ITHM 370 Hospitality Sales and Marketing 1...ITHM 370 Hospitality Sales and Marketing 5 Updated,...

ITHM 370 Hospitality Sales and Marketing 1

Updated, 06/09/2011

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

ITHM 370

HOSPITALITY SALES & MARKETING

VENTAS DE LA INDUSTRIA HOTELERA Y LA MERCADOTECNIA

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados

© Ana G. Méndez University System, 2010

All rights reserved

January 7, 2011


Updated, 06/09/2011

Please include all applicable information below:

Prepared based on the course syllabus (2001) of the School of , with the collaboration of:

Name of Module Development Specialist, Professional Title

Name of Content Evaluator, Professional Title

Juanita Munera, English Language Specialist

Paola Maino, Spanish Language Specialist

Daniel Poremba, Curriculum and Instructional Designer


Updated, 06/09/2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

GUÍA DE ESTUDIO..................................................................................................................... 4

STUDY GUIDE ........................................................................................................................... 16

TALLER UNO ............................................................................................................................ 28

WORKSHOP TWO .................................................................................................................... 36

TALLER TRES ........................................................................................................................... 43

WORKSHOP FOUR .................................................................................................................. 51

TALLER CINCO / WORKSHOP FIVE .................................................................................. 59

Apéndice A / Appendix A ........................................................................................................... 68

Appendix A: Second Language Proficiency Scoring Rubrics ................................................ 68

Apéndice B / Appendix B ........................................................................................................... 73

Apéndice C/Appendix C ............................................................................................................. 81

Apéndice D/Appendix D ............................................................................................................. 84

Apéndice E/Appendix E ............................................................................................................. 87

Apéndice F / Appendix F ............................................................................................................ 90

Apéndice G / Appendix G........................................................................................................... 93

Apéndice H / Appendix H........................................................................................................... 95

Apéndice I/Appendix I ................................................................................................................ 97

Apéndice J / Appendix J ............................................................................................................. 99

Apéndice K / Appendix K......................................................................................................... 101

Apéndice L/Appendix L ........................................................................................................... 103

Apéndice M / Appendix M ....................................................................................................... 106


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GUÍA DE ESTUDIO

Título del Curso: Ventas en la Industria Hotelera y la Mercadotecnia

Codificación: ITHM 370

Créditos: Tres

Duración: 5 semanas

Prerrequisito: ITHM 360

Descripción del curso:

Este curso inmersa a los estudiantes en las funciones y principios de la mercadotecnia

hotelera y sus ventas. Los estudiantes aprenderán las funciones esenciales de la

mercadotecnia. El curso incorpora el desarrollo de un plan de mercadotecnia con énfasis

en ventas y en las técnicas de mercadotecnia, objetivos de mercadotecnia, relaciones

públicas de publicidad, y el estudio y análisis de mercado. El curso usa la red (Internet)

entre otras herramientas de investigación, correo electrónico como medio de

comunicación, y MS Word, Excel y Power Point para proyectos y presentaciones.

Objetivos de Contenido Generales

Al final del curso el estudiante podrá:

1. Reconocer las decisiones de gestión que están influenciadas por las

consideraciones de la mercadotecnia.

2. Identificar las estrategias y tácticas esenciales de la mercadotecnia.

3. Combinar los elementos del proceso estratégico de la mercadotecnia para

desarrollar un plan de mercadotecnia.

4. Reconocer una mezcla de marketing que satisfaga tanto las necesidades de

evaluación y la misión de una organización.

5. Describir los métodos de segmentación y orientación de mercados, objetivos de

mercados, y los criterios del uso efectivo de la segmentación de mercado.


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6. Identificar los elementos de publicidad, relaciones públicas, venta personal,

comercialización y promoción para lograr mejores metas y objetivos

organizacionales.

Objetivos de Lenguaje Generales

a. Escuchar: Comprender inglés a través de respuestas a estímulos auditivos

tales como videos, presentaciones del facilitador, participación en clase, etc.

b. Hablar: Comunicar ideas, opiniones, presentaciones, y discutir oralmente en

inglés. Preguntar preguntas para clarificación.

c. Leer: Summarize/paraphrase main ideas after researching, reading and

analyzing selections in English.

d. Escribir: Resumir las ideas principales, escribir reflexiones, ensayos,

proyectos, y otros trabajos escritos usando la gramática, la ortografía, y la

redacción correctamente en inglés y en español.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basada en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica en el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo.


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Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en

los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

Rubrics” que aparecen en el Apéndice B. “Portfolio Performance Assessment” tiene que

ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los

estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene

que documentar que el estudiante está progresando hacia la meta de dominar dos idiomas

académicamente. El portfolio tiene que cumplir con los estándares establecidos.

1. Portafolio (Taller Cinco)

El portafolio es una selección de los trabajos realizados durante el curso, junto a

todas las asignaciones de auto-reflexión y evaluación al final de cada taller. Éstos

serán organizados y presentados en un portafolio siguiendo las especificaciones

de los Apéndices G, H, I, J, K, L, y M. El portafolio deberá ser entregado al

comienzo del Taller 5.

a) Organización de la documentación

La documentación se organizará por taller y por tipo de asignación dentro de

cada taller. Los talleres se separarán entre sí, utilizando cartulina o papel de

diferentes colores, con pestañas indicando su número.

Presentación del portafolio:

La documentación se colocará en una carpeta.


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La página de presentación o cubierta deberá seguir el formato del Manual de

escritura y estilo de la Asociación Americana de Psicología (APA). Esta

página deberá tener una presentación de trabajos de investigación de la clase,

y deberá ir al comienzo del portafolio.

El portafolio seguirá el estilo APA en su totalidad. Deberá usar el tipo de letra

Courier o Times New Roman, de tamaño 12, a doble espacio y con márgenes

de una (1) pulgada. Para mayor información, lea y siga las instrucciones que

aparecen en el Manual de la Asociación Americana de Piscología (APA, (6ª.

Ed.)

La tabla de contenidos deberá ir al comienzo del portafolio. Ésta deberá tener

un registro de las asignaciones incluidas y que se expanda cada vez que se

ingrese un nuevo documento adecuadamente enumerado. La tabla deberá

incluir una breve descripción, fecha de elaboración, fecha de presentación y

fecha de evaluación de cada muestra incluida en el portafolio.

Introducción y conclusión sobre el contenido del portafolio. En la

introducción el estudiante describirá cada uno de los elementos incluidos en el

portafolio, y en la conclusión el estudiante reflexionará acerca de su propia

experiencia en la participación y cumplimento de los requisitos exigidos por el

portafolio.

Se añadirá una lista de referencias de todas las asignaciones incluidas al final

del portafolio.

La Hoja Informativa del Portafolio se colocará en el bolsillo transparente

ubicado al frente del portafolio para propósito de identificación.


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Se añadirá una lista de apéndices al final del portafolio.

2. Evaluación del Portafolio. Los objetivos de aprendizaje para el portafolio no son

los mismos que los de cada uno de los documentos por separado. Así mismo, los

criterios para evaluar el progreso hacia el logro de los objetivos de todos los

contenidos juntos son diferentes de aquellos que se utilizan para cada documento.

El lenguaje de la evaluación refleja la naturaleza más general del objetivo.

Escala Evaluativa:

90% - 100% = A Asistencia y portafolio 10%

80% - 89% = B Exámenes parciales (3) 30%

70% - 79% = C Estudios de Casos 10%

60% - 69% = D Proyecto final y presentaciones 25%

Bajo 60% = F Asignaciones y pruebas cortas 10%

Participación y Laboratorio de

De idiomas/E-Lab 15%

Total 100%

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s)

Hsu, C.H.C. & Powers, T. (2002). Marketing Hospitality, (3rd Ed.). Hoboken, N.J.:

Wiley. ISBN: 0-471-34885-6

http://bibliotecavirtualut.suagm.edu/

http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471348856.html


Updated, 06/09/2011

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. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo y retador. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

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


Updated, 06/09/2011

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tiene que reponer.

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 grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las


Updated, 06/09/2011

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor 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, 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 para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. 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 pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.


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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, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero 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:

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)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


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Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

Cumplimiento De La Ley De Investigación

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 Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las 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

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


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Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “modelos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas

experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos con las

experiencias 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, predecir información y

aplicarla a la vida diaria.

