaining the spelling rules.
  8. Identifying normative, stylistic or argumentative errors in a text.
  9. Identifying the regulatory, stylistic or argumentative errors of a text.
  10. Interpret the rules localized information on the websites of regulatory bodies on the Internet.
  11. Interpreting normative information located in webpages of Regulatory Institution's.
  12. Interpreting the regulatory information that is located in the web pages of regulatory institutions.
  13. Submitting works in accordance with both individual and small group demands and personal styles.
  14. Summarising characteristics of a written text according to its communicative purposes.
  15. Summarizing the characteristics of a written text in accordance to its communicative purposes.
  16. Use the appropriate terminology in the construction of an academic text.
  17. Using suitable terminology when drawing up an academic text.

Content

1. Strategies to write academic texts

a. Purposes.

b. Process.

c. Review.

d. Stages, tools and resources.

 

2. Text structure

a. Text organisation. Textual macrostructure planification.

b. Textual microstructure.

c. Textual cohesion.

d. Textual coherence.

e. Punctuation and connectors. Parenthetics.

 

3. Grammatical competence

a. Word order in a sentence: thema, rema, focus, emphasis. Communicative value of the parts of text.

b. Predicative structure. Verb, subject and complements.

c. Discourse markers and textual cohesion strategies.

d. Anaphoric and deictic relations. Intratextual and extratextual coherence. Internal and external references. 

 

4. Pragmatic competence

a. Textual typologies: genre and register.

b. Adequacy and style. Conventions.

c. Special languages.

d. Exposition, description and argumentation.

 

5. Academic writing

a. Voices of discourse. Point of view. Impersonalisation.

b. Exposition. Definition. Critique. Analogy. Reformulation. Summary. Controversy.

c. Argumentation. Argumentative texts structure. Figurative language.

d. Review. Essay.

e. Work projects and proposals.

f. Research works, theses and dissertations.

Methodology

Lectures will be combined with the analysis and writing of texts of various genres.

The calendar will be available on the first day of class. Students will find all information on the Virtual Campus: the description of the activities, teaching materials, and any necessary information for the proper follow-up of the subject. In case of a change of teaching modality for health reasons, teachers will make readjustments in the schedule and methodologies.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Theoretical explanations by the teacher with ICT, debate group, problem-based learning 30 1.2 1, 7, 5, 17, 9, 12, 2, 14
Type: Supervised      
Seminar of text analysis and discussion 30 1.2 1, 7, 3, 17, 9, 12, 13, 14
Type: Autonomous      
Documentation, reading, study and writing 82.5 3.3 7, 6, 3, 5, 4, 17, 16, 9, 8, 12, 11, 10, 14, 15

Assessment

Grading will be based on:

  • Exercises and participacion: 20%
  • Deliveries works: 30% - 40%
  • Final writing test: 40% - 50%

The final assessment will result from the weighted sum of the marks from various tests.

At the time of each assessment activity, students will be informed via Moodle of the procedure and the date for a feedback session.

Test dates will be announced at the beginning of the course and the deadlines for the submission of activities will be scheduled and announced via Moodle.

Reassessment is only possible if the average mark is higher than 3.5 and a minimum of 2/3 of the assessed activities have been submitted. Only the final written test can be retaken. The maximum mark in that case will be 5.

Failure to qualify for the final test will result in a grade of NOT ASSESSED.

Grammatical errors will be penalised according to what is established for each activity.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

In orderto pass the subject is necessary to get a minimal mark of 5.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exercises and participation 20% 2 0.08 1, 7, 9, 8, 2, 14
Practice writing 30 - 40% 2.5 0.1 1, 7, 6, 3, 5, 4, 17, 16, 9, 8, 12, 11, 10, 13, 2, 14, 15
Writing tests 40%-50% 3 0.12 1, 7, 6, 5, 17, 9, 8, 2, 14

Bibliography

(A) Writing manuals

AMADEO, Imma; SOLÉ, Jordi (1996). Curs pràctic de redacció. Barcelona: Columna.

