Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
PALE 313
Research and Writing of Documents Investigación y Redacción de Documentos
© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
PALE 313 Research and Writing of Documents 2
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................................................................................................................ 3
Study Guide .................................................................................................................................. 15
Workshop One .............................................................................................................................. 26
Taller Dos...................................................................................................................................... 30
Workshop Three............................................................................................................................ 33
Taller Cuatro ................................................................................................................................. 37
Workshop Five/Taller Cinco ......................................................................................................... 41
Anejo A/Appendix A .................................................................................................................... 46
Anejo B/ Appendix B.................................................................................................................... 48
Anejo C/Appendix C..................................................................................................................... 50
Anejo :D/ Appendix D .................................................................................................................. 52
Anejo E/Appendix E ..................................................................................................................... 54
Anejo N/Appendix N .................................................................................................................... 54
Anejo F/Appendix F ..................................................................................................................... 55
Anejo G/Appendix G .................................................................................................................... 56
Anejo H/Appendix H .................................................................................................................... 57
Anejo I/Appendix I ....................................................................................................................... 59
Anejo J/Appendix J ....................................................................................................................... 60
Anejo K/Appendix K .................................................................................................................... 61
Anejo L/Appendix L ..................................................................................................................... 62
Anejo M/Appendix M ................................................................................................................... 63
Anejo N/Appendix N .................................................................................................................... 64
Anejo O/Appendix O .................................................................................................................... 66
Anejo P/Appendix P ..................................................................................................................... 68
PALE 313 Research and Writing of Documents 3
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
PRONTUARIO
Título del Curso: Investigación y Redacción de Documentos Legales
Codificación: PALE 313
Duración: 5 semanas
Prerrequisito: ninguno
Descripción:
Aplicación de las técnicas de investigación, incluyendo la localización y análisis de la ley,
jurisprudencia y reglamento administrativos. Se examinarán técnicas para la redacción de
documentos legales. Redacción de memorandos de derecho y documentos legales.
Objetivos Generales:
1. Aplicarán los procedimientos básicos de la investigación legal; a la redacción de varios
documentos.
2. Utilizarán correctamente los vocablos, términos, definiciones en la redacción de
documentos legales.
3. Identificará las diferentes fuentes de derecho.
4. Evaluará y seleccionará luego de un análisis, la jurisprudencia aplicable a una situación
de hechos.
5. Redactará y someterá diferentes modelos de documentos legales.
Textos :
Neumann, R. (2005). Legal Reasoning and Writing. (5th ed). Aspen Publishers.
ISBN -10 0735546554 ISBN -13 978-0735546554
Romantz, D. & Elliot, K. (2009) Legal Analysis: The Fundamental Skill. (2nd ed.). Carolina
Academic Press. ISBN-10: 0890899053 ISBN-13: 978-0890899052
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Shapo, H., et al. (2008). Writing and Analysis in the Law (5th ed. ). Foundation Press. ISBN-10:
1587785412 ISBN-13: 978-1587785412
E-Book
Long, J. A. (2000). Legal Research Using the Internet. Albany, N.Y. : West Legal Studies
Thompson Learning. http://www.netlibrary.com eBook ISBN: 9780585133164
Evaluación
La evaluación del curso consiste en la medición del grado de aprovechamiento que ha obtenido
el estudiante en el mismo. La evaluación final consistirá de las puntuaciones que resulten de las
siguientes actividades:
Asistencia y Participación 20
Asignaciones 30
Memorando de Derecho 20
Examen Final 15
Portafolio 15
Total = 100%
La puntuación final obtenida será la suma de la puntuación obtenida en todas las actividades
desarrolladas. La puntuación final será de 100 puntos con curva estándar.
Descripción de la evaluación
1. Asistencia y Participación: La asistencia es mandataria y la puntualidad representa ética
profesional. El Facilitador llevará un registro de las mismas para cada taller y, al
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
finalizar el curso, utilizará el Anejo M para evaluar a cada estudiante. Se espera que todo
estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas
asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la
participación de cada estudiante en cada taller y tomará en cuenta el grado de
participación, si ésta demuestra que el estudiante se preparó para la clase y su
contribución al desarrollo de la misma. La participación en clase a través del curso debe
darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la
participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo
M.
2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación
en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán
entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones
sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar
esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.