Principios Del Constructivismo:

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. Para construir “un significado” se requiere comprender todas las partes: globales

y específicas (“from whole to parts”). Ambas partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios en contexto y no en hechos aislados.


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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.

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 intrínsecamente

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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STUDY GUIDE

Course Title: Hospitality Sales & Marketing

Code: ITHM 370

Credits: Three

Time Length: 5 Weeks

Pre-requisite: ITHM 360

Description:

This course immerses the students into the functions and principles of hospitality

marketing and sales. Students will learn the essential marketing functions. The course

incorporates the development of a marketing plan with emphasis on sales and marketing

techniques, target marketing, advertising, public relations, and market study and analysis.

The course uses the Internet among other research tools, email as means of

communication, and MS Word, Excel and Power Point for projects and presentations.

General Content Objectives

At the end of this course the student will be able to:

1. Recognize the managerial decisions that are influenced by marketing

considerations.

2. Identify essential marketing strategies and tactics.

3. Combine the elements of the strategic marketing process to develop a marketing

plan.

4. Recognize a marketing mix that meets both guest needs and an organization’s

mission.

5. Describe the methods of segmenting and targeting markets, and use market

segmentation criteria effectively.

6. Identify the elements in advertising, public relations, personal selling,

merchandising, and promotion to better achieve organizational goals and

objectives.


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General Language Objectives

a. Listen: Understand English and Spanish through responses to auditory stimuli

such as videos, facilitator presentations, class participation, etc.

b. Speak: Communicate ideas, opinions, presentations, and discussion orally in

English and Spanish. Ask questions for clarification.

c. Read: Summarize/paraphrase main ideas after researching, reading and

analyzing selections in English and Spanish.

d. Write: Summarize main ideas; write journals, essays and other written

assignments in English and Spanish using correct structure, grammar, spelling

and composition.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they

have complied with 10 hours of language lab or e-lab usage for each language

(English and Spanish) per course. This equates to the use of the language lab or

e-lab for two hours weekly for each language per course. The facilitator may

require a higher number of hours for language lab practice based on the language

needs for listening, speaking, reading, and writing skills in either or both

languages. The total amount of language lab or e-lab hours is integrated in

the activities for each workshop in the module.

Description of the Evaluation Process

Integrate the use of the language lab and e-lab to all evaluation rubrics used in the

instructional module. The language rubrics for listening, speaking, reading, and writing


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provided in Appendix A are integrated to assess student performance in all courses. The

Writing Process: Six Writing Traits Rubrics provided in Appendix B must be used to

evaluate all writing activities in both languages in all courses.

1. Portfolio (Workshop Five)

All self-assessment and reflection written assignments, together with the selection

of work done during the course, will be assembled in a portfolio according to the

specifications in Appendixes G through M. The portfolio is due at the beginning

of workshop five and it is worth 40 points.

a. Determination of sources of content: The following, but not limited to,

documentation will be included:

Projects (Case Study: Diagnostic Profile and Remedial Lesson Plan),

logs, and reports.

Oral presentations

Essays: dated unedited and edited first drafts and final version to show

progress

Effective instructional objectives: dated unedited and edited first drafts

and final version to show progress

Rationale papers: dated unedited and edited first drafts and final

version to show progress

Written pieces that illustrate critical thinking about readings: response

or reaction papers: dated unedited and edited first drafts and final

version to show progress.

Class notes, interesting thoughts to remember, etc.


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Self-assessments and reflections, peer assessments, facilitator

assessments.

Notes from student-facilitator conferences.

b. Organization of documentation

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.

c. 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 the

Publication Manual of the APA (6th

Ed.)”

A table of contents

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 G).


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Introduction and conclusion of the portfolio. In the introduction the

student will describe each of the required items included in the

portfolio, and in the conclusion the student will reflect on his/her

personal experience of fulfilling the portfolio requirements.

The Portfolio Informational Sheet will be placed in the transparent

front pocket of the binder for identification purposes (Appendix G).

A list of references and appendixes of all assignments included will be

added to the end of the portfolio.

d. Evaluation of the Portfolio. The learning targets for the portfolio as a whole

are not the same as those for individual entries. Likewise, the criteria for

judging progress toward meeting learning targets of all the contents together

is different from what is used for each entry. The language of the evaluation

reflects the more general nature of the target (See Appendix G).

Grading Scale:

90% - 100% = A Attendance & Portfolio 10%

80% - 89% = B Partial Exams (3) 30%

70% - 79% = C Case studies 10%

60% - 69% = D Final Project & presentation 25%

Below 60% = F Assignments & quizzes 10%

Participation &

Language Lab/E-Lab 15%

Total 100%

Book(s)

Hsu, C.H.C. & Powers, T. (2002). Marketing Hospitality, (3rd Ed.). Hoboken, N.J.:

Wiley. ISBN: 0-471-34885-6

http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471348856.html


Updated, 06/09/2011

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

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop.

The language used in each workshop needs to be alternated to insure that 50% of

the course is conducted in English and 50% in Spanish. To maintain this balance,

the course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first

two hours will be in Spanish and the last two hours in English. 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 and dual language format. This requires

that students prepare in advance for each workshop according to the course

module. Students must be structured, organized, committed, and focused to ensure

linguistic and academic success. In order to achieve proficiency expectations in

English and in Spanish, the student must strive to take advantage of all language

resources in the university and in their community since becoming a dual

language professional is a complex and challenging task. Each workshop

requires an average of ten hours of preparation, but could require more.


Updated, 06/09/2011

3. Attendance to all class sessions is mandatory. A student who is absent to a

workshop must present a reasonable excuse to the facilitator who in turn will

evaluate the reason for the absence. If it is justified, the facilitator will 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.

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/or 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

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s 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.


Updated, 06/09/2011

6. In cooperative learning activities, the group will be assessed for their final work

as a group. However, each member will have to collaborate to assure the success

of the group. Students will also receive an individual grade for their work.

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 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. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day

of class. The Facilitator must discuss the approved changes with students in the


Updated, 06/09/2011

first class workshop. A written copy of the changes must also be provided to

students at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the

SUAGM e-mail address, phone number, hours to be contacted, and days

available.

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 at 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, notify the

facilitator immediately but 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

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/


Updated, 06/09/2011

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

Research Law Compliance Requirement

If the facilitator or the student is required, or wants to perform a research, or needs to

administer a questionnaire or an interview individuals, he/she must comply with the

norms and procedures of the Institutional Review Board Office (IRB) and ask for

authorization. To access the forms 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 Web site the student/facilitator will find

instructions for several online certifications related to IRB processes. These certifications

include: IRB Institutional Review Board, Health Information Portability and

Accountability Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, 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

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated, 06/09/2011

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy 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.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

Constructivism Guiding Principles

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”. The “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


Updated, 06/09/2011

learning is to make assessment part of the learning process, thus ensuring that 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.


Updated, 06/09/2011

TALLER UNO

Objetivos específicos de contenido

Al finalizar el taller, el estudiante podrá:

1. Definir y comprenderá los elementos básicos de la mercadotecnia.

2. Entender la importancia de la mercadotecnia para la industria de la hospitalidad.

3. Analizar y comprenderá los elementos de la mezcla de mercadotecnia.

4. Comprender el rol de la planificación estratégica en el campo de la hospitalidad.

Objetivos específicos de lenguaje:

Al finalizar el taller, el estudiante podrá:

1. Escuchar: Demostrar capacidades de comunicación en grupo a través de

actividades en grupo y presentaciones.

2. Hablar: Aplicar capacidades de comunicación y retroalimentación a través de

actividades en grupo.

3. Leer: Aplicar las destrezas de lenguaje necesarias para la comprensión del

mensaje escrito en los materiales asignados para el taller.

4. Escribir: Desarrollar un trabajo escrito original haciendo uso de destrezas

avanzadas de escritura.

Textos

Principal:

Kotler, P., Bowen, J. T., &Makens, J. C. (2009). Marketing for Hospitality & Tourism

(5th Ed.). Upper Saddle River, N.J.: Prentice Hall.

Adicional:

Kotler, P., & Armstrong, G. (2008). Principles of Marketing. (12th ed.). Upper Saddle

River, N.J.: Pearson-PrenticeHall.


