NATIONAL UNIVERSITY OF SAN MARCOS

University of Peru, Dean of America

V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

SYLLAB
I. GENERAL INFORMATION
1.1 Name of the subject : LANGUAGE AND COMMUNICATION
1.2 Subject code : HSO101
1.3 Total weekly hours 06
1.4 Modality Virtual
1.5 semester of study 2020 - II
1.6 Credits 04
1.7 Responsible teachers
Zelaya Ycaza, Patricia María pzelayay@unmsm.edu.pe
Carranza Alvarado, José Elías jcarranzaa@unmsm.edu.pe
Espinoza Aguilar, Ronald Antenor respinozaag@unmsm.edu.pe
López Mauricio, José Richard jlopezm23@gmail.com
Munguía Becerra, Paul George pmunguiab@unmsm.edu.pe
Segura Peña, Lidia Victoria Tafur lsegurap@unmsm.edu.pe
Chávez, Luz Ada ltafurc@unmsm.edu.pe
Zegarra Hidalgo, David Adán dzegarrahi@unmsm .edu.pe

II. SUMILLA
Theoretical-practical course that seeks to exercise students in the techniques and rules of
academic writing and oral expression to introduce them to oral and written academic
discourse. The course is developed under the format of a group workshop and begins by
affirming skills in reading academic texts and their understanding, making a review of
grammatical norms; affirms skills and abilities in writing expository and argumentative
academic works (monographs and theses, research reports).

III. ACHIEVEMENTS OR LEARNING OUTCOMES

3.1 Components
3.1.1 Competence
Apply oral and written communication in their academic and scientific environment that
encourages assertive interaction with their peers and their environment, and promotes the
development of scientific knowledge for the good of our society with critical, reflective
and creative thinking.

3.1.2 Attitudes and Values

• He is sincere and truthful in expressing his opinions.
• Shows interest in virtual bibliographic research.
• Participate with respect and relevance in virtual learning sessions.
• He is critical, fair and honest in the appreciation of works by various authors.
• He is respectful and trustworthy in the handling of the data that bases his arguments.
• Argue in virtual communities with good arguments.
• He values the opinions of his colleagues because he is aware that no one has the
truth.
• Accept and incorporate some counterarguments considered fair as concessions.
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

• He is creative in writing with the support of ICT at the basic level.

• He is active, collaborative and interactive in the organization of the institution.

IV. GRADUATE PROFILES

4.1 University Graduate Profile
• Apply knowledge to practice to solve problems with ethical commitment.
• Capacity for analysis and synthesis in decision-making with responsibility, critical and
self-critical sense.
• Work as a team with a transdisciplinary perspective to understand and transform complex
reality.
• Generates new knowledge that contributes to the development of society through
research, with an ethical sense.
• Manages information and the dissemination of knowledge with adequate oral and written
communication of the profession itself, exercising the right to freedom of thought
responsibly.
• He carries out his profession with leadership, adapting to changes and new trends,
committed to peace, the environment, gender equality, defense of human rights and
democratic values.

4.2 Graduate Profile of the School of General Studies

The graduate of General Studies in Humanities and Legal and Social Sciences has the ability to
create, critically assimilate and transmit knowledge in the field of humanities, social, legal,
political and educational sciences, being critical, analytical, creative and innovative in their
performance as specialty student, with a solid management of concepts and categories linked to
the analysis of socioeconomic, political and ideological processes and mastery of the theories,
philosophies and methodologies of the humanistic, social, legal, political and educational
disciplines, being aware and consistent with critical thinking in the face of national and global
reality, working with responsibility and creativity in the face of the challenges of the
contemporary world and promoting processes of change favorable to the improvement of the
living conditions of Peruvians, and being ethically aware of the need to promote democratic
values, freedom, equality, social justice, commitment to strengthening society, respect for human
dignity, defense of life and human rights and the culture of tolerance.

V. TRANSVERSAL COMPETENCES

• Investigation
Basic research capacity, critical and creative thinking : Habit of mind characterized by the
intensive exploration of matters of interest, ideas, objects and events, before accepting or
formulating an opinion or conclusion and, as a consequence, the ability to propose an action
of study of it at a basic level. Ability to combine or synthesize existing ideas, images or other
original thinking and the experience of thinking, reacting and working in an imaginative way,
characterized by a high level of motivation, divergent thinking and risk taking
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

• Social responsability
Ethical reasoning: Ability to reason about what is appropriate and what is wrong in
human behavior. It requires students to be able to evaluate their own ethical values and
the social context of problems, recognizing ethical dilemmas in a variety of
circumstances. Students acquire their own ethical identity which must evolve with them
in their university and professional life.

