Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 4 – Collaborative
Work 2

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

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☒ 4
Weeks
al
Initi
Evaluation al
☐ 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:
November 19th, 2019
October 21st, 2019
Competences to Develop:
The student defines and exemplifies concepts about basic, extended,
and expanded language functions.
Topics to Develop:
Basic, extended and expanded language functions
Steps, Phase or Stage of the Learning Strategy to Develop
Task 4 - To identify and exemplify different types of language
functions.
Activities to Develop
In this collaborative task, you will approach different language functions
for cognitive processes. Please, follow these guidelines in two different
stages: individual and collaborative:

INDIVIDUAL STAGE: In the Knowledge Environment, go to the following

contents of Unit 2:
• The study of language functions by Arwood, E. L. (2010)

Make either a concept map or a mind map about the whole chapter.
Then, answer the following questions posting them on the forum. Be
sure to comment on your peers’ contributions.
1. What do you think of the following quotation, which opens the
chapter: To promise, to marry, to vow… All of these language
functions and many more… Create more meaning than words,
sounds, and sentences.
2. Explain the following statement: Language functions are the
sociocognitive processes of the human’s Neuro-Semantic
Language Learning System.
3. What is the language function of extension and how does
extending meaning help develop concrete cognition?

Post your individual concept map or mind map and answers to questions
1 to 3 on the Task 4 forum. Please, post only the necessary contributions
(one for the map and other for all the answers). Do not make a post
just for a single answer, but for all of them at once. Keep in mind
excellence regarding to writing skills for your contributions as well for
your comments to peers.

COLLABORATIVE STAGE:
Based on the same reference for the individual stage, the group will
post an online notebook including the following information:
From individual contributions, the group will either choose or
complement a single concept map or mind map, as well as for the
individual answers.
1. Explain and provide examples of the following social intention
functions: greeting, rejecting, denying, existing, and requesting.
Each member of the group can choose one. Post your selection on
the forum.
2. Explain what expanded language functions are?
 3. Explain and give examples on your own of each one of the
expanded functions: displacement, semanticity, flexibility,
productivity, and redundancy. Each person in the group can
choose one, but you must post your selection on the forum.
4. Conclusion. How can the knowledge of language functions affect
your teaching now or in the future?

Structure all the above information with different formats in an Online

Note Book (from Microsoft – Outlook), adding Sections and Pages
according to the contents: Introduction, the study of language
functions, social intention functions, expanded functions, conclusions,
and references (APA style).

A group member with a Microsoft or Outlook account can open the One
Note and get an open link for other people to edit it. Go to
https://www.onenote.com/hrd, Sign in, click on “New”, and name the
note bloc: LFF CW2 Group + number of group (LFF CW2 Group 05).

You 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. 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 required information in this guideline, not just pieces of information.

Knowledge: Reading of contents about language

functions to develop individual and collaborative
stages.

Collaborative Learning: Post of individual and

Environments for
collaborative contributions
the Development
of the Activity
Practical Learning: Educational Resources
Guide to using One Note Online

Monitoring and Evaluation: Post of a single

collaborative file per group
Individual:
 Answers about language functions on the
Collaborative Learning Environment
Collaborative:
The group leader will post on the Monitoring and
Evaluation Environment a PDF file with the
following information:
Products to be A. Group members who correctly posted
Submitted by individual contributions (map and
Students answers).
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 with the

mind map or the concept map and the
answers about functions, the first item of
group work will be to consolidate a single
group input about that topic.
2. Each person in the group will choose one of
the social intention functions, explain
expanded functions and explain and
Planning of
exemplify one of the language expanded
Activities for the
functions.
Development of
3. All group members should work on the
Collaborative
introduction, conclusions, and references as
Work
well.
4. All together post in different formats 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.
 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.
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
Roles and Duties
product.
for the
Reviser/Editor: Makes sure the written work
Submission of
follows all the criteria established in the activity
Products by
guide.
Students
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 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
Plagiarism Policy 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 4 – Collaborative Work 2
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 does
The student posts
not post an
an accurate
accurate concept
concept map or a
or mind map based
mind map that
overall suggested
covers the whole
chapter, or the
Concept or content of the The student does
answers to
mind map suggested chapter not make any
questions are not
and in the guidelines. contributions to
included in the
individual In addition, the individual 30 points
contributions on
answers individual stage of this
the forum, or they
about questions are activity.
are copied from
functions answered in a
the contents, or
meaningful way
there are too many
with his/her own
contributions to
words.
answer the
questions.
(up to 30 points) (up to 15 points) (up to 0 points)
Contributions on There are several
the forum and in mistakes regarding Ideas are difficult
the documents are to writing skills to understand due
Writing well written in due to wrong to deep writing
15 points
skills English, with grammar, skills issues in the
excellent vocabulary, forum and/or the
grammar, spelling or documents
vocabulary, punctuation in the
 spelling, and forum and/or the
punctuation, or documents.
there are just
some slight
mistakes.
(up to 15 points) (up to 7 points) (up to 0 points)
The student
provides
meaningful
The student has
support to the The student posts
just a limited
group through limited
participation in the
excellent contributions to
forum to post
Interaction definitions, the construction of
individual content
and examples, and the final group
contributions but
meaningful explanations, and product, or there is
does not provide
participatio opinions towards not a support for 10 points
support nor
n in the the group product, the group that
opinions to build
collaborativ different format fosters the
the collaborative
e stage files to answer the advance towards a
outcome of the
questions, and high-quality group
activity according
management of outcome.
to guidelines
the online tool to
post a high-quality
outcome.
(up to 10 points) (up to 5 points) (up to 0 points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The outcome Not all the topics
includes all the are included in the
required topics. outcome, or there
The group is not an accurate The outcome has
consolidates a collaborative incomplete
single collaborative consolidation of information
contribution about the study of regarding to the
Contents the study of language functions topics required in 40 points
language individual maps the guidelines, or
functions, social and questions, or not all the
intention functions, not all the social questions are
and expanded intention functions addressed.
functions, with are addressed, or
original examples not all the
not copied from expanded
 the original functions relations
provided are included, or
reference. the examples are
not original but
copied from the
reference chapter.
(up to 40 points) (up to 20 points) (up to 8 points)
The online
notebook is
structured in all
the suggested
sections:
introduction, the
At least one of the
study of language
suggested sections The group does
functions, social
for the online not present the
intention functions,
Online One notebook is left contents required
expanded
Note visual out, or the in the guidelines
functions,
presentatio contents are in an online 20 points
conclusions, and
n and presented just in notebook or in any
references. Each
structure plain format, or other Web 2.0
section is
there are several tool.
accurately divided
writing mistakes.
into sub-topics
when necessary.
The contents are
visually attractive
and the writing
skills are excellent.
(up to 20 points) (up to 10 points) (up to 0 points)
Final Score 115