This version of the course guide is provisional until the period for editing the new course guides ends.
Written Expression in Spanish
Code: 100019 ECTS Credits: 62025/2026
| Degree | Type | Year |
|---|---|---|
| Art History | FB | 1 |
| Musicology | FB | 1 |
| Philosophy | FB | 1 |
| History | FB | 1 |
| Humanities | FB | 1 |
Contact
- Name:
- Ramon Valdes Gazquez
- Email:
- ramon.valdes.gazquez@uab.cat
Teachers
- Eva Araceli Mejía Ugarte
- Josep Morera Fernandez
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 | |||
| Completion and correction of exercises in class | 37 | 1.48 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Controls | 6 | 0.24 | 7, 9 |
| 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 | 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 |
|---|---|---|---|---|
| Attendance and participation in classroom practices | 20% | 20 | 0.8 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Final work | 20% | 12 | 0.48 | 2, 1, 7, 6, 4, 5, 16, 15, 9, 8, 11, 10, 12, 3, 13, 14 |
| Partial exam 1 | 30% | 1.5 | 0.06 | 2, 1, 7, 4, 15, 9, 11, 12, 3, 13 |
| Partial exam 2 | 30% | 1.5 | 0.06 | 2, 1, 7, 4, 15, 8, 11, 12, 3, 13 |
- 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 (30% + 30%).
- Class attendance and participation in practical exercises (20%)
- 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.
- SINGLE ASSESSMENT. This subject does not incorporate single assessment
- PROCEDURES FOR REVIEWING. On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
- RECOVERY. Students who have previously completed at least two-thirds of the assessment activities and obtained a minimum grade of 3.5 will be eligible for recovery.
- MINIMUM ASSESSMENT ITEMS. Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items.
- IRREGULARITIES. 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.
- AI TECHNOLOGIES. The use of Artificial Intelligence (AI) technologies is not permitted in any phase of this course unless the instructor addresses it as a topic in their classes and provides other specific instructions for specific exercises involving its use. Any work that includes fragments generated with AI, unless done in a context of reflection on the subject and at the instructor's direction, such as exercises of the aforementioned type, providing explanations and declaring their use, will be considered a breach of academic honesty and will result in the assignment being graded with a 0 and not being able to recover it, or incurring greater sanctions in serious cases.
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
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Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| 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 |
| (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 |