• Leadership
Study and work to make a difference in the civic life of our communities and develop the
combination of knowledge, skills, values and motivation to create a difference. This
means achieving growing individual development by promoting the quality of life of the
community to which you belong, initially it may be your neighborhood, then the
organizations where you join, without losing sight of the needs at the level of the
community. country or globally
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

SAW. CONTENT PROGRAMMING

COMPETENCE
• Apply oral communication in their academic and scientific environment in an assertive manner with their peers and their
environment.
• Includes written university and scientific discourses that promote reflective and critical analysis on topics of interest.
Activities and/or
Week Criterion / Capacities Topics / Contents Tools and/or technological resources
strategies
1. Agenda of the week
Effectively uses ICT • ICT for interactive 2. Class materials: • Document Review
for interactive
communication that is
communication that is
respectful of its
• Session PPT
• Video 1: Welcome from the teacher.
• Entry test
respectful of its environment. • Video 2: Google Meet Tutorial • Video conference
environment. • Phonemes in Spanish https://www.youtube.com/watch?v=ucwU1kHc0bw • Google Form
1 • Video 3: Virtual Classroom Tutorial
https://www.youtube.com/watch?v=XJOp-Ge-37g
• Forum
• Video 4: Guide to doing homework in the virtual classroom
Classroom https://www.youtube.com/watch?v=tF7wihrGwJU
• Reading 1: Globalization: reality or fiction?
3. Activities:
• Virtual tools: Google Meet and Google Classroom.
It includes elements
• 1. Agenda of the week • Informative review
that participate during
Communication,
2. Class materials • Team work
the communicative
importance, elements,
• Session PPT • Video conference
process in various
types, communication
barriers in everyday • Video 1: History and evolution of communication. • Forum
communicative situations and typical of https://youtu.be/wccByhnN3OM • Oral and written text
situations. your professional • Video 2: Communication process comprehension
career. https://youtu.be/ZHQyBcrdbv4 questionnaire
• Use of spellings. • Video 3: Communication, the key to social integration.
2 https://youtu.be/jTLWbdfTecY
• Video 4: Life is on the other side of fear
https://www.youtube.com/watch?v=nmrRJammHqs
• Reading 1: Communication and society.
http://www.scielo.org.mx/pdf/comso/n23/n23a2.pdf
• Reading 2: Shoemaker to your shoes, by Luisa Portilla
Durand. https://www.facebook.com/eaplit/posts/difundimos-
el-texto-
3. Activities:
• Virtual tools: Google Meet and Google Classroom.
NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC

Discriminates • Concepts general 1. Agenda of the week • Informative review

characteristics of about language, 2. Class materials: • Team work
language, language, language and speech. • Session PPT • Video conference
speech, culture and • Language standard
and
• Video 1: Differences between language, language and speech • Question formulation
linguistic terms.
colloquial.
https://youtu.be/xywzrhlJGeg
• Video 2: TED Steven Pinker, on language and thought
• Infographic
Identify the • Language and culture. https://youtu.be/fcSNpVv8uTY
linguistic variations • Linguistic variation: • Reading 1: Language: a tool for reconstructing thought
of Peru and dialects social http://www.razonypalabra.org.mx/N/N72/Varia_72/27_Rios_72.pd f
and • Reading 2: Peru, bilingual country? Culture, society and
multilingualism in regional dialects.
3 language (Cap. 2).
Peru.
• Multilingualism in Peru. https://repositorio.iep.org.pe/bitstream/IEP/678/2/
• The general accentuation peruproblema13. pdf
• Reading 3: The challenge of multilingualism in Peru. Inés
Pozzi- Escot. Spanish in Peru: national cultured norm versus
regional cultured norm.
https://repositorio.iep.org.pe/bitstream/IEP/661/2/peruproblema9.p df
3. Activities:
• Virtual tools: Google Meet and Google Classroom.

