Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 3 – Collaborative
Work 1

1. General Description of the Course

Faculty or School of Education

Academic Unit
Academic Level Professional
Academic Field Disciplinary Formation
Course Name Language Forms and Functions
Course Code 551019
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 Initial
☐ Intermediate ☒ Final ☐
Moment: Unit 1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
115
Environment
Starting Date of the
Deadline of the Activity:
Activity:
st October 18th, 2020
September 21 , 2020
Competences to Develop:
The student defines and exemplifies concepts about morphology,
grammatical categories, and semantic relations to get a deep
understanding of English language forms.
Topics to Develop:
Morphology, grammatical categories, and basic semantic relations
Steps, Phase or Stage of the Learning Strategy to Develop
Task 3 - To explain morphology, grammatical categories, and semantic
relations
Activities to Develop

Along with this collaborative task, you will approach morphology,

grammatical categories and semantic relations in two different stages:
individual and collaborative, as follows:

INDIVIDUAL STAGE:
In the Knowledge Environment, go to the following contents in Unit 1:
• Language and Mind by McCabe, A. (2011)
• The internal structure of words and processes of word formation
by Brinton, L. J., & Brinton, D. (2010)

After going through the above contents, individually answer the

following questions about morphology and post them in the
Collaborative Learning Forum:
1. Define morphology
2. Define morpheme
3. Explain the different types of morphemes: free, bound, root,
stem, derivational, and inflectional, providing examples of each
one
4. Explain affixes, including prefixes and suffixes, with examples

Make a single post of your individual answers about morphology in the

forum. Please, do not make contributions per answer, just a single
contribution with all the answers. Keep in mind to have excellent writing
skills and to have the references of your sources in APA style.

COLLABORATIVE STAGE:
Based on the following references from the Knowledge Environment in
Unit 1, the whole group will post an online notebook including the
following information:
• Grammatical categories and word classes by Brinton, L. J., &
Brinton, D. (2010)
• Lexical semantics by Brinton, L. J., & Brinton, D. (2010)

1. From the individual contributions about morphology, build a single

collaborative one. It is not to include the five different definitions
made by each member of the group, but to choose the best from
every contribution to answer all questions.

2. Explain and exemplify the ten (10) grammatical categories from

the nominal and verbal points of view. Each member of the group
can work on two. Post your selection on the forum.
3. Define and give examples of basic semantic relations. Equally,
each person in the group should post their selection in the forum
to work on two of them at least (there are about 11 basic semantic
relationships).
4. Conclusion. How can these topics enhance your current or future
role as an English teacher?

You can answer the above questions in different formats, not only in a
Word file but also with videos (made by you), Power Point presentations,
images, etc.

All your answers will be posted to an online notebook called Online One
Note (from Microsoft – Outlook or Hotmail).

A group member with a Microsoft or Outlook account can open the One
Note and get an open link for the other members to edit it. Go to
https://www.onenote.com/hrd, Sign in, click on “New”, and name the
note bloc: LFF CW1 Group + number of group (LFF CW1 Group 10).

A One Note page has sections on the left, and each section can have as
many pages as the user requires. Your online notebook should have at
least these sections: Introduction (working also as a cover page, with
the names of the group members), Morphology, Grammatical
Categories, Semantic Relations, Conclusions, and References.

Divide each section into pages accordingly to the subtopics. Try to be

creative. This tool allows adding information in different formats, not
just plain text.

Anyway, the group is free to work in any other Web 2.0 tool to post the
contents of this activity.

Be aware that if a student decides to work individually, he or she will

have to include in the outcome of all the information required in this
guideline, not just pieces of information.

