Written Expression in Catalan
Code: 100018 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500239 Art History | FB | 1 |
| 2500240 Musicology | FB | 1 |
| 2500246 Philosophy | FB | 1 |
| 2500501 History | FB | 1 |
| 2502758 Humanities | FB | 1 |
Contact
- Name:
- Francesc Xavier Villalba Nicolas
- Email:
- xavier.villalba@uab.cat
Teachers
- Enric Serra Casals
- Josep Sanz Datzira
- Gisela Nereida Gali Llaurado
- Maria Dolça Manubens Gil
- Palmira Freixa Torner
Teaching groups languages
You can view this information at the end of this document.
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.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- 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.
- 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.
- 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.
- 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
- Accurately drawing up normative texts.
- Communicate using language that is not sexist or discriminatory.
- Correctly drawing up a previously analysed non-regulatory text.
- Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
- Effectively express and textual argumentative applying formal procedures and scientific texts.
- Effectively expressing themselves and applying the argumentative and textual processes to formal and scientific texts.
- Explaining the spelling rules.
- Identifying normative, stylistic or argumentative errors in a text.
- Identifying the regulatory, stylistic or argumentative errors of a text.
- Interpret the rules localized information on the websites of regulatory bodies on the Internet.
- Interpreting the regulatory information that is located in the web pages of regulatory institutions.
- Submitting works in accordance with both individual and small group demands and personal styles.
- Summarising characteristics of a written text according to its communicative purposes.
- Summarizing the characteristics of a written text in accordance to its communicative purposes.
- Use the appropriate terminology in the construction of an academic text.
- 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.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Theoretical explanations by the teacher with ICT, debate group, problem-based learning | 30 | 1.2 | 1, 3, 7, 9, 11, 13 |
| Type: Supervised | |||
| Seminar of text analysis and discussion | 30 | 1.2 | 1, 4, 9, 11, 12, 13, 16 |
| Type: Autonomous | |||
| Documentation, reading, study and writing | 82.5 | 3.3 | 4, 5, 6, 7, 9, 10, 11, 13, 14, 15, 16 |
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.
Within the regular calendar of classes, 15' will be rserved for the students to fill in a questionnarie in order to assess both the teacher and the course unit concerned.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exercises and participation | 20% | 2 | 0.08 | 1, 2, 3, 7, 9, 13 |
| Practice writing | 30 - 40% | 2.5 | 0.1 | 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 |
| Writing tests | 40%-50% | 3 | 0.12 | 1, 3, 6, 7, 9, 13, 16 |
Continuous assessment grades will be based on:
- Exercises and participacion: 20%
- Deliveries works: 30% - 40%
- Final writing test: 40% - 50%
Single assessment grades will be based on:
- Individual exercise 1 (30%)
- Individual exercise 2 (30%)
- Final writing test (40%)
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 activities with a value of at least 2/3 of the final assessment have been submitted (or all the planned exercises, in the case of the single assessment). 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.
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
Software
None
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Catalan | first semester | morning-mixed |
| (PAUL) Classroom practices | 3 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 4 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 5 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan | first semester | morning-mixed |
| (TE) Theory | 3 | Catalan | second semester | morning-mixed |
| (TE) Theory | 4 | Catalan | second semester | morning-mixed |
| (TE) Theory | 5 | Catalan | second semester | morning-mixed |