Expression and Argumentation for Journalism in Catalan
Code: 104970 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2501933 Journalism | FB | 1 |
Contact
- Name:
- David Paloma Sanllehi
- Email:
- david.paloma@uab.cat
Teachers
- Vanesa Palomo Berjaga
- Eva Comas Arnal
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Students that don't come from Catalan speaking area and, so, they have not attended school in Catalan language, they have to follow a parallel work plan in order to learn this language. Simultaneous dedication is a necessary but not sufficient condition to pass the course: students with this profile will be evaluated with the same criteria as the rest of the students, although their effort and real progress will be taken into account.
Objectives and Contextualisation
1) To know the characteristics and conditions of the media texts in Catalan language
2) To analyze the standardisation process in oral Catalan language
3) To know and master expression and argumentation in Catalan language.
4) To consolidate the knowledge and application of Catalan normative, to have a complete command of the Catalan linguistic system
Competences
- 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.
- 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 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.
- Value diversity and multiculturalism as a foundation for teamwork.
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.
- 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 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.
- Value diversity and multiculturalism as a foundation for teamwork.
Content
1. Normative and standard language. The standardisation process: compositionality and polymorphism
2. Oral expression. Locutive efficiency
3. Written expression
4. Argumentation
Parla'm amb estil (Eumo Editorial, 2020), de Magí Camps, and Ments preclares, de Quim Monzó (La Vanguardia, 2024), are mandatory readings.
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.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Oral exercises | 17.5 | 0.7 | |
| Preparation of texts | 35 | 1.4 | |
| Theoretical classes | 17 | 0.68 | |
| Written exercises | 18 | 0.72 | |
| Type: Supervised | |||
| Resolution of doubts | 4.5 | 0.18 | |
| Tutorials | 13 | 0.52 | |
| Type: Autonomous | |||
| Personal study | 25 | 1 | |
| Selected readings | 14 | 0.56 |
In this course theoretical explanations are combined with exercises. There are two main objectives: (a) to consolidate normative and standard Catalan language and (b) to foster critical reflection.
Theory will be taught in person, through PowerPoints supported by audios or through different materials and readings. The seminars will be also in person, and will consist of guided, supervised or autonomous activities as appropriate.
The proposed teaching methodology and evaluation activities may undergo some modifications depending on the health authorities' attendance restrictions.
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.
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 |
|---|---|---|---|---|
| Exams | 90 | 4 | 0.16 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Specific activites | 10 | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
a) Theoretical exams (40%).
> There are two exams. Besides, students submit various activities related to mandatory reading.
> The activities related to the mandatory reading are worth 30% of the theory grade.
> The two theory exams are worth 35% and 35% of the theory grade.
b) Seminars (60%).
> There are two practice exams. Besides, several activities, which are specified in advance, are assessed.
> Activities are worth 30% of the practical grade.
> Each of the two practice exams are worth 35% of the practice grade.
c) It is not possible to use the mean when the grade of theory or the grade of seminars is less than 3,5.
In order to be evaluated, one theory exam and one practice exam and also 66% of the activities must be done. If these requirements are not met, the qualification will be 'non-assessable'.
Reevaluation systems
There will be a theory exam and also a practice exam similar to exams of the course. The theory exam will have a value of 40% and the practice exam will have a value of 60%. Students who pass the reevaluation will get a 5 as a final grade. Students with a final grade between 3,5 and 4,9 have the right to reevaluation.
Bibliography
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Webgraphy
Bibiloni, Gabriel. Guia de correcció fonètica. [http://bibiloni.cat/correcciofonetica/ index.html]
Centre de Terminologia Termcat [http://www.termcat.cat]
Corporació Catalana de Mitjans Audiovisuals: Portal lingüític [http://esadir.cat]
Enciclopèdia Catalana: Gran enciclopèdia catalana [http://www. enciclopedia.cat]
Enciclopèdia Catalana: Diccionari de la llengua catalana [http://www. enciclopedia.cat]
Institut d'Estudis Catalans: Diccionari de la llengua catalana [https://mdlc.iec.cat/]
Institut d'Estudis Catalans: Gramàtica essencial de la llengua catalana [https://geiec.iec.cat/]
Mestres, Josep M. et al. (2009). Manual d'estil. La redacció i l'edició de textos [https://estil.lloc.iec.cat]
Paloma, David; Mas, JosepÀngel; Montserrat, Mònica (2017). Diccionari de dubtes del català oral. [http://www.llengua.info/ddcor].
Puigdomènech, Laura; Solís, Marina(2005). Proposta de llibre d'estil per a Andorra Televisió. [http://www4.uji.es/~al058181/Llibre_estil_ Andorra.pdf]
Secretaria de Politica Lingüística de la Generalitat deCatalunya, Institut d'Estudis Catalans, Centre de Terminologia Termcat. Optimot [http://optimot.gencat.cat]
Universitat de Barcelona: Els sons del català. [http://www.ub.edu/sonscatala/ca/ presentacio]
Vilaweb: Llibre d'estil [http://www.uic.es/sites/default/files/uic/llibreestil-vilaweb1.pdf]
Software
Microsoft office suite or similar.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 11 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 12 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 13 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 21 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 22 | Catalan | first semester | morning-mixed |
| (SEM) Seminars | 23 | Catalan | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan | first semester | morning-mixed |