Understand and
apply
• Communication: 1. Agenda of the week
• Revision of information
functional (pragmatic) 2. Class materials:
communication approach. • Session PPT. • Team work
• Video conference
4
skills in specific
situations.
• Communication classes: • Video 1: The power of words.
https://www.youtube.com/watch?v=QA9s6swzlwI • Summary
• Video 2: Master your body language and non-verbal • Exposure
academic
Understand and communication. Non-
apply non-verbal verbal language in communication . https://www.youtube.com/watch? • Oral and written text
language in specific speech. v=5oIa2MBR470. comprehension
situations (everyday, • The special accentuation • Video 3: Non-verbal intelligence. questionnaire
academic). https://www.youtube.com/watch?v=W56-Fg4wZh4.
• Reading 1: How to teach speaking and listening in the
classroom.
TEACHESCUCHAR.pdf (Chapter I).
• Reading 2: “He is a reader, not a speaker”: about verbal,
paraverbal and non-verbal communication trichotomy.
http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S2223-
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM
NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC

25162017000100012
3. Activities:
• Virtual tools: Google Meet and Google Classroom.
Understand and
prepare an oral
• The dissertation: 1. Agenda of the week
2. Class materials: • Revision of information
structure of oral
speech on a topic of discourse. • Session PPT • Team work
interest or specialty, • Assertiveness in • Video 1: The three parts of speech. • Video conference
taking into account https://www.youtube.com/watch?v=zFIcZ75C91Q • visual organizer
its structure and the
communication:
passive, aggressive,
• Video 2: Love has two charges. • Exposure
approaches to assertive behavior. https://www.youtube.com/watch?v=JycgffWxqpM.
• Oral and written text
assertiveness. • The capital letters. • Video 3: Assertiveness.
https://www.youtube.com/watch?v=6QQDLUiBnhE
comprehension
questionnaire
• Reading 1: Analysis of oral discourse and its teaching.
5 http://www.revistas.usp.br/flp/article/view/109104/108679.
• Reading 2: Assertive communication in teachers: diagnosis
and didactic proposal.
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936/8393
• Reading 3: Working on communication skills with families.
http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1139-
76322016000500015&lng=es&tlng=es.
PROJECT I: 1st 3. Activities:
Language and • Virtual tools: Google Meet and Google Classroom.
Communication seminar
2020-II
•
The text: definition, 1. Agenda of the week • Revision of information
characteristics, types, 2. Class materials: • Video conference
Recognize and structures, properties. • Session PPT • Team work
differentiate the
•
The macrostructural
• Video 1: Types of texts • Scientific inquiry
types of texts
level of the text: the
https://www.youtube.com/watch?v=eKB_mSu_dJs
• Video 2: Text properties
• Synthesis
Identify the structure
of the type of text
central theme, the main https://www.youtube.com/watch?v=6DzTCSXggGU • Question formulation
6 Identify the central •
and secondary ideas.
• Video 3 : Main ideas • Forum
theme of the text
Types of paragraphs.
https://www.youtube.com/watch?v=SZ_JWdFvwzg • Questionnaire
•
Recognize the main The construction of • Reading 1: Texts, types of texts and specialized texts. comprehension of oral
and secondary ideas simple sentences with 3. Activities: and written texts
complete meaning and • Virtual tools: Google Meet and Google Classroom.
Identify the types of with a full stop.
paragraphs
according to the
main idea.
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM
NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC

• The reading. Reading 1. week agenda • Revision of

Recognizes the
comprehension levels.
2. Class materials: • information
levels of reading Reading
• Session PPT
• Video 1: Apa Standards 7th edition • Information Review
comprehension: comprehension https://www.youtube.com/watch?v=nL00fnRlza4 • Video conference
literal, inferential, strategies: • Questions
organizational, metacognitive and • Reading 1: Adriana Gordillo. Reading comprehension levels.
• Group task
critical, creative. cognitive. https://ciencia.lasalle.edu.co/cgi/viewcontent.cgi?article=1100&cont
ext=ap • Drive
7 • The signing. Types of • Reading 2: Story The drama of the disenchanted. • Oral and written text
signing: summary, https://pascualvelazquez.com/wp-content/uploads/2017/04/CAEF-y- comprehension
commentary, AFA-GGM-El-desencantado-copia.pdf questionnaire
bibliographic, textual, 3. Activities:
paraphrasing and • Virtual tools: Google Meet and Google Classroom
summary.
• Main uses of the comma
PROJECT I: 1st Language
and Communication

