Ingls a Distancia Nivel Elemental Mdulo 2 Texto 7- 1

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TEXT N 6

ANTICIPATE: We are sure that by now you know the purpose of this section!

1. Study the bibliographical data of the text. What is the text about? Advance a first
hypothesis.

Becky Francis (2012): Gender monoglossia, gender heteroglossia: the potential of

Bakhtin's work for re-conceptualizing gender, Journal of Gender Studies, 21:1, 1-15.

Estimo que refiere de algn modo a estudios de gnero, y como la obra de Bakhtin
puede contribuir a repensar este concepto.

2. You need to find the definitions of monoglossia and heteroglossia at this point.
Choose one of the following strategies and apply it.

Read the first sentence of each paragraph

Scan the text
Read the quotations

3. Could you find the definitions? Write them now.

4. What is the binarised model of gender? Write your specific hypothesis integrating
your answer in the previous question.
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5. Now, read the text thoroughly to verify, enlarge, modify or reject your hypotheses.

VERIFY: This section will focus on specific concepts and sections. We suggest being
selective with the use of the dictionary since many specific/academic terms are defined
by the author.

6. Explain the following concepts using your own words:

Monoglossia

Heteroglossia

Gender as a
monoglossic system
(This is the most important concept! Explain fully.)
Gender as a
heteroglossic system

7. Bakhtin and Saussure are contrasted at the end of the second section. Can you
explain the contrast?

8. Connectors. There are two very important connectors in the last paragraph. Find
them and explain the kind of connection established and the concepts joined.

9. The verifying section is finished. We recommend rereading your answers to integrate

them before you elaborate your main idea.

INTERNALIZE:
10. Express the main idea of this text in one well-written sentence. This sentence has
to be your own creation, and it should be complete, specific and concise. Select and
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combine the concepts you consider the most important. In this way you will be
hierarchizing.

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TEXT N 7

ANTICIPATE: Find important concepts before reading the text in detail.

1. Before you have a look at the text, read the bibliographical data to get a general idea
of the topic discussed.

Sebastiani, M. G., (2003) The Other Side of Peronist Argentina: Radicals and
Socialists in the Political Opposition to Pern (1946-1955) in Journal of Latin
American Studies, Volume 35, pp. 311-339.

2. Is it a familiar topic for you? What do you know about this subject?

Me es muy familiar, porque soy un lector asiduo de la historia argentina.

Particularmente de este tema, conozco an ms porque he estudiado los conflictos que
por ejemplo, han tenido los intelectuales con el movimiento peronista (lo que lleva por
ejemplo a discutir la tesis de si fue una dictadura o no, asunto que me pareci ver en
esta primera etapa en el texto)

3. Read the first and the last sentence of each of the two paragraphs. Advance a general
reading hypothesis.

4. Scan the text and circle important connectors and key words (words that are
semantically connected to your general hypothesis). This activity should take you only 3
minutes because you will read the text in detail later.

In case you forgot, to scan a text implies giving it a

quick look or overview; it is the opposite of detailed,
thorough reading. In most cases we scan texts to
discover words or phrases that are semantically
connected to the conceptual network we are building
as we deal with the text in a global perspective.

5. State your specific reading hypothesis integrating the key words selected in the
previous question. Try to do it in a well-written sentence.

 Ingls a Distancia Nivel Elemental Mdulo 2 Texto 7- 5

6. Now you can certainly read the text in detail better, with a lot of concepts in mind.
Go ahead, read the text thoroughly.

VERIFICATION:

7. The purpose of the article is clearly stated between lines 20 21 regarding

opposition. Can you explain it in your own words?

8. In the rest of the paragraph the author explains why she decided to focus on the
opposition. Make a list of 4 specific concepts that support the purpose of the article.
Follow the example.

Example: limitado anlisis de la oposicin poltica debido al recurrente anlisis

de las acusaciones de corte antiperonista

9. There are several contrastive connectors throughout the text. Choose the two you
consider the most important and complete:

Connector: .. Type of connection: .

Concept 1: ..
.
Concept 2: ..
.

Connector: .. Type of connection: .

Concept 1: ..
.
Concept 2: ..
.

