Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Course: B1 - INTERMEDIATE
Code: 901003
Activity Guide and Evaluation Rubric – Writing Forum
1. Activity Description
Type of activity: Individual
Evaluation moment: Intermediate
Highest score of the activity: 90 points
The activity starts on: September 15th,
The activity ends on: October 4th 2022
2022
With this activity, you are expected to achieve the following learning
purposes:
To strengthen student's writing skills through the development of an opinion article of
their authorship putting into practice not only their imagination and creativity but also,
they will put into practice the acquired knowledge based on the different topics
proposed for this course. At this B1 level, according to the parameters set by the
Common European Framework of Reference for Languages, students can write simple
situations about routine information and give reasons for their actions. They can write
personal letters describing experiences, feelings, and events in detail. They can
describe basic details of unpredictable events, for example, an accident. They can
describe dreams and hopes. They can describe the plot of a book or a film and describe
their reactions to it. They can tell a story.
The activity consists of:
Individual Intervention
Select one of the following topics to write the article:
• Cellphone addiction: Positive and negative effects of smartphones.
• Children physical punishment: Good or bad idea
• Online/virtual education. Pros and cons
• Cheating on a relationship: Can it be forgiven? Yes/no
• Immigration: Should a country allow every foreigner enter?
The article must have this structure:
• Title
• Introduction
• Arguments in favor
• Arguments in contrast
• Personal view and Conclusion
The article must cover these topics: conditionals, past simple, present perfect, phrasal
verbs, modal verbs, infinitive and gerunds, comparatives and superlatives.
The article must have between 150 and 200 words.
The student must participate at least 3 times posting his/her contributions; The student
must select 3 of his/her e-mates' articles and comment them with argumentative
opinions in a period no later than 3 days before the final due date (based on University
regulations and academic policies, see academic resolution 006808). Spanish
contributions are not going to be considered.
How to develop the Individual intervention.
First week
• Introduce yourself and greet your e-mates directly in the writing forum, tell them
what opinion article you will write about and the title of it. Students must not
write about the same topic.
• Write the introduction.
• Write the positive aspects of your article.
• Read the teacher and e-mates’ comments, (make corrections if necessary).
Second week
• Write the negative aspects of your article.
• Write your point of view.
• Write a conclusion.
• Read the teacher and e-mates’ comments, (make corrections if necessary).
Third week
• Present your final individual task with all the features: Title, introduction, positive
aspects, negative aspects, point of view, and conclusion.
• Read the teacher and e-mates’ comments, (make corrections if necessary).
Collaborative Intervention
The second part of this task is based on group work so that each participant must
contribute with his/her ideas to achieve a collaborative result.
1. As a group, the students must design a blog where they will post all opinion articles.
There will be one blog per group. These are some tools:
• Wix: [Link]
• Blogger: [Link]
• Wordpress: [Link]
2. Through the writing forum the students must agree about the opinion article they
will write about:
• Cellphone addiction: Positive and negative effects of smartphones.
• Children physical punishment: Good or bad idea
• Online/virtual education. Pros and cons
• Cheating on a relationship: Can it be forgiven? Yes/no
• Immigration: Should a country allow every foreigner enter?
3. The opinion article must be design with images.
4. The article must have this structure:
• Title
• Introduction
• Positive aspects
• Negative aspects
• Personal view and Conclusion
5. The article must have 150 to 200 words.
How to develop the Individual intervention (Fourth week)
• The students will design a collaborative blog where they present ALL opinion
articles with some images related to the text on a different TAB
• Once the blog is finished, the students must upload in the writing forum a Word
or PDF document with cover page, names of the students who participated in the
task, and a second page with the blog link (be sure the link works properly).
For the development of the activity consider that:
In the Initial Information Environment, you must: Check the course agenda.
In the Learning Environment, you must: Practice the online contents – E-Book.
In the Evaluation Environment, you must: with cover page, names of the students who
participated in the task, and a second page with the blog link (be sure the link works
properly).
Evidences of individual work:
Word or PdF document with cover page, names of the students who participated in the
task, and a second page with the blog link.