Recognizes the
• Understanding academic 2.
seminar 2020-II 1. Agenda of the week
Class materials: • video commentary
texts.
topic, main and • The reading report. • Session PPT • Video conference
• Use of the gerund
8
secondary ideas of
academic texts
• Video 1: Using science to clean a wetland
https://www.youtube.com/watch?v=sRoWn3JDddU
• Opinion forum in
Classroom
• Reading 1: Influence of noise pollution on public health
http://168.121.49.88/index.php/Paideia/article/view/926/843 • Didactic questioning
3. Activities: • Google Form
• Virtual tools: Google Meet and Google Classroom.
• Questionnaire about
• the proposed readings

MIDTERM EXAM
9 Interprets the •
Understanding academic 1. Agenda of the week • Video conference
message of academic texts: text commentary. 2. Class materials: • Opinion forum in
•
texts to propose their Lexical precision • Session PPT Classroom
• Didactic questioning
opinion and point of • Reading 1: Perception of visual pollution from panels and
view. posters • Google Form
http://journals.continental.edu.pe/index.php/apuntes/article/ • Questionnaire on the
vi ew/540/527 proposed readings.
3. Activities:
• Virtual tools: Google Meet and Google Classroom.
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

COMPETENCE
• Produces cohesive and coherent academic and scientific written discourses that promote creative, dialogic and
argumentative thinking for the development of scientific knowledge for the good of our society.
• Demonstrate mastery of Spanish grammatical rules for clear, orderly and precise communication.
Criterion / Activities and/or
Week Topics / Contents Tools and/or technological resources
Capacities strategies
Construct various
types of text, clearly
• Academic writing. 1. Agenda of the week
• video commentary
Characteristics. The 2. Class materials:
expressing the
message and
monograph: definition, • Session PPT • Video conference
respecting the
characteristics, types and
structure.
• Video 1: The monograph • Opinion forum in
https://www.youtube.com/watch?v=cjRj_DjEOBY
writing rules. • Citation and references • Video 2: Why is it important to cite and reference correctly? •
Classroom
Didactic questioning
10 according to APA https://www.youtube.com/watch?v=u791fwX5mAw
standards.
• Reading 1: APA style summary guide. Seventh edition. • Google Form
http://www.unipamplona.edu.co/unipamplona/portalIG/ • Text commentary
home_15/rec ursos/2020/documentos/27022020/normasapa-7.pdf
3. Activities :
Virtual tools: Google Meet, Google Classroom
Understands and
interprets messages
•
Mixed texts: texts with 1. Agenda of the week
• Revision of information
graphics, tables, charts, 2. Class materials:
from a text, infographics according to • Session PPT • Playful analysis
expressing pertinent APA style. • Video 1: Introduction to discontinuous texts • Scientific inquiry
•
points of view about The punctuation marks. https://www.youtube.com/watch?v=U-zq960uIMk • Synthesis
it. Main cases • Sample of Carlincaturas • Forum
https://www.google.com/search?rlz=1C1CHBD_esPE830PE830&source=univ&tbm=%20%20isch
• Question formulation
11
Seek information
&q=carlincaturas+may+2020&sa=X&ved=2ahUKEwiB0f39p
L_%20pAhXOH7kGHYNqB-
• Google Form
about problems/
gQsAR6BAgKEAE&biw=1450&bih=733#imgrc=zIjsswWu2 • Oral and written text
Investigative Action comprehension
On8fM questionnaire.
3. Activities:
• Virtual tools: Google Meet, Google Classroom
• Search and processing of academic information in
databases/repositories with emphasis on discontinuous texts.
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM
Build various types • The writing process: 1. week agenda • Analytical review
of text, clearly planning (motivation and 2. Class materials:
• Video conference
expressing the selection of the topic, • Session PPT • Questions
message and writing outline), • Video 1: Choosing the topic in an investigation. • Group task
respecting the textualization and https://www.youtube.com/watch?v=oSHoynMYp3M • Google Form
12
writing rules revision. • Reading 1: Martínez, M. (2002). Strategies for reading and • Team work
•
The construction of writing texts. Theoretical perspectives and workshops. Cali: • Oral and written text
compound sentences Universidad del Valle [Cap. 4] comprehension
3. Activities: questionnaire
• Virtual tools: Google Meet.
• Paragraph Writing Template
• Example (model) of monograph
Build various types of 1. Weekly agenda • Video conference
