Expression and Argumentation in Catalan
Code: 104766Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Communication in Organisations | FB | 1 |
Contact lecturer
- Name :
- Joan Terrassa Serra
- Email :
- joan.terrassa@uab.cat
Teaching staff
- Marc Guevara Claramunt
- Joan Terrassa Serra
Group languages
You can consult this information at the end of the 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
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
Learning outcomes
- CM04 (Evaluate the messages of organisations in both Spanish and Catalan in order to detect good practices of oral and written expression, which avoid discriminatory uses of language.) Evaluate the messages of organisations in both Spanish and Catalan in order to detect good practices of oral and written expression, which avoid discriminatory uses of language.
- KM04 (Identify the expressive and narrative resources of the Catalan and Spanish languages when creating the messages generated by organisations, both oral and written.) Identify the expressive and narrative resources of the Catalan and Spanish languages when creating the messages generated by organisations, both oral and written.
- SM04 (Generate grammatically correct and rhetorically effective statements in organisations’ written and oral communication with their audiences in both Catalan and Spanish.) Generate grammatically correct and rhetorically effective statements in organisations’ written and oral communication with their audiences in both Catalan and Spanish.
- SM05 (Use the inclusive and non-sexist language in standard Spanish and Catalan appropriately and correctly when creating texts according to the structures of communication in organisations.) Use the inclusive and non-sexist language in standard Spanish and Catalan appropriately and correctly when creating texts according to the structures of communication in organisations.
Contents
1. Normative and standard language
1.1. The standardisation process: compositionality and polymorphism
1.2. Consultation tools for the professional
2. Oral expression
2.1. Locutive efficiency. Writing for the ear
2.2. Pronunciation criteria. The application of the Proposta per a un estàndard oral de la llengua catalana in the media
2.3. Variations by the channel, by the subject, by the tone and by the tenor
2.4. Genuity and interference
3. Written expression
3.1. The name modifiers
3.2. Temporary expressions
3.3. Relative pronouns
3.4. The pronouns ho, en i hi. Incorrect pronominal combinations in formal registers
3.5. Prepositions that (don't) fall, that (don't) alternate
3.6. Locutions and connectors accepted and not accepted
4. Argumentation
4.1. Persuasive communication and the bad rhetoric
4.2. The premises of effective language. Argumentative discourses in the media
4.3. Types of arguments: by examples, by analogy, by authority, by the causes and by deduction
101 dubtes del català resolts per l'Optimot (Rosa dels Vents, 2021), by Pau Clua, is the mandatory reading.
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 deemed appropriate by the instructors, and any necessary information for the proper follow-up of the subject. Should the teaching modality change for reasons of force majeure according to the competent authorities, the teaching staff will inform students of any modifications to the course schedule and teaching methodologies.
The course will foster gender perspective in all its activities.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Preparation of texts | 35 | 1.4 | CM04, KM04, SM04, SM05 |
| Tutorials | 13 | 0.52 | CM04, KM04, SM04, SM05 |
| Personal study | 25 | 1 | CM04, KM04, SM04, SM05 |
| Resolution of doubts | 4.5 | 0.18 | CM04, KM04, SM04, SM05 |
| Oral exercises | 17.5 | 0.7 | CM04, KM04, SM04, SM05 |
| Theoretical classes | 17 | 0.68 | CM04, KM04, SM04, SM05 |
| Written exercises | 18 | 0.72 | CM04, KM04, SM04, SM05 |
| Selected readings | 14 | 0.56 | CM04, KM04, SM04, SM05 |
This course is structured in a rotation of theoretical classes and seminars. In them 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 through PowerPoints or through different materials and readings. Classes ( theorical and seminars) will consist of guided, supervised or autonomous activities as appropriate.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Exams | 85% | 4 | 0.16 | CM04, KM04, SM04, SM05 |
| Specific activites | 15% | 2 | 0.08 | CM04, KM04, SM04, SM05 |
- Theoretical exam 1. 15%
- Theoretical exam 2. 15%
- Theory grade. 10%
- Practice exam 15%
- Practice exam 15%
- Practice grade. 30%
- It is not possible to use the mean when the grade of theory or the grade of seminars is less than 3,5.
- Students with a final grade between 3,5 and 4,9 have the right to reevaluation. Students will be entitled to reassessment in the course if they have been evaluated on a set of activities accounting for at least two-thirds of the total course grade.