3. Memorando de Derecho: Para los talleres tres (3) y cinco (5) los estudiantes deberán
preparar memorandos de derecho correspondientes a los temas del taller. La elaboración
de dichos memorandos debe seguir el modelo explicado en clase. El primer memorando
será ejecutado como parte de las actividades del taller tres y será adjudicado como parte
de la nota de participación en clase de ese día y además, obtendrá una nota aparte como
trabajo especial. El segundo memorando será parte de la nota final y debe ser entregado
en este último taller. Los estudiantes recibirán una nota final a parte de las tareas
asignadas a cada taller por el memorando entregado. Durante la discusión de dichos
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memorandos se espera del estudiante una participación activa y asertiva en este tipo de
actividad.
4. Examen Final: En el taller cinco (5) se le administrará un examen final compresivo que
abarcará los tópicos de importancia de la clase. Al final del taller cuatro (4) durante la
discusión de las tareas para el último taller el Facilitador deberá señalar los tópicos
específicos a cubrir con la prueba. Se espera que el Facilitador prepare a los estudiantes
en cuanto a estilo y contenido de la prueba durante los cuatro talleres anteriores.
5. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”
– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va
desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la
primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para
que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado
utilizando los Anejos D al I y debe incluir las siguientes partes:
a. Portada estilo APA
b. Tabla de contenido
c. Introducción
d. Evaluación Inicial
e. División en cinco talleres
i. Asignaciones
ii. Reportes
iii. Avalúo
f. Conclusión – Evaluación Final
g. Bibliografía estilo APA
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller Cinco.
Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para no
acumular trabajo innecesariamente. La presentación es importante, preparado y organizado
profesionalmente. Debe incluir cada una de las secciones debidamente organizadas y rotuladas.
El Facilitador evaluará el mismo utilizando los Anejos D-I.
Curva de Evaluación del Curso:
100-90 A 89-80 B 79-70 C 69-60 D 59-0 F
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una
excepción a las reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el
idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
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Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y
citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.
Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.
El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del
estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,
refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben
observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y
trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar
copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la
búsqueda de la información deseada. Entre ellas están:
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• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
• http://www.chegg.com/ (alquiler)
• http://www.bookswim.com/ (alquiler)
• http://www.allbookstores.com/ (compra)
• http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser
necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de
cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la
certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health
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Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act
(RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es
una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que
vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como
facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza
a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar
con situaciones en las cuales los estudiantes estén buscando activamente construir un
significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo
memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la
educación es intrínsicamente interdisciplinaria, la única forma válida para asegurar el
aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
STUDY GUIDE
Course Title: Research and Writing of Documents
Code: PALE 313
Time Length: 5 weeks
Prerequisite: none
Description:
The students will examine and apply techniques for legal documents writing that includes
research and analysis of precedents and statutes. The course will emphasize in the development
of office memorandum and other basic legal documents.
General Objectives:
1. The Students will apply basic research techniques to the development of legal documents.
2. The Students will use the correct language, terminology and definitions to the writing of
legal documents.
3. The Students will identify the different sources of law.
4. The Students will select and evaluate after a concrete analysis the relevant precedents to a
fact situation.
5. The Students will write and present diverse models of legal documents.
Evaluation
The evaluation of the course consists of the measurement of the advantage the student has
obtained. It will consist of the scores from the following activities:
Class Attendance and Participation 20
Assignments 30
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Legal Memorandum 20
Final Comprehensive Test 15
Portfolio 15
Total = 100%
Evaluation’s description
1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a
professional posture. The Facilitator will register the student’s performance for both in
every workshop. At the end of the course, the Facilitator will evaluate each student with
the rubric in Appendix P. All students are expected to attend class prepared to discuss
workshop topics (readings, assigned questions, etc.) and, to actively participate in class.
The Facilitator will evaluate the students’ participation in each workshop, taking into
consideration the degree of participation, if it demonstrates that the student prepared for
class and how much this participation contributed to the class’ development. Class
participation throughout the course should be in the language of the workshop. At the
end of the course, the Facilitator will evaluate each student with the rubric in Appendix P.
2. Assignments: Assignments before every workshop are a fundamental component of class
participation. The students will complete these assignments in the language of the
workshop, and turn them in at the end of it. The Facilitator will return the assignments
on the next workshop with the suggested corrections. The students should revise, correct
and improve these assignments, based upon the Facilitator’s comments.