text with a textual 2. Class materials: • Resolution of Activities
superstructure and
microstructural
•
The superstructural and • Session PPT
• Google Form Group Work
organization,
microstructural level of
the text.
• Video 1: About language and thought.
• Drafting
appropriately applying
•
Textual connectors •
https://www.youtube.com/watch?v=fcSNpVv8uTY
Reading 1: Construction of the semantic microstructure and
• Forum
13 the properties of the
text. macrostructure in expository texts • Text comprehension quiz
• Reading 2: The superstructure of expository texts
• Reading 3: The superstructure of description
3. Activities :
II PROJECT: Digitized Virtual tools: Google Meet, Google Classroom.
Journal of Language and
Communication 2020-II
Analyzes and • Introduction to 1. Weekly agenda • Revision of information
produces texts in a argumentative discursive 2. Class materials: • Video conference
critical, reflective organization. • Session PPT • Opinion and reflective
and creative way • The macrostructural level: • Video 1: Hegemonic feminism is sexist. Marina de la Torre |
TEDxChamberi.
forum
• Thematic organizers
the controversy, the
thesis, the polyphony. https://www.youtube.com/watch?v=8lLSXpeLwZ8 • Didactic questioning
14 The positions: the • Reading 1: Compete or cooperate? In: Bunge, M. Capsules • Critical thinking method
justification, the
refutation.
(2003)
• Reading 2: The prison of underdevelopment, Arturo Uslar
• Text comprehension
questionnaire.
• logical connectors Pietri
• Reading 3: Digital divide, social divide, paradigmatic divide
Pimienta, D. (2007)
3. Activities :
 NATIONAL UNIVERSITY OF SAN MARCOS
Express your
•itoiC)
%.
Personal opinion.
University
1. of Peru, Dean of America
week agenda • Reading reports
opinion using the
•-2The arguments.
2e0
UNDERGRADUATE ACADEMIC VICE-RECTORATE
2. Class materials.
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES • Interventions in
constituents of an • Session PPT videoconference
argument • The conclusions. • Reading 1: Cultural foundation of the bullfight. • Writing text with personal
15 appropriately.
• Review of the regulations https://www.taurologia.com/imagenes/fotosdeldia/
699_manifiestof
opinion.
un • Written text comprehension
damento_cultural_de_la_fiesta_de_los_toros.pdf questionnaire.
3. Activities :
Virtual tools: Google Meet, Google Classroom.
• Argument development: 1. Agenda of the week • Reading reports
counterargumentation. 2. Class materials • Video conference
Express your
opinion using the
• Session PPT • Drafting
constituents of an
• Reading 1: About photography.
3. Activities:
• Written text comprehension
16 argument questionnaire.
• Virtual tools: Google Meet, Google Classroom.
appropriately.

FINAL EXAM
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

VII. METHODOLOGICAL STRATEGIES

a. The Synchronous Method is one in which the sender and receiver of the message in the
communication process operate in the same time frame, that is, in order for said message
to be transmitted, it is necessary that both people be present at the same moment. They
are: Videoconferences with whiteboard, audio or images, Internet, Chat, voice chat,
audio and association in virtual groups.
b. The Asynchronous Method transmits messages without the need for the sender and
receiver to coincide in instantaneous interaction; They are Email, discussion forums, web
domains, texts, animated graphics, audio, interactive presentations, video, etc.
c. The B-Learnig Method (Combined asynchronous and synchronous), where the teaching
and learning of virtual education becomes more effective.
d. Problem Based Learning (PBL)
It is a methodology focused on learning, on the research and reflection that students
follow to reach a solution to a problem posed by the teacher.
e. Project Based Learning (PBL)
Project-based learning is a methodology that is developed collaboratively that confronts
students with situations that lead them to propose proposals regarding a certain problem.
f. Portfolio of evidence
It is a collection of documents worked on in the classroom, with certain characteristics
that are intended to evaluate the level of learning that has been acquired, that is, its
achievements, efforts and transformations throughout a course.
g. Workshop
Collaborative work in groups, interested in learning, through practical exercises, some
matter of scientific research.

