Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Task 2 – Writing assignment

1. General description of the course

Faculty or Vicerrectoría de Relaciones Internacionales

Academic Unit
Academic Level Professional, specialization, master
Academic Field Common basic interdisciplinary training
Course Name English B1
Course Code 900003
Course Type Methodological Can be yes ☐ No ☒
re-
opened
Number of Credits 3

2. Description of the activity

Type of the Individu Collaborativ Number

☐ ☒ 16
activity: al e of weeks
Moment of Intermediat
Initial ☐ ☐ Final ☐
evaluation: e:
Delivery Environment:Monitoring
Evaluative score: 90
and Evaluation
Starting date: September
Closing date: October 27th 2019
16th 2019
Competence to develop:
Build a text that accounts for work produced with the support of the E-
Tutor and e-students. Through this exercise, the student will e-
recognition and ownership of the contents of the units, their
environment and the context to express themselves according to their
level.
Topics to develop:
Grammar, Unit 1 and 2
Should, simple past tense, modal verbs of advice: should, ought
to, had to, comparatives, go +ing
Recommendations, giving advice. Description of price and length,
past events, recreational activities.
Steps, phases of the learning strategy to develop:
Central task - Writing assignment - Production
Phase 1:Students work in collaborative groups.
Phase 2:Students present a written text.
Phase 3: Students give feedback and reflection on the task.
Activities to carry out:
Step 1
Introduce yourselfEach student share IN ENGLISH this following
personal information. Use this ID Card.

INFO CARD
NAME: AGE:
PROGRAM:
PHOTO ADRESS:
PHONE: EMAIL:
PERSONAL DESCRIPTION:

Skype user: LIKES:

Step 2

Check exercises on the knowledge environment.

Group has to check “Knowledge Environment” and develop all the

Writing exercises. There are 5 students in the group for five parts in
writing exercises. Each student develops two writing assignments in the
Forum. For Instance:
For example, Student 1 will develop first and second writing exercises
and share them in the forum, Student 2 will develop third and fourth
writing exercises and share them in the forum….
Note: Studentwhoisresponsibleforcompilingtheworkshould use thefollowingtable.

WRITING EXERCISES UNITS 1 TO 5

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

STEP 3
DevelopeGrammaticaltopics: Eachstudentwillselect ONE topic to develop:
a. Imperatives
b. Modal verbs
c. Simple past tense.
d. Gerundsafterprepositions
e. Superlatives.
Youcannotrepeattopics.
Afterstudentchoosesthetopic, he shouldmade a mindmapthatexplainsits gramar
usagewithits rules and twosentences as anexample of its use. Themindmapwill
be post in the fórum.
In the final workmust be 5 mindmaps. Here, you can find a goodtoolfor do
it.https://www.goconqr.com.
Thisis a tutorial. https://www.youtube.com/watch?v=3o2klFQNhvI

STEP 4.

You will answer this letter. Read it. Each student must answer this
letter. In your text please underline next topics: Should, simple past
tense, modal verbs of advice; should, ought to, had to, comparatives,
go+ing, recommendations, giving advice, paste events.
NOTE: In the event that a student does not participate in the forum,
other students must write his/her paragraph.

Correcting, feedback and publishing: Each participant will write,

correct and feedback the different parts of the final text, along with the
help of the tutor.

Environmen
t for the
Collaborative Learning
developmen
t
Collaborative:
Upload the Final Document in PDF or Word format with
following information:
Products to
deliver by 1. First page: complete name, CEAD and academic
student program.
2.Second/third page: Writing practices from the
Knowledge Environment
3. Fourth/fifth page: videos and examples of
 grammatical topics.
4. Six: Letter with all paragraphs.

General guidelines for the collaborative work

Planning of
activities for
the
Each student has to write at least 3 interventions in
development
order to accomplish the selected role.
of
collaborative
work
Roles to Each student has to write at least two significant and
perform by objective comments regarding the opinions of other
the student members of the group.
in the
collaborative The comments should remark mistakes, aspects to
group improve and contribute to the debate.
Collector: Articulate the contributions of all the
participants of the collaborative group in order to
consolidate the final paper; including only those who
took part of the whole process.

Reviewer: To verify that the final paper and process

meet all the requirements stipulated by the teacher.
Roles and
Evaluator: To verify that the final paper meets the
responsibiliti
criteria stipulated by the rubric.The evaluator must
es for the
inform the group about any corrections or adjustments
delivery of
regarding the quality of the document.
products
Submissions: To keep track and inform the group
about the submission time, upload the final paper on
time, using the link provided by the teacher or
stipulated by the activity guide. To notify the group
members the final paper was submitted.

Alerts: To notify all the group members about changes

 or news related to the submission or elaboration of the
final paper.To notify the teacher through the
collaborative forum and the course messaging that the
final paper was submitted.
It is necessary to use the APA standards in order to
Use of
provide a bibliography of the sources cited in the
references
document.
According to Dictionaries de la Real Academia Española
“Plagiarism is the action of substantially copying other
people's works, presenting them as own creation."
Therefore, plagiarism is a serious offense; academically
speaking it is equivalent to theft. A student who
plagiarizes does not take his education seriously, and
does not respect the intellectual work of others.

There is no small plagiarism. Using any portion of

another person's work, without acknowledging the
author or source is plagiarism. Now, it is evident that
we all take some ideas from others when it comes to
presenting ours, and that our knowledge is based on
Plagiarism someone else’s knowledge. But when we rely on the
policy work of others, academic honesty requires that we
explicitly announce the fact that we are using an
external source, either by citing or by paraphrasing
(these terms will be defined below). When we cite or
paraphrase, we clearly identify our source, not only to
give recognition to its author, but also to allow the
reader to look up in a reference text.

There are certain academic events in which it is not

acceptable to quote or paraphrase the work of others.
For instance, if a teacher assigns his or her students a
task in which they are clearly required to answer using
their own ideas and words, then the student should not
consider external sources regardless if they are
properly referenced.

4. Evaluation rubric

Evaluation rubric
Activity Individual Collaborative
☐ ☒
type: Activity Activity
Moment of
the Initial ☐ Intermediate ☒ Final ☐
evaluation
Performance levels of the collaborative
Assessed Scor
activity
Aspect e
High score Media score Low score
The
participations There is
are relevant, minimum
articulated and participation in
contribute to the writing
There is not
the forum, besides it
Participatio forum
construction of neither meets
n participation at
the final the requirements 30
& all.
document. The of the guide and
interaction
contributions schedule nor the
are posted netiquette
according to standards.
the schedule.
(Up to 30 (Up to 15 (Up to 0
points) points) points)
The written
outcome The grammatical
contains some structures used
The proper use
grammatical are simple, they
of grammar
inconsistencies do not match the
shows a good
Use of and the difficulty level
knowledge of 30
grammar simplicity of the according to the
the structures.
sentences show contents of the
difficulties in the course.
structures.
(Up to 30 (Up to 5 (Up to 0
points) points) points)
The written The document The ideas and
final document shows sentences
Coherence contains a inconsistencies written in the 15
proper in the document look
construction of organization and disorganized,
 sentences and construction of they are not
paragraphs, ideas; however, articulated, or do
making use of the objective or not have a clear
logical main point of objective.
connectors. view is
understandable.
(Up to 15 (Up to 10
(Up to 0points)
points) points)
Although the
The final vocabulary used
document in the final The vocabulary
contains wide document is very limited
variety of matches the and does not
words which difficulty level match the
are used according to the difficulty level
15
Vocabulary coherently, contents of the according to the
with course, it is contents of the
appropriate limited and has course.
spelling. some spelling
mistakes.
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Final score 90