3. Legal Memorandums: During workshop three (3) and five (5) students will prepare two
legal memorandums. On workshop three (3) it will be part of the class activity and the
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Facilitator should assign the topic. This exercise will be graded as class participation and
special work. In the last workshop (5) the students will repeat the activity but,
independently and will bring it to the workshop for a class presentation. The development
of the memorandums should follow the model explain in class.
4. Final Exam: The comprehensive final assessment will administered during the last and
final Workshop Five in English. The Facilitator will prepare students during the four
previous workshops as to the style and content of the test.
5. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with front
cover) where they would reflect upon course topics and development. It is important that
all students work on the portfolio from the first week of class, keep it up to date and,
bring it to class for discussion and Facilitator’s revision. The Portfolio should include the
following sections:
a. Cover APA style
b. Table of Content
c. Introduction
d. Initial Evaluation
e. Five Workshops Divisions
i. Assignments
ii. News Articles/Reports
iii. Assessments
f. Conclusion – Final Evaluation
g. References APA style
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Note: The Course Portfolio should be handed in, during the last week of class, Workshop
Five. However, the students should begin preparing the portfolio as the course develops,
to avoid accumulating last minute work. Presentation is important; it should be well
organized and professionally prepared. It should include each one of the sections
explained above, appropriately labeled. The Facilitator will evaluate the portfolio using
Appendixes D-I.
Scale
A= 90-100% D= 60-69%
B= 80-89% F= 59% or less
C= 70-79%
The final grade will be the sum of all individual activities. The final grade will be based on a
standard 100 points curve.
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly using
the 50/50 model. This means that each workshop will be conducted entirely in the language
specified. The language used in the workshops will alternate to insure that 50% of the course
will be conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop, dividing that
workshop’s time and activities between the two languages. If students have difficulty with
asking a question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This should only be
an exception as it is important for students to use the assigned language. The 50/50 model
does not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must
present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is
justified and decide how the student will make up the missing work, if applicable. The
facilitator will decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing class time.
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Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and make-up
work.
4. If a student is absent to more than one workshop the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade based on
the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she understands that an equivalent activity is possible. This activity must
include the same content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work. However, each
member will have to collaborate to assure the success of the group and the assessment will be
done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher. It
should be noted that plagiarized writings are easily detectable and students should not risk
losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of
written assignments. It is the student’s responsibility to read the university’s plagiarism
policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong
to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work and that all references used
will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,
in case of detecting an incidence, the student will obtain a zero in the assignment or activity
and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed with
and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email address,
phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must
be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
• www.google.com
PALE 313 Research and Writing of Documents 22
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
• http://www.chegg.com/ (rent)
• http://www.bookswim.com/ (rent)
• http://www.allbookstores.com/ (buy)
• http://www.alibris.com/ (buy)
The facilitator may make changes or add additional web resources if deemed necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs to
administer a questionnaire or an interview, he/she will need to refer to the norms and procedures
of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms
PALE 313 Research and Writing of Documents 23
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
from the IRB Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional Review
Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
PALE 313 Research and Writing of Documents 24
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of
our experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. As teachers, our focus is on making connections between facts
and fostering new understanding in students. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in the
context of wholes. Therefore, the learning process focuses on primary concepts, not isolated
facts.
3. In order to teach well, we must understand the mental models that students use to perceive
the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
PALE 313 Research and Writing of Documents 25
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
assessment part of the learning process, ensuring it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of the
world.
7. Learning should be internally controlled and mediated by the learner.
PALE 313 Research and Writing of Documents 26
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Workshop One
Specific Objectives:
At the end of this workshop the student will be able to:
1. Understand the American legal System.
2. Learn the differences between civil law cases and criminal law cases.
3. Identify the sources of legal Information.
4. Understand legal citations, Shepard’s citations and abbreviations.
Language Objectives:
Students will be able to:
1. The student will be able to read and identify the main factors affecting a situation.
2. The student will be able to prepare a written summary of the assign materials.
3. The student will be able to orally explain the analysis of the requested material.
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
Definitions
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
PALE 313 Research and Writing of Documents 27
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Law Sources
http://lib.law.washington.edu/ref/US-Wash.html
Citations
http://www.law.cornell.edu/citation/
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials. Pay close
attention to the rubrics in the Appendix section. These rubrics will be used to assess your
knowledge.
