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University of Puerto Rico

Río Piedras Campus School of Communication

Sílabo COPU 4136

Basic Writing for Media 1

Dr. Héctor Aponte Alequín Title: Basic Writing for Mass Media Coding: COPU 4136 Sections: 006- MF, 11:00 am to 12:50 pm- Room PLAZU 5038S

003- MW, 3:00 pm to 4:50 pm- Room PLAZU 5038S 005- TT, 9:00 am to 10:50 am- PLAZU 5006S Room 004- TT, 11:00 am to 12:50 pm- Room PLAZU 5038S

Hours / Credits: 45 teaching hours / three (3) undergraduate credits Prerequisites: None Period: Second semester 2017-2018, March to June 2018 Professor: Héctor Aponte Alequín, Ph.D. Contact: [email protected] , (787) 764-0000, ext. 85340 Consultation schedule: MWF, 1:00 pm to 3:00 pm / six (6) hours per week.It is

advisable to coordinate appointments. Place: 5076 Office, Fifth floor of the Central Tower of Plaza

Universitaria COURSE DESCRIPTION :

General description of the syllabus : This workshop course, aimed at undergraduate students, aims to train the student with the basic writing skills that allow him or her to communicate with linguistic correction in different media platforms, and prepare communicative texts for any of the areas that comprise Communication: Journalism, Public Relations and Advertising and Audiovisual.

OBJECTIVES : At the end of the course, students will … 2

1. Describe the functions and relevance of writing, in the different areas of Communication: Journalism, Relationships Public, Advertising and Audiovisual; 2. Express themselves with propriety and syntactic and orthographic correction; 3. Prepare texts with the clarity, conciseness and precision required by the texts of Communication, be they journalism, Public Relations, Advertising, the production of audiovisual media and for technologies of Information and communication;

1 This syllabus is built on the basis of a pilot project led by professors Lourdes Lugo-Ortiz, Amary Santiago Torres, Israel Rodríguez Sánchez and Héctor Aponte Alekín, coordinator of the effort. 2 In this document, the general rule of Spanish according to the Spanish Spelling of the Spanish Language (2010) is followed , so that the gender marked in plural words refers to both genders, as well as the masculine in the singular with collective reference.

1/23 © Dr. Héctor Aponte Alequín, January 2018

mailto:[email protected]

4. Process writings based on their communicative intention according to the media platform and the professional area of the Communication; 5. Identify the different narrative and descriptive techniques used in the different communicative texts in any of the professional fields of Communication; 6. Develop the discipline of self-correction in writing; 7. Understand the social and ethical responsibility in the writing of texts related to communication; 8. Demonstrate acceptance of the inclusion concept to meet the individual needs of their classmates.

TEXTS AND READINGS : The readings and exercises are, in their majority, adaptations of the texts that are broken down below. The material is in the Edmodo's virtual classroom (www.edmodo.com). Students are responsible for accessing, on a regular basis, this website.

• Aponte Alequín, H. (In process). Syntax applied to writing . San Juan: Santillana. • Exercises and readings prepared by Dr. Lourdes Lugo-Ortiz • Cassany, D; & García del Toro, A. (2011). Recipes to write . San Juan, PR: Plaza Mayor Editorial. • Cordero Cuevas, I. (2013). Drafting: building sense piece by piece . San Juan, Puerto Rico: 2nd ed. Gaviota Publications. • García Cabrera, E. (2011). Practical Spanish San Juan, Puerto Rico: Plaza Mayor, 12th ed. • Gómez Torrego, L. (2003). New correct Spanish manual I. Madrid, Spain: ARCO Libros. • Grillo, MC (2004). The informative texts . Buenos Aires, Argentina: La Crujía. • RAE. (2012). Basic spelling of the Spanish language . Madrid: Espasa Books. • Renkema, J. (1999). Introduction to studies on discourse . Barcelona: Gedisa. • Stovall, JG (2012). Writing for the Mass Media, 8th Ed. Massachussetts: Pearson.

