Workshop on Writing

Code:

E208

Acronym:

OE

Keywords
Classification	Keyword
OFICIAL	Research Methodologies

Instance: 2015/2016 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	70	Official Curricular Structure	1	-	6	57	162

Teaching language

Suitable for English-speaking students

Objectives

The course of workshop on writing seeks to respond to different objectives for the training of students in the field of writing pratices. The course represents a prime unit of students ' self-employed work around narrative, imaginative and argumentative writing pratices. In the light of this principle, the present  course seeks to constitute a broad space of training, whose favor the emergence of a dynamic relationship with writing subjectively situated, but built in the light of their learning capability to the field of textual production of critical and argumentative type. After a first block of classes that aims to open and diversify the universe writing practices, attention will be subsequently focused into an academic exercise written production, whose essay aims to develop the set of capabilities that imply argumentative writing on an academic context.

Objectives:
-Reflecting on the diversity of operations that imply writing processes;
-Perform and share different writing activities, in view of their importance from the personal, critical and academic point of view;
-Invest in personal modes of writing, with special emphasis on its narratives, autobiographical, projection, creative, critical and argumentative dimensions;
-Write texts through the use of individual and group exercises;
-Contact with the types of academic texts and their production orders.

Learning outcomes and competences

- Practice the reality of the text as a practice of desire and pleasure;

-Relate to writing as a discursive and social practice;

-Look for textual production as a subjective production of the Self and of reality;

-Know how to produce texts with different goals and in different contexts;

-Produce various written texts with linguistic and semantic quality, and taking into account the objectives and the contexts of their production;

-Produce and revise written texts with scientific quality, according to formal criteria of presentation, organization, clarity, correctness and terminological rigour;

-Learn to build a speech and a critical interpretation of a problem, issue or subject of study;

-Know how to use, in a dynamic mode, the basic elements of the argumentative  text (identification and premises agreement; construction of arguments; objections; counterarguments, conclusion);

-Know how to write academic texts, taking into account the coherence and textual cohesion, the correct use of nexus, expressions and discursive formulas, the unity, chaining and cohesion between different elements of sense of the text, such as paragraphs, ideas, concepts, quotes, paraphrases, etc.;

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Do not apply

Program

1. Writing: the complexity of a "phenomenon" and the specificity of an object
1.1 Narratives and (auto)biographical dimensions of writing:
1.1.1 Writing of the self" and the writing of the other"         1.1.2 Narrative and Fiction

2. Writing: between the gesture and the vision
2.1 Projectives dimensions of writing:
2.1.1 A "visionary" exercise
2.1.2 Sensory experiences and writing

3. Deontology of textual production and scientific writing
3.1 Argumentative and critical dimensions of writing:
3.1.1 Specifics of the "academic" type writing
3.1.2 Academic textual typologies: characteristics and principles
3.1.3 The argumentative and critical dimension on scientific writing

