Spanish Syntax: Simple Sentence
Code: 100583 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Spanish and Chinese Studies: Language, Literature and Culture | OB | 2 |
| English and Spanish Studies | OB | 3 |
| Catalan and Spanish Studies | OB | 3 |
Contact
- Name:
- Ángel Jesús Gallego Bartolomé
- Email:
- angel.gallego@uab.cat
Teachers
- Javier Fernandez Sanchez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
By obtaining the minimum of credits in basic training subjects, students have demonstrated to have acquired the basic competences and they will be able to express themselves orally and in writing.
In regards to writing, it's understood that the student will write paragraphs with right content. Spelling errors, punctuation and speech structure will be taken into account. O,25 points will be deducted for each error.
Activities, practical sessions and papers submitted in the course must be original and under no circumstances will the total or partial plagiarism of third-party materials published on any medium be admitted.
With regards to the uses of the bibliographic documentation, the student must state the authorship of each quote and the use of third-party materials.
Any submission of non-original material without properly indicating its origin will automatically result in a failure rating (0).
It is also expected that students know the general rules of submission of an academic work. However, students could apply the specific rules that the teacher of the subject may indicate to them, if they deem it necessary.
Objectives and Contextualisation
This subject is part of the degree in “Spanish language: synchrony” and has as objective the knowledge and mastery of the procedures that allow the combination of words into more complex syntactic units up to the level of the sentence.
The different syntactic projections and the principles that govern their formation will be studied and the theoretical tools necessary to analyze the syntactical constructions are presented. At the end of the course, the students:
(a) they must be able to identify and describe the syntactic constructions of Spanish and recognize its structure;
(b) they must know how to use the tools of syntactic analysis;
(c) they must have acquired the techniques of the syntactic reasoning, and
(d) they must be able to use the basic bibliographical sources of Spanish syntax.
In order to achieve the first three objectives, students' linguistic skills will be used and their thinking skills will be strengthened so that they are able to ask scientific questions about linguistic data.
Competences
- Spanish and Chinese Studies: Language, Literature and Culture
- Analyse the phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Spanish language and the Mandarin Chinese language.
- Describe the linguistic foundations on which the standards of Spanish and mandarin Chinese are based.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Recognise the factors of linguistic variation in Spanish from diachronic and synchronic viewpoints.
- 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.
- Use techniques for compilation, organisation and use of information and documentation with precision.
- English and Spanish Studies
- Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the English and Spanish languages, their evolution throughout history and their current structure.
- Demonstrate skills for professional development in the fields of linguistic applications, teaching, and literary and cultural management in English and Spanish.
- Identify the foundations of human language and the principles, methods and results of structural analysis of languages.
- Catalan and Spanish Studies
- Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Catalan and Spanish languages, their historical evolution and their current structure.
- Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
Learning Outcomes
- Analyse a situation and identify its points for improvement.
- Analyse different types of linguistic data.
- Analyse the syntactic structures of simple, complex, modalised and discursively marked clauses.
- Analyze linguistic structures.
- Apply the principles of correctness required in the standard language and the different registers and variants.
- Carry out predictions and inferences abut the content of a text.
- Construct texts according to the established rules.
- Correctly identify linguistic units.
- Describe the process of creating combinatorial linguistic units.
- find out the meaning of unknown words in a text.
- Identify and describe the syntactic constructions of Spanish.
- Identify errors of rules, style or argument in a text.
- Identify the pragmatic factors affecting the use of different linguistic structures.
- Interpret the word from the different levels of linguistic analysis.
- Justify by means of appropriate terminology the analysis of data from a linguistic point of view.
- Solve complex problems of linguistic analysis at any level and with the appropriate instruments.
- Use digital tools for collecting, classifying, interpreting and analysing relevant data.
- Use the adequate terminology in the construction of an academic text.
- Use the necessary resources, both digital and non-digital (data bases, text repositories, dictionaries, reference works), for the analysis of any document, spoken or written, from a linguistic point of view.
Content
- Syntax.
- Phrase structure.
- Predication.
- Sentece syntax.
- Grammatical functions.
- Modality and aspect.
- Types of sentences.
- Information structure.
On the first session, the teacher will give the students a program implemented with contents.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes, seminars and practical sessions | 52.5 | 2.1 | |
| Type: Supervised | |||
| Evaluation | 6.5 | 0.26 | |
| Tutorials | 15 | 0.6 | |
| Type: Autonomous | |||
| Preparation of papers and exercises | 10 | 0.4 | |
| Study of the contents of the subject | 66 | 2.64 |
The learning of this subject by the student is distributed as follows:
- Directed activities (35%). These activities are divided into master classes and teacher-led practices and seminars, in which the theoretical explanation will be combined with the discussion of all types of texts.
- Supervised activities (10%). These are tutorials programmed by the teacher, dedicated to the correction and commentary of problems in the different levels of linguistic analysis.
