IF YOU HAVE NOT BEEN A STUDENT OF OUR DISTANCE LEARNING

PROGRAMME READ THE “DOCUMENTO INICIAL” BEFORE YOU START

THIS MODULE.

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Please, complete the Readers’ Profile File below:

PERFIL DE LECTORES

Nombre y Apellido:

Fecha de nacimiento:

Carrera que está cursando actualmente:

Año de ingreso:

Número de materias cursadas (sin CBC):

Número de materias aprobadas (sin CBC).

¿Cursó alguna otra carrera terciaria o universitaria?No: …………Sí: …………. ¿Cuál?................................ ¿Completa? ……… ¿Incom-pleta?............

Detalle sus conocimientos del idioma inglés:1- Escuela primaria: Cantidad de años:2- Escuela secundaria común: Cantidad de años:3- Escuela secundaria bilingüe: Cantidad de años:4- Instituto de enseñanza de inglés: Cantidad de años:5- Cursos del LAB de FFyL: Nivel alcanzado:6- ¿Rindió exámenes internacionales? ¿Cuáles?7- ¿Asistió a cursos regulares de FFyL? ¿Cuál?8- ¿Intentó rendir libre algún nivel? ¿Cuál? 9- Otros estudios:

¿Cuál cree que es su nivel de conocimientos de inglés? - elemental- pre-intermedio- intermedio- avanzado

¿Cuál de las habilidades cree que utiliza con mayor fluidez?- lectura- escritura- escucha- producción oral

Explique su relación con el idioma inglés y su actitud hacia el mismo:

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TEXTO 1

Matthew J. Hornsey, Erin Robson, Joanne Smith, Sarah Esposo, & Robbie M. Sutton (2008): “Sugaring the Pill: Assessing Rhetorical Strategies Designed to Minimize Defensive Reactions to Group Criticism”, Human Communication Research 34 (2008) pp. 70-98.

DO NOT READ THE WHOLE TEXT BEFORE YOU ANTICIPATE.

Re-read “Anticipate” in the Documento Inicial.

ANTICIPATE: You have 30 minutes to do this section (Very important section! Do

this before you read the text!!!)

1) Read bibliography, subtitles and abstract.

2) Write a general hypothesis. Remember to construct this hypothesis by thinking and

relating the concepts you have read up to here and by risking information that might be

developed.

3) Scan the text to discover text organization. In order to do this quickly and efficiently,

read the beginnings of paragraphs. Square the articulators or connectors that indicate

text organization. (Check Documento Inicial for a list of connectors and articulators)

Visualizing text organization right from the start is crucial to finding main points, since

it will help you locate the sections dealing with important concepts.

When anticipating a text, you will first look at its major blocks: main titles and subtitles

are the best indicators of general organization. When no subtitles or subdivisions are

available, a look at first lines of paragraphs often gives us an idea of what aspects of the

topic are contained. Key terms or repeated concepts that "jump out of the page" are

usually a good indication of prominence. In the process, your initial hypothesis will

develop into a more complex idea reflecting your reading.

4) Scan the selected sentences at the beginning of paragraphs and also scan the section

“Summary and conclusions” and circle key words or phrases. This exercise will help

you to spot the text main themes, its theoretical framework and the author’s stance.

Group the key words according to themes and give each group a “ title ” .

5) In what paragraph does the author conclude his analysis? Write the line numbers

here.

6) Write a linear sketch indicating text organization and including the concepts you

chose and grouped in exercises 3 and 4 . Remember this is a hypothesis. This

exercise will allow you to detect important information quickly and efficiently

when you read the text intensively. A linear sketch is similar to an outline as

regards the inclusion of concepts and the way you connect them, i.e. using icons

such as arrows. We call it linear because it shows the organization of the concepts

in the order they are introduced in the text.

7) Now read the text in detail.

A more thorough work on organization will probably seek to locate the concepts being

used in each paragraph while discovering its function within the whole. This second

look at the text is therefore called paragraph conceptualization (which you have been

introduced to in 2nd level). Besides helping us to keep track of what we read, it serves to

select those paragraphs we will subsequently focus on. Paragraph conceptualization also

provides easy reference for location of a topic in a text.

Section Main ideaIntroduction

Intergroup sensitivity effect

Using language to overcome the intergroup sensitivity effectExperiment 1

Discussion

Experiment 3

Discussion

General

discussion

Summary and

conclusions

8) Explain the following concepts as they are used in the text. Explain their meaning as you abstract and conceptualize them in your own words. The explanation must include all the information that appears throughout the text:

a) Credentialing:

b) Spotlighting:

9) Explain the following connectors. Indicate the kind of connection they establish and the two ideas they connect. Abstract and conceptualize. Do not translate.

