Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Step 5. Final Exam. Units 1,2 and Pragmatics.

1. General Description of the Course

Faculty or School of education

Academic Unit
Academic Level Professional
Academic Field Complementary Formation
Course Name Introduction to Linguistics
Course Code 518017
Course Type Theoretical Retake Yes ☒ No ☐
Exam
Number of Credits 2

2. Description of the Activity

Type of Number of
Individual ☒ Collaborative ☐ 2
Activity: Weeks
Evaluation
Initial ☐ Intermediate ☐ Final ☐
Moment:
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
120 points.
Environment
Starting Date of the Deadline of the Activity:
Activity:
July 8, 2020 July 21, 2020
Competences to Develop:
Critical thinking

It’s the intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
It entails the examination of those structures or elements of thought
implicit in all reasoning: purpose, problem, or question-at-issue;
assumptions; concepts; empirical grounding; reasoning leading to
conclusions; implications and consequences; objections from alternative
viewpoints; and frame of reference.

Information management

It is defined as "the ability to locate information, filter it and organize it

in order to select the required information, to present it in a suitable
way for its use and to evaluate both the information itself and the
sources and methods used to obtain it.
Performance that the student must demonstrate:
• Critically analyzes and evaluates information and its sources;
• Selects the required information and uses it efficiently to accomplish a
specific task;
• Identifies missing information or unreliable information when analyzing
a situation or problem;
• Identifies the economic, legal and social impact that implies the use of
information and manages it in an ethical and responsible manner
Topics to Develop:
Units 1, 2 and Pragmatics.
Steps, Phase or Stage of the Learning Strategy to Develop
• Step 5, Final exam: students establish the framework required for
the development of their work: knowledge, strategies, and activities.
Students perform the task individually or in groups, giving everyone the
chance to express themselves and make proposals facing the
development of it.

-This stage will be developed individually. Students answer some

questions and voluntarily interact to share information.
Activities to Develop

1. Read the document “Introduction”, Chapter 1, pages 1-20, in

‘Huang Y. Pragmatics. Oxford: OUP Oxford; 2007.; found in the Course
Contents, UNIT 2, in the Knowledge Environment; once you have
studied and deliberated on the concepts, please answer the following
analysis:

Study questions

2. What are the differences, if any, between sentence and utterance?

3. What is context? Why is it so important to pragmatics?

4. Imagine the following situation: a lady friend comes from a beauty
parlor; she has a new haircut. Once you see her you say: “you just had
your hair cut!”.
Cleary, you are not saying anything unknown, you friend knows
perfectly that she just had her hair cut… then, what is the function and
purpose of your utterance? Explain (Taken from: Escandell.2011)

5. The concept ‘Linguistic underdeterminacy’ it is explained as “a huge

gap between the meaning of a sentence and the messages actually
conveyed by the uttering of that sentence. In other words, the
linguistically encoded meaning of a sentence radically underdetermines
the proposition the speaker expresses when he or she utters that
sentence” Huang (2017:5), this concept is pivotal at understanding how
pragmatics meaning work; how do you understand it, give one example.

6. At a daily basis, in teaching and translating areas, linguistics is used

even without being realized; do an inquiry and explain how this
disciplined is implemented in any task at teaching or translating. Your
writing (at least two paragraphs) will emphasize in any of the
classical linguistic levels: grammar, speech sounds, semantic or
pragmatic level. In your explanation be clear and concise, avoid fuzzy
ideas.

The Forum Final Exam, step 5 will be available in the

Environmen
Collaborative Environment; attention, although you do
ts for the
not need to interact with your partners to develop this
Developme
final assignment, the director of the course encourage
nt of the
you to do it and increase your comprehension at the
Activity
interaction.
Individual:
A pdf document with four answers and short writing (at
Products to
least two paragraphs).
be
Submitted Collaborative:
by Students
No