Knowledge: Readings about language forms to

Environment develop individual and collaborative stages.
s for the Collaborative Learning: Post of individual and
Developmen collaborative contributions
t of the Practical Learning: Educational Resources Guide to
Activity using One Note Online
Monitoring and Evaluation: Post of a single
collaborative file per group
Individual:

Answers about morphology on the Collaborative

Learning Environment

Collaborative:

The group leader will post on the Monitoring and

Products to
be Evaluation Environment a PDF file with the following
Submitted information:
by Students A. Group members who correctly posted individual
contributions about morphology.
B. Group members who actively were involved in
the construction of the whole Online One Note
page with meaningful contributions in terms of
content and technology.
C. Link to public Online One Note page

3. General Guidelines for the Collaborative Work

1. Based on individual contributions about

morphology, the first item of group work will
be to consolidate a single group input about
Planning of that topic.
Activities for the 2. Each person in the group will choose two out
Development of of ten grammatical categories and two out of
Collaborative 11 basic semantic relationships to be
Work explained through different formats (not just
plain texts).
3. The three topics (morphology, grammatical
categories, and basic semantic relationships)

in different formats will be posted to a

collaborative online notebook (One Note from
Microsoft) with a cover page, introduction,
conclusion, and references using different
sections and pages from that tool. Each
member of the group must be actively
involved in the building of the notebook.
In order to develop the task, each student should
choose one of the roles pointed below and start
working from the very beginning of the four
weeks scheduled for this task.
In addition, each member of the group must be
aware that this task implies commitment in both
stages: individual and collaborative. Students
who only show up once to post an individual
contribution will not be included in the
collaborative outcome.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
Roles to Be interpersonal relationships. Every student will
Performed by the take up one of these roles for the development of
Student in the the course assignments and can only be changed
Collaborative if decided by the group members.
Group 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 alerts
Products by
about any changes that need to be made before
Students
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
Task 3 – Collaborative Work 1
Activity Collaborative
Individual Activity ☐ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit X
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The student posts The student does
The student does
complete answers not post the
Explanatio not answer the
to all the answers to all the
n about individual
questions about questions about 20 points
Morpholog questions about
morphology, morphology in the
y topics morphology on
including accurate forum, or there is
the forum.
examples on the more than one

forum in a single contribution

contribution. answering the
questions.
(up to 20 (up to 10
(up to 0 points)
points) points)
Contributions on
There are several
the forum and in
mistakes
the documents
regarding to
are well written in Ideas are difficult
writing skills due
English, with to understand
to wrong
excellent due to deep
grammar,
grammar, writing skills
Writing vocabulary,
vocabulary, issues on the 15 points
skills spelling or
spelling, and forum and/or the
punctuation on
punctuation, or documents.
the forum and/or
there are just
the documents.
some slight
mistakes.
(up to 15
(up to 8 points) (up to 0 points)
points)
The student
provides
meaningful
support to the
The student has a
group through The student posts
limited
excellent limited
participation on
definitions contributions to
Interaction the forum to post
examples, the construction
and individual content
explanations, and of the final group
meaningful contributions and
gives opinions product, or there
participatio does not provide 20 points
towards the group is not a support
n in the support nor
product, different for the group that
collaborati opinions to build
format files to fosters the
ve stage the collaborative
answer the advance towards
outcome of the
questions, and a high-quality
activity according
management of group outcome.
to guidelines.
the online tool to
post a high-
quality outcome.

(up to 20 (up to 10
(up to 0 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The outcome
includes all the Not all the topics
required topics. are included in
The group the outcome, or
consolidates a there is not an
The outcome has
single accurate
incomplete
collaborative collaborative
information
contribution about consolidation of
regarding to the
morphology and morphology
required topics in
the ten grammar individual
Contents the guidelines, or 35 points
categories. questions, nor all
not all the
Likewise, all the the ten grammar
questions are
basic semantic categories are
addressed.
relations are addressed, or not
included with all the semantic
accurate relations are
definitions and defined.
examples.
(up to 35 (up to 20
(up to 8 points)
points) points)
The online
notebook is
structured in all
the suggested At least one of the
sections: suggested The group does
introduction, sections for the not present the
Online One
three content online notebook is required contents
Note visual
topics, conclusion, left out, or the in the guidelines
presentatio 25 points
n and
and references. contents are in an online
structure Each section is presented just in notebook or in
accurately divided plain format, or any other Web
into sub-topics there are several 2.0 tool.
when necessary. writing mistakes.
The contents are
visually attractive
and are presented

in different
formats. Writing
skills are
excellent.
(up to 25 (up to 15
(up to 0 points)
points) points)
Final Score 115