2. The Students will define the followings concepts:
a. Common Law
b. Civil Law
c. Jurisdictions
d. Federal Courts
e. State Courts
f. Hierarchy of Laws
3. The Students will read and research about the structure of the Florida court system from
the beginning of the process when a claim is presented through the Florida Supreme
Court. Once the students complete the research they will develop a diagram that describes
the process step by step.
4. The Students will research, identify all the primary and secondary and define the purpose
of all the sources of law use in the field. The Students shall bring a listing that identify
and define each sources to turn in to the Facilitator.
PALE 313 Research and Writing of Documents 28
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
5. Visit the language lab or www.tellmemore.com for language practice (5 hours per
workshop).
Activities:
1. The facilitator and the students will introduced themselves by engaging in an icebreaking
activity suggested by the facilitator.
2. The Facilitator will explain the evaluations, rubrics, language lab use, and assignments
from each workshop.
3. The Facilitator will select a student representative and will explain his/ her role.
4. The Facilitator will explain the course main objectives.
5. In groups the student will establish a relationship between the assigned concepts and will
select a representative of the group to explain their ideas.
6. The Facilitator will explain the difference between criminal law, civil law and court
jurisdiction from a legal perspective and in relevance of the research process.
7. The Students will present and explain the diagrams of the structure of the State of Florida
Court System.
8. The Facilitator along with the Students will establish and explain the differences between
the State of Florida and the Federal Courts System.
9. The Facilitator will explain the purpose, parts and types of legal citations. The Facilitator
should emphasize in the use and importance of Lexis/Nexis and Westlaw databases.
10. The Students will complete and exercise on citations.
11. The Facilitator will discuss the exercise.
12. The Facilitator will discuss the assignments and objectives for the next workshop.
13. The Facilitator will assign the cases for the students to brief and bring to the next class.
PALE 313 Research and Writing of Documents 29
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Assessment:
1. The Students will complete One Minute Paper (See Appendix L, M).
PALE 313 Research and Writing of Documents 30
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Taller Dos
Objetivos Específicos:
Al finalizar el taller el estudiante,
1. Conocerá los principios básicos de la investigación.
2. Reconocerá la metodología de la investigación legal.
3. Aplicará los pasos para el análisis y resumen de casos legales.
4. Aprenderá a identificar la controversia dentro de una situación legal.
5. Reconocerá el derecho aplicable en una situación legal.
Objetivos del Lenguaje:
Al finalizar el taller el estudiante,
1. El estudiante sintetizará de forma oral y escrita las ideas principales usando
adecuadamente la gramática y la ortografía después de leer una amplia variedad de
recursos impresos.
2. El estudiante podrá preparar un reporte profesional que incluirá todos los elementos
técnicos, presentará, argumentará y sostendrá a la vez que concluye de forma coherente.
3. El estudiante identificará los puntos principales de los casos asignados y organizará
dichos puntos de forma lógica.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
PALE 313 Research and Writing of Documents 31
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Biblioteca Virtual Turabo
http://bibliotecavirtualut.suagm.edu/
Resumen de Casos
http://www.lib.jjay.cuny.edu/research/brief.html
http://www.4lawschool.com/howto.htm
http://www.lawnerds.com/guide/briefing.html
Análisis Inductivo y Razonamiento Analógico & Análisis Deductivo y Razonamiento basado en
la regla de derecho
http://www.cap-press.com/pdf/1809.pdf
http://www.businessdictionary.com/definition/analogical-reasoning.html#
http://www.philosophypages.com/lg/e13.htm
http://citeseer.ist.psu.edu/MachineLearning/RuleBasedSystems/
Asignaciones antes del Taller Dos:
1. Investigar y leer los pasos básicos de la investigación cuantitativa y cualitativa.
2. Investigar, identificar y explicar el formato del resumen de casos legales (CREAC e
IRAC) para entregar al Facilitador.
3. Resumirá el caso asignado en la clase anterior siguiendo un modelo o formato legal para
ser presentado en clase y entregado al Facilitador.
4. Utilice el laboratorio de lenguaje (mínimo 5 horas) para cubrir aéreas recomendadas por
el facilitador.
5. Investigará para discusión y ejercicio en clase los siguientes conceptos:
a. Análisis Inductivo y Razonamiento analógico
b. Análisis Deductivo y Razonamiento basado en la regla de derecho
PALE 313 Research and Writing of Documents 32
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Actividades:
1. El Facilitador discutirá cualquier duda pendiente del taller anterior.
2. A manera de introducción el Facilitador discutirá la importancia de la investigación en el
campo legal, su utilidad y los pasos básicos que conlleva la misma.