VIII. LEARNING ASSESSMENT

Formative evaluation in a competency-based approach is conceived as a permanent, global,
planned process that allows feedback and decision-making to improve learning processes.
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

EVALUATION WEIGH
UNIT CRITERION PERFORMANCE PRODUCT INSTRUMENT T
Has basic command of
20%
Connectivity ICT.
Creatively and consciously Presents the Rubric
use ICT. Be an active and organization of
video content with
Understanding of collaborative part of the Cmaptools or
the interactive organization of
Canva tool.
oral communication the institution
UNIT I

Correctly identify the main

Reading and secondary messages of Elaborate a Rubric 30%
comprehension comment from
various types of texts.
text
written.

Correctly identify the main

Reading and secondary messages of Develop a reading Rubric 30%
comprehension comprehension
various types of texts.
test.

Recognizes the main and

Production of the secondary ideas of oral Rubric 20%
Elaborate a
oral communication
texts. video with the
presentation of a
concept in 3 min.

TOTAL 100%
EVALUATION WEIGH
UNIT CRITERION PERFORMANCE PRODUCT
INSTRUMENT T

Text production He is creative in the The monograph

production of texts. Respect
the writing rules.
Rubric 40%
Produces continuous texts.
Produces discontinuous
texts.
UNIT II
He is confident and fluid in
oral communication Rubric
his expressions.
Video of the
(Production) Demonstrate coherence
monograph
when presenting your 20%
presentation
points of view. Use (slides with
scientific-rational language discontinuous
in your communication. texts)
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

Correctly identify the main

Reading 40%
and secondary messages of
comprehension
various types of texts.
Proof
Develop a reading
comprehension
test

TOTAL 100%

EVALUATION FORMULA

Ev.C1 = Continuous evaluation grade 1 (30%)

Ev.C2 = Continuous evaluation grade 2 (30%)
EP = Partial exam grade (20%)
EF = Final exam grade (20%)

r-----------------------------------------------------------------------------------------------------------------\

PF = (0.20 x EP) + (0.20 x EF) + (0.30 x Ev.C1) + (0.30 x Ev.C2)

The results are reported to the UNMSM Single Registration System, in 2 moments: first moment in
week 10 of the semester, second moment at the end of the semester, there is no substitute exam.
The grading system is vigesimal.

VII. BIBLIOGRAPHY

Berko, J. & Bernstein, N. (2010). Language development. (7. to . ed.). Madrid: Pearson.
Bernárdez, E. (1982). Introduction to Text Linguistics . Madrid: Espasa-Calpe SA
Briz, A. (2008). Know how to speak . Mexico: Aguilar.
Chambers and Trudgill. (1994). The dialectology. Barcelona: Book Viewer.
Contreras, V., Cuba, V., Flores, G., Salinas, P. and Sulca, M. (2017). Study methods. Manual for
exclusive use of students . University of San Martín de Porres.
https://www.usmp.edu.pe/estudiosgenerales/pdf/2017-
I/MANUALS/METHODS%20DE%20ESTUDIO.pdf
Dobkin, B. & Pace, R. (2003): Communication in a Changing World . (2nd ed .). Mexico.
Lértora, J. (2012). Present! Guide to effective exhibitions . Lima: Aguilar.
López, L., López, M., Lozada, C., Orozco, J. and Zuaste, R. (2007). The Task of Writing . National Autonomous
University of Mexico.
Martin, T. (2015). Academic writing: guidelines . University of Salerno.
https://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/napoles _ 2015/17_
martin.pdf
APA.PRO Standards. (2020). Summary guide to APA style. Seventh Edition.
http://www.unipamplona.edu.co/unipamplona/portalIG/home_15/recursos/2020/documentos/270
22020/normasapa-7.pdf
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