CASSANY, Daniel (1993). La cuina de l'escriptura. Barcelona: Empúries. - (1993). Reparar l'escriptura: Didàctica de la correcció de l'escrit. Barcelona: Graó / ICE de la UB.

NICOLAU FUSTER, Francesca; CUENCA ORDINYANA, M. Josep (2008). Pensar, organitzar, escriure: Competència comunicativa per a professionals de les TIC. Barcelona: UOC.

UB; UAB; UPC; UPF; UOC; UdG; UdL; URV; UOC; UVic (2006). Argumenta. http://wuster.uab.es/web_argumenta_obert.

 

(B) General Dictionaries

ALCOVER, Antoni M.; MOLL, Francesc de B. (1930-1962). Diccionari català-valencià-balear: Inventari lexicogràfic i etimològic de la llengua catalana en totes les seves formes literàries i dialectals. Palma: Moll. http://dcvb.iecat.net.

IEC (2016). Gramàtica de la llengua catalana. Barcelona: IEC. - (2017). Ortografia catalana. Barcelona: IEC. www.iec.cat/llengua/documents/ortografia_catalana_versio_digital.pdf. 

- (2018). Gramàtica essencial de la llengua catalana. Barcelona: IEC. https://geiec.iec.cat.

 

(C) Others dictionaries

BRUGUERA, Jordi (2000). Diccionari de dubtes i dificultats del català. Barcelona: Enciclopèdia Catalana.

CIT (Terminologia de Ciències i Tecnologia). http://cit.iec.cat.

ESPINAL FARRÉ, M. Teresa (2004). Diccionari de sinònims de frases fetes. Bellaterra: UAB; Barcelona: Publicacions de l'Abadia de Montserrat; València: UV.

JANÉ, Albert (1995). Diccionari de sinònims. Barcelona: Barcanova. http://sinonims.iec.cat.

PALOMA I SANLLEHÍ, David; RICO I BUSQUETS, Albert (2008). Diccionari de dubtes i barbarismes. Barcelona: Edicions 62 / Proa.

TERMCAT (Centre de Terminologia). http://www.termcat.cat.

 

(D) Style guides

AVUI (1997). Llibre d'estil del diari Avui. Barcelona: Empúries.

CAMPS, Magí [coord.] (2018). Llibre d'estil de "La Vanguardia". Barcelona: La Vanguardia.

COROMINA, Eusebi (1991). El 9 Nou: Manual de redacció i estil. Vic: EUMO.

MESTRES, Josep M.; COSTA, Joan; OLIVA, Mireia; FITÉ, Ricard (1995). Manual d'estil. Barcelona: EUMO / UB / UPF / Associació de Mestres Rosa Sensat.

SOLÀ, Joan [dir.] (1995). Llibre d'estil de l'Ajuntament de Barcelona. Barcelona: Consorci per a la Normalització Lingüística.

 

(E) Orthography and grammar books

BADIA, Jordi; BRUGAROLAS, Núria; TORNÉ, Rafael; FARGAS, Xavier (1997). El llibre de la llengua catalana per a escriure correctament el català. Barcelona: Castellnou.

CASTELLANOS, Josep-Anton (1989). Quadern: Normativa bàsica de la llengua catalana: Amb exercicis autocorrectius. Bellaterra: ICE de la UAB.

FABRA, Pompeu (1956). Gramàtica catalana. Barcelona: Teide.

IEC (2016). Gramàtica de la llengua catalana. Barcelona: IEC. - (2017). Ortografia catalana. Barcelona: IEC. www.iec.cat/llengua/documents/ortografia_catalana_versio_digital.pdf. 

- (2018). Gramàtica essencial de la llengua catalana. Barcelona: IEC. https://geiec.iec.cat.

SOLÀ, Joan [dir.] (2002). Gramàtica del català contemporani. Barcelona: Empúries.

