Academic writing in the Spanish university environment differs from other languages; this optional writing clinic introduces students to the rules and conventions required to produce academic and scholarly pieces in Spanish. The workshop will systematically address problems that arise with production of academic text that students will encounter during their Spanish studies.
Prerequisites:
None
Learning outcomes:
By the end of the course, students should be able to:
Create and correct their own academic writing with expanded expressive capacity and improved accuracy in the Spanish language.
Critically evaluate academic texts written by others.
Enrich their own view of a text through dialogue with others, in order to give place for reflection, discussion, and debate.
Understand writing as a process not just a product, and therefore, use drafts as an effective way to facilitate improvement of communicative competence.
Method of presentation:
Lecture, practical writing exercises, group work.
Required work and form of assessment:
Each piece of writing will be evaluated individually, taking into account the draft version, the final version, and the process of writing as a whole in relation to a piece’s evolution. Attitude and classroom participation are also considered. By the end of the course, each student will present a portfolio of 10 writing samples completed throughout the course of the semester. Each portfolio will contain a title page, an index, and a justification for why each included piece was chosen, why the others were excluded, etc.
content:
Session 1: Introduction
Expectations; first questions linked to register: lexical selection, treatment; Illustration of these problems with the contrast between formal and informal letters.
Session 2: Casual connectors and organizing information; Complete conjugation of Spanish verbs and some uses in academic discourse
Session 3: Accentuation
General rules for mono- and polysyllabic words (agudas, graves and esdr?julas); Special rules: diacritical tilde and hiatus.
Session 4: Theoretical questions and examples for academic works
Objectivity; use of de?cticos; functions of notes; frequent abbreviations; advice for the final essay; expressions often used incorrectly (even by natives!); legibility; organizing the discourse I: connectors of opposition and additives (de todos modos, adem?s, encima, ni siquiera, incluso, pero, asimismo, tambi?n, en cambio, mientras que, sin embargo, es decir, esto es, o sea—informal--, por ultimo)
Session 5: Resources to explain in Spanish
Present information (the use of al parecer, por lo visto, con respecto a, en cuanto a, en relaci?n con, por cierto, por lo que respecta a, por si no, seg?n + algo, seg?n + alguien); Temporal expressions to organize information.
Session 6: Primary resources to discuss and explain in Spanish. Contrasting information (ahora bien, pero, antes bien, sino, as? y todo, aun as?, eso si, en cambio, mientras que, sin embargo, mejor dicho, es m?s, m?s a?n). Explain variables, limitations and conditions (the use of a base de que, a condici?n de que, en funci?n de que, siempre que, en previsi?n de que, no sea que, para evitar que, etc).
Session 7: Characteristics of a scholarly piece in Spanish. Sections; expressive and syntactical resources; enunciation of objects; resources to explain finality (a efectos de, con el objeto de que, etc.); citing sources, guidelines for introducing quotes and indicating bibliographic references; review
Session 8: Sequential and dialectic argument (inductive, deductive); Textual connectors; Argumentative connectors; qualification resources; useful vocabulary for the argumentation; ideal structure for the argumentative text; concessive connectors; casual and consecutive connectors.
Session 9: Rules for prepositions (verb + preposition, adjective + preposition). Frequent errors; verb tenses that are used in a special way in formal discourse (imperfect of subjunctive in –ra).
Session 10: Correlation of subordinate tenses (es lamentable que est? ocurriendo esto, ser?a lamentable que ocurriera eso, quiere que vaya, quiso que fuera); Expressions with subordinate clauses; relative words (uses and registers): que, quien, cual, cuyo, donde, cuando, quien.
Session 11: Relative pronouns with and without prepositions in specific sentences and explicatives
Restrictions
Session 12: More precise vocabulary for substituting general verbs (hacer, tener, haber, poner, dar, decir, etc); Collocations (“what sounds good”); questions of derivation (adjectives derived from nouns, nouns derived from verbs); the problem of words that look and sound similarly, but have different meanings.
Session 13: Expressions of comparison (equality, inequality, superiority, inferiority, gradation). Use of impersonal verb forms.
Session 14: Review; guide of questions to review and revise written text.
Required readings:
Adelstein, A. & Kuguel I. (2004) Los textos acad?micos en el nivel universitario. Los Polvorines: Universidad Nacional de General Sarmiento.