Updated, 06/09/2011

Enlaces electrónicos:

Biblioteca Virtual


Mercadotecnia

http://www.promonegocios.net/mercadotecnia/concepto-de-mercadotecnia.html

http://sistemas.itlp.edu.mx/tutoriales/mercadotecnia1/t12.htm

http://www.elprisma.com/apuntes/mercadeo_y_publicidad/mercadotecniaconceptos/

http://www.hsmai.org/Americas.cfm

Producto

http://www.promonegocios.net/producto/concepto-producto.html

Glosario

http://www.dimensionempresarial.com/temas/glosario/

Biblioteca Virtual:

Marketing Mix

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10202990&p00=market

ing

Marketing

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10219445&p00=market

ing

Estilo APA

www.apastyle.org


http://www.promonegocios.net/mercadotecnia/concepto-de-mercadotecnia.html

http://sistemas.itlp.edu.mx/tutoriales/mercadotecnia1/t12.htm

http://www.elprisma.com/apuntes/mercadeo_y_publicidad/mercadotecniaconceptos/

http://www.hsmai.org/Americas.cfm

http://www.promonegocios.net/producto/concepto-producto.html

http://www.dimensionempresarial.com/temas/glosario/

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10202990&p00=marketing






Updated, 06/09/2011

Asignaciones antes del taller:

1. Usando los recursos recomendados y recursos propios, el estudiante definirá los

siguientes conceptos:

Mercadotecnia

a. Demanda

b. Producto

c. Diseño y desarrollo de productos

d. Servicio

e. Ventas

f. Mezcla de mercadotecnia

g. Estrategias de mercadotecnia

h. Planificación estratégica

2. Utilizando los recursos sugeridos y recursos propios, el estudiante investigará

sobre la diferencia entre las características de productos tangibles y productos

intangibles. El estudiante traerá sus hallazgos para discusión en clase.


sobre la diferencia entre las Ventas y la Mercadotecnia. El estudiante traerá sus

hallazgos para discusión en clase.


sobre la diferencia entre la mercadotecnia de productos tradicionales y servicios

de turismo y hospitalidad. El estudiante traerá sus hallazgos para discusión en

clase.

5. El estudiante deberá preparar una breve presentación en Power Point describiendo

tres factores importantes en la creación de una mezcla de mercadeo con aplicación

al campo de la hospitalidad. La presentación debe incluir tres ejemplos de


Updated, 06/09/2011

estrategias en la mezcla de mercadeo. La presentación no debe exceder más de 6

diapositivas.

6. El estudiante seleccionará un producto o servicio dentro del campo de la

hospitalidad y desarrollará una breve propuesta explicando cómo el producto o

servicio es pertinente para la industria y cómo debe ser promocionado aplicando

los conceptos asignados para el taller (no más de dos páginas utilizando las guías

del Estilo APA).

7. El estudiante escribirá un ensayo sobre la importancia de la planificación

estratégica en el mercadeo aplicada al campo de la hospitalidad. El ensayo debe

presentarse escrito en computadora, no más de dos páginas y utilizando las guías

del Estilo APA.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Mercadotecnia

2. Mezcla de mercadotecnia

3. Planificación estratégica

Lista de materiales suplementarios para el taller:

1. Uso de laboratorio lingüístico y el E-Lab

2. Uso de Blackboard


Updated, 06/09/2011

Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca

de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.

B. “Scaffolding”

___ Modelaje

__√_ Práctica Dirigida

__√_ Práctica Independiente

___ Instrucción Comprensible

C. Opciones para Agrupamiento

__√_ Grupo Completo

__√_ Grupos Pequeños

___ Pares

___ Trabajo Independiente

D. Integración del Proceso

_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación

_√__ Actividades Dinámicas de Aplicación

_√__ Significativas y Relevantes

___ Rigurosas

_√__ Alineadas a los Objetivos

_√__ Promueven Participación

A. Preparación

_ √_ Adaptación de Contenido

__√_ Enlaces al Conocimiento Previo

__√_ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

___ Cognoscitivo

___ Meta-cognoscitivo

___ Socio/Afectivo


Updated, 06/09/2011

Actividades integradas:

1. El taller comenzará con una actividad de introducción al curso.

2. El facilitador explicará los objetivos generales del curso, el sistema de evaluación,

responsabilidades, tareas para cada taller, proyectos y expectativas del facilitador.

3. El facilitador explicará el rol del representante estudiantil y dirigirá el proceso

para la selección del representante del curso.

4. El facilitador explicará los objetivos del taller.

5. El facilitador dividirá la clase en dos grupos, cada grupo hablará sobre la

diferencia entre las características de productos tangibles y productos intangibles.

Un representante de cada grupo presentará las diferencias frente a la clase.

6. El facilitador y los estudiantes discutirán los hallazgos de la investigación sobre la

diferencia entre las Ventas y la Mercadotecnia.

7. El facilitador dividirá la clase en dos grupos, cada grupo hablará sobre la

diferencia entre la mercadotecnia y venta de productos tradicionales y servicios de

turismo y hospitalidad. Un representante de cada grupo presentará las diferencias

frente a la clase.

8. El facilitador continuará con una introducción de los temas asignados, incluyendo

una discusión sobre el contexto de la aplicación de las estrategias de

mercadotecnia en la hospitalidad y el rol de la mercadotecnia en el desarrollo de

la industria.

9. La clase se dividirá en grupos y la discusión se enfocará en la definición de los

conceptos asignados y su aplicación en el campo de la hospitalidad. El facilitador

asignará conceptos a cada grupo y los estudiantes compartirán entre si las


Updated, 06/09/2011

definiciones. Luego un representante de cada grupo compartirá con la clase las

definiciones y la aplicación de cada concepto al campo de la hospitalidad.

10. El facilitador dirigirá la discusión de los resultados de la actividad en grupos y

responderá a posibles preguntas o dudas que surjan durante la discusión.

11. El facilitador presentará el tema de mezcla de mercadotecnia y ofrecerá una

descripción de los componentes de la mezcla de mercadotecnia con ejemplos de

estrategias comúnmente utilizadas en el campo de la hospitalidad.

12. Los estudiantes compartirán con la clase la presentación en Power Point que

prepararon sobre el tema de la mezcla de mercadotecnia. El facilitador

responderá a preguntas o dudas sobre el tema.

13. El facilitador continuará el taller con una presentación sobre la importancia de la

planificación estratégica. Durante la presentación, los estudiantes podrán

compartir con el resto de la clase sus ideas y hallazgos sobre el tema.

14. El facilitador explicará a los estudiantes el proyecto final que consistirá en un plan

de mercadotecnia aplicado a la industria de la hospitalidad.

15. Los estudiantes empezarán a trabajar en sus portafolios siguiendo las

instrucciones de los Apéndice F.

16. Los estudiantes comenzarán a trabajar en el desarrollo de sus habilidades

lingüísticas en español, usando el laboratorio electrónico por lo menos 20 horas

durante el curso. Esta actividad será parte de la nota final.

17. El facilitador cerrará el taller repasando los conceptos discutidos durante la clase.

18. El facilitador discutirá las tareas del próximo taller.


Updated, 06/09/2011

19. Los estudiantes completarán el diario reflexivo sobre sus experiencias de

aprendizaje durante el taller y lo publicarán en el “Tablero de Discusión” de

Blackboard. Cada estudiante deberá responder a por lo menos dos de las

publicaciones de sus compañeros.

Evaluación:

1. Individual: Presentación individual utilizando el programa Power Point sobre el

tema de la mezcla de mercadotecnia.

2. Grupal: Discusión en grupo sobre los conceptos asignados y su aplicación en el

campo de la hospitalidad.

3. Escrito: Propuesta y Ensayo.

4. Oral/Auditivo: Participación en clase (pasiva durante la presentación del

facilitador y activa a través de las discusiones en grupo).

Cierre del taller:

1. Individual: Diario reflexivo publicado en el “Tablero de Discusión” en

Blackboard.

2. Grupal: Discusión de cierre del taller en Blackboard respondiendo a por lo menos

dos publicaciones de sus compañeros.


Updated, 06/09/2011

WORKSHOP TWO

Specific Content Objectives

At the end of this workshop the student will be able to:

1. Comprehend the marketing research process.

2. Discuss the importance of marketing research to identify market opportunities and

strategies.

