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Estrategias para leer textos académicos

Strategies for reading academic texts

Try this with any text you need to read:

Before reading

1. Think about your reasons for reading the text:

you are interested because it is about your subject, or it is related to your subject

you want background information, or detailed information

you want to know what the writer's views are

you are going to have a discussion

you are going to write an essay on this subject later

Each reason will influence the way you read e.g. quickly or slowly, looking for fact or opinion.

2. Look at the title, headline, any sub-headings, photos or illustrations. Use these to predict what the text will be about - the topic.

3. Think about what you already know on this topic.

4. Write down what you would like to find out from the text. You could write actual questions you would like answers to.

5. Make a note of words or phrases connected with the topic that you may find in the text.

Reading

1. Survey the text: read the first and last paragraphs and the beginning and final sentences of the other paragraphs.

How close were your predictions?

Do you have a very general idea of the structure of the text, what the different parts are about?

2. Identify your purpose for reading.

If you are looking for specific information, read the part where you think the information will be.
If you want a general idea of the whole text, read the whole text.

In both cases ignore words or sections you don't immediately understand.

You should now have a general idea of what the text is about and if it is going to be useful for you. Does it answer the question(s) you asked?

3. Write down in 1 or 2 sentences:

what you think the main ideas are
what your first reaction to the text is. Do you find it interesting, informative, well-argued, boring, illogical, inaccurate?

4. Do a second more careful reading, marking any new words that are important for your understanding.

Check on the main idea and revise what you wrote if necessary.

Decide what the subsidiary ideas are. How do they relate to the main idea? Put all the ideas together in linear notes, or as a mind map.

Vocabulary

With the new words which you think are important:

if an approximate meaning is enough,

try to guess the meaning using word function, context (immediate and wider) and word form

if the exact meaning is needed,

use a dictionary
ask another student, or your tutor

Difficult sentences

Divide the sentences where there are connectives or markers.

What do the connectives mean?
Underline reference words. What do they refer to?
Identify complex noun phrases.
Expand them using verbs and/or relative clauses so that they are easy to understand.
Find the subjects, verbs and objects which go together, and, if necessary, write the whole sentence out in several sentences to show the meaning.

After reading

1. Make a list of the new words which you think will be useful for you in the future. Give:

definitions of the words
indication of whether they are nouns, verbs, adjectives etc.
phrases in which the word occurs
other words with the same meaning
other forms of the words

e.g. counsellor (noun)=a person who gives help and support to people who have problems, an adviser [counsel (noun), to counsel]

2. Evaluate what you have read:

How does it fit into what you already think and know?
Does it confirm your ideas, add to them, conflict with them?
If there are opinions, do you agree or disagree with them?

Thanks to the English Language Centre, University of Exeter for this exercise.

Extraido de: http://www.uefap.com/reading/readfram.htm

11月5日 14:50 | 添加评论 | 固定链接 | 写入日志 | INFORMACION CONCEPTUAL

Pronombres indefinidos plurales y singulares

Read & Contrast

Singular & Plural Indefinite Pronouns

When an indefinite pronoun refers to itself and is a single person or item, a singular pronoun is used.
When an indefinite pronoun refers to itself and to more than one person or item, a plural pronoun is used.

SINGULAR QUANTIFIER	PLURAL QUANTIFIERS
Every fisherman has his pole.	All of the fishermen fry their (own) fish for dinner.
Each fisherman has his hat on.	Some of us invite our wives on trips.
One of the fishermen caught her first fish.	Half of you catch your "limit".
Each of the fishermen brought his own lunch.	Ten percent the fish have old hook marks on their mouths.
Everyone of you has your pole ready. note	None of the fish had eggs in their bodies.
None of the fish had eggs in its body. *may use singular or plural verb	A number of the fishermen were proud of their catches.

An indefinite pronoun may refer to nouns other than itself.

Everyone took my bag of chips.

Each of the fishermen took our cookies.

"Everyone's" Problem - Gender Neutral Phrasing

Objections to 'gender preference' in our English language has affected pronoun choice. Many speakers feel awkard choosing a masculine pronoun to refer to both genders..

PROBLEM	OPTIONS
Everyone had their hat. The pronoun and noun do not agree in number.	Everyone had his hat. Use "his" for both genders - formal but awkward. Everyone had her hat. Specifiy gender for all females. Everyone had their hats. Use plural form to be gender neutral (neither masculine nor femine) and the plural noun form - informal to formal use.
Everyone must file his income tax by April 15. Only men have to file their taxes?	Everyone must file his or her income tax by April 15. Conventions are formed with time and this one is not decided yet.

