PDCE I: Proyecto de ayudantías 2021

Unit of work Ii
Emotional Control
Social status is a destructive force in a person’s subjectivity.
Context:
Students from first year at the Teachers Training College. These students are re-attending the subject : “Practicas Discursivas de la Comunicación Escrita I”
(PDCE I).

Culture and language contents given by the teachers from PDCE I:

Short story: “Coward” by Premchand (1881-1936).
Description of characters or places.
Paragraph: top-down or bottom up structure
Cohesion.
Coherence
Vocabulary related to physical appearance and emotions.

Topic: Emotional Control

Theme (sub topic): Social status is a destructive force in a person’s subjectivity.

Narrative goals of the unit of work (UW)

Our main goal in this UW is to delve into the social causes that control people’s subjectivity. This reflection may lead us to see that, sometimes,
we are not the owners of our own desires. We are going to get into the relationship between social forces and subjectivity through working on
some cultural artifacts from India. Learning about another culture different from ours could help us notice that our lives may also be driven by
social forces. Therefore, getting into the relationship between society and subjectivity through cultural artifacts such as short stories, movies
and paintings is likely to help us objectify aspect of our everyday life which may be driven by external social forces and, at the same time, these
may be so ingrained in our lives that we can barely see them.
We will, then, learn about the social causes that force some Indian people to ignore their own desires. We will set the focus om comprehending
the way in which the artists disclose the oppressive side of these social causes via the character profiles from their own works; the artists tend
to speak their minds through the characters they themselves have created. We will compare the way two Indian artists speak through one of
his / her character. As we will work with different media – print, visual or audio-visual-, we will notice the way in which the artist exploits the
features of the media to highlight his / her intentions. We will analyse the artist’s discourse setting the focus on organisational as well as
rhetorical features. We are to shed light on the making of a text. We are to concentrate on the steps to follow when writing a text about one of
the characters from Premchand’s short story, “Coward”. To achieve so, we should keep to the artist’s theme: Social status is a destructive force
in a person’s subjectivity . It is important to highlight that we will make a point of constructing a powerful role as writers for we should gain
control over our own written outcomes. Once we have fulfilled this, we will be able to magnify the core of our text , the presence of the artist’s
voice through his characters , by means of a visual or/ and audio-visual means. This may get the attention of potential readers so we will
make our texts public among a small group of students by using padlet.

Topic: Emotional control

Theme: Social status is a destructive force in a person’s subjectivity.
Macro question I: Society and Micro -question (s) Tasks for foreground Tasks for background
Subjectivity and the role of artists narrativeii narrativeiii
-What should I learn about the - Which are the social factors - To do research into the social - Categorising information into
relationship between society and that affect someone’s personal causes that affect subjectivity in cause-effect. (Cognitive field)
subjectivity? life? India. - Talking about cause-effect.
- How do artists disclose the - To explain orally via (Communicative field)
oppressive forces from society? constructing a caption of a
painting or a movie shot the
relationship between society and
subjectivity
Macro question II : The artist’s voice.
-How can I notice the presence of -How can the artist speak -To make a comparative chart -Categorising information
the artist in his /her work? through different semiotic between different works of art. (Cognitive field)
means – visual. audio and words- -Vocabulary related to
? description of characters
(Semantic field)
Macro question III: The artist’s fictitious characters
-How can I go deeper into the -How can the characters be -To give an oral presentation on -Giving explanations orally
relationship between society and analysed? the constitutive elements of a (Cognitive field and
subjectivity through the artist’s -Which are the constitutive descriptive text where a communicative field)
fictitious characters? elements of this analysis? character is being analysed. -Vocabulary related to
metadiscursive field and
descriptive language field. (
Discourse and Semantic field )
Macro- question IV: My own comprehension of the artist’s revealing voice.
-What should I do to better my -What does it imply to construct -To write a paragraph (60-100 -Describing a character from the
comprehension of the relationship my own description of one of the word-long) about one character short story “Coward”.
between the revealing voice of the artist’s characters so that his from the short story: “Coward”. (Communicative field)
artist and his fictitious characters? revealing voice can be noticed?

Final Task
Macro – question V: The communicative scope of my writing
-How can I make my text more -How can adding a medium to
comprehensible and accessible to a the printed one make a text
reader? more comprehensible?
-To expand the core of the text, -Realising meaning through a
the artist’s voice through a visual or an audio-visual means.
fictitious character, by means of (Strategic field).
images and / or sounds.

Estimated Time
Macro Time Task Mode
I From 28-6 to 8-7 Oral
II From 8-7 to 6-8 Written + self-correction
III From 6-8 to 27-8 Oral
iv
IV From 28-8 to 19-19 Draft I : 3-9-21
Draft II : 17-9
V From 17-9 -24-9 Strategic: upload text onto padlet
i
This unit of work has been framed within some of the theoretical concepts unfolded by Casamassima Myriam (2018) in her book Planning as Narrative. Bs. As. Dunken.
2018.
ii
These cultural tasks will be developed in detail further on separate handouts.
iii
These language-oriented tasks will be unfolded in detail on further handouts.
iv
By this time, unit work II will start.