Curricular Unit:Code:
Communication Grammar777GRC
Year:Level:Course:Credits:
1UndergraduatePolitical Science and International Relations6 ects
Learning Period:Language of Instruction:Total Hours:
Winter SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
The ability to analyze and synthesize;
The ability to learn;
The ability to solve problems;
The ability to apply knowledge;
The ability to adapt to new situations;
The ability to process information;
The ability to work independently and in groups;
Leadership;
Research capabilities;
The ability of understanding to a level that they know to apply the knowledge;
The ability to solve problems within their area of study, and to constitute and substantiate their own arguments.
Syllabus:
I. Methodology of scientific work. Plagiarism.
II. Reading - Types of reading; collection and processing of information.
III. Writing - The phases of the essay. Text typologies. Arguments and fallacies.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
This course aims to explore a diversity of situations in terms of the methodology of scientific work, reading and writing production. It also aims to provide students with the proper guidance for academic context and also to ensure tha acquisition of skills that enable lifelong learning in a self-oriented and autonomous way.
Teaching Methodologies (Including Evaluation):
The development of the themes will proceed articulating moments of structured intervention by the teacher, and moments of sharing and collective discussion, around the questions under study. It is intended to involve students in research works and permanent reflection.
Assessment is based on three elements:
Written test: 60%
Final work with oral defense: 30%
Intervention, participation in classroom activities and portfolio: 10%
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The theoretical-practical presentations in charge of the teacher foster the acquisition of updated information on the topics studied. Also students’ presentations, in groups or individually, require critical reflection and help to create the awareness that we learn throughout life.
Reading:
Borovali, M. (2018). Ad hominem argumentation in politics. Philosophy and Social Criticism. 1 May 2018, 44(4):426-436
Eco, U. (1988). Como se faz uma tese em ciências humanas. Lisboa, Presença.
Lipson, C. (2008). Doing honest work in college. Chicago, The University of Chicago Press.
Lopes, E. J. M. (2016). “Plágio”. In Dicionário Crime, Justiça e Sociedade. Lisboa: Sílabo: 362-364.
Schopenhauer, A. (2001). Dialéctica Erística. Porto, Campo das Letras.
Serafini, M. T. (1991). Saber Estudar e Aprender. Lisboa, Editorial Presença.
Talavera, I. (2016). The Acquisition of Scientific Knowledge via Critical Thinking: A Philosophical Approach to Science Education. https://eric.ed.gov/?id=EJ1142987
Weston, A. (1996). A Arte de Argumentar. Lisboa, Gradiva.
UFP. Normas de Estilo.