PARA VER MAS VISITA: http://www.grammar-quizzes.com/agree5b.html

ESTRUCTURAS EN VOZ PASIVA

Pasive tense	Structure	Example
Simple present	Am/are/is + past participle (pp)	English is spoken here
Present progressive	Am /are/is being + pp	Excuse the mess: the house is being paintend
Simple past	Was/were + pp	I wasn’t invited, but I went
Past progressive	Was/were being + pp	I felt I was being watched
Present perfect	Have/has been + pp	Has Mary been told?
Past perfect	Had been + pp	I knew I had been forgotten
Will future	Will be + pp	You wil be told soon
Future perfect	Will have been + pp	Everything will have been done by Tuesday
Going to future	Am/is/are going to be + pp	Who is going to be invited?

El sujeto de un verbo en voz pasiva corresponde al objeto de un verbo en voz active

Passive: This house was built in 1486. German is spoken in Austria.

SUBJECT SUBJECT

Active: They built this house in 1486. Austrians speak German.

OBJECT OBJECT

En la voz pasiva podemos usar by + sustantivo (noun) si necesitamos decir quién realiza la acción.

This house was built in 1486 by Sir John Latton.

Tomado del libro: "how English works" A grammar practice book. Michael Swan, Catherine Walter.

Este libro lo puedes encontrar en la Mediateca de la Fac. de Arquitectura.

10月7日 12:34 | 添加评论 | 固定链接 | 写入日志 | INFORMACION CONCEPTUAL

Seis modos para mejorar la flexibilidad de la lectura

Recuerda que puedes analizar un texto de diferentes modos según tu propósito de lectura

Modo	Características	Propósito o tarea	Velocidad relativa
1. Scanning	Lectura selectiva	Para encontrar respuestas específicas cuando no se requiere leer cuidadosamente; para localizar fechas, nombres, números y otros hechos; cuando uno quiere localizar fragmentos que requieren otros modos de leer.	El modo más rápido: capítulos, artículos, fragmentos de texto que se pueden revisar en pocos minutos.
2. Hojear	Combina la lectura selectiva con la lectura rápida; utiliza resúmenes, frases tópicas, títulos e indicios organizacionales.	Para obtener un concepto entero de la selección; para identificar ciertas ideas principales; para encontrar respuestas específicas sobre ideas literales; para determinar la estructura de la selección, del capítulo o del libro.	Segundo en su velocidad, segundo en su selectividad; la velocidad varía con la tarea; p.ej., cuatro páginas por minuto para identificar las ideas principales; 15 minutos para identificarse la estructura general de un capítulo de 30 páginas. La velocidad es el doble de la de lectura rápida.
3. Lectura rápida	Veloz lectura completa del texto.	Para obtener una comprensión sólida del contenido en poco tiempo; importan más las ideas principales que los detalles específicos.	Varía: cuando se lee un texto poco conocido, 600 palabras por minuto (o dos páginas por minuto); cuando se lee un contenido fácil de entender, mil palabras por minuto.
4. Lectura normal	Lectura completa y a la vez placentera o sin presión.	Una variedad de motivos personales; para aprender, para disfrutarse, para escaparse.	Ni presionada ni estudiosa: 300-400 palabras por minuto es normal para lograr una comprensión adecuada.
5. Lectura analítica	Lectura cuidadosa y completa, repetición; evaluación profunda de las ideas o de la organización y del motivo del autor.	Apropiada para una variedad de tareas sumamente mentales, cuando se requiere una comprensión más allá de lo literal; para analizar críticamente y para identificar inferencias y deducciones, tanto como el tono del autor, su modo, motivo, método, etcétera.	Lenta, selectiva; la velocidad no es el asunto principal; la velocidad varía con la tarea.
6. Estudiar	Lectura planificada; muy completa; se utiliza una combinación de los otros modos.	Para comprender completamente; para aprender; para retener la información; para resolver problemas; para pasar exámenes.	El modo más lento y completo; implica repetir varias veces; la eficiencia de este modo se puede mejorar mediante el uso de SQ3 R (obtener un panorama, preguntar, releer, recitar y revisar).

*Adaptación de S. Britton y traducción de B. Greybeck de: Hill, W., Basic Reading Power, Wadsworth Publishing Co., 1970.

9月18日 14:02 | 添加评论 | 固定链接 | 写入日志 | INFORMACION CONCEPTUAL