Alvarado Maite y Yeannoteguy (1999), Alicia: La escritura y sus formas discursivas. Buenos Aires, Eudeba.
Alvarado, Mayte (1994). El paratexto. Buenos Aires, UBA, Instituto de Ling??stica. 5
Arnoux, E.; Di St?fano & Pereira, M.C. (2002) La lectura y la escritura en la universidad. Buenos Aires: EUDEBA.
Austin, John (1982). C?mo hacer cosas con palabras. Barcelona, Paid?s.
Bajtin, Mijail (1979) “El problema de los g?neros discursivos”, en Est?tica de la creaci?n verbal. M?xico: Siglo XXI, 1985.
Botta, Mirta (2002). Tesis, monograf?as e informes. Nuevas normas y t?cnicas de investigaci?n y redacci?n. Buenos Aires, Biblos.
Calsamiglia, E. y Tus?n, A (1999). Las cosas del decir. Barcelona, Ariel.
Cassany (1993). Reparar la escritura. Did?ctica de la correcci?n de lo escrito. Barcelona, Grao, 1993.
Cassany, Daniel (1986). Describir el escribir. Barcelona, Paid?s, 1986.
Cassany, Daniel (1995). La cocina de la escritura. Barcelona: Anagrama, 1995.
Cassany, Daniel (1998) .Reparar la escritura. Did?ctica de la correcci?n de lo escrito. Barcelona: Grao. Biblioteca del Aula, 1998.
Ciapuscio, G. (2003) Textos especializados y terminolog?a. Barcelona: Instituto Universitario de Ling??stica Aplicada, Universidad de Pompeu Fabra.
Ciapuscio, Guiomar (1994). Tipos textuales. Buenos Aires, Facultad de Filosof?a y Letras.
Cubo de Severino, L. (coord.) (2005) Los textos de la ciencia. Principales clases del discurso acad?mico- cient?fico. C?rdoba: Comunicarte Editorial.
Di Tullio, ?.(2005) Manual de gram?tica del espa?ol. Buenos Aires: EDICIAL.
Eco, Umberto (1977). C?mo se hace una tesis, Barcelona, Gedisa, 1985.
Garc?a Negroni, M. M. (coord), M. Stern & L. Pergola (2001) El arte de escribir bien espa?ol. Manual de correcci?n de estilo. Buenos Aires: EDICIAL.
Marafioti, Roberto (1998). Recorridos semiol?gicos: signos, enunciaci?n y argumentaci?n. Buenos Aires, Eudeba.
Marafioti, Roberto (2003). Los patrones de la argumentaci?n: la argumentaci?n en los cl?sicos y en el siglo XX. Buenos Aires, Biblos.
Marafioti, Roberto (comp.) (1995). Temas de argumentaci?n. Buenos Aires, Biblos. Mar?n, Marta (1995). Conceptos claves. Buenos Aires, Aique.
Moliner, Mar?a (1999) Diccionario de uso del espa?ol, Madrid, Gredos.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 1, Barcelona, Ariel.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 2, Barcelona, Ariel.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 3, Barcelona, Ariel.
Perelman, Ch. y Obrechts-Tyceca (1989), L. Tratado de la argumentaci?n. Madrid, Gredos. Perelman, ch.;
Olbrechts Tyteca, L (1989). Tratado de la argumentaci?n. La nueva ret?rica. Madrid.
Real Academia Espa?ola (1999). Ortograf?a de la lengua espa?ola. Madrid: Espasa.
Real Academia Espa?ola (2005). Diccionario panhisp?nico de dudas. Madrid: Santillana. Real Academia Espa?ola. Diccionario. Versi?n en l?nea www.rae.es
Resnik, G. “El informe”, en L?pez Casanova, M. (2007) (comp.) La lectura y la escritura en el trabajo de taller. Aspectos metodol?gicos. Los Polvorines: Universidad Nacional de General Sarmiento.
Reyes, Graciela (1999). Manual de redacci?n. C?mo escribir bien en espa?ol. Madrid: Arco-Libros.
Serafini, M. T (1994). C?mo se escribe. Barcelona: Paid?s.
Serafini, Mar?a Teresa (1993). C?mo redactar un tema. Did?ctica de la escritura. Paid?s. Barcelona.