2. General Guidelines for the Development of Evidences to Submit
For individual evidences, consider the following:
• All members of the group must participate with their contributions in the
development of the activity.
• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.
Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must comply
with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism. You
can review your written products using the Turnitin tool found in the virtual campus.
Under the Academic Code of Conduct, the actions that infringe the academic order,
among others, are the following: paragraph e) Plagiarism is to present as your own
work all or part of a written report, task or document of invention carried out by
another person. It also implies the use of citations or lack of references, or it includes
citations where there is no match between these and the reference and paragraph f)
To reproduce, or copy for profit, educational resources or results of research products,
which have rights reserved for the University. (Acuerdo 029 - 13 de diciembre de
2013, artículo 99)
The academic penalties students will face are:
a) In case of academic fraud demonstrated in the academic work or evaluation, the
score obtained will be zero (0.0) without any disciplinary measures being derived.
b) In case of proven plagiarism in academic work of any nature, the score obtained
will be zero (0.0), without any disciplinary measures being derived.
3. Evaluation Rubric Template
Type of activity: Individual
Evaluation moment: Intermediate
The highest score in this activity is 90 points
First evaluation High level: All content is relevant to the task. Target reader is
criterion: Content fully Informed.
If your work is at this level, you can get between 10
Content points and 20 points
Development
Average level: Minor irrelevances and/or omissions may be
This criterion present. Target reader is on the whole informed.
represents 20 If your work is at this level, you can get between 5 points
points of the total and 10 points
of 90 points of the
activity. Low level: Irrelevances and misinterpretation of task may be
present. Target reader is minimally informed.
If your work is at this level, you can get between 0 points
and 5 points
Second evaluation High level: The student uses the conventions of the
criterion: Content communicative task to hold the target reader’s attention and
communicate straightforward ideas.
Communicative If your work is at this level, you can get between 10
Achievement points and 20 points
This criterion Average level: The student uses the conventions of the
represents 20 communicative task in generally appropriate ways to
points of the total communicate straightforward ideas.
of 90 points of the If your work is at this level, you can get between 5 points
activity. and 10 points
Low level: The student produces text that communicates
simple ideas in simple ways.
If your work is at this level, you can get between 0 points
and 5 points
Third evaluation High level: Text is generally well organized and coherent, using
criterion: Process a variety of linking words and cohesive devices.
If your work is at this level, you can get between 10
points and 20 points
Organization
Average level: Text is connected and coherent, using basic
This criterion linking words and a limited number of cohesive devices.
represents 20 If your work is at this level, you can get between 5 points
points of the total and 10 points
of 90 points of the
activity. Low level: Text is connected using basic, high frequency linking
words.
If your work is at this level, you can get between 0 points
and 5 points
Fourth evaluation High level: The student uses a range of everyday vocabulary
criterion: Content appropriately, with occasional inappropriate use of less common
lexis. Uses a range of simple and some complex grammatical
Language forms with a good degree of control. Errors do not impede
communication.
This criterion If your work is at this level, you can get between 7 points
represents 10 and 10 points
points of the total
of 90 points of the Average level: The student uses everyday vocabulary
activity. generally appropriately, while occasionally overusing certain
lexis. Uses simple grammatical forms with a good degree of
control. While errors are noticeable, meaning can still be
determined.
If your work is at this level, you can get between 4 points
and 6 points
Low level: The student uses basic vocabulary reasonably
appropriately. Uses simple grammatical forms with some degree
of control. Errors may impede meaning at times.
If your work is at this level, you can get between 0 points
and 3 points
Fifth evaluation High level: The student works actively and collaboratively with
criterion: Content his/her e-mates designing a blog with argumentative opinions.
If your work is at this level, you can get between 10
Collaborative Task points and 20 points
This criterion Average level: The student works collaboratively with his/her
represents 20 e-mates designing a blog with some argumentative opinions.
points of the total If your work is at this level, you can get between 5 points
of 90 points of the and 10 points
activity.
Low level: The student works partially with the collaborative
task.
If your work is at this level, you can get between 0 points
and 5 points
