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 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 ☒ 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:
May 13, 20120
April 17, 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.

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/

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

the Collaborative Environment. Remember to participate
Environmen on time so that your mates could check your work to
ts for the give feedback and improve.
Developme Check your mates’ individual works and give relevant
nt of the feedback in order to improve. You can provide some
Activity 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

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
Planning of
and planned process that includes individual and
Activities for the
group activities, as well as interaction and
Development of
socialization in the virtual classroom.
Collaborative
1. Explore the syllabus of the course.
Work
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.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
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
Roles to Be and focuses work around the learning task.
Performed by the Provides leadership and direction for the group
Student in the and suggests solutions to team problems.
Collaborative Recorder: Keeps a public record of the team's
Group 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
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
Plagiarism Policy 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 X
Moment
Performance Levels of the Individual Activity
Evaluate
Average Score
d Items High Score Low Score
Score
The information The The
shows that the information information does
Checking student explored partially shows not show that
20
reference and analyzed the that the student the student
points
s references for unit explored and explored and
1. It is evident analyzed the analyzed the
that the student reference for reference for
 understood the unit 1. It is unit 1. It is not
concepts and partially evident evident that
masters the that student student
topics. understood the understood the
concepts and concepts and
masters the masters the
topics. topics.
(up to 10
(up to 20 points) (up to 1 point)
points)
The student The student The student did
answers correctly answers partially not answer
the questions in a the questions. correctly any of
Answers reflective and the questions. 20
the critical way. points
questions
(up to 20 points) (up to 10 (up to 0
points) points)

The students
The students
The students partially
did not work
worked with one worked with
with one of the
of the roles and one of the roles
roles and only
Roles and only a student and only a 10
a student
guidelines uploads the final student points
uploads the
task. uploads the
final task.
final task.
(up to 5
(up to 10 points) (up to 1 point)
points)
Performance Levels of the Collaborative
Evaluate Activity
Score
d Items Average
High Score Low Score
Score
The students The students The students do not present
present the online present the the online magazine with
magazine with online magazine answers according to the two
answers according where partially readings. It is not original,
Online to the two answers nor organized; it has wrong
15
Magazine readings. It is according to the use of language and does
original,
points
format two readings. It not answer correctly any of
organized; it has
is partially the seven questions.
good use of
original,
language and
answers correctly organized; it has
 the seven errors at using
questions. language and
answers partially
the seven
questions.

(up to 15 (up to 8 (up to 0

points) points) points)
The student got The student did
interested in not get
The student got developing a interested in
interested in good work, but developing a
developing a good he/she partially good work, so
work, so he/she checked the he/she did not
checked the partners’ check the
partners’ answers answers in order partners’
in order to give to give feedback answers and did
feedback and and improve. not give
improve. The The student feedback to
Online student actively partially improve. The
35point
Magazine participated in participated in student did not
order to present order to present participate in
s
contents
an excellent final an excellent final order to present
task. The student task. The an excellent final
entered the forum student entered task. The
on time and the forum few student di not
participated times and enter the forum
actively partially on time to
(frequently and in participated participate
a meaningful actively actively
way). (frequently and (frequently and
in a meaningful in a meaningful
way). way).
(up to 35 (up to 18 (up to 0
points) points) points)
Individual The student got The student got The student did
and interested in interested in not get
Collaborat developing a good developing a interested in 20
ive work, so he/she good work, but developing a points
participati checked the he/she partially good work, so
on partners’ answers checked the he/she did not
in order to give partners’ check the
feedback and answers in order partners’
 improve. The to give feedback answers and did
student actively and improve. not give
participated in The student feedback to
order to present partially improve. The
an excellent final participated in student did not
task. The student order to present participate in
entered the forum an excellent final order to present
on time and task. The an excellent final
participated student entered task. The
actively the forum few student di not
(frequently and in times and enter the forum
a meaningful partially on time to
way). participated participate
actively actively
(frequently and (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