Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Step 2. The nature of Linguistics and Language

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 ☒ 4
Activity: Weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment: Unit 1. Step 2.
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
120
Environment
Starting Date of the
Deadline of the Activity:
Activity:
March 11, 2020
February 15, 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 Linguistics and Language.
Steps, Phase or Stage of the Learning Strategy to Develop
Unit 1, step 2. 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

will discuss and answer questions and analysis in order to elucidate
the nature of Language and Linguistics
Activities to Develop

Task 1: individual activity

1. Read the following two documents “An Introduction to Linguistics

and Language Studies” pages 1-13, by McCabe A, and “Linguistics”;
and also, read the document ‘Linguistics’ by Bauer, Laurie. Pages 10-
18, found in UNIT 1, in the Knowledge Environment.

2. Based on the first document, do Exercise 1.4 in page 13. You

have six phrases and you have to identify them to whom the phrases
might belong, “Attribute each of the…phrases to Ferdinand de
Saussure, Noam Chomsky, or Michael Halliday. What motivates, in
each case, your response according to the text? What does the quote
tell you about their perspective on the study and analysis of
language?”

3. Based on the second text ‘Linguistics’ in “Bauer, Laurie; The

Linguistic Student's Handbook” Answer the following question: why is
Linguistics definitely considered a science? In your answer, involve the
other language areas such as semiotics, philology and literature.

4. In the following two questions you have to consult and then

explain:
4.1 The concept of ‘double articulation’ is a classic one at identifying
language, please, explain it, and give examples.
4.2 Human language is different from other semiotic systems,
explain at least three characteristics, that according to Linguistics, are
unique to human language ( give references).

5. Check your partners’ posts and make comments about them in

order to discuss their ideas.

Task 2: Collaborative activity

6. Create an online collective magazine and answer the questions

on it.

To create the online magazine, it is necessary to upload a PDF

document; therefore, you can create this document in word or in
power point.
Use the tool flipsnack to make your group’s online magazine. This
website let you create online magazines by using pdf documents. Visit
the website at https://www.flipsnack.com/es/digital-magazine/

Environmen Develop this task in the forum Unit 1, Step 2, found in

ts for the the Collaborative Environment. Remember to
Developme participate on time so that your mates could check your
nt of the work to give feedback and improve.
Activity Check your mates’ individual works and give relevant
feedback in order to improve. You can provide some
recommendations in terms of contents, presentation,
 organization, language, etc. Take in mind that your
comments have to be really important. Comments like
“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:
The deliveries role is the only student to upload
the final work in the Evaluation Environment. The
compiler gathers all the individual contributions and the
deliveries hands it in.

Collaborative:
Products to
Choose one of the roles to be performed by the student
be
in the collaborative group and one the roles and duties
Submitted
for the submission of products by students. Look at the
by Students
description of the roles below.

When you finally have corrected your works according

to the feedback given in the forum, the student with
the deliveries role uploads them in a single
document (pdf or word) to the link Unit 1, Step 2,
found in the Evaluation Environment.

3. General Guidelines for the Collaborative Work

Planning of Collaborative learning is a strategy that allows

Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative
Collaborative work proposed for the course is based on a
Work 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
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
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
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
Evaluation Rubric
Step 2. The nature of Linguistics and Language
Activity Individual Collaborative
☐ ☒
Type: Activity Activity
Evaluatio
Intermediate
n Initial ☐ ☒ Final ☐
Unit 1
Moment
Performance Levels of the Individual Activity
Evaluate
Average Score
d Items High Score Low Score
Score
The
The
information
information
The information partially shows
does not show
shows that the that the
that the
student explored student
student
and analyzed the explored and
explored and
references for analyzed the
analyzed the
unit 1. It is reference for
Checking reference for
evident that the unit 1. It is 20
reference unit 1. It is not
student partially points
s evident that
understood the evident that
student
concepts and student
understood the
masters the understood the
concepts and
topics. concepts and
masters the
masters the
topics.
topics.
(up to 20 (up to 10 (up to 1
points) points) point)
The student The student The student did
answers correctly answers not answer
the questions in partially the correctly any of
Answers
a reflective and questions. the questions. 20
the
critical way. points
questions
(up to 20 (up to 10 (up to 0
points) points) points)
Roles and The students The students The students 10
guidelines worked with one partially did not work points
 worked with
with one of the
of the roles and one of the roles
roles and only
only a student and only a
a student
uploads the final student
uploads the
task. uploads the
final task.
final task.
(up to 10 (up to 5 (up to 1
points) points) point)
Performance Levels of the Collaborative
Evaluate Activity
Score
d Items Average
High Score Low Score
Score
The students The students
present the do not present
online the online
The students magazine magazine with
present the where partially answers
online magazine answers according to the
with answers according to two readings. It
according to the the two is not original,
two readings. It readings. It is nor organized;
Online is original, partially it has wrong 15
Magazine organized; it has original, use of language points
format good use of organized; it and does not
language and has errors at
answers correctly answer correctly
using language any of the
the seven
and answers seven questions.
questions.
partially the
seven
questions.
(up to 15 (up to 8 (up to 0
points) points) points)
Online The student got The student The student 35point
Magazine interested in got interested did not get s
contents developing a in developing a interested in
good work, so good work, but developing a
he/she checked he/she partially good work, so
the partners’ checked the he/she did not
answers in order partners’ check the
 answers in
order to give partners’
feedback and answers and
to give feedback
improve. The did not give
and improve.
student feedback to
The student
partially improve. The
actively
participated in student did not
participated in
order to participate in
order to present
present an order to
an excellent final
excellent final present an
task. The
task. The excellent final
student entered
student task. The
the forum on
entered the student does
time and
forum few not enter the
participated
times and forum on time
actively
partially to participate
(frequently and
participated actively
in a meaningful
actively (frequently and
way).
(frequently and in a meaningful
in a meaningful way).
way).
Individual (up to 35 (up to 18 (up to 0 20
and points) points) points) points
Collaborat The student got The student The student
ive interested in got interested did not get
participati developing a in developing a interested in
on good work, so good work, but developing a
he/she checked he/she partially good work, so
the partners’ checked the he/she did not
answers in order partners’ check the
to give feedback answers in partners’
and improve. order to give answers and
The student feedback and did not give
actively improve. The feedback to
participated in student improve. The
order to present partially student did not
an excellent final participated in participate in
task. The order to order to
student entered present an present an
the forum on excellent final excellent final
 task. The
student task. The
entered the student does
time and
forum few not enter the
participated
times and forum on time
actively
partially to participate
(frequently and
participated actively
in a meaningful
actively (frequently and
way).
(frequently and in a meaningful
in a meaningful way).
way).
(up to 20 (up to 10 (up to 0
points) points) points)
Final Score 120