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• Juan Fernando Blanco Calixto

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Universidad Nacional Abierta y a Distancia Academic and Research Vice-Rector Activity Guide and Evaluation Rubric Step 3 – The nature of grammar 1. General Description of the Course Faculty or Academic Unit Academic Level Academic Field Course Name Course Code Course Type Number of Credits

School of Education Professional Disciplinary Formation Introduction to Linguistics 518017 Theoretical Retake Exam 2

Yes

☒ No ☐

2. Description of the Activity Type of Activity: Evaluation Moment:

Individual ☒ Initial ☐

Total Score of the Activity: 120 points.

Collaborative ☐

Number of 4 Weeks

Intermediate Final ☐ ☒ Unit 1. Step 3 Environment to Submit the Activity: Monitoring and Evaluation Environment

Starting Date of the Deadline of the Activity: Activity: April 6, 2020 March 12, 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: The nature of grammar. Steps, Phase or Stage of the Learning Strategy to Develop Unit 1. Step 3: 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 and collaboratively. Students answer some questions and interact to share information. Activities to Develop 1. Read the document “Grammar” Chapter 7, pages 80-95, in ‘Yule, G. (2010). The Study of Language. Cambridge: Cambridge University Press’; found in the Course Contents, UNIT 1, in the Knowledge Environment; and also read the text “Grammar” Chapter 4, pages 19-24, in ‘Bauer, Laurie.; The Linguistic Student's Handbook’ 2.

Based on the first text, you need to post the following analysis:

Study questions 2.1. Identify all the parts of speech used in the following sentence (e.g. woman = noun): “The woman kept a large snake in a cage, but it escaped

recently”. and respond to following analysis: According to the author, what is an important wrong linguistic view at establishing a proper English grammar model in eighteenth-century (this conceptual error is even today present when considering “a good English use”). 2.2. What prescriptive rules for the “proper” use of English are not obeyed in the following sentences and how would they be “corrected”? (i) The old theory consistently failed to fully explain all the data. (ii) I can’t remember the name of the person I gave the book to 2.3. Tasks 2.3.1. Another term used in the description of the parts of speech is “determiner.” What are determiners? How many examples were included in this chapter? 2.3.2 In this chapter, we discussed “correction” in grammar. What is hypercorrection? 2.3.3. The structural analysis of a basic English sentence (NP + V + NP) is often described as “Subject Verb Object” or SVO. The basic sentence order in a Gaelic sentence (V + NP + NP) is described as “Verb Subject Object” or VSO. After looking at the examples below (based on Inoue, 1979), would you describe the basic sentence order in these Japanese sentences as SVO or VSO or something else? 2.3.3.1 Jakku-ga gakkoo-e ikimasu Jack school to go (“Jack goes to school”) 2.3.3.2 Kazuko-ga gakkoo-de eigo-o naratte imasu

Kazuko school at English learn (“Kazuko is learning English at school”)

be

2.3.3.3 Divergence in the syntactic patterns of languages is responsible for the patterns of errors made by English-language learners. Given that English-language learners from Korea produce sentences such as *I ice-cream like and *I book read, what can you say about word order in Korean? (Taken from Gordon T. 2012) 4. Based on the second text please answer: In the text we can see that in the history of linguistics we have two forms to understand grammar: a Prescriptive form and a Descriptive one; why the second comprehension it is considered a breakthrough in Linguistics? Develop this task in the forum Unit 1. Step 3, found in the Collaborative Environment. Remember to participate on time so that your mates could check your work to give feedback and improve. Check your mates’ individual works and give relevant Environmen feedback in order to improve. You can provide some ts for the recommendations in terms of contents, presentation, Developme organization, language, etc. Take in mind that your nt of the comments have to be really important. Comments like Activity “excellent work”, “congratulations”… are not considered as relevant feedback, just the comments that allow your partners improve. It is asked to check at least once each one of your mates’ works. At the end, if you didn’t give relevant feedback to any of your mates, your score will be affected. Individual: Products to be Submitted by Students

When you finally have corrected your works according to the feedback given in the forum, each student uploads the work in a single document (pdf or word) to the link Intermediate, unit 1, step 3, found in the Evaluation Environment. Collaborative: The student presents at least three

answers or analysis in the forum. The participation in the forum will be scored in terms of interaction with the mates; the more you give relevant feedback to your mates, the most you learn and have a good punctuation.

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 Development of and especially in the forum of each activity, Collaborative since the interaction; if they work by Skype or Work other means 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. Roles to be Different roles are proposed within the Performed by the collaborative environment, which allow an Student in the appropriate space for academic growth and Collaborative effective interaction that promotes learning and Group interpersonal relationships. Every student will take up one of these roles for the development of the course assignments and can only be changed if decided by the group members. Facilitator: Makes sure that every voice is

Roles and Duties for the Submission of Products by Students

References

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. Timekeeper: 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. Evaluator: Evaluates the final document to ensure it follows the evaluation criteria of the rubric and informs the student in charge of alerts 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

be cited using APA Style Students must be aware of the risks and penalties in case of plagiarism.

Plagiarism Policy

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

Activity type: Evaluati on moment Evaluat ed items

Evaluation rubric Step 3 - The nature of grammar Collaborative Individual Activity ☒ ☒ Activity Initial

☐

Intermediate Unit 1. Step 3

☒

Fin al

☐

Performance levels of the individual activity Score High score Average score Low score The The The information information information shows that the partially shows does not show student that the student that the student explored and explored and explored and analyzed the analyzed the analyzed the references for reference for reference for Checking unit 2. It is unit 2. It is unit 2. It is not 30 reference evident that the partially evident evident that points s student that student student understood the understood the understood the concepts and concepts and concepts and masters the masters the masters the topics. topics. topics. (up to 30 (up to 15 (up to 1 point) points) points) The information The information The information presented in the presented in the presented in the document document does document partially not answer the answers fully 50 answers questions. Question the questions. points partially the s reply questions. .

Documen t format

(up to 50 points) The document is well presented and

(up to 25 points) The document is partially well presented and

(up to 1 point) The document is 15 points not well presented and

organized. The information is clear and avoids serious linguistic mistakes. It is uploaded in the evaluation environment.

Evaluat ed items

Individua l and Collabora tive participat ion

organized. The information is partially clear and avoids serious linguistic mistakes. It is uploaded in the evaluation environment.

organized. The information is not clear and avoids serious linguistic mistakes. It is not uploaded in the evaluation environment.

(up to 15 (up to 8 (up to 1 point) points) points) Performance levels of the collaborative Score activity High score Average score Low score The student The student partially The student presented at presented at did not present least three least three any answers or answers or answers or analysis in the analysis in the analysis in the forum and, did forum, on time, forum, on time, not give 25 and gave and partially meaningful points meaningful gave feedback about feedback about meaningful their partners’ their partners’ feedback about work. work. their partners’ work. (Up to 25 (Up to 12 (Up to 1 point) points) points) 120 Final score Points