- In order to be evaluated, two theory exams must be done and also all the activities and one of the two practice exams. If these requirements are not met, the grade 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.
Second enrolement
In the case of a second enrolment, students can do a single synthesis exam/assignment that will consist of theoretical and practical contents. The grading of the subject will correspond to the grade of the synthesis exam/assignment.
Single-assessment system
This course/module does not provide for a single-assessment system.
Plagiarism
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.
Artificial Intelligence
In this course, the use of Artificial Intelligence (AI) technologies is not permitted at any stage. Any assignment containing content generated by AI will be considered a breach of academic integrity and may result in a partial or total penalty to the assignment grade, or more serious sanctions in severe cases.
Irregularities
The performance of any irregularity in an evaluation act (academic fraud, plagiarism or improper use of AI, unless this use is expressly authorized by the teaching guide), which may lead to a significant variation in the grade, assumes that this act will be graded with a 0. In the event that the teaching guide foresees that in order to pass the subject it is an essential requirement to have obtained a minimum grade in this evaluation act or that there are several irregularities in the evaluation acts of the same subject, the final grade of this subject is 0. Apart from this, a disciplinary process may be instructed to the student that incurs any of these irregularities.
Any student suspected of submitting assignments that have been generated by AI, written by others or copied; include unattributed AI-generated content, or fall outside the permitted scope, may be asked to provide the preliminary work or
other materials that can demonstrate it is original work and the result of their own authorship. They may also be asked to separately explain or justify their work. Teachers may also use AI detection systems or carry out any verification tasks
they deem appropriate. If, after review, the instructor detects irregularities, the assignment may be graded zero, and the student may be subject to further disciplinary action.
Bibliography
Avui (1997). Llibre d'estil. Empúries. Barcelona.
Badia Margarit, Antoni Maria (1994). Gramàtica de la llengua catalana. Descriptiva, normativa, diatòpica, diastràtica. Barcelona: Enciclopèdia Catalana.
Badia, Jordi et al. (1997). El llibre de la llengua catalana. Barcelona: Castellnou.
Bassols, Margarida; Segarra, Mila [ed.] (2009). El col·loquial mediatitzat.Vic: Eumo Editorial.
Bau, Montserrat; Pujol, Montserrat; Rius, Agnès (2007). Curs de pronunciació: exercicis de correcció fonètica. Barcelona: Publicacions de l'Abadia de Montserrat.
Bibiloni, Gabriel (1997). Llengua estàndard i variació lingüística. València: Edicions 3 i 4.
Bibiloni, Gabriel (2006). \"L'ús de la llengua catalana a IB3 Televisió\". A: <http://bibiloni.cat/blog/?p=239>
Bonet, Eulàlia et al. (1997). Manual de transcripció fonètica. Bellaterra: Servei de Publicacions de la Universitat Autònomade Barcelona.
Casals, Daniel; Faura, Neus (2010). El català als mitjans de comunicació. Barcelona: EdiUOC.
Casals, Daniel; Torrent, Anna Maria; Bassols, Margarida (2017). Allò que el corrector no s'endugué. La correcció postdigital. Bellaterra: Servei de Publicacions de la UAB.
Castellanos, Josep Anton (2004). Manual de pronunciació. Vic: Eumo.
Company, Catalina; Puigròs, M. Antònia (2006). Llibre d'estil d'IB3. Palma: Consorci per al Foment de la Llengua Catalana i la Projecció Exterior de la Cultura de les Illes Balears.
Consell de Mallorca; Universitat de les Illes Balears (2009). Llibre d'estil per als mitjans de comunicació orals i escrits. Palma: Consell de Mallorca, Universitat de les Illes Balears.
Coromina, Eusebi (2008). El 9 Nou, El 9 TV. Manual de redacció i estil. Vic: Premsa d'Osona.
Creus, Imma; Romero, Sílvia (1999). \"Els mitjans de comunicació orals a Lleida\". Llengua i Ús, núm. 14, p. 31-36.
Creus, Imma, Julià, Joan i Romero, Sílvia (2000). Llengua i ràdio. Lleida: Pagès Editor.
Cros, Anna; Segarra, Mila; Torrent, Anna Maria (eds.) (2000). Llengua oral i llengua escrita a la televisió. Barcelona: Publicacions de l'Abadia de Montserrat.