EXTRA CREDITS
General Academic Vocabulary: the following are words that belong to a close group of
terms used in academic discourse (go back to Module 1 in case you forgot). It is very
important that you remember them.
10. Find the best equivalent for them in Spanish

Feature (line 2): ..

 Ingls a Distancia Nivel Elemental Mdulo 2 Texto 7- 6

Attempt/s (line 3 and 53): ..

Account(s) (lines 48): ..

Modal verbs (Consult the Grammar Dictionary again). Concentrate on the following:
must (line 13)
should (line 23)
may (line 45)

11. Determine the meaning expressed by each modal and briefly explain the concept.

INTERNALIZATION:

12. These concepts belong to the text. Tick/Highlight the ones you consider important
as to be included in your main idea.

Peronismo y oposicin poltica

Reglas democrticas
Ejercicio legtimo del poder
Radicales y socialistas
Acusaciones antiperonistas
Pluralismo poltico
Contienda poltica legtima
Partidos polticos opositores
Reduccionismo en el anlisis histrico

13. Combine the concepts you selected in the previous activity and write the main
idea of the text. Remember you have to do it in only ONE sentence. For more
information about how to elaborate a main idea, go back to Texts 1 and 2 in Module 1.

 Ingls a Distancia Nivel Elemental Mdulo 2 Texto 7- 7

TEXT N 8

Here is a short story. Enjoy it!

ANTICIPATE: The way we anticipate any aesthetic text is quite different from the way
we anticipate an efferent text (Initial Document p. 3) because the reading has to be
more linear (we cant start at the end, for example, we would destroy the story!) Lets
see how we can go about it, then.

1. The first thing that we read in a short story is the title and the name of its author.

THE FUN THEY HAD by Isaac Asimov

2. What do you expect the story to be about? Hypothesize. Do you know the author?

3. Most short stories generally present the characters, the setting (time and place) and
the situation in the introduction. See if you can discover them by reading the first 13
lines (the first two paragraphs). Then, complete:

Who? (characters)

Where? (place)

When? (time)

Why? (situation)

4.Now, read the complete story. Enjoy it! Read for pleasure first! Do not use your
dictionary yet.

VERIFY:
5. Can you explain the title of the story now?

6. Make a list of five (5) differences between your school days, school days at present
and the situation described in the story. You may design a chart like this:
 Ingls a Distancia Nivel Elemental Mdulo 2 Texto 7- 8

My school days School days at present Short story

INTERNALIZE: this sections has also got different characteristics because we are
working with a short story.

7. What theme/s does the story deal with? Choose two from the list and justify your
choice.

SOCIAL BONDS
TECHNOLOGY AND HUMAN RELATIONS
EDUCATION AND NEW TECHNOLOGIES
NOSTALGIA FOR THE GOOD OLD TIMES
LONELINESS AND SOCIAL RELATIONS
PEDAGOGIC APPROACHES

Justification:

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TEXT N 9

ANTICIPATE:
1. The text you are going to read was taken from this source. Study the bibliographical
data.

Fagar, G. (1999): Bathing in the Roman World. Introduction. University of

Michigan.

2. Read the first sentence of each paragraph (exclusively!) to discover how the text is
organized.

3. Indicate text organization as part of your general reading hypothesis: the parts it
has and the topic you think is enlarged in each part. Follow the example:

Parte I Introduccin (lneas 1-15): generalidades acerca del bao comunal romano

4. Remember that when we read texts to learn, the most important information is the
new information the author gives us, the piece of information that will allow us to
enlarge our knowledge of the world. Which paragraph seems to contain the most
important information? Quickly read it at this point. Then, reread your answers to the
previous question; integrate the different concepts in order to write your specific
reading hypothesis for this text.

5. Now, you can read the text in detail. The anticipation of the text will help you
concentrate on the most important information.

VERIFICATION:

6. Explain the following concepts as used in the text. Do not translate, conceptualize.
Be specific and concise.

communal bathing (line 24)

ill-illumined aspects of Roman practice (line 126)

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7. Complete the following chart.

Civilization/Culture Main Characteristics

..................................................................................................

.................................................................................................

..................................................................................................

.................................................................................................