3. Los estudiantes explicarán de forma gráfica los modelos de resumen de casos legales
investigados.
4. El Facilitador deberá explicar la diferencia entre los modelos y como grupo se debe elegir
un modelo para ser aplicado en la clase para futuros trabajos.
5. Los estudiantes presentarán el resumen del caso asignado.
6. En mesa redonda el Facilitador junto a los estudiantes explicará la diferencia entre
Análisis Inductivo y Razonamiento analógico y Análisis Deductivo y Razonamiento
basado en la regla de derecho.
7. A manera de ejercicio en clase y de forma independiente los estudiantes aplicarán los dos
modelos de análisis explicados en clase al caso presentado.
8. Los estudiantes junto al Facilitador discutirán los modelos de análisis de acuerdo a los
hechos de su caso.
9. El Facilitador discutirá las tareas para el próximo taller.
Avalúo
Los Estudiantes completarán el ensayo en un minuto (Anejo L, M)
PALE 313 Research and Writing of Documents 33
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Workshop Three
Specific Objectives:
At the end of the workshop the student will,
1. Understand the characteristics of effective legal writing.
2. Learn the different types of legal writings.
3. Define the importance and elements of a typical legal memorandum.
4. Integrate the client interview and facts research to a legal memorandum.
5. Learn the importance and fundamentals of the interview process.
Language Objectives:
At the end of the workshop the student will,
1. The student will be able to identify the main action steps needed to solve a case/case
intervention, and organize those steps in a logical manner.
2. The student will be able to prepare a written summary of the assign materials.
3. The student will be able to orally explain the analysis of the requested material.
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
PALE 313 Research and Writing of Documents 34
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Diccionario Legal
http://dictionary.lp.findlaw.com/
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
Assignments before Workshop Three:
1. The students will read about effective legal writing and will prepare a checklist of the
main factors needed in order to prepare an effective legal written document. Each factor
should be explained in class.
2. The students will research and identify the steps of a client interview and also, define the
following terms and their relationship with the interview process:
a. Witnesses statement
Civil Litigation
b. Statute of limitations
c. Damages
d. Special damages
e. Punitive damages
f. Nominal damages
g. Equitable remedies
h. Injunction
i. Temporary restraining order
j. Complaint
k. Summons
PALE 313 Research and Writing of Documents 35
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Criminal Litigation
l. Rules of evidence
m. Relevancy
n. Competency
o. Hearsay
p. Excluded material and privileged material
3. Research and define the parts and importance of a legal memorandum.
4. Prepare an essay explaining what is the use and relevance of a court motion and identify
at least, three (3) different types of motions. The students should explain the use and
elements of the court motions selected. The essay must follow APA rules.
Activities:
1. The Facilitator will answer any question remaining from the last class discussion.
2. The Facilitator will start a class discussion about the characteristics of an effective legal
writing.
3. The students in an open class discussion will share, compare and explain to the rest of the
class their characteristics checklist.
4. The Puzzle Activity. The Facilitator will assign the parts of a legal memorandum to each
student group. Each group will be responsible to graphically explain the importance and
relevance of their part and assign the position of the part in the document. One by one the
groups will put together the memorandum in parts along with the explanation.
5. The Law Firm Activity. The Facilitator will assign a case situation. The students as a
group will prepare a legal memorandum in which they will:
a. Define the issues involve in the case situation
PALE 313 Research and Writing of Documents 36
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
b. Elaborate a statement of facts of the case situation in question.
c. Establish the possible course of action
d. Recommend a course of action
The students may utilize the internet to research the presented situation.
6. Each student will present their case situation and along with the Facilitator they will
discuss in detail each of the parts of the exercise mentioned above.
7. The Facilitator will discuss the importance and use of courts motions.
8. In a round table discussion each student will present identify the steps of a client
interview and discuss the terms definitions and their relationship with the interview
process.
9. The Facilitator will discuss the assignments for the next workshop.
Assessment:
The Students will complete the one minute paper (Appendix L,M)
PALE 313 Research and Writing of Documents 37
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Taller Cuatro
Objetivos Específicos:
Al finalizar el taller los estudiantes,
1. Aprenderá cuales son los elementos básicos para la redacción de un contrato y poderes.
2. Estudiará los elementos básicos para la redacción de testamentos y directivas para
cuidado de la salud por adelantado.