3. Understand the role of Marketing Information Systems in the hospitality industry.

4. Understand the concepts of Corporate Mission and Vision.

5. Describe and explain the benefits of conducting a SWOT analysis to develop a

marketing plan.

6. Identify the elements of a Marketing plan.

Specific Language Objectives


1. Listening: Exercise listening throughout class presentations and discussions about

marketing research process.

2. Speaking: Present to the class their findings about the missions and visions of

several companies.

3. Reading: Use effective reading skills and strategies to research about the Mission

and vision of companies in the hospitality industry.

4. Writing: Write a two-page essay (APA Style) developing two Marketing topics,

applying advanced English writing skills.


Updated, 06/09/2011

Text:

Kotler, P., Bowen, J. T., & Makens, J. C. (2009). Marketing for Hospitality & Tourism.

(5th Ed.). Upper Saddle River, New Jersey: Prentice Hall.

Electronic Links (URLs):

Glossary

http://www.mra-net.org/resources/glossary.cfm

Marketing research

http://www.quickmba.com/marketing/research/

http://managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm

http://www.strglobal.com/Resources/Resources.aspx

http://www.ypartnership.com/#publications

SWOT analysis

http://www.marketingteacher.com/lesson-store/lesson-swot.html

http://www.quickmba.com/strategy/swot/

http://www.netmba.com/strategy/swot/

Marketing Plan

http://www.businessplans.org/market.html

http://www.quickmba.com/marketing/plan/

Strategic Marketing Planning

http://www.allen.com/cgi-bin/gt/tpl.h,content=125

http://www.mra-net.org/resources/glossary.cfm

http://www.quickmba.com/marketing/research/

http://managementhelp.org/mrktng/mk_rsrch/mk_rsrch.htm

http://www.strglobal.com/Resources/Resources.aspx

http://www.ypartnership.com/#publications

http://www.marketingteacher.com/lesson-store/lesson-swot.html

http://www.quickmba.com/strategy/swot/

http://www.netmba.com/strategy/swot/

http://www.businessplans.org/market.html

http://www.quickmba.com/marketing/plan/

http://www.allen.com/cgi-bin/gt/tpl.h,content=125


Updated, 06/09/2011

APA Style

www.apastyle.org

Biblioteca Virtual

TOPIC: Marketing Plan

Imber, J. & Toffler, B. (2000). Barron's Business Guides: Dictionary of Marketing

Terms. Hauppauge, N.Y.: Barron's,

Luther, W. M. (2001). The Marketing Plan: How to Prepare and Implement It. New

York, N.Y.: AMACOM Books.

Westwood, J. (2003 ). How to Write a Marketing Plan Creating Success (3rd Ed.).

London, U.K.: Kogan Page.

Assignments before the Workshop:

1. Define the following terms for discussion in class:

a. Marketing research

b. Marketing information systems (MIS)

c. Primary research

d. Secondary research

e. Mission

f. Vision

g. SWOT analysis

2. Using the resources available, write a two-page essay (APA Style) developing

two of the following topics:

a. Common concerns in hospitality research

b. Instruments of data collection in marketing research



Updated, 06/09/2011

c. Data analysis and interpretation

d. Elements of a research report

e. Sources for marketing research in the hospitality industry

3. Find examples of a company’s Mission and Vision in the hospitality industry.

4. Describe the SWOT analysis process and explain its benefits and limitations.

5. Prepare an outline of a marketing plan applied to a topic related to the hospitality

industry and come ready to discuss with the facilitator.

Key Core Vocabulary:

a. Marketing research

b. Marketing information systems

c. Market opportunities

d. Mission

e. Vision

f. SWOT analysis

g. Marketing Plan

List of Supplementary Materials for the Workshop:

1. Language Laboratory and E-Lab

2. Blackboard


Updated, 06/09/2011

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop

B. Scaffolding

___ Modeling

_√__ Guided Practice

_√__ Independent Practice

___ Comprehensible Input

C. Grouping Options

_√__ Whole Class

_√__ Small Groups

_√__ Partners

_√_ Independent Work

D. Integration of Processes

_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

___ Hands-on

___ Meaningful/Relevant

___ Rigorous

___ Link to Objectives

___ Promote Engagement

A. Preparation

_√__ Adaptation of Content

_√__ Links to Background Knowledge

_√_ Links to Past Learning

_√__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

__√_ Cognitive

__√_ Meta-cognitive

__√_ Social/Affective


Updated, 06/09/2011

Integrated Activities:

1. The facilitator will explain the workshop’s objectives.

2. The facilitator will encourage a discussion about the following concepts:

Marketing Research, Marketing Information Systems, Primary and Secondary

Research, Mission, Vision and SWOT Analysis.

3. The facilitator will introduce instruments for data collection and will explain the

process of data analysis and report.

4. The facilitator will explain the difference between a company’s Mission and

Vision and will encourage students to discuss their findings and to provide

examples to the class.

5. In groups, the students will create a company and will develop its Mission and

Vision.

6. The groups will present in class the Mission and Vision developed for their

companies.

7. The facilitator will explain the SWOT analysis and its importance for strategic

planning.

8. The class will be divided in groups and each group will perform a SWOT analysis

for a company assigned by the facilitator.

9. The facilitator will explain the importance of Strategic Planning.

10. The facilitator will introduce and explain the elements of a Marketing Plan as

shown on the Appendix.

11. Students will develop a Marketing Plan for a company in the hospitality industry

as their final Project. The students will be able to work in groups.


Updated, 06/09/2011

12. Students will continue working on their portfolios following the guidelines posted

in Appendixes.

13. Students will continue working on their English language skills using e-lab for at

least 20 hours during the course. It will be part of the final grade.

14. Students will complete the reflexive diary about their learning experience during

the workshop and will post it on Blackboard’s “Discussion Board.” Each student

will need to respond to at least two of their classmates’ postings.

Assessment:

1. Individual: Written assignments, class participation and group activities

2. Group: Group activity to develop a Marketing Plan for a company in the

hospitality industry as their final Project.

3. Written: Written 2-page essay (APA Style) on two major topics of the

Hospitality Industry.

4. Oral: Active participation during and class and group activities.

Lesson Wrap-Up:

Individual: Written reflection about the learning experience to be posted on

Blackboard’s “Discussion Board.”

Group: Closing group discussion summarizing the topics presented during the workshop

in the classroom and also on Blackboard’s “Discussion Board.” Students will respond to

at least two postings from their classmates.


Updated, 06/09/2011

TALLER TRES

Objetivos específicos de contenido:

Al finalizar el taller, el estudiante será capaz de:

1. Entender la relación entre la investigación de mercado y la creación de productos

y servicios en la industria hotelera.

2. Definir la influencia de factores macro ambientales como la economía, la política,

la tecnología y la cultura en el diseño y mercadeo de productos y servicios en la

industria hotelera.

3. Identificar los factores microambientales de una organización.

4. Describir los factores que influyen el comportamiento del consumidor de

servicios en la industria hotelera.

5. Entender cómo está organizada la Oficina de Ventas en un hotel y la diferencia

entre los diferentes segmentos de mercado a los que se vende en la industria

hotelera.


Al finalizar el taller, el estudiante será capaz de:

1. Escuchar: Demostrar sus capacidades a través de las actividades en grupo y

presentaciones en clase.

2. Hablar: Explicar oralmente la organización de la Oficina de Ventas en un hotel y

sobre los distintos segmentos de mercado a los que se vende en la industria de

hospitalidad.


Updated, 06/09/2011

3. Leer: Leer e investigar sobre el ciclo de vida de los productos y/o servicios.

4. Escribir: Escribir un ensayo sobre la importancia de la Investigación de

Mercados para el desarrollo de productos y servicios en la industria de la

hospitalidad.

Texto:



Netlibrary:

Hsu, C. H. C.; Powers, & Thomas F. (2002.). Marketing Hospitality. New York, N.Y.:

John Wiley & Sons, Inc.

