Language Tools and Resources for Journalism
Code: 104995 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2501933 Journalism | OT | 3 | 0 |
| 2501933 Journalism | OT | 4 | 0 |
Contact
- Name:
- David Paloma Sanllehi
- Email:
- david.paloma@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:
- Yes
Teachers
- Maria Teresa Cantillo Nieves
Prerequisites
This course is offered in the first semester IN SPANISH and the same subject but in CATALAN is offered in the second semester of the academic year 2022/2023. Students should keep this distinction in mind in order to make their registration.
Objectives and Contextualisation
The objective of this course is to present different linguistic tools and resources, both digital and on paper, that help students to improve their knowledge of the Castilian (Spanish group) and Catalan (Catalan group) languages.
At the end of the course, students must be able to apply the knowledge acquired to the detection and solution of linguistic errors present in texts extracted from oral and written media in an efficient manner, as well as the composition and improvement of their own texts.
Competences
- Journalism
- Demonstrate a critical and self-critical capacity.
- Demonstrate a self-learning and self-demanding capacity to ensure an efficient job.
- Express oneself fluently and effectively in the two official languages, both orally and in writing.
- Manage time effectively.
- Research, select and arrange in hierarchical order any kind of source and useful document to develop communication products.
- Rigorously apply scientific thinking.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems 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.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
Learning Outcomes
- Build texts in the two official languages that adapt to the structures of journalistic language.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Demonstrate a command of the official languages and their communication resources in order to produce oral and written texts fluently, efficiently and accurately.
- Demonstrate a critical and self-critical capacity.
- Demonstrate a self-learning and self-demanding capacity to ensure an efficient job.
- Express oneself correctly, both orally and in writing.
- Find the substance and relevance in journalistic texts, in the two official languages, in any format to detect correct forms of oral and written expression.
- Manage time effectively.
- Research, select and arrange in hierarchical order any kind of source and useful document to develop communication products.
- Rigorously apply scientific thinking.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems 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.
Content
1. Introduction to paper and digital language tools and resources. Which and why
2. Grammars, dictionaries and style books. Other reference works
3. The main doubts in the use of oral and written language
4. The journalistic language of the past and the present: models and styles
The calendar detailed with the content of the different sessions will be presented on the day of presentation of the subject. It will be uploaded to the Virtual Campus, where students will also be able to access the detailed description of the exercises and practices, the various teaching materials, and any necessary information for the proper follow-up of the subject.
The course will foster gender perspective in all its activities.
In the event that the student performs any irregularity that may lead to a significant variation of an evaluation act, this evaluation act will be graded with 0, regardless of the disciplinary process that could be instructed. In the event, that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
Methodology
The methodology used combines theoretical classes with different practical activities, which require the active participation of the students individually and in groups.
In the supervised activities, students must read and analyze texts and reading documents, as well as prepare and carry out the activities assigned by the teacher. The students will have support materials in the Moodle of the subject and with face-to-face tutorials.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Oral exercises | 17.5 | 0.7 | 11, 2, 4, 7, 16, 15, 14, 12, 13, 8, 3 |
| Theoretical classes | 18 | 0.72 | 11, 10, 2, 6, 5, 7, 9, 16, 12, 13, 8, 3 |
| Written exercises | 18 | 0.72 | 4, 7, 16, 15, 14, 12, 13, 8, 3 |
| Type: Supervised | |||
| Resolution of doubts | 4.5 | 0.18 | 6, 4, 5, 15, 12, 13 |
| Tutorials | 13 | 0.52 | 11, 10, 2, 5, 7, 9, 3 |
| Type: Autonomous | |||
| Personal study | 25 | 1 | 11, 10, 2, 1, 6, 4, 5, 7, 9, 16, 15, 14, 12, 13, 8, 3 |
| Preparation of texts | 34 | 1.36 | 11, 10, 2, 1, 6, 4, 7, 9, 15, 14, 8 |
| Selected readings | 14 | 0.56 | 11, 10, 5, 15, 12, 13 |
Assessment
The evaluation will be based on three evidence types:
1) Attendance and active participation in class (10%)
2) Two written tests (35% + 35%)
3) Oral presentation (20%)
At the beginning of each evaluation activity, the teacher will inform the students about review of grade procedure and date. The minimum grade to pass the course is 5.
If a student has been evaluated of less than 2/3 of the total grade of the course, he will receive the consideration of “non-assessable”.