3. Se instruirá en los diferentes documentos legales de aplicación bajo el derecho de familia.
4. Aprenderá el formato de documentos relacionados con la compra, venta y alquiler de
propiedades.
5. Aplicará técnicas de redacción efectiva para documentos legales.
Objetivos del Lenguaje:
1. El estudiante desarrollará un reporte profesional que incluirá todos los elementos técnicos y
presentará un argumento, lo sostendrá y llegará a una conclusión coherente en español.
2. El estudiante tendrá la oportunidad de integrar el uso de la tecnología en su actividad
profesional.
3. El estudiante tendrá la oportunidad de preparar un resumen oral y escrito del material de
trabajo.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
PALE 313 Research and Writing of Documents 38
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Biblioteca Virtual Turabo
http://bibliotecavirtualut.suagm.edu/
Diccionario Legal
http://dictionary.lp.findlaw.com/
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
Asignaciones antes del Taller Cuatro:
1. Investigar y resumir información acerca de las técnicas de redacción efectiva para
documentos legales. El estudiante debe estar preparado para discutir sus hallazgos y
sugerencias en clase.
2. Leer acerca de los elementos básicos de un Testamento (Wills), Voluntad en Vida
(Living Wills) y Directivas para Cuidado de la Salud por Adelantado (Advance Health
Care Directives) siguiendo en modelo encontrado de su preferencia el estudiante deberá
preparar los tres documentos para ser presentados en clase y ser entregarlos al Facilitador.
3. Investigar que es una moción para que se utiliza y mencionar las diferentes tipos de
mociones y sus partes para entregar al Facilitador.
4. Buscar información acerca de lo que es un contrato y las partes que lo componen.
5. Usando el internet, el texto u otros recursos de la clase el estudiante deberá buscar
modelos de escritos de los siguientes documentos:
a. poder (power of attorney)
b. contrato de servicios
c. carta al cliente
PALE 313 Research and Writing of Documents 39
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
d. petición de disolución de matrimonio
e. informe económico juramentado (financial affidavit)
f. moción de desestimación
f. moción de supresión de evidencia
g. moción de desacato
h. moción de alivio temporero para pensión alimentica
i. contrato de compraventa de propiedad
j. contrato de renta de propiedad
Los siguientes documentos deben ser presentados en clase para discusión. Los documentos
deben ser modelos en blanco.
Actividades:
1. El Facilitador deberá aclarar cualquier duda pendiente del taller anterior.
2. El Facilitador discutirá junto a los estudiantes las técnicas de redacción efectiva de
documentos legales. También, enfatizará en aquellos elementos que no deben ser
incluidos en los escritos legales y el uso efectivo del vocabulario.
3. Los Estudiantes presentarán los testamentos redactados y la voluntad en vida o “Living
Will”.
4. El Facilitador aclarará cualquier duda en cuanto a formato y forma de redacción acerca
del testamento y la voluntad en vida o “Living Will”.
5. El Facilitador discutirá lo que es una moción y un contrato legal el uso de ambos
documentos y su diferencia.
PALE 313 Research and Writing of Documents 40
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
6. Los Estudiantes junto al Facilitador clasificarán los modelos de los documentos
asignados para el taller. El grupo se dividirá y el Facilitador asignará un modelo a
completar a cada grupo. Los grupos completarán la forma con hechos hipotéticos.
7. Cada grupo presentará la forma asignada y junto al Facilitador discutirán con el grupo, el
propósito y utilidad de la forma así, como la forma correcta de completarla.
8. El Facilitador repasará los puntos importantes para la prueba final y le explicará a los
estudiantes cuales son los temas a incluirse en dicha prueba.
9. El Facilitador discutirá la tarea del próximo taller junto a los estudiantes.
Avalúo
Los estudiantes completarán el ensayo en un minuto (Anejo L,M)
PALE 313 Research and Writing of Documents 41
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes,
deberán utilizar el idioma asignado para
cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should
use the language assigned for each
homework and activity.
Specific Objectives:
At the end of this workshop the students will,
1. Understand the importance of ethics in the writing of legal documents.
2. Identify the parts of an appellate brief.
3. Apply the main concepts learned throughout the course.
4. Learn how to reflect in a resume the writing skills learn in this course.
Language Objectives:
At the end the students will,
1. The student will be able to orally explain the analysis of the requested material in both
languages.
2. The student will be able to prepare a written summary of the assign materials in both
languages.