OUTLINE OF THE CONTENT OF THE COURSE AND DISTRIBUTION OF TIME : 3

Important notes: 1- In compliance with circular # 04 (2016-2017) of the Vice Presidency for Academic Affairs, circular # 09 (2016-2017) of the Dean of Academic Affairs and certification # 112 (2014-2015) of the Governing Board, 25% of the teaching time of this course could be offered online; that is, 11.25 contact hours are subject to be fulfilled by this modality.During the academic period, the professor will communicate with the students to inform them of the hours will comply in this way, if this modality is implemented.

3 In a transversal way, throughout the course, examples of different varieties of Spanish will be observed in the media, and perspectives will be contrasted traditional and innovative to analyze them.


https://translate.google.com/translate?hl=es&prev=_t&sl=es&tl=en&u=http://www.edmodo.com/

2- Period: Monday, March 12, 2018 to Monday, June 4, 2018 4

a. Class time: 45 hours b. Virtual teaching period: 0 hours (tentative, subject to change) c. Final exam period: 1.5 hours d. Total: 45 teaching hours plus 1.5 hours of final exam

3- The attendance to this course is compulsory . 4- In this course, there will be reading checks whose dates will NOT be announced. Students should review the tentative calendar, and have your readings up to date.The rules of these tests are explained in the next pages of this syllable 5- The professor DOES NOT authorize surcharges or section changes that are not approved by the university authorities. 6- This course is INTENSIVE . Students are responsible for complying with the learning and assessment activities.

TENTATIVE CALENDAR Unity Subjects or competences Alignment with

objectives 5Hours

Monday, March 12 to Friday, March 23, 2018

Unit 1. Introduction: Write for means of communication

1.1 Introduction to the course 1.1.1 Discussion of the syllabus 1.1.2 Pretest 1.1.3 Assignment of the Drafting Work

1.2 The writing for the media: discussion

1.2.1 Writing in the context of the model

1. Students will describe the functions and the relevance of writing, in the different areas of Communication: Journalism, Public Relations, Advertising and

8

4 This calendar is subject to modifications. If such changes arise, the professor will discuss them with the students enrolled. If there are alterations, the professor will inform specific dates and times of readings, assignments and evaluations. 5 Attitudinal objectives 7 and 8 are dealt with transversally under the concept of hidden curriculum, through the discussion of readings and exercises, so that they are excluded of the proposed alignment table.Only in Unit 4, Objective 7 is made explicit in the content, because in this teaching period it is implanted a review based on the "Recommendations for the COPU 4136 course", is based on the premise of a general alignment with the objectives of the matrix file.


Unity Subjects or competences Alignment with objectives 6

Hours

communication theorist 1.2.2 Objectives of texts in the media Communication 1.2.3 Characteristics of the media editor 1.2.4 Tips for the editor 1.2.5 Writing techniques

1.3 The writing for the media: application 1.3.1 Unit 1: Ej.1- Stovall

Audiovisual. 6. Students will develop the discipline of self-correction of writings

Work calendar Monday, March 12

• Discussion of the syllabus • The Writing Work is assigned - Phase 1. • The Pretest is announced. Students must bring pencil # 2 and follow the instructions shared in Edmodo.

Friday, March 16

• The Drafting Work is collected - Phase 1. • Pretest • The reading Unit 1: Stovall, "Sit Down and Write", chapter 1, pp. 1-9. • The professors give the coordinator the answer sheets of the Pretest.

Monday, March 19

• The Drafting Work - Phase 1 is sent corrected to the students, so that they can carry out Phase 2 following the instructions. • Unit 1: Ej. Edmodo 1- Reading verification (in the classroom) • That reading check is discussed. • Presentation with audio of the Unit 1- Compose for the media- We continue at home listening to the audios. Each student must write, in a publication of Edmodo that the professor will enable, a comment about the presentation.

6 Attitudinal objectives 7 and 8 are dealt with transversally under the concept of hidden curriculum, through the discussion of readings and exercises, so that they are excluded of the proposed alignment table.Only in Unit 4, Objective 7 is made explicit in the content, because in this teaching period it is implanted a review based on the "Recommendations for the COPU 4136 course", is based on the premise of a general alignment with the objectives of the matrix file.



Hours

It must refer to a specific lamella.The fulfillment of this task receives 10 points of the assigned Exercises note. • Unit 1 is assigned: Ex. 1- Stovall, to deliver and correct as a "simulacrum" of a note. * The score obtained will not count for a grade.