DESPITE: (line 265) Type of connection: Concept 1:

Concept 2:

FURTHERMORE: (line 68) Type of connection:Concept 1:

Concept 2:

10) The title contains a colloquial expression. Explain what it means and how you can connect it with the conclusions of the article.

INTERNALIZE: 11) Write the main idea of the text in one well-written sentence. This must include the most important concepts that are dealt with in the text. Remember this is an argumentative text; make sure you are introducing the author’s proposal. The sentence will be complex and will indicate hierarchy. (Check Documento Inicial for a definition of main ideas)

12) In this level you will have to provide an outline, an organic, “visual” picture of the

text. Go to the outlines of this text provided by some of our former students. Analyze them and answer the questions below.

OUTLINE 1 A

a. How could this outline be improved?

b. How does the student/author indicate the author ’ s stance/proposal? Is it effective?

Why/why not?

c. Like hierarchies, relations between concepts should be shown; for example, you can

use arrows/ icons to connect the concepts, they should “show meaning”. Have a look at

the icons in this outline. Do they show the relations the different concepts have in the

text? How? Explain.

OUTLINE 2A

a. Discuss the hierarchy in this outline. What is the main concept for this student-

author? How do you know?

b. What is the problem with the subconcepts? Are they connected correctly as regards

the outline organization? Why/ Why not?

OUTLINE 3A

a. How is outline N°3 different to N°1 and N 2? Justify your answer.

b. Remember your outlines should show hierarchy, that is concepts which are important in the text should outstand visually. You can decide to underline, square or circle those concepts. Remember the hierarchy should be shown, not explained by giving titles such as, “conclusion” or “author’s stance”. Analyze this outline, is the hierarchy clearly shown?. How? Support your answer.

OUTLINE 4A

One of the main difficulties is to decide how much information to include. Have a look

at this outline and decide if the information the author included is enough. Why /Why

not?

Extra Credits

1- Read this fragment from the Introduction . Pay attention to the highlighted words:

a) Why are they used? What kind of words are they?

b) What is the importance of the highlighted connectors? What do they introduce?

How does the new idea relate to the previous one?

Where a nation, for example, is out of touch with international norms of environmental responsibility, or military conduct, or respect for human rights, then criticism from within and outside the country can be a catalyst for positive change. If received defensively, however, criticism can lead to disharmony, schism, conflict, and denial. (lines …..)

2- Read this fragment from the Introduction . Pay attention to the highlighted words or

phrases:

Heightened defensiveness in the face of criticism from outsiders is a concern because there are times when it is important that groups listen to criticism. If a group is not criticized, it can become complacent and stagnant as maladaptive, corrupt, or inefficient practices continue unchallenged. Indeed, a lack of dissent and criticism has been shown to lead to suboptimal decision making (Postmes, Spears, & Cihangir, 2001), the consequences of which can be disastrous (Janis, 1982).

a) Why does the writer choose these words to describe a group that is not

criticized?

b) What kind of words are they?

c) Does the form of some of these words help you to understand their meaning? Do

prefixes help?

d) List those words which have helpful prefixes to understand their meaning.

TEXT 2

It is very important that you pay attention to how long it takes you to work with a

text like this. It shouldn't take longer than 4 hours. So check your time.

Kidd, Dustin (2007): “Harry Potter and the Functions of Popular Culture”, The Journal of Poplar Culture. 2007, Vol. 40, Issue 1, pp 69- 89

ANTICIPATE: You have 30 minutes to do this section (Very important section! Do this before you read the text!!!)

1-Read bibliographical data, title, subtitles and the epigraph at the beginning and after the subtitle “Conclusion”. Write a general reading hypothesis.

2- What comparison is the author presenting? Where is it stated? Remember this is a hypothesis.

3- In this level you will be reading argumentative texts. (Check the definition of "argumentative" in "Documento Inicial" if you don't remember what it means).So, understanding the author's proposal is key to the comprehension of this type of texts. In which section/sections do you think the author will develop his proposal?

Now scan that/those sections for words that show the author’s proposal and square

them. What is the author's opinion on the topic discussed in this text? Explain it in your

own words by writing a specific hypothesis. Remember a specific hypothesis should

provide more detailed information than a general hypothesis.

4- Read the text more thoroughly. 5- Explain the following concepts as they are used in the text. Explain their meaning as you abstract and conceptualize them in your own words. The explanation must include all the information that appears throughout the text:

innovation:

cultural production:

6-Explain the following connectors. Indicate the kind of connection they establish and the two ideas they connect. Abstract and conceptualize, do not translate.