3. The student will be able to define his/her professional point of view and pros and cons
related to an issue, support it with evidence, and take into consideration the
characteristics of the target audience in both languages.
PALE 313 Research and Writing of Documents 42
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
Diccionario Legal
http://dictionary.lp.findlaw.com/
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
Ethics
http://www.wsba.org/media/publications/denovo/archives/ethics+feb+denovo+2006.htm
http://www.wisbar.org/AM/Template.cfm?Section=Committees&Template=/CM/ContentDispla
y.cfm&ContentID=24355
http://www.linkroll.com/paralegal/paralegals-and-the-professional-code-of-ethics.php
Paralegal Association of Florida
http://www.sunethics.com/Paralegal%20Ethics.htm
National Federation of Paralegals Association
http://www.paralegals.org/displaycommon.cfm?an=1&subarticlenbr=330
Assignments before Workshop Five:
1. The students will prepare in Spanish a two (2) pages essay on the importance of ethics.
PALE 313 Research and Writing of Documents 43
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
2. The students will visit the court and listen to a hearing after that the students will prepare
in English a legal memorandum based on the issue and facts discussed on the hearing of
the case. The Students should come prepare to make a class presentation of their
memorandums in English.
3. The students will research and summarize information about an appellate brief. The
students should identify and define the elements of an appellate brief and its legal
function in Spanish to be turned in to the Facilitator.
4. The students will review the concepts in each workshop and should come prepared to
take a test in English.
Activities:
1. The professor will review and answer any questions about the last or any of the prior
workshops in Spanish.
2. The professor will discuss the importance of the ethics in writing legal documents and in
a round table discussion the students will share the essays prepared in this topic in
English.
3. In Spanish the students will start the presentation on the hearing project assigned.
4. In English the students will discuss the findings on the appellate brief elements and will
define with the Facilitator each part.
5. The Facilitator will hand out a model of an appellate brief and will explain a case
situation to students, with facts explain the students will complete an appellate brief as a
class exercise in Spanish.
6. The Facilitator will administer the final test and the students must answer in English.
7. The Facilitator will discuss the test and answers in Spanish.
PALE 313 Research and Writing of Documents 44
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
8. The Students will hand in the Portfolio.
9. As a closing activity the facilitator will explain the students how to reflect in their resume
the skills learned in the class.
Assessment:
The Students will prepare a final one minute paper (Appendix L, M).
PALE 313 Research and Writing of Documents 45
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejos/Appendixes
PALE 313 Research and Writing of Documents 46
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo A/Appendix A
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________ Criteria Value Points Student Score
Content The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: _________________Facilitator’s signature:___________________
PALE 313 Research and Writing of Documents 47
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________ Criterio Puntos Puntuación
Contenido Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total Puntos 100 (70% contenido y 30% lenguaje)
Puntuación Total: _______
Student’s Signature: _________________ Facilitator’sSignature:___________________
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo B/ Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________ Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntuación del estudiante Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
PALE 313 Research and Writing of Documents 49
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S Students name: _________________________ Date: _______________ Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
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Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo C/Appendix C MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL
ORAL Nombre del estudiante: _______________________Fecha:_________________
Criterio Puntos Puntuación del estudiante Contenido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30% Lenguaje)
Puntuación del Estudiante: ________
Firma del Estudiante: _________________ Firma del Facilitador: ____________________
PALE 313 Research and Writing of Documents 51
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________ Facilitator’s Signature: __________________
PALE 313 Research and Writing of Documents 52
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo D/ Appendix D PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
4. Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
5. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be placed
at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth
Edition”
• A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated (Appendix F).
• Introduction and conclusion of the income and outcome of the portfolio.
PALE 313 Research and Writing of Documents 53
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
• A list of references and appendixes of all assignments included will be added to the
end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes (Appendix E ).
6. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life, is
sharing feedback with each student to review the contents, student reflections, and your
evaluations of individual items and all of the work together as related to learning targets (Banks,
2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios (Appendix I ).
Facilitators will focus their attention on showing students what is possible and their progress
rather than what is wrong; however, this does not mean that facilitators will not cover
weaknesses and areas for improvement during the conference. Facilitators will send this
feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to become
better metacognitive learners on the feedback template. Students will e-mail the template with
their comments back to the facilitator after every workshop.
7. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation purposes
during this term (Appendix J,K ).