Desarrollo de la mezcla de mercadeo en la hospitalidad

http://media.wiley.com/product_data/excerpt/83/04700885/0470088583.pdf

Comportamiento del consumidor

http://ricoverimarketing.es.tripod.com/RicoveriMarketing/id26.html

http://www.consumerpsychologist.com/cb_Introduction.html

http://www.udel.edu/alex/chapt6.html

http://www.slideshare.net/epy/tourism-consumer-behavior

Diseño y desarrollo de productos

http://www.ccom.org/camaralima/cctarma/s2-TSconfe.htm

http://ciberconta.unizar.es/leccion/desapro/100.HTM

Segmentos de Mercado de Convenciones

http://acmenet.org/resources/educational

http://media.wiley.com/product_data/excerpt/83/04700885/0470088583.pdf

http://ricoverimarketing.es.tripod.com/RicoveriMarketing/id26.html

http://www.consumerpsychologist.com/cb_Introduction.html

http://www.udel.edu/alex/chapt6.html

http://www.slideshare.net/epy/tourism-consumer-behavior

http://www.ccom.org/camaralima/cctarma/s2-TSconfe.htm

http://ciberconta.unizar.es/leccion/desapro/100.HTM

http://acmenet.org/resources/educational


Updated, 06/09/2011

Estilo APA

www.apastyle.org


1. El estudiante escribirá un ensayo sobre la importancia de la Investigación de

Mercados para el desarrollo de productos y servicios en la industria hotelera. El

ensayo debe presentarse escrito en computadora, no más de dos páginas y

utilizando las guías del Estilo APA.


sobre el ciclo de vida de los productos y/o servicios. El estudiante traerá sus

hallazgos para discusión en clase.

3. Usando los recursos recomendados y recursos propios, el estudiante definirá los

conceptos de macro ambiente y micro ambiente de una empresa.

4. El estudiante investigara acerca de los factores externos e internos que influyen en

el comportamiento del consumidor.


sobre la organización de la Oficina de Ventas en un hotel y sobre los distintos

segmentos de mercado a los que se vende en la industria hotelera.

Vocabulario clave de la lección:

1. Mezcla de Mercadotecnia

2. Investigación de Mercados

3. Diseño de productos y servicios

4. Macro ambiente

5. Micro ambiente



Updated, 06/09/2011

6. Comportamiento del consumidor

Lista de materiales suplementarios para el taller:

1. Laboratorio de lenguaje E-lab

2. Blackboard.


Updated, 06/09/2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. “Scaffolding”

___ Modelaje

__√_ Práctica Dirigida

__√_ Práctica Independiente

___ Instrucción Comprensible

C. Opciones para Agrupamiento

__√_ Grupo Completo

__√_ Grupos Pequeños

___ Pares

___ Trabajo Independiente

D. Integración del Proceso

_√__ Escuchar

_√__ Hablar

_√__ Leer

_√__ Escribir

E. Aplicación

_√__ Actividades Dinámicas de Aplicación

_√__ Significativas y Relevantes

___ Rigurosas

_√__ Alineadas a los Objetivos

_√__ Promueven Participación

A. Preparación

_ √_ Adaptación de Contenido

__√_ Enlaces al Conocimiento Previo

__√_ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

___ Cognoscitivo

___ Meta-cognoscitivo

___ Socio/Afectivo


Updated, 06/09/2011

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):


2. El facilitador repasará las etapas del proceso de Investigación de Mercados.

3. La clase participará en una discusión acerca de la importancia de la Investigación

de Mercados para el desarrollo de productos y servicios en el área hotelera.

4. Los estudiantes escucharán una presentación sobre el ciclo de vida de los

productos y/o servicios y su aplicación en la industria hotelera.

5. La clase se dividirá en dos grupos. Un grupo expondrá los factores del macro

ambiente de las empresas y el otro expondrá los factores del micro ambiente.

6. En grupos, los estudiantes analizarán los factores del macro ambiente y micro

ambiente de una empresa del área hotelera.

7. Los estudiantes escucharán una presentación sobre lo que implica el estudio del

comportamiento del consumidor y el proceso de toma de decisiones para la

compra.

8. Los estudiantes explicarán como pondrían en práctica cada una de las etapas del

proceso de toma de decisiones del consumidor en la compra de un producto o

servicio.

9. La clase se dividirá en dos grupos. Un grupo explicará las variables internas que

influyen en el comportamiento del consumidor y el otro presentará las variables

externas.

10. La clase discutirá los resultados de las actividades en grupo y el facilitador

responderá las posibles preguntas o dudas que surjan durante la discusión.


Updated, 06/09/2011

11. La clase discutirá los resultados de la investigación acerca de la Oficina de Ventas

y los diferentes segmentos de mercado a los que se vende en la industria de la

hospitalidad.

12. El facilitador hará seguimiento al proyecto final que consiste en elaborar un plan

de mercadotecnia aplicado a la industria hotelera.

13. El facilitador cerrará el taller repasando los conceptos discutidos durante la clase.

14. El facilitador discutirá las tareas del próximo taller.

15. Los estudiantes entregarán su portafolio al facilitador a fin de obtener la

retroalimentación correspondiente. Refiérase a los apéndice M.

16. Los estudiantes continuarán trabajando en el desarrollo de sus habilidades

lingüísticas en español, usando el laboratorio electrónico por lo menos 20 horas

durante el curso. Esta actividad será parte de la nota final.

17. Los estudiantes completarán el diario reflexivo sobre sus experiencias de

aprendizaje durante el taller y lo publicarán en el “Tablero de Discusión” de

Blackboard. Cada estudiante deberá responder a por lo menos dos de las

publicaciones de sus compañeros.

Evaluación:

Individual: Participación activa durante la clase.

Grupal: Presentaciones grupales.

Escrito: Ensayo (APA) sobre la importancia de la Investigación de Mercados para el

desarrollo de productos y servicios en la industria hotelera.

Oral/Auditivo: Participación en clase y en actividades grupales.


Updated, 06/09/2011

Cierre del taller:

Individual: Diario reflexivo publicado en el “Tablero de Discusión” de Blackboard.

Grupal: Discusión de cierre repasando los temas cubiertos durante el taller en

Blackboard respondiendo a por lo menos dos publicaciones de sus compañeros.


Updated, 06/09/2011

WORKSHOP FOUR

Specific Content Objectives:


1. Comprehend the concept of distribution channels and the different intermediaries

available to the hospitality industry.

Describe the channel management decisions of selecting, motivating, and

evaluating channel members.

Recognize the main components of the promotional mix: Advertising, Public

Relations, Sales Promotions, and Personal Sales.

Understand the administration of the advertising campaign.

Identify the nature of Public Relations and its importance in the hospitality

industry.

2. Recognize the importance of participating in “Networking” events in the

hospitality industry.

3. Identify professional organizations in the hospitality industry.

Recognize Sales Promotions strategies in the hospitality industry.

4. Explain the role of personal sales in the hospitality industry.


Updated, 06/09/2011

Specific Language Objectives:

Listen: Recognize the main components of the promotional mix: Advertising, Public

Relations, Sales Promotions, and Personal Sales.

Speak: Describe the channel management decisions of selecting, motivating, and


Read: Read and comprehend the concept of distribution channels and the different

intermediaries available to the hospitality industry.

Write: Prepare a two-page essay explaining the role of distribution channels in the

hospitality industry. The essay must follow the APA style guidelines.

Text:

Kotler, P., Bowen, J. T., & Makens, J. C. (2009). Marketing for Hospitality & Tourism


Electronic Links (URLs):

Distribution channels

http://www.businessdictionary.com/definition/distribution-channel.html

http://www.marketingmo.com/strategic-planning/how-to-develop-your-distribution-

channels/

http://www.referenceforbusiness.com/small/Di-Eq/Distribution-Channels.html

http://www.consumerpsychologist.com/distribution.html

Promotion

http://marketingteacher.com/lesson-store/lesson-promotion.html

http://www.marketingteacher.com/lesson-store/lesson-sales-promotion.html

http://www.businessdictionary.com/definition/distribution-channel.html

http://www.marketingmo.com/strategic-planning/how-to-develop-your-distribution-channels/

http://www.marketingmo.com/strategic-planning/how-to-develop-your-distribution-channels/

http://www.referenceforbusiness.com/small/Di-Eq/Distribution-Channels.html

http://www.consumerpsychologist.com/distribution.html

http://marketingteacher.com/lesson-store/lesson-promotion.html

http://www.marketingteacher.com/lesson-store/lesson-sales-promotion.html


Updated, 06/09/2011

http://www.referenceforbusiness.com/encyclopedia/Res-Sec/Sales-Promotion.html

http://www.udel.edu/alex/chapt18.html#role

Public relations

http://www.prsa.org/AboutPRSA/PublicRelationsDefined/

http://sbinfocanada.about.com/cs/marketing/g/busnetworking.htm

http://sbinfocanada.about.com/cs/marketing/a/networkingmm.htm

APA Style

www.apastyle.org

Virtual library

Scott, D. M. (2007). New Rules of Marketing and PR: How to Use News Releases, Blogs,

Podcasts, Viral Marketing and Online Media to Reach Your Buyers Directly.