SO: (line 186) Type of connection: Concept 1:

Concept 2:

WHILE: (line 531) Type of connection:Concept 1:

Concept 2:

7- In this text the author characterizes popular culture and defines its functions before presenting the example of Harry Potter. Select the most important paragraph of each section from the beginning up to the section “By way of example” and abstract the main idea of each paragraph. Complete the following chart:

Section Main ideaIntroductionA note on the concept of popular cultureThe normalcy of popular culture in advanced capitalismPopular culture as a space of norm productionPopular culture and social boundariesThe rituals of popular culturePopular culture and innovationPopular culture as the road to change 8- Why does the author choose Harry Potter as an example of Popular Culture?

9- What is the author's final opinion as regards the function/s of Popular Culture?

INTERNALIZE9- Write the main idea of the text in one well-written sentence. This must include the most important concepts that are dealt with in the text.

10- Now it’s you turn to draw the outline for this text. Remember you should provide an organic, “visual” picture. Indicate hierarchies and interconnections of concepts. Include concepts present in your main idea, other important concepts, subideas and supporting material. Possible steps to consider :

-Scan the text again.

-Re-read your main idea.

-List the most important concepts from the whole text. Make sure you discriminate

and state to whom they belong

-Circle or underline the most important ones.

-Square (hacer un cuadrado) two or three secondary concepts.

-Think how these concepts are connected in the text.

-Show these connections with arrows or other icons. Give the arrows a name if you

consider their meaning is not clear.

-Construct a “visual picture” (outline) of this network.

-The connection between the different concepts should show a hierarchical

organization. This means important concepts must stand out.

If you still have doubts as regards the design of your outline, ask for help to a tutor. It’s always better to clarify your doubts outline by outline rather than redo all the outlines in the module.

In order to draw your outline, you can use this same Microsoft Word.To begin with, you can select the icons at the bottom (text box, arrows, lines, etc) When you choose the text box, you can write inside the concepts and then join them with lines or arrows. Indicate the relationship with = or # and different colours. There are also Block Arrows or other signs in Auto shapes at the bottom of your screen to indicate strong relations or important concepts.Don’t forget to close the outline with the author’s conclusion.

The texts you read have different types of organization. The author chooses one of them according to his needs. In long texts you may find different types of text structures in different parts of the article or chapter. The following are some examples of graphic organizers designed to match specific recurring text structures.

If the author wants to describe a process, a sequence of events or a cause and effect relationship, he may use the following:

If the writer wants to describe an object or concept, he will probably resort to:

If the author wants to classify entities, he may choose this organization:

If the author wants to present a problem with different solutions, he may adopt this one:

Step or event 1

Step or event 2

Step or event 3

Step or event 4

Category

Subcategory 1Subcategory 3

Subcategory 2

Attribute 1Attribute 2

Attribute 3

Attribute 1 Attribute 2

Attribute 1Attribute 2

Object / concept

Characteristic 1 Characteristic 2 Characteristic 3

If the author wants to present an argument, claim or thesis statement, he will probably choose the following organization:

If there are different points of view on the same problem or topic, the graphic becomes more complex as you can see in the figure below:

Argument / Claim / Thesis statement

Evidence/argument 1

Evidence/ Argument 2

Evidence / Argument 3

Conclusion

Problem

Solution 1 Solution 2 Solution 3

Thinking aloud:

c) Were the steps to help you draw the outline effective? Why? Why not?

d) Would you add any other step to the list? Why? Why not?

Central problem /topic/

concept

Point of view 2Point of

view 1 #

=

Conclusion

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TEXTO 3

TEODORA CARABAS, “Tales Calculated to Drive You MAD’’: The Debunking of Spies, Superheroes, and Cold War Rhetoric in Mad Magazine’s ‘‘SPY vs. SPY’’ , The Journal of Popular Culture, Vol. 40, No. 1, 2007, Copyright the Authors, Journal compilation 2007, Blackwell Publishing, Inc.

ANTICIPATE: Remember you have 30 minutes to do this section.

1-Read bibliographical data, title, subtitles and scan the introduction (the first two paragraphs of the text). Write a general reading hypothesis.

2- In research articles, the researcher states his purpose in the introductory section and/or in those sections in which he introduces the state of the art or the social, economic or political context of his research. Scan the last paragraphs of the three introductory sections text and try to detect the lines where the author develops his purpose. Write the line numbers here. The purpose of an article is sometimes implicit, sometimes explicit and expressed in a phrase such as "In this paper, I intend to….","My aim is to ………", "I attempt to….", “My goal in this article………”, “ I argue…………….” Scan the text and see if you can discover the author's purpose for this paper. Indicate the numbers of the lines on which you found it.