..................................................................................................

.................................................................................................

..................................................................................................

.................................................................................................

8. Select an important connector. Determine the type of connection established,

mention the concepts joined (in one phrase):

Connector: Line: Type of connection:

Concept I:

Concept II:

Justify your choice. Why this connector? Explain why you consider it important.

9. Explain the conclusion and the recommendation made by the author. (Notice the use
of a modal verb of suggestion or recommendation. Which is it? You can use the
Grammar Dictionary.)
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INTERNALIZATION:
10. List the characteristics of a main idea as it is requested in this course.

Bien escrita
.
.
.
.

11. Write the main idea of the text.

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TEXT N 10

Popke, Jeff (2007): Geography and ethics: spaces of cosmopolitan

responsibility in Progress in Human Geography, Vol. 31, Issue 4, pp. 509
518. SAGE Publications.

ANTICIPATE: This is the section in which you will be able to grasp main concepts and
detect relevant paragraphs before you read the text thoroughly.

1. You are going to read two sections of an academic article. Here is a list of some
anticipatory strategies to approach the text. Number them in the order you decide to
read, and then, proceed in their realization.

Reading first sentences of paragraphs ____

Studying bibliography ____
Scanning the text for proper names / quotations / dates ____

2. What general information have you collected through the previous activity? Answer
this question stating your general reading hypothesis.

3. In this argumentative text the author presents his own view of the topic and explains
other specialists points of view. Find the authors viewpoint and Kants stance. Read
them and explain the concepts they deal with.

4. Re-read the answers to the previous questions and write your specific reading
hypothesis. Try to do it in a well-written sentence.

5. Now, read the text in detail.

VERIFY:
6. State the type of connection established by the following connectors (Consult the
Grammar Dictionary, if necessary) and conceptualize the ideas linked by them, that is to
say, explain the concepts using your own words:
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HOWEVER (first line of the second page) Type of connection: .

Concept 1:

Concept 2:

BUT (last paragraph) Type of connection: .

Concept 1:

Concept 2:

7. Explain the relation between the two disciplines referred to in the title: geography
and ethics. Gather information from the text throughout the three sections. Do not
translate, conceptualize.

8. As explained in the anticipation, there are different voices in the text. Draw a chart to
graphically outline important concepts presented by the four authors that you consider
most relevant. You may use the charts developed for the previous texts.

Author Concepts

INTERNALIZE / REFORMULATE: This section is the most important one. It

demands a very careful elaboration. You are requested to reformulate the text combining
the most important concepts in one well-written sentence. Most concepts have to be
specific.

9. Write the main idea of the text.

EXTRA CREDITS:
10. Academic vocabulary: There is a small number of words which are frequently
used in academic texts and which do not refer to a specific field of study. That is why
they are considered general academic vocabulary. It is important to pay attention to
them because they may refer to concepts included before or developed after the word is
used. In this text we have an example of this use.

Issues
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In paragraph IV, the author says: In this report, I take up these issues in three different
registers

a- What does the phrase these issues refer back to? Mention them.

b- Which of the following Spanish equivalents of issue provided by a dictionarycan be

used if we want to paraphrase the sentence? Highlight your choice.
Resultado / consecuencia
Problema / cuestin
Edicin / tirada
Descendencia

Stance
Pay attention to the following examples:.. the very fact that we are woven
together with geographically distant peoples and places impels us to work toward a
cosmopolitan stance that would transcend our narrow nationalist or sectarian interests.
(Paragraph III)

But Kants call to tolerate one another as neighbours also suggests an ethical stance.
(Paragraph II)

Which would be the Spanish equivalent for stance in these two sentences? Highlight
your choice.

Postura
Idea
Suposicin

Para ser completado por la docente

CALIFICACIN
APROBADO
APROBADO (-): Ejercicios pendientes para correccin y REFORMULACIN.
Reformul los ejercicios indicados e insertalos al inicio del Mdulo 3 con este subttulo:
Correcciones pendientes del Mdulo 1.
NO APROBADO: En este mismo archivo intercal las correcciones de los ejercicios
indicados segn nuestras observaciones y volv a entregar en el espacio de correcciones
del Mdulo 2.
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