Teacher(s)
Aulit Laetitia (compensates De Cock Barbara); De Cock Barbara;
Language
Spanish
Main themes
This learning unit will cover a selection of linguistic mechanisms for structuring written and spoken productions, as well as for expressing oneself creatively by producing pragmatic and rhetorical effects. To this end, the interaction between grammar, lexicon and discourse will be considered, as well as the modulation of these mechanisms according to the type of spoken or written production.
These mechanisms will be approached from the perspective of comprehension, linguistic analysis and production. In order to achieve these goals, creative writing exercises will be central to the course.
These mechanisms will be approached from the perspective of comprehension, linguistic analysis and production. In order to achieve these goals, creative writing exercises will be central to the course.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | Recognise B1 level linguistic mechanisms that enable expressing oneself creatively in Spanish. |
| 2 | Recognise B1 level linguistic mechanisms used to structure spoken and written discourse in Spanish. |
| 3 | Analyse how these mechanisms work linguistically, using appropriate terminology. |
| 4 | Use these mechanisms in spoken and written productions at A2+/B1 level in different genres. |
| 5 | Produce creative spoken and written works in Spanish. |
| This learning unit contributes to the development and command of the following skills and learning outcomes of the ELAL programmes: 1.4, 2.6, 6.2, 6.4, 6.5, 6.6 | |
Content
This learning unit will cover phenomena such as discourse markers and anaphoric and cataphoric strategies for structuring interventions, as well as mechanisms for a creative use of language, such as metaphors, figurative uses of diminutives and augmentatives, connotative uses of demonstratives, etc.
It will also include a reflection on how creative uses can influence the linguistic norm in the medium or long term, for example with the development of feminisation strategies.
It will also include a reflection on how creative uses can influence the linguistic norm in the medium or long term, for example with the development of feminisation strategies.
Teaching methods
This learning unit will be based on the analysis of concrete examples of different types of creative production (songs, advertising, messages published on social networks, etc.) in order to identify and analyse the mechanisms that contribute to structure and creativity in Spanish. A contrastive approach with French will be adopted. This learning unit will therefore include an introduction to the main concepts and terms used in linguistics to analyse these types of phenomena. Through short exercises in creative spoken and written production, students will put these mechanisms into practice.
Evaluation methods
50% written exam to identify and analyse linguistic mechanisms
50%: creative production by the student, out of which 20% for an individual written production and 30% for a multimodal group production.
The modalities in the September session will be as follows:
50% written exam to identify and analyse linguistic mechanisms
50%: individual multimodal production
For both sessions, not submitting one of the parts of the evaluation necessarily implies a 0 score for this course.
When preparing the creative production, students must comply with the Guidelines of the École de Langues et Lettres (Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative). More specifically, any use of artificial intelligence tools within the context of this course must comply with the instructions provided for each task, in accordance with the Grille des usages de l’intelligence artificielle générative, which completes the guidelines. Students must therefore fill out the declaration on the use of generative AI provided in the guidelines. Failure to comply with this requirement may result in a reduction in the mark for the creative assignment due to non-compliance with this instruction.
In case of non-compliance with the relevant rules, the examination board will take the measures set out in section 6 of the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative.
More generally, students must comply with the Règlement général des évaluations des études et des examens (RGEE) of the UCLouvain, in particular with regard to irregularities and plagiarism (Article 107 of the RGEE).
50%: creative production by the student, out of which 20% for an individual written production and 30% for a multimodal group production.
The modalities in the September session will be as follows:
50% written exam to identify and analyse linguistic mechanisms
50%: individual multimodal production
For both sessions, not submitting one of the parts of the evaluation necessarily implies a 0 score for this course.
When preparing the creative production, students must comply with the Guidelines of the École de Langues et Lettres (Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative). More specifically, any use of artificial intelligence tools within the context of this course must comply with the instructions provided for each task, in accordance with the Grille des usages de l’intelligence artificielle générative, which completes the guidelines. Students must therefore fill out the declaration on the use of generative AI provided in the guidelines. Failure to comply with this requirement may result in a reduction in the mark for the creative assignment due to non-compliance with this instruction.
In case of non-compliance with the relevant rules, the examination board will take the measures set out in section 6 of the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative.
More generally, students must comply with the Règlement général des évaluations des études et des examens (RGEE) of the UCLouvain, in particular with regard to irregularities and plagiarism (Article 107 of the RGEE).
Other information
The text and video fragments analysed in this course concern topics related to transition (sustainable development, the challenges raised by the growth of tourism in some Spanish-speaking regions), as well as topics related to genre issues.
Online resources
Moodle page of this learning unit
Faculty or entity