3- Explain the title. Remember this is a hypothesis. If you do not know the meaning of the word debunk, try to infer it from the co-text and from the information you have obtained up to this moment.

4- With the information you collected in exercises 2 and 3 write a specific hypothesis.

5. Read the text more thoroughly.

6- Explain the following concepts as they are used in the text. Explain their meaning as you abstract and conceptualize them in your own words. The explanation must include all the information that appears throughout the text:

dual nature of SPY vs. SPY protagonists:

meta textual relation between author and reader:

7-Explain the following connectors. Indicate the kind of connection they establish and the two ideas they connect. Abstract and conceptualize. We will not accept translations.

THUS: (line 325) Type of connection:

Concept 1:

Concept 2:

BY CONTRAST: (line 174) Type of connection:Concept 1:

Concept 2:

8- How did the “Spy and Spy” tales manage to debunk spies, superheroes and cold war rhetoric?

9- Write the main idea of the text in one well-written sentence. This must include the most important concepts that are dealt with in the text.

10- Outline the text. Provide an organic, “visual” picture.e) Indicate hierarchies and interconnections of concepts.f) Include concepts present in your main idea, other important concepts, subideas

and supporting material. g) Remember that your outline should not follow the organization of the text, this

means it should not be linear. Besides all the steps mentioned in Text 2 add these:

e) Include all details. Connect them hierarchically.

f) This text includes several positions. Make sure you include them all.

g) Be sure the author’s opinions are included.

h) Don’t leave concepts “loose”. Show their connections.

i) Cluster details around main concepts and sub-concepts. Show how concepts are

compared.

j) Try not to use narrative sentences or phrases, use concepts expressed by noun

phrases.

Extra credits

In other words, most MAD comics were hard to pin down because they were tales intentionally created to undermine authority while keeping a seemingly innocuous

facade. (Lines 106-108)

a- The author introduces this sentence using the phrase in other words. Why does he do so? Look for it in the text.

b- The words in bold type have a negative connotation. Why does the author choose to use them here? If you did not know them, what strategies did you use to know or infer their meaning? State the strategy you have chosen.

1- Hard:

2- Undermine:3- Innocuous.

Issue

In the following excerpts issue is used with different meanings. Provide a Spanish equivalent for each one:

Text 1The January 1961 issue of MAD Magazine introduced Prohías and his comic strip in

gratifying terms.(Line 16)

Issue:……………………………..

Text 2

..............the use of humor and irony in combination with the language of the

absurd defined MAD comics as more than merely ‘‘funnies’’ or children’s literature, and

curbed somewhat the belief that comics were devoid of aesthetic quality and harmful to

the education of ‘‘normal’’ children. Following this line, ‘‘SPY vs. SPY’’ was designed

as a series that depicted the ‘‘friendly rivalry’’ (as the strip’s title informs us) of two

mock-opponents, without much information being given about the issues that generated

the conflict or the external context of the fight. (Lines 112- 118)

Issue:………………………………..

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TEXTO 4

Now we will be reading a short story. Get ready to enjoy it!

This type of reading differs from what we have been reading so far, because a literary work is read from an aesthetic stance. Rosenblatt (1988) tells us: “The aesthetic reader experiences, savours, the qualities of the structured ideas, situations, scenes, personalities, emotions, called forth, participating in the tensions, conflicts and resolutions as they unfold. This lived-through meaning is felt to correspond to the text”.

Let’s quote Roland Barthes: “Literature is the question minus the answer”.So, we are not expecting only one answer.

The Story of an Hour by Kate Chopin

http://www.vcu.edu/engweb/webtexts/hour/

Anticipate:

Read the title and the first paragraph: In your opinion, what is the conflict in this story?

_____________________________________________________________________________________

_____________________________________________________________________________________

__________________________________________________________________

Verify:

1. Read the story

2. Re-read the first two paragraphs and complete the chart with the information you have found:

Mrs. Mallard

Mr. Mallard

Josephine

Richards

3. List the activities that Mrs. Mallard did after receiving the news:

_______________________ _______________________ _______________________ _______________________

4. Make two lists, one with positive words and another with negative words from paragraphs 5, 6, 7 and 8:

Positive connotation Negative connotation

5. Why do you think these words are used? ________________________________________________________________

________________________________________________________________

________________________________________________________________

6. Explain in your own words what Mrs Mallard felt (paragraphs 9-16):___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

7. What interrupted Mrs. Mallard when she was coming down the stairs?

8. Explain the “joy that kills” Mrs. Mallard.

Internalize:

Did you like the story? Why or why not? Write a paragraph explaining your reaction to the story.