Written Expression in Spanish
Code: 100019 ECTS Credits: 62024/2025
| 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:
- Laura Fernandez Garcia
- Email:
- laura.fernandez.garcia@uab.cat
Teachers
- David Merino Recalde
- Emma González Mesas
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
To take this subject, students must be able to read and understand academic texts in Spanish with a level comparable to that obtained at the end of the High School in Spain.
Objectives and Contextualisation
The objective of this subject is to acquire the necessary methodological foundations for the Spanish language texts' production. The students must be rigorous mentioning and citing the sources they use in those productions and knowing how to paraphrase ideas that they have extracted from bibliographical references. Students must be able to produce correct, clear and coherent texts taking into account all stages of the writing process (planning, production and revision).
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. Methodological foundations for the production of written texts
2. The ethics of writing: quotation and political correctness
3. Production of academic, professional and informative texts
4. Basic knowledge and resources for the elaboration of texts
5. Oral presentation of texts
The program of the subject will consist of the following sections (the teaching staff may adapt and vary it):
1. THE LANGUAGE STANDARD
1.1. Accentuation
1.2. Punctuation marks
2. TEXTUAL PROPERTIES
2.1. Adequacy
2.2. Coherence
2.3. Cohesion
3. TEXTUAL TYPOLOGIES
3.1. Expository texts
3.2. Argumentative texts
4. ACADEMIC GENRES
4.1. Citation styles
4.2. The review and the monographic work
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Controls | 6 | 0.24 | 7, 9 |
| Elaboration of texts following guidelines | 12 | 0.48 | 1, 16, 9, 12 |
| Type: Supervised | |||
| Elaboration of texts following guidelines. Final work | 10 | 0.4 | 1, 4, 15, 11, 12 |
| Elaboration of texts following guidelines. Final work | 12 | 0.48 | 4, 16, 9, 12 |
| Type: Autonomous | |||
| Preparation of supervised activities | 25 | 1 | 6, 15, 11, 12, 14 |
| Preparation of supervised activities | 25 | 1 | 1, 7, 5, 16, 9, 11, 12, 13 |
| Writing of supervised activities | 25 | 1 | 1, 7, 9, 3, 13 |
The teaching methodology is eminently practical. Thus, the theoretical explanations by the teacher and the realization of exercises in the classroom will be combined; students' classroom participation will be taken into account, through the elaboration of a series of activities on subject's specific contents (the teacher will decide its number and its concrete percentage) and a final work (which may be done in a group at the teacher's discretion), in which all the issues dealt with during the course will be put into practice.
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 |
|---|---|---|---|---|
| Final work | 20% | 7 | 0.28 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Theory Tests | 20% | 6 | 0.24 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Writing practices | 20% | 7 | 0.28 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Writing practices: Elaboration of argumentative texts | 20% | 8 | 0.32 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Writing practices: Elaboration of expositive texts | 20% | 7 | 0.28 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
- The evaluation of the subject will be carried out based on the completion of a series of activities in which the following aspects will be assessed:
- The assimilation of theoretical contents;
- the practical application of the contents;
- suitability to the requirements of the activity in question; and
- attendance and participation in class.
- The following activities will be realized in order to evaluate students:
- Two writing exams on the contents (35% + 35%).
- Class attendance and participation (10%)
- A final work (20%).
- The teacher of the subject will establish minimum requirements on the basis of which students will be able to pass it.
- For the evaluation of the activities, these must be delivered within theestablished period and through the Virtual Campus (except if the teaching staff indicates another delivery method).
- The minimum score that will be required to consider each of the activities as passed will be equal to or greater than 5. To participate in the recovery process, the teacher may require the student to have obtained a final average grade of 3.5. The final work is not recoverable.
- At the time of carrying out each evaluation activity, the teacher will inform the students of the procedure and date for reviewing the grades.
- The subject will be considered "Not evaluable" when the student does not carry out any of the activities. The elaboration of an activity supposes, thus, the will of the student to be evaluated in the subject and, therefore, their presentation to the evaluation.
- Making mistakes in spelling, vocabulary and syntax will have a penalty on the final grade of the activities of 0.25 for each of the made mistakes.
- Obviously, the works must be original and the total or partial copy of materials already published in any medium is not allowed. In cases where it can be shown that the student has committed an act of plagiarism, the grade for the corresponding activity will be 0.
- Likewise, the student who performs any irregularity that may lead to a significant variation in the grade of an evaluable activity will obtain a grade of 0 in that activity and it will not be recoverable, regardless of the disciplinary process that may result from those actions. If there are several irregularities in the evaluable activities of the same subject, the final grade will be 0.
Single evaluation:
- The students enrolled in this subject can opt for the single evaluation, which will be carried out in a single day, in the period established by the Faculty of Philosophy and Letters for it. The teaching staff will specify the date during the first week of the course.