Ridao, S. (2017). "He is a reader, not a speaker": on trichotomy verbal, paraverbal and non-verbal communication.
Digital Journal of Research in University Teaching , 11(1), 77-192. https://dx.doi.org/10.19083/ridu.11.499
.
Rodríguez-Piñero, A. (2013). Teaching professional and academic languages. Circle of Linguistics Applied to
Communication, 53, 54-94. http://dx.doi.org/10.5209/rev_CLAC.2013.v53.41650
Rojas, M. (2012) Plagiarism in academic texts. Educare Electronic Magazine, vol. 16, no. 2
https://www.redalyc.org/pdf/1941/194124286004.pdf
Sánchez, M. (2013). How to write a monograph? University of the Americas Puebla.
Santiago, S. (2005). Understanding academic texts in a cooperative context guided through reciprocal teaching .
Electronic Journal of Psychoeducational and Psychopedagogical Research. No. 5 - 3(1), 77-96.
http://www.investigacionpsicopedagogica.org/revista/articulos/5/espannol/Art_5_60.pdf
Catholic University of the East (sf). The reading report.
https://www.uco.edu.co/ova/OVA%20Lectoescritura/Objetos%20informativos/Unidad%204/1%20El
%20informe %20de%20lectura.pdf

National University of Córdova. (sf). Oral and written comprehension and production strategies. How to read
academic texts . Technician in University Management FCE-UNC.
http://ecptgu.eco.catedras.unc.edu.ar/unidad-3/comprension-lectora/como-leer-textos- a cademicos/
Valencia, W. (2011). Guide to making the reading report . Catholic University of the East.
https://www.uco.edu.co/ova/OVA%20Lectoescritura/OVA%20Lecto%20Escritura/OTROS%20MATERIALES/
Guide%20for%20the%20elaboration%20report%20of%20reading.pdf
Zebadua, M. and García, E. (2012). How to teach speaking and listening in the classroom . National Autonomous
University of Mexico. http://docentesinnovadores.perueduca.pe/?get_group_doc=103/1484356118-
ENSEARAESCUCHAR.pdf .

Readings for practices

Almenara, J. ( sf ). Cultural foundation of the bullfighting festival. Retrieved from:

https://www.taurologia.com/imagenes/fotosdeldia/699_manifiesto fundamental_cultural_de_la_fiesta
_de_los_toros.pdf
Alvarez, T. (November 17, 2014). Why is it important to cite and reference correctly? [Video].
Youtube. https://www.youtube.com/watch?v=u791fwX5mAw
Baró, T. (April 18, 2018). Master your Body Language and Non-Verbal Communication . [Video]. Youtube.
https://www.youtube.com/watch?v=5oIa2MBR470 .
Baró, T. (December 24, 2018). Intelligence not Verbal . [Video]. Youtube.
https://www.youtube.com/watch?v=W56-Fg4wZh4 .
Brañez, K., Cisneros, D., Vasquez, A. and Jaramillo, E. (December 30, 2017). Perception of visual pollution from
advertising panels and posters: a legal review. In Notes on Science & Society , 7(2). 219-2025.
http://journals.continental.edu.pe/index.php/apuntes/article/view/540/527
Cubides, N. (Without date). The three parts of the Speech . [Video]. Youtube.
https://www.youtube.com/watch?v=zFIcZ75C91Q .
Fernández-Cosials, K. (April 9, 2019). Love has two faces . [Video]. Youtube.
https://www.youtube.com/watch?v=JycgffWxqpM .
Lomas, C. (July 25, 2018). The power of words in education, Educational competencies [Video].
Youtube. https://www.youtube.com/watch?v=QA9s6swzlwI .
Morikawa, M. (July 31, 2015). Using science to clean up a wetland. TEDx [Video]. Youtube.
https://www.youtube.com/watch?v=sRoWn3JDddU
Rojas, L. (November 6, 2016). Assertiveness . [Video]. Youtube.
https://www.youtube.com/watch?v=6QQDLUiBnhE .
Solis, I. (2013). Influence of noise pollution on the public health of the residents of Cercado de Lima.
In PAIDEIA XXI , 3(4). 47-59. http://168.121.49.88/index.php/Paideia/article/view/926/843
Sontag, S. (2006). About photography . Mexico City: Alfaguara
Vazquez, F. (October 2, 2017). The monograph . [Video]. Youtube.
 NATIONAL UNIVERSITY OF SAN MARCOS
University of Peru, Dean of America
V ICERRECTORATE TO UNDERGRADUATE CADEMIC
ORGANIZING COMMISSION OF THE SCHOOL OF GENERAL STUDIES
RECTORAL RESOLUTION NO. 016342-2020-R/UNMSM

https://www.youtube.com/watch?v=cjRj_DjEOBY