Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Step 5 - Pragmatics

1. General Description of the Course

Faculty or School of Education

Academic Unit
Academic Level Professional
Academic Field Disciplinary 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:
May 22, 2020
May 9,2020
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 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:
Describe in detail the individual activities that student
Products to
has to accomplish
be
Submitted Collaborative:
by Students
Describe in detail the collaborative activities that
student has to accomplish
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
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
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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
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
Plagiarism Policy 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

Evaluation Rubric
Step 5 - Pragmatics
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Intermediate
Initial ☐ ☐ Final ☒
Moment Unit
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The information The information
The information partially shows does not show
shows that the that the student that the student
student explored explored and explored and
and analyzed the analyzed the analyzed the
references for unit reference for unit reference for unit
2. It is evident 2. It is partially 2. It is not
Checking
that the student evident that evident that 20 points
references
understood the student student
concepts and understood the understood the
masters the concepts and concepts and
topics. masters the masters the
topics. topics.
(up to 20 (up to 10
(up to x points)
points) points)
The information The information The information
presented in the presented in the presented in the
document document document does
Questions answers fully the partially answers not answer the
partially the questions. 40 points
reply questions.
questions. .
(up to 40 (up to 20
(up to 1 point)
points) points)
Writing The writing shows The writing The writing does 45 points
about a how linguistics is partially shows not show how
linguistic implemented in a how linguistics is linguistics is
issue
teaching or implemented in a implemented in a
translating task. teaching or teaching or
 translating task. translating task.
The topic is
The topic is The topic is not
treated in a clear,
treated partially in treated in a clear,
direct and
a clear, direct and direct and
reflective way.
reflective way. reflective way.

(up to 45 (up to 22
(up to 1 point)
points) points)
The document The document
does not fulfil does not fulfil
The document is
some of these most of these
organized, well
criteria: is criteria: is
presented; it
organized, well organized, well
contains titles,
presented; it presented; it
subtitles and
contains titles, contains titles,
coherent
subtitles and subtitles and
paragraphs. The
Document coherent coherent
text has no 20 points
organization paragraphs. The paragraphs. The
serious linguistic
text has no text has no
errors and is
serious linguistic serious linguistic
uploaded in the
errors and is errors and is
Evaluation
uploaded in the uploaded in the
Environment.
Evaluation Evaluation
Environment. Environment.
(up to 20 (up to 10
(up to 1 point)
points) points)
Final Score 125