To qualify for the second-chance test, two conditions must be met: (1) the student must have been evaluated of at least 2/3 of the total grade of the course and (2) he must have a continuous evaluation mark between 3.5 and 4.9. The maximum second-chance test rating is 5. The second-change text will consist of a global test on the contents of the subject.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exams | 90 | 4 | 0.16 | 11, 10, 2, 1, 6, 4, 5, 7, 9, 16, 15, 14, 12, 13, 8, 3 |
| Specific activities | 10% | 2 | 0.08 | 11, 10, 2, 1, 6, 4, 5, 7, 9, 16, 15, 14, 12, 13, 8, 3 |
Bibliography
[Catalan group]
Acadèmia Valenciana de la Llengua. Diccionari normatiu valencià. [https://www.avl.gva.es/lexicval/]
Badia, Jordi et al. (1997). El llibre de la llengua catalana. Barcelona: Castellnou.
Clua, Pau (2021). 101 dubtes del català resolts per l'Optimot. Rosa dels Vents: Barcelona.
Consell de Mallorca; Universitat de les Illes Balears (2009). Llibre d'estil per als mitjans de comunicació orals i escrits. Palma: Consell de Mallorca, Universitat de les Illes Balears.
Coromina, Eusebi (2008). El 9 Nou, El 9 TV. Manual de redacció i estil. Vic: Premsa d'Osona.
Enciclopèdia Catalana (1985). Diccionari castellà-català. Barcelona: Enciclopèdia Catalana
ésAdir, Llibre d'estil de la CCMA. Portal lingüístic de la Corporació Catalana de Mitjans Audiovisuals. [http://esadir.cat/]
Espinal, Maria Teresa (2004). Diccionari de sinònims de frases fetes. Servei de Publicacions de la Universitat Autònoma de Barcelona, Publicacions de la Universitat de València, Publicacions de l'Abadia de Montserrat. [https://dsff.uab.cat/]
Institut d'Estudis Catalans (2007). Diccionari de la llengua catalana, 2a ed. Barcelona: Edicions 62 /Enciclopèdia Catalana. [http://dlc.iec.cat]
Institut d'Estudis Catalans (2016). Gramàtica de la llengua catalana. Barcelona: IEC. [https://giec.iec.cat/inici]
Institut d'Estudis Catalans (2017). Ortografia catalana. Barcelona: IEC. [https://www.iec.cat/llengua/documents/ortografia_catalana_versio_digital.pdf]
Institut d'Estudis Catalans (2019). Gramàtica bàsica i d'ús de la llengua catalana. Barcelona: IEC. [https://gbu.iec.cat/inici]
Llibre d'estil. El Periódico de Catalunya (2002). Barcelona: Ediciones Primera Plana.
Mestres, Josep M. et al. (2009). Manual d'estil. La redacció i l'edició de textos. 4a edició. Vic: Eumo Editorial; Barcelona: Universitat de Barcelona: Universitat Pompeu Fabra: Associació de Mestres Rosa Sensat.
Optimot, Consultes lingüístiques. [https://aplicacions.llengua.gencat.cat/llc/AppJava/index.html]
Paloma, David; Mas, Josep Àngel; Montserrat, Mònica (2017). Diccionari de dubtes del català oral. [http://www.llengua.info/ddcor]
Softcatalà. Corrector ortogràfic. [https://www.softcatala.org/projectes/corrector-ortografic/]
Softcatalà. Diccionari de sinònims. [https://www.softcatala.org/diccionari-de-sinonims/]
Softcatalà. Traductor. [https://www.softcatala.org/traductor/]
Termcat, Centre de Terminologia. [https://www.termcat.cat/ca]
[Spanish group]
BOSQUE, Ignacio/Violeta DEMONTE (1999): Gramática descriptiva de la lengua española. Madrid: Espasa-Calpe.
CLAVE (2002): CLAVE. Diccionario del uso del español actual, 5ª ed., dir. C. Maldonado González, Madrid: SM, con ed. en CD-Rom.
DEA (1999): Manuel Seco/Olimpia Andrés/Gloria Ramos, Diccionario del español actual, Madrid: Aguilar.
DPD (2005): Real Academia Española, Diccionario panhispánico de dudas. Madrid: Santillana, http://www.rae.es.
DLE (2014): Real Academia Española, Diccionario de la lengua española, 23ª edición. Madrid:
Espasa-Calpe, https://dle.rae.es/
REAL ACADEMIA ESPAÑOLA (2009-2011): Nueva gramática de la lengua española, Madrid: Espasa-Calpe, 3 vols.
REAL ACADEMIA ESPAÑOLA (2018): Libro de estilo de la lengua española, Madrid: Espasa.
Specific bibliography
Throughout the course, the obligatory and complementary fundamental bibliographical references will be provided to make it possible to follow the subject.
Software
Microsoft Office suite or similar