Cuenca, Maria Josep (1996). Sintaxi fonamental. Barcelona: Empúries.
Enciclopèdia Catalana (1985). Diccionari castellà-català. Barcelona: Enciclopèdia Catalana.
Fité, Marcel (2014). Proudubtes.cat. Barcelona: Barcanova
Ginebra, Jordi (2017). La nova normativa de l'Institut d'Estudis Catalans. Guia pràctica. Tarragona: Publicacions de la Universitat Rovira i Virgili. [http://llibres.urv.cat/index.php/purv/catalog/book/274]
Institut d'Estudis Catalans (1990). Proposta per a un estàndard oral de la llengua catalana. I. Fonètica. Barcelona: Institut d'Estudis Catalans.
Institut d'Estudis Catalans (1990). \"La llengua catalana en els mitjans de comunicació de massa i especialment en la televisió\". A: Documents de la Secció Filològica I. Barcelona: Institut d'Estudis Catalans, p. 137-140.
Institut d'Estudis Catalans (1992). Proposta per a un estàndard oral de la llengua catalana. II. Morfologia. Barcelona: Institut d'Estudis Catalans.
Institut d'Estudis Catalans (1993). \"La llengua catalana i els mitjans de comunicació de massa\". A: Documents de la Secció Filològica II. Barcelona: Institut d'Estudis Catalans, p. 31-36.
Institut d'Estudis Catalans (2007). Diccionari de la llengua catalana. Barcelona, Palma de Mallorca, València.
Institut d'Estudis Catalans (2016). Gramàtica de la llengua catalana. Barcelona: Institut d'Estudis Catalans. Institut d'Estudis Catalans (2017). Ortografia catalana. Barcelona: Institut d'Estudis Catalans.
Institut d'Estudis Catalans (2018). Proposta per a un estàndard oral de la llengua catalana. III. Lèxic. Barcelona: Institut d'Estudis Catalans.
Llibre d'estil. El Periódico de Catalunya (2002). Barcelona: Ediciones Primera Plana.
Lacreu, Josep (2008). Manual d'ús de l'estàndard oral. 8a edició corregida. València: Institut Interuniversitari de Filologia Valenciana.
Marí, Isidor (2007). \"La consolidació d'un estàndard oral: límits i condicions\". Quaderns del CAC, núm. 28. Pàg. 31-37.
Mestres, Josep M. et al. (2009). Manual d'estil. La redacció i l'edició de textos. 4a edició. Vic: Eumo Editorial; Barcelona: Universitat de Barcelona: Universitat Pompeu Fabra: Associació de Mestres Rosa Sensat.
Mollà, Toni (2007). \"El model lingüístic oral: el cas de Canal 9 o el nivell (lingüístic) desnivellat\". Quaderns del CAC, núm. 28. Pàg. 13-19.
Paloma, David; Rico, Albert (2000). Diccionari de pronunciació en català. Barcelona: Edicions 62.
Paloma, David; Rico, Albert (2005). No et confonguis! Diccionari de mots que es confonen. Barcelona: Empúries.
Paloma, David; Rico, Albert (2008). Diccionari de dubtes i barbarismes. Barcelona: Edicions 62.
Paloma, David (2010). 50 obres de llengua del segle XXI. Ressenyes i propostes de recerca. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Paloma, David (2015). Personatges convertits en paraules. Barcelona: Barcanova.
Pujol, Josep M.; Solà, Joan (1995). Ortotipografia. Barcelona: Columna.
Saborit, Josep (2009). Millorem la pronúncia. València: Acadèmia Valenciana de la Llengua.
Solà, Joan (1994). Sintaxi normativa. Barcelona: Empúries.
Solà, Joan et al. (2002). Gramàtica del català contemporani. Barcelona: Empúries.
Vallverdú, Francesc (2000). El català estàndard i els mitjans audiovisuals. Barcelona: Edicions 62 - Televisió de Catalunya. Pràctiques Lingüístiques, 3.
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, Josep Àngel; 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 de Catalunya, 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 or similar.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 7 | Catalan | first semester | afternoon |
| (SEM) Seminars | 71 | Catalan | first semester | afternoon |
| (SEM) Seminars | 72 | Catalan | first semester | afternoon |