- Autonomous activities (50%). These activities include both time spent on personal study and conducting reviews, assignments and analytical comments, as well as preparing oral presentations.
- Evaluation activities (5%). The evaluation of the subject will be carried out through written tests.
- 15 minutes of a class will be reserved, within the timetable established by the centre/title, for the complementation by the students of the assessment surveys of the teaching staff's performance and the assessment of the subject".
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 |
|---|---|---|---|---|
| Assignments | 10% | 0 | 0 | 2, 4, 3, 9, 11, 15, 16 |
| Exam 1 | 40% | 0 | 0 | 2, 4, 3, 1, 5, 7, 9, 18, 17, 8, 12, 11, 10, 14, 15, 6, 16, 19 |
| Exam 2 | 40% | 0 | 0 | 2, 4, 3, 5, 7, 9, 18, 17, 8, 12, 11, 10, 14, 15, 6, 16, 19 |
| Participation in class | 10% | 0 | 0 | 1, 7, 18, 17, 12, 13, 10, 14, 6, 19 |
1. Continous assessment
|
Assessment activities |
Weight |
| Exam 1 |
40% |
|
Exam 2 |
40% |
|
Assignments |
10% |
|
Participation / Attendance |
10% |
The exams will contain a multiple-choice exercise, a reverse analysis exercise, and an argumentation or analysis question on aspects related to the course content.
Exam 1: 1, 2, 3 and 4.
Exam 2: 5, 6, 7 and 8.
The exercises, on the other hand, will consist of short activities related to the applied component of the course.
Class participation will be measured by submitting activities through the Virtual Campus.
1.1 Criteria for the evaluation of the subject
To pass the course, after completing the four assessable activities mentioned above and after applying the percentages indicated above, the student must obtain a final grade equal to or greater than 5. If the final grade is...
- Less than 3.5, the student will receive a failing grade.
- Between 3.5 and 4.8, the student will be eligible to retake the course.
- The student will receive a grade of not assessable as long as they have not submitted more than 1/3 of the assessment activities.
1.2. Re-evaluation criteria
Students who obtain a final grade between 3.5 and 4.8 and who have completed two-thirds of the aforementioned assessment activities may retake the subject on the date scheduled by the Faculty, where they will take the test(s) / exam(s) they failed.
The grade obtained in the retake will be their final grade for the subject.
Students who pass the subject will be allowed to retake the retake to improve their grade. Therefore, they will waive their previous grade, and the grade obtained in the retake will be their final grade.
1.3. Assessment Criteria
In order to pass the exam, mastery of the normative is considered essential; therefore, when evaluating the activities mentioned above, spelling errors, incorrect use of punctuation, lexical errors and morphosyntactic errors will be penalized.
1.4 Review procedure for evaluable evidence
After the publication of the gradingof the evaluable activities mentioned above, the teacher will inform the students through Moodle of the day and time for the review of such activities.
1.5 Misconduct in assessment activities
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.
1.6 Artificial Intelligence
In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and will result in the activity being evaluated with a 0 and not being able to be recovered, or greater sanctions in serious cases.
1.7 Erasmus Students
Erasmus students who request to advance an exam must present the teacher with a written document from their home university justifying their request.
2. Single assessment
|
Assessment activities |
Weight |
|
Exam 1 |
40% |
|
Exam 2 |
40% |
|
Delivery of homework |
20% |
Everything established in points 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7 of the previous section is also applicableto the single assessment. Thedate for the single evaluation will coincide with the date of Exam 2 of the continuous assessment. The teacher will communicate to the student the date for the single assessment through Moodle at the beginning of the course.
Bibliography
Bosque, Ignacio and Violeta Demonte (eds.) (1999): Gramática descriptiva de la lengua española. Calpe. 3 vols. Madrid: Espasa.
Bosque, Ignacio and Javier Gutiérrez-Rexach (2009): Fundamentos de sintaxis formal. Madrid: Akal.
Brucart, José María (2000). “L’analisi sintàctica i la seva terminología en l’ensenyament secundary”. In Macià, J. y Sola, J. (eds.), La terminologia lingüística en l’ensenyaament secundari. Propostes pràctiques, 163-229. Barcelona: Graò.
Demonte, Violeta (1989). De las estructuras a la rección. Madrid: Síntesis.
Di Tullio, Ángela (2009). Manual de gramática del español. Buenos Aires: Waldhutter Ediciones
Gallego, Ángel J. (ed) (2015). Perspectivas de sintaxis formal. Madrid: Akal.
Hernanz, Mª. Luisa y José María Brucart (1987): La sintaxis, I. Principios teóricos. La oración simple. Barcelona: Crítica.
Rodríguez Ramalle, Teresa María (2005): Manual de Sintaxis del Español. Madrid: Castalia.
Software
Does not apply.
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 | second semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Spanish | second semester | morning-mixed |
| (TE) Theory | 1 | Spanish | second semester | morning-mixed |
| (TE) Theory | 2 | Spanish | second semester | morning-mixed |