- This evaluation will consist of the same evaluable activities that the teachers have established for the entire student body, with the exception of class attendance and participation, from which students who choose this option are not exempt, but which will be evaluated with a different, equivalent, activity. Thus, the evaluable activities will be:
- Two writing exams on the contents (35% + 35%), with two supplementary questions, corresponding to 10% of class attendance and participation
- A final work (30%).
- Students who choose this option will have the same conditions to review the grades and to opt for recovery that have already been described.
Bibliography
- AIJÓN OLIVA, M. Á., M. A. ENCINAS MANTEROLA, G. B. GARRIDO VÍLCHEZ y N. HERNÁNDEZ MUÑOZ, Yo eso no lo digo. Actividades y reflexiones sobre el español correcto, Club Universitario, Alicante, 2010.
- ALEZA, Milagros (coord.), Normas y usos correctos del español actual, Tirant lo Blanch, Valencia, 2010.
- ÁLVAREZ, Alfredo Ignacio, Escribir en español, Ediciones Nobel, Oviedo, 2005.
- ÁLVAREZ, Miriam, Tipos de escrito I: Narración y descripción, Arco/Libros, Madrid, 1993.
- ÁLVAREZ, Miriam, Tipos de escrito II: Exposición y argumentación, Arco/Libros, Madrid, 1993.
- AMADEO, Imma, y Jordi SOLÉ, Curs pràctic de redacció, Educaula62, Barcelona, 2015 (3a. edición).
- BASULTO, Hilda, Curso de redacción dinámica, Trillas, Ciudad de México, 1982 (7a. edición).
- BONVÍN FAURA, Marcos A., Los errores lingüísticos. Pautas de corrección con ejercicios resueltos, Octaedro, Barcelona, 2011.
- CALSAMIGLIA, Helena, y Amparo TUSÓN, Las cosas del decir, Ariel, Barcelona, 1999.
- CASSANY, Daniel, Describir el escribir. Cómo se aprende a escribir, Paidós, Barcelona, 1991.
- CASSANY, Daniel, Taller de textos. Leer, escribir y comentar en el aula, Paidós, Barcelona, 2006.
- CASSANY, Daniel, Construir la escritura, Paidós, Barcelona, 2011 (7a. edición).
- CASSANY, Daniel, La cocina de la escritura, Anagrama, Barcelona, 2016 (24a. edición).
- GÓMEZ TORREGO, Leonardo, Hablar y escribir correctamente. Gramática normativa del español, Arco/Libros, Madrid, 2006, 2 vols.
- INSTITUTO CERVANTES, Saber escribir, Aguilar, Madrid, 2011.
- MARTÍN VIVALDI, Gonzalo, y Arsenio SÁNCHEZ PÉREZ, Curso de redacción. Teoría y práctica de la composición y del estilo, Paraninfo, Madrid, 2018 (34a. edición).
- MONTOLÍO, Estrella (coord.), Manual de escritura académica y profesional, Ariel, Barcelona, 2014, 2 vols.
- RAMONEDA, Luis, Manual de redacción, Rialp, Madrid, 2011.
- REAL ACADEMIA ESPAÑOLA, Diccionario panhispánico de dudas, Santillana, Madrid, 2005 [<www.rae.es>].
- REAL ACADEMIA ESPAÑOLA, Diccionario de la lengua española, Espasa, Madrid, 2014 [<www.rae.es>].
- REAL ACADEMIA ESPAÑOLA y ASOCIACIÓN ESPAÑOLA DE ACADEMIAS DE LA LENGUA, Ortografía de la lengua española, Espasa, Madrid, 2010.
- REGUEIRO, M. Luisa, y Daniel SÁEZ, El español académico, Arco/Libros, Madrid, 2015 (2a. edición).
- REYES, Graciela, Cómo escribir bien español, Arco/Libros, Madrid, 1998.
- SÁNCHEZ LOBATO, Jesús (coord.), Saber escribir, Aguilar, Madrid, 2006.
- SERAFINI, María Teresa, Cómo redactar un tema: Didáctica de la escritura, Paidós, Barcelona, 1989.
Software
no
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 3 | Spanish | second semester | morning-mixed |
| (PAUL) Classroom practices | 4 | Spanish | second semester | morning-mixed |
| (PAUL) Classroom practices | 5 | Spanish | second semester | morning-mixed |
| (TE) Theory | 1 | Spanish | first semester | morning-mixed |
| (TE) Theory | 2 | Spanish | first semester | morning-mixed |
| (TE) Theory | 3 | Spanish | second semester | morning-mixed |
| (TE) Theory | 4 | Spanish | second semester | morning-mixed |
| (TE) Theory | 5 | Spanish | second semester | morning-mixed |