Mandatory literature

Barthes Roland; O grau zero da escrita
Barthes, R. & Mauriès, P.; "Escrita", in Enciclopédia Einaudi, Lisboa: INCM, 1987
Barthes, Roland; O prazer do texto, Lisboa: Edições 70, 1997
Bassols, M. & Torrent, A. ; Modelos Textuales. Teoría e Práctica", Barcelona: Octaedro, 2003
Benjamin Walter; Sobre arte, técnica, linguagem e política. ISBN: 972-708-177-0
Borges-Duarte, I., Henriques, F. & Dias, I. M. ; "Texto, Leitiura e Escrita", Porto: Porto Editora, 2000
Bruner, Jerome; "Making Stories. Law, Literature, Life", NY: FSG, 2002
Butler, S. & Bentley, R. ; "Lifewriting. Learning through personal narrative", Ontario: Pippin Publishing, 1997
Calvet, J.-L. ; "Histoire de l'écriture", Paris: Plon, 1996
Charlot Bernard; Relação com o saber, formação dos professores e globalização. ISBN: 85-363-0508-8
Cortázar, Julio; "A volta ao dia em 80 mundos", Lisboa: Cavalo de Ferro, 2009
Dawson, P. ; "Creative writing and the new humanities", London: Routledge, 2005
Eco, Umberto; "Sobre literatura", Lisboa: Difel, 2003
Estrela. E., Soares, M. A. & Leitão, M. J. ; "Saber escrever uma tese e outros textos", Lisboa: D. Quixote, 2011
Faria, A. C., Cunha, I. & Felipe, Y. X. ; "Manual prático para elaboração de monografias", S. Paulo: Vozes, 1996
Fernandes, Isabel ; "Olhar a Escrita", Lisboa: Edições Colibri, 2004
Fish, Stanley; "Is there a text in this class? The authority of interpretative communities", London: Harvard University Press, 1995
Goody Jack; A^lógica da escrita e a organização da sociedade
Guijosa, M. & Hiriat, B. ; "Taller de escritura creativa", Buenos Aires: Paidós, 2003
Iturra Raúl; A^oralidade e a escrita na construção do social
Lehrer, J. ; "Proust era um neurocientista", Lisboa: Lua de Papel, 2009
Lodge, David; "A consciência e o romance", Lisboa: Edições Presença
Lomas, C. et al. ; "Textos literarios y contextos escolares. La escuela en la literatura y la literatura en la escuela", Barcelona: Editorial Graó, 2008
Montes, F.; "Taller de escritura", San Pablo: Berenice, 2008
Montolío, E. et al. ; "Manual práctico de escritura académica", Barcelona: Ariel, 2011
Niza, Sérgio; "A escola e o poder discriminatório da escrita", in Moreira, A. et al. (org.) A língua portuguesa: presente e futuro, Lisboa: Calouste Gulbenkian, 2004
Nogueira, P. & Canelhas, S. ; "Learning experience through diary writing. A case study", International Journal Of Learning, Vol. 17, nº7, pp. 471-486, 2009
Nogueira, Paulo; "Não sei ser últil mesmo sentindo ser prático", ou o sofrimento redentor de Krasnúkhin: Lugares e práticas da escrita", In Natércia Pacheco, & Maria José Araújo (Eds.), Expressões: Espaços e tempos de criatividade (pp. 129-142). Porto: E:etc/Livpsic., 2009
Nogueira Paulo José Vieira; A^escrita e os escritores
Penloup, M.-C. ; "La tentation du littéraire. Essai sur le rapport à l'ecriture du scripteur «ordinaire», Paris: CRÉDIF, 2000
Pereira Maria Luísa Álvares; Escrever em português. ISBN: 972-41-2408-8
Scholes Robert; Protocolos de leitura. ISBN: 972-44-0829-9
Vygotsky Lev Sémionovitch; A^imaginação e a arte na infância. ISBN: 978-989-641-045-2

Teaching methods and learning activities

Given the theoretical-practical nature of this course, we privilege the following methods:

-theoretical approaches, debate, individual work, group work and tutorial orientation;
-Writing activities, reading, reflection and analysis of texts;
-Research works, individual and group;
-Individual and group writing work;
-Writing exercises;

keywords

Social sciences > Educational sciences
Humanities > Literature > Writing

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Eligibility for exams

Distributed evaluation without final exam, learning evaluation scheme set to this discipline, provides the "evaluation throughout the year or semester, according to the forms defined in art. 9, without final exam," (cf. Article 7). In terms of general principles, the assessment articulates with the theoretical-practical status of discipline, so obtaining frequency requires student is not absent in more than 25% of the classes provided for. It follows as a general guidance for assessing and rating the value of presence and regular and active participation of students in the sessions, which relates to the necessary attendance.

Calculation formula of final grade

The evaluation is structured around a written work, built by students throughout the semester, and according to individual and collective modalities of writing. Such written work is a Graphic Diary whose goal is to explore and re-live the experiences of writing experienced by students during the classes, in the light of the reflection generated around the different ways of writing experienced at the course. To this end, the attendance and participation of students in the Workshop of Writing are indispensable elements to the proposed evaluation method.

The Graphic Diary is organized according to individual and collective components of writing (comments and written products made by reference to the exercises performed), including, among others, the following elements:

a) texts written and rewritten;

b) revised texts by pairs;

c) sustained readings and reflections;

d) memory and critical discussion around the written processes and products;

e) individual and collective organization of the final written product;

The Graphic Diariy is valued on a scale of 0 to 20 values, having a weighting of 100% on the final assessment.

Examinations or Special Assignments

Not obtaining 10 values in classification of any of the elements of evaluation implies, by way of recourse mechanism in distributed assessment itself, an individual work written about the contents and the syllabus of this course.

Internship work/project

Does not apply

Special assessment (TE, DA, ...)

In accordance with paragraph 4 of article 9 of regulation of evaluation, "students who by law are exempted from attendance in class may be called upon to perform a test or special work, intended to demonstrate that they possess the required knowledge and skills and previously defined in the discipline." The option selected in this field is the completion of an individual written work, whenever possible and preferably should be drafted and accompanied during the semester, and delivered at the time scheduled for frequencies and examinations at the end of the semester.

Classification improvement

For the purposes of assessment improvement, students have an opportunity to reshape the final written work.

Observations

Does not apply