Friday, March 23

• The professors report, in OLAS , the statistics of the Writing Work - Phase 1. They must include the description of the activity and transforming actions . • The presentation is reviewed with audio Unit 1- Writing for the media, based on the questions each one asks student. • Unit 1 is discussed: Example 1- Stovall. • It is collected, to correct as "simulacrum", the exercise Unit 1: Ex. 1- Stovall (although it is discussed that same day, then, unfortunately, there is no more time).

* They should deliver it at the end of the class, after the discussion. Professors will not penalize those students make notes during the discussion, because it is a practice exercise, and not a test or exam.

• The readings of Unit 2 are assigned: Sanavitis et. to the. , "The oral text and the written text", pp. 3-7; and Grillo, "Writing as process ", pp. 56-64.

Monday, March 26 to Friday, April 13, 2018

Unit 2. Why not I write as I speak? Differences between orality and writing

2.1 The oral language versus the written language: discussion

2.1.1 Differences between orality and writing 2.1.2 Features of orality that are "filtered" in writing

2.2 The oral language versus the written language: application

1. Students will describe the functions and the relevance of writing, in the different areas of Communication: Journalism, Public Relations, Advertising and Audiovisual. 2. They will express themselves properly and

9.5




Hours

2.2.1 Exercise Unit 2: Ex 3- Filtrations of orality

2.3 Review 2.3.1 Discussion of the exercise Unit 2: Ex. 4- Review 2.3.2 Discussion of the exercise Unit 2: Ex. Edmodo 2- Stovall and Grillo

syntactic and orthographic correction.

Work calendar Monday, March 26

• Corrected delivery to students, exercise Unit 1: Ex. 1- Stovall. • Unit 2: Ej. Edmodo 1- Reading verification (in the classroom) • That reading check is discussed. • Presentation with audio of Unit 2- Orality vs. Writing- You continue at home listening to the audios.Each student must write, in a publication of Edmodo that the professors will enable, a comment about the presentation.It must refer to a specific lamella. The fulfillment of this task receives 10 points of the assigned Exercises note. • Unit 2 is assigned: Example 3- Filtrations of orality.

Monday, April 2 • The presentation is reviewed with audio Unit 2- Orality vs.Writing, based on the questions that each student asks. • Unit 2 is discussed: Example 3- Filtrations of orality. • Exercise 2 is assigned to deliver and correct as "simulacrum": Ex. 4- Review. Friday, April 6 • Unit 2 is discussed: Ex. 4- Review. • Students deliver that exercise, even if it is discussed that same day.

Monday, April 9

• Corrected delivery to students, exercise Unit 2: Ex. 4- Review. * The score obtained will not count for a grade.




Hours

• Questions related to units 1 and 2 are answered. • Unit 2: Ej. Edmodo 2- Stovall y Grillo (in the room) • This application test is discussed in Edmodo, as a review.

Friday, April 13 • Exam 1 • The readings of the first part of Unit 3 are assigned: RAE, "Use of the tilde", pp. 36-58;"Use of capital letters", pp. 111-133; and "Use of prefixes", pp. 137-140. • It is assigned, to read and listen at home, the presentation with audio Unit 3- First Part- How we create meaning in the drafting. If it gives time, it starts in the classroom.Each student must write, in an Edmodo publication, that the professor will enable, a comment about the presentation. It must refer to a specific lamella.The fulfillment of this task receives 10 points of the note of Exercises assigned. • The exercises Unit 3 are assigned: Ex. 1- Accentuation and Unit 3 Ex. 2- Accentuation, capital letters, prefixes.

Monday, April 16 to Monday, April 23, 2018

Unit 3. How we create meaning in the drafting? First part

3.1 Spelling and meaning: discussion

3.1.1 Introduction: the spelling as key component in the transmission of messages in the media communication 3.1.2 Accentuation: review of the rules general, exceptions of the hiatuses and diacritic accentuation 3.1.3 Use of capital letters 3.1.4 Use of prefixes

1. Students will describe the functions and the relevance of writing, in the different areas of Communication: Journalism, Public Relations, Advertising and Audiovisual. 2. They will express themselves properly and syntactic and orthographic correction.

