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Type A
|
Code |
Competences Specific | | | A5 |
Dominar la llengua anglesa des d’un punt de vista teòric i pràctic i expressar-s’hi oralment i per escrit de manera fluida i precisa. |
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Type B
|
Code |
Competences Transversal | | | CT5 |
Communicate information clearly and precisely to a variety of audiences. |
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Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats d’ús de la llengua anglesa a un nivell superior.
Desenvolupa la capacitat d’expressió oral i/o escrita per a satisfer les necessitats que vagin més enllà de l’ús purament instrumental de la llengua anglesa a un nivell superior.
Elabora un discurs oral i/o escrit concís i coherent a fi de comunicar els resultats del treball realitzat a un nivell superior.
Domina las tècniques i les estratègies pròpies del discurs oral i/o escrit.
Obté consciència dels principals aspectes contrastius entre l’anglès i l’espanyol/català.
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Type B
|
Code |
Learning outcomes |
| | CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions.
Draw up texts that are structured, clear, cohesive, rich and of the appropriate length.
Draw up texts that are appropriate to the communicative situation, consistent and persuasive.
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation.
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length.
Produce a discourse that is appropriate to the communicative situation, consistent and persuasive, and interact effectively with the audience.
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Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
| Part 1. Copy editing |
Introduction to copy editing; the pre-set rules.
House Style; style manuals and publishers’ style sheets.
Spelling; spelling mistakes and typographical errors; spellchecker; proper nouns, compound words and homophones; British & American spelling.
Idiomaticity; idioms & Idiomaticity; subject-verb agreement; false friends, fickle friends & faithful friends.
Punctuation; basic rules; the comma: the comma splice, relative clauses, the serial comma, a history of the comma; the modern approach to comma use; colons and semi-colons; the hyphen and the en-dash.
Usage; non-inclusive language; split infinitives; dangling participles. |
| Part 2. Style editing |
Introduction to style editing; clarity & concision; the historical context; writing to impress vs. writing to express; foggy language; readability statistics: the Gunning Fog Index, the Flesch Reading Ease and the Flesch-Kincade Grade Level; writing guidelines for clarity and concision.
Write tight; writing longer sentences; writing shorter sentences; lists; redundancies; verbosity.
Prefer verbs; nominalisations.
Use parallel structure; bulleted lists.
Prefer the active voice; the active vs passive debate.
Get personal; impersonal writing; personal pronouns.
Small is beautiful; circumlocutions; multisyllabic words; specialised terminology.
Avoid ambiguity; misplaced modifiers; unclear antecedents.
Start strong; expletives.
Be positive; negatives and double negatives.
Cut the strings; prepositional strings. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
6 |
6 |
12 |
| Seminars |
|
39 |
39 |
78 |
| Debates |
|
5 |
5 |
10 |
| Personal attention |
|
2 |
0 |
2 |
| |
| Extended-answer tests |
|
5 |
10 |
15 |
| Short-answer objective tests |
|
5 |
14 |
19 |
| Practical tests |
|
4 |
10 |
14 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
The course will begin with an initial presentation of the key concepts of copy editing and style editing as important rules and guidelines for producing written documents that are correct and communicative. The course design, structure and format will also be presented and the course assignments and evaluations will be defined. |
| Seminars |
Each week will consist of one group session on copy editing and one group session on style editing. During these sessions, the basic concepts of the rules and guidelines will be presented and discussed, anecdotes, examples and illustrations will be provided, and consolidation assignments will be set to be completed outside the classroom. |
| Debates |
The whole-group lectures will be used to conduct an initial evaluation of students’ writing ability, to present and prepare the students’ writing assignments for the course, and to complete all the course tests and quizzes. |
| Personal attention |
To contact students during the course the tutor will use their official URV email addresses. Students are also welcome to consult their tutor during official office hours or by email. |
|
Description |
|
To contact students during the course the tutor will use their official URV email addresses. Students are also welcome to consult their tutor during official office hours or by email. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Short-answer objective tests |
|
Tests
Students will be given one test on copy editing and one test on style editing. These tests, which will be designed to enable students to demonstrate their ability to apply the rules of copy editing or the guidelines of style editing, may be completed electronically using Track Changes in Word.
Quizzes
Students will also be given one quiz on copy editing and one quiz on style editing. These quizzes will be designed to test students’ knowledge of numerous concepts contained in the course dossier. |
Test on copy editing 5%
Test on style editing 5%
Quiz on copy editing 10%
Quiz on style editing 10%
|
| Extended-answer tests |
|
The consolidation (homework) assignments are designed to enable students to practise the concepts discussed during the group sessions. |
30% |
| Practical tests |
|
Writing assignments
Students will be given four comprehensive writing assignments during the course. In addition to displaying a high degree of grammatical competence and a wide range of vocabulary for this level, students will be expected to show their understanding of the concepts discussed throughout the course by applying them appropriately and judiciously in their writing.
|
40% |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
Continuous assessment 4 writing assignments 40%2 tests 20%2 quizzes 10%15 consolidation (homework) assignments 30%
To complete the continuous assessment requirements, students must complete all four writing assignments. Those who fail to complete any of these assignments will not be eligible to pass on the continuous assessment alone. Students must score a minimum of 4/10 on each writing assignment for it to count as completed for continuous assessment purposes.
Plagiarism will result in automatic failure of the specific continuous assessment component of the course in which it is detected. In line with the preceding paragraph, this will also imply automatic failure on the continuous assessment as a whole and the student involved will be obliged to take the Final Exam. Any recurrence of plagiarism in work submitted by the same student will result in the award of a zero grade (${1}isuspens${1}i) for his/her final grade for this course.
The test on copy editing is an obligatory continuous assessment component. Students must score a minimum of 4/10 on this test for it to count as completed for continuous assessment purposes.
The test on style editing is an obligatory continuous assessment component. Students must score a minimum of 4/10 on this test for it to count as completed for continuous assessment purposes.
For borderline results, regular attendance (>80%), active participation in classroom discussions, and regular completion of the course's consolidation exercises may be taken into consideration at the tutor's discretion.
Final exam The Final Exam (in the ${1}iSegona Convocatoria)${1}i will consist of copy editing exercises, style editing exercises, and a written assignment. Copy editing exercises 30% Style editing exercises 30%Writing assignment 40%
The mark achieved by the student in this final exam will account for 100% of his/her overall grade. |
| Basic |
|
There is no text book for this course. Students will
be able to access all their learning materials on Moodle. These comprise: (i)
a comprehensive instructor-prepared course dossier containing explanations, illustrations, examples and practical exercises; (ii) Word documents
with consolidation assignments for each lesson; (iii) PDF documents with sample
solutions to each consolidation assignment (these will be uploaded
progressively during the course after each assignment deadline has passed);
(iv) four writing assignments. |
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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