Hoboken, N.J.: John Wiley & Sons, Inc.

Imber, J. & Toffler, B.(2000). Barron's Business Guides: Dictionary of Marketing Terms.

Hauppauge, N.Y.: Barron's.

Assignments Prior to the Workshop:

1. Define the following terms:

a. Distribution Channels

b. Promotional Mix

c. Public Relations

d. Advertising

e. Sales Promotions

f. Personal Sales

g. Networking

http://www.referenceforbusiness.com/encyclopedia/Res-Sec/Sales-Promotion.html

http://www.udel.edu/alex/chapt18.html#role

http://www.prsa.org/AboutPRSA/PublicRelationsDefined/

http://sbinfocanada.about.com/cs/marketing/g/busnetworking.htm



Updated, 06/09/2011

2. Prepare a two-page essay explaining the role of distribution channels in the

hospitality industry. The essay must follow the APA style guidelines.

3. Conduct an internet search about advertising campaigns within the hospitality

industry. Come prepared to share three examples of campaigns with the class.

4. Design three Public Relations strategies for a company in the hospitality industry.

5. Develop five Sales Promotions strategies for a company in the hospitality

industry.

6. Conduct an internet search about networking events in the hospitality industry.

Come prepared to share what kinds of networking events currently take place and

which organizations offer them to their members.

7. Conduct an internet search about professional organizations in the hospitality

industry and research the benefits of joining them.

8. Define the principles of the personal selling process: qualifying, approach,

presentation, handling objections, closing, and follow up.

Academic Core Vocabulary:

1. Distribution channels

2. Promotional mix

3. Public Relations

4. Advertising

5. Sales Promotions

6. Personal sales

7. Networking


Updated, 06/09/2011


1. Language Laboratory/E-Lab

2. Blackboard


used in the workshop.

B. Scaffolding

___ Modeling

_√__ Guided Practice

_√__ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√__ Whole Class

_√__ Small Groups

_√__ Partners

_√_ Independent Work


_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

__√_ Hands-on

__√_ Meaningful/Relevant

√ Rigorous

__√_ Link to Objectives


A. Preparation



_√_ Links to Past Learning


CALLA Strategies (Cognitive Academic Language Learning Approach)

__√_ Cognitive

__√_ Meta-cognitive

__√_ Social/Affective


Updated, 06/09/2011

Integrated Activities:

The facilitator will initiate the workshop explaining the workshop objectives.

1. The students will be reminded of the recommended resources for research and/or

to support specific activities as determined by the facilitator: Language Lab/E-

Lab.

2. The facilitator will explain the different intermediaries available to the hospitality

industry and the channel management decision of selecting, motivating, and


3. The facilitator will explain the administration of an advertising campaign,

including: setting objectives and budget, creating the advertising message,

selecting the media, and evaluation of the campaign.

4. The facilitator will define Public Relations and explain its role in supporting sales,

crisis, reputation, and issue management.

5. The facilitator will define/explain Sales Promotions.

6. The facilitator will explain the basics of managing a sales force and the principles

of personal sales.

7. The facilitator will promote discussion about networking events in the hospitality

industry.

8. Students will share their findings about what type of networking events currently

take place and which organizations offer access to their members.

9. Students will share their findings about professional organizations in the

hospitality industry and the benefits of joining them.


Updated, 06/09/2011

10. Students will summarize the discussed topics and the facilitator will finalize the

workshop clarifying/answering any questions/concerns.

11. Students will continue working on their portfolios following the guidelines posted

in appendixes.

12. Students will continue working on their English language skills using e-lab for at

least 20 hours during the course. It will be part of the final grade.

13. The facilitator will explain the assignments for Workshop Five.

Assessment:

Individual: The students will complete the reflective journal about their learning

experience during the workshop and will post it on Blackboard’s “Discussion Board.”

Each student will need to respond to at least two of their classmates’ postings.

Group: In groups, students will develop a mini campaign including advertising, public

relations and sales promotions strategies for a company in the hospitality industry.

Written: Students will prepare a two-page essay explaining the role of distribution

channels in the hospitality industry. The essay must follow the APA style guidelines.

Oral: Students will share their findings about advertising campaigns within the

hospitality industry.


Updated, 06/09/2011

Lesson Wrap-Up: (These are activities to determine if all students achieved the

workshop content and language objectives.)

Individual: Written reflection about the learning experience to be posted on

Blackboard’s Discussion Board.

Group: Closing group discussion by summarizing the topics presented during the

workshop in class and on Blackboard’s Discussion Board.


Updated, 06/09/2011

TALLER CINCO / WORKSHOP FIVE

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas serán en español. Las últimas

dos horas serán en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the student must

use the language assigned for each

homework and activity. Do not mix both

languages! USE ONE LANGUAGE AT

A TIME- KEEP BOTH LANGUAGES

SEPARATE! The first two hours must

be in Spanish. The last two hours must

be in English.

Objetivos específicos de contenido:

Al final de este taller el estudiante podrá:

1. Entender lo que es la segmentación de mercado y describirá los tipos de

segmentación de mercado.

2. Definir lo que es mercadeo de destinos turísticos.

3. Entender la pertinencia del mercadeo directo y mercadeo en línea en la industria

de la hotelera.

4. Identificar diferentes estrategias de precios.

5. Describir los factores que influyen las decisiones sobre política de precio.


Updated, 06/09/2011


Escuchar: Escuchar y comprender la presentación de la clase sobre el concepto de

segmentación de mercado, y los principios básicos de la actividad turística.

Hablar: Explicar los principios del mercadeo directo y el mercadeo en línea,

presentando las ventajas y desventajas de cada.

Leer: Buscar ejemplos de campañas para promover el turismo de destinos.

Escribir: Desarrollará un ensayo de dos páginas (estilo APA), acerca de los

beneficios sociales, culturales y económicos del turismo en destinos.

Texto



Enlaces electrónicos:

Biblioteca Virtual


Scott, D. M. (2007). New Rules of Marketing and PR: How to Use News Releases, Blogs,

Podcasts, Viral Marketing and Online Media to Reach Your Buyers Directly. Hoboken,

N.J: John Wiley & Sons, Inc.

Positioning Tourism Destinations

Reich, A. Z. & Fesenmaier, D. R. (1999). Advances in Tourism Applications Series; V. 4

Champaign, Ill: Sagamore Publishing Inc.



Updated, 06/09/2011

Williams, A. & Mullin, R. (2008). Handbook of Field Marketing: A Complete Guide to

Understanding and Outsourcing Face-to-face Direct Marketing. LondonU.K.: Kogan

Page.

Segmentación de mercado

http://www.businessplans.org/segment.html

http://www.netmba.com/marketing/market/segmentation/

http://www.quickmba.com/marketing/market-segmentation/

http://www.negociosgt.com/main.php?id=99&show_item=1&id_area=123

http://www.promonegocios.net/mercadotecnia/segmentacion-del-mercado.htm

Mercadeo de destinos turísticos

http://www.destinationmarketing.org/

http://www.visitorlando.com

http://www.visitlasvegas.com

http://www.mincetur.gob.pe

Política de precio

http://www.netmba.com/marketing/pricing/

http://www.marketingteacher.com/lesson-store/lesson-pricing.html

http://www.businessplans.org/pricing.html

http://www.businessplans.org/segment.html

http://www.netmba.com/marketing/market/segmentation/

http://www.quickmba.com/marketing/market-segmentation/

http://www.negociosgt.com/main.php?id=99&show_item=1&id_area=123

http://www.promonegocios.net/mercadotecnia/segmentacion-del-mercado.htm

http://www.destinationmarketing.org/

http://www.visitorlando.com/

http://www.visitlasvegas.com/

http://www.mincetur.gob.pe/

http://www.netmba.com/marketing/pricing/

http://www.marketingteacher.com/lesson-store/lesson-pricing.html

http://www.businessplans.org/pricing.html


Updated, 06/09/2011


Asignaciones a discutirse durante las primeras dos horas de instrucción.