5.5




Hours

3.1.5 Wrong words and some uses of the prepositions

3.2 Spelling and meaning: practice

3.2.1 Discussion of the exercise Unit 3: Ex.

1- Accentuation 3.2.2 Discussion of the exercise Unit 3: Ex.

2- Accentuation, use of capital letters, prefixes and incorrect words

Work calendar Monday, April 16

• Exam 1 is discussed. • Unit 3: Ej. Edmodo 1- Reading verification (in the classroom) • This first reading check of Unit 3 is discussed. • The presentation with audio is reviewed Unit 3- First Part- How we create meaning in the writing, based on the questions make each student.This material corresponds, to a large extent, to the Spanish courses of secondary school and first year of college. Therefore, it consists of a review to proceed, quickly, to Exam 2 . • Unit 3 is discussed: Ex. 1- Accentuation. • Begin to discuss the exercise Unit 3 Ex. 2- Accentuation, capital letters, prefixes. Friday, April 20 • Exercising Unit 3 is finished. Example 2- Accentuation, capital letters, prefixes. • Unit 3: Ej. Edmodo 2- Accentuation, use of capital letters, prefixes and incorrect words (in the classroom) • This first application test of Unit 3 is discussed, as a review for Exam 2.




Hours

Monday, April 23 • Exam 2 • The readings of the second part of Unit 3 are assigned: Cordero Cuevas, "The phonological markers and their function in the speech ", pp. 19-57; Lugo-Ortiz, "Spelling of the language";and García & Maisonet, "Construction and use of citations," pp. 17-20.

Friday, April 27 to Friday, May 11, 2018

Unit 3. How we create meaning in the sentence? Second part

3.3 Spelling and meaning: more practice

3.3.1 Discussion of the exercise Unit 3: Ex. Edmodo 2- Accentuation, use of capital letters, prefixes and words incorrect

3.4 The score: discussion 3.4.1 The period, the comma, the colon and the semicolon 3.4.2 How to cite correctly

3.5 Scoring: practice 3.5.1 Discussion of the

exercise Unit 3: Ex 3-Score: introduction

2. Students will express themselves with property and syntactic correction and orthographic

9.5

Work calendar Friday, April 27

• Exam 2 is discussed. • Unit 3: Ej. Edmodo 3- Reading verification (in the classroom) • This second reading check of Unit 3 is discussed. • The presentation with audio is assigned to read and listen at home. Unit 3- Second Part- How we create meaning in the drafting. If it gives time, it starts in




Hours

the classroom.Each student must write, in an Edmodo publication, that the professor will enable, a comment about the presentation. It must refer to a specific lamella.The fulfillment of this task receives 10 points of the note of Exercises assigned. • Unit 3 is assigned: Example 3- Scoring: introduction.

Monday, April 30 • The presentation with audio is reviewed Unit 3- First Part- How we create meaning in the writing, based on the questions make each student. • Unit 3 is discussed: Example 3- Scoring: introduction - Continuation of presentation at home. • Unit 3 is assigned: Example 5- Accentuation, punctuation.

Friday, May 4

• Unit 3 is discussed: Example 5- Accentuation, punctuation - The presentation at home continues. • It is recommended to do the additional Exercise and Exercise 4, included in the "Supplementary Exercises" folder.The professors they share, with the students, the keys of these exercises.

Monday, May 7

• Unit 3: Ej. Edmodo 4- Accentuation, punctuation and others (in the classroom) • This second application test is discussed, as a review for Exam 3. • Questions related to Unit 3 are answered.

Friday, May 11

• Exam 3 • The readings of Unit 4: Aponte Alequín, "Morfosintaxis applied review" are assigned;Renkema, "Seven criteria of textuality", pp. 52-53, 55-57; and Gómez Torrego, "Questions of style", pp. 309-318, 322-334, 342-354. • The presentation with audio is assigned to read and listen at home. Unit 4- Some linguistic instruments.Each student must write, in a publication of Edmodo that the professor will enable, a comment about the presentation.It must




Hours

refer to a specific lamella. The fulfillment of this task receives 10 points of the assigned Exercises note. • Unit 4 is assigned: Example 1- Number agreement.