Vignaux, G. (1986): La argumentaci?n. Ensayo de l?gica discursiva, B.A., Hachette.
Academic writing in the Spanish university environment differs from other languages; this optional writing clinic introduces students to the rules and conventions required to produce academic and scholarly pieces in Spanish. The workshop will systematically address problems that arise with production of academic text that students will encounter during their Spanish studies.
None
By the end of the course, students should be able to:
Lecture, practical writing exercises, group work.
Each piece of writing will be evaluated individually, taking into account the draft version, the final version, and the process of writing as a whole in relation to a piece’s evolution. Attitude and classroom participation are also considered. By the end of the course, each student will present a portfolio of 10 writing samples completed throughout the course of the semester. Each portfolio will contain a title page, an index, and a justification for why each included piece was chosen, why the others were excluded, etc.
Session 1: Introduction
Expectations; first questions linked to register: lexical selection, treatment; Illustration of these problems with the contrast between formal and informal letters.
Session 2: Casual connectors and organizing information; Complete conjugation of Spanish verbs and some uses in academic discourse
Session 3: Accentuation
General rules for mono- and polysyllabic words (agudas, graves and esdr?julas); Special rules: diacritical tilde and hiatus.
Session 4: Theoretical questions and examples for academic works
Objectivity; use of de?cticos; functions of notes; frequent abbreviations; advice for the final essay; expressions often used incorrectly (even by natives!); legibility; organizing the discourse I: connectors of opposition and additives (de todos modos, adem?s, encima, ni siquiera, incluso, pero, asimismo, tambi?n, en cambio, mientras que, sin embargo, es decir, esto es, o sea—informal--, por ultimo)
Session 5: Resources to explain in Spanish
Present information (the use of al parecer, por lo visto, con respecto a, en cuanto a, en relaci?n con, por cierto, por lo que respecta a, por si no, seg?n + algo, seg?n + alguien); Temporal expressions to organize information.
Session 6: Primary resources to discuss and explain in Spanish. Contrasting information (ahora bien, pero, antes bien, sino, as? y todo, aun as?, eso si, en cambio, mientras que, sin embargo, mejor dicho, es m?s, m?s a?n). Explain variables, limitations and conditions (the use of a base de que, a condici?n de que, en funci?n de que, siempre que, en previsi?n de que, no sea que, para evitar que, etc).
Session 7: Characteristics of a scholarly piece in Spanish. Sections; expressive and syntactical resources; enunciation of objects; resources to explain finality (a efectos de, con el objeto de que, etc.); citing sources, guidelines for introducing quotes and indicating bibliographic references; review
Session 8: Sequential and dialectic argument (inductive, deductive); Textual connectors; Argumentative connectors; qualification resources; useful vocabulary for the argumentation; ideal structure for the argumentative text; concessive connectors; casual and consecutive connectors.
Session 9: Rules for prepositions (verb + preposition, adjective + preposition). Frequent errors; verb tenses that are used in a special way in formal discourse (imperfect of subjunctive in –ra).
Session 10: Correlation of subordinate tenses (es lamentable que est? ocurriendo esto, ser?a lamentable que ocurriera eso, quiere que vaya, quiso que fuera); Expressions with subordinate clauses; relative words (uses and registers): que, quien, cual, cuyo, donde, cuando, quien.
Session 11: Relative pronouns with and without prepositions in specific sentences and explicatives
Restrictions
Session 12: More precise vocabulary for substituting general verbs (hacer, tener, haber, poner, dar, decir, etc); Collocations (“what sounds good”); questions of derivation (adjectives derived from nouns, nouns derived from verbs); the problem of words that look and sound similarly, but have different meanings.
Session 13: Expressions of comparison (equality, inequality, superiority, inferiority, gradation). Use of impersonal verb forms.
Session 14: Review; guide of questions to review and revise written text.
Adelstein, A. & Kuguel I. (2004) Los textos acad?micos en el nivel universitario. Los Polvorines: Universidad Nacional de General Sarmiento.
Alvarado Maite y Yeannoteguy (1999), Alicia: La escritura y sus formas discursivas. Buenos Aires, Eudeba.