UOC (2017). Guia pràctica de català. http://www.uoc.edu/serveilinguistic/home/index.html.

UV (2011). Gramàtica zero.http://www.spluv.es/index.php/home/230-gramatica-zero.

 

(F) Manual on typographical conventions

DIRECCIÓ GENERAL DE POLÍTICA LINGÜÍSTICA (2016). Majúscules i minúscules. Barcelona: Generalitat de Catalunya. - (1997). Abreviacions. Barcelona: Generalitat de Catalunya.

GABINET DE LLENGUA CATALANA DE LA UAB (1992). Les majúscules i les minúscules. Bellaterra: UAB. - (1993). Els signes de puntuació. Bellaterra: UAB. - (1994). Les referències i les citacions bibliogràfiques, les notes i els índexs. Bellaterra: UAB.

PUJOL, Josep M.; SOLÀ, Joan (1995). Ortotipografia: Manual de l'autor, l'autoeditor i el dissenyador gràfic. Barcelona: Columna.

SOLÀ, Joan; PUJOL, Josep M. (1989). Tractat de puntuació. Barcelona: Columna.

 

(G) Textual typologies

BASSOLS, Margarida; TORRENT, Anna M. (1996). Models textuals: Teoria i pràctica. Vic: EUMO.

COROMINA, Eusebi; CASACUBERTA, Xavier; QUINTANA, Dolors (2000). El treball de recerca: Procés d'elaboració, memòria escrita, exposició oral i recursos. Vic: Eumo.

ECO, Umberto (2001). Cómo se hace una tesis: Técnicas y procedimientos de estudio, investigación y escritura. Barcelona: Gedisa.

ENCICLOPÈDIA CATALANA (1996). Escriure és fàcil: Amb recursos i models per redactar escrits i documents. Barcelona: Proa.

ESCOLA D'ADMINISTRACIÓ PÚBLICA DE CATALUNYA (1986). Tradició i modernitat en el llenguatge administratiu. Barcelona: Generalitat de Catalunya.

RIGO, Antònia; GENESCÀ, Gabriel (2000). Tesis i treballs: Aspectes formals. Vic: Eumo.

SANCHO, Jordi (2014). Com escriure i presentar el millor treball acadèmic, Vic: Eumo.

SERRA CASALS, Enric (2017). Com escriure bé una ressenya. Vic: Eumo.

WESTON, Anthony (1999). Las claves de la argumentación. Barcelona: Ariel.

 

(H) Complementary bibliography

AZNAR, Eduardo; CROS, Anna; QUINTANA, Lluís (1991). Coherencia textual y lectura. Bellaterra: ICE de la UAB; Barcelona: Horsori.

CAMPS, Anna (1994). L'ensenyament de la composició escrita. Barcelona: Barcanova.

CASALS Daniel; TORRENT, Anna M.; BASSOLS, Margarida (2018). Allò que el corrector no s'endugué: La correcció postdigital. Bellaterra: UAB.

CASSANY, Daniel (1997). Descriure escriure: Com s'aprèn a escriure. Barcelona: Empúries. - (2007). Esmolar l'eina: Guia de redacció per a professionals. Barcelona: Empúries. - (2011). En_línia: Llegir i escriure a la xarxa. Barcelona: Graó.

CONCA, Maria; COSTA, Adela; CUENCA, Maria Josep; LLUCH, Gemma (1998). Text i gramàtica: Teoria i pràctica de la competència discursiva.

Barcelona: Teide.

JUNYENT, M. Carme [ed.] (2013). Visibilitzar o marcar: Repensar el gènere en la llengua catalana. Barcelona: Empúries.

NOGUÉ, Neus (2018). La nova normativa a la butxaca. Barcelona: Publicacions de l'Abadia de Montserrat.

PAGÈS, Vicenç (1998). Un tramvia anomenat text: El plaer en l'aprenentatge de l'escriptura. Barcelona: Empúries.

 

TRACES (base de dades de llengua i literatura catalanes). https://projectetraces.uab.cat