Monday, May 14 to Monday, June 4, 2018

Unit 4. Instruments linguistic in the media speech

4.1 The agreement: Answers to doubts 4.2 The conciseness: discussion of the exercises Unit 4: Ex. 2- Concision, and Unit 4: Ex. 3- Slit

4.2.1 Elimination of redundancies 4.2.2 Elimination of repetitions 4.2.3 Elimination of circumlocutions 4.2.4 Removal of the split structure

4.3 Mixed skills: discussion of the exercise Unit 4: Ex. 3E- Concordance, Concision and Slit 4.4 The importance of cohesion in the drafting for the media

4.4.1 Ambiguity errors: The syntactic movement as strategy of correction 4.4.2 Referentiality errors: The lexical equivalence as a strategy of

2. Students will express themselves with property and syntactic correction and orthographic 6. They will develop the discipline of self-correction of writings. 7. Understand responsibility social and ethical in the writing of texts related to tasks communicative

14




Hours

correction 4.4.3 Discussion of the exercise Unit 4: Ex. 4- Errors of ambiguity and referentiality 4.4.4 Discussion of the exercise Unit 4: Ex. Edmodo 2- Mixed skills

Work calendar Monday, May 14

• Students deliver the Writing Work - Phase 2 . • Discussion of Exam 3 • Unit 4: Ej. Edmodo 1- Reading verification (in the classroom) • That reading check is discussed. • The presentation is reviewed with audio Unit 4- Some linguistic instruments, based on the questions that each student asks. • Unit 4 is discussed: Example 1- Number agreement- Continues at home watching the presentation and listening to the audios • The exercises Unit 4 are assigned: Ex. 2- Concision, Unit 4: Ex. 3- Slit and Unit 4: Ex. 3E- Concordance, Concision and Slit

Friday, May 18 • Exercises Unit 4 are discussed: Ex. 2- Concision and Unit 4: Ex. 3- Slit. • Begin to discuss the exercise Unit 4: Ex. 3E- Concordance, Concision and Slit. • Unit 4 is assigned: Ex. 4- Errors of ambiguity and referentiality.

Monday, May 21

• Unit 4 is finished discussing: Exercise 3E- Concordance, Concision and Slit. • Unit 4 is discussed: Ex. 4- Errors of ambiguity and referentiality- It continues in the home watching the presentation and listening to the audios. • The professors give, in OLAS, the statistics of the Writing Work - Phase 2.

Friday, May 25

• Unit 4: Ej. Edmodo 2- Mixed skills (in the classroom)



• That application test is discussed, as a review for Exam 4. • The presentation is assigned with audio Unit 4 - Review. If it gives time, it starts in the classroom.Each student must write, in a edmodo publication that the professor will enable, a comment about the presentation. It should refer to a foil in specific. The fulfillment of this task receives 10 points of the assigned Exercises note. • It is encouraged to access Exercise 5 (supplementary) and the presentation with audio in which it is discussed (presentation supplementary).

Monday, May 28 • Exam 4 • It is recalled that, the next day, the Drafting Work is delivered - Phase 3.

Friday, June 1

• Students turn in the Writing Work - Phase 3 . • Discussion of Exam 4 • Oral-group review for the Posttest

Monday, June 4

• Posttest • The professors give, in OLAS, the statistics of the Writing Work - Phase 3. • The professors deliver the answer sheets of the Posttest to the coordinator.

Total: 45 teaching hours plus 1.5 hours of final exam INSTRUCTIONAL TECHNIQUES : Students will participate actively in the learning process using the knowledge previously acquired in areas of language comprehension, through Socratic questions, metacognition, extrapolation, textual analysis, critical analysis and synthesis.The necessary accommodations will be made to promote the inclusion of diversity functional of the students. They will be used, for these purposes:

Conferences, deduction and induction exercises Instruments of formative appraisal Discussion forums in the virtual classroom Recordings and videos Power Point presentations

LEARNING RESOURCES AND MINE INSTALLATIONS :

Board InFocus projector Virtual classroom in Edmodo ( www.edmodo.com ) Assigned classroom computers



EVALUATION TECHNIQUES : The necessary accommodations will be made to provide differentiated assessment to students with identified special needs; details on page 16 of this syllabus. The distribution of grades will be as follows: Editing and writing exams 50%