1. Defina el concepto de segmentación, explique diversos criterios de segmentación

de mercados y su utilidad en el desarrollo de estrategias de mercado para la

industria hotelera.

2. En un ensayo de dos páginas (estilo APA), comente los beneficios sociales,

culturales y económicos del turismo en destinos.

3. Proporcione ejemplos de campañas para promover el turismo de destinos.

Assignments to be discussed during the last two hours of instruction.

1. Explain the principles of direct marketing and online marketing, discuss their

advantages and provide examples.

2. Identify the different product or service pricing approaches and strategies as well

as internal and external factors that affect pricing decisions.

3. Marketing Plan

Vocabulario académico clave

a. Segmentación de mercado

b. Mercadeo directo

c. Mercadeo en línea

d. Mercadeo de destinos turísticos

e. Políticas de precio

Academic Core Vocabulary

a. Market segmentation


Updated, 06/09/2011

b. Direct marketing

c. Online marketing

d. Destination marketing

e. Pricing


1. Language Laboratory

2. Blackboard


Updated, 06/09/2011


used in the workshop.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice

___ Comprehensible Input

C. Grouping Options

_√__ Whole Class

_√__ Small Groups

___ Partners

_√__ Independent Work


_√__ Listening

_√__ Speaking

_√__ Reading

_√__ Writing

E. Application

√___ Hands-on

√___ Meaningful/Relevant

___ Rigorous

___ Link to Objectives


A. Preparation



_√__ Links to Past Learning


CALLA Strategies

(Cognitive Academic Language Learning Approach)

___ Cognitive

___ Meta-cognitive

___ Social/Affective


Updated, 06/09/2011

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:


2. El facilitador iniciará la clase presentando el concepto de segmentación de

mercado y los diferentes criterios para segmentar el mercado.

3. El facilitador explicará los principios básicos de la actividad turística y el

mercadeo de destinos turísticos.

4. Los estudiantes comentarán sobre los beneficios sociales, culturales y económicos

del turismo en destinos que escribieron en sus ensayos.

5. Los estudiantes analizarán los ejemplos de campañas para promover destinos

turísticos.

Integrated Activities to be done during the second half of the workshop:

1. The facilitator will explain the concepts of direct and online Marketing.

2. The class will form two groups. One group will promote the advantages of direct

Marketing strategies in the hospitality industry and the other will promote the

benefits of online Marketing strategies.

3. The facilitator will start a class discussion about the different pricing approaches

and strategies.

4. The students will present their Marketing plans.

5. The facilitator will evaluate and provide feedback to students.

6. Students need to submit their portfolios to the facilitator to be evaluated.

(Appendix G).

7. Students need to submit printed evidence of having used the e-Lab for 20 hours

during the course.


Updated, 06/09/2011

8. The facilitator will finalize the workshop summarizing the topics discussed

through the course.

9. The students will complete the reflective journal about their learning experience

during Workshop Five and will post it on Blackboard’s “Discussion Board”.

Each student will need to respond to at least two of their classmates’ postings.

10. The students will also complete a separate reflection about the learning

experience during the course.

11. The students will evaluate the facilitator and the course.

Assessment:

Individual: Written assignments, class participation and group activities.

Group: Group activities.

Written: Two-page essay (APA) about the social, cultural, and economic benefits of

Touristic Destinations; Marketing Plan.

Oral: Active participation during and class and group activities; Students’ Marketing

plans presentation.

Lesson Wrap-Up:

1. Individual: Written reflection about the learning experience.

2. Group: Closing group discussion summarizing the topics presented during the

workshop on class and on Blackboard’s Discussion Board.


Updated, 06/09/2011

APÉNDICES/APPENDICES


Updated, 06/09/2011

Apéndice A / Appendix A

National Proficiency Levels for Differentiated Instruction

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated, 06/09/2011

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated, 06/09/2011

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated, 06/09/2011

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose

deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-

fictional texts that bridge personal, professional and academic themes, news articles, short stories, short novels,

etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context

(e.g., definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with

accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated, 06/09/2011

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to

understand the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for

inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly

not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details

to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there

are signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader

is left with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better

by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in

order to allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from

the writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the

writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and

rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated, 06/09/2011

Apéndice B / Appendix B

THE WRITING PROCESS

SIX-TRAITS OF ANALYTIC WRITING RUBRIC

(This rubric must be used to evaluate all written work done by students

in both English and Spanish.)

Source: Arizona Department of Education. AIMS Six-Traits Analytic Writing Rubric.

Retrieved from: https://www.ade.state.az.us/standards/6traits/


Updated, 06/09/2011

Six-Traits of Analytic Writing

Student Evaluation Rubric

Student’s Name:______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the student in both

English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and

write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that

best reflects the student’s writing ability.

Refer to all the Appendix (B) sheets that describe, in detail, all the writing traits that you are

evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand

Total:

Final Score:_______/36

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated, 06/09/2011

Six-Traits for Analytic Writing Rubric

Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out

and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by:

• Clarity, focus, and control.

• Main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support

• A thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.

• Content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by:

• Clarity, focus, and control.

• Main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support.

• A thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.

• Content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by:

• An easily identifiable purpose.

• Clear main idea(s)

• Supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support.

• A topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present.

• Content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by:

• An easily identifiable purpose and main idea(s).

• Predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere.

• Support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general.

• Details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information.

• Difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:

• A purpose and main idea(s) that may require extensive inferences by the reader.

• Minimal development; insufficient details.

• Irrelevant details that clutter the text.

• Extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by:

• Ideas that are extremely limited or simply unclear.

• Attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea.


Updated, 06/09/2011

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by:

• Effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• A strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• Smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• Details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by:

• Effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• An inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• Smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• Details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by:

• Clear sequencing.

• An organization that may be predictable.

• A recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety.

• A body that is easy to follow with details that fit where placed.

• Transitions that may be stilted or formulaic.

• Organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by:

• Attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• A beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”)

• Transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused.

• A structure that is skeletal or too rigid.

• Placement of details that may not always be effective.

• Organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by:

• Some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• A missing or extremely undeveloped beginning, body, and/or ending.

• A lack of transitions, or when present, ineffective or overused.

• A lack of an effective organizational structure.

• Details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by:

• A lack of effective sequencing.

• A failure to provide an identifiable beginning, body and/or ending.

• A lack of transitions.

• Pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• A lack of organization which ultimately obscures or distorts the main point.


Updated, 06/09/2011

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the

topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing

is characterized by:

• An effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively, or interesting. Technical writing may require greater distance.).

• An exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• A sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,

and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by:

• An appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively or interesting. Technical writing may require greater distance.).

• A strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most

effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• A sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In

places, the writing is expressive, engaging, or sincere. The writing is characterized by:

• A questionable or inconsistent level of closeness to or distance from the audience.

• A sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.

The reader may glimpse the writer behind the words and feel a sense of interaction in places.

• Liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or

personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is

either inappropriately personal or inappropriately impersonal. The writing is characterized by:

• A limited sense of audience; the writer’s awareness of the reader is unclear.

• An occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the

writing become somewhat mechanical.

• A limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable

voice. The writing is characterized by:

• Little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• A voice that is likely to be overly informal and personal.

• A lack of audience awareness; there is little sense of "writing to be read."

• Little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by:

• No engagement of the writer; the writing is flat and lifeless.

• A lack of audience awareness; there is no sense of “writing to be read.”

• No hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not

involve or engage the reader.


Updated, 06/09/2011

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by:

• Accurate, strong, specific words; powerful words energize the writing.

• Fresh, original expression; slang, if used, seems purposeful and is effective.

• Vocabulary that is striking and varied, but that is natural and not overdone.

• Ordinary words used in an unusual way.

• Words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by:

• Accurate, specific words; word choices energize the writing.

• Fresh, vivid expression; slang, if used, seems purposeful and is effective.