• After this term, and if their authors authorize Ana G. Mendez University System to
discard their portfolios by signing an official document, portfolio samples will be
destroyed; otherwise, they will be returned to their original authors (Appendix J,K).
PALE 313 Research and Writing of Documents 54
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo E/Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Anejo F/Appendix F
Concentration Student’s Name Facilitator’s Name Course: Portfolio rated as Reason of this rate
PALE 313 Research and Writing of Documents 55
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo F/Appendix F Log of Entries
Entry Description
Date of Entry
Date Submitted
Date Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo G/Appendix G
Checklist for Portfolio Assessment
Has the student set academic goals? Does the portfolio include enough entries in each area to make valid
judgments? Does the portfolio include evidence of complex learning in realistic
setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on
what was learned? Does the portfolio enable one to determine learning progress and current
level of learning? Does the portfolio provide clear evidence of learning to users of the
portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of
successful performance? Does the portfolio provide for greater interaction between instruction and
assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.
PALE 313 Research and Writing of Documents 57
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Anejo H/Appendix H Portfolio Rubric
4 3 2 1 PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?
Collaboration: Do items show examples of both individual and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
PALE 313 Research and Writing of Documents 59
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo I/Appendix I
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
PALE 313 Research and Writing of Documents 60
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo J/Appendix J Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
PALE 313 Research and Writing of Documents 61
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo K/Appendix K
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
PALE 313 Research and Writing of Documents 62
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo L/Appendix L
ONE MINUTE PAPER
Name: Date: Course: Instructions: Briefly answer the following questions. Students must read any extra instructions or reflection statements in the workshops to complete the one minute paper.
1. What is the most important concept or idea that you learned in class
today? Explain
2. Which questions or doubts remained unanswered today?
3. In which circumstances would you be able to apply the concepts and ideas
discussed today?
4. Statement proposed in the workshop.
PALE 313 Research and Writing of Documents 63
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo M/Appendix M
One Minute Paper Rubric Name________________________________ APA Style
The reflexive diary is written following the APA style. (1 point)
The reflexive diary isn’t written following the APA style. (0 points)
Length/Time
One page document as requested and on time. ( 1 point)
The document was either too short or longer than requested and/or was late. (0 points)
Details on areas suggested from Appendix E.
Elaborated on numerous areas suggested in Appendix E. ( 4 points)
Elaborated on some areas suggested in Appendix E. (2 point)
Many areas weren’t well elaborated. ( 0 points)
Grammar
Grammar and usage were correct and contributed to clarity and style. (2 points)
Writer made 1-2 errors in grammar ( 1 point)
Repeated errors in grammar. ( 0 points)
Spelling
Writer made no errors in Spelling. (2 points)
Writer made few spelling errors. ( 1 point)
Writer made many errors in spelling. (0 points)
Grade: ___________
PALE 313 Research and Writing of Documents 64
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo N/Appendix N
Rubric to Evaluate Oral Presentation Student’s Name: ______________________
Criteria Value Points Student Score Content
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener.
10
The speaker uses arguments which are adapted to the values and motivation of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively and enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very little disfluency such as (“ahs”, “uhms” or “you knwos”.
10
PALE 313 Research and Writing of Documents 65
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Language
Student pronounces words in a clear and correct manner so as to make language understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
TOTAL POINTS 100 (70 content + 30 language)
Student’s TOTAL SCORE __________
Student’s Signature: _______________________
Facilitator Signature: _______________________
Date: _________________
PALE 313 Research and Writing of Documents 66
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo O/Appendix O
Students Weekly Progress Record Sheet Student Name: ______________________________ Criteria
Week One
Week Two
Week Three
Week Four
Week Five
Attendance
Class Participation
Assignments
Activities during class
Assessment
Workshop One Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Two Comments:
PALE 313 Research and Writing of Documents 67
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__________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature:______________ Workshop Three Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Four Comments: ________________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Five Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________
PALE 313 Research and Writing of Documents 68
Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP
Anejo P/Appendix P Rubric to Evaluate Class Attendance and Participation
Student’s Name: ______________________ Total ________ Attendance _______ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _______ 0 1 2 3 4 5 Contributes frequently to class discussion.
Demonstrate interest in class discussion.
Answers questions made by the facilitator and classmates.
Ask questions pertinent to the class subjects.
Arrived prepared to class.
Present arguments based on class lecture, work and assignments.
Demonstrate attention and opening towards arguments.
Demonstrate initiative and creativity in class activities.
0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent
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