Objective test 15%

Exercises in Edmodo 10%

Drafting Work - Phase 2 5%

Drafting work - Phase 3 10%

Assigned exercises 5%

Assistance 5%

Total 100% GRADING SYSTEM : The quantifiable scale of qualifications of the University of Puerto Rico will be used: 90 to 100 A 80 to 89 B 70 to 79 C 60 to 69 D 0-59 F Withdraw W Incomplete I OTHER IMPORTANT DETAILS : Compliance with rules : The student must know and comply with university regulations and institutional policies of the University of Puerto Rico in relation to sexual harassment, use and abuse of drugs and alcohol, legal ethical use of information technologies, discipline in the classroom, academic honesty, among others.Any student who fails to comply with provisions will be referred to the Office of Coordination of Student Affairs for the application of disciplinary measures that correspond according to university regulations. Communication with the professor: The extrasensory communication with the professor will take place in the Edmodo virtual classroom (www.edmodo.com) or by



institutional e-mail. Communications will not be addressed through other means or emails electronic devices that are not institutional. In exceptional situations, calls and text messages will be made. The professor only will respond to messages that present the following identification format: Name with last name Course coding, Section Theme to be discussed Message body Example 1: María del Pilar Rivera Borrero REPU 4147, Section 001 Meeting to discuss rubric Greetings, professor. I will notify you that I will visit you at your morning office hours to discuss the rubric of the press release. Until then, Maripily

Example 2: Edward Cullen LING 6015, Section 0U1 Absence tomorrow Greetings, professor.I am writing to let you know tomorrow I will not be in class because I I will go hunting with my family. See you later, Edward

Intensity of the course : This course is intensive and progressive . To achieve full learning of content, skills, abilities and competences, it is essential that students read the materials assigned before each class, that they perform and analyze the practice exercises , and communicate to the professor any questions that arise . Students are also expected to be proactive in the virtual classroom of Edmodo, and make appointments in the professor office hours. Score : Students are responsible for attending the course, reading the assigned readings and completing assignments, projects and required exams. Reading checks and exercises done during class : This component of the evaluation is NOT announced OR replenish Students are responsible for having read the assigned material on the corresponding date. If the student is absent when an exercise or a test is done in Edmodo during the class; or if you are late and that exercise or test has already performed, you will receive a score of zero (0) in said evaluation . If you have a medical excuse, that score will not be counted for the summation of the final evaluation: in the report card, you will receive an "Exc", which represents "excused". Unexcused absences : For each absence that is not justified by a medical certificate or a university authority, will subtract 10 points from the total of the attendance note (24


days of meeting = 240 points that are grouped in 5% of the attendance note). That is, 1 unjustified absence = -10 points of 240, 2 unexcused absences = -20 points of 240, {...}. In the first five minutes of each class, the professor will pass a list for the students to sign. Students who arrive late will NOT be able to sign the list, and your tardiness will count as absence . Delays in the delivery of tasks : tasks delivered late or by electronic means will NOT be accepted , except that the professor so authorize or so indicate . These will receive a rating of 0 . In the event that the student submits evidence written proof of a medical justification for the delay in the delivery of the task, the latter will not be quantified for the total of the qualification; its percentage value will be distributed in the rest of the tasks. Procedure for the replacement of exams : The replacement of exams will follow the following scheme: 1- The student is absent on day of completion of the exam.2- The student presents justification (medical certificate or a university authority) to the professor in the next meeting of the course (next class) or in the hours of consultation of the professor, with a written version (via mail electronic or other) of a document with legal validity (medical, judicial, etc.). 3- The professor and the student agree, in oral and written conversation, a date within the period of final examinations of the official calendar of the Registrar, to take a replacement exam that will cover the same subjects corresponding to the exam not taken.This test will be different from the one already they would have taken their companions.4- The student is responsible for taking the replacement test at the agreed date and time, and Make sure that this schedule does not conflict with another academic subject. 5- Failure to take the replacement test in the final exam period, the student will receive a grade of 0 in that evaluation. Short tests are NOT replenished. If the student is absent in a justified manner when a short test was given, that note will not count for the percentage total; it will be distributed in the rest of the short tests. If you are absent in an unjustified manner, You will get 0 on the short quiz score that you did not take. REASONABLE ACCOMMODATION : Law 51 of Comprehensive Services for Persons with Disabilities and Section 504 of Reasonable Accommodations : Students who voluntarily receive Vocational Rehabilitation services or that are covered in Section 504 of this law, and voluntarily decide to inform the professor, they should contact him at the beginning of the course to discuss the reasonable accommodation and the necessary equipment, in accordance with the recommendations of the Office for Persons with Disabilities (OAPI) of the Deanship of Students of the Río Piedras Campus of the UPR, and / or the relevant guidance and counseling services offices. Students have the right to accommodations and communication leading to the beginning, development and completion of these be carried out in strict confidentiality with the professor. To get oriented on this procedure, students can visit the Department of Student Development Counseling (DCODE) or call (787) 764-0000, extensions 86500, 86501.


