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Plans Docents Primer Curs Plans docents - 2018 - 2019 Historic Anglès: Expressió Escrita 18-19
Plans Docents Primer Curs Plans docents - 2018 - 2019 Historic Anglès: Expressió Escrita 18-19Anglès: Expressió Escrita 18-19
Darrera actualització el Dimecres, 26 juny 2019 12:03 | 
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| DEGREE IN ADVERTISING AND PR: COURSE TEACHING PLAN | |||||||||
| Course | English: Writing | Code | 360586 | ||||||
| Area | M11. English for Advertising and PR | Subject Code | B | ||||||
| Previous requirements | It is advisable to have passed most of the core courses. | ||||||||
| Teacher | Prof. G. B. | Coordination | Head of Studies | ||||||
| Language | English | Session | Morning and Afternoon | ||||||
| Type | OB | ECTS Credits | 6 | Semester | 4th | Academic year | 18-19 | ||
| Written: 05/07/2010 |
| Last Up-dated and Checked: 05/06/2018 |
| Date of validation by the Executive Committee: 29/06/2018 |
| General course organization and Methodology | |||||||||
| The Subject is organised in 2 blocks: Writing for Public Relations and Writing for Marketing and Advertising, which is divided into 4 specific themes. Each theme develops a specific lexical points, for example types of typical texts of the correct register are studied and the techniques necessary to be able to write texts in the relevant styles. Apaaty from this there are related themes, such as street and guerrilla marketing. These areas will also address the typical problems that emerge from English grammar, such as the correct structure of a sentence, ortografph or “false friends” (“Back to basics”). Even though the subject is focussed on written English, the course also icludes activites that activate speaking, reading, and listen, related to each theme covered in the course. It is recommended that students atatend the sessions. While the principle objective of the course is focused on written English, in the second hour of class other activities will address other areas of English language learning and vocabulary of the topic related to the content of the course, like, as an example: going viral, cool brands, qualities of a PR professional, jobs in PR/advertising, product placement and endorsement, stereotyping, offensive advertising, Corporate Social Reponsibility, misleading advertising, crisis management, successful PR and advertising campaigns. |
| Course Topics | |||||||||
| Block 1 | Name: Writing for Marketing and Advertising | ||||||||
| Topic 1. Promotional copy-writing. Essential vocabulary for marketing. Street and guerrilla marketing. Writing workshop: a promotional text. Back to basics: singular / plural nouns; subject-verb agreement. Topic 2. Writing advertising copy. Essential vocabulary for advertising and branding. Analyzing print advertisements. Ad-busting. Back to basics: accuracy in written English; use of articles, a/an and the. Writing workshop: body copy for a print advertisement. Topic 3. Slogans and taglines. Back to basics: words with several meanings. Writing workshop: advertising slogans. Topic 4. Advertorials. Back to basics: spelling and punctuation (incl. British and American spelling). Writing workshop: an advertorial. |
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| Block 2 | Name: Writing for PR | ||||||||
| Topic 5. Essential vocabulary for PR. Emails. Summarizing. Back to basics: Redundancy, formal / informal registers.Writing workshop: a business email. Topic 6. Articles and feature articles. Writing effective paragraphs and topic sentences. Back to basics: English sentence structure; nouns v. verbs. Writing workshop: a feature article. Topic 7. Press releases. Back to basics: review of verb tenses. Writing workshop: a press release. Topic 8. Blogging and micro-blogging. Back to basics: false friends. Writing workshop. A blog post. |
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| Associated Competences | |||||||||
| C5 | Communicative competence. | ||||||||
| C8 | Knowledge of the strategies and processes involved in creating and producing advertising messages. | ||||||||
| C9 | Knowledge of the strategies and processes involved in creating and producing messages for PR. | ||||||||
| C10 | Knowledge of the strategies and processes involved in creating and producing journalistic messages. | ||||||||
| General Course Objectives | ||||||||
| General Course Objectives | GO's associated with each competency | |||||||
| (GO) | C5 | C8 | C9 | C10 | ||||
| GO1.- To consolidate and extend theoretical knowledge about the English language (grammar and lexis). | X | X | X | X | ||||
| GO2.- To improve the ability to understand the written and spoken language and accept it as the language in which the course is taught. | X | |||||||
| GO3.- To learn how to identify and analyse the characteristics of organisation, style and lexis (register) of written advertising and PR messages. | X | X | X | X | ||||