Alvarado, Mayte (1994). El paratexto. Buenos Aires, UBA, Instituto de Ling??stica. 5
Arnoux, E.; Di St?fano & Pereira, M.C. (2002) La lectura y la escritura en la universidad. Buenos Aires: EUDEBA.
Austin, John (1982). C?mo hacer cosas con palabras. Barcelona, Paid?s.
Bajtin, Mijail (1979) “El problema de los g?neros discursivos”, en Est?tica de la creaci?n verbal. M?xico: Siglo XXI, 1985.
Botta, Mirta (2002). Tesis, monograf?as e informes. Nuevas normas y t?cnicas de investigaci?n y redacci?n. Buenos Aires, Biblos.
Calsamiglia, E. y Tus?n, A (1999). Las cosas del decir. Barcelona, Ariel.
Cassany (1993). Reparar la escritura. Did?ctica de la correcci?n de lo escrito. Barcelona, Grao, 1993.
Cassany, Daniel (1986). Describir el escribir. Barcelona, Paid?s, 1986.
Cassany, Daniel (1995). La cocina de la escritura. Barcelona: Anagrama, 1995.
Cassany, Daniel (1998) .Reparar la escritura. Did?ctica de la correcci?n de lo escrito. Barcelona: Grao. Biblioteca del Aula, 1998.
Ciapuscio, G. (2003) Textos especializados y terminolog?a. Barcelona: Instituto Universitario de Ling??stica Aplicada, Universidad de Pompeu Fabra.
Ciapuscio, Guiomar (1994). Tipos textuales. Buenos Aires, Facultad de Filosof?a y Letras.
Cubo de Severino, L. (coord.) (2005) Los textos de la ciencia. Principales clases del discurso acad?mico- cient?fico. C?rdoba: Comunicarte Editorial.
Di Tullio, ?.(2005) Manual de gram?tica del espa?ol. Buenos Aires: EDICIAL.
Eco, Umberto (1977). C?mo se hace una tesis, Barcelona, Gedisa, 1985.
Garc?a Negroni, M. M. (coord), M. Stern & L. Pergola (2001) El arte de escribir bien espa?ol. Manual de correcci?n de estilo. Buenos Aires: EDICIAL.
Marafioti, Roberto (1998). Recorridos semiol?gicos: signos, enunciaci?n y argumentaci?n. Buenos Aires, Eudeba.
Marafioti, Roberto (2003). Los patrones de la argumentaci?n: la argumentaci?n en los cl?sicos y en el siglo XX. Buenos Aires, Biblos.
Marafioti, Roberto (comp.) (1995). Temas de argumentaci?n. Buenos Aires, Biblos. Mar?n, Marta (1995). Conceptos claves. Buenos Aires, Aique.
Moliner, Mar?a (1999) Diccionario de uso del espa?ol, Madrid, Gredos.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 1, Barcelona, Ariel.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 2, Barcelona, Ariel.
Montol?o, Estrella (coord) (2000). Manual pr?ctico de escritura acad?mica volumen 3, Barcelona, Ariel.
Perelman, Ch. y Obrechts-Tyceca (1989), L. Tratado de la argumentaci?n. Madrid, Gredos. Perelman, ch.;
Olbrechts Tyteca, L (1989). Tratado de la argumentaci?n. La nueva ret?rica. Madrid.
Real Academia Espa?ola (1999). Ortograf?a de la lengua espa?ola. Madrid: Espasa.
Real Academia Espa?ola (2005). Diccionario panhisp?nico de dudas. Madrid: Santillana. Real Academia Espa?ola. Diccionario. Versi?n en l?nea www.rae.es
Resnik, G. “El informe”, en L?pez Casanova, M. (2007) (comp.) La lectura y la escritura en el trabajo de taller. Aspectos metodol?gicos. Los Polvorines: Universidad Nacional de General Sarmiento.
Reyes, Graciela (1999). Manual de redacci?n. C?mo escribir bien en espa?ol. Madrid: Arco-Libros.
Serafini, M. T (1994). C?mo se escribe. Barcelona: Paid?s.
Serafini, Mar?a Teresa (1993). C?mo redactar un tema. Did?ctica de la escritura. Paid?s. Barcelona.
Vignaux, G. (1986): La argumentaci?n. Ensayo de l?gica discursiva, B.A., Hachette.