3. General Guidelines for the Collaborative Work

 Collaborative learning is a strategy that allows
students to work together in order to achieve a
common goal. Accordingly, the collaborative work
proposed for the course is based on a structured
and planned process that includes individual and
group activities, as well as interaction and
socialization in the virtual classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide and
the evaluation rubric for each of the units of
individual and collaborative work.
3. All the activities that are carried out for the
Planning of development of the activity should be reflected
Activities for the within the course through the different media and
Development of especially in the forum of each activity, since the
Collaborative interaction; if they work by Skype or other means
Work they should evidence it in the forum with
screenshots.
4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for meet
during the development of each activity.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
Roles to Be effective interaction that promotes learning and
Performed by the interpersonal relationships. Every student will
Student in the take up one of these roles for the development of
Collaborative the course assignments and can only be changed
Group if decided by the group members.
Facilitator: Makes sure that every voice is heard
and focuses work around the learning task.
Provides leadership and direction for the group
 and suggests solutions to team problems.
Recorder: Keeps a public record of the team's
ideas and progress. Checks to be sure that ideas
are clear and accurate.
Time keeper: Encourages the group to stay on
task. Announces when time is halfway through
and when time is nearly up.
Planner: States an action for the completion of
the task at hand according to the instructions and
course agenda.
Task monitor: Looks for supplies or requests
help from the teacher when group members
agree that they do not have the resources to
solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who
participated on time. Informs the student in
charge of alerts about people who did not
participate and will not be included in the final
product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Roles and Duties Evaluator: Evaluates the final document to
for the Submission ensure it follows the evaluation criteria of the
of Products by rubric and informs the student in charge of alerts
Students about any changes that need to be made before
delivering the product.
Deliveries: Student in charge of informing about
the dates set for presenting each task and
delivering the final product according to the
course agenda. Also informs other students that
the final product has been sent.
Alerts: Informs group participants about any
news in the work being done and reports the
delivery of the final product to the course tutor.
All references considered for this activity have to
References
be cited using APA Style
Plagiarism Policy Students must be aware of the risks and
penalties in case of plagiarism.
 Under the Academic Code of Conduct, the actions
that infringe the academic order, among others,
are the following: paragraph e) "Plagiarism is to
present as your own work all or part of a written
report, task or document of invention carried out
by another person. It also implies the use of
citations or lack of references, or it includes
citations where there is no match between these
and the reference" and paragraph f) " To
reproduce, or copy for profit, educational
resources or results of research products, which
have rights reserved for the University ".
(Acuerdo 029 - 13 De Diciembre de 2013,
Artículo 99)

The academic penalties that the student will face

are:

a) In case of academic fraud demonstrated in the

academic work or evaluation, the score obtained
will be zero (0.0) without any disciplinary
measures being derived.
b) In case of proven plagiarism in academic work
of any nature, the score obtained will be zero
(0.0), without any disciplinary measures being
derived.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved from
http://www.bibme.org/citation-guide/apa/

4. Evaluation Rubric

Step 5. Final Exam. Units 1,2 and Pragmatics.

Collaborative
Activity type: Individual Activity ☒ ☐
Activity
Evaluation Initial ☐ Intermediate ☐ Final. Step ☒
 moment 5.
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The information
The information The information does
shows that the
partially shows that the not show that the
student explored and
student explored and student explored and
analyzed the
analyzed the reference analyzed the reference
Checking references for unit 2. 20
for unit 2. It is partially for unit 2. It is not
references It is evident that the pts
evident that student evident that student
student understood
understood the concepts understood the concepts
the concepts and
and masters the topics. and masters the topics.
masters the topics.
(up to 20 points) (up to 10 points) (up to 1 point)
The information The information The information
presented in the presented in the presented in the
Questions document answers document partially document does not 40
reply fully the questions. answers partially the answer the questions. pts
questions. .

(up to 40 points) (up to 20 points) (up to 1 point)

The writing shows The writing partially
The writing does not
how linguistics is shows how linguistics is
shows how linguistics is
implemented in a implemented in a
implemented in a
teaching or teaching or translating
teaching or translating
Writing about translating task. The task. The topic is
task. The topic is not 45
a linguistic topic is treated in a treated partially in a
treated in a clear, direct pts
issue clear, direct and clear, direct and
and reflective way.
reflective way. reflective way.

(up to 45 points) (up to 22 points) (up to 1 point)

The document is The document does not The document does not
organized, well fulfil some of these fulfil most of these
presented; it criteria: is organized, criteria: is organized,
contains titles, well presented; it well presented; it
subtitles and contains titles, subtitles contains titles, subtitles
20
coherent and coherent and coherent
Document pts
paragraphs. The text paragraphs. The text paragraphs. The text has
organization
has no serious has no serious linguistic no serious linguistic
linguistic errors and errors and is uploaded errors and is uploaded in
is uploaded in the in the Evaluation the Evaluation
Evaluation Environment. Environment.
 Environment.

(up to 20 points) (up to 10 points) (up to 1 point)

Final score 125 Points