| GO4.- To apply the knowledge acquired to produce various types of text related to the fields of advertising and PR. | X | X | X | X | ||||
| GO5.- To demonstrate the ability to work in a team as well as alone during the learning process. | X | |||||||
| Description of the specific objectives // Learning outcomes | |||||||||
| Blocks | Specific objectives of each block of topics | SO associated with each GO | |||||||
| OG1 | OG2 | OG3 | OG4 | OG5 | |||||
| 1 | SO1.- To learn about and analyse the general and specific features of the main types of written messages used PR in English. | X | X | X | X | ||||
| SO2.- To develop and demonstrate the ability to express oneself in written English and to use structured and coherent arguments. | X | X | X | X | |||||
| SO3.- To develop and demonstrate the ability to use English grammar and lexis accurately. | X | X | X | X | |||||
| SO4.- To learn and use technical lexis related to PR and advertising. | X | X | X | X | |||||
| SO5.- To demonstrate autonomy in carrying out tasks and be able to criticise one’s own work. | X | ||||||||
| 2 | SO6.- To develop the ability to analyse and criticise advertising messages in English. | X | X | X | X | ||||
| SO7.- To learn how to produce press advertisements (texts and slogans) in English. | X | X | X | X | |||||
| SO8.- To learn and use technical lexis related to advertising. | X | X | X | ||||||
| SO9.- To apply knowledge acquired correctly. | X | X | X | ||||||
| SO10.- To demonstrate the ability to work as part of a team. | X | ||||||||
| Read Glossary types of educational activities (according to the UB description) |
| Summary of learning activities | |||||||||||
| Hours | |||||||||||
| Type | Total | Classroom | Remote |
ECTS Credits |
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| A) Theory | 30 | 30 | 0 | 1.2 | |||||||
| B) Theory and practice | 20 | 20 | 0 | 0.8 | |||||||
| C) Supervised work | 35 | 6 | 29 | 1.4 | |||||||
| D) Autonomous work | 65 | 0 | 65 | 2.6 | |||||||
| Total | 150 | 56 | 94 | 6 | |||||||
| Distribution hours | Block 1 | Block 2 | |||||
| Total: 150 | 77 | 73 | |||||
| Block 1 Learning Activities | |||||||||||||||
| Classroom learning | Remote learning | ||||||||||||||
| Sub-type A - THEORY | Total Type A |
Sub-type B - THEORY AND PRACTICE |
Total Type B |
Sub-type C - SUPERVISED WORK | Total Type C |
Type C Classroom learning | Tipus C Remote learning | Sub-type D – AUTONOMOUS WORK | Total Type D |
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| A.1) Lectures | 6 | B.1) Applied activities | 10 | C.1) Seminars | -- | 2 | 17 | D.1) Autonomous student work | 33 | ||||||
| A.2) Discussions | 5 | B.2) Production of a portfolio | 0 | C.2) Comparison of expectations | -- | 0 | 0 | ||||||||
| A.3) Presentations | 0 | B.3) Role-plays | 0 | ||||||||||||
| A.4) Talks | 1 | B.4) Visits | 0 | ||||||||||||
| A.5) Round tables | 0 | ||||||||||||||
| A.6) Group work | 2 | ||||||||||||||
| A.7) Written paper and/or Exam | 1 | ||||||||||||||
| Block 2 Learning Activities | |||||||||||||||
| Classroom learning | Remote learning | ||||||||||||||
| Sub-type A - THEORY | Total Type A |
Sub-type B - THEORY AND PRACTICE |
Total Type B |
Sub-type C - SUPERVISED WORK | Total Type C |
Type C Classroom learning | Tipus C Remote learning | Sub-type D – AUTONOMOUS WORK | Total Type D |
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| A.1) Lectures | 6 | B.1) Applied activities | 10 | C.1) Seminars | -- | 4 | 0 | D.1) Autonomous student work | 32 | ||||||
| A.2) Discussions | 5 | B.2) Production of a portfolio | 0 | C.2) Comparison of expectations | -- | 0 | 12 | ||||||||
| A.3) Presentations | 0 | B.3) Role-plays | 0 | ||||||||||||
| A.4) Talks | 0 | B.4) Visits | 0 | ||||||||||||
| A.5) Round tables | 1 | ||||||||||||||
| A.6) Group work | 2 | ||||||||||||||
| A.7) Written paper and/or Exam | 1 | ||||||||||||||
| Basic Sources of Information: Bibliography and useful links |
| Grammar and writing resources: Lousy Writer. [en línia]. [Consulta: 22/05/2014]. Disponible a: <www.lousywriter.com>. Swan, M., Walter, C. The Good Grammar Book with answers. Oxford: Oxford University Press, 2001. ISBN: 9780194315197. The BBC. Learn English. [en línia]. [Consulta: 09.05.2016]. Disponible a: <www.bbc.co.uk/learningenglish>. The British Council. Learn English. [en línia]. [Consulta: 09.05.2016]. Disponible a: <www.britishcouncil.org>. The Purdue Owl online writing lab. Grammar. [en línia]. [Consulta: 09.05.2016]. Disponible a: <owl.english.purdue.edu/owl/section/1/5/>. The Purdue Owl online writing lab. Email Etiquette. [en línia]. [Consulta: 09.05.2016]. Disponible a: <owl.english.purdue.edu/owl/resource/636/1/>. VV.AA. Longman Advanced Learners’ Grammar Mark Foley & Diane Hall (self-study practice book with answers). London: Pearson Education, 2008. ISBN: 978-0-582-40383-3 Public Relations reference and resources: Behind the Spin. [Consulta: 22/05/2014]. Disponible a: <www.behindthespin.co.uk>. Business Balls, PR, Press releases. [en línia]. [Consulta: 09.05.2016]. Disponible a: <www.businessballs.com/market.htm#PR>. Dubicka, Ionna & O'Keeffe, Margaret. Market Leader Advanced, Writing file, Units 4 & 6 by Iwonna Dubicka & Margaret 0’Keeffe. London: Pearson Educationm,2016, third edition extra. ISBN: 978-1-292-13527-4. Publicity Insider. [Consulta: 22/05/2014]. Disponible a: <www.publicityinsider.com>. PR Week UK online version. [Consulta: 22/05/2014]. Disponible a: <www.prweek.co.uk>. Marketing and advertising reference and resources: Business Balls, Marketing and Advertising Tips.