Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Step 1 - Introduction to main terms

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
25
Environment
Starting Date of the
Deadline of the Activity:
Activity:
February 14th, 2019
February 1, 2019.
Competences to Develop:
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

Analytical and synthetic reasoning

It covers the type of actions carried out systematically to understand a

complex situation and derive it in simpler parts, establishing logical
relations between them (causal or conditional). The fundamental
characteristic of this type of thinking is its linear nature, step by step,
and that who develops it is capable of reproducing it and presenting it to
others with full awareness of the information it handles and the
processes, procedures and operations carried out. It is oriented to the
solution rather than the statements of the problem.
This type of reasoning, along with creative thinking, is closely linked to
thinking aimed at solving problems.
To favor the deployment and development of this competence, complex
problematic situations that require the definition of a decomposition and
simplification strategy to address them are particularly appropriate.

Performance that the student must demonstrate:

• decomposes a complex situation into simple elements and identifies
the relationships between them;
• identifies causal relationships and deduces logical conclusions;
• proceeds systematically to consider different alternatives;
• elaborates a coherent reading of a situation from different information
elements.
Topics to Develop:
Understanding basic concepts about linguistics and Language.

Steps, Phase or Stage of the Learning Strategy to Develop

Pre-task: at this time is required to make an introduction to the topic
and task.
This stage will be developed individually by answering five questions and
creating three questions with its answers based on the video “Linguistics
as a Window to Understanding the Brain” By Steven Pinker.

Activities to Develop
1. Watch the video “Linguistics as a Window to Understanding the
Brain” By Steven Pinker found in the Course Contents, UNIT 1, in the
Knowledge Environment.

2. Once you have understood and internalized the contents, answer the
following five questions:

2.1. According to the video, explain what not language is, in your
answer include the following concepts:
Grammar, written language and thought.

2.2. In a very concise form and according to the video, say what
language is.

2.3. According to the video, please explain what concept is developed

with the famous Noan Chomsky’s phrase “Colorless green ideas sleep
furiously”.

2.4. What is the basic explanation for the fact that a person speaks a
foreign language with a specific accent?

2.5. Despite computational linguistics have had great advances, what

have been some typical linguistic difficulties to computers process
human language?

3. Create three questions more and its respective answers also based on
the video.

The information has to be based on the video, if you want to go in

depth in your answers you must include references.

The activity will be delivered in the Evaluation and

Environmen Monitoring Environment. The Forum will be
ts for the A for available in the Collaborative Environment,
Developme although, you are not required to participate in the
nt of the Collaborative forum to develop this task, the director of
Activity the course encourage you to do it and increase your
comprehension at the interaction.
Individual:
A 3 A pdf document with the answers to the questions
proposed and, your own questions with its answers. Your
document has to include references from the video
Products to
(minutes indication) suggested for this task and other
be
sources if needed.
Submitted
by Students Collaborative:

No No collaborative task.

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
Planning of socialization in the virtual classroom.
Activities for the 1. Explore the syllabus of the course.
Development of 2. Make several readings of the activity guide and
Collaborative the evaluation rubric for each of the units of
Work 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
and focuses work around the learning task.
Roles to Be Provides leadership and direction for the group
Performed by the and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team's
Collaborative ideas and progress. Checks to be sure that ideas
Group 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.
Roles and Duties Compiler: Puts together the final product and
for the Submission includes the work done only by those who
of Products by participated on time. Informs the student in
Students 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
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
Plagiarism Policy
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 1 - Introduction to main terms

Activity Collaborative
Individual Activity ☒ ☐
type: Activity

Evaluation
Initial ☒ Intermediate ☐ Final ☐
moment

Evaluated Performance levels of the individual activity

Score
items High score Average score Low score

The given answer The given answer The given answer

shows that the partially shows that does not show that
student explored the student explored the student explored
Checking and analyzed the and analyzed the and analyzed the
References reference for unit reference for unit 1. reference for unit 1. 10
1. The information The information The information does pts
shows that the partially shows that not show that the
student the student student understood
understood the understood the the concepts and
basic concepts concepts and
 and masters the masters the topics. masters the topics.
topics.

(up to 10
(up to 5 points) (up to 1 point)
points)

The answers and The answers and the

The answers and the
the creation of creation of
creation of questions
questions show questions show a
show any
clearly partially
comprehension of
comprehension of comprehension of
Document basic concepts, of 10
basic concepts, of basic concepts, of
contents the nature of pts
the nature of the nature of
language and
language and language and
linguistics.
linguistics. linguistics.

(up to 10
(up to 5 points) (up to 1 point)
points)

The document does The document does

The document is
not fulfil some of not fulfil most of
organized, well
these criteria: is these 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
coherent coherent 5 pts
text has no
Document paragraphs. The paragraphs. The text
serious linguistic
organization text has no serious has no serious
errors and is
linguistic errors and linguistic errors and
uploaded in the
is uploaded in the is uploaded in the
Evaluation
Evaluation Evaluation
Environment.
Environment. Environment.

(up to 5 points) (up to 2 points) (up to 1 point)

25
Final score
Points