ACADEMIC INTEGRITY : The University of Puerto Rico promotes the highest standards of academic and scientific integrity. Article 6.2 of General Regulations of Students of the UPR (Certification Num. 13, 2009-2010, of the Board of Trustees) establishes that "the Academic dishonesty includes, but is not limited to: fraudulent actions, obtaining grades or academic degrees using false or fraudulent simulations, copy totally or partially the academic work of another person, totally or partially plagiarize the work of another person, copy totally or partially the answers of another person to the questions of an examination, doing or getting another to take on his behalf any test or oral or written exam, as well as help or facilitation so that another person incurs in said behavior ". Any of these actions will be subject to disciplinary sanctions in accordance with the disciplinary procedure established in the General Student Regulations of the current UPR. Policy on plagiarism : In accordance with the Certification 14 of the Academic Senate of the Río Piedras Campus of the University of Puerto Rico and the federal copyright laws in force in the United States of America and the Commonwealth of Puerto Rico Rico, in this course the practice of plagiarism and academic dishonesty is repudiated. Works copied from the Internet or from any source media, book, article, publication or written or oral media, or prepared for the student by second and / or third parties, they will have a grade of 0, and the student will be referred to the corresponding instance for further disciplinary procedures. Whether demonstrates that a student, in this course, has committed academic dishonesty in one of the evaluation requirements, regardless of its qualification in the other requirements, the course will fail in its entirety and will be referred to the authority competent. FOCUS OF THE COMMUNICATION SCHOOL ON DIVERSITY : We approach the concept of diversity from the context of our cultural identity, whose historical hybridity facilitates a intrinsic heterogeneity to our way of being and thinking. We start from the conviction that differences in human beings they can not constitute inequality but affirmation of individual identity, a right acquired by the very nature of what we are. We are guided, among other postulates, by article 4 of the UNESCO Universal Declaration on Cultural Diversity (2002), which affirms that "the defense of cultural diversity is an ethical imperative, inseparable from respect for the dignity of the human person." We promote the understanding of the plurality of identities in a disposition of inclusion in terms of gender, race, ethnicity, sexual orientation, religion, ways of thinking and being, cultural background, national origin, social class, age, political ideology, etc.


We fully comply with Law 51 of June 7, 1996, which gives persons with disabilities the right to receive accommodation reasonable for the development of their particular abilities and abilities. We honor Article 6 of the Student Regulations of the University of Puerto Rico, Río Piedras Campus, which states that "no student may be deprived, by reason of sex, race, origin, social condition, political or religious creed, of the right of association or the services and programs offered by the university. " Due to the very nature of the knowledge researched and studied in the field of communications, we are guided by the interest of promoting curricular design the transdisciplinary, multicultural and international dimension, thus stimulating not only knowledge but also relevant sensitivities for the understanding of the diverse identities that define us. BIBLIOGRAPHY : Acevedo, M. (2010). Manual for journalists: knowledge and basic principles . San Juan,

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Aponte, H .; & Ortiz, L. (2015). The subject pronoun in the subordinate clauses of infinitive versus indicative: Caribbean Spanish versus Spanish Mexican. Spanish in Context 12: 3 (In press, October 2015).

Baboulene, D. (2010). The Story Book - a writers' guide to story development, principles, problem resolution and marketing. United Kindom: digital edition published by Dreamengine Media Ltd; 1 ra ed.

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Cassany, D. (1991). Describe when writing: how you learn to write . Barcelona, Spain: Paidós.


Cassany, D. (2007). Sharpen the pen: writing guide for professionals . Barcelona: Anagram.

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