• Vocabulary that may be striking and varied, but that is natural and not overdone.

• Ordinary words used in an unusual way.

• Words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by:

• Words that work but do not particularly energize the writing.

• Expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective.

• Attempts at colorful language that may occasionally seem overdone.

• Occasional overuse of technical language or jargon.

• Rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by:

• Words that work, but that rarely capture the reader’s interest.

• Expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• Attempts at colorful language that seem overdone or forced.

• Words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used.

• Reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by:

• Words that are colorless, flat or imprecise.

• Monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message.

• Images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by:

• General, vague words that fail to communicate.

• An extremely limited range of words.

• Words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.


Updated, 06/09/2011

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by:

• A natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

• Extensive variation in sentence structure, length, and beginnings that add interest to the text.

• Sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas.

• Varied sentence patterns that create an effective combination of power and grace.

• Strong control over sentence structure; fragments, if used at all, work well.

• Stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by:

• A natural, fluent sound; it glides along with one sentence flowing into the next.

• Variation in sentence structure, length, and beginnings that add interest to the text.

• Sentence structure that enhances meaning.

• Control over sentence structure; fragments, if used at all, work well.

• Stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:

• A natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace.

• Some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact.

• Strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective.

• Occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by:

• Some passages that invite fluid oral reading; however, others do not.

• Some variety in sentences structure, length, and beginnings, although the writer falls into repetitive

sentence patterns.

• Good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective.

• Sentences which, although functional, lack energy.

• Lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by:

• Significant portions of the text that are difficult to follow or read aloud.

• Sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• A significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by:

• Text that does not invite—and may not even permit—smooth oral reading.

• Confusing word order that is often jarring and irregular.

• Sentence structure that frequently obscures meaning.

• Sentences that are disjointed, confusing, or rambling.


Updated, 06/09/2011

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by:

• Strong control of conventions; manipulation of conventions may occur for stylistic effect.

• Strong, effective use of punctuation that guides the reader through the text. • Correct spelling, even of more difficult words.

• Paragraph breaks that reinforce the organizational structure.

• Correct grammar and usage that contribute to clarity and style. • Skill in using a wide range of conventions in a sufficiently long and complex piece.

• Little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by:

• Strong control of conventions.

• Effective use of punctuation that guides the reader through the text. • Correct spelling, even of more difficult words.

• Paragraph breaks that reinforce the organizational structure.

• Correct capitalization; errors, if any, are minor. • Correct grammar and usage that contribute to clarity and style.

• Skill in using a wide range of conventions in a sufficiently long and complex piece.

• Little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar

and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by:

• Control over conventions used, although a wide range is not demonstrated. • Correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• Spelling that is usually correct, especially on common words.

• Basically sound paragraph breaks that reinforce the organizational structure. • Correct capitalization; errors, if any, are minor.

• Occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.

• Moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by:

• Some control over basic conventions; the text may be too simple to reveal mastery. • End-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• Spelling errors that distract the reader; misspelling of common words occurs.

• Paragraphs that sometimes run together or begin at ineffective places. • Capitalization errors.

• Errors in grammar and usage that do not block meaning but do distract the reader.

• Significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by:

• Little control over basic conventions.

• Many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs.

• Paragraphs that often run together or begin in ineffective places.

• Capitalization that is inconsistent or often incorrect. • Errors in grammar and usage that interfere with readability and meaning.

• Substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by very limited skills in using grammatical conventions, such as:

• Basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • Frequent spelling errors that significantly impair readability.

• Paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.

• Capitalization that appears to be random. • A need for extensive editing.


Updated, 06/09/2011

Apéndice C/Appendix C

Rubric to Evaluate Written Work


Updated, 06/09/2011

Apéndice C/Appendix C

Matriz Valorativa para Trabajos Escritos

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está 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 está

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:

_______

Firma Estudiante: ____________________ Firma Facilitador:___________________


Updated, 06/09/2011

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:___________________


Updated, 06/09/2011

Apéndice D/Appendix D

Rubric to Evaluate Participation in Group Activities


Updated, 06/09/2011

Apéndice D/Appendix D

Matriz Valorativa para Participación en Actividades de 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

Totales 100


Updated, 06/09/2011

Rubric to Evaluate Participation in Group Activities

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


Updated, 06/09/2011

Apéndice E/Appendix E

Rubric to Evaluate Individual/Group Oral Presentation


Updated, 06/09/2011

Apéndice E/Appendix E

Matriz Valorativa Para Evaluar Presentación Oral Individual/Grupal

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,

Apéndice de la audiencia, Apéndice 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: ____________________


Updated, 06/09/2011

Rubric to Evaluate Individual/Group Oral 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: __________________


Updated, 06/09/2011

Apéndice F / Appendix F

Portfolio Guidelines


Updated, 06/09/2011

Apéndice F/ Appendix F

Portfolio Guidelines

Follow the following steps when preparing your 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

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.

4. 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”


Updated, 06/09/2011

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.

Introduction and conclusion of the income and outcome of the portfolio.

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.

5. 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.

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios. 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.

6. 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.

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.


Updated, 06/09/2011

Apéndice G / Appendix G

Portfolio Informational Sheet


Updated, 06/09/2011

Apéndice G/Appendix G

Portfolio Informational Sheet


Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one:

Universidad del Este

Universidad Metropolitana

Universidad del Turabo

Check one:

Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate


Updated, 06/09/2011

Apéndice H / Appendix H

Use and Return of Portfolio


Updated, 06/09/2011

Apéndice H / Appendix H

Use and Return of Portfolio



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


Updated, 06/09/2011

Apéndice I/Appendix I

Use and Discard of Portfolio


Updated, 06/09/2011

Apéndice I/Appendix I

Use and Discard of Portfolio



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


Updated, 06/09/2011

Apéndice J / Appendix J

Log of Entries


Updated, 06/09/2011

Apéndice J/Appendix J

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10


Updated, 06/09/2011

Apéndice K / Appendix K

Checklist for Portfolio Assessment


Updated, 06/09/2011

Apéndice K/Appendix K

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.


Updated, 06/09/2011

Apéndice L/Appendix L

Portfolio Rubric


Updated, 06/09/2011

Apéndice L/Appendix L

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?


Updated, 06/09/2011

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

http://www.lcusd.net/lchs/portfolio/rubric.htm


Updated, 06/09/2011

Apéndice M / Appendix M

Portfolio Assessment Feedback Template


Updated, 06/09/2011

Apéndice M/Appendix M

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments

Course Code and Name 108

Updated mm/dd/yyyy

Apéndice N / Appendix N

Rubric to Evaluate Attendance and Punctuality


Updated mm/dd/yyyy


Matriz Valorativa de Asistencia y Puntualidad

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es compulsoria y la puntualidad representa ética profesional.

El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este Apéndice para evaluar a cada estudiante.

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________


Updated mm/dd/yyyy


Rubric to Evaluate Attendance and Punctuality

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. 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 this rubric.

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2

workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more

workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more

workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

Comments:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________


Updated mm/dd/yyyy

Apéndice O / Appendix O

Rubric to Evaluate Class Participation


Updated mm/dd/yyyy

Apéndice O/Appendix O

Matriz Valorativa de Participación en Clase

NOMBRE: _________________________ FECHA:____________

NOTA FINAL________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Participa activamente de todas las

actividades de la clase.

2. Demuestra iniciativa y creatividad en las

actividades de clase.

3. Demuestra interés en las discusiones

presentadas en la clase.

4. Viene preparado/a a clase.

5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos

y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de

sus compañeros.

LENGUAJE

8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma

del taller.

9. Contesta preguntas del facilitador y sus

compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la

clase utilizando el idioma del taller.

Comentarios:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______________________________________________

Firma Facilitador:_________________________________


Updated mm/dd/yyyy

Rubric to Evaluate Class Participation

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Active participation in class.

2. Demonstrates initiative and creativity in class

activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and

information.

6. Demonstrates attention and opening towards

arguments from classmates.

7. Respects questions and expositions from

classmates.

LANGUAGE

8. Contributes frequently to class discussion in the

workshop’s language.

9. Answers questions made by the facilitators and

classmates in the workshop’s language.

10. Formulates questions pertinent to the class

subject in the workshop’s language.

Comments:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________

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