[en línia]. [Consulta: 09.05.2016]. Disponible a: <www.businessballs.com/market.htm>. Business English site, marketing and advertising vocabulary exercises.[en línia]. [Consulta: 09.05.2016]. Disponible a: <www.businessenglishsite.com/business-english-marketing-sales.html>. Campaign online version.[en línia]. [Consulta: 09.05.2016]. Disponible a: <www.campaign.co.uk>. FARRALL, C., Lindsay, M. Professional English in Use: Marketing. Cambridge: Cambridge University Press, 2008. ISBN: 9780521702690. Haymarket Media Group. Brand Republic.[en línia]. [Consulta: 09.05.2016]. Disponible a: <www.brandrepublic.com>. HEGARTY, J. Hegarty on Advertising: Turning Intelligence into Magic. London: Thames and Hudson Ltd., 2010. ISBN: 0500515565. SULLIVAN, L. Hey Whiffle, Squeeze This: A Guide to Creating Great Advertising. London. John Wiley & Sons. 2008. ISBN: 0470190736. VV.AA. Copywriting: successful writing for design, advertising and marketing. London: Laurence King Publishing Ltd, 2012, second edition. ISBN: 978-1-78067-000-3. |
| Read Assessment: General Information about the Degree |
| Course-specific assessment system information |
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| Continuous Assessment System Requirements: unless they indicate to the contrary, all students will be assessed under this system. |
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| Sequen- ce |
Block | Name of Learning Activity | Detailed description of Learning Activity | Group or Individual | Compulsory Yes/No |
% of mark | |||||||
| 1 | 1-2 | Activity (Advertorial) | Writing of a text from Block 1, to be selected by the teacher. | Individual | YES | 15% | |||||||
| 2 | 1-2 | Activities (Press Release) | Writing of a text from Block 2, to be selected by the teacher. | Individual | YES | 15% | |||||||
| 3 | 1-2 | Activity | Writing short texts from Blocks 1 and 2, to be selected by the teacher. This activity will be submitted in the class at a date to be specified. | Individual / Pair | YES | 15% | |||||||
| 4 | 1-2 | Activity | Writing of short text from Blocks 1 and 2, to be selected by the teacher. | Individual / pair | YES | 15% | |||||||
| 5 | 1-2 | Exam | A grammar exercise; an analysis of a press release or an exercice of reading comprehension; the writing of a text, practiced in class | Individual | YES | 40% | |||||||
| There is the possibility of a Guest Lecturer to provide students with experience, advice, and concepts and vocabulary from the professional workplace. | |||||||||||||
| Retake under the Continuous Assessment System Requirements: students with final grades between 4.5 and 5 out of 10 qualify for the retake. The maximum final mark will be 5. |
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| Name of Learning Activity | Detailed description of Learning Activity | % of grade | |||||||||||
| Exam | Completing a vocabulary exercise. Producing 2 texts from among those previously studied. Grades will be awarded for the quality of the work (register, creativity, presentation) as well as for the level of English. |
100% | |||||||||||
| Exam Only Assessment System Requirements: students wishing to be assessed under the exam only system must submit a formal application within the time frame and in the format set out in the academic calendar. |
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| Sequence | Name of Learning Activity | Detailed description of Learning Activity | % of grade | ||||||||||
| 1 | Exam | Producing 2 texts from among the registers studied, to be chosen by the lecturer: a text promoting a product or service / a press advert / a feature article / a blog post / an advertorial. | 60% | ||||||||||
| Completing a vocabulary exercise. Grades will be awarded for the quality of the work (register, creativity, presentation) as well as for the level of English. |
40% | ||||||||||||
| Retake under the Exam Only Assessment System Requirements: students with final grades between 4.5 and 5 out of 10 qualify for the retake. The maximum final mark will be 5. |
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| Nom activitat formativa | Descripció detallada de l'activitat formativa | % of grade | |||||||||||
| Exam | Producing 2 texts from among those studied chosen by the lecturer. Completing a vocabulary exercise. |
100% | |||||||||||
| Teacher Notes |
| Aula Virtual (Moodle) |
